Wikiversity http://en.wikiversity.org/wiki/Wikiversity:Main_Page MediaWiki 1.8alpha first-letter Media Special Talk User User talk Wikiversity Wikiversity talk Image Image talk MediaWiki MediaWiki talk Template Template talk Help Help talk Category Category talk School School talk Portal Portal talk Topic Topic talk 1 edit=autoconfirmed:move=autoconfirmed 24163 2006-09-05T15:25:00Z Reswik 82 adding "various communications" to intro section - wikiversity is much more than a wiki __NOTOC__ __NOEDITSECTION__ <div> {| |[[Image:South_African_classroom.jpg|left|200px]] |<div>Welcome to </div> <div style="color:#444444;font-size:250%"> '''WIKI'''</span><span style="color:#999999;font-size:90%">'''VERSITY'''</span></div> |} </div> {| |- valign="top" |width="100%" bgcolor="#ffffff" style="border:1px solid #c6c9ff;padding-top:0.5em;"| | |} {|width="100%" align="center" cellpadding="1" style="text-align:center;" | '''[[Wikiversity:What is Wikiversity?|About]] · [[Wikiversity:Browse|Browse]] · [[Wikiversity:Community Portal|Community]] · [[Wikiversity:Adding content|Editing]] · [[Help:Contents|Help]] · [[Wikiversity:Questions|Questions]] · [[Wikiversity:Guided_tour|Tour]] · [[Wikiversity:Welcome, newcomers|Welcome!]]''' - '''[[Wikiversity:Learning goals|We take requests!]]''' |} {| |- valign="top" |width="60%" bgcolor="#ffffff" style="border:1px solid #c6c9ff;padding:1em;padding-top:0.5em;"| ==[[Wikiversity:What is Wikiversity?|What is Wikiversity?]]== '''[[Wikiversity:Welcome, newcomers|Welcome, newcomers]]!''' '''Wikiversity''' is a community for the creation and use of free [[Portal:Learning Materials|learning materials]] and [[Wikiversity:Learning projects|activities]]. Wikiversity supports both learning and teaching. Its primary goals are to: * Create and host [[Wikiversity:Licences|free]] content, multimedia learning materials, resources, and curricula for all age groups in all languages * Develop collaborative [[Portal:Learning Projects|learning projects]] and communities around these materials Wikiversity provides various [[Wikiversity:Community Portal|communication media]] and a [[wiki]] website where [[Wikiversity:Introduction|anyone can edit]] the pages. [[Wikiversity:Learning goals|Learners]] and [[Wikiversity:Wikiversity teachers|teachers]] are invited to join the [[Wikiversity:Wikiversity community|Wikiversity community]]. |width="40%" bgcolor="#ffffff" style="border:1px solid #c6c9ff;padding:1em;padding-top:0.5em;"| ==Find Content== '''[[Wikiversity:Browse|Browse]]''' our various subject areas. If you cannot find a topic, you can [[Wikiversity:Requests|request it]] or start [[Wikiversity:Adding content|working on it yourself]]. Where are the [[Wikiversity:Wikiversity community#Where are the courses?|courses]]? For details about how Wikiversity functions, see our [[Wikiversity:Policies|policies]]. '''Visit''' Wikiversity [[Wikiversity:Schools|Schools]]: <br>[[School:Engineering|Engineering]] - [[Portal:Fine Arts|Fine Arts]] - [[Portal:Humanities|Humanities]] - [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] - [[Portal:Life Sciences|Life Sciences]] - [[Portal:Physical Sciences|Physical Sciences]] - [[School:Mathematics|Mathematics]] - [[Portal:Social Sciences|Social Sciences]] - [[School:Practical Arts and Sciences|Practical Arts and Sciences]] |} <!-- {| cellspacing=3 width="100%" |- valign="top" |width="25%" bgcolor="#ffffff" style="border:1px solid #c6c9ff;padding:1em;padding-top:0.5em;"| |} |- |colspan=2 bgcolor="#ffffff" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| |} --> {| cellspacing=3 width="100%" |- valign="top" |width="60%" bgcolor="#ffffff" style="border:1px solid #c6c9ff;padding:1em;padding-top:0.5em;"| ==Help develop Wikiversity!== '''Time dependent''': * [[m:Wikiversity/logo|Logo contest]] for Wikiversity on meta * [[Wikiversity:Motto contest|Motto and slogan contest]] - Help create a motto and a slogan for Wikiversity. *''Use new main page design?'' - '''[[Wikiversity_talk:Main_Page#New_page_design|comment soon]]''' on talk page. *[http://www.wikiversity.org/ Wikiversity Hub]. Please help draft hub page by editing at [[m:Www.wikiversity.org_template|meta-wiki www.wikiversity.org template]]. Details discussed [[Wikiversity:Colloquium#www.wikiversity.org|here]]. '''Ongoing''': *''[[Wikiversity:Browse|Browse]]'' and '''[[Wikiversity:Adding content|create content]]'''... *[[Wikiversity:Learning projects|Learning Projects]] encourage active learning. *[[Organizing Self Management For Wikiversity|Organizing Self Management]] for Wikiversity *[[Wikiversity:Policies|Policies]] - Help develop our policies. *Visit our [[Wikiversity:Community Portal|Community Portal]]. |width="40%" bgcolor="#ffffff" style="border:1px solid #c6c9ff;padding:1em;padding-top:0.5em;"| ==Communications== * '''[[Wikiversity:Colloquium|Colloquium]]''' - Ask a question about Wikiversity. * [[Wikiversity:Help desk|Help desk]] - Ask a question about anything. * [[w:Internet Relay Chat|IRC]] Discussions: Join us on [irc://irc.freenode.net/wikiversity-en #wikiversity-en](on Freenode). * Mailing List: ''Wikiversity-l'' Please [http://mail.wikimedia.org/mailman/subscribe/wikiversity-l subscribe] to the list or [http://mail.wikimedia.org/pipermail/wikiversity-l/ view the archives]. ==News== * [[Wikiversity:News|Announcements and news]] * [[Wikiversity:History of Wikiversity|History of Wikiversity]] - how we got here * Wikiversity Launch!: August 15, 2006 |- |} {| cellspacing=3 width="100%" |- valign="top" |width="60%" bgcolor="#ffffff" style="border:1px solid #c6c9ff;padding:1em;padding-top:0.5em;"| ==Research== *[[Wikiversity:Research]] *[[Wikiversity:Research Ethics|Ethics]] in research *[[Wikiversity:Original research|Original research]] ==Service== * [[Wikiversity:Service|Service]] - How Wikiversity can serve. * [[Wikiversity:Services|Services]] - How Wikiversity can help you. * [[Service community|Service community]] - How Wikiversity can serve Wikimedia communities. |width="40%" bgcolor="#ffffff" style="border:1px solid #c6c9ff;padding:1em;padding-top:0.5em;"| ==Library== * Wikiversity is still importing pages from Wikibooks. Please request page imports at: '''[[Wikiversity:Import]]''' * [[Catalog]] * [[Wikibooks:Main Page|Textbook collection]] at Wikibooks * [[Wikibooks:]] - [[Wikibooks:Category:Wikiversity|Wikiversity Category]] | [[Wikibooks:Wikiversity|Wikiversity portal]] |- |colspan=2 bgcolor="#ffffff" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| <!-- |- |colspan=2 bgcolor="#ffffff" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| --> |} ==Wikiversity in other languages== This Wikiversity is written in English. Started in August 2006, it currently contains [[Special:Statistics|{{NUMBEROFARTICLES}}]] articles. Other Wikivesities are available:<br> {{WikiversityLang}} ==Wikiversity's sister projects== {{Sisterprojects}} <div style="clear:left"></div> </div> [[de:]] 6 23981 2006-09-05T01:22:06Z Trevor MacInnis 99 /* Wikiversity for teaching */ avoid redirect {{Shortcut|[[WV:IS]]}} [[Image:Plato i sin akademi, av Carl Johan Wahlbom (ur Svenska Familj-Journalen).png|thumb|right|300px|Collaboration between students and teachers.]] ::'''Wikiversity is a learning community'''. Wikiversity is a communal effort to learn and facilitate others' learning. You can use Wikiversity to find information or ask questions about a subject you need to find out more about. You can also use it to share your knowledge about a subject, and to build learning materials around that knowledge. The basic definition of a ''[[w:university|university]]'' in Latin is ''universitas magistrorum et scholarium'' - a community of teaching and learning. The basic definition of a ''[[w:wiki|wiki]]'' is software that allows collaborative creation of online documents. Wikiversity combines wiki technology and culture with a variety of learning communities and projects. Wikiversity is the ''viciversitas magistrorum et scholarium'' - a wiki-based community of teaching and learning. See below for ideas on how you can help yourself and others or help us help you. ==Wikiversity for learning== In Wikiversity, you can find learning materials of all types to use yourself as self-study materials. If you are interested in learning about a subject, [[Wikiversity:Browse|browse]] our content to see if there is anything that suits your needs. It would also be helpful if you comment on the materials you use, so that we can continually improve our resources. Also, if you want to meet other people who are interested in your subject, you may want to join a [[Wikiversity:Learning community|learning community]] devoted to that subject (or help create one if one doesn't yet exist). You may find someone there who can help you with your learning, or you may want to help someone else with what you already know (or have just found out). Please help Wikiversity to develop its education potential at the [[Wikiversity:Learning|learning]] and [[Wikiversity:Learning projects|learning projects]] pages. ==Wikiversity for teaching== Wikiversity is designed to collect a range of learning materials for a range of uses. These materials are designed, not just for self-study, but also as material which can be used in your classroom. What we aim to provide is a way of searching for content easily, which can be printed/saved and used in class - as well as a lesson plan to guide you through this material. As Wikiversity is only just getting started, there is hardly any content here yet. We would really appreciate any content you have that you would be willing to provide, and maybe also an indication of what you have done with it, and how that worked. In this way, we hope to build a living resource of real use to teachers, not only in their classrooms, but also as somewhere to improve teaching practice through sharing materials and experiences. Please help Wikiversity to develop its teaching potential at the [[Wikiversity:Education|education]] and [[Wikiversity:Teaching|teaching]] pages. ==Wikiversity for researching== Wikiversity will offer a space for not just hosting research, but also facilitating research through creating researcher communities. Please help Wikiversity to do this by adding your ideas to [[Wikiversity:Research]]. ==Wikiversity for serving== Wikiversity will offer opportunities for service and learning development in a variety of contexts. Please help Wikiversity to do this by adding your ideas to [[Wikiversity:Service]]. ==Wikiversity for sharing materials== If you have learning materials that you think could be of use, you can add them to Wikiversity! Or, if you have an idea for how to help someone learn about a topic, you can start developing learning materials right here. However, if it's suitable for a textbook, it's best to add it at [[Wikibooks:Main Page|Wikibooks]]; if it's suitable for an encyclopedia, it's best to add it at [[Wikipedia:Main Page|Wikipedia]]. Textbooks at Wikibooks and resources elsewhere on the internet can be used as materials in a Wikiversity syllabus, and should generally be linked from the module rather than duplicated here. See [[Wikiversity:Browse]] for links to our various sections of materials. You can also read [[Wikiversity:Adding content]] and [[Wikiversity:Naming conventions]] to guide you in adding content. == Wikiversity for sharing ideas== Wikiversity is also a place to share ideas - about how to teach, how to learn, what the best ways of facilitating learning are, what has worked in the past, and what hasn't. It is hoped that Wikiversity will (amongst other things) provide a platform for teachers and learners to form learning communitys ''about learning''. == Wikiversity for sharing community== As is obvious from the above, Wikiversity is a place to share community. It is hoped that Wikiversity will not only provide spaces for persons to form various communities of learning and discovery but a place where service, learning and research can be integrated in meaning ways in our lives and larger communities and that we have fun and rewarding times together in bettering our world and societies. ==See also== *The [[Wikiversity:Approved Wikiversity project proposal|Wikiversity project proposal]] that was approved by the Wikimedia Foundation Board of Trustees. [[Category:Wikiversity policy]] 7 17 2006-08-15T09:54:19Z Arcadian 9 stub - translated from German at http://de.wikiversity.org/wiki/Vorlage:Hauptseite_Fertige_Kurse We have still no finished courses. Help us to finish one of the existing courses. 8 14968 2006-08-26T09:22:02Z Chun-hian 239 modify ja: [[:de:|Deutsch]] - [[b:es:Wikiversidad:Portada|Español]] - [[b:eo:Wikiversity:Esperanto|Esperanto]] - [[b:fr:Wikiversité|Français]] - [[b:it:Wikiversità|Italiano]] - [[b:nl:Wikiversity:Nederlands|Nederlands]] - [[b:ja:Wikiversity:メインページ|日本語]] - [[b:pt:Wikiversidade|Português]] - [[b:sr:Викиуниверзитет|Српски]] - [[b:sv:Wikiversity|Swedish]] 9 23435 2006-09-04T04:36:31Z JWSchmidt 20 add Research <center><big>'''''[[Portal:Learning Projects#General projects|General Community Learning Projects]]'''''</big></center> <center> <big>'''[[Service community|Community service projects]]'''</big> - <big>'''[[Wikiversity the Movie]]'''</big> - <big>'''[[Wikiversity:Wiki as a tool for learning|Learning the wiki way]]'''</big><br/> <big>'''[[Wikiversity translations|Translate policy discussions for Wikiversity Beta]]'''</big> - <big>'''[[War Seminar]]'''</big> </center> ---- <center><big>'''''[[Wikiversity:Major portals|Major portals]]'''''</big></center> <center> <big>'''[[Portal:Learning Projects|Learning Projects]]'''</big> - <big>'''[[Portal:Education|Education]]'''</big> - <big>'''[[Portal:Engineering and Technology|Engineering and Technology]]'''</big> - <big>'''[[Portal:Humanities|Humanities]]</big> - <big>'''[[Portal:Interdisciplinary Studies|Interdisciplinary Studies]]</big> <BR> <big>'''[[Portal:Learning Materials|Learning Materials]]'''</big> - <big>'''[[Portal:Life Sciences|Life Sciences]]</big> - <big>'''[[Portal:Physical Sciences|Physical Sciences]]</big> - <big>'''[[Portal:Practical Arts and Sciences|Practical Arts and Sciences]]</big> - <big>'''[[Portal:Social Sciences|Social Sciences]]'''</big> </center> ---- <center><big>'''''[[Wikiversity:Schools|Major Schools]]'''''</big></center> <center> <big>'''[[School:Art and Design|Art and Design]]</big> - <big>'''[[School:Astronomy|Astronomy]]</big> - <big>'''[[School:Biology|Biology]]</big> - <big>'''[[School:Business|Business]]</big> - <big>'''[[School:Classics|Classics]]</big> - <big>'''[[School:Chemistry|Chemistry]]</big> - <big>'''[[School:Computer Science|Computer Science]]</big> <BR> <big>'''[[School:Education|Education]]</big> - <big>'''[[School:Engineering|Engineering]]</big> - <big>'''[[School:Geology|Geology]]</big> - <big>'''[[School:History|History]]</big> - <big>'''[[School:Law|Law]]</big> - <big>'''[[School:Linguistics|Linguistics]]</big> - <big>'''[[School:Literary Studies|Literary Studies]]</big> - <big>'''[[School:Marine Sciences|Marine Sciences]]</big> <BR> <big>'''[[School:Mathematics|Mathematics]]</big> - <big>'''[[School:Media Studies|Media Studies]]</big> - <big>'''[[School:Medicine|Medicine]]</big> - <big>'''[[School:Music|Music]]</big> - <big>'''[[School:Philosophy|Philosophy]]</big> - <big>'''[[School:Physics|Physics]]</big> - <big>'''[[School:Psychology|Psychology]]</big> - <big>'''[[School:Sociology|Sociology]]</big> - <big>'''[[School:Theology|Theology]]</big> </center> ---- <center><big>'''''Active Wikiversity Divisions and Departments'''''</big></center> <center> <big>'''[[Topic:Chemical Engineering|Chemical Engineering]]</big> - <big>'''[[Topic:Computer Programming|Computer Programming]]</big> - <big>'''[[Topic:Language Acquisition|Language Acquisition]]</big> <BR> <big>'''[[Topic:Literary Studies/Reading Lists|Literary Studies/Readings]]</big> - <big>'''[[Topic:Politics of the European Union|Politics of the European Union]]</big> - <big>'''[[Topic:Pure Math|Pure Math]]</big> - <big>'''[[Topic:Web Design|Web Design]]</big> </center> ---- <center><big>'''''Wikiversity Research Projects'''''</big></center> <center> <big>'''[[Astronomy Project]]</big> - <big>'''[[Bloom clock project]]</big> <BR> <big>'''[[Human Genetic Uniqueness Project]]</big> </center> ---- <center>''Please feel free to add other schools. Read [[Wikiversity:Namespaces]] and [[Wikiversity:Naming conventions]] so you know how to name new Wikiversity pages.''</center> [[Image:Namespacehierarchy.png|thumb|center|600px|The [[Wikiversity:Namespaces|Wikiversity namespace]] hierarchy. Each school is specialized for studies of several academic topics that can be organized by the departments of a school. Several schools might link to the same department. Any [[Portal:Learning Projects|learning project]] can be linked to by multiple departments. See [[Wikiversity:Naming conventions]] for details.]] [[Category:Wikiversity]] 13 24131 2006-09-05T13:50:20Z JWSchmidt 20 link to [[Wikiversity:Introduction edit]] If you have a request for types of materials you would like to use, or develop, please add them to this page (below), or to the subject area you are interested in (see [[Wikiversity|Browse]]). You can also '''be bold''' and try to add materials yourself - see this [[Wikiversity:Introduction edit|tutorial]] page to find out how. ==Requests== ''Add your requests here'' *Credit Help * Esperanto language lessons * ... Some Vocational tests might come handy * ... Medicinal Chemistry: - Mec.Chem. Principalities. *Dentistry and related Dental Sceinces ==Created pages== * [[Algebra One]] <-- ''see also [[College Algebra]]'' * [[Learn Piano]] * [[Learn Violin]] * [[Russian Revolution]] * [[Combinatorial Chemistry]] [[Category:Wikiversity]] [[Category:Wikiversity administration]] 26 23185 2006-09-03T18:33:14Z JWSchmidt 20 link to "Scope of research" {{Shortcut|[[WV:RULES]]}} See the [[Wikiversity talk:Policies|talk page]] for general discussion about Wikiversity policies. Please note that the [[Wikiversity:Wikiversity_project_proposal|Wikiversity project proposal]] underlies these policies. Discussions related to the development of research poilicy are going to be conducted in a multi-lingual format at [http://beta.wikiversity.org beta.wikiversity.org], you can start at: [http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/En Scope of research]. == Existing Policies == ===Policies=== ====Behavioural==== * [[Wikiversity:Assume Good Faith|Assume Good Faith]] * [[Wikiversity:Civility|Civility]] ===Guidelines=== ====General==== * [[Wikiversity:Be bold|Be bold]] ===Other=== * [[Wikiversity:What is Wikiversity?|What is Wikiversity?]] == Proposed Policies == ===Policies=== ====Behavioural==== * [[Wikiversity:Username|User Names]] * [[Wikiversity:Bots|Bots]] ====Content policies==== * [[Wikiversity:Disclosures|Disclosures]] (incorporates NPOV and Confessions) * [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] * [[Wikiversity:Naming conventions|Naming conventions]] * [[Wikiversity:Scholarly ethics|Scholarly ethics]] =====Sources===== * [[Wikiversity:Verifiability|Verifiability]] * [[Wikiversity:Reliable sources|Reliable sources]] ====Enforcing policies==== * [[WV:BLOCK|Blocking Policy]] ====Misc==== * [[Wikiversity:Ignore all rules|Ignore all rules]] * Petition moved to [[Wikiversity:No early policies]] ===Guidelines=== ====Content==== * [[Wikiversity:Cite sources|Cite sources]] ===Other=== * [[Wikiversity:Wikiversity mission|Wikiversity mission]] * [[Wikiversity:Productive Forking and Tailoring is Encouraged|Productive Forking and Tailoring is Encouraged]] * [[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy|Administrator Creation and Behavioral Criteria Guidelines and Policy]] * [[Wikiversity:Privacy policy|Privacy policy]] [[Category:Wikiversity policy]] 28 24178 2006-09-05T15:54:34Z Daniel575 649 /* Some news from Wikiversity Beta */ __NEWSECTIONLINK__ {| style="font-size: 95%; margin-right:5px; border-style: solid;" | style="vertical-align:middle; width: 30%;padding: 10px; " | [[Image:Marburger-Religionsgespräch.jpg|270px|center]]<br /> <div style="text-align:center;">'''[{{fullurl:Wikiversity:Colloquium|action=edit&section=new}} Start your discussion here]'''<br /> <small>Please sign with <code><nowiki>-- ~~~~</nowiki></code></small></div> | style="vertical-align:middle;padding: 10px;" | {{Portal-head2|547892|Welcome}} You have questions, comments or suggestions about Wikiversity? That's what this page is for! You can also find some general information at * [[Wikiversity:What is Wikiversity?|What is Wikiversity?]] * [[Wikiversity:Scope|Wikiversity's Scope]] * [[mw:Project:Support desk|Questions about the Mediawiki software]] <div style="text-align: left; clear: right">'''Communication:''' [[Wikiversity:Chat|Chat]] · [http://mail.wikimedia.org/mailman/listinfo/wikiversity-l Mailing list] </div> |} {{Shortcut|[[WV:C]]}} [[Category:Community discussions]] [[de:Wikiversity:Cafeteria]] '''<center>[http://en.wikiversity.org/wiki/Wikiversity:Colloquium?action=purge Purge Cache] - [[/archives|Colloquium Archives]]</center>''' =15 August 2006= == Project Logo == Right now we are using the English Wikipedia logo, and that needs to change ASAP to something else. If there are any suggestions for a interim logo for Wikiversity, that would be appreciated (and no, we are not going to use the U.S. Flag like was done with Wikipedia). --[[User:Robert Horning|Robert Horning]] 14:08, 15 August 2006 (UTC) :I've uploaded the one on the right [[Image:Wiki.png|thumb|right|150px]] as a temporary logo (I know it's the wrong message and it's crap, but it's better than the Wikipedia one), but I'm trying to get a developer to add it as the logo. [[User:Cormaggio|Cormaggio]] 14:11, 15 August 2006 (UTC) ::As you may have noticed, I've uploaded the logo at the wrong size - but I can't now re-upload the re-sized image, as apparently you need to have a four-day-old account to do so. As soon as we have an admin, can s/he delete the image, and i'll re-upload the new one? Thanks. [[User:Cormaggio|Cormaggio]] 14:46, 15 August 2006 (UTC) :::Yes. Is somebody getting bureaucrat-status? -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 15:03, 15 August 2006 (UTC) ::::Trying.. :-) [[User:Cormaggio|Cormaggio]] 15:05, 15 August 2006 (UTC) I have uploaded that logo to commons; [[:Image:Wikiversity beta.png]] and created [[commons:Category:Wikiversity]] --[[User:Walter|Walter]] 22:11, 15 August 2006 (UTC) To get Wikiversity on the main portal this template needs to be updated; [[meta:Www.wikimedia.org template]]. But maybe it is better to wait a bit for that. --[[User:Walter|Walter]] 22:11, 15 August 2006 (UTC) :For a logo how about a large magnifying glass on a piece of a computer monitor showing some cryptic math equations or pictographs? [[User:Mirwin|Mirwin]] 11:28, 16 August 2006 (UTC) [[meta:User:Nightstallion]] (away for the moment) is good at arranging logo design competitions. I suggest you center it at Meta, similar to the current Wikibooks/Wiktionary discussions there. I don't like the current one, but it's OK for the moment. [[User:Dbmag9|Dbmag9]] 11:56, 16 August 2006 (UTC) :: The French, German, and Swedish Wikiversities all have the same logo at present -- which is this nice amalgamated image combining the middle ages, the renaissance, and a modern guy of today. we can either affirm our solidarity with the EU (although Italy doesn't have a logo yet), and use theirs or come up with something equally complex and rich. I like suggesting our affiliation -- albeit distant -- with the medieval university which was a bastion of learning, a refuge and repository of knowledge and an international center for the exchange of ideas in a very chaotic and war-torn world. --[[User:Smithgrrl|Smithgrrl]] 00:42, 22 August 2006 (UTC) :A discussion about Wikiversity logo has started here: [[m:Wikiversity/logo]]. Feel free to share your ideas. [[User:Guillom|guillom]] 16:22, 23 August 2006 (UTC) == Naming == ''Wikipedia'' is to ''Wikipedian'' as ''Wikiversity'' is to ? --[[User:Fang Aili|Fang Aili]] ^{[[User talk:Fang Aili|talk]]} 20:10, 15 August 2006 (UTC) * Wikiversitians * Wikiversitites * Wikiversian :My two proposals. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 20:11, 15 August 2006 (UTC) We could consider beginning to move away from wiki* and towards shorter and/or more clear neologisms. How about: *co-learners *learners *participants *scholars *WVians *wivians/wuvians (hee hee) --[[User:Doug|Doug]] 20:32, 15 August 2006 (UTC) Perhaps ''wikiversian''. --[[User:Fang Aili|Fang Aili]] ^{[[User talk:Fang Aili|talk]]} 20:38, 15 August 2006 (UTC) Maybe Wikischolar/Wikilearner or something to that effect? Also, on most of the wikimedia projects, editor and user are interchangable; would scholar/learner be acceptable as well as editor/user?--[[User:Digitalme|Digitalme]] 23:25, 15 August 2006 (UTC) Personally I like <b>Wikiversity Participant</b> or <b>Partyer</b> for short. '8) [[User:Mirwin|Mirwin]] 11:25, 16 August 2006 (UTC) ::''Wikischolar'' is nice. [[User:Dbmag9|Dbmag9]] 11:52, 16 August 2006 (UTC) :::I like that too. --[[User:Fang Aili|Fang Aili]] ^{[[User talk:Fang Aili|talk]]} 13:14, 16 August 2006 (UTC) ::::It's nice. So, wikischolars practice wikinquiry and wikiate together in a wikiwise way, eh? Referring to working the WV site: Editor works for me too. Scholars are editors too. ::::Hmm, perhaps ''wikian'' works too.[[User:Doug|Doug]] 13:31, 16 August 2006 (UTC) :::::''Wikischolar'' goes a long way towards setting a good productive initial tone for the site. Perhaps we could use <b>wiklar</b> for short and wiklars for plural. [[User:Mirwin|Mirwin]] 19:30, 16 August 2006 (UTC) :btw, users of Wikia use ''Wikian'', just a note. [[User:Lcarsdata|&#91;&#91;User:Lcarsdata]] (&#91;&#91;User_talk:Lcarsdata&#124;Talk]])]] 19:53, 19 August 2006 (UTC) ::::::Oooh...Wikischolar sounds nice. --[[User:HappyCamper|HappyCamper]] 13:16, 20 August 2006 (UTC) :::::'''wikilar''' looks sort of like wiki-lier. I think wikischolar is less confusing. Would it work the other way? Wikischo? Wikislar? Wikiscer? Wikishlr? Na, no truncation sound right.--[[User:Rayc|Rayc]] 13:57, 20 August 2006 (UTC) ::::I really like '''wikischolar'''. It encompases both the learning portion and the teaching portion. --[[User:The Winged Self|The Winged Self]] 03:20, 21 August 2006 (UTC) :::: I like "wikischolar" also! It's funny, it makes people feel smart, and it resonates with the "serious playfulness" of the wiki-projects. --[[User:Smithgrrl|Smithgrrl]] 00:33, 22 August 2006 (UTC) :::::I too appreciate Wikischolar. It has the haf-credibility that all the Wikis have. [[User:Dev920|Dev920]] 14:02, 27 August 2006 (UTC) * ''Scholars'' simply. Since the word does not contain the root ''"uni"'', there is no place and no need for the root ''"wiki"'' either. *If the need arises, you can say, "the scholar working at the Wikiversity..."[[User:Hillgentleman|Hillgentleman]] 00:21, 28 August 2006 (UTC) == Heads of Schools and other "titles" == On some of the "department" pages that have been moved from Wikibooks, some users have become self-appointed to become the "dean" or "head of school" for the current content organization at Wikibooks. While it is an interesting idea that one user is going to take responsibility for the content of a school and act as a moderator, it seems to go against the ideas of [[Wikiversity:What Wikiversity is not]], particularly the issue of confering titles or assuming an office. I think it is a legitimate point to make that perhaps these positions should be removed in some regard, or at least a debate over how the social organization of Wikibooks will be made. This issue even goes down to those who want to be the "instructor" of a topic. I would defend that an individual's name be attached as an instructor of a course, as there sometimes does need to be somebody acting as the lead to a learning experience. The "expert" who will let you know more about the topic and guide you through. Certainly this is something that needs to be thought through a little more before it becomes standard practice here. --[[User:Robert Horning|Robert Horning]] 21:19, 15 August 2006 (UTC) :I think that over time somewhat of a social structure will and should develop. In that sense, Wikiversity may be less of an anarchy as Wikipedia sometimes becomes. For example, I think it would be useful if some direction could be given as to breadth of a course or other formal requirements and that such direction would differ between different schools or departments. Whether titles are conferred should be determined by each department. However, I don't think there's any point in having them as long as there aren't any other people around. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 21:23, 15 August 2006 (UTC) ::I definitely think "Heads of school" should be eliminated (the title, I mean ;-)), and replaced by something like "facilitator". Wikiversity is for materials that other peopel can use for their own educational ends (teaching or learning) as well as developing learning communities around those subjects. Nowhere does it seem appropriate to be giving ourselves titles like those appropriated from conventional universities. I agree with Seb that we may develop different working practices than other wikis (like Wikipedia), but this, for me, should be developed out of mutual respect. Leadership is there for the taking if anyone wants to drive a portion of Wikiversity forward - and if anyone does not agree with these developments, they should feel free to say so. [[User:Cormaggio|Cormaggio]] 06:34, 16 August 2006 (UTC) : I think all these titles are wholly inappropriate for an egalitarian wiki community, and they should be removed. This was always one of the concerns I had about the name ''Wikiversity'': that it would encourage copying existing models of organization. We can think about trust models to highlight people with particular expertise, but deans and department heads are just silly.--[[User:Eloquence|Eloquence]] 09:48, 16 August 2006 (UTC) : Easiest thing is to just have a box where people can add self-appoint themselves as a "contributor" [[User:Roadrunner|Roadrunner]] 21:32, 16 August 2006 (UTC) I agree with Roadrunner and Eloquence. We sure don't want to replicate the power structures of the school and the university as they are commonly practiced and understood. i like the self-appointed contributor box. --[[User:Smithgrrl|Smithgrrl]] 03:21, 20 August 2006 (UTC) :I agree that we can do without needless titles except when they reinforce our ability to laugh at ourselves. Perhaps a "barndean" to parallel Wikipedia's "barnstar" -- in our barn some deans may be more equal than others. :-) [[User:Eclecticology|Eclecticology]] 19:40, 22 August 2006 (UTC) *Did the earliest ''universities'' start as a loose community of scholars living near each other?[[User:Hillgentleman|Hillgentleman]] 00:25, 28 August 2006 (UTC) :I don't think there was ever anything "loose" about the university. From what i've read -- the "university" as we commonly think of it (and that some of us attended) is a Western European institution that grew out of the scholastic movement in the Catholic Church. It was extremely rigid and hierarchical, and that structure remains in place today (at least at the research university and in most 4 year colleges) in the rankings of faculty (lecturer, assistant professor, associate professor, full professor) and in the ways those faculty are valued by the institution (tenured versus untenured faculty for example). This is part of what i'm getting at in my post above. I think one of the biggest challenges facing the framers of wikiversity is to devise communities and strategies that do not reinscribe the traditional hierarchies of the university, and that we just don't make a cyber-clone of the university's very limited modalities of knowledge, expertise, mastery, "excellence" and so on. This sounds obvious, but in practice (at least in my experience [I am a renegade academic with years and years of experience with these issues]), it's actually quite difficult for most of us to think outside the box of our own intellectual formation. anyway, i surely hope we can do it. --[[User:Smithgrrl|Smithgrrl]] 01:14, 30 August 2006 (UTC) ::Encore! That's ''exactly'' what we need to do here - find a way to forge a new "frame" for a community of scholars without reverting to age-old hierarchical structures such as those in place at traditional universities. However, if someone wants to identify themselves as "professor of linguistics at the University of Arcadia", that's fine (provided that is their title/role in that university). This might raise the issue of "how do you prove you are who you say you are?" - personally, I'm not too worried about this, but we might want to do something about this in the future - I don't know. In any case, finding our ''own'' ways of working is our priority for now. [[User:Cormaggio|Cormaggio]] 17:17, 1 September 2006 (UTC) =16 August 2006= == Food for thought == From the Foundation's mailing list:<BR>'''"in the US many people who homeschool do this because they do not like the lack of religion in public schools. How will WV handle the develpoment of science teaching materials for homeschoolers which are based in 'creationism'?"''' <BR>Birgitte SB<BR>Wikiversity is going to need both "category:science" and "category:pseudoscience"....and maybe a major learning project designed to make clear the difference. --[[User:JWSchmidt|JWSchmidt]] 00:14, 16 August 2006 (UTC) :Would anyone actually label their educational material as "pseudoscience"? ;-) It's a good question though - we'll need categories (and hopefully also metadata) to help us in this. Maybe some sort of template for the top of a material page indicating what agegroup the material is aimed at and what sort of pedagogical/theoraetical framework it fits into would be useful? [[User:Cormaggio|Cormaggio]] 06:39, 16 August 2006 (UTC) ::Doubtful. 8) But can honest religious people demand that their beliefs be called "science"? People who advocate creationism should quite happy to explain that the bible tells how the universe and man were created. I see no reason they would disagree that this is a belief system, not a theory proven by modern empirical evidence. Thus there should be no problem putting the material under appropriate theology or religious links. This material can and should be put under an appropriate area or category and linked to from the appropriate areas in science regarding disputed material such as evolutionary theory. If it is labeled as alternate scientific theory then it should be reasonable to identify upon what basis it is falsifiable. If it is simply belief, faith, and therefore unproven honest people will not insist on calling it science. Likewise it can include information attempting to demonstrate that evolutionary theory is or is not falsifiable in various contexts. I think it should be pretty obvious when dishonest people insist on labeling their opponents with perjorative terms. For example practitioners of Wicca are pretty sensitive about being labeled and lynched by "Christians" with good historical reason. If somebody insists on placing information about the Wiccan religion under the category of Christian Witches then we might suspect a problem exists. Intelligent Design on the other hand should stimulate very interesting discussion! A key I think is not allowing specific POV to label others destructively while attempting to present all reasonable or mainstream views for the participants to evaluate for themselves. [[User:Mirwin|Mirwin]] 10:57, 16 August 2006 (UTC) :::Geeky intrusion - Wiccaversity! (Sorry, I couldn't help it..) [[User:Cormaggio|Cormaggio]] 15:43, 16 August 2006 (UTC) : There are different ways to teach creationism in an NPOV way. It can be a subject of history, especially US history: how did the creationist movement start, who are its leaders, etc.? It can be an interdisciplinary examination from biology and political science, describing the strategies creationists have used to attack science, their propaganda materials, etc. It can be a look at creationism as a mythology, in which case the subject can be divorced from scientific criticism and presented only in terms of its beliefs and values. All these are NPOV, i.e., they would be based on what the most knowledgeable people have to say about these topics. : Of course the idea of "teaching" creationism in the sense of colporting creationist propaganda is anathema.--[[User:Eloquence|Eloquence]] 11:08, 16 August 2006 (UTC) ::I think we need to be a little more open than that. I don't think there's anything outright wrong with having learning materials that teach creationism or other theological concepts. One exciting possibility this project has is to bring together all kinds of disciplines and point of view. Why limit that to what science has approved? -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 11:20, 16 August 2006 (UTC) ::: It's not about approval, it's about experts in a particular field. Where creationists make claims about biology, they are in the domain of biology, and experts from that field will unequivocally refute them. When they limit themselves to stating their beliefs about creation as mythology, biologists are irrelevant. NPOV requires us to give the most space to the most knowledgeable people in a particular field. I don't think there are any peer reviewed biological papers written by creationists, except maybe in their own fringe publications.--[[User:Eloquence|Eloquence]] 11:35, 16 August 2006 (UTC) ::::Seems to me there should be no problem with them forking it to another wiki, keeping the hard science basics, but recontextualizing to fit into a different metaphysics. --[[User:SB Johnny|SB Johnny]] 20:01, 16 August 2006 (UTC) ::::: NPOV is not a confirmed policy at Wikiversity yet although it may be binding by the terms of the approved proposal for six months. There is no effective material volume limit at an electronic learning institution beyond that of our infrastructure. If the Wikimedia Foundation refuses to host intellectually honest non NPOV material then that will limit our initial learning processes quite a bit and likely limit initial participation but it will have to be lived with until other arrangements are feasible for supporting infrastructure and technical expertise. There are at least two kinds of peer review likely to be quite prevalent at Wikiversity. Peers at equivalent levels exchanging/studying material new to them. People with less learning in a given subject interacting with a subject expert. In the latter case "NPOV only" attitudes are likely to at least occasionally hamper people attempting to analyze the assumptions and detailed reasoning chains implicit in their own current POV. While this may be appropriate for highest speed manufacturing of an NPOV encyclopedia I have serious questions regarding its uncritical application to self motivated peer exchange groups. [[User:Mirwin|Mirwin]] 04:35, 18 August 2006 (UTC) ::::::Although I agree there is no electronic limit to the material. If we really want to provide usable teaching materials, there will limits on the materials themselves. Lessons must be doable in a reasonble amount of time and courses also have usability limits. This will certainly hamper the WP approach of giving voice to all competing opinions in order to achieve NPOV.--[[User:BirgitteSB|BirgitteSB]] 22:27, 18 August 2006 (UTC) :::::::I disagree entirely. There are no single standard fits all. With alternate presentations always just a link or search away why define straitjackets? If somebody wants to come in a provide a single massive two week lesson plan and others feel it is unwieldly and unusable as is then they can take the FDL'ed material, link back to the point of origin, and rip it up and represent in whatever chunks they wish to present to their intended audience. Now we have two groups serviced. The orginal group of two oddballs that show up to interact with the first one. And the millions who can benefit from the second. Certainly we should have some voluntary guidelines or non binding recommendations on how to effectively present the material. Consider a division of labor between technicians, tech writers, engineeers, and customer instructors. We wish to get information from all of these sources and present it to all of these sources. In some topics an engineer does not want effective lesson plans. He/she has spent between four and ten years learning the material in reasonable size chunks. When studying advanced techniques some of them would prefer a huge (and I mean huge) specification document and a thick drawing set (say two inches of E-size drawings). If someone chooses to FDL a set of the above in print ready FDL form so it can be used somehow in an intensive 3 day seminar on how to do a real heat analysis of a real building we do not want someone pointing to a firm limit that was set out of concern for the mythical average student. Wikiversity to some extent should be about freedom from constraints often encountered with good reason in physical world but which are being redefined by managed information on demand on the internet. If there are practical considerations like disk space and servers then obviously we have to live with it we can expand the infrastructure appropriately. There are articles on Wikipedia in math way too technical and compressed for non mathmaticians. I have a fairly good practical education in math and since I have difficulty reading these pages I know they are not appropriate for the general public. The solution is not to delete or restrict these pages but rather add appropriate introductory lead in material liberaly laced with links to entire textbooks at Wikibooks and courses here at Wikiversity such that the average reader who chooses to can spend ten years studying math and then go back and read these advanced pages and fix typos if they choose to discuss them for a few months with the others hanging around the page. [[User:Mirwin|Mirwin]] 23:35, 19 August 2006 (UTC) When we start labelling pages with "pseudoscience" or other pejorative terms we compromise our neutrality. When we silence the creationist or expect him to explain himself from the confines of the coffin to which we have relegated his ideas we give the lie to our own principles. It is not the function of NPOV to put chains on free speech; it is sufficient that it support an asymptotic approach to consensus. Thus faced with the thesis of "Arguments for creationism" we must allow for a (presumably articulate) guest lecturer to put forth his point of view as a proponent fairly and unmolested. Another guest lecturer in opposition should be able to present his case under the same circumstances. Both of these POVs should be protected. The "students" would then discuss the matter and strive to bring the matter closer to NPOV. Most importantly, part of their discussions should be focused on what do these two guests have in common. The role of the teacher in all this is not to disburse knowledge, but to facilitate its acquisition by the students, perhaps by repeatedly asking the questions that bring a subject to a new synthesis of NPOV. [[User:Eclecticology|Eclecticology]] 20:17, 22 August 2006 (UTC) :Wikiversity would never try to silence creationists, but Wikiversity can force creationists who participate at Wikiversity to follow a code of intellectual honesty. Wikiversity scholars need a way to move beyond the confines of Wikipedia's NPOV policy. I think that a policy on [[Wikiversity:Scholarly ethics|Scholarly ethics]] is a good way to guide Wikiversity participants when they step outside of the confines of NPOV. --[[User:JWSchmidt|JWSchmidt]] 20:32, 22 August 2006 (UTC) ::Would you exclude an article that starts with, "I am a creationist, and this is what I believe: ... " [[User:Eclecticology|Eclecticology]] 05:56, 24 August 2006 (UTC) "I am a creationist, and this is what I believe: ... " <-- I have two questions about your question:<BR>1) What more does the creationist say after, "I believe"? Many "scientific creationists" '''assume''' the existence of a "supernatural force". As soon as you go down that road you place yourself in the position of needing to explain what a "supernatural force" is and why you can assume that one exists.<BR> 2) What is the context of, "I believe"?. In the study of religion, the observation that many people believe in a "supernatural force" is not remarkable. In the study of science, the concept "supernatural force" must be approached with [[w:Skepticism#Empirical skepticism|skepticism]] and [[w:Occam's razor|Occam's razor]], key elements of scientific investigation that very few "scientific creationists" bother to apply to their religious convictions.<BR>If unexamined belief is the foundation of one's exploration of reality then you have left the domain of science. Creationists who do so, yet continue to claim to be "scientific creationists" have become [[w:Pseudoscience|pseudoscientists]].<BR>I would not exclude such an article from Wikiversity, but if an article is making pseudoscientific claims then it should be in [[:Category:Pseudoscience]]. --[[User:JWSchmidt|JWSchmidt]] 11:58, 24 August 2006 (UTC) ====Two points==== * This can be solved by the proposed [[Wikiversity:Disclosures | Disclosures]] policy; people just declare their streams to be Creationist, with Creationist units and lessons * As someone on Slashdot pointed out, just because it's science doesn't mean that it's true. For example, AFAIK, there's no scientific way to either prove or disprove the existance of God. Science therefore typically applies Occam's razor (part of the scientific method), and assumes that God doesn't exist, and bases some parts of scientific knowledge on this assumption. If one assumes, though, that God *does* exist (via non-scientific methods of proof, eg. philosophical methods), then the parts of science that are based on the assumption that there's no God, while still quite scientific, can seem like rather a waste of time. Both Creation scientists and Non-creation scientists believe that the purpose of eg. Natural science courses is to teach the truth about nature using the most reliable method where possible. So basically, the main disagreement is: ** Atheistic scientists generally believe that the scientific method is the only, or most reliable method of truth, and don't use any other method when determining the existance of God ** Creation scientists believe that the scientific method is not the best method to use when determining the existance of God, and use some other method. While many will admit that this is not science according to the scientific method, they all believe it to be true, and therefore what should be taught while studying eg. Biology. They look on Science as subordinate to their religious beliefs, and, if you assume that's true, then it's still science, not pseudoscience. Anyway, much as I enjoy the discussion, I'll hopefully be able to stop here :). Hopefully Disclosures should make the entire discussion redundant :). [[User:TimNelson|TimNelson]] 12:10, 26 August 2006 (UTC) ---- "Science therefore typically applies Occam's razor (part of the scientific method), and assumes that God doesn't exist" <-- If you apply Occam's razor you are following an [[w:Algorithm|algorthm]] that leads you to use as few assumptions as possible. The idea of a supernatural God is an idea for which it is difficult to find objective evidence. If you build a world view by assuming that God exists, you have increased your number of assumptions beyond what science requires. Science does not "assume that God doesn't exist". Nobody has to create an assumption of non-existence to deal with every imagined thing for which there is no clear objective evidence. Science has another rule: "big claims require strong evidence". The existence of a supernatural God is about the biggest claim ever made and most scientists rightly demand a large amount of objective evidence to support claims of such magnitude. "scientific way to either prove or disprove the existance of God" <-- Science is not about "proof" in the sense you seem to be suggesting. Science has a standard approach to claims about supernatural entities: show us the objective evidence. Then there is the "scientific Catch-22": if we do have objective evidence for a phenomenon/entity then it becomes part of the natural world and science can study it. "If one assumes, though, that God *does* exist (via non-scientific methods of proof" <-- This makes no sense. If you have a proof then you do not have to assume. "Atheistic scientists generally believe that the scientific method is the only, or most reliable method of truth" <-- I doubt it. I agree with what it says at [[w:Science#Goals of science|Wikipedia]]: "Science does not and can not produce absolute and unquestionable truth. Rather, science tests some aspect of the world and provides a reasonable theory to explain it." "Creation scientists believe that the scientific method is not the best method to use when determining the existence of God, and use some other method." <-- This is fine as long as they do not call what they are doing "science". "this is not science according to the scientific method, they all believe it to be true, and therefore what should be taught while studying eg. Biology" <-- This is a perfect example of what the practice of pseudoscience amounts to; not doing science yet teaching it as science. "They look on Science as subordinate to their religious beliefs, and, if you assume that's true, then it's still science, not pseudoscience." <-- What constitutes science is not determined by what creationists believe, it is determined by a social process in which objective observations that people can share are studied in a collaborative way. Beliefs that are not supported by objective evidence make little progress within the scientific community.<BR>--[[User:JWSchmidt|JWSchmidt]] 17:25, 26 August 2006 (UTC) {| style="background: white; margin-left: 1cm" | style="background: teal; color: white" | '''Definition of Science'''<br>[[User:TimNelson|TimNelson]] 12:02, 29 August 2006 (UTC) |- | '''Definition of Science''' Ok, I didn't stop; maybe next time. I think the definition of science is the key to understanding the whole disagreement. I can see two possibilities: # Creation scientists and Atheistic scientists disagree on the definition of science # Creation scientists and Athetstic scientists disagree on the definition of the scientific method Under possibility 1, the Creation scientists assert that the category eg "natural science" should contain the truth about the natural world, whereas Atheists believe that it should contain only the output of the scientific method. Under possibility 2, the Creation scientists differ in their definition of the scientific method in that they presuppose that God is part of it. '''Non-scientific methods of proof''' IIRC, non-scientific methods of proof aren't as objective/rigorous as the scientific ones (whether one is attempting to prove or disprove). I apologise for linking to something from 1873, but it does cover the subject. No, I don't expect you to read more of those links than you're interested in; they're just provided for examples (I'm not trying to prove God here, as this margin is insufficient :), but merely help you see how some people think). # Links: [http://www.ccel.org/ccel/hodge/theology1.iv.i.iv.html Can the existance of God be proved] ## [http://www.ccel.org/ccel/hodge/theology1.iv.ii.i.html Ontological argument] (this page also contains, partway down, "The cosmological argument" and "The Teleological argument" -- they presumably didn't scan the book very well :) ) ## [http://www.ccel.org/ccel/hodge/theology1.iv.ii.ii.html Moral/Anthropological argument] Yeah, I got bored of the usual comment style :). |} ---- *Brigitte, There are strict standards in the ''sciences''. In mathematics, it is ''rigorousness''. In physics, it is ''prediction-experimental verification-repeted verification''. If the creationist can do that, great! I would be interested to hear about such a ''complete, rigorous, predictive, repeatable, self-consistent'' theory.[[User:Hillgentleman|Hillgentleman]] 00:33, 28 August 2006 (UTC) ---- This thread was copied to: [[Science teaching materials for creationism]]. --[[User:JWSchmidt|JWSchmidt]] 17:33, 29 August 2006 (UTC) =18 August 2006= ==Logo and slogan== OK, we are the "The limitless learning center" according to wikipedia. After about a week (to get partisipents) we should start up a slogan and logo contest.--[[User:Rayc|Rayc]] 00:21, 18 August 2006 (UTC) :"The limitless learning center" might be a good slogan, but it's a poor description. (It tells readers nothing about the project's nature.) I changed the text to "Free learning materials." &mdash;[[User:David Levy|David Levy]] 07:24, 18 August 2006 (UTC) ::I've used "Free Learning tools" on the other Wikimedia websites. I am still not sure what should go here, but it is important that people are made aware of this project. --[[User:Robert Horning|Robert Horning]] 13:18, 18 August 2006 (UTC) :::How about "Open learning centre"? Or is that too similar to "Open University" (a household name in the UK)? And on the logo contest, if someone wants to organise these, please be bold and do so. It should even help generate further momentum in the project. [[User:Cormaggio|Cormaggio]] 13:24, 18 August 2006 (UTC) Is there enough room to make it "[[Wikiversity:Approved Wikiversity project proposal#Mission|Free learning materials and activities]]"? --[[User:JWSchmidt|JWSchmidt]] 13:42, 18 August 2006 (UTC) :JW, I like the one you mention. This catches the dual nature of textual study and engaged learning. To tweak: How about "free learning resources and activities." Materials sounds more limiting than resources. [[User:Reswik|Reswik]] 01:21, 19 August 2006 (UTC) ::How about the "Free Learning Community"? Is inclusive and stresses the concept of learning. [[User:Awolf002|Awolf002]] 01:51, 19 August 2006 (UTC) :::Maybe we could have a [[Wikiversity:Motto contest|list of good slogans]] and switch between them on a regular basis. --[[User:JWSchmidt|JWSchmidt]] 02:02, 19 August 2006 (UTC) On second thought and taking a step back... '''A consensus mission statement could be very helpful.''' Perhaps a consensus mission statement needs to be developed first. Then, a slogan could reflect that. But can the mission be settled while the status and extent of research in WV is up in the air? If extensive research sponsorship is eventually a part of WV, then a slogan might read like: "creating and sharing free knowledge." And this is really the nature of a university or any academy of scholars: creating and sharing knowledge. The free culture movement adds freedom and co-creation of content to that mission. Sharing can imply co-creation, so one can add freedom to "creating and sharing knowledge." Sharing also implies service another aspect of the life of universities. There may be actually too much emphasis on learning in some WV discussions at the cost of service and knowledge creation -- which are also primary motivations of scholars. [[User:Reswik|Reswik]] 02:49, 19 August 2006 (UTC) :That's a fine idea, Doug. Please, everyone, help out at [[Wikiversity:Wikiversity mission]]. -- [[User:Cormaggio|Cormaggio]] 07:47, 19 August 2006 (UTC) ::Thanks. I made extensive edits to the mission page to outline a [[w:Delphi method|Delphi method]] planning process for co-creating a mission statement. What do ya think? [[User:Reswik|Reswik]] 13:25, 19 August 2006 (UTC) :::We need to <b>lose</b> the <b>beta</b> on the logo. This is not a software project. The project is fundamentally about building online learning communities. Would you spend your precious social/learning time joining a club of card players, fraternity, or writing circle with a loud "Beta, planned shutdown next week." painted on the front door? [[User:Mirwin|Mirwin]] 07:22, 23 August 2006 (UTC) ::::Marking Wikiversity as "beta" is just a warning to the outside world that nobody should expect to find a finished "product" on any Wikiversity page. Speaking bluntly, I suspect it (the beta period) is also a way to "cover one's ass". I know that during the next six months Jimbo will run into people who say, "I saw Wikiversity and, you know, there is nothing useful there." But Jimbo will be able to say, "Ya, well, it is in a beta phase, just getting on its feet. It is not really open for serious use yet." Jimbo should have that kind of "out". --[[User:JWSchmidt|JWSchmidt]] 20:04, 23 August 2006 (UTC) == Exams == Is there any possibility of including exams later? I personally believe that it would be a good idea, to have after awhile. [[User:Spacey|Spacey]] 22:41, 18 August 2006 (UTC) :I think that these would be set up by those who are in charge of the learning project, probably the facilitator.--[[User:Digitalme|digital_me]]^{[[User_talk:Digitalme|talk]]} 22:56, 18 August 2006 (UTC) :There is a CSS script that is available to help facilitate testing, and we are likely going to be doing some "experiments" here as well in a number of areas to help with this. Indeed, this is precisely one of the major activities we are going to be doing with Wikiversity, and if you happen to know some php programming, you would be welcome to try and help out with either extentions to MediaWiki or helping to modify CSS scripts that would allow stuff like this. :This is something that was discussed and even worked on during the "proposal" period of Wikiversity. Of course we are also open to new ideas, and trying to decide how testing might actually happen. --[[User:Robert Horning|Robert Horning]] 05:25, 19 August 2006 (UTC) ::Also, it has been previously discussed and agreed that our FDL'ed learning materials can include tests for users to use elsewhere (say in a homeschool environment) or for local learners to check themselves or in cooperation with a mentor to see how they are doing in an area of study. [[User:Mirwin|Mirwin]] 22:51, 19 August 2006 (UTC) Er, CSS has nothing to do with writing scripts for software...you mean JavaScript or PHP, I take it? I personally think MediaWiki is going to need a bit of extension writing done before it's suitable for all Wikiversity purposes. Question is, what do we need? Perhaps a separate forum should be started. '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 22:04, 20 August 2006 (UTC) :There is a Wikivervsity-L mailing where generic discussion can take place. The Technical Developers mailing of the Wikimedia Foundation is the place to start immediately with immediate task or project goals as they must approve anything placed on the Wikimedia Foundations servers, which is our underlying infrastructure at the moment. As for a separate forum I could see the rationale for putting under the School of Pedagogy with links from various other schools. Requirements discussions to be followed eventually by learning projects for implementation. [[User:Mirwin|Mirwin]] 06:02, 21 August 2006 (UTC) ::In case it hasn't clicked yet, I'm a MediaWiki developer. :) So I know quite a bit about "how it works at Wikimedia" and the sort of barriers to putting crap on the servers. Technical discussions can, and should take place on wikitech-l, of course, but that is not the place we should be deciding what we need developed for this project; that should happen here. '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 12:00, 24 August 2006 (UTC) An important question here could be what do we want to accomplish with exams. In keeping with a lot of ideas that have gone around educational communities we should strive to assessment '''for''' learning, and not '''of''' learning. Howard Gardner and others have studied this matter in education, and see examinations as a part of a feedback loop that leads to greater learning. Rather than trying to draft full scale exams from the beginning it would probably be more helpful to develop workbooks where the students could enter their answers, and the software could immediately assess their answers without the "teacher" even needing to know if they were right or wrong. A right answer would allow the student to move on. A wrong answer could redirect the student elsewhere, perhaps breaking down the problem into its component parts. I could certainly see the usefulness of this in Robert's proposed algebra course. [[User:Eclecticology|Eclecticology]] 20:58, 22 August 2006 (UTC) : In my opinion, the assessment style should depend on the educational philosophy selected by the course developer. See the proposed [[Wikiversity:Disclosures | Disclosures]] policy for details. [[User:TimNelson|TimNelson]] 12:10, 26 August 2006 (UTC) : tim nelson's idea is probably the most democratic option, and i also think the workbook options for certain kinds of classes might be worthwhile. However, i do want to raise a red flag about the "assessment" question. Schools and universities are plagued by standardized testing (there's a serious move to bring star-type testing to the university), and the stress on exams, tests, and other kinds of grades has become the modus operandi of education in America at least. do we really want to get into the business of assessment? the model i keep on coming back to for wikiversity is the College de France, founded by Francis I (I think). The College de France does not hand out degrees, all its courses are public, and they don't assess work. They do, on the other hand, feature incredible professors, like the late Michel Foucault, who taught there, as did (I think) the famous psychoanalyst Jacques Lacan). Since wikiversity isn't a university in the traditonal sense, why is assessment necessary? --[[User:Smithgrrl|Smithgrrl]] 01:23, 30 August 2006 (UTC) ::"the educational philosophy selected by the course developer", I thought the courses were developed by the communitee. Unless Wikiveristy as a whole has a particular educational philosophy, we should try to have the material presented in as many different ways as possible. For those who haven't seen it, here is a self quiz worked up for Algebra: [[College Algebra/GrammarQuiz]]--[[User:Rayc|Rayc]] 02:11, 30 August 2006 (UTC) :::Wikiversity "[[Portal:Education|educational philosophy]]" will evolve over time to reflect the best practices for using wiki technology to support online education. What we do have now is the "[[Wikiversity:Wikiversity project proposal#Learning groups|e-learning model]]" that was [[Wikiversity:Original proposal#Evaluation of the old proposal|requested by the Wikimedia Foundation Board of Trustees]]. The best practices for using wiki technology to support online education are never going to escape from the reality of what a wiki is: a website where a community of participants collaboratively edit webpages. The Wikipedia project has shown that you can produce a great learning resource, a free online encyclopedia, by inviting the participation of non-experts. When non-experts help write Wikipedia articles they are learning while participating in a "learning project". Non-expert Wikiversity participants ("students") will learn by participating in Wikiversity [[Portal:Learning Projects|learning projects]] and learners should not be forced to wait until experts create online courses at Wikiversity. The Board of Trustees had good reasons for guiding the Wikiversity community away from online courses. The Wikiversity e-learning model is "learn by doing" and that means we need wiki editing activities that excite and stimulate learners and allow them to move towards their learning goals. Each Wikiversity department can start seminars, discussion groups, essay writing contests and other activities that will attract participants. Along the way towards their personal learning goals, Wikiversity participants will create most of the educational content of Wikiversity. Wikiversity "teachers" who do not learn harness the contributions of Wikiversity "students" are just making their own work harder than it has to be by not working in the "wiki way". --[[User:JWSchmidt|JWSchmidt]] 02:56, 30 August 2006 (UTC) =19 August 2006= == Needless diversion.. == ..but I just realised that, if you click someone's contributions (eg. [http://en.wikiversity.org/w/index.php?title=Special:Contributions&limit=500&target=Cormaggio mine]), you are also getting their contributions to a page they have developed on another wiki (such as Meta or Wikibooks), but which has been moved to Wikiversity. It's not a problem of course, just something I found interesting. [[User:Cormaggio|Cormaggio]] 10:49, 19 August 2006 (UTC) :That's due to the import process preserving histories, of course, and it's one of the main reasons use of the proper methods is preferred. :) '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 22:05, 20 August 2006 (UTC) ::Absolutely :-). I was just surprised to see my contribs list (not that it's anything spectacular, mind) - and then it made me think that some people would be eligible to vote in the upcoming board elections with just their Wikiversity edits.. ;-) [[User:Cormaggio|Cormaggio]] 15:43, 21 August 2006 (UTC) == [[Wikiversity:Featured|Featured participants and content]] == Wikipedia is about making an encyclopedia and has "featured articles". Wikiversity is about learners and should have "featured participants". Wikiversity should also have "featured content" as a way to show off our best [[Portal:Learning Projects|learning projects]] and learning materials. --[[User:JWSchmidt|JWSchmidt]] 15:10, 19 August 2006 (UTC) :Wikibooks has a "Book of the Month" instead (as well as "collaboration of the month") and this might be a more viable option for us until we start to develop some really excellent material. Perhaps "Learning project of the Month"? Though, I'm not too enamoured by the idea of "Learner of the Month" - akin to your "featured participant" ;-) [[User:Cormaggio|Cormaggio]] 15:23, 19 August 2006 (UTC) :Wikipedia had a featured editor page-- it was speedied deleted--[[User:Rayc|Rayc]] 16:28, 19 August 2006 (UTC) ::Something I was impressed with at Wikipedia was individuals started giving specific awards such as Barnburner or Barn Builder?, colored star achievement (easy on that too prevalent in lower grade school 8/ ) to individuals they saw doing something impressive. They were simply little cute icons that were put on home pages or talk pages. The point is they were a direct pat on the back from individuals rather than the entire community and possibly avoids the jealousies or tedium of selection or ratification by the entire community. Besides, it will quickly get difficult to reach agreement as a total community. [[User:Mirwin|Mirwin]] 00:52, 20 August 2006 (UTC) :::Yes, that's a "barnstar" - I've already given one to [[User:Sebmol]] :-) [[User:Cormaggio|Cormaggio]] 15:45, 20 August 2006 (UTC) See also [[meatball:BarnStar]]. '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 22:06, 20 August 2006 (UTC) ==Names and levels== What should be the school hiearchy? What should be the main schools? Discuss at [[Wikiversity talk:Naming conventions]] --[[User:Rayc|Rayc]] 16:28, 19 August 2006 (UTC) == Lab prototype lesson with Java applet == I'm trying to figure out where to place GPL licensed '''Java applet''' code and binary to start a prototype physics lab lesson (source from [http://galileoandeinstein.phys.virginia.edu/more_stuff/Applets/ProjectileMotion/applet.html Virginia University]). I looked at WikiSource and the Commons and clearly they do not qualify to hold those files. Is it envisaged the Wikiversity will host things like that? [[User:Awolf002|Awolf002]] 18:59, 19 August 2006 (UTC) :It has not really been addressed yet how generic and self sufficient Wikiversity intends to be. All early discussions of this nature during the proposal prepartion and prototyping phase were colored by insistence of proponents of other Wikimedia Foundation sponsored that Wikiversity never be allowed to compete with them for purpose or participants. Usual rationale stated against this was duplication of materials on Wikimedia Foundation server hard drive space. Might I suggest you start with sourceforge.org until a firm policy or capability emerges if you intend the code to be run on the student's machines and immediate service is required? The open source Wikimedia wiki software that we depend is actually hosted there to provide easy access and configuration control support. I certainly think we need the capability for classes to download and use java applets or executable binary analysis tools but it raises large hairy issues about security of the files so we do not have vandals or crackers downloading compromised files with virus or spyware to our participants. Maybe you could subscribe to the Wikiversity-L mailing list[http://mail.wikimedia.org/mailman/subscribe/wikiversity-l] and start a policy discussion and/or start a policy discussion under the Organization of Wikiversity Self Management[http://en.wikiversity.org/wiki/Organizing_Self_Management_For_Wikiversity] link off the main page. This certainly bears on both short and long term organizational structure issues. Should each class handle this stuff or should it be filtered through a central group maybe based out of a computer or engineering school. Perhaps it is best if this is handled by Wikimedia Foundation's tech support, perhaps not. My personal preference is that we get a Wikiversity Technical Support group setup and rolling as soon as possible. Our Wikiversity technical developers should participate at the Wikimedia Developers mailing list and their site at Sourceforge. I think the needs of a large learning institution will quickly overwhelm the current Wikimedia Foundation tech staff with routine work unless it can be automated as other features have been at Commons and other places. I think initially either they will need to expand or we will need to provide a lot of initial tech support and then hand the final requirements to their technical staff for final implementation on their servers. [[User:Mirwin|Mirwin]] 22:46, 19 August 2006 (UTC) Well, interesting... I signed up with the mailing list. For what it is worth, choosing a Java applet is intended to ally fears about running arbitrary code from an non-trusted source, since this code is in the Java sandbox. But, I do see the need for a management of source coding/pre-compilation steps. I just had hoped that each interactive lab will have some kind of "steward" to watch over it. I definitely do '''not''' think we should break with the approach of nobody owning anything on the wiki, but it all is "free" as promised. [[User:Awolf002|Awolf002]] 00:12, 20 August 2006 (UTC) :This might be great stuff for junior hackers to increase proficiency with open compilers and to learn code management techniques while working with our sophisticated developers when they all show up and volunteer. There was sombody starting a Java learning program a few months back. When I check back I will keep my eyes open for potential volunteers to point your way. 8) [[User:Mirwin|Mirwin]] 00:56, 20 August 2006 (UTC) ::I'm not so well up on tech issues, but one thing I know is that Wikimedia projects are dedicated to free software and file formats, so if there's a file format that isn't allowed on Wikisource or Commons, there's a good chance it's not allowed on all Wikimedia projects. Please, though, correct me if i'm wrong. In general, Wikiversity does need to look into its tech needs/requirements, and it would be great if people interested in wikiversity would participate in tech discussions. Most of this is on the [http://mail.wikipedia.org/mailman/listinfo/wikitech-l wikitech mailing list] or on IRC channels: #wikimedia-tech or, more generally, #mediawiki (on Freenode). I'd say peopel there would be better equipped to deal with technical questions than people here (though I could be wrong :-)) In any case, it's great you're trying to apply this to your own learning materials/course. [[User:Cormaggio|Cormaggio]] 10:00, 20 August 2006 (UTC) =20 August 2006= == [[Wikiversity:Wikiversity mission|Wikiversity mission]] == Please contribute to developing and refining the mission statement for Wikiversity. '''To participate''': please post or edit a sentence here that characterizes what you think Wikiversity is and can be: '''[[Wikiversity:Wikiversity mission|Wikiversity mission]]'''. The [[w:Delphi method|Delphi method]] is suggested as a participatory way to develop a mission statement. The method enables a wide range of input to achieve a synthesis of what is best in previous and current creative work. -- [[User:Reswik|Reswik]] 03:19, 20 August 2006 (UTC) == [[School:Department of Philosophy|New department (philosophy)]] == '''Want to pat self on back, encourage others to participate''' I like [[w:philosophy|philosophy]], so I started the [[School:Department of Philosophy|Department of Philosophy]] in the [[School:Humanities|School of Humanities]]. I'll post a heads-up at the [[w:Wikipedia:WikiProject Philosophy|WikiProject Philosophy]]. [[User:Koavf|Koavf]] 06:06, 20 August 2006 (UTC) == OpenCourseWare == I was quite excited to learn that some institutions such as MIT releasing content as "OpenCourseWare." We need to have a clear policy or guidelines on how we use or don't use this material. The big issue will be licensing. E.g. the [http://ocw.mit.edu/OcwWeb/Global/terms-of-use.htm MIT OCW Creative Commons license] requires attribution. Perhaps we can have templates, placed at the bottom of pages or sections, stating that the material is based on or uses materials from institution X. Starting points: * [http://opencontent.org/ocwfinder/ OCW Finder] * Note that not all OCW sites are on the OCW Finder - e.g. [http://ocw.osaka-u.ac.jp/ OSAKA University Open Courseware] ([http://ocw.osaka-u.ac.jp/courselist.php course list]) *[[google:open-course-ware+OR+open-courseware+OR+opencourseware|Google results]] --[[User:Singkong2005|Singkong2005]] 07:38, 20 August 2006 (UTC) == Demarcating Wikibooks & Wikiversity == We don't want confusion or duplication of materials... but I couldn't find anything on Wikiversity to explain exactly what goes there and what goes here. Wikibooks is for textbooks, Wikiversity is for course material... but there's a lot of overlap, so clarification is needed. --[[User:Singkong2005|Singkong2005]] 08:11, 20 August 2006 (UTC) :Basically, we are to Wikibooks what a school is to a bookstore/publisher. We use Wikibooks plus other materials (both hosted here and elsewhere) and combine that for the purpose of facilitating learning about a subject. Does that make sense? -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 15:12, 20 August 2006 (UTC) ::Yes, but Singkong's question is a valid one - I think we need to make that clearer for newcomers to the project (and, aren't people coming in at quite a rate..?). I started [[Wikiversity:Adding content]] (which needs work) to help newcomers, but we probably need a better introduction page (or two). [[User:Cormaggio|Cormaggio]] 15:49, 20 August 2006 (UTC) :::Thanks. My impression was that it was something like sebmol described. However, [[Topic:Foreign Language]] says: ''Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing!'' It seemed like this suggestion perhaps shouldn't be in Wikiversity, and so I looked for clarification. :::I gather discussions have taken place somewhere about what exactly Wikiversity is? Can they be used as the basis of some help and introduction pages? --[[User:Singkong2005|Singkong2005]] 16:19, 20 August 2006 (UTC) ::::Have you read [[Wikiversity:Wikiversity project proposal]] and the pages that it links to? == Specific name space for learning groups == I would propose to create a specific name space called <nowiki>[[Learning group:XXXX]]</nowiki>. The pages on the "learning group" name space could be: *The meeting point of those users studying in these groups. *The place where they can share questions and answers, as well as useful information related to those studies. *The pages in this namespace should be able to have subpages (<nowiki>[[Namespace:Page/Subpage]]</nowiki>) where the learning group can organize archives, different activities,... I think that having a differentiated namespace for that purpose would facilitate organizing content in the whole project of Wikiversity. What do you think about?--[[User:Javier Carro|Javier Carro]] 08:33, 20 August 2006 (UTC) :I think that's what the main namespace should be used for. Learning projects have talk pages that can be used exactly for that purpose. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 09:52, 20 August 2006 (UTC) ::Ups, sorry. I didn't read previously [[Wikiversity:Naming conventions]] and [[Wikiversity:Namespaces]]. --[[User:Javier Carro|Javier Carro]] 11:08, 20 August 2006 (UTC) == Centralized discussion == We seem so scattered around on this project - can we designate a place to have centralized discussions, say, like a cafeteria? --[[User:HappyCamper|HappyCamper]] 10:31, 20 August 2006 (UTC) :This is it, right here. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 10:49, 20 August 2006 (UTC) ::Great! --[[User:HappyCamper|HappyCamper]] 11:04, 20 August 2006 (UTC) == A case in study - Wikipedia's Reference Desk == Perhaps I am misunderstanding what this project is all about, but I am finding it difficult to grasp what exactly it is we are trying to do here. I thought it might be prudent for me to share some experiences I've had over on Wikipedia - specifically at the [[w:Wikipedia:Reference desk|Reference desk]]. I have watched the desk grow from a single page which dealt with a potpourri of ideas, to one where we have multiple pages for different topics. At the moment, the way I see it, Wikiversity aims to be an efficiently run institution analogous to the reference desk. Multiple topics with multiple participants collaboratively answering and asking questions on a certain topic. Of course, with slight modifications here and there, but essentially, topics should accumulate I bring this up, because it is apparent from the success and popularity of the reference desk that much of that can carry over to this project. It is by far, one of the most heavily edited project pages. It is also edited by the most diverse of Wikipedians. The ratio of productive edits to vandalism is the highest amoung comparable pages of that size. The amazing thing is that there are actually very few institutionalized rules for governing the operation of the reference desk. There are rarely conflicts on the desk which cannot be resolved within a day or so. I am optimistic that we can achieve that here as well. In fact, I might suggest that we create a reference desk somewhere here, just to get everyone together and work collaboratively. In this way, at least we can quickly accumulate a critical mass of editors working on "scholarly stuff". --[[User:HappyCamper|HappyCamper]] 11:04, 20 August 2006 (UTC) :I like the idea of relating the reference desk to this project. I mean, in a sense, the reference desk doesn't really fit into Wikipedia. It's just a means to learn about something, which is what Wikiversity strives to be. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 15:14, 20 August 2006 (UTC) ::Oh yes, HappyCamper, we will definitely benefit from a space akin to the Reference Desk, where people can ask questions and then be directed to the materials or communities on that subject. Your experience in helping us in this regard is invaluable :-) [[User:Cormaggio|Cormaggio]] 15:52, 20 August 2006 (UTC) :::Wikiversity has [[Wikiversity:Help desk]] --[[User:JWSchmidt|JWSchmidt]] 16:05, 20 August 2006 (UTC) ::::Is that intended to serve as a help desk for Wikiversity, like a reception area or call-in centre? --[[User:HappyCamper|HappyCamper]] 20:06, 20 August 2006 (UTC) :::::I think Wikiversity will eventually have many "help desks".....asking questions is so fundamental to learning. We also need something like a "request desk" where people can just drop by and say what they would like to be able to learn about at Wikiversity. Even a "suggestions and comment box" would be useful. --[[User:JWSchmidt|JWSchmidt]] 21:37, 20 August 2006 (UTC) == Another question == How is course material written here different from a textbook? Can we say, perhaps that what is written here is like course notes for a textbook? --[[User:HappyCamper|HappyCamper]] 11:58, 20 August 2006 (UTC) :The idea here is to develop learning materials. Those can come in the form of a textbook, something like course notes, or really almost anything.--[[User:Digitalme|digital_me]]^{[[User_talk:Digitalme|talk]]} 13:26, 20 August 2006 (UTC) ::Is there anyway to develop a wikipowerpoint? --[[User:Rayc|Rayc]] 13:58, 20 August 2006 (UTC) :::Could you be more specific about what you have in mind? -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 15:20, 20 August 2006 (UTC) :::FWIW, you can save PowerPoint files as image files (pdf) and then upload that to the wiki (though i'm not sure if that's what you were asking). [[User:Cormaggio|Cormaggio]] 15:54, 20 August 2006 (UTC) ::::Well, making PPT files and then uploading them would work, but what if there was a misspelling on page 2. You would have to download it, edit it, then uploaded it again. There would be no way of seeing diffs or even telling it was the same presentation without compairing it. Would be neat to have a wiki-equlvanat to PPT, just like this page is an equvalant to word.--[[User:Rayc|Rayc]] 20:43, 20 August 2006 (UTC) :::A simple picture slideshow or animation would work better.--[[User:The Winged Self|The Winged Self]] 03:27, 21 August 2006 (UTC) One way to think about the nature of Wikiversity content is to create a system for selecting [[Wikiversity:Featured|featured content]]. --[[User:JWSchmidt|JWSchmidt]] 21:30, 20 August 2006 (UTC) :that's a good suggestion. Let's work on getting a few good pieces togeather as opposed to more scattered tidbits.--[[User:The Winged Self|The Winged Self]] 03:27, 21 August 2006 (UTC) I think that wikiversity should rely hevily on multimedia to augment the learning. Lectures similar to wikipedia's recorded articles would be a good place to start; videos of powerpoint-style presentations or videos of learning concepts (i.e. a chemical reaction or a car engine running) also have huge potential.--[[User:The Winged Self|The Winged Self]] 03:27, 21 August 2006 (UTC) ---- This discussion reflects the confusion on Wikiversity - that the project hasn't clarified what should go in Wikibooks, and what should go in Wikiversity. See my question at [[#Demarcating Wikibooks & Wikiversity]]. Note that Digitalme's comment in this section (about develop learning materials including textbooks) contradicts sebmol & Cormaggio's answers to the ''Demarcating Wikibooks & Wikiversity'' question. I don't mean to be harsh - confusion is understandable, be we need to deal with it immediately and nip it in the bud. I've heard comments to the effect that Wikiversity won't conflict with Wikibooks, but where is this written down? --[[User:Singkong2005|Singkong2005]] 04:24, 21 August 2006 (UTC) :It is written down at meta in many of the discussions regarding what Wikiversity is not. It is further defined by Wikibooks Mission Statement to write "NPOV" "Textbooks" only. Wikiversity's requirements are much looser as we intend to host actual learning processes for actual people. Not just textbooks suitable for others to use elsewhere. Many of the materials already drafted at Wikibook use links to Wikibooks texts as well as FDL'ed texts and copyrighted texts around the web to form their lesson plans or outlines or notes. So basically Wikiversity is going to be slightly more generic learning materials and processes while the best of the material should migrate to Wikibooks as high grade NPOV textbook quality material to be published and maintained there. [[User:Mirwin|Mirwin]] 05:48, 21 August 2006 (UTC) ===where is this written down?=== The idea that Wikiversity participants can develop textbooks contradicts nothing. Wikiversity participants can work to develop textbooks, but all textbooks will be kept at Wikibooks. Please read the [[Wikiversity:Wikiversity project proposal|project proposal]]. If the statement, "Wikiversity is not a duplication of other Wikimedia projects," is not enough for you, follow the link to [[Wikiversity:What Wikiversity is not]] where it says: "Wikiversity is not a repository of textbooks". Textbook development is going to be a very minor part of Wikiversity. Most [[Portal:Learning Projects|Wikiversity learning resources]] will not have anything to do with textbooks. --[[User:JWSchmidt|JWSchmidt]] 06:58, 21 August 2006 (UTC) == Philosophical things == For want of a better place to write and share ideas, I think we need to be a bit careful about the sort of thinking we want to establish here. Do we wish to take on the traditional rationalist approach used in most universities around the world? Or should be consider Wikiversity as a sort of experimental place for alternative educational strategies? What balance should we have between different extremes? --[[User:HappyCamper|HappyCamper]] 12:22, 20 August 2006 (UTC) :Good question - and one which will need its own page to address :-). I think that, since different people learn in different ways, and every teacher has a preference for (a) particular form(s) of pedagogy, we will need to be open to different kinds of materials - conventional and radical. Personally I think we should be trying new things (I think that's one of the whole points of Wikiversity), but that we should also try to be relevant to the teacher who needs some material for their next day's class, for example. In any case, the idea of setting up a page outlining different pedagogies is an excellent one - and which was also suggested during Wikimania. How about [[Wikiversity:Pedagogies]]? Or [[Wikiversity:Teaching and learning styles]]? [[User:Cormaggio|Cormaggio]] 16:01, 20 August 2006 (UTC) ::Wikiversity does have [[Wikiversity:Learning]]. --[[User:JWSchmidt|JWSchmidt]] 16:12, 20 August 2006 (UTC) :::Yes, I meant to add that in - thanks John. [[User:Cormaggio|Cormaggio]] 16:28, 20 August 2006 (UTC) ::::The balance is inherent in alternate material being a quick click away. Also, our Custodians and regular users are certainly going to be alert for false advertising that leads us astray. Keep in mind that any user can delete any link or descriptive paragraph they feel misleads them into inappropriate or incorrect areas of the stacks. Just as militant groups will not be able to restrain others in accordance with their thinking it will be difficult for "alternate" or "experimental" groups to mislead people into their material. The key to the scenario as I paint will be willing knowledgeable participation of our regular learners and mentors. Bold editing as appropriate. Ultimately the large volume of participants will evolve and protect sensible link routes into various materials. [[User:Mirwin|Mirwin]] 05:55, 21 August 2006 (UTC) == Participants of Wikiversity == Yes, yes...I know I'm the only one posting here at the moment :-) But I was wondering...what is the name of a participant of Wikiversity? Would it be a "wikiversian"? But this sounds very clumsy. I wonder if there might be a better alternative? --[[User:HappyCamper|HappyCamper]] 12:46, 20 August 2006 (UTC) :Please check [[#Naming]] further up this page. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 13:00, 20 August 2006 (UTC) ::Oops, I missed that. Thanks. --[[User:HappyCamper|HappyCamper]] 13:13, 20 August 2006 (UTC) == Custodian candidates == Please check [[Wikiversity:Candidates for Custodianship|Candidates for Custodianship]] to see who's been applying to be a [[Wikiversity:Custodianship|Custodian]]. Candidates who have gone through mentorship will be up for discussion by the community so take a look and ask questions. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 16:15, 20 August 2006 (UTC) :[[Wikiversity:Candidates for Custodianship|Candidates for Custodianship]] <-- this page is for community comment. At Wikiversity sysops are called "custodians" (sysops are usually called "adminstrators" at other Wikimedia projects). =21 August 2006= == User Profile? == Some one point me in the right direction if I’m just lost, but is there a specific place where a user such as myself can my own profile so as to create a level of respectability with my contributions? --[[User:Michael|michael_DesignNZ]] 00:27, 21 August 2006 (UTC) okay ignore that im just lost found my user page some how.. --[[User:Michael|michael_DesignNZ]] 00:31, 21 August 2006 (UTC) ---- '''REPEATING''' [[#guided tour/introduction|We need a good introduction]] to Wikiversity, particularly for people who are new to wiki. --[[User:JWSchmidt|JWSchmidt]] 02:06, 21 August 2006 (UTC) :At the moment I think the best introduction is the approved proposal. With 37 files transwiki'ed on an adhoc basis it might be a litte hard to find good tour areas. [[User:Mirwin|Mirwin]] 06:14, 21 August 2006 (UTC) ::We could start with a quick introduction for wiki newbies that explains how to use a wiki.[[User:Michael]] did not even know that he had a user page! --[[User:JWSchmidt|JWSchmidt]] 15:34, 21 August 2006 (UTC) ==Bibliography Wiki-Catalogue?== Is there a wiki catalogue for finding out what has been written on a particular subject or by a particular author? Or has there been any attempt at creating a universal catalogue of academic writings? I would assume that this would be an incredible asset to many academics and I would love to know if any such service exists out side of private databases and library catalogues? I have been tempted to start a list of important texts and even websites for my own subject area with the hope that others may add to it but it would be much more productive if there was a central database. There is a proposal for such a project called Wikibibliography at http://meta.wikimedia.org/wiki/Proposals_for_new_projects [http://meta.wikimedia.org/wiki/Proposals_for_new_projects#Wikibibliography] [[User:Michael|michael_DesignNZ]] 04:08, 21 August 2006 (UTC) :Wikiversity needs projects for creating catalogs of publications. Wikiversity currently has this "starter" project: [[Citing Sources]]. The "citing sources" project and all of Wikiversity will need to grow towards the goal of providing easy access to publications that Wikimedia projects need to cite. As a center for scholarship, Wikiversity should participate in developing such "bibliography" projects that will be of use in all Wikimedia projects. --[[User:JWSchmidt|JWSchmidt]] 06:44, 21 August 2006 (UTC) ==Lessons?== Is there a general idea of what the lessons should be like? Should they be written essay-style, or more like an outline to follow? I'm a bit confused as to whether the lessons are meant to be utelized by teachers, students, or both. --[[User:The Winged Self|The Winged Self]] 04:14, 21 August 2006 (UTC) :Any or all of the above. The idea is to cover all areas useful to any learners. We, the advocates of the Wikiversity project for the last two years, are aware that is a gigantic scope which will take a lot of volunteers to hit critical mass. Then it will take a lot of participation by learners and education professionals. Ultimately we hope to be an FDL'ed archive of useful materials for use by anyone elsewhere as they see fit and for the local spontaneous or planned use of new learning processes spawned or joined by randomly arriving participants interested in any specific or general study of "free human knowledge". So <b>Edit Boldly</b> and provide as many different versions as you please to place at different appropriate places in the link mazes accessible as appropriate from different learning portals. [[User:Mirwin|Mirwin]] 06:24, 21 August 2006 (UTC) :Some Wikiversity [[Wikiversity:Learning materials|learning resources]] can be for easy download and use by teachers in bricks-and-mortar schools. Some Wikiversity learning materials might be tutorials that could be used by online learners browsing Wikiversity. Remember, Wikiversity [[Wikiversity:Approved Wikiversity project proposal|has adopted]] a "learn by doing" model of online learning. We need [[Portal:Learning Projects|learning projects]] for Wikiversity participants. In the early stages, good learning projects might involve working on a Wikibooks textbook or creating Wikiversity tutorials. Wikiversity participants can learn about topics while they help build Wikiversity. --[[User:JWSchmidt|JWSchmidt]] 06:26, 21 August 2006 (UTC) == http://wikiversity.org/ gateway == Especially now that there is both the de.wikiversity and en.wikiversity, the gateway page at http://wikiversity.org/ needs to be fixed. [[User:BlankVerse|BlankVerse]] 13:11, 21 August 2006 (UTC) :See: [[#www.wikiversity.org|www.wikiversity.org]], below. --[[User:JWSchmidt|JWSchmidt]] 21:30, 22 August 2006 (UTC) ==Network naming and structure conventions== I am concerned that the current [[Wikiversity:Naming conventions|Naming conventions]] page may prematurely encourage the unnecessary expansion of a hierarchy of substructural elements (division, subdivision, department, subdepartment, etc.). This could lead to overstructuring new projects -- loosing content development items in a mass of mostly unused structure oriented text. This could be quite a turn off to the kind of creative learners and scholars we wish to get involved in Wikiversity early on. Hence, I created this alternate policy: '''[[Naming_conventions/Network naming conventions|Network naming conventions]]'''. In the interest of encouraging creativity and networking, as one experiment in organization (and there should be others) but also as a possible top level view of wikiversity study areas/departments, this network naming policy calls for a strict limit on the hierarchy of school elements (these being school, area, and project). This policy could encourage horizontal spreading of study areas and the creation of various interdisciplinary areas that draw on other areas of study. Hence, diversification of participation in area (department) set up and interdisciplinary cooperation might possibly result. This would make for longer lists of study areas and more inter-areas, but that is the nature of networks. It is an alternative. Perhaps it should be developed first before the hierarchical naming model. Comments? [[User:Reswik|Reswik]] 17:28, 21 August 2006 (UTC) :The '''School>Division>Departmentt>Learning Project''' hierarchy is just an organizational tool. People who are familiar with traditional academic disciplines are going be arriving at Wikiversity in search of pages related to a particular topic of study that they are interested in. They will be able to make use of an [[Wikiversity:Browse|easy to navigate hierarchical system]] that can lead them to the relevant Wikiversity pages. I agree that we want to free Wikiversity participants from the restrictions of conventional categorizations. We are free to invent new portals in the "Portal:" namespace. Learning materials can be arranged into any imaginable categories. Right now we only have a few portals such as [[Portal:Learning Projects]]. Feel free to make new ones. --[[User:JWSchmidt|JWSchmidt]] 17:48, 21 August 2006 (UTC) ::I think that academics can just as easily or even more easily find a subject area with this simple hierarchy: '''School>Area>Learning Project''' with area being a traditional topic name like '''Biology'''. Choosing to represent at the start the organization of topics by the traditional division/subdivision/department/subdepartment/etc. categories (rather than by using simple network language suggested above or some such) brings connotations (and possible assumptions and practices) of authority, power and bureaucratic relations and processes that do not need to be in the project at the start. While we may decide to use such terms in long run, trying some other more flexible structure now could be very valuable. Now the above distinctions may not seem a bit deal but the concepts and structure entailed are quite different. ::Using simple neutral "network"/spatial sounding terms as our first and main (for now) organization scheme might be a very interesting social/organizational experiment. Doing this would fit with and possibly create a synergy in unexpected ways amongst a variety of factors at play in Wikipedia: the nontraditional educational nature of this project, the grounding of this in wiki culture and in the free culture movement, and participant creativity evident in startup projects. Then again, maybe not. Don't know if don't try. Let's talbe the old (for possible later use) and as a first stop on this journey do something a bit new and evocative of the medium and our values. [[User:Reswik|Reswik]] 23:35, 21 August 2006 (UTC) == Lesson plans - The watering hole concept == I'm in the process of creating some lesson plan pages for physics, and the idea that I have in my head is the watering hole concept. Basically, its 2:30 a.m., you have EM homework due the next day, and the material makes no sense. What I'd like to have is some page that you can go to at wikiversity with links to study materials and hints, which will make it your first destination. Now once you have one confused student ending up at that page, you are likely also to have a lot of confused students showing up at that page at 2:30 a.m., at which point people start discussing things over IRC and you start to develop a community. [[User:Roadrunner|Roadrunner]] 21:07, 21 August 2006 (UTC) :Excellent! This matches my college experience with 400 level physics, a couple of nights a week at the student memorial union. I suggest you remind them they cannot submit copyrighted problems (i.e. an exact problem from their class assignment) but if they modify the problem or submit a problem similar to what they have in their problem sets I for one would welcome a chance to hack through one occasionally with some interaction from other interested parties. If they start early in the week they might have useful examples to compare with their tougher assigned problems. We can build up an example library that way with just a few participants occasionally tackling a problem and categorize them by topic or link to them from lessons. As you say, this might start a community. Particularly if we get active students from multiple institutions. I will try the technique on a couple general engineering classes so we have a couple of data points on how it works and in what disciplines. [[User:68.238.143.225|68.238.143.225]] 08:36, 22 August 2006 (UTC) = 22 August 2006 = == Naming Conventions== Does anyone have an opinion on whether this chain of links meets one of the naming conventions or not? I am having a bit of trouble visualizing what is intended from the naming conventions files. * http://en.wikiversity.org/wiki/Wikiversity:Main_Page * http://en.wikiversity.org/wiki/School:Engineering_and_Technology * http://en.wikiversity.org/wiki/Topic:Engineering * http://en.wikiversity.org/wiki/Topic:Statics * http://en.wikiversity.org/wiki/Lesson:In_Statics_the_Sum_of_the_Forces_is_Equal_to_Zero Thanks for any inputs. [[User:Mirwin|Mirwin]] 09:41, 22 August 2006 (UTC) According to [[Wikiversity:Naming conventions]], "A school does not contain other schools." My advice would be to change the main "Engineering_and_Technology" page to [[Portal:Engineering_and_Technology]]. Why? Because "Engineering_and_Technology" is a good idea, but it contains what are usually called "schools" by universities. In particular, if we had [[Portal:Engineering_and_Technology]] then we could change [[Topic:Engineering]] into [[School:Engineering]]. --[[User:JWSchmidt|JWSchmidt]] 14:33, 22 August 2006 (UTC) :Looks good! Thanks for shuffling appropriately. [[User:Mirwin|Mirwin]] 02:04, 23 August 2006 (UTC) ::I like the idea of using "Poortal" instead of "School". It breaks with tradition, and establishes Wikiversity as something different. Carrying it further, "Topic" shows a remarkable lack of imagination. A "Cupboard" that one opens, and which one enters into a world of discoveries would have a more unique flavour. Thus far people seem to have put in tremendous effort building up all these ticky-tacky boxes to store all the lessons that we do not yet have. Wikipedia had the material long before it had the boxes. The boxes do look a little pompous. [[User:Eclecticology|Eclecticology]] 07:36, 24 August 2006 (UTC) :::"remarkable lack of imagination" <-- At the risk of putting unwanted words into the mouths of those who decided to create the Wikiversity [[Wikiversity:Namespaces|"Topic:" namespace]], I suspect that the "Topic:" prefix was selected ''because'' it is bland. "Topic" pages should be thought of as '''special portals that provide user-friendly access to a collection of learning resources that are related to a particular topic of study'''. The Wikiversity schools each concern themselves with a particular set of several related topics of study. The Wikiversity community [[b:Wikiversity:Wikiversity Schools|long ago decided]] to organize learning resources by making use of a list of schools corresponding to major divisions of academic topic areas. The [[Wikiversity:Naming conventions|Wikiversity naming conventions]] have been developed in order to adapt the [[b:Wikiversity:Wikiversity Schools|list of Wikiversity schools]] to the Wikiversity [[Wikiversity:Namespaces|"School:", "Topic:" and "Portal" namespaces]]. "School:" and "Topic:" pages should be thought of as specialized portals with specific well-defined and strictly limited functions. At Wikiversity a "Portal:" page can be associated with any category that is not more appropriately associated with a "School:" or "Topic:" page. "Portal:" pages are particularly useful for guiding Wikiversity participants into categories of learning resources that are difficult to fit into conventional academic disciplines.<BR>--[[User:JWSchmidt|JWSchmidt]] 12:27, 24 August 2006 (UTC) == www.wikiversity.org == There is now a functioning [http://www.wikiversity.org/ Wikiversity Hub]. It needs to be edited into something nice looking along [http://www.wikipedia.org these lines]. Please contribute to a draft www.wikiversity.org hub page by editing at the [[m:Www.wikiversity.org_template|meta-wiki www.wikiversity.org template]] page.<BR>--[[User:JWSchmidt|JWSchmidt]] 05:18, 22 August 2006 (UTC) :Here's some info from Erik ([[User:Eloquence|Eloquence]]) sent earlier to foundation-l: ::''The content of the portal is wikitext which is inserted into the content of the template, which is HTML (the template therefore needs to be protected, as it can contain JavaScript and the like). You can see an elaborate layout at http://www.wikipedia.org/ , which is made of: http://meta.wikimedia.org/wiki/Www.wikipedia.org_template and http://meta.wikimedia.org/wiki/Www.wikipedia.org_portal . I would suggest that a call for participation is added to the en.wikiversity.org sitenotice (MediaWiki:Sitenotice) to make a nice portal. Because MediaWiki renders the HTML in a very ugly fashion, those who want to work on the design should probably do so in an HTML editor and then ask a Meta sysop like myself to copy it into the template page.'' '''Surely''' someone can do a better job than what's on [http://www.wikiversity.org/ http://www.wikiversity.org/]? Just a logo and two links would be good enough for now. Could someone spare five minutes to do this? [[User:Cormaggio|Cormaggio]] 17:03, 24 August 2006 (UTC) == 1 week old == [[Image:Nuvola apps cookie.png]]There are 326 registered users<BR>--[[User:JWSchmidt|JWSchmidt]] 13:54, 22 August 2006 (UTC) :Happy, happy birthday! -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 13:55, 22 August 2006 (UTC) ::''Joyeux anniversaire'' :) [[User:Guillom|guillom]] 13:57, 22 August 2006 (UTC) == Curricula Vitae == Wikipedia has a general policy of "posting no resumes" on the user pages, but in the case of Wikiversity, I think that might be a little bit too much. There has been some requests for some biographical information on the part of the "instructors" that are invovled with this project and their educational background. I'm just throwing this out there, but I think such information is very useful and that perhaps extended biographical notes can be not only allowed but encouraged strongly, particularly for the leaders of learning groups. This is not to suggest that Wikiversity ought to be a resume posting service, but there are times and places to legitimately have this information. I welcome debate on this topic, especially if there are individuals who understand the reasoning and philosophy behind the anti-resume policy on Wikipedia. I'd like to know the justifications for that policy and to see if those justifications really apply to Wikiveristy. I don't think they do, but I would like to be somewhat cautious. --[[User:Robert Horning|Robert Horning]] 14:25, 22 August 2006 (UTC) :This seems not to be a general rule. German Wikipedia doesn't have it, for example, and there are plenty of users who post their resume. I don't know of any reason why that shouldn't be allowed. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 14:30, 22 August 2006 (UTC) :In fact I can't even find that rule on the English Wikipedia. Are you sure it exists? -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 14:34, 22 August 2006 (UTC) ::I have not seen this written down explicitly, but it does exist, at least implicitly - very often, curriculum vitae posted on userpages on English Wikipedia are used to for things like job hunting, advertising, and such. Also, a lot of these pages are created by new users who do not understand what a Wiki is. Sometimes, these pages are deleted to protect the user's privacy. Generally speaking, an administrator on English Wikipedia uses their discretion to delete these pages - if it is apparent that the user has no intention of contributing material to the encyclopedia, then it would be deleted. Often, I add a writeup of sorts on the user's talk page to explain what is going on. Many people, especially new administrators, are quite observant of what other administrators do, so I find it important to document such things. Other Wikipedians might give a different interpretation of the above, but it all boils down to common sense, and striving a good balance between the needs of newcomers and the needs of the community. I suspect that this is not documented extensively on Wikipedia, simply because there are too many subtleties involved. One coulde codify this, but it would not be an effective policy. ::Now, I suppose there shouldn't be a problem with someone posting their curriculum vitae here, but I think we want to be careful that Wikiversity doesn't degenerate into a place where people simply meetup with common interests, and then leave. We want to foster communities that will thrive online here, not offline. So for that reason, if curriculum vitae are written for job hunting, it probably should not be here. But, if someone posted that they had experience doing X at company Y, and wanted to share their educational experiences, that might be something to look at - imagine, say, an astronaut documenting about their training and experience here! ::There is quite a lot to say about this, but I'll step back for a little bit to see what happens. One thing that worries me about such a project, is that assuming this becomes a succesful project, the ambiguity in many situations will mean that administrators will need to make very mature and judicious decisions to handle these things. I might even suggest that to make the administrative community more cohesive here, we could do something simple such as the following: Each administrator has a subpage where periodically, say, every month, another administrator comes by, signs it and simply says 'Hey! How are you doing these days? :-) ' - And of course, conversations take off, and checks and balances automatically come in as a result. --[[User:HappyCamper|HappyCamper]] 17:40, 22 August 2006 (UTC) :::I think Wikiversity projects should list only "active participants" on their main pages and no titles should be used. If there is a list of participants on the main page of a project then the participants should state what their personal goals are for helping to developing the project. Additional information about individual participants can go on subpages such as: [[Cell Biology/JWSchmidt]]. --[[User:JWSchmidt|JWSchmidt]] 18:15, 22 August 2006 (UTC) ::::I think right now active mean anyone who made at least one edit to that department's page, which coveres adding yourself to the list. When we get bigger, then we can impose higher limmits.--[[User:Rayc|Rayc]] 18:47, 22 August 2006 (UTC) I agree, resume/CV is very important as far as credibility goes ==Dept. of History== I've taken the liberty to post the first bits in the School of History; however, it is rather general information regarding what "good history" includes, vital themes, etc. I am in search of anyone that may be interested in helping to better structure and develop the school. [[User:NCHE1776|NCHE1776]] == Babel == The first three languages of babel templates have been imported (en, fr, de). If you would like more, please list them at [[Wikiversity:Import]]. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 17:06, 22 August 2006 (UTC) = 23 August 2006 = == Quizes/ Self Exams == Ther apperently has been some work on making quizes on wikitext. [http://meta.wikimedia.org/wiki/Quizzes Look at this]. The people at mediawiki said brion or another dev would have to install this an an extention. They say it's an ugly hack. Maybe some of our computer science people could take a look at it? "Hint hint" --[[User:Rayc|Rayc]] 01:25, 23 August 2006 (UTC) :Here is another attempt [[m:User:Sent/Poll]]--[[User:Rayc|Rayc]] 01:28, 23 August 2006 (UTC) :[[MediaWiki Project|A possible home]] for Wikiversity efforts in support of this. --[[User:JWSchmidt|JWSchmidt]] 01:30, 23 August 2006 (UTC) ::[[User:Trevor MacInnis]] already has something worked up on his user page! No patch required.--[[User:Rayc|Rayc]] 03:55, 23 August 2006 (UTC) :::Here is the first wikiversity quiz: [[Test and Quiz]] The posted code is not an acceptable implementation, but the idea is sound enough that I might take it, run with it, and write a special page extension; as a rough write-down of what I'm thinking, this would allow creating quizzes in a "quiz" namespace, accessing, e.g. [[Special:Quiz/Foo]], answering questions and having scores totalled up either at the end, or as one progresses. Thoughts? Would this or something like it be usable? '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 11:16, 24 August 2006 (UTC) :What is presently wrong with the<nowiki>{{ABCD}}</nowiki> template? It seems intuitive. I think it would be useful for in text questions and pop quizes, but your right that we need something more advanced with tests. It needs to give grading and have a timer feature. I could work up a subpage system that could do autograding, but it would require 2^N subpages to work (where N=# of questions)--[[User:Rayc|Rayc]] 02:47, 25 August 2006 (UTC) What's wrong with it is that I don't believe in using hackish templates to work around a hole in the software; I believe in using the right tool for the job. '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 22:28, 26 August 2006 (UTC) :Ok, so how do alter the software?--[[User:Rayc|Rayc]] 03:08, 27 August 2006 (UTC) == Animation files for lessons == Do we support uploading animation/video file formats for lessons or should all of these type of audiovisual aids be loaded at WikiCommons? I have a query at their village pump regarding a specific avi file but I am wondering if a generic guideline should be put together detailing how, when, where, why types of things for generic chunks for lesson plans. [[User:Mirwin|Mirwin]] 02:38, 23 August 2006 (UTC) :Maybe just house them here for now? --[[User:HappyCamper|HappyCamper]] 04:24, 23 August 2006 (UTC) ::Yes I think I might try that. I need to load the file into one of my animation tools and create a couple of jpg's for the lesson plan so it will be a while. I have some other computer problems to deal with first. Thanks! [[User:Mirwin|Mirwin]] 08:21, 23 August 2006 (UTC) :Good question, Michael. Commons is meant as the general Wikimedia media repository of course, but it might be a good idea for people to host their media files here first before we decide what's best. I simply mean, will Wikiversity's and Commons' file use policies differ in any way? [[User:Cormaggio|Cormaggio]] 10:26, 23 August 2006 (UTC) == Guided tour == [[Wikiversity:Guided tour]] is up. But it needs work :-) :-) :-) --[[User:HappyCamper|HappyCamper]] 03:04, 23 August 2006 (UTC) == PDF files == Is anyone else having problems with Adobe readers of PDF files or know anything about how to resolve persistent crashing of Adobe reader versions 6 and 7 on Windows XP?. Much of the course work in engineering at MIT's OCW is in PDF files as well as some of NASA's download materials so now after being aware of the problem for six months I am seriously interested in a fix. Any help would be greatly appreciated. [[User:Mirwin|Mirwin]] 08:25, 23 August 2006 (UTC) :I haven't encountered a problem myself... --[[User:HappyCamper|HappyCamper]] 13:57, 23 August 2006 (UTC) == Category Tag Usage == Is it intended to place applicable category tags on individual topic or lesson files? Like this [http://en.wikiversity.org/wiki/Topic:Statics] or this [http://en.wikiversity.org/wiki/Lesson:In_Statics_the_Sum_of_the_Forces_is_Equal_to_Zero][[User:Mirwin|Mirwin]] 11:23, 23 August 2006 (UTC) :I would think so. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 13:11, 23 August 2006 (UTC) ::Absolutely :-). Eventually (or possible sooner than that) I think we'll need a Metadata system in place so that someone interested can quickly find, say, a learner resource for Key Stage 5 on the History of Egypt (or whatever). Categories are our basic way of doign this for now - but we'll probably need something better. [[User:WiseWoman]] is working on this, as far as I know. [[User:Cormaggio|Cormaggio]] 14:09, 23 August 2006 (UTC) ==[[Wikiversity:Motto contest|Motto and slogan contest]]== The revise mission and create motto page is moving slowly so I create this based on comments on talk:main page. '''Feel free to dive in...''' Please list your suggestions for mottos and slogans here: '''[[Wikiversity:Motto contest|Motto and slogan contest]]'''. The very short motto will go with our logo (yet to be chosen) for listing on wikimedia sister projects. The slogan will go on the top of our main page with "Welcome to Wikiversity." A simple contest process is suggested: *list as many mottos and slogans as you wish *add *one* vote for one motto and one slogan *feel free to change vote and add mottos at any time. *winners are the motto and the slogan with strong majority of votes. (there may need to be a run off if a strong majority is not achieved). *voting ends in 15 days: September 7, 2006, 5:00 pm GMT. We may use ideas from the motto and slogan contest to help refine the mission statement. Feel free to post mission statement revisions here: '''[[Wikiversity: Wikiversity mission|Wikiversity mission]]'''. --[[User:Reswik|Reswik]] 14:05, 23 August 2006 (UTC) == Problem set questions and answers == This page -- [[w:Seven Bridges of Königsberg]] -- might be of interest for those who want to develop question/answer type materials. Scroll down to the bottom, and there are sections which hide various portions of the solution. --[[User:HappyCamper|HappyCamper]] 15:09, 23 August 2006 (UTC) ==Logo for Wikiversity== Hello. A logo discussion for Wikiversity has started on meta: [[m:Wikiversity/logo]]; feel free to share your ideas. [[User:Guillom|guillom]] 16:15, 23 August 2006 (UTC) ==Use new main page design?== '''[[Wikiversity_talk:Main_Page#New_page_design|Please comment soon]]''' on talk:Main page for the new main page design created by Trevor: [[User:Trevor MacInnis/MainPage]]. This is probably not big issue so there is short timeline suggested: 24-48 hrs perhaps. Just seems good to check that no one objects. Can always revise if strong feelings emerge later. [[User:Reswik|Reswik]] 18:47, 23 August 2006 (UTC) :Voting is evil; please ''discuss and share opinions'' :) [[User:Guillom|guillom]] 20:21, 23 August 2006 (UTC) ::Voting is not evil, though many voting processes are messed up these days. :) While consensus through discussion is a wonderful objective and should be tried whenever possible, large groups have to have some sort of voting process, at least as fall back option, in order for any kind of collective decision making to unfold. Anyway, this is just a straw poll to check if anyone objects to the new design. And: I changed the wording '''"comment"''' from "vote". If you don't mind, please take time comment on the new design -- we need a few folks to indicate if they care one way or another or not at all about the change to a new design. Thx, [[User:Reswik|Reswik]] 20:32, 23 August 2006 (UTC) :::Voting is a double edged sword :P -- I don't care one way or the other, so long as we're clear that this place remains perpetually welcoming for changes that are healthy. --[[User:HappyCamper|HappyCamper]] 20:35, 23 August 2006 (UTC) ::::And unavoidable. ;) Ongoing flexibility would be nice - but wonder if that will turn out to be the case -- one thing is for sure: we will only see ongoing flexibility if we build our systems flexibly and keep a culture of participation going. Regarding voting: Whatever you call your group decision making -- "voting," "selecting," "rough consensus," "group process," or whatever -- eventually if there is not unanimous agreement, you have to decide what at what threshold percentage the minority opinion will be overruled (while retaining their comments in the log) in interests of moving forward. I really like that wikimedia projects look for strong majorities of 70 to 80% before moving on. Very nice. If we could do better, great. [[User:Reswik|Reswik]] 00:13, 24 August 2006 (UTC) :::::I still agree with the general principle that voting is evil and should be avoided if possible. For the main page design, please feel free to make changes and implement them if no negative feedback has been offered. If negative feedback is give, we can discuss how to incorporate various visions into one. That surely is the model we are working under, not a majoritarian democracy. [[User:Cormaggio|Cormaggio]] 10:10, 24 August 2006 (UTC) ::::::A vote is at minimum a concise opinion, often it is a reasoned position. This "voting is evil" crap should probably be treated as trolling. Are the currently appointed admins seriously trying to imply they are going to ignore an opinion survey's (or vote) majority position on any particular issue which they happen to disagree with? Custodial agents applying the "consensus" of the community is getting to be a pretty thin fiction if "votes are evil" campaigns are allowed to discourage systematically collecting the community members opinions or current positions on various issues. Perhaps it is time to consider implementation of a secret vote mechanism so members of the community do not feel constrained by existing custodial agents' position that "votes are evil" when choosing to express their own position. I think Debian has a serious voting mechanism that could be adapted effectively. [[User:Mirwin|Mirwin]] 05:55, 25 August 2006 (UTC) :::::::Votes can be used as a quick indicator of opinions, sure. But if, say, 49% of us were in favour of a policy and 51% opposed it, it would not be wise to adopt that policy as is. Consensus is an attempt to move beyond making voting necessary - that is what is meant by the maxim of voting is evil - see [[m:Polls are evil]]. [[User:Cormaggio|Cormaggio]] 09:14, 25 August 2006 (UTC) :::::::"Custodial agents applying the "consensus" of the community" <-- There are two key issues when a custodian looks at the result of a vote. First, the custodian must wonder: "to what extent does the vote really indicate the views of the Wikiversity community?" One of the ways that "'''voting is evil'''" is that vote results often do not reflect the views of all community members, rather, they reflect only the views of the few who bothered to vote.....yet partisan voters will claim that the vote reflects community consensus even when it does not. Second, a custodian must judge if vote results are in conflict with the goals of the Wikiversity project. If a few editors set up a vote on some obscure page that results in the conclusion, "Wikiversity is a waste of space and should be deleted," no custodian is required to act on that vote result. That votes can be used as a way to counter or disrupt the mission of a project is another reason that "'''voting is evil'''". Custodians rightly place the mission of the project above the results of votes. --[[User:JWSchmidt|JWSchmidt]] 14:17, 25 August 2006 (UTC) == School of Medicine == I'd like to start the School of Medicine, but thought I'd ask first because I find it rather strange it doesn't exist yet. There are already some redlinks to it. Where and how should I start?--[[User:Stevenfruitsmaak|Stevenfruitsmaak]] 22:41, 23 August 2006 (UTC) Probably should move some content from [[b:Wikiversity:School_of_Medicine]]?--[[User:Stevenfruitsmaak|Stevenfruitsmaak]] 22:52, 23 August 2006 (UTC) :There is a link currently at the top of all Wikiversity pages to request imports of existing files at Wikibooks where the Wikiversity was "prototyped" initially. Files listed there are sometimes slow to showup. Possibly due to the limited number of custodians available to perform routine maintenance or startup tasks on the Wikiversity database. You might wish to request custodialship so you can move the files you desire yourself. [[User:Mirwin|Mirwin]] 07:14, 26 August 2006 (UTC) Anyone frustrated with the rate of page imports should visit [[Help with the migration of Wikiversity pages from Wikibooks]]. --[[User:JWSchmidt|JWSchmidt]] 17:29, 26 August 2006 (UTC) = 24 August 2006 = ==Rounded corners== Can someone please remove the ghastly rounded corners (<span class="plainlinks">[http://en.wikiversity.org/w/index.php?title=MediaWiki:Monobook.css&diff=2303 added to MediaWiki:Monobook.css by Sebmol]</span> on 16 August)? They look jagged and weird in Mozilla browsers, and other software (such as IE) doesn't support them (meaning that the site's appearance is intentionally inconsistent across browsers). Over at the English Wikipedia, people actually made fun of Wikiversity because of this issue (and no one disagreed). &mdash;[[User:David Levy|David Levy]] 02:15, 24 August 2006 (UTC) :This matter has been discussed here previously. None of the Wikiversity [[Wikiversity:Custodianship|custodians]] seem to be concerned about these sorts of subjective evaluations of the Wikiversity buttons. The buttons look fine on my computer. Maybe you need a better display. --[[User:JWSchmidt|JWSchmidt]] 05:50, 24 August 2006 (UTC) ::1. I'd appreciate a link to the earlier discussion. ::2. I sincerely hope that I've misinterpreted your comment, as it seems to imply that Wikiversity sysops are considered a higher level of user and possess the authority to dismiss other contributor's good faith concerns. Again, if that isn't what you meant, feel free to correct me. ::3. There's nothing wrong with my display (the 1400x1050px LCD screen attached to my Thinkpad laptop). For some users, perhaps these actually resemble rounded corners. For me (and many other people) they appear as a series of jagged, partially disconnected lines. This is the one design element that causes websites to look better in IE than they do in Firefox. ::4. As noted above, this is a Mozilla-specific feature. Approximately 85% of website visitors use Microsoft Internet Explorer (in which the rounded corners do not appear). This code creates a major style difference that manifests as users switch from browser to browser or computer to computer (which interferes with the goal of providing a uniform MonoBook interface, and can lead to confusion and frustration for users who don't understand why the appearance keeps changing). For this reason (and the reasons cited above), the inclusion of rounded corners was overwhelmingly opposed during the English Wikipedia's main page redesign process. ::5. What's so desirable about rounded corners? The links at the top are supposed to resemble folder tabs (which typically aren't rounded). &mdash;[[User:David Levy|David Levy]] 06:55, 24 August 2006 (UTC) :::1. [[Wikiversity talk:Main Page]] and [[MediaWiki talk:Monobook.css]] :::2. No, they don't. However, they do have the discretion to make their own decision based on what's best for the project and what the community wants. So far, criticism has only been voiced by users who have had no other significant contributions to the project, hence don't constitute part of the community. :::3. As I said below, please provide a screenshot. On any screen I've worked on the corners are round, not jagged and not disconnected. :::4. "goal of providing a uniform MonoBook interface" - who says that's a goal? :::5. IMO, they make the appearance of Wikiversity less edgy and more friendly. I'd also like to point out that Wikiversity isn't the only Wikimedia project that uses these corners. The change was made and there was no opposition from within the community but general approval. Also, I do have plenty of foulders that have round tabs and I've seen them in many offices too. It's not atypical. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 07:25, 24 August 2006 (UTC) ::::1. Thank you. I see that one individual expressed exactly the same concerns ("jaggy edges," "gaps," "bad browser support," inconsistency, et cetera). ::::2. Your continued dismissal of new users' comments (with the rationale that they aren't members of the community) is illogical and counterproductive. This is a brand new project, so there aren't many experienced users yet. (And of course, most people use IE, so they won't even see the rounded corners and become aware of their existence.) This is something that jumps out at first-time visitors (whose impressions are very important), and you're telling them that their opinions don't matter. And of course, Wikiversity is part of a greater community&mdash;the Wikimedia community. I've been an active Wikimedia contributor for two years (and an English Wikipedia sysop for almost eight months). I'm one of the principal designers of the English Wikipedia main page. It isn't as though I just appeared out of nowhere. Most importantly, this is a MonoBook styling issue, ''not'' an editorial issue. Anyone with an opinion is qualified to express it, as it has no bearing on the site's academic content. ::::3.See below. ::::4. Multi-browser consistency is a widely accepted design goal of websites in general. Why would anyone want to deliberately create an appearance that significantly varies depending upon the software in use? Furthermore, compliance with [[w:World Wide Web Consortium|W3C]] standards (which this code lacks) should be a top priority for all Wikimedia projects. ::::5. I see far more opposition than support, but you've disregarded it. ::::As noted elsewhere, this is the only English Wikimedia project to adopt this element. (That doesn't automatically mean that it's bad, but it certainly doesn't support your contention that it's good.) I'm not fluent in any language other than English, so my direct participation in non-English projects is extremely limited. ::::Folders often have rounded corners, but ''not'' on the scale of these tabs. (I apologize if I haven't adequately conveyed the distinction.) &mdash;[[User:David Levy|David Levy]] 09:01, 24 August 2006 (UTC) :::::I admit I'm somewhat confused about the distinction. I agree that the scale of the rounding leaves a bit to be desired but that's a question of details, not a question of substance. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 09:19, 24 August 2006 (UTC) ::::::I mean that it's common for folders to have corners that aren't perfectly straight, but the rounded portions don't constitute nearly as large a segment of each tab as this. &mdash;[[User:David Levy|David Levy]] 09:52, 24 August 2006 (UTC) :If you have no greater concerns than the appearance of rounded corners than maybe this isn't the project for you. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 06:00, 24 August 2006 (UTC) ::I never claimed that this issue was my greatest concern, and the above was hardly a cordial welcome. ::Some of my most significant contributions to Wikipedia have been in the area of visual design, and I'm taking time out of my rather hectic schedule to make a good faith attempt to help in that regard. Implying that I should go away because I disagree with you is a rather unkind, uncivil and unconstructive response. &mdash;[[User:David Levy|David Levy]] 06:55, 24 August 2006 (UTC) :::I'm glad that you put so much thought into visual design. If you care to provide a screenshot of what these corners look like on your screen, it would be much appreciated. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 07:25, 24 August 2006 (UTC) ::::Sure, no problem! [[:Image:Rounded corners.png|Here]] is one in actual size. [[:Image:Rounded corners_5x.png|Here]] is one enlarged to 5x actual size. &mdash;[[User:David Levy|David Levy]] 09:01, 24 August 2006 (UTC) :::In regards to civility, responses come in the same tone as the questions that prompted them. Calling something ghastly, jagged and weird, demanding a change instead of asking for a reason for the status quo, and lastly resorting to dubious authority to support a claim that seems based on an attack of our egos (why else would we care if Wikiversity is being made fun of for such a trivial issue) is equally uncivil. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 07:25, 24 August 2006 (UTC) ::::I sincerely apologize if my original post came across as uncivil. That certainly wasn't my intention. ::::I used the adjectives in question to describe my personal assessment of an inanimate thing, and I didn't mean for them to be taken as insults to you or any other person. I also intended for this to be perceived as a request (not a demand) and as an invitation for others to express their opinions. ::::I mentioned the comments from Wikipedia not to attack anyone's ego, but because '''''I''''' was disheartened by them. As mentioned above, this site is a part of Wikimedia, a community of which I consider myself a member. When I saw that people were making fun of our newest project over an issue that you accurately describe as "trivial," this bothered me a great deal. Given the triviality of the problem, I saw this as something that was easily fixable. ::::Again, I'm sorry if my feedback seemed like a personal attack. I, like you, seek only to improve the project. &mdash;[[User:David Levy|David Levy]] 09:01, 24 August 2006 (UTC) :::::I've taken a look at the corners and have to say that they don't appear as jagged on my screen as on the screenshot. That said, I also don't believe it is necessary that all English Wikimedia projects look the same, in fact, they rarely do. In terms of usability, it makes no difference whether corners are round or edged. It's purely an aesthetic questions (which is also why sound argumentation is rather difficult). Please also don't interpret the lack of support for the design change on the talk pages as a lack of support in general. We do talk at other places (especially [[Wikiversity:Chat|here]]) and have discussed this numerous times. To those participating, it didn't appear like this was an issue significant enough to divert their attention away from other more productive pursuits. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 09:18, 24 August 2006 (UTC) ::::::I'm not claiming that all of the projects should look the same as one another. I'm saying that each individual project should look the same (or as close as possible) by default for all users of graphical browsers. This is nonstandard, non-[[w:World Wide Web Consortium|W3C]]-compliant HTML (a bad idea for a free, open project) and it causes the site's appearance to significantly vary depending upon the browser in use. As you now can see, the rounded corners also look terrible for some users. (That they look okay for you is beside the point.) It also makes little sense for you to disregard opinions expressed here, in favor of opinions purportedly expressed via IRC. &mdash;[[User:David Levy|David Levy]] 09:52, 24 August 2006 (UTC) :::::There's still a lot to do in Wikiversity, visual design questions included. The [[Wikiversity:Community portal|Community portal]] could use some help because at the moment it indeed looks "ghastly" and not inviting at all. Similarly, the school and portal pages could use a little more work in that regard as right now they organized more like articles than like portals. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 09:18, 24 August 2006 (UTC) ::::::The fact that there are other matters in need of attention doesn't mean that this one should be ignored. &mdash;[[User:David Levy|David Levy]] 09:52, 24 August 2006 (UTC) Ok, everybody - deep breath :-). If this is a problem for some people in some browsers, we should clearly be aware of it and make it easier for people to address. Is this being done at the moment? If not, clearly something needs to be done. Thanks for bringing this up, David. Can anyone address this? [[User:Cormaggio|Cormaggio]] 10:17, 24 August 2006 (UTC) :I'm not a fan of the rounded corners, though I tweaked my custom CSS so they aren't an issue for me. I agree that they make the interface less consistent between browsers and users. I disagree with the amount of arguing taking place, this early in a small project, over what is a fairly trivial issue. If a group of users prefer one visual interpretation, then they can customise their CSS. :It might be advisable for us to keep the straight edges, to maintain a consistent look and feel with ''most'' of the other projects. Or should we go all-out and have our own skin? '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 11:11, 24 August 2006 (UTC) ::Most users have no idea how to set up custom CSS, so the default is what they'll always see. ::I'm disappointed by Sebmol's instance upon retaining the rounded corners because "they don't appear like that on [Sebmol's] screen" and "nobody from the project has complained" (meaning that anyone who hasn't contributed an arbitrary amount of content isn't "from the project" and has no valid opinion on the subject). Even after I provided the requested screenshot (proving that the appearance is extremely sloppy for some), my concerns were dismissed. ::Sebmol's attitude ignores the fact that the most important users of any Wikimedia project are its readers (not merely those who edit). This matter pertains not to editorial decisions, but to the interface that almost all readers see by default. Telling people that their viewpoints are irrelevant (regardless of an issue's triviality) is likely to alienate readers (many of whom are potential contributors). &mdash;[[User:David Levy|David Levy]] 13:54, 24 August 2006 (UTC) :::I never said anything about irrelevance. I do not have much patience however for new or anonymous users coming to the project who start demanding that something be done, especially if it's done in an uncivil tone. If you take a look at prior comments (not yours), you'll see what I'm talking about. Either way, in the interest of civility and constructive discussion I've disabled the rounded corners for the time being. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 14:08, 24 August 2006 (UTC) ::::Thank you. Please keep the above points in mind when pondering any future decision regarding this feature. I realize that the rounded corners looked good on your computer, but the non-rounded corners look good on everyone's computer. While this isn't nearly as important as the articles' content, it is something that many people care about. &mdash;[[User:David Levy|David Levy]] 14:24, 24 August 2006 (UTC) :::::My own position hasn't changed, I'm just not interested in arguing this anymore. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 14:35, 24 August 2006 (UTC) ::::::As far as I can tell, your position is based upon what looks good to you. No offense, but that's rather selfish. &mdash;[[User:David Levy|David Levy]] 15:26, 24 August 2006 (UTC) ==Key Wording== At the bottom of the main page the macro "Sisterprojects" included in curlicues states that "Wikiversity is run by the Wikimedia Foundation". This is incorrect. Wikiversity is "run" by its participants. The line should read that "Wikiversity is <b>sponsored</b> by the Wikimedia Foundation or something similar. [[User:Mirwin|Mirwin]] 04:14, 24 August 2006 (UTC) :I changed it to hosted. That's also the language used on Wikipedia. I hope that's not a problem. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 07:31, 24 August 2006 (UTC) Oooh, wording controversies. Love it. Wikimedia provide hosting and financial sponsorship for the projects, and set out key policies that they ''must'' follow...ultimately, the Board of Trustees has final say over what happens (with respect to user behaviour, management, policies, etc.). So what's the correct term? '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 11:09, 24 August 2006 (UTC) :"hosted" works for me. I have not seen Wikimedia Foundation Board Members creating policy[http://en.wikiversity.org/wiki/Wikiversity:Policies] for Wikiversity yet. Final veto over use of servers by a community that can always fork off is not exactly a traditional top down management like "runs" implies. [[User:Mirwin|Mirwin]] 05:40, 25 August 2006 (UTC) ::Please stop telling us we can "fork off", Michael :-) [[User:Cormaggio|Cormaggio]] 09:08, 25 August 2006 (UTC) :::Why? It is educational for people to evaluate the effort required. It provides a certain background to evaluate the sincerity of people shouting "Like it, lump it, or fork it!". Besides, sooner or later (with enough advertising) someone with some serious interest in distributed computing will contact me privately and we will get started building a technical capability easier on the finances and local bandwidth even if we never actually use it for a fork. No "evil vote" required. Plenty of other potential projects exist which could use a distributed infrastructure. [[User:Mirwin|Mirwin]] 06:59, 26 August 2006 (UTC) ::::Interesting - thanks for making your motives clear. You're, of course, free to set up your own project with whatever mission etc you want, using the content of Wikiversity, under an appropriate licence. But until you do so, can we please stop pretending that we are somehow not a part of (and, yes, "run by") the Wikimedia Foundation? We're trying to build a community ''here''. Thanks. [[User:Cormaggio|Cormaggio]] 08:11, 26 August 2006 (UTC) :::::Difficult to build a community by telling people to shut up all the time. You yack about what you want and I will yack about what I want to. [[User:Mirwin|Mirwin]] 07:05, 28 August 2006 (UTC) Actually, [[User:Mirwin|Mirwin]], this project is already bound by some policies that govern ''all'' Wikimedia projects; the licencing arrangements being one. Various non-discrimination stuff also applies, as do several other of the "pillars of Wikipedia", which were adopted Wikimedia-wide. '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 22:24, 26 August 2006 (UTC) :Oh, and can we drop the "Wikimedia are evil" attitude when using their server space? The project is more likely to be underlined and written up as a failure if all we do is bitch about how much we dislike Jimbo being in charge. You've got a break here; a wiki hosted on the largest wiki farm in the world, opportunities to advertise the concept off the back of Wikipedia (and pinch or borrow several of their contributors), etc. - take it. '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 22:26, 26 August 2006 (UTC) ::Never have I said "Wikimedia are evil". You must be confusing me for someone else. [[User:Mirwin|Mirwin]] 07:05, 28 August 2006 (UTC) == On IRC #wikiversity-en == From a new Wikiversity editor: "You rely too much on people."<BR>--[[User:JWSchmidt|JWSchmidt]] 21:44, 24 August 2006 (UTC) : 8) After some quality time here he/she shall really be nervous! [[User:Mirwin|Mirwin]] 05:31, 25 August 2006 (UTC) = 25 August, 2006 = == showcase == The learning projects seem to be developing nicely, but now they need people to man them. Once the main page is switched over, we should start working on some way of showcasing things like projects and/leassons. Right now, only the people who created the learning projects know how to get to them and where they are. --[[User:Rayc|Rayc]] 15:09, 25 August 2006 (UTC) :We have [[Portal:Learning Projects]] which is linked to from the main page. Rather than list schools on the main page the [[:Category:Wikiversity portals|major portals]] could be listed. (These portals need to be worked on.) Also, [[Wikiversity:Featured]] needs to be linked to from the main page and developed by the community. --[[User:JWSchmidt|JWSchmidt]] 18:50, 25 August 2006 (UTC) == Whole Department / Lesson thing too confusing == Hi all. I just want to add some Latin grammar notes and am finding this whole school, department, course, lesson thing just too confusing and complicated. What am I meant to do if I just want to add some content, pure and simple? :[[Wikiversity:Browse|Navigate]] to the Wikiversity page that is closest to your topic of interest. Click on the edit button and then type <nowiki>[[new page name]]</nowiki> in the edit window; this will create a hypertext link to the new page. Click the "Save" button. Now find the red link you just created that says "new page name". Click on that link and start [[Help:Editing|editing]] the new page. Type in your information. --[[User:JWSchmidt|JWSchmidt]] 18:38, 25 August 2006 (UTC) ::Content files can also be moved easily later by using the move tab that is enabled on everybodys' screen after a certain small number of edits. If you find or someone creates a better place for the content you are creating you can also request help from other users or a custodian in moving the file. Here would be a good place to make such a request. [[User:Mirwin|Mirwin]] 06:47, 26 August 2006 (UTC) = 26 August, 2006 = == Wikiversity the Movie == The next new learning project, [[Wikiversity the Movie]], has been created. For people who want to act, people who want to write scripts, and maybe even people who play videogames. Enjoy!--[[User:Rayc|Rayc]] 04:39, 26 August 2006 (UTC) == Post/pole construction == I am trying to get information on learning to build agriculural buildings for my small farm. This is my first time on this site so please excuse method of use. Thanks, Edwin Harris : At this point, I'd suggest using [http://www.google.com/ Google], as Wikiversity is still in the self-organisation stages; we'll have better ways of answering that question in 6 months to a year. : [[w:Barn raising]] : [[User:TimNelson|TimNelson]] 09:11, 28 August 2006 (UTC) = 28 August, 2006 = ==Research== Hello, I followed your discussions about original research on wikiversity and I wonder how many projects on en.wikiversity are currently doing original research (or aim to do this)? I'm pretty interested in this matter and I would be very grateful for an answer. Greetings from the german Wikiversity. --[[User:Frank Schulenburg|Frank Schulenburg]] 22:00, 27 August 2006 (UTC) :At the moment, I only know of one, which is the [[Bloom clock project]]. I don't think we have talked too much about this here yet. --[[User:HappyCamper|HappyCamper]] 22:04, 27 August 2006 (UTC) :During the six month beta phase of Wikiversity there will be community discussion of guidelines for Wikiversity research activities. Please join the effort at the [http://beta.wikiversity.org/wiki/Main_Page Wikiversity Hub] to create a system for multi-language discussions about Wikiversity research policy. --[[User:JWSchmidt|JWSchmidt]] 23:16, 27 August 2006 (UTC) :Welcome! I'm glad to finally see someone from the german wikiversity. How do we compair? WE have a bunch of research proect being propsoed, though they are sometimes called "learning projects"--[[User:Rayc|Rayc]] 03:00, 28 August 2006 (UTC) == Report from the german Wikiversity == As Rayc asked how the two wikiversities compare, I would like to give you some information about the things going on at de.wikiversity: * We completely restarted the project on August, 26 with a team of three experienced users coming from the german wikimedia community. During the last four days more than thirty new user accounts were created. Most of them by wikimedians already active in the german wikipedia and wikisource projects. * Actually the [http://de.wikiversity.org/wiki/Fachbereich_Geschichte department of history] is the most active of our ten departments (in german: ''Fachbereiche''). Somewhat away from conventional universities we invited users to create new departments like "Department of virtual construction of knowledge" (''Fachbereich Virtuelle Wissenskonstruktion''), founded on the german Wikiversity by a professor at the university of Eichstätt-Ingolstadt in Bavaria. * We have two research projects, one dealing with the edition of a manuscript from the 16th century (which is being transcribed on the german Wikisource), and another one which is underway to do some oral history about the daily life in the city of Hamburg during the last year of World War II (interviews with contemporary witness). * Yesterday a course on palaeography (in close cooperation with the german wikisource) started. Most of the course participants are Wikisourcians who want to improve their ability to read old manuscripts. So far for today. Warm greetings from the german Wikiversity --[[User:Frank Schulenburg|Frank Schulenburg]] 11:33, 28 August 2006 (UTC) :Fascinating - thanks very much, Frank. Those research projects sound great, and I particularly like your tie-in with other Wikimedia projects. I'd just like to re-iterate John's point above that we really need to work on common (ie international) research guidelines that are realistic to apply to any newly created language Wikiversity. This should be done at [http://beta.wikiversity.org beta.wikiversity.org]. Any help from the participants of the German Wikiversity would be deeply appreciated. Thanks again. [[User:Cormaggio|Cormaggio]] 13:35, 28 August 2006 (UTC) :<small>(Edit conflict with Cormaggio)</small> I have copied your report into the [http://beta.wikiversity.org/wiki/Wikiversity:Reports/En ''Reports'' section] of Wikiversity beta, as it deals with multilingual coordination. Thanks for your work Frank! [[User:Guillom|guillom]] 13:47, 28 August 2006 (UTC) = 30 August, 2006 = ===Fantasy School of Education=== [[School talk:Education]] is looking for examples of what partisipants think their "Fantasy School of Education" would be like. All are welcome.--[[User:Rayc|Rayc]] 03:55, 30 August 2006 (UTC) = 31 August, 2006 = == Certification == I wonder will it be possible to give people certificates that they achieved some degree on Wikiversity? At least Brainbench ones are recognized, so why not "Bachelor of Science, 2010, Wikiversity, Earth"? [[User:DarkFighter|DarkFighter]] 01:39, 31 August 2006 (UTC) :An idea: we should create coveted Wikiversity Barnstars! --[[User:HappyCamper|HappyCamper]] 03:11, 31 August 2006 (UTC) :How could we veriiy that they did something? They could just give it to themselves--[[User:Rayc|Rayc]] 04:23, 31 August 2006 (UTC) ::Well, most people will try to pass themselves. We can make tests in-person for every country - an accredited representative of Wikiversity will check the exam. However, certifaction is in far future anyway... [[User:DarkFighter|DarkFighter]] 17:45, 31 August 2006 (UTC) :::I, too, believe that accreditation/"certification" is a far, remote possibility, if at all. But I've been wondering if it would be possible to make connections with accredited institutions/universities so that ''they'' would certify someone for having completed a course in Wikiversity(?) Just a thought.. and FWIW, [[User:Roadrunner]] is interested in this and has posted briefly at [[Wikiversity:Accreditation]]. [[User:Cormaggio|Cormaggio]] 18:08, 31 August 2006 (UTC) :I know that there are certain tests in USA that give you college credit. There are also GEDs. Does anyone know if people can take [[w:Advanced Placement Program]] exams without actually going through a class?--[[User:Rayc|Rayc]] 05:13, 1 September 2006 (UTC) = 1 September, 2006 = ===Online AP study=== Quote: "If you are a homeschooled student or attend a school that doesn't offer AP, you can still participate. Each year hundreds of students participate through independent study. Some states even sponsor online AP courses." [http://www.collegeboard.com/student/testing/ap/about.html] <--we can give people college credit!--[[User:Rayc|Rayc]] 05:15, 1 September 2006 (UTC) == Infrastructure Project (New Page?) == Do others agree that such a project category should exist? Does such a category exist and I missed it? Does anyone agree that Wikiversity Infrastructure would be a good place for the School of Computer Science to devote its attention? Is it possible to create such an infrastructure in a contribution-based Wiki environment? <small>(''The preceding [[w:Wikipedia:Sign your posts on talk pages|unsigned]] comment was added by'' [[User:71.68.88.137|71.68.88.137]] ([[User talk:71.68.88.137|talk]] • [[Special:Contributions/71.68.88.137|contribs]]) 02:46, August 24, 2006.)</small> <small>I have moved this from [[Infrastructure Project]].--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 00:37, 1 September 2006 (UTC)</small> :Why did you move it? Was it originally linked to from computer science? I left a response for the originator but it will not do much good if they cannot find the file they created. [[User:Mirwin|Mirwin]] 05:38, 1 September 2006 (UTC) ::I moved that comment because it was on an orphaned mainspace page where it was unlikely to be seen by anyone.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 16:49, 1 September 2006 (UTC) == [[MediaWiki:Revertpage]] == I'd like to propose changing the edit summary on rollbacks from "Reverted edits by [[Special:Contributions/$2|$2]] ([[User_talk:$2|Talk]]); changed back to last version by [[User:$1|$1]]" to "Reverted edits by [[Special:Contributions/$2|$2]] ([[User_talk:$2|Talk]]) to last version by [[User:$1|$1]]". I think that the second one is better sounding, and it's more pithy and succint. Any major objections to this/alternate suggestions? --<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 00:56, 1 September 2006 (UTC) :Yep, the second one sounds better to me. [[User:Cormaggio|Cormaggio]] 07:51, 1 September 2006 (UTC) ::"more pithy" <-- Pithy comments are often short, direct, and memorable. However, what we need is informative. Suggestion:<BR>(Reverted edits by [[Special:Contributions/$2|$2]] ([[User_talk:$2|Talk]]); changed back to last version by [[User:$1|$1]] using [[Rollback]]) == What was decided on courses and research? == I see this place actually got created. I'm surprised- I thought that the board had been aiming to kill it. Can I ask what decisions were made over divisive issues? Particularly primary research and courses? Wether I choose to participate or not will be highly influenced by the final decision on the second. -- [[User:Javariel|Gabe Sechan]] 01:04, 1 September 2006 (UTC) :I think it is "if in the 6 months it can be done, then we will allow it, otherwise, no" That is why there is a bit of a rush and a mess everywhere.--[[User:Rayc|Rayc]] 05:08, 1 September 2006 (UTC) ::As near as I can tell the term "course" is discouraged because it is tied up with giving official credit for formal chunks of work measured in some way ..... which we are not currently set up to do. Instead we are trying to evolve some methods of using the wiki to allow people to exchange information. We have been given six months by the board to layout how Wikiversity would manage primary research as a community after which the Special Projects committee will review and evaluate the project's progress. It is not clear to me what happens should the committee decide we flunk their evaluation regarding research nor have any evaluation criteria been provided to the community at large. The approved proposal is accessible by link from the main page. It has not changed much at all from what was voted on eight months ago other than the restrictions regarding "courses" and research. Most of the "divisive" issues have been worked around and left to the arriving community to sort out how to handle them effectively. [[User:Mirwin|Mirwin]] 05:48, 1 September 2006 (UTC) :Hi Gabe. I'd just like to clarify on Rayc's comment above, which is more like "if, by the six month stage we have outlined sufficient guidelines and a realistic scope for research across all language projects, then Wikiversity will move out of its beta stage". It's true, as Mirwin says, that there are no criteria for setting this out - I suppose the word "realistic" is the best I can do for now. You can see ongoing work on this at [[Wikiversity:Research]] and related links. But, as for courses, there's nothing in the [[Wikiversity:Approved_Wikiversity_project_proposal|approved proposal]] that prevents someone from developing a course. Even though the proposal does recommend developing courses/activities/projects suitable to the wiki format (ie collaborative learning etc.), it is also deliberately open to most any pedagogy that might work. We will have to experiment with what works and build on what we learn in the process of doing that - that's the essence of Wikiversity for me. [[User:Cormaggio|Cormaggio]] 07:46, 1 September 2006 (UTC) :I have been working on an essay about the issue of Wikiversity courses, see: [[User:JWSchmidt/Wiki Scholar|Learning the wiki way]]. --[[User:JWSchmidt|JWSchmidt]] 13:40, 1 September 2006 (UTC) :What about ''reading course''? -- A group of people, none of which knows the subject well, can together read a text, and use Wikiversity as the forum.[[User:Hillgentleman|Hillgentleman]] 21:53, 1 September 2006 (UTC)- ::Excellent idea! I had a required course titled "Great Books" which was such a class at college. We read the Illiad, the sequel, and a couple of other "greats". Grading seemed be by how closely comments aligned with the Professor's opinion. Such a "course" would be a lot more fun as a hobby with no pressure to memorize the Prof's wording or opinions for tests. It would also be of great service to the Wikibooks project if such a group organized around reading and commenting on one of their books .... say the wiki junior "Solar System" book which is nearing publication. Likewise a couple of geographically separated AP (advanced placement?) groups could use a local forum to work through an agreed upon text or curriculum or specific topic at Wikibooks. Perhaps a basic procedure or template could be devised and linked to from the main page or the "How to use Wikiversity" page accessible from the main page. [[User:Mirwin|Mirwin]] 10:25, 2 September 2006 (UTC) == Launch of the school of marine sciences == Its still only really in the basic stages, but I've created a [[School:Marine_Sciences|school of marine sciences]], and under it the departments of marine biology, marine chemistry and marine physics. I hope I haven't been too presumptuous in the 'philosophy' section, but it puts a marker down for those who want to participate in the school and constituent departments that we can debate from and take the departments and school from there. I've been busy typing some stuff that I will add to the discussion pages of the school and departments re:where from here when there are a few active participants. A few points I'd like to make also regarding some matters of debate earlier on, I agree that those who wish to participate in the running of a department or school should simply add themselves to a list of contributors and there should be no formal officials or titles e.g. dean or professor. Perhaps as this (hopefully) develops, the students and contributors could elect boards to oversee (in terms of regulate rather than direct) departments and schools, but that's a matter for the future. Also with regard to putting qualifications on the user pages, I cautiously agree, simply to gain credibility for the wikiversity in its fledgling stage. However, surely the whole point of the wikiversity is to encourage autodidacts who have a wide range of learning needs and wants (how much want to learn, in what areas, in what ways) and may not have formal qualifications. This is about more than ticking boxes (which many academic qualifications are) and as wikiversity develops we could well see masses of people incredibly knowledgeable about areas previously confined to the walls of academia, who can make incredible contributions to developing learning resources, courses and even original research in wikiversity - when that time comes (and I'm not ignoring the fact that there are large amounts of autodidacts out there already who are and will make huge contributions) posting academic achievements and qualifications won't just be unnecessary but irrelevant. Saying that, in order to get to that point I think credibility needs to be built and brief notes on userpages on the credentials of the user (not necessarily academic or career related) might just help with that. Apologies if I go on a bit or repeat previous points. I can be a bit long-winded sometimes... [[User:Jimbobalina2005|Jimbobalina2005]] 1 September 2006 :Thanks for letting us know - and all the best with developing this learning community. I, too, hope that it becomes a centre of academic excellence (without, necessarily, the traditional trappings), and would encourage you to start developing seeds of content (perhaps simply questions), so that, when people start coming, they will be able to easily find a place they can add their own material, photographs, (research) questions, learner needs etc.. Good luck! [[User:Cormaggio|Cormaggio]] 09:20, 2 September 2006 (UTC) == Documentary Hypothesis == Hi, Wikiversity, I'm not an active contributor on this project. I spend my time over at Wikisource, so please excuse me if this question is in the wrong place. Wikisource currently has a collection of texts call the Documentary Hypothesis (the pages I'm talking about can be found [http://en.wikisource.org/wiki/Bible,_English,_King_James,_According_to_the_documentary_hypothesis here]). The problem is, these don't fit under the WS inclusion guidelines (they aren't exactly a source text) and will likely be deleted soon. However, the material on it might be useful for a place like WV. Again, I don't know if it fits with the vision here, but someone more knowledgable might want to give the page a look and see if it could be used somehow with this project. It would be a shame to lose such material because it simply doesn't fit our inclusion criteria, so I'm throwing this up to the community here. Thanks for your time.—<font style="color: #000000; text-decoration: none; font-weight: bold">[[User:Zhaladshar|Zhaladshar]]</font> ^{<font style="color: #FF0000; font-size: small; text-decoration: none">[[User talk:Zhaladshar|(Talk)]]</font>} 01:13, 2 September 2006 (UTC) :We have a [[School:Theology]] that might take them, but shouldn't they either fall under wikisource or wikibooks inclusion criteria?--[[User:Rayc|Rayc]] 04:10, 2 September 2006 (UTC) ::I've had a look, and I'm certainly not "knowledgeable" on the subject, but I can see the dilemma. They seem to be against Wikisource policies as they are not strictly a source text, but essentially a collection of quotes from specific source texts. And they are not suitable for Wikibooks, as they do not seem to be in a textbook format as they are. I'd welcome them to Wikiversity if they can be put to use, ie not simply dumped somewhere, but clearly outlined what kinds of learning projects this material would be relevant to. As they are, this isn't so clear (to me, at least). But, in general, I would encourage the kinds of material here on Wikiversity which could prompt further research or writing on the other projects. Looking through source texts at Wikisource in order to write a textbook on Wikibooks, all of which is coordinated on Wikiversity, sounds good to me. [[User:Cormaggio|Cormaggio]] 09:03, 2 September 2006 (UTC) = 2 September, 2006 = ==Networking with other academic projects== One thing we haven't talked about much so far is how wikiversity should work with our "brick-and-mortar" (or is that "ivory-and-ivy") counterparts. We're serious people with a serious project, and universities tend to want to support things like this. Anyone who has had experience in the academic setting will know that the first thing you need to do before taking on a project is to find support (i.e. grant money) for your project. Due to the magnaniminity of the wikimedia foundation, we don't need to look for funding. But we do need people to provide peer reviews, publicity, and accountability. And we need a "protocol" for how to approach academic institutions, which might be skeptical of our project. I suggest that we could try doing this the wiki way, and write our proposals together. On the staff lounge at wikibooks, someone posted a link to an article about http://globaltext.org , which is an organisation striving to create free textbooks (they're apparently using wikibooks to write these texts). I've perused their site, and they don't seem to know about us yet. So I think maybe the best way to set the protocol would be to come up with a community letter to their organisation, work on it for 2 weeks, and then send it out. It's worth try, at least: [[Wikiversity:A_Letter_to_globaltext.org]] --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 17:32, 2 September 2006 (UTC) :I, right now, think first establishing interwiki relationships could be important as well. No only with the other wikimedia projects, but wikia places like [http://psychology.wikia.com/wiki/Main_Page The PSYCHOLOGY WIKI] and stand alone wikis like [http://www.ogre3d.org/wiki/index.php/Main_Page OGRE wiki]. These places would have partisipants that already know how to use wiki software and have simmilar GDFL goals.--[[User:Rayc|Rayc]] 17:47, 2 September 2006 (UTC) == Short report about English-language Wikiversity == Hello folks. Recently, Frank has written a [http://beta.wikiversity.org/wiki/Wikiversity:Reports/En short report] about the German-language Wikiversity. English-language Wikiversity is almost 3-week-old, and it would be great if someone could write a short report about it. Please keep in mind that the shorter the report is, the easier it will be translated into other languages. This is really important because this report is aiming at letting people from other languages know about en: Wikiversity. Please post this report on the [http://beta.wikiversity.org/wiki/Wikiversity:Reports/En dedicated section on Wikiversity Beta]. Thanks a lot, and go on doing such a good work! [[User:Guillom|guillom]] 09:51, 3 September 2006 (UTC) :I was thinking something like this, feel freee to clean it up, I have to run right now: : :*The English wikiversity was set up on August 15, 2006, and as of September 3rd, is has: ::*2,511 pages with 195 "content" pages (what is the def on content?) ::*782 users with 9 "custodians" :*The mass import of pages from wikibooks and meta is still on going, though most of the key "school" :pages have been moved :*The title administrator was changed to custodian and a system of metorship for the job was taken up :*Policy debates are on-going and early on there were more policy pages then actual content pages. :School and department pages now make up the majority. :*A naming scheme is still being hammered out. Currently it is Portal->School->Topic (for divisions :and departments)->Main (for lessons and projects) :*As for content, the following project have been proposed and worked a bit on ::*bloom clock project ::*Wikiveristy the moive ::*(add here) --[[User:Rayc|Rayc]] 22:41, 3 September 2006 (UTC) ==Some news from Wikiversity Beta== Hello Wikiversity Beta is now 10 days old and I think the time has come to give some news. I have decided to organize it as a list of [http://beta.wikiversity.org/wiki/Help:FAQ FAQ]. Feel free to ask questions I have not thought about at [http://beta.wikiversity.org/wiki/Wikiversity:Babel Babel]. Just to remind you, [http://beta.wikiversity.org Wikiversity Beta] is a global platform aiming at coordinating Wikiversity projects in several languages. This multilingual coordination intends to deal with Wikiversity's mission and general guidelines of the project's scope (for example, about original research). Wikiversity Beta is also a place where Wikiversity projects which don't have a subdomain yet can develop. English-language Wikiversity participants ''should'' take an active part in discussions on Beta, since those discussions are going to concern ''all Wikiversity projects'', including the English-language one. You will find more information in [http://beta.wikiversity.org/wiki/Help:FAQ/En the FAQ]. You can also take a look at the [http://beta.wikiversity.org/wiki/Wikiversity:Reports/En reports] to get some news from Wikiversity projects in all languages. [[User:Guillom|guillom]] 09:57, 5 September 2006 (UTC) ==Signature== Hi, can anyone tell me how to get my Wikipedia signature to work here, with a link to my talk page? <nowiki> [[User:Daniel575|Daniel575]] | <small>([[User_talk:Daniel575|Talk]])</small> </nowiki> I don't understand why it won't work. I already tried a few modifications with brackets, a | in between etc, but it keeps moving the ]] after Daniel575 back to the end of the signature. --[[User:Daniel575|Daniel575]] 15:36, 5 September 2006 (UTC) 30 edit=sysop:move=sysop 15571 2006-08-26T20:22:30Z JWSchmidt 20 [[Portal:Art and Design]] moved to [[Wikiversity:Wikiversity project proposal]]: somehow the wrong page was moved, trying to move back ''This page contains a copy of the [[meta:Wikiversity/Modified project proposal|project proposal]] for Wikiversity. Wikiversity became a sister project of the [[meta:Wikimedia Foundation|Wikimedia Foundation]] after this proposal was reviewed by the Foundation's Special projects committee. The special projects committee submitted its [http://wikimediafoundation.org/wiki/Resolution_Wikiversity Wikiversity Resolution] to the Board and by vote of the Board, the project was approved.'' ''This page has been edited to provide links to other Wikiversity pages. The original text of the Wikiversity project proposal should not be changed. An archived copy of the page is at [[Wikiversity:Approved Wikiversity project proposal]]. The original copy of the proposal is at the [[m:Wikiversity/Modified project proposal|Wikimedia meta wiki]].'' ---- {{Wikiversity}} The first section of this page ("Historical review of the Wikiversity project", below) contains a description of how the original Wikiversity project proposal was produced. The approved proposal was a modified version of the original proposal. The approved project proposal is in [[#Mission|Part 2]], starting with "Mission". ==Historical review of the Wikiversity project== [[wikibooks:Wikiversity|Wikiversity]] was [[wikibooks:Wikibooks:Votes for deletion/Wikiversity|proposed for deletion]] from Wikibooks in August 2005. Soon after that, there was a [[meta:Proposals for new projects#Wikiversity|proposal]] to make Wikiversity an independent WikiMedia project. In addition to the information on the proposed projects page, information about the original proposal was described in a [http://mail.wikimedia.org/pipermail/foundation-l/2005-August/003857.html mailing list post] and on the [[meta:Wikiversity|Wikiversity page]] of the WikiMedia meta-wiki. An old proposal and discussion can be seen here : [[Wikiversity:Original proposal|Original proposal]]. A '''modified project proposal''' follows ('''Part 2''') == Mission == '''''Wikiversity is a centre for the creation and use of free learning materials and activities.''''' Its primary priorities and goals are to: *Create and host a range of free-content, multilingual learning materials/resources, for all age groups in all languages *Host scholarly/learning projects and communities that support these materials *Complement and develop existing Wikimedia projects (eg. a project devoted to finding good sources for Wikipedia articles) See more on [[Wikiversity:Scope]] and [[Wikiversity:Online Course]]. In the fulfillment of its mission, other tasks and goals may be initiated and developed by participants to support learning and the creation of new content. In particular, guidelines will be developed during the beta phase of Wikiversity's development on hosting and fostering ''research'' based in part on existing resources in Wikiversity and other Wikimedia projects. ==Learning== '''The Wikiversity e-Learning model'''. Existing "bricks and mortar" universities began as meeting places for scholarly individuals seeking knowledge and those with mastery of a subject who could act as teachers to guide the learning process. Wikiversity will be a virtual meeting place for masters and scholars, a wiki that hosts and promotes a flexible online learning environment. Conventional universities evolved to have classrooms, collections of courses, grades, fees for students, pay for teachers, the granting of degrees, the certification of teachers and accreditation of universities. That entire structure grew out of the need to concentrate expensive resources (people and facilities) at a particular location in the physical world. The Wikiversity e-Learning model abandons all aspects of conventional universities that arise from the need to focus people and facilities in one place and time. The Wikiversity e-Learning model grows out of the power of the wiki user environment to liberate learning from conventional constraints of time and place. See [[Wikiversity:Learning]] for more. ===Learning groups=== It is natural for the wiki format to develop "[[Wikiversity:Learning community|learning groups]]" (creating and maintaining learning trails; interest portals; project or task artifacts) where all participants can discuss and learn collaboratively. These groups/communities will be help desks, mentoring teams, cohort groups, debate clubs - practical applications might be in doing research for Wikipedia, or writing code for MediaWiki. This is peer-learning, learning through collaboration and discussion - the "wiki way". Wikiversity participants will actively participate in online learning projects. As for any wiki, community participation involves the editing of wiki pages. Wikiversity learning projects will consist of collections of wiki webpages concerned with the scholarly exploration of a particular topic. Some Wikiversity learning projects will be oriented around existing needs of other Wikimedia projects. For example, a group of Wikiversity participants might engage in a project to find good sources for an existing Wikipedia article. Another Wikiversity project might involve exploration of an established academic discipline and the participants might decide to collectively assemble material that would contribute to a Wikibooks textbook for that subject. Thus, Wikiversity will naturally complement existing Wikimedia projects by providing an environment that supports and fosters scholarly “secondary research”. Wikiversity will begin with a bias towards learning projects that provide support for existing Wikimedia projects, but with time, Wikiversity will evolve to serve the needs of its community. Students will express their learning needs and the Wikiversity community will evolve learning activities and projects to accommodate those needs. Some groups could act more didactically - there is room for materials to be laid out as instructions or tasks to be followed. In any case, communities will exist behind the materials to support the ongoing use and development of the content Wikiversity hosts. See [[Wikiversity:Learning|more on learning in Wikiversity]] and [[Wikiversity:Online Course|more on online courses]]. == Resources == '''Resources''' will include teaching aids, lesson plans, curricula, links, reading lists, etc. Each subject area (or 'course', 'project'), essentially, each ''community'', creates a web of resources that would form the basis of discussions and activities within that field of Wikiversity, and that could be used by any other educators for their own purposes. Some of these will link up with other Wikimedia projects, such as Wikibooks and Wikipedia - a key to these resources should be that they prompt further work (practice/discussion/reflection/criticism etc). == Research == Wikiversity could act as a repository of research carried out by the [[meta:Wikimedia Research Network|Wikimedia Research Network]] or other people involved in wiki-based [[meta:research|research]], and could also host the proceedings of [[meta:Wikimania|Wikimania]]. Whether or not Wikiversity will ever host original research in addition to secondary research is the subject of debate (see [[Wikiversity talk:Approved Wikiversity project proposal|talk page]]) though [[Wikiversity:Original research|original research]] could take place based on materials in Wikiversity (eg. materials on sociology prompt a survey research project). Guidelines for what would be appropriate research will be developed during the beta phase of the project through a community consensus process, and reviewed (by the [[meta:Special projects committee|Special projects committee]]) after six months. There will not ''necessarily'' be "approval" of research added to Wikiversity - though some sort of review process needs to be established which will deal with potential problems. == Scope of Wikiversity == ===[[Wikiversity:Scope|What Wikiversity is]]=== *'''A repository of free, multilingual educational resources.''' *'''A network of communities to create and use these resources''' *'''A group effort to learn'''. Which may or may not be led by an instructor, who may or may not be an expert on the topic. ===[[Wikiversity:What Wikiversity is not|What Wikiversity is not]]=== *'''A duplication of other Wikimedia projects'''. While Wikiversity complements other Wikimedia projects, it will not simply duplicate their content. So, if you want to read about a topic, you may be better off visiting, say, Wikipedia or Wikibooks, but if you want to learn about this topic, you can do so at Wikiversity. Learning materials will be created and used on Wikiversity, but materials on other projects may also be used as learning materials themselves or even places to consolidate this learning, ie writing an article, manual etc based on what you've learned. There may be some overlapping, but each project will maintain its own focus. *'''A degree or title granting institution''': Wikiversity will not confer degrees or any other academic qualifications, nor will it entitle people to call themselves "professors", if they are not professors. Work done on Wikiversity will hopefully be useful to other projects. When participants have significant results they may be used to improve other Wikimedia projects, and indeed other online learning, reference and data sources. ==Features Wikiversity will/might need in the future== * Metadata - there is currently work on a Metadata patch, which will be able to be added to Wikiversity retrospectively. * Page protection - there may be a need to restrict editing of pages or groups of pages to within groups of people (such as a research community, for example). However, this needs to be done with care, so as to minimise the exclusion of people to the work of that community. * Software - there is currently no software needed to get Wikiversity going, but participants are welcome to experiment with additions to the source code which might help the work of Wikiversity in some way. Implementations of these ideas will have to be done through the appropriate channels (probably the [[meta:Special projects committee]]). ==Additional discussion== There was much discussion of how to satisfy the Board's request for modification of the original Wikiversity proposal, which can be seen through these (and associated) pages: *[[meta:Talk:Wikiversity#Current status]] *[[meta:Moving Wikiversity forward]] *[[wikibooks:Talk:Wikiversity#Decision on Wikiversity?]] [[Category:History of Wikiversity]] 34 24072 2006-09-05T09:54:18Z Guillom 48 == Some news from Wikiversity Beta == <div style="float:right;width:40%"> <div style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:1em" > {{Wikiversity:Announcements}} </div> </div> == Some news from Wikiversity Beta == [http://beta.wikiversity.org Wikiversity Beta] is a global platform aiming at coordinating Wikiversity projects in several languages. This multilingual coordination intends to deal with Wikiversity's mission and general guidelines of the project's scope (for example, about original research). Wikiversity Beta is also a place where Wikiversity projects which don't have a subdomain yet can develop. You will find more information in [http://beta.wikiversity.org/wiki/Help:FAQ/En the FAQ]. You can also take a look at the [http://beta.wikiversity.org/wiki/Wikiversity:Reports/En reports] to get some news from Wikiversity projects in all languages. ==Interwiki links and name spaces== '''v:''' is the official interwiki prefix for Wikiversity and is enabled on all Wikimedia projects. Also interwiki links work to Wikiversities in other languages (currently only de). Finally, three namespaces have been created to organize Wikiversity content: School, Portal and Topic. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 21:08, 16 August 2006 (UTC) ==Wikiversity officially announced by Wales== :<small>From the [http://en.wikipedia.org/wiki/Wikipedia:Wikipedia_Signpost Wikipedia Signpost], By Ral315, 7 August 2006</small> In a keynote speech at Wikimania 2006 on Friday, Jimbo Wales announced that Wikiversity had been officially approved by the board, and would go into a three-language beta test "within a month". Wikiversity was [[m:Wikiversity/Vote/en|approved]] by 69.8% of voters in November 2005, reaching the two-thirds majority required to submit the proposal to the Wikimedia board. However, the measure stalled at the board level, as the board requested changes to the proposal in order for approval. The changes included the removal of credentials and online courses, and to clarify the concept of e-learning. Though work on the proposal continued, the proposal's approval had not been publicly announced until Wikimania. The beta test would last six months, after which it would be reviewed. The test would start in three languages, with more possibly added as the project grows. Wales did not specify which three languages would be chosen, but as much of the Wikiversity proposal was based within the English and German communities, it seems likely that English and German would be two of the three beta languages. Wikiversity would contain materials useful for learning that do not fit into Wikibooks' specific area (textbooks). Very little information is yet known about how Wikiversity will be launched, and exactly when the launch would occur, but many of the details are being worked on the [[m:Talk:Wikiversity/Modified project proposal|meta-wiki]]. ==See also== *[[Wikiversity:Announcements]] [[Category:Wikiversity]] 39 13477 2006-08-24T09:26:25Z David Levy 118 tweaked wording Wikiversity is hosted by the [[wikimedia:Home|Wikimedia Foundation]], a non-profit organization that also hosts a range of other [[w:Wikipedia:Multilingual coordination|multilingual]] and [[w:Wikipedia:Copyrights|free-content]] projects: {|width="100%" align="center" cellpadding="4" style="text-align:left;" | align="center" | {{Click || image=Wikipedia-logo-35px.png | link=wikipedia: | width=35px | height=35px }} | '''[[wikipedia:|Wikipedia]]'''<br />The free encyclopedia | align="center" | {{Click || image=Wiktionary-logo-51px.gif | link=wiktionary: | width=51px | height=35px }} | '''[[wiktionary:|Wiktionary]]'''<br />Dictionary and thesaurus | align="center" | {{Click || image=Wikiquote-logo-51px.png | link=wikiquote: | width=51px | height=41px }} | '''[[wikiquote:|Wikiquote]]'''<br />Collection of quotations |- | align="center" | {{Click || image=Wikinews-logo-51px.png | link=wikinews: | width=51px | height=30px }} | '''[[wikinews:|Wikinews]]'''<br />Free-content news | align="center" | {{Click || image=Wikispecies-logo-35px.png | link=wikispecies: | width=35px | height=41px }} | '''[[wikispecies:|Wikispecies]]'''<br />Directory of species | align="center" | {{Click || image=Wikibooks-logo-35px.png | link=wikibooks: | width=35px | height=35px }} | '''[[wikibooks:|Wikibooks]]'''<br />Free textbooks and manuals |- | align="center" | {{Click || image=Wikisource-logo-35px.png | link=wikisource: | width=35px | height=37px }} | '''[[wikisource:|Wikisource]]'''<br />Free-content library | align="center" | {{Click || image=Commons-logo-31px.png | link=commons: | width=31px | height=41px }} | '''[[commons:|Commons]]'''<br />Shared media repository | align="center" | {{Click || image=Wikimedia-logo-35px.png | link=meta: | width=35px | height=36px }} | '''[[meta:|Meta-Wiki]]'''<br />Wikimedia project coordination |} 49 edit=sysop:move=sysop 13482 2006-08-24T09:53:55Z Cormaggio 8 Protected "[[Image:Wiki.png]]": temporary logo image [edit=sysop:move=sysop] Same concept with better quality Gradhat image is comming from [[commons:Image:Sciences_humaines.svg]]. Rest is edited with gimp. --[[Kullanıcı:Dbl2010|<font color="#009900">Özgür</font>]] 17:22, 15 August 2006 (UTC) 52 22665 2006-09-02T19:09:04Z JWSchmidt 20 link to [[Wikiversity outreach] Wikiversity can kep track of education-oriented wikis and establish [[Wikiversity outreach|constructive interactions]] with them. ===Experimental Learning Processes=== Join or create a debate and/or summarize its salient features at http://wikireason.net/wiki/Forum_Entrance. Please note this is an external site with its own community, social norms, and legal requirements. Please be prudent and wise in paraphrasing, citing, and archival of results locally. Content license requirements may conflict occasionally. Alternatively, methods learned there may be useful within the context of some local learning process or free materials development. ===Commonwealth of Learning=== [http://wikieducator.org/WikiEdProfessional_eLearning_Guidebook WikiEdProfessional eLearning Guidebook] [[Category:Education-oriented wikis]] 53 23542 2006-09-04T10:08:01Z TimNelson 352 /* New requests */ Changed comment formatting as sebmol can't stand it [[Image:Broom icon.png|right|Custodians' tool]] Wikiversity '''Custodians''' (also known as [[Wikiversity:Administrators|administrators]] or sysops), are Wikiversity users who have access to technical features that help with maintenance of Wikiversity. Those features include protecting and deleting pages, blocking other editors, and undoing these actions as well. [[Wikiversity:Custodianship|Custodians]] are generally known and trusted members of the community. If you wish to have a page imported from [[meta:|Meta]] or [[b:|Wikibooks]], please add your request on [[Wikiversity:Import]] Add requests (protecting pages and blocking vandals) to the list below.<BR>For deleting pages, use: [[Wikiversity:Requests for Deletion]].<BR>To request a new page use: [[Wikiversity:Page creation requests]].<BR>To comment on Wikiversity custodians in general or the actions of a particular custodian use: [[Wikiversity:Custodian feedback]]. ==New requests== :Put new requests here, to discuss old requests see: [[#Old requests]], below. * Can we get a bot like the one called Pearle on Wikipedia? See [[w:Wikipedia:Community_Portal/Opentask]]. The main reason I'm interested is to keep track of things that need doing, since we seem to have a lot just at the moment. [[User:TimNelson|TimNelson]] ^{([[User talk:TimNelson|Talk]])} 10:08, 4 September 2006 (UTC) * I'd like to complete the removal of my name from the main page redesign (in order to make it impartial and not my "pet project"). I'd like to keep the edit history intact though. I'd ask that someone delete [[Wikiversity:Main Page/Design]], move [[User:Trevor MacInnis/MainPage]] there, and then undelete the original to merge the edit histories. - [[User:Trevor MacInnis|Trevor MacInnis]] 21:14, 25 August 2006 (UTC) :I don't think that's really necessary. IMO there's no need not to take credit where credit is due. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 21:58, 25 August 2006 (UTC) *'''Posting of new main page design''': There is strong support for posting the new main page design. The new design has been extensively revised as design 2 based on comments. Design 2 is almost ready to post. If you agree with this interpretation, could a sysop post the new design 2 to the main page, perhaps after reviewing the discussions here: [[Wikiversity_talk:Main_Page#New_page_design]]? We are still waiting on a few usability fixes and final check for Design 2 (related to viewing for persons with visual impairments). David will post a note when that is done. Trevor did a great job developing the new Design. David has revised the design per comments on the main talk page. Trevor has adjusted the 1st design based on David's edits to Design 2. Now, the two new options are quite similar. I don't wish to declare the discussion closed and post design 2, since I was involved in revising both new designs. If I were to close this, I would summarize the process (along lines of what I wrote here) and invite people to continue polishing Design 2. Thanks much, [[User:Reswik|Reswik]] 17:42, 27 August 2006 (UTC) ::Is the new Main Page ready? --[[User:JWSchmidt|JWSchmidt]] 16:54, 31 August 2006 (UTC) :::I think David will let us know when remaining usability issues have been fixed with "Design 2." I just left a note on his talk page asking about this. [[User:Reswik|Reswik]] 02:41, 1 September 2006 (UTC) * Could somebody either copy or import the Languagefun pages from Incubator (http://incubator.wikimedia.org/wiki/Special:Prefixindex/Languagefun)? They are not suitable for Incubator, and will be deleted soon anyway. [[User:Dbmag9|Dbmag9]] 11:57, 1 September 2006 (UTC) :: A [http://bugzilla.wikimedia.org/show_bug.cgi?id=7189 request] has been made for the ability to import pages from the incubator to Wikiversity. --[[User:JWSchmidt|JWSchmidt]] 13:58, 1 September 2006 (UTC) ==Old requests== * Please delete [[Wikiversity:Learning]] in preparation for moving the now-merged [[Wikiversity:Learning (Wikibooks)]] there. [[User:Garrett|Garrett]] 01:40, 17 August 2006 (UTC) ** Done. The redirects need to stay because they are being linked to from Wikibooks and Meta. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 08:15, 17 August 2006 (UTC) *Please move this page http://en.wikibooks.org/wiki/Wikiversity:School_of_Engineering/Statics moved from wikibooks to the empty statics link under http://en.wikiversity.org/wiki/School:Engineering. Thanks! [[User:Mirwin|Mirwin]] 11:02, 18 August 2006 (UTC) :Done. Please list future requests like this one at [[Wikiversity:Import]]. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 11:11, 18 August 2006 (UTC) *I need an explanation of how adminstrators are currently being created under what authority so I can fleshout the future administrator policy being drafted at [[http://en.wikiversity.org/wiki/Wikiversity:Administrator_Creation_and_Behavorial_Criteria_Guidelines_and_Policy]]. Some review by some experienced administrators for viability as it develops would not hurt either. Thanks! [[User:Mirwin|Mirwin]] 10:25, 18 August 2006 (UTC) :Users can be promoted to Admin only by Bureaucrats of which we have one ([[User:Cormaggio|Cormaggio]], member of the special committee). -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 10:27, 18 August 2006 (UTC) ::Is this a feature of the software? Does a designated bureaucrat have other implications on Wikimedia servers such that we must view this as a mandated piece of Wikiversity's functional organization or can we setup the community's responsible volunteer positions such that all administrators are bureaucrats? I am not trying to be pedantic this has implications regarding how procedures are layed and what is possible in terms of our community's organization. Are there other functional positions besides administrator and bureaucrat that we must fill or account for in organization (besides Wikimedia Technical Developers) development? Further information from any quarter will be useful. Thanks! [[User:Mirwin|Mirwin]] 10:41, 18 August 2006 (UTC) :::Bureaucrats are users that have certain additional privileges compared to admins. Specifically, they can promote users to admins (but not demote), rename user accounts and set bot status for user accounts. There's usually a limited number of bureaucrats per project mostly to avoid conflict when it comes to admin "elections". For example, the English WP has 24, German WP has 2, and the French WP has 7 (just to give an idea of dimension). The other distinctions are with one exception outside the scope of any one project. We don't have to worry about that exception though. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 10:50, 18 August 2006 (UTC) :::P.S. In regards to all users being admins, one has to keep in mind that demoting admins is more difficult. It can't be done within the project but must be requested at Meta. That's one of the major reasons that most Wikimedia projects don't allow every user to become admin. While every admin action can be reverted, admins on a rampage are difficult to stop. Therefore it's necessary that there's some sort of process where trust for an admin candidate can be established. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 10:53, 18 August 2006 (UTC) ::::Thanks sebmol! This explanation was sufficient along with some data at meta regarding stewards to resolve my drafting issues for the moment. I consider this action closed. Thanks again![[User:Mirwin|Mirwin]] 13:51, 18 August 2006 (UTC) *So that there are not edit conflicts, please upload the layout edits that I have made recently to the main page from here: [[Wikiversity:Main Page/Design]]. [[User:Reswik|Reswik]] 19:04, 21 August 2006 (UTC) :Thank you for addressing this [[User:Reswik|Reswik]] 03:21, 22 August 2006 (UTC) *''Proposed:'' '''Main page editing policy''' - Custodians and bureaucrats will not directly edit the Main page, unless it is urgent. All editors can make main page edits at the '''[[Wikiversity:Main Page/Design]]''' page. This page will be uploaded regularly. There will be enough time between new substantial content edts and posting, perhaps a 24 hour lag, so that design/layout editors can adjust layout for new substantial edits that change layout. :Why this policy? Well, for instance, a few times, I have wished to adjust the layout and/or do minor copyedits to the content of the Main page but I felt discouraged and decided not to do so because the page is locked *and* admins are editing it in ongoing way. I felt that my edits might get lost on the design page. If the design page were the sole place for edits if some off-page editing space was available -- then all could participate. Is this acceptable? Thanks for considering. [[User:Reswik|Reswik]] 18:46, 21 August 2006 (UTC) ::The main page is only semi-protected. Meaning, anonymous and new users cannot edit the page. This was done to prevent vandalism, not for content reasons. To cut it short: you should be able to edit the page within a day or two if you cannot already. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 18:58, 21 August 2006 (UTC) :::Hmm, I've been editing with this account since 8/17, 5 days and I can not edit the main page. Please see the new request at top of this section for transferring edits. Also, I believe some version of a main page editing policy to make edits on a design page is still a good idea. [[User:Reswik|Reswik]] 19:04, 21 August 2006 (UTC) ::::According to [http://en.wikiversity.org/w/index.php?title=Special%3ALog&type=&user=&page=User%3AReswik this], your account was created exactly three days, 23 hours and 37 minutes ago. Semi-protection covers all users that are "younger" than 4 days so you should be able to edit away in a few minutes. ::::Also, I'm not sure we need to be that restrictive with the main page for now. The rollback button is only a click away and so far we don't really have much controversy over the page's contents or layout. I don't want to stifle people's creativity by adding process. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 19:13, 21 August 2006 (UTC) :::::Funny :) I counted the 17th as a day when it was the origin, zero. Thanks. And thanks for updating the main page. Well, the idea of suggesting the design page was so that all can edit the main page. Four days doesn't seem a restrictive limit. But if the page gets locked up regularly due to preventing vandalism, perhaps the design page will be needed then. [[User:Reswik|Reswik]] 19:16, 21 August 2006 (UTC) ::::::You also logged in as [[User:Doug]] on the first few days if that makes any difference. And yes, you should be able to edit the main page - I suppose we might properly lock it once we're relatively happy with it. [[User:Cormaggio|Cormaggio]] 07:21, 22 August 2006 (UTC) :::::::Yes, I was going to mention in email that I was on vacation last week and didn't have the password to the "Doug" account or the reg email for that account. I ended up having internet access so I decided to play some and created "Reswik" here for that. :) It is the name of my other wikimedia accounts so I decided it makes sense to keep using that. [[User:Reswik|Reswik]] 15:19, 22 August 2006 (UTC) ---- * '''Topic namespace''': Perhaps you are discussing this somewhere. If not: This is a big potential time waste based in a structural/linguist problem and so I am raising this here. The topic namespage is starting to be used for sub-department "topical" areas that are at a topic/course level (like Calculus). Do these need departments? Further, the naming convention policy is not getting strong support on the policy vote page. One complaint is that "Topic" is counter-intuitive for structuring departments. I agree. To save time: I think we need a decision soon about the naming conventions for Departments/Areas. If we stick with departments, then I think all Divisions/Departments should be under School namespace (to keep things simple). If we try the [[Wikipedia:Network naming conventions]] I wrote up today, then I think we should go with a new namespace of "Area" (in place of departments). I do not think "Topic" should be used at all for structural hierarchies (traditional or network). It might be good to eliminate the "Topic" namespace entirely or have all courses put there. How can editors be educated to create new courses in the appropriate namespace? Am I getting this correctly/explaining myself clearly? [[User:Reswik|Reswik]] 03:20, 22 August 2006 (UTC) *:"The topic namespage is starting to be used for sub-department "topical" areas that are at a topic/course level (like Calculus). Do these need departments?" <-- I assume you mean "topic namespace". Just explain to people that "course" material goes into the main namespace. Wikiversity needs an introductory tutorial (featured on the sidebar?) to explain this. --[[User:JWSchmidt|JWSchmidt]] 04:33, 22 August 2006 (UTC) *:I think we need to be careful in how strict we want to be about how work is organized at Wikiversity. As I said on the naming conventions page, I don't like the idea of creating a fixed standard that everyone must follow in this regard. I'd rather see some diversity and flexibility. For example, I have no problem at all if the different schools figure out their own way of organizing their work. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 06:00, 22 August 2006 (UTC) *:P.S. This is not the right place to discuss this since this page was intended to be used to request actions only custodians can perform. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 06:01, 22 August 2006 (UTC) :::I mentioned this here because it seemed to be sysops who were setting up the namespaces and who might have to do extra work if parts of the naming conventions change down the line. So, addressing this sooner than later seems a good idea for reasons mentioned in my next comment below. [[User:Reswik|Reswik]] 02:14, 23 August 2006 (UTC) **I think this matter [http://en.wikiversity.org/w/index.php?title=User_talk%3AReswik&diff=11935&oldid=10807 was resolved]. --[[User:JWSchmidt|JWSchmidt]] 21:35, 22 August 2006 (UTC) :::I am not so worried about the network issue as it seems a done deal now, but my criticism was two-fold. The minor part of this is still a concern: That is, I still think that "topic" should be replaced with using "school" or a new "area" or other structural namespace in the current structural naming convention model. It seems a namespace change may called for if the trend continues of the majority of opinions regarding naming conventions continue to be against the current naming conventions policy in some way. :::As for network organization, it does seem that due to lack of interest and general practices emerging that the structural model of organizing "schools/departments" is going to be the default one that people use for initial page development for awhile -- until the portal/category system grows as a network process (which is a fine place for that). So, I am not intent on advancing the network model as an alternate namespace convention unless others begin to support or call for that somehow. [[User:Reswik|Reswik]] 02:14, 23 August 2006 (UTC) ---- * There's some text at the top of the community portal that says "Please help design the www.wikiversity.org portal and Wikiversity logo on meta.". But the page linked to by the portal link actually goes to www.wikiversity.org TEMPLATE instead of portal. That looks like a bunch of HTML code. I assume this needs fixing. [[User:TimNelson|TimNelson]] 10:54, 29 August 2006 (UTC) **It is the code for the Wikiversity Hub. See: [http://www.wikiversity.org/]. --[[User:JWSchmidt|JWSchmidt]] 11:01, 29 August 2006 (UTC) ::This link could actually be fixed to direct to the talk page : <code><nowiki>[[m:Talk:Www.wikiversity.org template|www.wikiversity.org portal]]</nowiki></code>. [[User:Guillom|guillom]] 11:07, 29 August 2006 (UTC) :::Now it does. --[[User:JWSchmidt|JWSchmidt]] 11:33, 29 August 2006 (UTC) ::::That's what I wanted! Thanks [[User:TimNelson|TimNelson]] ^{([[User talk:TimNelson|Talk]])} 06:08, 30 August 2006 (UTC) ---- [[Category:Wikiversity administration]] 55 14919 2006-08-26T06:53:40Z Graham87 488 /* See also */ spelling {{shortcut|[[WV:STAFF]]}} Wikiversity staff are trusted Wikiversity users who volunteer as [[Wikiversity:Custodianship|Custodians]] or Bureaucrats. ; Custodians : Known as administrators or sysops on other projects, these users are able to perform maintenance-related tasks including protecting and deleting pages and images, blocking other users and editing the user interface text ; Bureaucrats : Users who can promote other users to Custodian status, grant and revoke [[Wikiversity:Bots|bot rights]], and rename user accounts __NOTOC__ == Help == '''If you need help you can [[Wikiversity:Request custodian action|Request assistance]] from a custodian''' == Custodian directory == '''For a list of current custodians try [[Wikiversity:List of custodians|Full list of custodians]]/[[Wikiversity:List of custodian mentors|mentors]].''' == Candidates == '''If you would like to help out as a custodian on Wikiversity, please list yourself at [[Wikiversity:Candidates for Custodianship|Candidates for Custodianship]]''' ==See also== *[[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy]] - help create policy *[[Wikiversity:Notices for custodians|Custodian notice board]] - information for custodians [[Category:Wikiversity administration]] 56 edit=sysop:move=sysop 6234 2006-08-17T05:21:11Z JWSchmidt 20 Protected "[[Wikiversity:Original proposal]]": This page is an historical archive [edit=sysop:move=sysop] Brief summary of the original wikiversity proposal, which did not meet with complete approval. ==Short summary of the old proposal== *A center of learning '''using Wikimedia projects content''' as course material. *Initial scope of Wikiversity: something realistic that can be accomplished with the current set of tools available with MediaWiki software. *Mission: to test the limits of the wiki model both for developing electronic learning resources as well as for teaching and for conducting research and publishing results within a policy framework developed by the community. *Vision: a collaborative learning community structured to promote learning by engaging participants in scholarly activities within a wiki environment. *Two goals were identified: **'''E-teaching materials'''. The development and cataloging of tests, teaching materials that go beyond the scope of Wikibooks such as slides and videos, complete courses, and more. All this information must be presented from a neutral point of view and represent the current state of scientific research. Wikibooks will be used as a partner project where appropriate. **'''E-learning'''. A framework within which members of the community can actually take courses online. ===Evaluation of the old proposal=== A [[m:Wikiversity/Vote/en|vote]] was held on the Wikiversity project proposal. The proposal got the required 2/3 majority (shortly). In November the [http://wikimediafoundation.org/wiki/Meetings/November_13%2C_2005 Board] discussed the Wikiversity project and requested modifications to the proposal: :"Wikiversity proposal (http://meta.wikimedia.org/wiki/Wikiversity) not approved, but we will approve it if some changes are made and if the community seems joyful about it, which may or may not require another vote. The board recommend rewriting the proposal to exclude credentials, exclude online-courses and clarify the concept of elearning platform. to be rewritten to exclude credentials and to clarify concept of e-learning." ==See also== [[Wikiversity:Wikiversity project proposal|Final approved project proposal]] [[Category:History of Wikiversity]] 57 173 2006-08-15T17:49:02Z JWSchmidt 20 create root category [[Category:Wikiversity]] 58 21951 2006-08-31T12:53:48Z JWSchmidt 20 add category myself [[Category:Wikiversity participant images]] 60 5637 2006-08-16T22:57:08Z Messedrocker 35 filing under root category The root of the category system for Wikiversity-internal pages. [[Category:Categories]] 63 19334 2006-08-28T18:41:03Z Trevor MacInnis 99 +pic [[Image:Copyleft.svg|thumb|right|Copyright/copyleft Logo]] The license [[Wikiversity]] uses grants free access to our content in the same sense as [[wikipedia:free software|free software]] is licensed freely. This principle is known as '''[[wikipedia:copyleft|copyleft]]'''. That is to say, Wikiversity content can be copied, modified, and redistributed ''so long as'' the new version grants the same freedoms to others and acknowledges the authors of the Wikipedia article used (a direct link back to the article satisfies our author credit requirement). Wikiversity articles therefore will remain free forever and can be used by anybody subject to certain restrictions, most of which serve to ensure that freedom. To fulfill the above goals, the text contained in Wikiversity is licensed to the public under the '''[[Wikiversity:GNU Free Documentation License|GNU Free Documentation License]]''' (GFDL). The full text of this license is at [[Wikiversity:GNU Free Documentation License]]. :'''Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the [[wikipedia:Free Software Foundation|Free Software Foundation]]; with no Invariant Sections, with no Front-Cover Texts, and with no Back-Cover Texts.''' :'''A copy of the license is included in the section entitled "[[Wikiversity:GNU Free Documentation License|GNU Free Documentation License]]".''' :'''Content on Wikiversity is covered by [[wikipedia:general disclaimer|disclaimers]].''' The English text of the GFDL is the only legally binding document; what follows is our interpretation of the GFDL: the rights and obligations of users and contributors. == See also == * [[wikipedia:Wikipedia:Copyright FAQ|Wikipedia:Copyright FAQ]] * The [[wikipedia:Wikipedia:Contributing FAQ|Wikipedia:Contributing FAQ]] for questions on copyright. * [[wikipedia:Wikipedia:Mirrors and forks|Wikipedia:Mirrors and forks]] * [[wikipedia:Wikipedia:Standard GFDL violation letter|Wikipedia:Standard GFDL violation letter]] * [[wikipedia:Wikipedia:Possible copyright infringements|Wikipedia:Possible copyright infringements]] * [[wikipedia:Wikipedia:Spotting possible copyright violations|Wikipedia:Spotting possible copyright violations]] * [[wikipedia:Wikipedia:Fair use|Wikipedia:Fair use]] * [[wikipedia:Wikipedia:Image copyright tags|Wikipedia:Image copyright tags]] * [[wikipedia:Wikipedia:Boilerplate request for permission|Wikipedia:Boilerplate request for permission]] Further discussion... * [[wikipedia:Wikipedia:Copyright issues|Wikipedia:Copyright issues]] * [[meta:Wikipedia and copyright issues|Wikipedia and copyright issues]] * [[meta:Avoid Copyright Paranoia|Avoid Copyright Paranoia]] * [[meta:Permission grant extent|Permission grant extent]] [[Category:Wikiversity Copyrights]] [[Category:Wikiversity policy|{{PAGENAME}}]] 67 211 2006-08-15T18:48:17Z MediaWiki default [[$1]] moved to [[$2]] 68 212 2006-08-15T18:48:30Z MediaWiki default [[$1]] moved to [[$2]] over redirect 69 11543 2006-08-22T16:53:12Z Sebmol 14 removed unneeded code /** CSS placed here will be applied to all skins */ /* The following id's are disabled because they are skin dependent. 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Please copy any changes to [[Template:IPA fonts]] and [[Template:Unicode fonts]]. */ .IPA { font-family: Chrysanthi Unicode, Doulos SIL, Gentium, GentiumAlt, Code2000, TITUS Cyberbit Basic, DejaVu Sans, Bitstream Cyberbit, Arial Unicode MS, Lucida Sans Unicode, Hiragino Kaku Gothic Pro, Matrix Unicode; font-family /**/:inherit; } .Unicode { font-family: TITUS Cyberbit Basic, Code2000, Doulos SIL, Chrysanthi Unicode, Bitstream Cyberbit, Bitstream CyberBase, Thryomanes, Gentium, GentiumAlt, Visual Geez Unicode, Lucida Grande, Arial Unicode MS, Microsoft Sans Serif, Lucida Sans Unicode; font-family /**/:inherit; } .latinx { font-family: TITUS Cyberbit Basic, Code2000, Microsoft Sans Serif; font-family /**/:inherit; } .polytonic { font-family: Athena, Gentium, Palatino Linotype, Arial Unicode MS, Lucida Sans Unicode, Lucida Grande, Code2000; font-family /**/:inherit; } .mufi { font-family: Alphabetum, Cardo, LeedsUni, Junicode, TITUS Cyberbit Basic, ALPHA-Demo; } #wpSave { font-weight: bold; } /* Removes underlines from links */ .nounderlines a { text-decoration: none; } /* Custom link colors for use in [[MediaWiki:Edittools]] */ .charboxblack a:link, .charboxblack a:hover, .charboxblack a:visited, .charboxblack a:active { color: black; } .charboxsilver a:link, .charboxsilver a:hover, .charboxsilver a:visited, .charboxsilver a:active { color: silver; } .charboxgray a:link, .charboxgray a:hover, .charboxgray a:visited, .charboxgray a:active { color: gray; } .charboxwhite a:link, .charboxwhite a:hover, .charboxwhite a:visited, .charboxwhite a:active { color: white; } .charboxmaroon a:link, .charboxmaroon a:hover, .charboxmaroon a:visited, .charboxmaroon a:active { color: maroon; } .charboxred a:link, .charboxred a:hover, .charboxred a:visited, .charboxred a:active { color: red; } .charboxpurple a:link, .charboxpurple a:hover, .charboxpurple a:visited, .charboxpurple a:active { color: purple; } .charboxfuchsia a:link, .charboxfuchsia a:hover, .charboxfuchsia a:visited, .charboxfuchsia a:active { color: fuchsia; } .charboxgreen a:link, .charboxgreen a:hover, .charboxgreen a:visited, .charboxgreen a:active { color: green; } .charboxlime a:link, .charboxlime a:hover, .charboxlime a:visited, .charboxlime a:active { color: lime; } .charboxolive a:link, .charboxolive a:hover, .charboxolive a:visited, .charboxolive a:active { color: olive; } .charboxyellow a:link, .charboxyellow a:hover, .charboxyellow a:visited, .charboxyellow a:active { color: yellow; } .charboxnavy a:link, .charboxnavy a:hover, .charboxnavy a:visited, .charboxnavy a:active { color: navy; } .charboxblue a:link, .charboxblue a:hover, .charboxblue a:visited, .charboxblue a:active { color: blue; } .charboxteal a:link, .charboxteal a:hover, .charboxteal a:visited, .charboxteal a:active { color: teal; } .charboxaqua a:link, .charboxaqua a:hover, .charboxaqua a:visited, .charboxaqua a:active { color: aqua; } /* Removes useless links from printout */ @media print { #privacy, #about, #disclaimer {display:none;} } /* Suppresses text by default */ .sysop { display: none } /*</nowiki></pre>*/ 70 13532 2006-08-24T12:49:57Z Sebmol 14 rounded corners disabled for now /* CSS placed here will affect users of the Monobook skin <pre><nowiki>*/ #shortcut { display: inline; position:absolute; z-index:1; border:none; background:none; right:12px; top:0.3em; float:right; margin:0.0em; padding:0.0em; line-height:1.5em; text-align:right; text-indent:0; font-size:90%; text-transform:none; white-space:normal; } /* something, uh, less "brown" */ .usermessage { border:1px solid #99B3FF; background-color:#E0E8FF; } /* round corners on Mozilla and others */ /* clearly too contentious -- disabled for now #p-cactions ul li, #p-cactions ul li a { -moz-border-radius-topleft:1em; -moz-border-radius-topright:1em; } #content { -moz-border-radius-topleft:1em; -moz-border-radius-bottomleft:1em; } .pBody { -moz-border-radius-topright:1em; -moz-border-radius-bottomright:1em; } */ /* talk pages */ #content { background: #F8FCFF; /* a light blue */ } #content div.thumb { border-color: #F8FCFF; } .ns-0 * #content { background: white; } #mytabs li { background: #F8FCFF; } .ns-0 * #mytabs li { background: white; } #mytabs li a { background-color: #F8FCFF; } .ns-0 * #mytabs li a { background-color: white; } #p-cactions li a, #p-cactions li a:hover, #p-cactions li.selected a { background-color: #F8FCFF; } .ns-0 * #p-cactions li a { background-color: #fbfbfb; } .ns-0 * #p-cactions li.selected a, .ns-0 * #p-cactions li a:hover { background-color: white; } .ns-0 * #content div.thumb { border-color: white; } /* </nowiki></pre> */ 71 14190 2006-08-25T21:09:13Z Sebmol 14 // <pre><nowiki> /* tooltips and access keys */ var ta = new Object(); ta['pt-userpage'] = new Array('.','My user page'); ta['pt-anonuserpage'] = new Array('.','The user page for the ip you\'re editing as'); ta['pt-mytalk'] = new Array('n','My talk page'); ta['pt-anontalk'] = new Array('n','Discussion about edits from this ip address'); ta['pt-preferences'] = new Array('','My preferences'); ta['pt-watchlist'] = new Array('l','The list of pages you\'re monitoring for changes.'); ta['pt-mycontris'] = new Array('y','List of my contributions'); ta['pt-login'] = new Array('o','You are encouraged to log in, it is not mandatory however.'); ta['pt-anonlogin'] = new Array('o','You are encouraged to log in, it is not mandatory however.'); ta['pt-logout'] = new Array('o','Log out'); ta['ca-talk'] = new Array('t','Discussion about the content page'); ta['ca-edit'] = new Array('e','You can edit this page. Please use the preview button before saving.'); ta['ca-addsection'] = new Array('+','Add a comment to this discussion.'); ta['ca-viewsource'] = new Array('e','This page is protected. You can view its source.'); ta['ca-history'] = new Array('h','Past versions of this page.'); ta['ca-protect'] = new Array('=','Protect this page'); ta['ca-delete'] = new Array('d','Delete this page'); ta['ca-undelete'] = new Array('d','Restore the edits done to this page before it was deleted'); ta['ca-move'] = new Array('m','Move this page'); ta['ca-watch'] = new Array('w','Add this page to your watchlist'); ta['ca-unwatch'] = new Array('w','Remove this page from your watchlist'); ta['search'] = new Array('f','Search this wiki'); ta['p-logo'] = new Array('','Main Page'); ta['n-mainpage'] = new Array('z','Visit the Main Page'); ta['n-portal'] = new Array('','About the project, what you can do, where to find things'); ta['n-currentevents'] = new Array('','Find background information on current events'); ta['n-recentchanges'] = new Array('r','The list of recent changes in the wiki.'); ta['n-randompage'] = new Array('x','Load a random page'); ta['n-help'] = new Array('','The place to find out.'); ta['n-sitesupport'] = new Array('','Support us'); ta['t-whatlinkshere'] = new Array('j','List of all wiki pages that link here'); ta['t-recentchangeslinked'] = new Array('k','Recent changes in pages linked from this page'); ta['feed-rss'] = new Array('','RSS feed for this page'); ta['feed-atom'] = new Array('','Atom feed for this page'); ta['t-contributions'] = new Array('','View the list of contributions of this user'); ta['t-emailuser'] = new Array('','Send a mail to this user'); ta['t-upload'] = new Array('u','Upload images or media files'); ta['t-specialpages'] = new Array('q','List of all special pages'); ta['ca-nstab-main'] = new Array('c','View the content page'); ta['ca-nstab-user'] = new Array('c','View the user page'); ta['ca-nstab-media'] = new Array('c','View the media page'); ta['ca-nstab-special'] = new Array('','This is a special page, you can\'t edit the page itself.'); ta['ca-nstab-project'] = new Array('a','View the project page'); ta['ca-nstab-image'] = new Array('c','View the image page'); ta['ca-nstab-mediawiki'] = new Array('c','View the system message'); ta['ca-nstab-template'] = new Array('c','View the template'); ta['ca-nstab-help'] = new Array('c','View the help page'); ta['ca-nstab-category'] = new Array('c','View the category page'); // ============================================================ // BEGIN Enable multiple onload functions // setup onload functions this way: // aOnloadFunctions[aOnloadFunctions.length] = function_name; // without brackets! if (!window.aOnloadFunctions) { var aOnloadFunctions = new Array(); } window.onload = function() { if (window.aOnloadFunctions) { for (var _i=0; _i<aOnloadFunctions.length; _i++) { aOnloadFunctions[_i](); } } } // ============================================================ // BEGIN Dynamic Navigation Bars // NEEDS Enable multiple onload functions // set up the words in your language var NavigationBarHide = 'Collapse'; var NavigationBarShow = 'Expand'; // set up max count of Navigation Bars on page, // if there are more, all will be hidden // NavigationBarShowDefault = 0; // all bars will be hidden // NavigationBarShowDefault = 1; // on pages with more than 1 bar all bars will be hidden var NavigationBarShowDefault = 1; // shows and hides content and picture (if available) of navigation bars // Parameters: // indexNavigationBar: the index of navigation bar to be toggled function toggleNavigationBar(indexNavigationBar) { var NavToggle = document.getElementById("NavToggle" + indexNavigationBar); var NavFrame = document.getElementById("NavFrame" + indexNavigationBar); if (!NavFrame || !NavToggle) { return false; } // if shown now if (NavToggle.firstChild.data == NavigationBarHide) { for ( var NavChild = NavFrame.firstChild; NavChild != null; NavChild = NavChild.nextSibling ) { if (NavChild.className == 'NavPic') { NavChild.style.display = 'none'; } if (NavChild.className == 'NavContent') { NavChild.style.display = 'none'; } if (NavChild.className == 'NavToggle') { NavChild.firstChild.data = NavigationBarShow; } } // if hidden now } else if (NavToggle.firstChild.data == NavigationBarShow) { for ( var NavChild = NavFrame.firstChild; NavChild != null; NavChild = NavChild.nextSibling ) { if (NavChild.className == 'NavPic') { NavChild.style.display = 'block'; } if (NavChild.className == 'NavContent') { NavChild.style.display = 'block'; } if (NavChild.className == 'NavToggle') { NavChild.firstChild.data = NavigationBarHide; } } } } // adds show/hide-button to navigation bars function createNavigationBarToggleButton() { var indexNavigationBar = 0; // iterate over all < div >-elements for( var i=0; NavFrame = document.getElementsByTagName("div")[i]; i++ ) { // if found a navigation bar if (NavFrame.className == "NavFrame") { indexNavigationBar++; var NavToggle = document.createElement("a"); NavToggle.className = 'NavToggle'; NavToggle.setAttribute('id', 'NavToggle' + indexNavigationBar); NavToggle.setAttribute('href', 'javascript:toggleNavigationBar(' + indexNavigationBar + ');'); var NavToggleText = document.createTextNode(NavigationBarHide); NavToggle.appendChild(NavToggleText); // add NavToggle-Button as first div-element // in < div class="NavFrame" > NavFrame.insertBefore( NavToggle, NavFrame.firstChild ); NavFrame.setAttribute('id', 'NavFrame' + indexNavigationBar); } } // if more Navigation Bars found than Default: hide all if (NavigationBarShowDefault < indexNavigationBar) { for( var i=1; i<=indexNavigationBar; i++ ) { toggleNavigationBar(i); } } } aOnloadFunctions[aOnloadFunctions.length] = createNavigationBarToggleButton; // END Dynamic Navigation Bars // ============================================================ // ============================================================ // BEGIN Mooving of the editsection links /* * moveEditsection * This script moves the section edit links from the right edge of the page * to the right edge of the heading. (Imported from German Wikipedia) * * This functionality can be disabled by adding the following line without the * asteriks to your custom monobook.js (located under [[User:Username/monobook.js]]): * var oldEditsectionLinks = true; */ function moveEditsection() { if (typeof oldEditsectionLinks == 'undefined' || oldEditsectionLinks == false) { // Collects all div tags with class "editsection". var editsections = new Array(); var divs = document.getElementById("bodyContent").getElementsByTagName("div"); for(var i = 0; i < divs.length; i++) { if(divs[i].className == "editsection") { editsections.push(divs[i]); } } // if there are any section edit links if (editsections.length != 0) { // Search for the heading belonging to each section edit link. var i = 0; var element, heading; while (editsections[i] != null) { element = editsections[i]; heading = element.nextSibling; while(!/^H[1-6]$/.test(heading.nodeName)) { heading = heading.nextSibling; } // Creates a new CSS formated span tag within the heading and moves // the section edit link to this new location. Subsequently, the old // section edit link is removed. var spanElement = document.createElement("span"); var spaceNode = document.createTextNode(" "); heading.appendChild(spaceNode); heading.appendChild(spanElement); spanElement.setAttribute("class", "editsection"); spanElement.style.fontSize = "x-small"; spanElement.style.fontWeight = "normal"; while (element.childNodes.length != 0) { spanElement.appendChild(element.childNodes[0]); } element.parentNode.removeChild(element); i++; } } } } // onload addOnloadHook(moveEditsection); // END Mooving of the editsection links // ============================================================ // ============================================================ // BEGIN import Onlyifediting-functions // SEE ALSO [[MediaWiki:Onlyifediting.js]] if (document.URL.indexOf("action=edit") > 0 || document.URL.indexOf("action=submit") > 0) { document.write('<script type="text/javascript" src="/w/index.php?title=MediaWiki:Onlyifediting.js&action=raw&ctype=text/javascript&dontcountme=s"></script>'); } // END import Onlyifediting-functions // ============================================================ if (mwCustomEditButtons) { mwCustomEditButtons[mwCustomEditButtons.length] = { "imageFile": "http://upload.wikimedia.org/wikipedia/en/c/c8/Button_redirect.png", "speedTip": "Redirect", "tagOpen": "#REDIRECT [[", "tagClose": "]]", "sampleText": "Insert text"}; //Reference link button mwCustomEditButtons[mwCustomEditButtons.length] = { "imageFile": "http://upload.wikimedia.org/wikipedia/commons/7/79/Button_reflink.png", "speedTip": "<ref>", "tagOpen": "<ref>", "tagClose": "</ref>", "sampleText": "Insert reference material"} //Reference button mwCustomEditButtons[mwCustomEditButtons.length] = { "imageFile": "http://upload.wikimedia.org/wikipedia/commons/a/a0/Button_references_alt.png", "speedTip": "Reference footer", "tagOpen": "<references/>", "tagClose": "", "sampleText": ""} }; // Simplify import of additional js files function importPage(seite,lang){ // all languages support name='User:'; // international name if(!lang) { lang='en'; name='User:'; } document.write('<SCRIPT TYPE="text/javascript" SRC="http://' + lang + '.wikiversity.org/w/index.php?title=' + name + seite + '&action=raw&ctype=text/javascript&smaxage=2678400&dontcountme=s"><\/SCRIPT>'); } // ============================================================ // BEGIN pageview counter // Please talk to de:User:LeonWeber before changing anything or // if there are any issues with that. // this should be adjusted to a good value. // BE CAREFULL, you will break zedler if it's too low! // And then DaB. will kill Leon :-( var disable_counter = 0; var counter_factor = 3; // let's see if we can decrease it function pgcounter_setup() { if(disable_counter == 0) { var url = window.location.href; if(Math.floor(Math.random()*counter_factor)==2) // the probability thing { if(wgIsArticle==true) // do not count history pages etc. { var pgcountNs = wgCanonicalNamespace; if(wgCanonicalNamespace=="") { pgcountNs = "0"; } var cnt_url = "http://pgcount.wikimedia.de/index.png?ns=" + pgcountNs + "&title=" + encodeURI(wgTitle) + "&factor=" + counter_factor +"&wiki=enwikiversity"; var img = new Image(); img.src = cnt_url; } } } } // Do not use aOnloadFunctions[aOnloadFunctions.length] = pgcounter_setup;, some browsers don't like that. pgcounter_setup(); // END pageview counter // ============================================================ // </nowiki></pre> 72 216 2006-08-15T18:48:31Z MediaWiki default About 73 217 2006-08-15T18:48:31Z MediaWiki default Project:About 74 218 2006-08-15T18:48:31Z MediaWiki default About {{SITENAME}} 75 219 2006-08-15T18:48:42Z MediaWiki default v 76 220 2006-08-15T18:48:42Z MediaWiki default v 77 221 2006-08-15T18:48:42Z MediaWiki default i 78 222 2006-08-15T18:48:42Z MediaWiki default p 79 223 2006-08-15T18:48:42Z MediaWiki default s 80 224 2006-08-15T18:48:42Z MediaWiki default f 81 225 2006-08-15T18:48:42Z MediaWiki default w 82 226 2006-08-15T18:48:53Z MediaWiki default The password for "$1" has been sent to $2. 83 227 2006-08-15T18:48:53Z MediaWiki default Password sent. 84 228 2006-08-15T18:48:53Z MediaWiki default Account created 85 229 2006-08-15T18:48:53Z MediaWiki default The user account for $1 has been created. 86 230 2006-08-15T18:48:53Z MediaWiki default Sorry, you have already created $1 accounts. You can't make any more. 87 231 2006-08-15T18:48:53Z MediaWiki default Action complete 88 232 2006-08-15T18:48:53Z MediaWiki default Added to watchlist 89 19262 2006-08-28T16:52:48Z Digitalme 39 there is no 'unblock' link in the sidebar The page "[[:$1]]" has been added to your [[Special:Watchlist|watchlist]]. Future changes to this page and its associated Talk page will be listed there, and the page will appear '''bolded''' in the [[Special:Recentchanges|list of recent changes]] to make it easier to pick out. If you want to remove the page from your watchlist later, click the "unwatch" tab above the page. 90 234 2006-08-15T18:48:53Z MediaWiki default + 91 235 2006-08-15T18:48:53Z MediaWiki default All articles 92 236 2006-08-15T18:48:53Z MediaWiki default All pages ($1 namespace) 93 237 2006-08-15T18:48:53Z MediaWiki default Combined display of upload, deletion, protection, blocking, and sysop logs. You can narrow down the view by selecting a log type, the user name, or the affected page. 94 238 2006-08-15T18:48:53Z MediaWiki default System messages 95 239 2006-08-15T18:48:53Z MediaWiki default Current text 96 240 2006-08-15T18:48:53Z MediaWiki default Default text 97 241 2006-08-15T18:48:53Z MediaWiki default Message name filter: 98 242 2006-08-15T18:48:53Z MediaWiki default Show only modified 99 243 2006-08-15T18:48:53Z MediaWiki default Name 100 244 2006-08-15T18:48:53Z MediaWiki default '''Special:Allmessages''' cannot be used because '''$wgUseDatabaseMessages''' is switched off. 101 245 2006-08-15T18:48:53Z MediaWiki default Your current interface language <b>$1</b> is not supported by Special:Allmessages at this site. 102 246 2006-08-15T18:48:53Z MediaWiki default This is a list of system messages available in the MediaWiki namespace. 103 247 2006-08-15T18:48:53Z MediaWiki default All pages (not in $1 namespace) 104 248 2006-08-15T18:48:53Z MediaWiki default Enable e-mail from other users 105 249 2006-08-15T18:48:53Z MediaWiki default All pages 106 250 2006-08-15T18:48:53Z MediaWiki default The given page title was invalid or had an inter-language or inter-wiki prefix. It may contain one more characters which cannot be used in titles. 107 251 2006-08-15T18:48:53Z MediaWiki default Display pages starting at: 108 252 2006-08-15T18:48:53Z MediaWiki default Next 109 253 2006-08-15T18:48:53Z MediaWiki default Display pages with prefix: 110 254 2006-08-15T18:48:53Z MediaWiki default Previous 111 255 2006-08-15T18:48:53Z MediaWiki default Go 112 256 2006-08-15T18:48:53Z MediaWiki default $1 to $2 113 257 2006-08-15T18:48:53Z MediaWiki default This user is already a bureaucrat 114 258 2006-08-15T18:48:53Z MediaWiki default This user is already a steward 115 259 2006-08-15T18:48:53Z MediaWiki default This user is already an administrator 116 260 2006-08-15T18:48:53Z MediaWiki default <strong>User $1, you are already logged in!</strong><br /> 117 261 2006-08-15T18:48:53Z MediaWiki default Cannot rollback last edit of [[$1]] by [[User:$2|$2]] ([[User talk:$2|Talk]]); someone else has edited or rolled back the page already. Last edit was by [[User:$3|$3]] ([[User talk:$3|Talk]]). 118 262 2006-08-15T18:48:53Z MediaWiki default Oldest pages 119 263 2006-08-15T18:48:53Z MediaWiki default and 120 264 2006-08-15T18:48:53Z MediaWiki default '''Warning:''' You are not logged in. Your IP address will be recorded in this page's edit history. 121 2207 2006-08-16T13:22:24Z Messedrocker 35 copying over from sitenotice <div style="width: 80%; margin-left: auto; margin-right: auto; text-align: center; font-size: 80%; font-weight: bold;">If you wish to have a page imported from Meta or Wikibooks, place your request on [[Wikiversity:Import]].<br />Cut-and-paste transwikis will be ''deleted''.</div> 122 266 2006-08-15T18:48:53Z MediaWiki default anon. only 123 267 2006-08-15T18:48:53Z MediaWiki default Talk for this IP 124 268 2006-08-15T18:48:53Z MediaWiki default ----''This is the discussion page for an anonymous user who has not created an account yet or who does not use it. We therefore have to use the numerical IP address to identify him/her. Such an IP address can be shared by several users. If you are an anonymous user and feel that irrelevant comments have been directed at you, please [[Special:Userlogin|create an account or log in]] to avoid future confusion with other anonymous users.'' 125 269 2006-08-15T18:48:53Z MediaWiki default Anonymous user(s) of {{SITENAME}} 126 270 2006-08-15T18:48:53Z MediaWiki default Apr 127 271 2006-08-15T18:48:53Z MediaWiki default April 128 272 2006-08-15T18:48:53Z MediaWiki default April 129 273 2006-08-15T18:48:53Z MediaWiki default Content page 130 274 2006-08-15T18:48:53Z MediaWiki default A page of that name already exists, or the name you have chosen is not valid. Please choose another name. 131 275 2006-08-15T18:48:53Z MediaWiki default View content page 132 276 2006-08-15T18:48:53Z MediaWiki default Articles starting with ''$1'' 133 277 2006-08-15T18:48:53Z MediaWiki default asc 134 278 2006-08-15T18:48:53Z MediaWiki default Aug 135 279 2006-08-15T18:48:53Z MediaWiki default August 136 280 2006-08-15T18:48:53Z MediaWiki default August 137 281 2006-08-15T18:48:53Z MediaWiki default Autoblocked because your IP address has been recently used by "[[User:$1|$1]]". The reason given for $1's block is: "'''$2'''" 138 282 2006-08-15T18:48:53Z MediaWiki default Redirecting to [[$1]] 139 283 2006-08-15T18:48:53Z MediaWiki default Permission error 140 284 2006-08-15T18:48:53Z MediaWiki default You are not allowed to execute the action you have requested. 141 285 2006-08-15T18:48:53Z MediaWiki default The action you have requested is limited to users in the group $1. 142 286 2006-08-15T18:48:53Z MediaWiki default The action you have requested is limited to users in one of the groups $1. 143 287 2006-08-15T18:48:53Z MediaWiki default The action you have requested is limited to users in one of the groups $1. 144 288 2006-08-15T18:48:53Z MediaWiki default This action cannot be performed on this page. 145 289 2006-08-15T18:48:53Z MediaWiki default File name has been changed to "$1". 146 290 2006-08-15T18:48:53Z MediaWiki default ".$1" is not a recommended image file format. 147 291 2006-08-15T18:48:53Z MediaWiki default Invalid IP address 148 292 2006-08-15T18:48:53Z MediaWiki default Badly formed search query 149 293 2006-08-15T18:48:53Z MediaWiki default We could not process your query. This is probably because you have attempted to search for a word fewer than three letters long, which is not yet supported. It could also be that you have mistyped the expression, for example "fish and and scales". Please try another query. 150 294 2006-08-15T18:48:53Z MediaWiki default The passwords you entered do not match. 151 295 2006-08-15T18:48:53Z MediaWiki default Invalid raw signature; check HTML tags. 152 296 2006-08-15T18:48:53Z MediaWiki default Bad title 153 297 2006-08-15T18:48:53Z MediaWiki default The requested page title was invalid, empty, or an incorrectly linked inter-language or inter-wiki title. It may contain one more characters which cannot be used in titles. 154 298 2006-08-15T18:48:53Z MediaWiki default (Main) 155 299 2006-08-15T18:48:53Z MediaWiki default The text of '''your edits''' to '''$1''' is shown below: 156 300 2006-08-15T18:48:53Z MediaWiki default The source of '''$1''' is shown below: 157 301 2006-08-15T18:48:53Z MediaWiki default <big>'''Your user name or IP address has been blocked.'''</big> The block was made by $1. The reason given is ''$2''. You can contact $1 or another [[{{ns:project}}:Administrators|administrator]] to discuss the block. You cannot use the 'email this user' feature unless a valid email address is specified in your [[Special:Preferences|account preferences]]. Your current IP address is $3. Please include this in any queries. 158 302 2006-08-15T18:48:53Z MediaWiki default User is blocked 159 303 2006-08-15T18:48:53Z MediaWiki default Block user 160 304 2006-08-15T18:48:53Z MediaWiki default Block succeeded 161 305 2006-08-15T18:48:53Z MediaWiki default [[{{ns:Special}}:Contributions/$1|$1]] has been blocked. <br />See [[{{ns:Special}}:Ipblocklist|IP block list]] to review blocks. 162 306 2006-08-15T18:48:53Z MediaWiki default Use the form below to block write access from a specific IP address or username. This should be done only only to prevent vandalism, and in accordance with [[{{ns:project}}:Policy|policy]]. Fill in a specific reason below (for example, citing particular pages that were vandalized). 163 307 2006-08-15T18:48:53Z MediaWiki default block 164 308 2006-08-15T18:48:53Z MediaWiki default $1, $2 blocked $3 ($4) 165 309 2006-08-15T18:48:53Z MediaWiki default blocked "[[$1]]" with an expiry time of $2 166 310 2006-08-15T18:48:53Z MediaWiki default Block log 167 311 2006-08-15T18:48:53Z MediaWiki default This is a log of user blocking and unblocking actions. Automatically blocked IP addresses are not listed. See the [[Special:Ipblocklist|IP block list]] for the list of currently operational bans and blocks. 168 312 2006-08-15T18:48:53Z MediaWiki default Bold text 169 313 2006-08-15T18:48:53Z MediaWiki default Bold text 170 314 2006-08-15T18:48:53Z MediaWiki default Book sources 171 315 2006-08-15T18:48:53Z MediaWiki default Below is a list of links to other sites that sell new and used books, and may also have further information about books you are looking for. 172 316 2006-08-15T18:48:53Z MediaWiki default b 173 317 2006-08-15T18:48:53Z MediaWiki default Broken redirects 174 318 2006-08-15T18:48:53Z MediaWiki default The following redirects link to non-existent pages: 175 319 2006-08-15T18:48:53Z MediaWiki default Bug reports 176 320 2006-08-15T18:48:53Z MediaWiki default Project:Bug_reports 177 321 2006-08-15T18:48:53Z MediaWiki default by date 178 322 2006-08-15T18:48:53Z MediaWiki default by name 179 323 2006-08-15T18:48:53Z MediaWiki default by size 180 324 2006-08-15T18:48:53Z MediaWiki default The following is a cached copy of the requested page, and may not be up to date. 181 325 2006-08-15T18:48:53Z MediaWiki default Cancel 182 326 2006-08-15T18:48:53Z MediaWiki default Could not delete the page or file specified. (It may have already been deleted by someone else.) 183 327 2006-08-15T18:48:53Z MediaWiki default Undelete failed; someone else may have undeleted the page first. 184 22033 2006-08-31T18:24:34Z MediaWiki default Account creation from this IP address (<b>$1</b>) has been blocked. This is probably due to persistent vandalism from your school or Internet service provider. 185 329 2006-08-15T18:48:53Z MediaWiki default Can't create account 186 330 2006-08-15T18:48:53Z MediaWiki default Cannot revert edit; last contributor is only author of this page. 187 331 2006-08-15T18:48:53Z MediaWiki default {{PLURAL:$1|Category|Categories}} 188 332 2006-08-15T18:48:53Z MediaWiki default The following categories exist in the wiki. 189 333 2006-08-15T18:48:53Z MediaWiki default Articles in category "$1" 190 334 2006-08-15T18:48:53Z MediaWiki default There {{PLURAL:$1|is one article|are $1 articles}} in this category. 191 335 2006-08-15T18:48:53Z MediaWiki default View category page 192 336 2006-08-15T18:48:53Z MediaWiki default | 193 337 2006-08-15T18:48:53Z MediaWiki default changed 194 338 2006-08-15T18:48:53Z MediaWiki default Change password 195 339 2006-08-15T18:48:53Z MediaWiki default changes 196 340 2006-08-15T18:48:53Z MediaWiki default Clear watchlist 197 341 2006-08-15T18:48:53Z MediaWiki default '''Note:''' After saving, you may have to bypass your browser's cache to see the changes. '''Mozilla / Firefox / Safari:''' hold down ''Shift'' while clicking ''Reload'', or press ''Ctrl-Shift-R'' (''Cmd-Shift-R'' on Apple Mac); '''IE:''' hold ''Ctrl'' while clicking ''Refresh'', or press ''Ctrl-F5''; '''Konqueror:''': simply click the ''Reload'' button, or press ''F5''; '''Opera''' users may need to completely clear their cache in ''Tools→Preferences''. 198 342 2006-08-15T18:48:53Z MediaWiki default Columns: 199 343 2006-08-15T18:48:53Z MediaWiki default Compare selected versions 200 344 2006-08-15T18:48:53Z MediaWiki default Confirm 201 345 2006-08-15T18:48:53Z MediaWiki default Clear the cache of this page? $1 202 346 2006-08-15T18:48:53Z MediaWiki default OK 203 347 2006-08-15T18:48:53Z MediaWiki default Confirm delete 204 348 2006-08-15T18:48:53Z MediaWiki default You are about to permanently delete a page or image along with all of its history from the database. Please confirm that you intend to do this, that you understand the consequences, and that you are doing this in accordance with [[{{ns:project}}:Policy]]. 205 349 2006-08-15T18:48:53Z MediaWiki default You must confirm your e-mail address before editing pages. Please set and validate your e-mail address through your [[Special:Preferences|user preferences]]. 206 350 2006-08-15T18:48:53Z MediaWiki default E-mail confirmation required to edit 207 351 2006-08-15T18:48:53Z MediaWiki default Confirm E-mail address 208 352 2006-08-15T18:48:53Z MediaWiki default Someone, probably you from IP address $1, has registered an account "$2" with this e-mail address on {{SITENAME}}. To confirm that this account really does belong to you and activate e-mail features on {{SITENAME}}, open this link in your browser: $3 If this is *not* you, don't follow the link. This confirmation code will expire at $4. 209 353 2006-08-15T18:48:53Z MediaWiki default Something went wrong saving your confirmation. 210 354 2006-08-15T18:48:53Z MediaWiki default Invalid confirmation code. The code may have expired. 211 355 2006-08-15T18:48:53Z MediaWiki default Your e-mail address has now been confirmed. 212 356 2006-08-15T18:48:53Z MediaWiki default You need to $1 to confirm your email address. 213 357 2006-08-15T18:48:53Z MediaWiki default Mail a confirmation code 214 358 2006-08-15T18:48:53Z MediaWiki default Could not send confirmation mail. Check address for invalid characters. 215 359 2006-08-15T18:48:53Z MediaWiki default Confirmation e-mail sent. 216 360 2006-08-15T18:48:53Z MediaWiki default {{SITENAME}} e-mail address confirmation 217 361 2006-08-15T18:48:53Z MediaWiki default Your e-mail address has been confirmed. You may now log in and enjoy the wiki. 218 362 2006-08-15T18:48:53Z MediaWiki default This wiki requires that you validate your e-mail address before using e-mail features. Activate the button below to send a confirmation mail to your address. The mail will include a link containing a code; load the link in your browser to confirm that your e-mail address is valid. 219 363 2006-08-15T18:48:53Z MediaWiki default Confirm protection 220 364 2006-08-15T18:48:53Z MediaWiki default Do you really want to protect this page? 221 365 2006-08-15T18:48:53Z MediaWiki default User [[User:$1|$1]] ([[User talk:$1|talk]]) deleted this page after you started editing with reason: : ''$2'' Please confirm that really want to recreate this page. 222 366 2006-08-15T18:48:53Z MediaWiki default Confirm unprotection 223 367 2006-08-15T18:48:53Z MediaWiki default Do you really want to unprotect this page? 224 368 2006-08-15T18:48:53Z MediaWiki default Context per line: 225 369 2006-08-15T18:48:53Z MediaWiki default Lines per hit: 226 370 2006-08-15T18:48:53Z MediaWiki default contribs 227 371 2006-08-15T18:48:53Z MediaWiki default For $1 228 372 2006-08-15T18:48:53Z MediaWiki default User contributions 229 4918 2006-08-16T19:19:39Z Robert Horning 22 minor tweak All text is available under the terms of the <a class='internal' href="{{localurle:Wikiversity:GNU Free Documentation License}}">GNU Free Documentation License</a> (see <b><a class='internal' href="{{localurle:Wikiversity:Copyrights}}">Copyrights</a></b> for details).<br /> Wikiversity is a trademark of the Wikimedia Foundation, Inc.<br /> 230 374 2006-08-15T18:48:53Z MediaWiki default Project:Copyrights 231 375 2006-08-15T18:48:53Z MediaWiki default {{SITENAME}} copyright 232 376 2006-08-15T18:48:53Z MediaWiki default Please note that all contributions to {{SITENAME}} are considered to be released under the $2 (see $1 for details). If you don't want your writing to be edited mercilessly and redistributed at will, then don't submit it here.<br /> You are also promising us that you wrote this yourself, or copied it from a public domain or similar free resource. <strong>DO NOT SUBMIT COPYRIGHTED WORK WITHOUT PERMISSION!</strong> 233 377 2006-08-15T18:48:53Z MediaWiki default Please note that all contributions to {{SITENAME}} may be edited, altered, or removed by other contributors. If you don't want your writing to be edited mercilessly, then don't submit it here.<br /> You are also promising us that you wrote this yourself, or copied it from a public domain or similar free resource (see $1 for details). <strong>DO NOT SUBMIT COPYRIGHTED WORK WITHOUT PERMISSION!</strong> 234 378 2006-08-15T18:48:53Z MediaWiki default Couldn't remove item '$1'... 235 379 2006-08-15T18:48:53Z MediaWiki default Create account 236 380 2006-08-15T18:48:53Z MediaWiki default account creation blocked 237 381 2006-08-15T18:48:53Z MediaWiki default by e-mail 238 382 2006-08-15T18:48:53Z MediaWiki default Create article 239 383 2006-08-15T18:48:53Z MediaWiki default created 240 384 2006-08-15T18:48:53Z MediaWiki default Page credits 241 385 2006-08-15T18:48:53Z MediaWiki default cur 242 1675 2006-08-15T19:12:54Z Sebmol 14 News 243 1674 2006-08-15T19:12:42Z Sebmol 14 Wikiversity:News 244 388 2006-08-15T18:48:53Z MediaWiki default Current revision 245 389 2006-08-15T18:48:53Z MediaWiki default Current revision 246 390 2006-08-15T18:48:53Z MediaWiki default Data 247 391 2006-08-15T18:48:53Z MediaWiki default Database error 248 392 2006-08-15T18:48:53Z MediaWiki default The database is not locked. 249 393 2006-08-15T18:48:53Z MediaWiki default No preference 250 394 2006-08-15T18:48:53Z MediaWiki default Date format 251 395 2006-08-15T18:48:53Z MediaWiki default Date and time 252 396 2006-08-15T18:48:53Z MediaWiki default A database query syntax error has occurred. This may indicate a bug in the software. The last attempted database query was: <blockquote><tt>$1</tt></blockquote> from within function "<tt>$2</tt>". MySQL returned error "<tt>$3: $4</tt>". 253 397 2006-08-15T18:48:53Z MediaWiki default A database query syntax error has occurred. The last attempted database query was: "$1" from within function "$2". MySQL returned error "$3: $4" 254 398 2006-08-15T18:48:53Z MediaWiki default Dead-end pages 255 399 2006-08-15T18:48:53Z MediaWiki default Dec 256 400 2006-08-15T18:48:53Z MediaWiki default December 257 401 2006-08-15T18:48:53Z MediaWiki default December 258 402 2006-08-15T18:48:54Z MediaWiki default default 259 403 2006-08-15T18:48:54Z MediaWiki default Search in these namespaces by default: 260 404 2006-08-15T18:48:54Z MediaWiki default {{SITENAME}} e-mail 261 405 2006-08-15T18:48:54Z MediaWiki default Delete 262 406 2006-08-15T18:48:54Z MediaWiki default Delete and move 263 407 2006-08-15T18:48:54Z MediaWiki default Yes, delete the page 264 408 2006-08-15T18:48:54Z MediaWiki default Deleted to make way for move 265 409 2006-08-15T18:48:54Z MediaWiki default ==Deletion required== The destination article "[[$1]]" already exists. Do you want to delete it to make way for the move? 266 410 2006-08-15T18:48:54Z MediaWiki default Reason for deletion 267 411 2006-08-15T18:48:54Z MediaWiki default deleted "[[$1]]" 268 412 2006-08-15T18:48:54Z MediaWiki default [deleted] 269 413 2006-08-15T18:48:54Z MediaWiki default Deleted old revision $1. 270 414 2006-08-15T18:48:54Z MediaWiki default "$1" has been deleted. See $2 for a record of recent deletions. 271 415 2006-08-15T18:48:54Z MediaWiki default Warning: This page has been deleted after you started editing! 272 416 2006-08-15T18:48:54Z MediaWiki default del 273 417 2006-08-15T18:48:54Z MediaWiki default Delete all revisions of this file 274 418 2006-08-15T18:48:54Z MediaWiki default Delete page 275 419 2006-08-15T18:48:54Z MediaWiki default (Deleting "$1") 276 420 2006-08-15T18:48:54Z MediaWiki default Delete this page 277 421 2006-08-15T18:48:54Z MediaWiki default deletion log 278 422 2006-08-15T18:48:54Z MediaWiki default Deletion log 279 423 2006-08-15T18:48:54Z MediaWiki default Below is a list of the most recent deletions. 280 424 2006-08-15T18:48:54Z MediaWiki default desc 281 425 2006-08-15T18:48:54Z MediaWiki default Destination filename 282 426 2006-08-15T18:48:54Z MediaWiki default diff 283 427 2006-08-15T18:48:54Z MediaWiki default (Difference between revisions) 284 428 2006-08-15T18:48:54Z MediaWiki default Disambiguation pages 285 429 2006-08-15T18:48:54Z MediaWiki default Template:disambig 286 430 2006-08-15T18:48:54Z MediaWiki default The following pages link to a <i>disambiguation page</i>. They should link to the appropriate topic instead.<br />A page is treated as disambiguation if it is linked from $1.<br />Links from other namespaces are <i>not</i> listed here. 287 431 2006-08-15T18:48:54Z MediaWiki default Project:General_disclaimer 288 432 2006-08-15T18:48:54Z MediaWiki default Disclaimers 289 433 2006-08-15T18:48:54Z MediaWiki default (Link to this page as [[$1]]) 290 434 2006-08-15T18:48:54Z MediaWiki default Double redirects 291 435 2006-08-15T18:48:54Z MediaWiki default Each row contains links to the first and second redirect, as well as the first line of the second redirect text, usually giving the "real" target page, which the first redirect should point to. 292 436 2006-08-15T18:48:54Z MediaWiki default download 293 437 2006-08-15T18:48:54Z MediaWiki default A confirmation e-mail has been sent to the nominated e-mail address. Before any other mail is sent to the account, you will have to follow the instructions in the e-mail, to confirm that the account is actually yours. 294 438 2006-08-15T18:48:54Z MediaWiki default Edit 295 439 2006-08-15T18:48:54Z MediaWiki default Edit this file using an external application 296 440 2006-08-15T18:48:54Z MediaWiki default See the [http://meta.wikimedia.org/wiki/Help:External_editors setup instructions] for more information. 297 441 2006-08-15T18:48:54Z MediaWiki default The edit comment was: "<i>$1</i>". 298 442 2006-08-15T18:48:54Z MediaWiki default Edit conflict: $1 299 443 2006-08-15T18:48:54Z MediaWiki default Edit the current version of this page 300 444 2006-08-15T18:48:54Z MediaWiki default Editing help 301 445 2006-08-15T18:48:54Z MediaWiki default Help:Editing 302 446 2006-08-15T18:48:54Z MediaWiki default Editing $1 303 447 2006-08-15T18:48:54Z MediaWiki default Editing $1 (comment) 304 448 2006-08-15T18:48:54Z MediaWiki default '''Warning:''' You are editing a page which is used to provide interface text for the software. Changes to this page will affect the appearance of the user interface for other users. 305 449 2006-08-15T18:48:54Z MediaWiki default <strong>WARNING: You are editing an out-of-date revision of this page. If you save it, any changes made since this revision will be lost.</strong> 306 450 2006-08-15T18:48:54Z MediaWiki default Editing $1 (section) 307 451 2006-08-15T18:48:54Z MediaWiki default edit 308 452 2006-08-15T18:48:54Z MediaWiki default edit 309 453 2006-08-15T18:48:54Z MediaWiki default Edit section: $1 310 454 2006-08-15T18:48:54Z MediaWiki default Edit this page 311 455 2006-08-15T18:48:54Z MediaWiki default <!-- Text here will be shown below edit and upload forms. --> 312 456 2006-08-15T18:48:54Z MediaWiki default Edit User Groups 313 457 2006-08-15T18:48:54Z MediaWiki default E-mail 314 458 2006-08-15T18:48:54Z MediaWiki default Your e-mail address was authenticated on $1. 315 459 2006-08-15T18:48:54Z MediaWiki default Confirm your e-mail address 316 460 2006-08-15T18:48:54Z MediaWiki default From 317 461 2006-08-15T18:48:54Z MediaWiki default Message 318 462 2006-08-15T18:48:54Z MediaWiki default Your e-mail address is <strong>not yet authenticated</strong>. No e-mail will be sent for any of the following features. 319 463 2006-08-15T18:48:54Z MediaWiki default E-mail user 320 464 2006-08-15T18:48:54Z MediaWiki default If this user has entered a valid e-mail address in his or her user preferences, the form below will send a single message. The e-mail address you entered in your user preferences will appear as the "From" address of the mail, so the recipient will be able to reply. 321 465 2006-08-15T18:48:54Z MediaWiki default Send 322 466 2006-08-15T18:48:54Z MediaWiki default E-mail sent 323 467 2006-08-15T18:48:54Z MediaWiki default Your e-mail message has been sent. 324 468 2006-08-15T18:48:54Z MediaWiki default Subject 325 469 2006-08-15T18:48:54Z MediaWiki default To 326 470 2006-08-15T18:48:54Z MediaWiki default E-mail this user 327 471 2006-08-15T18:48:54Z MediaWiki default The file you uploaded seems to be empty. This might be due to a typo in the file name. Please check whether you really want to upload this file. 328 472 2006-08-15T18:48:54Z MediaWiki default Dear $WATCHINGUSERNAME, the {{SITENAME}} page $PAGETITLE has been $CHANGEDORCREATED on $PAGEEDITDATE by $PAGEEDITOR, see $PAGETITLE_URL for the current version. $NEWPAGE Editor's summary: $PAGESUMMARY $PAGEMINOREDIT Contact the editor: mail: $PAGEEDITOR_EMAIL wiki: $PAGEEDITOR_WIKI There will be no other notifications in case of further changes unless you visit this page. You could also reset the notification flags for all your watched pages on your watchlist. Your friendly {{SITENAME}} notification system -- To change your watchlist settings, visit {{fullurl:{{ns:special}}:Watchlist/edit}} Feedback and further assistance: {{fullurl:{{ns:help}}:Contents}} 329 473 2006-08-15T18:48:54Z MediaWiki default See $1 for all changes since your last visit. 330 474 2006-08-15T18:48:54Z MediaWiki default {{SITENAME}} Notification Mailer 331 475 2006-08-15T18:48:54Z MediaWiki default This is a new page. 332 476 2006-08-15T18:48:54Z MediaWiki default Mark all pages visited 333 477 2006-08-15T18:48:54Z MediaWiki default {{SITENAME}} page $PAGETITLE has been $CHANGEDORCREATED by $PAGEEDITOR 334 478 2006-08-15T18:48:54Z MediaWiki default Enter a reason for the lock, including an estimate of when the lock will be released 335 479 2006-08-15T18:48:54Z MediaWiki default Error 336 480 2006-08-15T18:48:54Z MediaWiki default Error 337 481 2006-08-15T18:48:54Z MediaWiki default content before blanking was: '$1' 338 482 2006-08-15T18:48:54Z MediaWiki default page was empty 339 483 2006-08-15T18:48:54Z MediaWiki default content was: '$1' 340 484 2006-08-15T18:48:54Z MediaWiki default content was: '$1' (and the only contributor was '$2') 341 485 2006-08-15T18:48:54Z MediaWiki default Aperture 342 486 2006-08-15T18:48:54Z MediaWiki default Author 343 487 2006-08-15T18:48:54Z MediaWiki default Bits per component 344 488 2006-08-15T18:48:54Z MediaWiki default Brightness 345 489 2006-08-15T18:48:54Z MediaWiki default CFA pattern 346 490 2006-08-15T18:48:54Z MediaWiki default Color space 347 491 2006-08-15T18:48:54Z MediaWiki default sRGB 348 492 2006-08-15T18:48:54Z MediaWiki default FFFF.H 349 493 2006-08-15T18:48:54Z MediaWiki default Meaning of each component 350 494 2006-08-15T18:48:54Z MediaWiki default does not exist 351 495 2006-08-15T18:48:54Z MediaWiki default Y 352 496 2006-08-15T18:48:54Z MediaWiki default Cb 353 497 2006-08-15T18:48:54Z MediaWiki default Cr 354 498 2006-08-15T18:48:54Z MediaWiki default R 355 499 2006-08-15T18:48:54Z 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MediaWiki default $1 mm 402 546 2006-08-15T18:48:54Z MediaWiki default Focal length in 35 mm film 403 547 2006-08-15T18:48:54Z MediaWiki default Focal plane resolution unit 404 548 2006-08-15T18:48:54Z MediaWiki default inches 405 549 2006-08-15T18:48:54Z MediaWiki default Focal plane X resolution 406 550 2006-08-15T18:48:54Z MediaWiki default Focal plane Y resolution 407 551 2006-08-15T18:48:54Z MediaWiki default Scene control 408 552 2006-08-15T18:48:54Z MediaWiki default None 409 553 2006-08-15T18:48:54Z MediaWiki default Low gain up 410 554 2006-08-15T18:48:54Z MediaWiki default High gain up 411 555 2006-08-15T18:48:54Z MediaWiki default Low gain down 412 556 2006-08-15T18:48:54Z MediaWiki default High gain down 413 557 2006-08-15T18:48:54Z MediaWiki default Altitude 414 558 2006-08-15T18:48:54Z MediaWiki default Altitude reference 415 559 2006-08-15T18:48:54Z MediaWiki default Name of GPS area 416 560 2006-08-15T18:48:54Z MediaWiki default GPS date 417 561 2006-08-15T18:48:54Z MediaWiki default Bearing of destination 418 562 2006-08-15T18:48:54Z MediaWiki default Reference for bearing of destination 419 563 2006-08-15T18:48:54Z MediaWiki default Distance to destination 420 564 2006-08-15T18:48:54Z MediaWiki default Reference for distance to destination 421 565 2006-08-15T18:48:54Z MediaWiki default Latitude destination 422 566 2006-08-15T18:48:54Z MediaWiki default Reference for latitude of destination 423 567 2006-08-15T18:48:54Z MediaWiki default Longitude of destination 424 568 2006-08-15T18:48:54Z MediaWiki default Reference for longitude of destination 425 569 2006-08-15T18:48:54Z MediaWiki default GPS differential correction 426 570 2006-08-15T18:48:54Z MediaWiki default Magnetic direction 427 571 2006-08-15T18:48:54Z MediaWiki default True direction 428 572 2006-08-15T18:48:54Z MediaWiki default Measurement precision 429 573 2006-08-15T18:48:54Z MediaWiki default Direction of image 430 574 2006-08-15T18:48:54Z MediaWiki default Reference for direction of image 431 575 2006-08-15T18:48:54Z MediaWiki default Latitude 432 576 2006-08-15T18:48:54Z MediaWiki default North latitude 433 577 2006-08-15T18:48:54Z MediaWiki default South latitude 434 578 2006-08-15T18:48:54Z MediaWiki default North or South Latitude 435 579 2006-08-15T18:48:54Z MediaWiki default Longitude 436 580 2006-08-15T18:48:54Z MediaWiki default East longitude 437 581 2006-08-15T18:48:54Z MediaWiki default West longitude 438 582 2006-08-15T18:48:54Z MediaWiki default East or West Longitude 439 583 2006-08-15T18:48:54Z MediaWiki default Geodetic survey data used 440 584 2006-08-15T18:48:54Z MediaWiki default Measurement mode 441 585 2006-08-15T18:48:54Z MediaWiki default 2-dimensional measurement 442 586 2006-08-15T18:48:54Z MediaWiki default 3-dimensional measurement 443 587 2006-08-15T18:48:54Z MediaWiki default Name of GPS processing method 444 588 2006-08-15T18:48:54Z MediaWiki default Satellites used for measurement 445 589 2006-08-15T18:48:54Z MediaWiki default Speed of GPS receiver 446 590 2006-08-15T18:48:54Z MediaWiki default Kilometres per hour 447 591 2006-08-15T18:48:54Z MediaWiki default Miles per hour 448 592 2006-08-15T18:48:54Z MediaWiki default Knots 449 593 2006-08-15T18:48:54Z MediaWiki default Speed unit 450 594 2006-08-15T18:48:54Z MediaWiki default Receiver status 451 595 2006-08-15T18:48:54Z MediaWiki default Measurement in progress 452 596 2006-08-15T18:48:54Z MediaWiki default Measurement interoperability 453 597 2006-08-15T18:48:54Z MediaWiki default GPS time (atomic clock) 454 598 2006-08-15T18:48:54Z MediaWiki default Direction of movement 455 599 2006-08-15T18:48:54Z MediaWiki default Reference for direction of movement 456 600 2006-08-15T18:48:54Z MediaWiki default GPS tag version 457 601 2006-08-15T18:48:54Z MediaWiki default Image title 458 602 2006-08-15T18:48:54Z MediaWiki default Height 459 603 2006-08-15T18:48:54Z MediaWiki default Unique image ID 460 604 2006-08-15T18:48:54Z MediaWiki default Width 461 605 2006-08-15T18:48:54Z MediaWiki default ISO speed rating 462 606 2006-08-15T18:48:54Z MediaWiki default Offset to JPEG SOI 463 607 2006-08-15T18:48:54Z MediaWiki default Bytes of JPEG data 464 608 2006-08-15T18:48:54Z MediaWiki default Light source 465 609 2006-08-15T18:48:54Z MediaWiki default Unknown 466 610 2006-08-15T18:48:54Z MediaWiki default Daylight 467 611 2006-08-15T18:48:54Z MediaWiki default Cloudy weather 468 612 2006-08-15T18:48:54Z MediaWiki default Shade 469 613 2006-08-15T18:48:54Z MediaWiki default Daylight fluorescent (D 5700 – 7100K) 470 614 2006-08-15T18:48:54Z MediaWiki default Day white fluorescent (N 4600 – 5400K) 471 615 2006-08-15T18:48:54Z MediaWiki default Cool white fluorescent (W 3900 – 4500K) 472 616 2006-08-15T18:48:54Z MediaWiki default White fluorescent (WW 3200 – 3700K) 473 617 2006-08-15T18:48:54Z MediaWiki default Standard light A 474 618 2006-08-15T18:48:54Z MediaWiki default Standard light B 475 619 2006-08-15T18:48:54Z MediaWiki default Standard light C 476 620 2006-08-15T18:48:54Z MediaWiki default Fluorescent 477 621 2006-08-15T18:48:54Z MediaWiki default D55 478 622 2006-08-15T18:48:54Z MediaWiki default D65 479 623 2006-08-15T18:48:54Z MediaWiki default D75 480 624 2006-08-15T18:48:54Z MediaWiki default D50 481 625 2006-08-15T18:48:54Z MediaWiki default ISO studio tungsten 482 626 2006-08-15T18:48:54Z MediaWiki default Other light source 483 627 2006-08-15T18:48:54Z MediaWiki default Tungsten (incandescent light) 484 628 2006-08-15T18:48:54Z MediaWiki default Flash 485 629 2006-08-15T18:48:54Z MediaWiki default Fine weather 486 630 2006-08-15T18:48:54Z MediaWiki default Camera manufacturer 487 631 2006-08-15T18:48:54Z MediaWiki default $1 488 632 2006-08-15T18:48:54Z MediaWiki default Manufacturer notes 489 633 2006-08-15T18:48:54Z MediaWiki default Maximum land aperture 490 634 2006-08-15T18:48:54Z MediaWiki default Metering mode 491 635 2006-08-15T18:48:54Z MediaWiki default Unknown 492 636 2006-08-15T18:48:54Z MediaWiki default Average 493 637 2006-08-15T18:48:54Z MediaWiki default CenterWeightedAverage 494 638 2006-08-15T18:48:54Z MediaWiki default Other 495 639 2006-08-15T18:48:54Z MediaWiki default Spot 496 640 2006-08-15T18:48:54Z MediaWiki default MultiSpot 497 641 2006-08-15T18:48:54Z MediaWiki default Pattern 498 642 2006-08-15T18:48:54Z MediaWiki default Partial 499 643 2006-08-15T18:48:54Z MediaWiki default Camera model 500 644 2006-08-15T18:48:54Z MediaWiki default $1 501 645 2006-08-15T18:48:54Z MediaWiki default Optoelectronic conversion factor 502 646 2006-08-15T18:48:54Z MediaWiki default Orientation 503 647 2006-08-15T18:48:54Z MediaWiki default Normal 504 648 2006-08-15T18:48:54Z MediaWiki default Flipped horizontally 505 649 2006-08-15T18:48:54Z MediaWiki default Rotated 180° 506 650 2006-08-15T18:48:54Z MediaWiki default Flipped vertically 507 651 2006-08-15T18:48:54Z MediaWiki default Rotated 90° CCW and flipped vertically 508 652 2006-08-15T18:48:54Z MediaWiki default Rotated 90° CW 509 653 2006-08-15T18:48:54Z MediaWiki default Rotated 90° CW and flipped vertically 510 654 2006-08-15T18:48:54Z MediaWiki default Rotated 90° CCW 511 655 2006-08-15T18:48:54Z MediaWiki default Pixel composition 512 656 2006-08-15T18:48:54Z MediaWiki default RGB 513 657 2006-08-15T18:48:54Z MediaWiki default YCbCr 514 658 2006-08-15T18:48:54Z MediaWiki default Valid image height 515 659 2006-08-15T18:48:54Z MediaWiki default Valid image width 516 660 2006-08-15T18:48:54Z MediaWiki default Data arrangement 517 661 2006-08-15T18:48:54Z MediaWiki default chunky format 518 662 2006-08-15T18:48:54Z MediaWiki default planar format 519 663 2006-08-15T18:48:54Z MediaWiki default Chromaticities of primarities 520 664 2006-08-15T18:48:54Z MediaWiki default Pair of black and white reference values 521 665 2006-08-15T18:48:54Z MediaWiki default Related audio file 522 666 2006-08-15T18:48:54Z MediaWiki default Unit of X and Y resolution 523 667 2006-08-15T18:48:54Z MediaWiki default Number of rows per strip 524 668 2006-08-15T18:48:54Z MediaWiki default Number of components 525 669 2006-08-15T18:48:54Z MediaWiki default Saturation 526 670 2006-08-15T18:48:54Z MediaWiki default Normal 527 671 2006-08-15T18:48:54Z MediaWiki default Low saturation 528 672 2006-08-15T18:48:54Z MediaWiki default High saturation 529 673 2006-08-15T18:48:54Z MediaWiki default Scene capture type 530 674 2006-08-15T18:48:54Z MediaWiki default Standard 531 675 2006-08-15T18:48:54Z MediaWiki default Landscape 532 676 2006-08-15T18:48:54Z MediaWiki default Portrait 533 677 2006-08-15T18:48:54Z MediaWiki default Night scene 534 678 2006-08-15T18:48:54Z MediaWiki default Scene type 535 679 2006-08-15T18:48:54Z MediaWiki default A directly photographed image 536 680 2006-08-15T18:48:54Z MediaWiki default Sensing method 537 681 2006-08-15T18:48:54Z MediaWiki default Undefined 538 682 2006-08-15T18:48:54Z MediaWiki default One-chip color area sensor 539 683 2006-08-15T18:48:54Z MediaWiki default Two-chip color area sensor 540 684 2006-08-15T18:48:54Z MediaWiki default Three-chip color area sensor 541 685 2006-08-15T18:48:54Z MediaWiki default Color sequential area sensor 542 686 2006-08-15T18:48:54Z MediaWiki default Trilinear sensor 543 687 2006-08-15T18:48:54Z MediaWiki default Color sequential linear sensor 544 688 2006-08-15T18:48:54Z MediaWiki default Sharpness 545 689 2006-08-15T18:48:54Z MediaWiki default Normal 546 690 2006-08-15T18:48:54Z MediaWiki default Soft 547 691 2006-08-15T18:48:54Z MediaWiki default Hard 548 692 2006-08-15T18:48:54Z MediaWiki default Shutter speed 549 693 2006-08-15T18:48:54Z MediaWiki default Software used 550 694 2006-08-15T18:48:54Z MediaWiki default $1 551 695 2006-08-15T18:48:54Z MediaWiki default Spatial frequency response 552 696 2006-08-15T18:48:54Z MediaWiki default Spectral sensitivity 553 697 2006-08-15T18:48:54Z MediaWiki default Bytes per compressed strip 554 698 2006-08-15T18:48:54Z MediaWiki default Image data location 555 699 2006-08-15T18:48:54Z MediaWiki default Subject area 556 700 2006-08-15T18:48:54Z MediaWiki default Subject distance 557 701 2006-08-15T18:48:54Z MediaWiki default $1 metres 558 702 2006-08-15T18:48:54Z MediaWiki default Subject distance range 559 703 2006-08-15T18:48:54Z MediaWiki default Unknown 560 704 2006-08-15T18:48:54Z MediaWiki default Macro 561 705 2006-08-15T18:48:54Z MediaWiki default Close view 562 706 2006-08-15T18:48:54Z MediaWiki default Distant view 563 707 2006-08-15T18:48:54Z MediaWiki default Subject location 564 708 2006-08-15T18:48:54Z MediaWiki default DateTime subseconds 565 709 2006-08-15T18:48:54Z MediaWiki default DateTimeDigitized subseconds 566 710 2006-08-15T18:48:54Z MediaWiki default DateTimeOriginal subseconds 567 711 2006-08-15T18:48:54Z MediaWiki default Transfer function 568 712 2006-08-15T18:48:54Z MediaWiki default User comments 569 713 2006-08-15T18:48:54Z MediaWiki default White Balance 570 714 2006-08-15T18:48:54Z MediaWiki default Auto white balance 571 715 2006-08-15T18:48:54Z MediaWiki default Manual white balance 572 716 2006-08-15T18:48:54Z MediaWiki default White point chromaticity 573 717 2006-08-15T18:48:54Z MediaWiki default Horizontal resolution 574 718 2006-08-15T18:48:54Z MediaWiki default $1 dpc 575 719 2006-08-15T18:48:54Z MediaWiki default $1 dpi 576 720 2006-08-15T18:48:54Z MediaWiki default Color space transformation matrix coefficients 577 721 2006-08-15T18:48:54Z MediaWiki default Y and C positioning 578 722 2006-08-15T18:48:54Z MediaWiki default Subsampling ratio of Y to C 579 723 2006-08-15T18:48:54Z MediaWiki default Vertical resolution 580 724 2006-08-15T18:48:54Z MediaWiki default expires $1 581 725 2006-08-15T18:48:54Z MediaWiki default Someone else has changed this page since you started editing it. The upper text area contains the page text as it currently exists. Your changes are shown in the lower text area. You will have to merge your changes into the existing text. <b>Only</b> the text in the upper text area will be saved when you press "Save page".<br /> 582 726 2006-08-15T18:48:54Z MediaWiki default Export pages 583 727 2006-08-15T18:48:54Z MediaWiki default Export 584 728 2006-08-15T18:48:54Z MediaWiki default Include only the current revision, not the full history 585 729 2006-08-15T18:48:54Z MediaWiki default ---- '''Note:''' Exporting the full history of pages through this form has been disabled due to performance reasons. 586 730 2006-08-15T18:48:54Z MediaWiki default You can export the text and editing history of a particular page or set of pages wrapped in some XML. This can be imported into another wiki using MediaWiki via the Special:Import page. To export pages, enter the titles in the text box below, one title per line, and select whether you want the current version as well as all old versions, with the page history lines, or just the current version with the info about the last edit. In the latter case you can also use a link, e.g. [[{{ns:Special}}:Export/{{int:mainpage}}]] for the page {{int:mainpage}}. 587 731 2006-08-15T18:48:54Z MediaWiki default There was either an external authentication database error or you are not allowed to update your external account. 588 732 2006-08-15T18:48:54Z MediaWiki default http://www.example.com link title 589 733 2006-08-15T18:48:54Z MediaWiki default External link (remember http:// prefix) 590 734 2006-08-15T18:48:54Z MediaWiki default FAQ 591 735 2006-08-15T18:48:54Z MediaWiki default Project:FAQ 592 736 2006-08-15T18:48:54Z MediaWiki default Feb 593 737 2006-08-15T18:48:54Z MediaWiki default February 594 738 2006-08-15T18:48:54Z MediaWiki default February 595 739 2006-08-15T18:48:55Z MediaWiki default Invalid subscription feed type. 596 740 2006-08-15T18:48:55Z MediaWiki default Feed: 597 741 2006-08-15T18:48:55Z MediaWiki default Could not copy file "$1" to "$2". 598 742 2006-08-15T18:48:55Z MediaWiki default Could not delete file "$1". 599 743 2006-08-15T18:48:55Z MediaWiki default Summary 600 744 2006-08-15T18:48:55Z MediaWiki default A file with this name exists already, please check $1 if you are not sure if you want to change it. 601 745 2006-08-15T18:48:55Z MediaWiki default A file with this name exists already; please go back and upload this file under a new name. [[Image:$1|thumb|center|$1]] 602 746 2006-08-15T18:48:55Z MediaWiki default A file with this name exists already in the shared file repository; please go back and upload this file under a new name. [[Image:$1|thumb|center|$1]] 603 747 2006-08-15T18:48:55Z MediaWiki default $1KB, MIME type: <code>$2</code> 604 748 2006-08-15T18:48:55Z MediaWiki default File missing 605 749 2006-08-15T18:48:55Z MediaWiki default Filename 606 750 2006-08-15T18:48:55Z MediaWiki default Could not find file "$1". 607 751 2006-08-15T18:48:55Z MediaWiki default Could not rename file "$1" to "$2". 608 752 2006-08-15T18:48:55Z MediaWiki default Files 609 753 2006-08-15T18:48:55Z MediaWiki default Source 610 754 2006-08-15T18:48:55Z MediaWiki default Copyright status 611 755 2006-08-15T18:48:55Z MediaWiki default File $1 uploaded successfully. Please follow this link: $2 to the description page and fill in information about the file, such as where it came from, when it was created and by whom, and anything else you may know about it. If this is an image, you can insert it like this: <tt><nowiki>[[Image:$1|thumb|Description]]</nowiki></tt> 612 756 2006-08-15T18:48:55Z MediaWiki default Summary: 613 757 2006-08-15T18:48:55Z MediaWiki default A file of this name has been previously uploaded and subsequently deleted. You should check the $1 before proceeding to upload it again. 614 758 2006-08-15T18:48:55Z MediaWiki default Error: could not submit form 615 759 2006-08-15T18:48:55Z MediaWiki default Fri 616 760 2006-08-15T18:48:55Z MediaWiki default Friday 617 761 2006-08-15T18:48:55Z MediaWiki default fetching file list 618 762 2006-08-15T18:48:55Z MediaWiki default Go 619 763 2006-08-15T18:48:55Z MediaWiki default <form method="get" action="http://www.google.com/search" id="googlesearch"> <input type="hidden" name="domains" value="{{SERVER}}" /> <input type="hidden" name="num" value="50" /> <input type="hidden" name="ie" value="$2" /> <input type="hidden" name="oe" value="$2" /> <input type="text" name="q" size="31" maxlength="255" value="$1" /> <input type="submit" name="btnG" value="$3" /> <div> <input type="radio" name="sitesearch" id="gwiki" value="{{SERVER}}" checked="checked" /><label for="gwiki">{{SITENAME}}</label> <input type="radio" name="sitesearch" id="gWWW" value="" /><label for="gWWW">WWW</label> </div> </form> 620 764 2006-08-15T18:48:55Z MediaWiki default Already have an account? $1. 621 765 2006-08-15T18:48:55Z MediaWiki default Log in 622 766 2006-08-15T18:48:55Z MediaWiki default Group: 623 767 2006-08-15T18:48:55Z MediaWiki default (all) 624 768 2006-08-15T18:48:55Z MediaWiki default Bots 625 769 2006-08-15T18:48:55Z MediaWiki default Bot 626 770 2006-08-15T18:48:55Z MediaWiki default Bureaucrats 627 771 2006-08-15T18:48:55Z MediaWiki default Bureaucrat 628 772 2006-08-15T18:48:55Z MediaWiki default Stewards 629 773 2006-08-15T18:48:55Z MediaWiki default Steward 630 10227 2006-08-20T23:36:01Z Messedrocker 35 because we call them custodians Custodians 631 775 2006-08-15T18:48:55Z MediaWiki default Sysop 632 776 2006-08-15T18:48:55Z MediaWiki default {{ns:project}}:Bots 633 777 2006-08-15T18:48:55Z MediaWiki default {{ns:project}}:Bureaucrats 634 778 2006-08-15T18:48:55Z MediaWiki default {{ns:project}}:Administrators 635 779 2006-08-15T18:48:55Z MediaWiki default User groups 636 780 2006-08-15T18:48:55Z MediaWiki default Fill in from browser 637 781 2006-08-15T18:48:55Z MediaWiki default Headline text 638 782 2006-08-15T18:48:55Z MediaWiki default Level 2 headline 639 783 2006-08-15T18:48:55Z MediaWiki default Help 640 784 2006-08-15T18:48:55Z MediaWiki default Help:Contents 641 785 2006-08-15T18:48:55Z MediaWiki default Hide 642 786 2006-08-15T18:48:55Z MediaWiki default Hide results 643 787 2006-08-15T18:48:55Z MediaWiki default hide 644 788 2006-08-15T18:48:55Z MediaWiki default hist 645 789 2006-08-15T18:48:55Z MediaWiki default Earliest 646 790 2006-08-15T18:48:55Z MediaWiki default Latest 647 791 2006-08-15T18:48:55Z MediaWiki default Diff selection: mark the radio boxes of the versions to compare and hit enter or the button at the bottom.<br /> Legend: (cur) = difference with current version, (last) = difference with preceding version, M = minor edit. 648 792 2006-08-15T18:48:55Z MediaWiki default Page history 649 793 2006-08-15T18:48:55Z MediaWiki default Revision history for this page on the wiki 650 794 2006-08-15T18:48:55Z MediaWiki default The requested page doesn't exist. It may have been deleted from the wiki, or renamed. Try [[Special:Search|searching on the wiki]] for relevant new pages. 651 795 2006-08-15T18:48:55Z MediaWiki default $1 at $2 652 796 2006-08-15T18:48:55Z MediaWiki default Revision history 653 797 2006-08-15T18:48:55Z MediaWiki default - 654 798 2006-08-15T18:48:55Z MediaWiki default History 655 799 2006-08-15T18:48:55Z MediaWiki default Warning: The page you are about to delete has a history: 656 800 2006-08-15T18:48:55Z MediaWiki default Horizontal line (use sparingly) 657 801 2006-08-15T18:48:55Z MediaWiki default Ignore warning and save file anyway. 658 802 2006-08-15T18:48:55Z MediaWiki default Ignore any warnings 659 803 2006-08-15T18:48:55Z MediaWiki default The filename "$1" contains characters that are not allowed in page titles. Please rename the file and try uploading it again. 660 804 2006-08-15T18:48:55Z MediaWiki default Search 661 805 2006-08-15T18:48:55Z MediaWiki default Example.jpg 662 806 2006-08-15T18:48:55Z MediaWiki default Embedded image 663 807 2006-08-15T18:48:55Z MediaWiki default Links 664 808 2006-08-15T18:48:55Z MediaWiki default File list 665 809 2006-08-15T18:48:55Z MediaWiki default Date 666 810 2006-08-15T18:48:55Z MediaWiki default Description 667 811 2006-08-15T18:48:55Z MediaWiki default Name 668 812 2006-08-15T18:48:55Z MediaWiki default Search for image name: 669 813 2006-08-15T18:48:55Z MediaWiki default Size (bytes) 670 814 2006-08-15T18:48:55Z MediaWiki default User 671 815 2006-08-15T18:48:55Z MediaWiki default all 672 816 2006-08-15T18:48:55Z MediaWiki default This shows only images uploaded by $1. 673 817 2006-08-15T18:48:55Z MediaWiki default Below is a list of '''$1''' {{plural:$1|file|files}} sorted $2. 674 818 2006-08-15T18:48:55Z MediaWiki default Limit images on image description pages to: 675 819 2006-08-15T18:48:55Z MediaWiki default View image page 676 820 2006-08-15T18:48:55Z MediaWiki default Revert to earlier version was successful. 677 821 2006-08-15T18:48:55Z MediaWiki default del 678 822 2006-08-15T18:48:55Z MediaWiki default desc 679 823 2006-08-15T18:48:55Z MediaWiki default file 680 824 2006-08-15T18:48:55Z MediaWiki default Legend: (cur) = this is the current file, (del) = delete this old version, (rev) = revert to this old version. <br /><i>Click on date to see the file uploaded on that date</i>. 681 825 2006-08-15T18:48:55Z MediaWiki default File history 682 826 2006-08-15T18:48:55Z MediaWiki default Legend: (desc) = show/edit file description. 683 827 2006-08-15T18:48:55Z MediaWiki default Destination title is of a special type; cannot move pages into that namespace. 684 828 2006-08-15T18:48:55Z MediaWiki default Import pages 685 829 2006-08-15T18:48:55Z MediaWiki default Copy all history versions for this page 686 830 2006-08-15T18:48:55Z MediaWiki default Transfer pages into namespace: 687 831 2006-08-15T18:48:55Z MediaWiki default Import 688 832 2006-08-15T18:48:55Z MediaWiki default Select a wiki and page title to import. Revision dates and editors' names will be preserved. All transwiki import actions are logged at the [[Special:Log/import|import log]]. 689 833 2006-08-15T18:48:55Z MediaWiki default transwikied $1 690 834 2006-08-15T18:48:55Z MediaWiki default $1 revision(s) from $2 691 835 2006-08-15T18:48:55Z MediaWiki default imported $1 by file upload 692 836 2006-08-15T18:48:55Z MediaWiki default $1 revision(s) 693 837 2006-08-15T18:48:55Z MediaWiki default $1 {{PLURAL:$1|revision|revisions}} 694 838 2006-08-15T18:48:55Z MediaWiki default Bad interwiki link 695 839 2006-08-15T18:48:55Z MediaWiki default Couldn't open import file 696 840 2006-08-15T18:48:55Z MediaWiki default Import failed: $1 697 841 2006-08-15T18:48:55Z MediaWiki default Conflicting history revision exists (may have imported this page before) 698 842 2006-08-15T18:48:55Z MediaWiki default Importing $1 699 843 2006-08-15T18:48:55Z MediaWiki default Transwiki import 700 844 2006-08-15T18:48:55Z MediaWiki default Import log 701 845 2006-08-15T18:48:55Z MediaWiki default Administrative imports of pages with edit history from other wikis. 702 846 2006-08-15T18:48:55Z MediaWiki default No import file was uploaded. 703 847 2006-08-15T18:48:55Z MediaWiki default No pages to import. 704 848 2006-08-15T18:48:55Z MediaWiki default No transwiki import sources have been defined and direct history uploads are disabled. 705 849 2006-08-15T18:48:55Z MediaWiki default Empty or no text 706 850 2006-08-15T18:48:55Z MediaWiki default Importing pages... 707 851 2006-08-15T18:48:55Z MediaWiki default Import succeeded! 708 852 2006-08-15T18:48:55Z MediaWiki default Please export the file from the source wiki using the Special:Export utility, save it to your disk and upload it here. 709 853 2006-08-15T18:48:55Z MediaWiki default Unknown import source type 710 854 2006-08-15T18:48:55Z MediaWiki default Upload of import file failed; perhaps the file is bigger than the allowed upload size. 711 855 2006-08-15T18:48:55Z MediaWiki default infinite 712 856 2006-08-15T18:48:55Z MediaWiki default Information 713 857 2006-08-15T18:48:55Z MediaWiki default Information for page 714 858 2006-08-15T18:48:55Z MediaWiki default Internal error 715 859 2006-08-15T18:48:55Z MediaWiki default Interlanguage links 716 860 2006-08-15T18:48:55Z MediaWiki default The e-mail address cannot be accepted as it appears to have an invalid format. Please enter a well-formatted address or empty that field. 717 861 2006-08-15T18:48:55Z MediaWiki default Invert selection 718 862 2006-08-15T18:48:55Z MediaWiki default Invalid IP range. 719 863 2006-08-15T18:48:55Z MediaWiki default IP Address 720 864 2006-08-15T18:48:55Z MediaWiki default IP Address or username 721 865 2006-08-15T18:48:55Z MediaWiki default "$1" is already blocked 722 866 2006-08-15T18:48:55Z MediaWiki default Error: Block ID $1 not found. It may have been unblocked already. 723 867 2006-08-15T18:48:55Z MediaWiki default Expiry time invalid. 724 868 2006-08-15T18:48:55Z MediaWiki default Block anonymous users only 725 869 2006-08-15T18:48:55Z MediaWiki default Prevent account creation 726 870 2006-08-15T18:48:55Z MediaWiki default Expiry 727 871 2006-08-15T18:48:55Z MediaWiki default List of blocked IP addresses and usernames 728 872 2006-08-15T18:48:55Z MediaWiki default The blocklist is empty. 729 873 2006-08-15T18:48:55Z MediaWiki default 2 hours:2 hours,1 day:1 day,3 days:3 days,1 week:1 week,2 weeks:2 weeks,1 month:1 month,3 months:3 months,6 months:6 months,1 year:1 year,infinite:infinite 730 874 2006-08-15T18:48:55Z MediaWiki default Other time 731 875 2006-08-15T18:48:55Z MediaWiki default other 732 876 2006-08-15T18:48:55Z MediaWiki default Reason 733 877 2006-08-15T18:48:55Z MediaWiki default Block this user 734 878 2006-08-15T18:48:55Z MediaWiki default Unblock this address 735 879 2006-08-15T18:48:55Z MediaWiki default ISBN 736 880 2006-08-15T18:48:55Z MediaWiki default redirect page 737 881 2006-08-15T18:48:55Z MediaWiki default inclusion 738 882 2006-08-15T18:48:55Z MediaWiki default Italic text 739 883 2006-08-15T18:48:55Z MediaWiki default Italic text 740 884 2006-08-15T18:48:55Z MediaWiki default Problem with item '$1', invalid name... 741 885 2006-08-15T18:48:55Z MediaWiki default Jan 742 886 2006-08-15T18:48:55Z MediaWiki default January 743 887 2006-08-15T18:48:55Z MediaWiki default January 744 888 2006-08-15T18:48:55Z MediaWiki default Jul 745 889 2006-08-15T18:48:55Z MediaWiki default July 746 890 2006-08-15T18:48:55Z MediaWiki default July 747 891 2006-08-15T18:48:55Z MediaWiki default Jump to: 748 892 2006-08-15T18:48:55Z MediaWiki default navigation 749 893 2006-08-15T18:48:55Z MediaWiki default search 750 894 2006-08-15T18:48:55Z MediaWiki default Jun 751 895 2006-08-15T18:48:55Z MediaWiki default June 752 896 2006-08-15T18:48:55Z MediaWiki default June 753 897 2006-08-15T18:48:55Z MediaWiki default Warning: Page may not contain recent updates. 754 898 2006-08-15T18:48:55Z MediaWiki default It is recommended that files do not exceed $1 bytes in size; this file is $2 bytes 755 899 2006-08-15T18:48:55Z MediaWiki default This file is bigger than the server is configured to allow. 756 900 2006-08-15T18:48:55Z MediaWiki default last 757 901 2006-08-15T18:48:55Z MediaWiki default This page was last modified $1. 758 902 2006-08-15T18:48:55Z MediaWiki default This page was last modified $1 by $2. 759 903 2006-08-15T18:48:55Z MediaWiki default Licensing 760 13117 2006-08-23T23:15:41Z Sebmol 14 * GFDL|GFDL * You are the author ** self-GFDL-Cc-by-sa-2.5|Multi-licensed under GFDL and Cc-by-sa-2.5 (recommended) ** GFDL-self|GFDL by you * Creative Commons Licenses ** CC-BY-2.5|Attribution (CC-BY-2.5) ** CC-BY-SA-2.5|Attribution, share-alike (CC-BY-SA-2.5) * Other ** Unknown license|Unknown license 761 905 2006-08-15T18:48:55Z MediaWiki default Line $1: 762 906 2006-08-15T18:48:55Z MediaWiki default Link title 763 907 2006-08-15T18:48:55Z MediaWiki default Internal link 764 908 2006-08-15T18:48:55Z MediaWiki default (List of links) 765 909 2006-08-15T18:48:55Z MediaWiki default /^(.*?)([a-zA-Z\x80-\xff]+)$/sD 766 22040 2006-08-31T18:24:46Z MediaWiki default The following pages link to '''[[:$1]]''': 767 911 2006-08-15T18:48:55Z MediaWiki default The following pages link to this file: 768 912 2006-08-15T18:48:55Z MediaWiki default cont. 769 913 2006-08-15T18:48:55Z MediaWiki default List redirects 770 914 2006-08-15T18:48:55Z MediaWiki default User list 771 915 2006-08-15T18:48:55Z MediaWiki default Loading page history 772 916 2006-08-15T18:48:55Z MediaWiki default loading revision for diff 773 917 2006-08-15T18:48:55Z MediaWiki default Local time 774 918 2006-08-15T18:48:55Z MediaWiki default Lock database 775 919 2006-08-15T18:48:55Z MediaWiki default Yes, I really want to lock the database. 776 920 2006-08-15T18:48:55Z MediaWiki default Lock database 777 921 2006-08-15T18:48:55Z MediaWiki default Database lock succeeded 778 922 2006-08-15T18:48:55Z MediaWiki default The database has been locked. <br />Remember to [[Special:Unlockdb|remove the lock]] after your maintenance is complete. 779 923 2006-08-15T18:48:55Z MediaWiki default Locking the database will suspend the ability of all users to edit pages, change their preferences, edit their watchlists, and other things requiring changes in the database. Please confirm that this is what you intend to do, and that you will unlock the database when your maintenance is done. 780 924 2006-08-15T18:48:55Z MediaWiki default The database lock file is not writable. To lock or unlock the database, this needs to be writable by the web server. 781 925 2006-08-15T18:48:55Z MediaWiki default You did not check the confirmation box. 782 926 2006-08-15T18:48:55Z MediaWiki default Logs 783 927 2006-08-15T18:48:55Z MediaWiki default No matching items in log. 784 928 2006-08-15T18:48:55Z MediaWiki default Log in 785 929 2006-08-15T18:48:55Z MediaWiki default 786 930 2006-08-15T18:48:55Z MediaWiki default Login error 787 931 2006-08-15T18:48:55Z MediaWiki default Language: $1 788 932 2006-08-15T18:48:55Z MediaWiki default * Deutsch|de * English|en * Esperanto|eo * Français|fr * Español|es * Italiano|it * Nederlands|nl 789 933 2006-08-15T18:48:55Z MediaWiki default User login 790 934 2006-08-15T18:48:55Z MediaWiki default <b>There has been a problem with your login.</b><br />Try again! 791 935 2006-08-15T18:48:55Z MediaWiki default You must have cookies enabled to log in to {{SITENAME}}. 792 936 2006-08-15T18:48:55Z MediaWiki default log in 793 937 2006-08-15T18:48:55Z MediaWiki default You must $1 to view other pages. 794 938 2006-08-15T18:48:55Z MediaWiki default Login Required 795 939 2006-08-15T18:48:55Z MediaWiki default '''You are now logged in to {{SITENAME}} as "$1".''' 796 940 2006-08-15T18:48:55Z MediaWiki default Login successful 797 941 2006-08-15T18:48:55Z MediaWiki default Log out 798 942 2006-08-15T18:48:55Z MediaWiki default <strong>You are now logged out.</strong><br /> You can continue to use {{SITENAME}} anonymously, or you can log in again as the same or as a different user. Note that some pages may continue to be displayed as if you were still logged in, until you clear your browser cache. 799 943 2006-08-15T18:48:55Z MediaWiki default User logout 800 944 2006-08-15T18:48:55Z MediaWiki default Orphaned pages 801 945 2006-08-15T18:48:55Z MediaWiki default <strong>ERROR: The text you have submitted is $1 kilobytes long, which is longer than the maximum of $2 kilobytes. It cannot be saved.</strong> 802 946 2006-08-15T18:48:55Z MediaWiki default Long pages 803 947 2006-08-15T18:48:55Z MediaWiki default <strong>WARNING: This page is $1 kilobytes long; some browsers may have problems editing pages approaching or longer than 32kb. Please consider breaking the page into smaller sections.</strong> 804 948 2006-08-15T18:48:55Z MediaWiki default Error sending mail: $1 805 949 2006-08-15T18:48:55Z MediaWiki default E-mail password 806 950 2006-08-15T18:48:55Z MediaWiki default No send address 807 951 2006-08-15T18:48:55Z MediaWiki default You must be [[Special:Userlogin|logged in]] and have a valid e-mail address in your [[Special:Preferences|preferences]] to send e-mail to other users. 808 2289 2006-08-16T17:19:21Z Sebmol 14 Wikiversity:Main Page 809 953 2006-08-15T18:48:55Z MediaWiki default Consult the [http://meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software. == Getting started == * [http://www.mediawiki.org/wiki/Help:Configuration_settings Configuration settings list] * [http://www.mediawiki.org/wiki/Help:FAQ MediaWiki FAQ] * [http://mail.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list] 810 954 2006-08-15T18:48:55Z MediaWiki default <big>'''MediaWiki has been successfully installed.'''</big> 811 955 2006-08-15T18:48:55Z MediaWiki default Make a user into a sysop 812 956 2006-08-15T18:48:55Z MediaWiki default <b>User "$1" could not be made into a sysop. (Did you enter the name correctly?)</b> 813 957 2006-08-15T18:48:55Z MediaWiki default Name of the user: 814 958 2006-08-15T18:48:55Z MediaWiki default <b>User "$1" is now a sysop</b> 815 959 2006-08-15T18:48:55Z MediaWiki default Make this user into a sysop 816 960 2006-08-15T18:48:55Z MediaWiki default This form is used by bureaucrats to turn ordinary users into administrators. Type the name of the user in the box and press the button to make the user an administrator 817 961 2006-08-15T18:48:55Z MediaWiki default Make a user into a sysop 818 962 2006-08-15T18:48:55Z MediaWiki default Mar 819 963 2006-08-15T18:48:55Z MediaWiki default March 820 964 2006-08-15T18:48:55Z MediaWiki default March 821 965 2006-08-15T18:48:55Z MediaWiki default Mark as patrolled 822 966 2006-08-15T18:48:55Z MediaWiki default [$1] 823 967 2006-08-15T18:48:55Z MediaWiki default Mark this article as patrolled 824 968 2006-08-15T18:48:55Z MediaWiki default Marked as patrolled 825 969 2006-08-15T18:48:55Z MediaWiki default Cannot mark as patrolled 826 970 2006-08-15T18:48:55Z MediaWiki default You need to specify a revision to mark as patrolled. 827 971 2006-08-15T18:48:55Z MediaWiki default The selected revision has been marked as patrolled. 828 972 2006-08-15T18:48:55Z MediaWiki default The query "$1" matched $2 page titles and the text of $3 pages. 829 973 2006-08-15T18:48:55Z MediaWiki default Math 830 974 2006-08-15T18:48:55Z MediaWiki default Can't write to or create math output directory 831 975 2006-08-15T18:48:55Z MediaWiki default Can't write to or create math temp directory 832 976 2006-08-15T18:48:55Z MediaWiki default Failed to parse 833 977 2006-08-15T18:48:55Z MediaWiki default PNG conversion failed; check for correct installation of latex, dvips, gs, and convert 834 978 2006-08-15T18:48:55Z MediaWiki default lexing error 835 979 2006-08-15T18:48:55Z MediaWiki default Missing texvc executable; please see math/README to configure. 836 980 2006-08-15T18:48:55Z MediaWiki default Insert formula here 837 981 2006-08-15T18:48:55Z MediaWiki default syntax error 838 982 2006-08-15T18:48:55Z MediaWiki default Mathematical formula (LaTeX) 839 983 2006-08-15T18:48:55Z MediaWiki default unknown error 840 984 2006-08-15T18:48:55Z MediaWiki default unknown function 841 985 2006-08-15T18:48:55Z MediaWiki default May 842 986 2006-08-15T18:48:55Z MediaWiki default May 843 987 2006-08-15T18:48:55Z MediaWiki default May 844 988 2006-08-15T18:48:55Z MediaWiki default Example.ogg 845 989 2006-08-15T18:48:55Z MediaWiki default Media file link 846 990 2006-08-15T18:48:55Z MediaWiki default '''Warning''': This file may contain malicious code, by executing it your system may be compromised.<hr /> 847 991 2006-08-15T18:48:55Z MediaWiki default View message page 848 992 2006-08-15T18:48:55Z MediaWiki default Metadata 849 993 2006-08-15T18:48:55Z MediaWiki default Hide extended details 850 994 2006-08-15T18:48:55Z MediaWiki default Show extended details 851 995 2006-08-15T18:48:55Z MediaWiki default EXIF metadata fields listed in this message will be included on image page display when the metadata table is collapsed. Others will be hidden by default. * make * model * datetimeoriginal * exposuretime * fnumber * focallength 852 996 2006-08-15T18:48:55Z MediaWiki default This file contains additional information, probably added from the digital camera or scanner used to create or digitize it. If the file has been modified from its original state, some details may not fully reflect the modified image. 853 997 2006-08-15T18:48:55Z MediaWiki default Metadata (see [[{{ns:project}}:Metadata]] for an explanation): 854 998 2006-08-15T18:48:55Z MediaWiki default MIME search 855 999 2006-08-15T18:48:55Z MediaWiki default MIME type: 856 1000 2006-08-15T18:48:55Z MediaWiki default File names must be at least three letters. 857 1001 2006-08-15T18:48:55Z MediaWiki default This is a minor edit 858 1002 2006-08-15T18:48:55Z MediaWiki default m 859 1003 2006-08-15T18:48:55Z MediaWiki default The database did not find the text of a page that it should have found, named "$1". This is usually caused by following an outdated diff or history link to a page that has been deleted. If this is not the case, you may have found a bug in the software. Please report this to an administrator, making note of the URL. 860 1004 2006-08-15T18:48:55Z MediaWiki default Please enter a comment below. 861 1005 2006-08-15T18:48:55Z MediaWiki default <b>Missing image</b><br /><i>$1</i> 862 1006 2006-08-15T18:48:55Z MediaWiki default '''Reminder:''' You have not provided an edit summary. If you click Save again, your edit will be saved without one. 863 1007 2006-08-15T18:48:55Z MediaWiki default Mon 864 1008 2006-08-15T18:48:55Z MediaWiki default Monday 865 1009 2006-08-15T18:48:55Z MediaWiki default More... 866 1010 2006-08-15T18:48:55Z MediaWiki default Articles with the most categories 867 1011 2006-08-15T18:48:55Z MediaWiki default Most linked to images 868 1012 2006-08-15T18:48:55Z MediaWiki default Most linked to pages 869 1013 2006-08-15T18:48:55Z MediaWiki default Most linked to categories 870 1014 2006-08-15T18:48:55Z MediaWiki default Articles with the most revisions 871 1015 2006-08-15T18:48:55Z MediaWiki default Move 872 1016 2006-08-15T18:48:55Z MediaWiki default Move page 873 1017 2006-08-15T18:48:55Z MediaWiki default moved to 874 1018 2006-08-15T18:48:55Z MediaWiki default Move log 875 1019 2006-08-15T18:48:55Z MediaWiki default Below is a list of page moved. 876 1020 2006-08-15T18:48:55Z MediaWiki default Not logged in 877 1021 2006-08-15T18:48:55Z MediaWiki default You must be a registered user and [[Special:Userlogin|logged in]] to move a page. 878 1022 2006-08-15T18:48:55Z MediaWiki default Move page 879 1023 2006-08-15T18:48:55Z MediaWiki default Move page 880 1024 2006-08-15T18:48:55Z MediaWiki default The associated talk page will be automatically moved along with it '''unless:''' *A non-empty talk page already exists under the new name, or *You uncheck the box below. In those cases, you will have to move or merge the page manually if desired. 881 1025 2006-08-15T18:48:55Z MediaWiki default Using the form below will rename a page, moving all of its history to the new name. The old title will become a redirect page to the new title. Links to the old page title will not be changed; be sure to check for double or broken redirects. You are responsible for making sure that links continue to point where they are supposed to go. Note that the page will '''not''' be moved if there is already a page at the new title, unless it is empty or a redirect and has no past edit history. This means that you can rename a page back to where it was just renamed from if you make a mistake, and you cannot overwrite an existing page. <b>WARNING!</b> This can be a drastic and unexpected change for a popular page; please be sure you understand the consequences of this before proceeding. 882 1026 2006-08-15T18:48:55Z MediaWiki default Reason 883 1027 2006-08-15T18:48:55Z MediaWiki default Move associated talk page 884 1028 2006-08-15T18:48:55Z MediaWiki default Move this page 885 1029 2006-08-15T18:48:55Z MediaWiki default HTML if possible or else PNG 886 1030 2006-08-15T18:48:55Z MediaWiki default MathML if possible (experimental) 887 1031 2006-08-15T18:48:55Z MediaWiki default Recommended for modern browsers 888 1032 2006-08-15T18:48:55Z MediaWiki default Always render PNG 889 1033 2006-08-15T18:48:55Z MediaWiki default HTML if very simple or else PNG 890 1034 2006-08-15T18:48:55Z MediaWiki default Leave it as TeX (for text browsers) 891 1035 2006-08-15T18:48:55Z MediaWiki default My contributions 892 1036 2006-08-15T18:48:55Z MediaWiki default My page 893 1037 2006-08-15T18:48:55Z MediaWiki default My talk 894 1038 2006-08-15T18:48:55Z MediaWiki default Namespace: 895 1039 2006-08-15T18:48:55Z MediaWiki default all 896 1040 2006-08-15T18:48:55Z MediaWiki default Navigation 897 1041 2006-08-15T18:48:55Z MediaWiki default $1 {{PLURAL:$1|byte|bytes}} 898 1042 2006-08-15T18:48:55Z MediaWiki default $1 {{PLURAL:$1|category|categories}} 899 1043 2006-08-15T18:48:55Z MediaWiki default (New) 900 1044 2006-08-15T18:48:55Z MediaWiki default You've followed a link to a page that doesn't exist yet. To create the page, start typing in the box below (see the [[{{ns:help}}:Contents|help page]] for more info). If you are here by mistake, just click your browser's '''back''' button. 901 1045 2006-08-15T18:48:55Z MediaWiki default {{int:newarticletext}} 902 1046 2006-08-15T18:48:55Z MediaWiki default newbies 903 1047 2006-08-15T18:48:55Z MediaWiki default Gallery of new files 904 6402 2006-08-17T15:13:01Z Sebmol 14 a little more intuitive last change 905 1049 2006-08-15T18:48:55Z MediaWiki default new messages 906 1050 2006-08-15T18:48:55Z MediaWiki default New page 907 1051 2006-08-15T18:48:55Z MediaWiki default N 908 1052 2006-08-15T18:48:55Z MediaWiki default New pages 909 1053 2006-08-15T18:48:55Z MediaWiki default Username: 910 1054 2006-08-15T18:48:55Z MediaWiki default New password: 911 1055 2006-08-15T18:48:55Z MediaWiki default ,_ 912 1056 2006-08-15T18:48:55Z MediaWiki default To new title 913 1057 2006-08-15T18:48:55Z MediaWiki default (opens in new window) 914 1058 2006-08-15T18:48:55Z MediaWiki default next 915 1059 2006-08-15T18:48:55Z MediaWiki default Next diff → 916 1060 2006-08-15T18:48:55Z MediaWiki default next $1 917 1061 2006-08-15T18:48:55Z MediaWiki default Next page ($1) 918 1062 2006-08-15T18:48:55Z MediaWiki default Newer revision→ 919 1063 2006-08-15T18:48:55Z MediaWiki default $1 {{PLURAL:$1|link|links}} 920 1064 2006-08-15T18:48:55Z MediaWiki default $1 {{PLURAL:$1|member|members}} 921 1065 2006-08-15T18:48:55Z MediaWiki default There is currently no text in this page, you can [[{{ns:special}}:Search/{{PAGENAME}}|search for this page title]] in other pages or [{{fullurl:{{FULLPAGENAME}}|action=edit}} edit this page]. 922 1066 2006-08-15T18:48:55Z MediaWiki default {{int:noarticletext}} 923 1067 2006-08-15T18:48:55Z MediaWiki default Sorry! The wiki is experiencing some technical difficulties, and cannot contact the database server. <br /> $1 924 1068 2006-08-15T18:48:55Z MediaWiki default No changes were found matching these criteria. 925 1069 2006-08-15T18:48:55Z MediaWiki default {{SITENAME}} uses cookies to log in users. You have cookies disabled. Please enable them and try again. 926 1070 2006-08-15T18:48:55Z MediaWiki default The user account was created, but you are not logged in. {{SITENAME}} uses cookies to log in users. You have cookies disabled. Please enable them, then log in with your new username and password. 927 1071 2006-08-15T18:48:55Z MediaWiki default This site has restricted the ability to create new pages. You can go back and edit an existing page, or [[Special:Userlogin|log in or create an account]]. 928 1072 2006-08-15T18:48:55Z MediaWiki default Page creation limited 929 1073 2006-08-15T18:48:55Z MediaWiki default Creative Commons RDF metadata disabled for this server. 930 1074 2006-08-15T18:48:55Z MediaWiki default There is no credits info available for this page. 931 1075 2006-08-15T18:48:55Z MediaWiki default Could not select database $1 932 1076 2006-08-15T18:48:55Z MediaWiki default Dublin Core RDF metadata disabled for this server. 933 1077 2006-08-15T18:48:55Z MediaWiki default There is no e-mail address recorded for user "$1". 934 1078 2006-08-15T18:48:55Z MediaWiki default Specify an e-mail address for these features to work. 935 1079 2006-08-15T18:48:55Z MediaWiki default This user has not specified a valid e-mail address, or has chosen not to receive e-mail from other users. 936 1080 2006-08-15T18:48:55Z MediaWiki default No e-mail address 937 1081 2006-08-15T18:48:55Z MediaWiki default '''There is no page titled "$1".''' You can [[:$1|create this page]]. 938 1082 2006-08-15T18:48:55Z MediaWiki default There is no edit history for this page. 939 1083 2006-08-15T18:48:55Z MediaWiki default No file by this name exists, you can $1. 940 1084 2006-08-15T18:48:55Z MediaWiki default upload it 941 1085 2006-08-15T18:48:55Z MediaWiki default Nothing to see. 942 1086 2006-08-15T18:48:55Z MediaWiki default None selected 943 22042 2006-08-31T18:24:52Z MediaWiki default No pages link to '''[[:$1]]'''. 944 1088 2006-08-15T18:48:55Z MediaWiki default There are no pages that link to this file. 945 1089 2006-08-15T18:48:55Z MediaWiki default Don't have a login? $1. 946 1090 2006-08-15T18:48:55Z MediaWiki default Create an account 947 1091 2006-08-15T18:48:55Z MediaWiki default You have not specified a valid user name. 948 1092 2006-08-15T18:48:55Z MediaWiki default '''Note''': Unsuccessful searches are often caused by searching for common words like "have" and "from", which are not indexed, or by specifying more than one search term (only pages containing all of the search terms will appear in the result). 949 1093 2006-08-15T18:48:55Z MediaWiki default <strong>WARNING: Your browser is not unicode compliant. A workaround is in place to allow you to safely edit articles: non-ASCII characters will appear in the edit box as hexadecimal codes.</strong> 950 1094 2006-08-15T18:48:55Z MediaWiki default You have requested an invalid special page, a list of valid special pages may be found at [[{{ns:special}}:Specialpages]]. 951 1095 2006-08-15T18:48:55Z MediaWiki default No such action 952 1096 2006-08-15T18:48:55Z MediaWiki default The action specified by the URL is not recognized by the wiki 953 1097 2006-08-15T18:48:55Z MediaWiki default No such special page 954 1098 2006-08-15T18:48:55Z MediaWiki default There is no user by the name "$1". Check your spelling, or create a new account. 955 1099 2006-08-15T18:48:55Z MediaWiki default There is no user by the name "$1". Check your spelling. 956 1100 2006-08-15T18:48:55Z MediaWiki default The wiki server can't provide data in a format your client can read. 957 1101 2006-08-15T18:48:55Z MediaWiki default Not a content page 958 1102 2006-08-15T18:48:55Z MediaWiki default You have not specified a target page or user to perform this function on. 959 1103 2006-08-15T18:48:55Z MediaWiki default No target 960 1104 2006-08-15T18:48:55Z MediaWiki default <strong>Note:</strong> 961 1105 2006-08-15T18:48:55Z MediaWiki default No page text matches 962 1106 2006-08-15T18:48:55Z MediaWiki default No page title matches 963 1107 2006-08-15T18:48:55Z MediaWiki default Not logged in 964 1108 2006-08-15T18:48:55Z MediaWiki default You have to specify a username. 965 1109 2006-08-15T18:48:55Z MediaWiki default Nov 966 1110 2006-08-15T18:48:55Z MediaWiki default November 967 1111 2006-08-15T18:48:55Z MediaWiki default November 968 1112 2006-08-15T18:48:55Z MediaWiki default You have no items on your watchlist. 969 1113 2006-08-15T18:48:55Z MediaWiki default Insert non-formatted text here 970 1114 2006-08-15T18:48:55Z MediaWiki default Ignore wiki formatting 971 1115 2006-08-15T18:48:55Z MediaWiki default $1 {{PLURAL:$1|revision|revisions}} 972 1116 2006-08-15T18:48:55Z MediaWiki default Category 973 1117 2006-08-15T18:48:55Z MediaWiki default Help 974 1118 2006-08-15T18:48:55Z MediaWiki default File 975 1119 2006-08-15T18:48:55Z MediaWiki default Article 976 1120 2006-08-15T18:48:55Z MediaWiki default Media page 977 1121 2006-08-15T18:48:55Z MediaWiki default Message 978 1122 2006-08-15T18:48:55Z MediaWiki default Project page 979 1123 2006-08-15T18:48:55Z MediaWiki default Special 980 1124 2006-08-15T18:48:55Z MediaWiki default Template 981 1125 2006-08-15T18:48:55Z MediaWiki default User page 982 1126 2006-08-15T18:48:55Z MediaWiki default Number of distinct authors (article): $1 983 1127 2006-08-15T18:48:55Z MediaWiki default [$1] 984 1128 2006-08-15T18:48:55Z MediaWiki default [$1 watching user/s] 985 1129 2006-08-15T18:48:55Z MediaWiki default Number of edits (article): $1 986 1130 2006-08-15T18:48:55Z MediaWiki default Number of distinct authors (discussion page): $1 987 1131 2006-08-15T18:48:55Z MediaWiki default Number of edits (discussion page): $1 988 1132 2006-08-15T18:48:55Z MediaWiki default Number of watchers: $1 989 1133 2006-08-15T18:48:55Z MediaWiki default $1 {{PLURAL:$1|view|views}} 990 1134 2006-08-15T18:48:55Z MediaWiki default Oct 991 1135 2006-08-15T18:48:56Z MediaWiki default October 992 1136 2006-08-15T18:48:56Z MediaWiki default October 993 1137 2006-08-15T18:48:56Z MediaWiki default OK 994 1138 2006-08-15T18:48:56Z MediaWiki default Revision as of $1; $5<br />($6) $3 | $2 | $4 ($7) 995 1139 2006-08-15T18:48:56Z MediaWiki default Old password: 996 1140 2006-08-15T18:48:56Z MediaWiki default orig 997 1141 2006-08-15T18:48:56Z MediaWiki default Based on work by $1. 998 1142 2006-08-15T18:48:56Z MediaWiki default In other languages 999 1143 2006-08-15T18:48:56Z MediaWiki default others 1000 1144 2006-08-15T18:48:56Z MediaWiki default Move succeeded 1001 1145 2006-08-15T18:48:56Z MediaWiki default Page "[[$1]]" moved to "[[$2]]". 1002 1146 2006-08-15T18:48:56Z MediaWiki default $1 - {{SITENAME}} 1003 1147 2006-08-15T18:48:56Z MediaWiki default Someone (probably you, from IP address $1) requested that we send you a new password for {{SITENAME}} ($4). The password for user "$2" is now "$3". You should log in and change your password now. If someone else made this request or if you have remembered your password and you no longer wish to change it, you may ignore this message and continue using your old password. 1004 1148 2006-08-15T18:48:56Z MediaWiki default Password reminder from {{SITENAME}} 1005 1149 2006-08-15T18:48:56Z MediaWiki default A new password has been sent to the e-mail address registered for "$1". Please log in again after you receive it. 1006 1150 2006-08-15T18:48:56Z MediaWiki default Your password is too short. It must have at least $1 characters. 1007 1151 2006-08-15T18:48:56Z MediaWiki default The following data is cached and may not be up to date. 1008 1152 2006-08-15T18:48:56Z MediaWiki default The following data is cached, and was last updated $1. 1009 1153 2006-08-15T18:48:56Z MediaWiki default Sorry! This feature has been temporarily disabled because it slows the database down to the point that no one can use the wiki. 1010 1154 2006-08-15T18:48:56Z MediaWiki default Here is a saved copy from $1: 1011 1155 2006-08-15T18:48:56Z MediaWiki default Permanent link 1012 1156 2006-08-15T18:48:56Z MediaWiki default Personal tools 1013 1157 2006-08-15T18:48:56Z MediaWiki default Popular pages 1014 6970 2006-08-17T21:50:06Z Sebmol 14 Portal 1015 1159 2006-08-15T18:48:56Z MediaWiki default Project:Community Portal 1016 1160 2006-08-15T18:48:56Z MediaWiki default Post a comment 1017 1161 2006-08-15T18:48:56Z MediaWiki default Search 1018 1162 2006-08-15T18:48:56Z MediaWiki default Search in namespaces:<br />$1<br />$2 List redirects<br />Search for $3 $9 1019 1163 2006-08-15T18:48:56Z MediaWiki default Preferences 1020 1164 2006-08-15T18:48:56Z MediaWiki default Prefix index 1021 1165 2006-08-15T18:48:56Z MediaWiki default * E-mail (optional): Enables others to contact you through your user or user_talk page without needing to reveal your identity. 1022 1166 2006-08-15T18:48:56Z MediaWiki default This address is also used to send you e-mail notifications if you enabled the options. 1023 1167 2006-08-15T18:48:56Z MediaWiki default * Real name (optional): if you choose to provide it this will be used for giving you attribution for your work. 1024 1168 2006-08-15T18:48:56Z MediaWiki default Misc 1025 1169 2006-08-15T18:48:56Z MediaWiki default User profile 1026 1170 2006-08-15T18:48:56Z MediaWiki default Recent changes 1027 1171 2006-08-15T18:48:56Z MediaWiki default Watchlist 1028 1172 2006-08-15T18:48:56Z MediaWiki default Number of days to show in watchlist: 1029 1173 2006-08-15T18:48:56Z MediaWiki default Number of edits to show in expanded watchlist: 1030 1174 2006-08-15T18:48:56Z MediaWiki default Not logged in 1031 1175 2006-08-15T18:48:56Z MediaWiki default You must be [[Special:Userlogin|logged in]] to set user preferences. 1032 1176 2006-08-15T18:48:56Z MediaWiki default Preferences have been reset from storage. 1033 1177 2006-08-15T18:48:56Z MediaWiki default Preview 1034 1178 2006-08-15T18:48:56Z MediaWiki default This preview reflects the text in the upper text editing area as it will appear if you choose to save. 1035 1179 2006-08-15T18:48:56Z MediaWiki default <strong>This is only a preview; changes have not yet been saved!</strong> 1036 1180 2006-08-15T18:48:56Z MediaWiki default ← Previous diff 1037 1181 2006-08-15T18:48:56Z MediaWiki default ←Older revision 1038 1182 2006-08-15T18:48:56Z MediaWiki default previous $1 1039 1183 2006-08-15T18:48:56Z MediaWiki default Print 1040 1184 2006-08-15T18:48:56Z MediaWiki default Printable version 1041 1185 2006-08-15T18:48:56Z MediaWiki default Privacy policy 1042 1186 2006-08-15T18:48:56Z MediaWiki default Project:Privacy_policy 1043 1187 2006-08-15T18:48:56Z MediaWiki default View project page 1044 1188 2006-08-15T18:48:56Z MediaWiki default Protect 1045 1189 2006-08-15T18:48:56Z MediaWiki default (default) 1046 1190 2006-08-15T18:48:56Z MediaWiki default Block unregistered users 1047 1191 2006-08-15T18:48:56Z MediaWiki default Sysops only 1048 1192 2006-08-15T18:48:56Z MediaWiki default You may view and change the protection level here for the page <strong>$1</strong>. 1049 1193 2006-08-15T18:48:56Z MediaWiki default Unlock move permissions 1050 1194 2006-08-15T18:48:56Z MediaWiki default Your account does not have permission to change page protection levels. Here are the current settings for the page <strong>$1</strong>: 1051 1195 2006-08-15T18:48:56Z MediaWiki default Reason for protecting 1052 1196 2006-08-15T18:48:56Z MediaWiki default protected "[[$1]]" 1053 1197 2006-08-15T18:48:56Z MediaWiki default This page provides interface text for the software, and is locked to prevent abuse. 1054 1198 2006-08-15T18:48:56Z MediaWiki default Protected page 1055 1199 2006-08-15T18:48:56Z MediaWiki default <strong>WARNING: This page has been locked so that only users with sysop privileges can edit it.</strong> 1056 1200 2006-08-15T18:48:56Z MediaWiki default This page has been locked to prevent editing. You can view and copy the source of this page: 1057 1201 2006-08-15T18:48:56Z MediaWiki default Protection log 1058 1202 2006-08-15T18:48:56Z MediaWiki default Below is a list of page locks and unlocks. 1059 1203 2006-08-15T18:48:56Z MediaWiki default Protect from moves only 1060 1204 2006-08-15T18:48:56Z MediaWiki default (Protecting "$1") 1061 1205 2006-08-15T18:48:56Z MediaWiki default Protect this page 1062 1206 2006-08-15T18:48:56Z MediaWiki default Proxy blocker 1063 1207 2006-08-15T18:48:56Z MediaWiki default Your IP address has been blocked because it is an open proxy. Please contact your Internet service provider or tech support and inform them of this serious security problem. 1064 1208 2006-08-15T18:48:56Z MediaWiki default Done. 1065 1209 2006-08-15T18:48:56Z MediaWiki default http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=$1 1066 1210 2006-08-15T18:48:56Z MediaWiki default Browse 1067 1211 2006-08-15T18:48:56Z MediaWiki default Edit 1068 1212 2006-08-15T18:48:56Z MediaWiki default Find 1069 1213 2006-08-15T18:48:56Z MediaWiki default My pages 1070 1214 2006-08-15T18:48:56Z MediaWiki default Context 1071 1215 2006-08-15T18:48:56Z MediaWiki default This page 1072 1216 2006-08-15T18:48:56Z MediaWiki default Quickbar 1073 1217 2006-08-15T18:48:56Z MediaWiki default Special pages 1074 1218 2006-08-15T18:48:56Z MediaWiki default Random page 1075 1219 2006-08-15T18:48:56Z MediaWiki default Special:Random 1076 1220 2006-08-15T18:48:56Z MediaWiki default Random redirect 1077 1221 2006-08-15T18:48:56Z MediaWiki default The sysop ability to create range blocks is disabled. 1078 1222 2006-08-15T18:48:56Z MediaWiki default Limit to categories (separate with "|") 1079 1223 2006-08-15T18:48:56Z MediaWiki default Any 1080 1224 2006-08-15T18:48:56Z MediaWiki default Show last $1 changes in last $2 days<br />$3 1081 1225 2006-08-15T18:48:56Z MediaWiki default Show new changes starting from $1 1082 1226 2006-08-15T18:48:56Z MediaWiki default (to pages linked from "$1") 1083 1227 2006-08-15T18:48:56Z MediaWiki default Below are the last <strong>$1</strong> changes in the last <strong>$2</strong> days, as of $3. 1084 1228 2006-08-15T18:48:56Z MediaWiki default Below are the changes since <b>$2</b> (up to <b>$1</b> shown). 1085 1229 2006-08-15T18:48:56Z MediaWiki default Recent Changes Patrol disabled 1086 1230 2006-08-15T18:48:56Z MediaWiki default The Recent Changes Patrol feature is currently disabled. 1087 1231 2006-08-15T18:48:56Z MediaWiki default $1 anonymous users 1088 1232 2006-08-15T18:48:56Z MediaWiki default $1 bots 1089 1233 2006-08-15T18:48:56Z MediaWiki default $1 logged-in users 1090 1234 2006-08-15T18:48:56Z MediaWiki default $1 my edits 1091 1235 2006-08-15T18:48:56Z MediaWiki default $1 minor edits 1092 1236 2006-08-15T18:48:56Z MediaWiki default $1 patrolled edits 1093 1237 2006-08-15T18:48:56Z MediaWiki default Database locked 1094 1238 2006-08-15T18:48:56Z MediaWiki default The database has been automatically locked while the slave database servers catch up to the master 1095 1239 2006-08-15T18:48:56Z MediaWiki default The database is currently locked to new entries and other modifications, probably for routine database maintenance, after which it will be back to normal. The administrator who locked it offered this explanation: $1 1096 1240 2006-08-15T18:48:56Z MediaWiki default <strong>WARNING: The database has been locked for maintenance, so you will not be able to save your edits right now. You may wish to cut-n-paste the text into a text file and save it for later.</strong> 1097 1241 2006-08-15T18:48:56Z MediaWiki default Recent changes 1098 1242 2006-08-15T18:48:56Z MediaWiki default Special:Recentchanges 1099 1243 2006-08-15T18:48:56Z MediaWiki default all 1100 1244 2006-08-15T18:48:56Z MediaWiki default Titles in recent changes: 1101 1245 2006-08-15T18:48:56Z MediaWiki default Related changes 1102 1246 2006-08-15T18:48:56Z MediaWiki default Track the most recent changes to the wiki on this page. 1103 1247 2006-08-15T18:48:56Z MediaWiki default Recreate 1104 1248 2006-08-15T18:48:56Z MediaWiki default (Redirected from $1) 1105 1249 2006-08-15T18:48:56Z MediaWiki default Redirecting to [[$1]]... 1106 1250 2006-08-15T18:48:56Z MediaWiki default Redirect page 1107 1251 2006-08-15T18:48:56Z MediaWiki default Remember me 1108 1252 2006-08-15T18:48:56Z MediaWiki default Remove checked items from watchlist 1109 1253 2006-08-15T18:48:56Z MediaWiki default Removed from watchlist 1110 1254 2006-08-15T18:48:56Z MediaWiki default The page "[[:$1]]" has been removed from your watchlist. 1111 1255 2006-08-15T18:48:56Z MediaWiki default Removing requested items from watchlist... 1112 1256 2006-08-15T18:48:56Z MediaWiki default Reset 1113 1257 2006-08-15T18:48:56Z MediaWiki default {{PLURAL:$1|one deleted edit|$1 deleted edits}} 1114 1258 2006-08-15T18:48:56Z MediaWiki default Restricted special pages 1115 1259 2006-08-15T18:48:56Z MediaWiki default Edit 1116 1260 2006-08-15T18:48:56Z MediaWiki default Move 1117 1261 2006-08-15T18:48:56Z MediaWiki default Hits per page: 1118 1262 2006-08-15T18:48:56Z MediaWiki default Retrieved from "$1" 1119 1263 2006-08-15T18:48:56Z MediaWiki default Return to $1. 1120 1264 2006-08-15T18:48:56Z MediaWiki default Retype new password: 1121 1265 2006-08-15T18:48:56Z MediaWiki default Re-upload 1122 1266 2006-08-15T18:48:56Z MediaWiki default Return to the upload form. 1123 1267 2006-08-15T18:48:56Z MediaWiki default (comment removed) 1124 1268 2006-08-15T18:48:56Z MediaWiki default <div class="mw-warning plainlinks"> This page revision has been removed from the public archives. There may be details in the [{{fullurl:Special:Log/delete|page={{PAGENAMEE}}}} deletion log]. </div> 1125 1269 2006-08-15T18:48:56Z MediaWiki default <div class="mw-warning plainlinks"> This page revision has been removed from the public archives. As an administrator on this site you can view it; there may be details in the [{{fullurl:Special:Log/delete|page={{PAGENAMEE}}}} deletion log]. </div> 1126 1270 2006-08-15T18:48:56Z MediaWiki default (username removed) 1127 1271 2006-08-15T18:48:56Z MediaWiki default show/hide 1128 1272 2006-08-15T18:48:56Z MediaWiki default Hide edit comment 1129 1273 2006-08-15T18:48:56Z MediaWiki default Apply these restrictions to sysops as well as others 1130 1274 2006-08-15T18:48:56Z MediaWiki default Hide revision text 1131 1275 2006-08-15T18:48:56Z MediaWiki default Hide editor's username/IP 1132 1276 2006-08-15T18:48:56Z MediaWiki default Set revision restrictions: 1133 1277 2006-08-15T18:48:56Z MediaWiki default Log comment: 1134 1278 2006-08-15T18:48:56Z MediaWiki default changed revision visibility for [[$1]] 1135 1279 2006-08-15T18:48:56Z MediaWiki default Selected revision of [[:$1]]: 1136 1280 2006-08-15T18:48:56Z MediaWiki default Apply to selected revision 1137 1281 2006-08-15T18:48:56Z MediaWiki default Deleted revisions will still appear in the page history, but their text contents will be inaccessible to the public. Other admins on this wiki will still be able to access the hidden content and can undelete it again through this same interface, unless an additional restriction is placed by the site operators. 1138 1282 2006-08-15T18:48:56Z MediaWiki default Reverted to earlier revision 1139 1283 2006-08-15T18:48:56Z MediaWiki default rev 1140 1284 2006-08-15T18:48:56Z MediaWiki default revert 1141 22227 2006-09-01T16:48:21Z Digitalme 39 changing Reverted edits by [[Special:Contributions/$2|$2]] ([[User_talk:$2|Talk]]) to last version by [[User:$1|$1]] 1142 1286 2006-08-15T18:48:56Z MediaWiki default Revision history 1143 1287 2006-08-15T18:48:56Z MediaWiki default Revision as of $1 1144 1288 2006-08-15T18:48:56Z MediaWiki default Delete/undelete revisions 1145 1289 2006-08-15T18:48:56Z MediaWiki default Revision not found 1146 1290 2006-08-15T18:48:56Z MediaWiki default The old revision of the page you asked for could not be found. Please check the URL you used to access this page. 1147 1291 2006-08-15T18:48:56Z MediaWiki default http://www.ietf.org/rfc/rfc$1.txt 1148 1292 2006-08-15T18:48:56Z MediaWiki default Rights: 1149 1293 2006-08-15T18:48:56Z MediaWiki default User rights log 1150 1294 2006-08-15T18:48:56Z MediaWiki default changed group membership for $1 from $2 to $3 1151 1295 2006-08-15T18:48:56Z MediaWiki default This is a log of changes to user rights. 1152 1296 2006-08-15T18:48:56Z MediaWiki default (none) 1153 1297 2006-08-15T18:48:56Z MediaWiki default Roll back edits 1154 1298 2006-08-15T18:48:56Z MediaWiki default Rollback 1155 1299 2006-08-15T18:48:56Z MediaWiki default Rollback failed 1156 1300 2006-08-15T18:48:56Z MediaWiki default rollback 1157 1301 2006-08-15T18:48:56Z MediaWiki default Rows: 1158 1302 2006-08-15T18:48:56Z MediaWiki default Sat 1159 1303 2006-08-15T18:48:56Z MediaWiki default Saturday 1160 1304 2006-08-15T18:48:56Z MediaWiki default Save page 1161 1305 2006-08-15T18:48:56Z MediaWiki default Your preferences have been saved. 1162 1306 2006-08-15T18:48:56Z MediaWiki default Save file 1163 1307 2006-08-15T18:48:56Z MediaWiki default Save 1164 1308 2006-08-15T18:48:56Z MediaWiki default Save User Groups 1165 1309 2006-08-15T18:48:56Z MediaWiki default [Interwiki transcluding is disabled] 1166 1310 2006-08-15T18:48:56Z MediaWiki default [Template fetch failed for $1; sorry] 1167 1311 2006-08-15T18:48:56Z MediaWiki default [URL is too long; sorry] 1168 1312 2006-08-15T18:48:56Z MediaWiki default Search 1169 1313 2006-08-15T18:48:56Z MediaWiki default Search 1170 1314 2006-08-15T18:48:56Z MediaWiki default Search for articles containing ''$1''. 1171 1315 2006-08-15T18:48:56Z MediaWiki default {{SITENAME}} search is disabled. You can search via Google in the meantime. Note that their indexes of {{SITENAME}} content may be out of date. 1172 1316 2006-08-15T18:48:56Z MediaWiki default Search full text 1173 1317 2006-08-15T18:48:56Z MediaWiki default Search for articles named ''$1''. 1174 1318 2006-08-15T18:48:56Z MediaWiki default Search results 1175 1319 2006-08-15T18:48:56Z MediaWiki default Search 1176 1320 2006-08-15T18:48:56Z MediaWiki default For more information about searching {{SITENAME}}, see [[{{ns:project}}:Searching|Searching {{SITENAME}}]]. 1177 1321 2006-08-15T18:48:56Z MediaWiki default You searched for '''[[:$1]]''' 1178 1322 2006-08-15T18:48:56Z MediaWiki default You searched for '''$1''' 1179 1323 2006-08-15T18:48:56Z MediaWiki default → 1180 1324 2006-08-15T18:48:56Z MediaWiki default Select a newer version for comparison 1181 1325 2006-08-15T18:48:56Z MediaWiki default Select an older version for comparison 1182 1326 2006-08-15T18:48:56Z MediaWiki default Source and destination titles are the same; can't move a page over itself. 1183 1327 2006-08-15T18:48:56Z MediaWiki default '''Note:''' This page has been locked so that only registered users can edit it. 1184 1328 2006-08-15T18:48:56Z MediaWiki default Sep 1185 1329 2006-08-15T18:48:56Z MediaWiki default September 1186 1330 2006-08-15T18:48:56Z MediaWiki default September 1187 1331 2006-08-15T18:48:56Z MediaWiki default Server time 1188 1332 2006-08-15T18:48:56Z MediaWiki default <strong>Sorry! We could not process your edit due to a loss of session data. Please try again. If it still doesn't work, try logging out and logging back in.</strong> 1189 1333 2006-08-15T18:48:56Z MediaWiki default <strong>Sorry! We could not process your edit due to a loss of session data.</strong> ''Because this wiki has raw HTML enabled, the preview is hidden as a precaution against JavaScript attacks.'' <strong>If this is a legitimate edit attempt, please try again. If it still doesn't work, try logging out and logging back in.</strong> 1190 1334 2006-08-15T18:48:56Z MediaWiki default There seems to be a problem with your login session; this action has been canceled as a precaution against session hijacking. Please hit "back" and reload the page you came from, then try again. 1191 1335 2006-08-15T18:48:56Z MediaWiki default <b>User rights for "$1" could not be set. (Did you enter the name correctly?)</b> 1192 1336 2006-08-15T18:48:56Z MediaWiki default Set user rights 1193 1337 2006-08-15T18:48:56Z MediaWiki default Set bureaucrat flag 1194 1338 2006-08-15T18:48:56Z MediaWiki default Set steward flag 1195 1339 2006-08-15T18:48:56Z MediaWiki default - 1196 2180 2006-08-16T12:45:36Z Sebmol 14 +link <div style="clear:both;"></div> {| align=center border=0 cellpadding=2 cellspacing=2 style="border: solid #aaa 1px; background: #f9f9f9; font-size: 90%; margin: .2em auto .2em auto;" |- | [[Image:Commons-logo.svg|20px|Wikimedia Commons logo]] |This is a file from the [[Commons:Main Page|Wikimedia Commons]]. The description on its '''[[Commons:Image:{{PAGENAMEE}}|description page there]]''' is shown below. |} 1197 1341 2006-08-15T18:48:56Z MediaWiki default Please see the $1 for further information. 1198 1342 2006-08-15T18:48:56Z MediaWiki default file description page 1199 1343 2006-08-15T18:48:56Z MediaWiki default Short pages 1200 1344 2006-08-15T18:48:56Z MediaWiki default Show 1201 1345 2006-08-15T18:48:56Z MediaWiki default Download high resolution version ($1x$2, $3 KB) 1202 1346 2006-08-15T18:48:56Z MediaWiki default Show changes 1203 1347 2006-08-15T18:48:56Z MediaWiki default ($1 bots) 1204 1348 2006-08-15T18:48:56Z MediaWiki default Showing below up to <b>$1</b> results starting with #<b>$2</b>. 1205 1349 2006-08-15T18:48:56Z MediaWiki default Showing below <b>$3</b> results starting with #<b>$2</b>. 1206 1350 2006-08-15T18:48:56Z MediaWiki default Show last $1 files sorted $2. 1207 1351 2006-08-15T18:48:56Z MediaWiki default Live preview 1208 1352 2006-08-15T18:48:56Z MediaWiki default Show preview 1209 1353 2006-08-15T18:48:56Z MediaWiki default show 1210 7012 2006-08-17T23:15:00Z Sebmol 14 typo * navigation ** mainpage-url|Main Page ** recentchanges-url|recentchanges ** randompage-url|randompage ** helppage|help ** sitesupport-url|sitesupport *community ** portal-url|portal ** Wikiversity:Colloquium|Colloquium ** currentevents-url|currentevents 1211 1355 2006-08-15T18:48:56Z MediaWiki default Your signature with timestamp 1212 1356 2006-08-15T18:48:56Z MediaWiki default {{int:loginend}} 1213 20745 2006-08-29T11:31:51Z JWSchmidt 20 link to the talk page <div style="width: 80%; margin-left: auto; margin-right: auto; text-align: center; font-size: 80%; font-weight: bold;">Please help design the [[m:Talk:Www.wikiversity.org template|www.wikiversity.org portal]] and [[m:Wikiversity/logo|Wikiversity logo]] on meta. <br>If you wish to have a page imported from Meta or Wikibooks, place your request on [[Wikiversity:Import]]''.</div> 1214 1358 2006-08-15T18:48:56Z MediaWiki default {{SITENAME}} statistics 1215 1359 2006-08-15T18:48:56Z MediaWiki default There are '''$1''' total pages in the database. This includes "talk" pages, pages about {{SITENAME}}, minimal "stub" pages, redirects, and others that probably don't qualify as content pages. Excluding those, there are '''$2''' pages that are probably legitimate content pages. '''$8''' files have been uploaded. There have been a total of '''$3''' page views, and '''$4''' page edits since the wiki was setup. That comes to '''$5''' average edits per page, and '''$6''' views per edit. The [http://meta.wikimedia.org/wiki/Help:Job_queue job queue] length is '''$7'''. 1216 1360 2006-08-15T18:48:56Z MediaWiki default 1217 1361 2006-08-15T18:48:56Z MediaWiki default Donations 1218 1362 2006-08-15T18:48:56Z MediaWiki default Project:Site support 1219 1363 2006-08-15T18:48:56Z MediaWiki default {{SITENAME}} 1220 1364 2006-08-15T18:48:56Z MediaWiki default {{SITENAME}} user $1 1221 1365 2006-08-15T18:48:56Z MediaWiki default {{SITENAME}} user(s) $1 1222 1366 2006-08-15T18:48:56Z MediaWiki default Skin 1223 1367 2006-08-15T18:48:56Z MediaWiki default (Preview) 1224 1368 2006-08-15T18:48:56Z MediaWiki default SORBS DNSBL 1225 1369 2006-08-15T18:48:56Z MediaWiki default Your IP address is listed as an open proxy in the [http://www.sorbs.net SORBS] DNSBL. You cannot create an account 1226 1370 2006-08-15T18:48:56Z MediaWiki default Your IP address is listed as an open proxy in the [http://www.sorbs.net SORBS] DNSBL. 1227 1371 2006-08-15T18:48:56Z MediaWiki default Source filename 1228 1372 2006-08-15T18:48:56Z MediaWiki default For newbies 1229 1373 2006-08-15T18:48:56Z MediaWiki default Newer $1 1230 1374 2006-08-15T18:48:56Z MediaWiki default Newest 1231 1375 2006-08-15T18:48:56Z MediaWiki default Older $1 1232 1376 2006-08-15T18:48:56Z MediaWiki default Oldest 1233 1377 2006-08-15T18:48:56Z MediaWiki default Show new images starting from $1 1234 1378 2006-08-15T18:48:56Z MediaWiki default All revisions contained links to $1, blanking 1235 1379 2006-08-15T18:48:56Z MediaWiki default Reverting to last version not containing links to $1 1236 1380 2006-08-15T18:48:56Z MediaWiki default MediaWiki spam cleanup 1237 1381 2006-08-15T18:48:56Z MediaWiki default The following text is what triggered our spam filter: $1 1238 1382 2006-08-15T18:48:56Z MediaWiki default The page you wanted to save was blocked by the spam filter. This is probably caused by a link to an external site. 1239 1383 2006-08-15T18:48:56Z MediaWiki default Spam protection filter 1240 1384 2006-08-15T18:48:56Z MediaWiki default Title: 1241 1385 2006-08-15T18:48:56Z MediaWiki default User: 1242 1386 2006-08-15T18:48:56Z MediaWiki default Special Page 1243 1387 2006-08-15T18:48:56Z MediaWiki default Special pages 1244 1388 2006-08-15T18:48:56Z MediaWiki default Special pages for all users 1245 1389 2006-08-15T18:48:56Z MediaWiki default (SQL query hidden) 1246 1390 2006-08-15T18:48:56Z MediaWiki default Statistics 1247 1391 2006-08-15T18:48:56Z MediaWiki default Most viewed pages 1248 1392 2006-08-15T18:48:56Z MediaWiki default Stored version 1249 1393 2006-08-15T18:48:56Z MediaWiki default Threshold for stub display: 1250 1394 2006-08-15T18:48:56Z MediaWiki default Subcategories 1251 1395 2006-08-15T18:48:56Z MediaWiki default There {{PLURAL:$1|is one subcategory|are $1 subcategories}} to this category. 1252 1396 2006-08-15T18:48:56Z MediaWiki default Subject/headline 1253 1397 2006-08-15T18:48:56Z MediaWiki default Successful upload 1254 1398 2006-08-15T18:48:56Z MediaWiki default Summary 1255 1399 2006-08-15T18:48:56Z MediaWiki default Sun 1256 1400 2006-08-15T18:48:56Z MediaWiki default Sunday 1257 1401 2006-08-15T18:48:56Z MediaWiki default No results 1258 1402 2006-08-15T18:48:56Z MediaWiki default First page 1259 1403 2006-08-15T18:48:56Z MediaWiki default Last page 1260 1404 2006-08-15T18:48:56Z MediaWiki default Show $1 items per page 1261 1405 2006-08-15T18:48:56Z MediaWiki default Go 1262 1406 2006-08-15T18:48:56Z MediaWiki default Next page 1263 1407 2006-08-15T18:48:56Z MediaWiki default Previous page 1264 1408 2006-08-15T18:48:56Z MediaWiki default From {{SITENAME}} 1265 1409 2006-08-15T18:48:56Z MediaWiki default Discussion 1266 1410 2006-08-15T18:48:56Z MediaWiki default '''The page itself was moved successfully, but the talk page could not be moved because one already exists at the new title. Please merge them manually.''' 1267 1411 2006-08-15T18:48:56Z MediaWiki default Discuss this page 1268 1412 2006-08-15T18:48:56Z MediaWiki default The corresponding talk page was also moved. 1269 1413 2006-08-15T18:48:56Z MediaWiki default The corresponding talk page was <strong>not</strong> moved. 1270 1414 2006-08-15T18:48:56Z MediaWiki default <!-- MediaWiki:talkpagetext --> 1271 1415 2006-08-15T18:48:56Z MediaWiki default View template page 1272 1416 2006-08-15T18:48:56Z MediaWiki default Templates used on this page: 1273 1417 2006-08-15T18:48:56Z MediaWiki default Editing 1274 1418 2006-08-15T18:48:56Z MediaWiki default Page text matches 1275 1419 2006-08-15T18:48:56Z MediaWiki default View or restore $1? 1276 1420 2006-08-15T18:48:56Z MediaWiki default Thu 1277 1421 2006-08-15T18:48:56Z MediaWiki default Enlarge 1278 1422 2006-08-15T18:48:56Z MediaWiki default Error creating thumbnail: $1 1279 1423 2006-08-15T18:48:56Z MediaWiki default Thumbnail size: 1280 1424 2006-08-15T18:48:56Z MediaWiki default Thursday 1281 1425 2006-08-15T18:48:56Z MediaWiki default Time zone 1282 1426 2006-08-15T18:48:56Z MediaWiki default Offset¹ 1283 1427 2006-08-15T18:48:56Z MediaWiki default The number of hours your local time differs from server time (UTC). 1284 1428 2006-08-15T18:48:56Z MediaWiki default Article title matches 1285 1429 2006-08-15T18:48:56Z MediaWiki default Contents 1286 1430 2006-08-15T18:48:56Z MediaWiki default Mark edits I make as patrolled 1287 1431 2006-08-15T18:48:56Z MediaWiki default Edit pages on double click (JavaScript) 1288 1432 2006-08-15T18:48:56Z MediaWiki default Enable section editing via [edit] links 1289 1433 2006-08-15T18:48:56Z MediaWiki default Enable section editing by right clicking<br /> on section titles (JavaScript) 1290 1434 2006-08-15T18:48:56Z MediaWiki default Edit box has full width 1291 1435 2006-08-15T18:48:56Z MediaWiki default E-mail me also for minor edits of pages 1292 1436 2006-08-15T18:48:56Z MediaWiki default Reveal my e-mail address in notification mails 1293 1437 2006-08-15T18:48:56Z MediaWiki default E-mail me when my user talk page is changed 1294 1438 2006-08-15T18:48:56Z MediaWiki default E-mail me when a page I'm watching is changed 1295 1439 2006-08-15T18:48:57Z MediaWiki default Expand watchlist to show all applicable changes 1296 1440 2006-08-15T18:48:57Z MediaWiki default Use external diff by default 1297 1441 2006-08-15T18:48:57Z MediaWiki default Use external editor by default 1298 1442 2006-08-15T18:48:57Z MediaWiki default Raw signatures (without automatic link) 1299 1443 2006-08-15T18:48:57Z MediaWiki default Prompt me when entering a blank edit summary 1300 1444 2006-08-15T18:48:57Z MediaWiki default Hide minor edits in recent changes 1301 1445 2006-08-15T18:48:57Z MediaWiki default Format broken links <a href="" class="new">like this</a> (alternative: like this<a href="" class="internal">?</a>). 1302 1446 2006-08-15T18:48:57Z MediaWiki default Justify paragraphs 1303 1447 2006-08-15T18:48:57Z MediaWiki default Mark all edits minor by default 1304 1448 2006-08-15T18:48:57Z MediaWiki default Disable page caching 1305 1449 2006-08-15T18:48:57Z MediaWiki default Auto-number headings 1306 1450 2006-08-15T18:48:57Z MediaWiki default Show preview on first edit 1307 1451 2006-08-15T18:48:57Z MediaWiki default Show preview before edit box 1308 1452 2006-08-15T18:48:57Z MediaWiki default Remember across sessions 1309 1453 2006-08-15T18:48:57Z MediaWiki default Enable "jump to" accessibility links 1310 1454 2006-08-15T18:48:57Z MediaWiki default Show the number of watching users 1311 1455 2006-08-15T18:48:57Z MediaWiki default Show table of contents (for pages with more than 3 headings) 1312 1456 2006-08-15T18:48:57Z MediaWiki default Show edit toolbar (JavaScript) 1313 1457 2006-08-15T18:48:57Z MediaWiki default Underline links: 1314 1458 2006-08-15T18:48:57Z MediaWiki default Use live preview (JavaScript) (Experimental) 1315 1459 2006-08-15T18:48:57Z MediaWiki default Enhanced recent changes (JavaScript) 1316 1460 2006-08-15T18:48:57Z MediaWiki default Add pages I create to my watchlist 1317 1461 2006-08-15T18:48:57Z MediaWiki default Add pages I edit to my watchlist 1318 1462 2006-08-15T18:48:57Z MediaWiki default Hide bot edits from the watchlist 1319 1463 2006-08-15T18:48:57Z MediaWiki default Hide my edits from the watchlist 1320 1464 2006-08-15T18:48:57Z MediaWiki default Toolbox 1321 1465 2006-08-15T18:48:57Z MediaWiki default See the differences between the two selected versions of this page. [alt-v] 1322 1466 2006-08-15T18:48:57Z MediaWiki default Show which changes you made to the text. [alt-v] 1323 1467 2006-08-15T18:48:57Z MediaWiki default Mark this as a minor edit [alt-i] 1324 1468 2006-08-15T18:48:57Z MediaWiki default Preview your changes, please use this before saving! [alt-p] 1325 1469 2006-08-15T18:48:57Z MediaWiki default Recreate the page despite it has been deleted 1326 1470 2006-08-15T18:48:57Z MediaWiki default Save your changes [alt-s] 1327 1471 2006-08-15T18:48:57Z MediaWiki default Search {{SITENAME}} [alt-f] 1328 1472 2006-08-15T18:48:57Z MediaWiki default Add this page to your watchlist [alt-w] 1329 1473 2006-08-15T18:48:57Z MediaWiki default ; $4$5 : [$2 $1] 1330 1474 2006-08-15T18:48:57Z MediaWiki default <div id="mw_trackbacks"> Trackbacks for this article:<br /> $1 </div> 1331 1475 2006-08-15T18:48:57Z MediaWiki default The trackback was successfully deleted. 1332 1476 2006-08-15T18:48:57Z MediaWiki default ; $4$5 : [$2 $1]: <nowiki>$3</nowiki> 1333 1477 2006-08-15T18:48:57Z MediaWiki default Trackback 1334 1478 2006-08-15T18:48:57Z MediaWiki default ([$1 Delete]) 1335 1479 2006-08-15T18:48:57Z MediaWiki default Try exact match 1336 1480 2006-08-15T18:48:57Z MediaWiki default Tue 1337 1481 2006-08-15T18:48:57Z MediaWiki default Tuesday 1338 1482 2006-08-15T18:48:57Z MediaWiki default View the last $1 changes; view the last $2 days. 1339 1483 2006-08-15T18:48:57Z MediaWiki default Below are this user's last <b>$1</b> changes in the last <b>$2</b> days. 1340 1484 2006-08-15T18:48:57Z MediaWiki default (top) 1341 1485 2006-08-15T18:48:57Z MediaWiki default User ID: 1342 1486 2006-08-15T18:48:57Z MediaWiki default [[User:$1|$1]] has been unblocked 1343 1487 2006-08-15T18:48:57Z MediaWiki default Unblock user 1344 1488 2006-08-15T18:48:57Z MediaWiki default Use the form below to restore write access to a previously blocked IP address or username. 1345 1489 2006-08-15T18:48:57Z MediaWiki default unblock 1346 1490 2006-08-15T18:48:57Z MediaWiki default unblocked $1 1347 1491 2006-08-15T18:48:57Z MediaWiki default Uncategorized categories 1348 1492 2006-08-15T18:48:57Z MediaWiki default Uncategorized images 1349 1493 2006-08-15T18:48:57Z MediaWiki default Uncategorized pages 1350 1494 2006-08-15T18:48:57Z MediaWiki default View deleted pages 1351 1495 2006-08-15T18:48:57Z MediaWiki default Undelete {{PLURAL:$1|one edit|$1 edits}} 1352 1496 2006-08-15T18:48:57Z MediaWiki default Restore deleted page 1353 1497 2006-08-15T18:48:57Z MediaWiki default Restore 1354 1498 2006-08-15T18:48:57Z MediaWiki default Comment: 1355 1499 2006-08-15T18:48:57Z MediaWiki default restored "[[$1]]" 1356 1500 2006-08-15T18:48:57Z MediaWiki default $1 file(s) restored 1357 1501 2006-08-15T18:48:57Z MediaWiki default <big>'''$1 has been restored'''</big> Consult the [[Special:Log/delete|deletion log]] for a record of recent deletions and restorations. 1358 1502 2006-08-15T18:48:57Z MediaWiki default $1 revisions restored 1359 1503 2006-08-15T18:48:57Z MediaWiki default $1 revisions and $2 file(s) restored 1360 1504 2006-08-15T18:48:57Z MediaWiki default To restore the entire page, leave all checkboxes deselected and click '''''Restore'''''. To perform a selective restoration, check the boxes corresponding to the revisions to be restored, and click '''''Restore'''''. Clicking '''''Reset''''' will clear the comment field and all checkboxes. 1361 1505 2006-08-15T18:48:57Z MediaWiki default If you restore the page, all revisions will be restored to the history. If a new page with the same name has been created since the deletion, the restored revisions will appear in the prior history, and the current revision of the live page will not be automatically replaced. 1362 1506 2006-08-15T18:48:57Z MediaWiki default This article has been deleted. The reason for deletion is shown in the summary below, along with details of the users who had edited this page before deletion. The actual text of these deleted revisions is only available to administrators. 1363 1507 2006-08-15T18:48:57Z MediaWiki default View and restore deleted pages 1364 1508 2006-08-15T18:48:57Z MediaWiki default The following pages have been deleted but are still in the archive and can be restored. The archive may be periodically cleaned out. 1365 1509 2006-08-15T18:48:57Z MediaWiki default Reset 1366 1510 2006-08-15T18:48:57Z MediaWiki default Deleted revision as of $1 1367 1511 2006-08-15T18:48:57Z MediaWiki default $1 revisions archived 1368 1512 2006-08-15T18:48:57Z MediaWiki default Always 1369 1513 2006-08-15T18:48:57Z MediaWiki default Browser default 1370 1514 2006-08-15T18:48:57Z MediaWiki default Never 1371 1515 2006-08-15T18:48:57Z MediaWiki default Unexpected value: "$1"="$2". 1372 1516 2006-08-15T18:48:57Z MediaWiki default px 1373 1517 2006-08-15T18:48:57Z MediaWiki default Unlock database 1374 1518 2006-08-15T18:48:57Z MediaWiki default Yes, I really want to unlock the database. 1375 1519 2006-08-15T18:48:57Z MediaWiki default Unlock database 1376 1520 2006-08-15T18:48:57Z MediaWiki default Database lock removed 1377 1521 2006-08-15T18:48:57Z MediaWiki default The database has been unlocked. 1378 1522 2006-08-15T18:48:57Z MediaWiki default Unlocking the database will restore the ability of all users to edit pages, change their preferences, edit their watchlists, and other things requiring changes in the database. Please confirm that this is what you intend to do. 1379 1523 2006-08-15T18:48:57Z MediaWiki default unprotect 1380 1524 2006-08-15T18:48:57Z MediaWiki default Reason for unprotecting 1381 1525 2006-08-15T18:48:57Z MediaWiki default unprotected "[[$1]]" 1382 1526 2006-08-15T18:48:57Z MediaWiki default (Unprotecting "$1") 1383 1527 2006-08-15T18:48:57Z MediaWiki default Unprotect this page 1384 1528 2006-08-15T18:48:57Z MediaWiki default Unused categories 1385 1529 2006-08-15T18:48:57Z MediaWiki default The following category pages exist although no other article or category make use of them. 1386 1530 2006-08-15T18:48:57Z MediaWiki default Unused files 1387 1531 2006-08-15T18:48:57Z MediaWiki default <p>Please note that other web sites may link to an image with a direct URL, and so may still be listed here despite being in active use.</p> 1388 1532 2006-08-15T18:48:57Z MediaWiki default Unused templates 1389 1533 2006-08-15T18:48:57Z MediaWiki default This page lists all pages in the template namespace which are not included in another page. Remember to check for other links to the templates before deleting them. 1390 1534 2006-08-15T18:48:57Z MediaWiki default other links 1391 1535 2006-08-15T18:48:57Z MediaWiki default Unwatch 1392 1536 2006-08-15T18:48:57Z MediaWiki default Unwatched pages 1393 1537 2006-08-15T18:48:57Z MediaWiki default Stop watching 1394 1538 2006-08-15T18:48:57Z MediaWiki default (Updated) 1395 1539 2006-08-15T18:48:57Z MediaWiki default updated since my last visit 1396 1540 2006-08-15T18:48:57Z MediaWiki default Upload file 1397 1541 2006-08-15T18:48:57Z MediaWiki default The upload directory ($1) is not writable by the webserver. 1398 1542 2006-08-15T18:48:57Z MediaWiki default Upload file 1399 1543 2006-08-15T18:48:57Z MediaWiki default The file is corrupt or has an incorrect extension. Please check the file and upload again. 1400 1544 2006-08-15T18:48:57Z MediaWiki default Uploads disabled 1401 1545 2006-08-15T18:48:57Z MediaWiki default File uploads are disabled on this wiki. 1402 1546 2006-08-15T18:48:57Z MediaWiki default Uploaded files 1403 1547 2006-08-15T18:48:57Z MediaWiki default uploaded "[[$1]]" 1404 1548 2006-08-15T18:48:57Z MediaWiki default Upload error 1405 1549 2006-08-15T18:48:57Z MediaWiki default upload log 1406 1550 2006-08-15T18:48:57Z MediaWiki default Upload log 1407 1551 2006-08-15T18:48:57Z MediaWiki default Below is a list of the most recent file uploads. 1408 1552 2006-08-15T18:48:57Z MediaWiki default Upload a new version of this file 1409 1553 2006-08-15T18:48:57Z MediaWiki default Not logged in 1410 1554 2006-08-15T18:48:57Z MediaWiki default You must be [[Special:Userlogin|logged in]] to upload files. 1411 1555 2006-08-15T18:48:57Z MediaWiki default This file contains HTML or script code that may be erroneously be interpreted by a web browser. 1412 1556 2006-08-15T18:48:57Z MediaWiki default Use the form below to upload files, to view or search previously uploaded images go to the [[Special:Imagelist|list of uploaded files]], uploads and deletions are also logged in the [[Special:Log/upload|upload log]]. To include the image in a page, use a link in the form '''<nowiki>[[{{ns:image}}:File.jpg]]</nowiki>''', '''<nowiki>[[{{ns:image}}:File.png|alt text]]</nowiki>''' or '''<nowiki>[[{{ns:media}}:File.ogg]]</nowiki>''' for directly linking to the file. 1413 1557 2006-08-15T18:48:57Z MediaWiki default The file contains a virus! Details: $1 1414 1558 2006-08-15T18:48:57Z MediaWiki default Upload warning 1415 1559 2006-08-15T18:48:57Z MediaWiki default <b>User rights for "$1" updated</b> 1416 1560 2006-08-15T18:48:57Z MediaWiki default <strong>Tip:</strong> Use the 'Show preview' button to test your new CSS/JS before saving. 1417 1561 2006-08-15T18:48:57Z MediaWiki default '''Remember that you are only previewing your user CSS, it has not yet been saved!''' 1418 1562 2006-08-15T18:48:57Z MediaWiki default Username entered already in use. Please choose a different name. 1419 1563 2006-08-15T18:48:57Z MediaWiki default '''Warning:''' There is no skin "$1". Remember that custom .css and .js pages use a lowercase title, e.g. User:Foo/monobook.css as opposed to User:Foo/Monobook.css. 1420 1564 2006-08-15T18:48:57Z MediaWiki default '''Remember that you are only testing/previewing your user JavaScript, it has not yet been saved!''' 1421 1565 2006-08-15T18:48:57Z MediaWiki default Log in / create account 1422 1566 2006-08-15T18:48:57Z MediaWiki default Log out 1423 1567 2006-08-15T18:48:57Z MediaWiki default Mail object returned error: 1424 1568 2006-08-15T18:48:57Z MediaWiki default Username: 1425 1569 2006-08-15T18:48:57Z MediaWiki default View user page 1426 1570 2006-08-15T18:48:57Z MediaWiki default User rights management 1427 1571 2006-08-15T18:48:57Z MediaWiki default Edit user groups 1428 1572 2006-08-15T18:48:57Z MediaWiki default Available groups: 1429 1573 2006-08-15T18:48:57Z MediaWiki default Select groups you want the user to be removed from or added to. Unselected groups will not be changed. You can deselect a group with CTRL + Left Click 1430 1574 2006-08-15T18:48:57Z MediaWiki default Member of: 1431 1575 2006-08-15T18:48:57Z MediaWiki default Manage user groups 1432 1576 2006-08-15T18:48:57Z MediaWiki default Enter a username: 1433 1577 2006-08-15T18:48:57Z MediaWiki default User statistics 1434 1578 2006-08-15T18:48:57Z MediaWiki default There are '''$1''' registered users, of which '''$2''' (or '''$4%''') are $5. 1435 1579 2006-08-15T18:48:57Z MediaWiki default sr 1436 1580 2006-08-15T18:48:57Z MediaWiki default sr-ec 1437 1581 2006-08-15T18:48:57Z MediaWiki default sr-el 1438 1582 2006-08-15T18:48:57Z MediaWiki default sr-jc 1439 1583 2006-08-15T18:48:57Z MediaWiki default sr-jl 1440 1584 2006-08-15T18:48:57Z MediaWiki default zh 1441 1585 2006-08-15T18:48:57Z MediaWiki default cn 1442 1586 2006-08-15T18:48:57Z MediaWiki default hk 1443 1587 2006-08-15T18:48:57Z MediaWiki default sg 1444 1588 2006-08-15T18:48:57Z MediaWiki default tw 1445 1589 2006-08-15T18:48:57Z MediaWiki default Version 1446 1590 2006-08-15T18:48:57Z MediaWiki default Version $1 of MediaWiki required 1447 1591 2006-08-15T18:48:57Z MediaWiki default Version $1 of MediaWiki is required to use this page. See [[Special:Version]] 1448 1592 2006-08-15T18:48:57Z MediaWiki default This page has been accessed {{plural:$1|one time|$1 times}}. 1449 1593 2006-08-15T18:48:57Z MediaWiki default View $1? 1450 1594 2006-08-15T18:48:57Z MediaWiki default View deleted pages 1451 1595 2006-08-15T18:48:57Z MediaWiki default View help page 1452 1596 2006-08-15T18:48:57Z MediaWiki default View logs for this page 1453 1597 2006-08-15T18:48:57Z MediaWiki default View ($1) ($2) ($3). 1454 1598 2006-08-15T18:48:57Z MediaWiki default Views 1455 1599 2006-08-15T18:48:57Z MediaWiki default View source 1456 1600 2006-08-15T18:48:57Z MediaWiki default for $1 1457 1601 2006-08-15T18:48:57Z MediaWiki default View discussion 1458 1602 2006-08-15T18:48:57Z MediaWiki default Wanted categories 1459 1603 2006-08-15T18:48:57Z MediaWiki default Wanted pages 1460 1604 2006-08-15T18:48:57Z MediaWiki default Watch 1461 1605 2006-08-15T18:48:57Z MediaWiki default * $1 pages watched not counting talk pages * [[Special:Watchlist/edit|Show and edit complete watchlist]] * [[Special:Watchlist/clear|Remove all pages]] 1462 1606 2006-08-15T18:48:57Z MediaWiki default Here's an alphabetical list of your watched content pages. Check the boxes of pages you want to remove from your watchlist and click the 'remove checked' button at the bottom of the screen (deleting a content page also deletes the accompanying talk page and vice versa). 1463 1607 2006-08-15T18:48:57Z MediaWiki default My watchlist 1464 1608 2006-08-15T18:48:57Z MediaWiki default all 1465 1609 2006-08-15T18:48:57Z MediaWiki default all 1466 1610 2006-08-15T18:48:57Z MediaWiki default Please $1 to view or edit items on your watchlist. 1467 1611 2006-08-15T18:48:57Z MediaWiki default Clear watchlist 1468 1612 2006-08-15T18:48:57Z MediaWiki default Your watchlist has been cleared. $1 items were removed. 1469 1613 2006-08-15T18:48:57Z MediaWiki default Are you sure you wish to remove them? 1470 1614 2006-08-15T18:48:57Z MediaWiki default Your watchlist contains $1 pages. 1471 1615 2006-08-15T18:48:57Z MediaWiki default '''You have $1 items on your watchlist, including talk pages.''' 1472 1616 2006-08-15T18:48:57Z MediaWiki default (for '''$1''') 1473 1617 2006-08-15T18:48:57Z MediaWiki default checking watched pages for recent edits 1474 1618 2006-08-15T18:48:57Z MediaWiki default checking recent edits for watched pages 1475 1619 2006-08-15T18:48:57Z MediaWiki default None of your watched items was edited in the time period displayed. 1476 1620 2006-08-15T18:48:57Z MediaWiki default Not logged in 1477 1621 2006-08-15T18:48:57Z MediaWiki default You must be [[Special:Userlogin|logged in]] to modify your watchlist. 1478 1622 2006-08-15T18:48:57Z MediaWiki default Watch this page 1479 1623 2006-08-15T18:48:57Z MediaWiki default Watch this page 1480 1624 2006-08-15T18:48:57Z MediaWiki default Wed 1481 1625 2006-08-15T18:48:57Z MediaWiki default Wednesday 1482 1626 2006-08-15T18:48:57Z MediaWiki default == Welcome, $1! == Your account has been created. Don't forget to change your {{SITENAME}} preferences. 1483 1627 2006-08-15T18:48:57Z MediaWiki default What links here 1484 1628 2006-08-15T18:48:57Z MediaWiki default To be allowed to create accounts in this Wiki you have to [[Special:Userlogin|log]] in and have the appropriate permissions. 1485 1629 2006-08-15T18:48:57Z MediaWiki default You are not allowed to create an account 1486 1630 2006-08-15T18:48:57Z MediaWiki default You have to $1 to edit pages. 1487 1631 2006-08-15T18:48:57Z MediaWiki default Login required to edit 1488 1632 2006-08-15T18:48:57Z MediaWiki default You have to [[Special:Userlogin|login]] to read pages. 1489 1633 2006-08-15T18:48:57Z MediaWiki default Login required to read 1490 1634 2006-08-15T18:48:57Z MediaWiki default $1×$2 1491 1635 2006-08-15T18:48:57Z MediaWiki default Done. 1492 1636 2006-08-15T18:48:57Z MediaWiki default * E-mail notification is enabled. 1493 1637 2006-08-15T18:48:57Z MediaWiki default * Pages which have been changed since you last visited them are shown in '''bold''' 1494 1638 2006-08-15T18:48:57Z MediaWiki default $1 bot edits 1495 1639 2006-08-15T18:48:57Z MediaWiki default $1 my edits 1496 1640 2006-08-15T18:48:57Z MediaWiki default Below are the last $1 changes in the last <b>$2</b> hours. 1497 1641 2006-08-15T18:48:57Z MediaWiki default This is a saved version of your watchlist. 1498 1642 2006-08-15T18:48:57Z MediaWiki default Show last $1 hours $2 days $3 1499 1643 2006-08-15T18:48:57Z MediaWiki default Incorrect parameters to wfQuery()<br /> Function: $1<br /> Query: $2 1500 1644 2006-08-15T18:48:57Z MediaWiki default Incorrect password entered. Please try again. 1501 1645 2006-08-15T18:48:57Z MediaWiki default Password entered was blank. Please try again. 1502 1646 2006-08-15T18:48:57Z MediaWiki default You have $1 ($2). 1503 1647 2006-08-15T18:48:57Z MediaWiki default You have new messages on $1 1504 1648 2006-08-15T18:48:57Z MediaWiki default Differences 1505 1649 2006-08-15T18:48:57Z MediaWiki default Your domain 1506 1650 2006-08-15T18:48:57Z MediaWiki default E-mail * 1507 1651 2006-08-15T18:48:57Z MediaWiki default Language: 1508 1652 2006-08-15T18:48:57Z MediaWiki default Username 1509 1653 2006-08-15T18:48:57Z MediaWiki default Nickname: 1510 1654 2006-08-15T18:48:57Z MediaWiki default Password 1511 1655 2006-08-15T18:48:57Z MediaWiki default Retype password 1512 1656 2006-08-15T18:48:57Z MediaWiki default Real name * 1513 1657 2006-08-15T18:48:57Z MediaWiki default Your text 1514 1658 2006-08-15T18:48:57Z MediaWiki default Variant 1515 1660 2006-08-15T18:57:34Z Sebmol 14 new template to simulate headings <includeonly><div id="{{{2}}}" style="padding:3px 3px 0px 3px; text-align: left; font-family: Gill Sans, Futura, sans-serif; font-size:120%; font-stretch: condensed; border-bottom: solid 1px #{{{1}}}; background-color:{{#if:{{{3|}}}|#{{{3}}}|transparent}};color:{{#if:{{{4|}}}|#{{{4}}}|black}}">{{{2}}}</div></includeonly> 1516 1671 2006-08-15T19:07:36Z Sebmol 14 <span id="shortcut" class="shortcut">Shortcut: {{{1}}}</span> 1518 1670 2006-08-15T19:06:33Z Sebmol 14 Redirecting to [[Wikiversity:Colloquium]] #REDIRECT [[Wikiversity:Colloquium]] 1522 11074 2006-08-22T00:14:57Z Deon555 206 #wikiversity is no longer owned/used by German Wikiversity :s {{Shortcut|[[WV:CHAT]]}} For [[wikipedia:real-time|real-time]] chat with other Wikiversity users, in addition to live [[Special:Recentchanges|recent changes]] ([[meta:Help:Recent changes|find out more]]), several [[wikipedia:Internet Relay Chat|Internet Relay Chat]] ([[wiktionary:IRC|IRC]]) channels are located on the [[wikipedia:freenode|freenode]] network ([http://freenode.net website]): ==Channels== * [irc://irc.freenode.net/wikiversity-en #wikiversity-en] is the main channel, which is used by most Wikiversity users. * [irc://irc.freenode.net/mediawiki #mediawiki] is particularly for discussion about the [[wikipedia:MediaWiki|MediaWiki]] software. * [irc://irc.freenode.net/wikimedia #wikimedia] is for discussion of [[wikipedia:Wikimedia Foundation|Wikimedia Foundation]] issues. * [irc://irc.freenode.net/wikimedia-tech #wikimedia-tech] is for discussion of technical issues relating to the Wikimedia servers. * [irc://irc.freenode.net/wikimedia-toolserver #wikimedia-toolserver] is for discussion of technical issues relating to the [[meta:Toolserver|Toolserver]]. It should be noted by all users that all official Wikimedia channels now prohibit the publishing of chat logs publicly; although there are exceptions - see [[meta:IRC channels]] for more details. There are also, in addition to the above channels, several for specific different language Wikiversities, and for different Wikimedia projects. For example, [[wikipedia:Wikinews|Wikinews]] uses [irc://irc.freenode.net/wikinews #wikinews]. For keeping track of recent changes, there are about 500 channels available on [irc://irc.wikimedia.org/ irc.wikimedia.org], see [[meta:IRC Channels#Recent changes channels|Recent changes channels]] for further details. == Web based Java version == For web-based access to the IRC channels, you may use [[wikipedia:User:Bjelleklang|Bjelleklang]]'s [[wikipedia:Java|Java]]-based [http://tools.wikimedia.de/~bjelleklang/pjirc/ IRC client]. == Tools == * [http://colloquy.info/extras/details.php?file=36 Wikifier] and [http://colloquy.info/extras/details.php?file=52 WikipediaLink] plugins for the [[wikipedia:Colloquy (IRC client)|Colloquy]] IRC client makes wikilinks clickable. *[[wikipedia:User:Henna/VF]] is a Java program that gives a nice, customizable front end to the [irc://irc.wikimedia.org/en.wikipedia Recent Changes IRC channel]. == See also == * More [[meta:IRC|details]] are on [[meta:Main page|Meta]]. * [[Meta:IRC channel cloaks]] provide information about obtaining a hostmask cloak. [[Category:Wikiversity]] 1523 1684 2006-08-15T19:20:17Z Sebmol 14 Redirecting to [[Wikiversity:Chat]] #REDIRECT [[Wikiversity:Chat]] 1526 24013 2006-09-05T03:15:11Z Trevor MacInnis 99 link to page instead of category <div style="float:right;width:40%"> <div style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:1em" > {{Wikiversity:Announcements}} </div> </div> __TOC__ == Welcome to Wikiversity == *'''[[Wikiversity:Welcome, newcomers|Welcome, newcomers]]!''' * [[Wikiversity:Adding content|Adding content]] - how to contribute content to Wikiversity. == Communicate== * '''[[Wikiversity:Colloquium|Colloquium]]''' - for questions, comments and general discussion about Wikiversity * [[Wikiversity:Chat|Chat]] - talk live with other Wikiversity users * [[Wikiversity:Help desk|Help desk]] - Ask a question about anything. * Mailing List: ''Wikiversity-l'' Please [http://mail.wikimedia.org/mailman/subscribe/wikiversity-l subscribe] to the list or [http://mail.wikimedia.org/pipermail/wikiversity-l/ view the archives]. == Participate == ===Time Dependent=== * [[Wikiversity translations|Translators needed]] for Wikiversity Beta discussions. * [[m:Wikiversity/logo|Logo contest]] for Wikiversity on meta * [[Wikiversity:Motto contest|Motto and slogan contest]] - help create a motto and a slogan for Wikipedia *''Use new main page design?'' - '''[[Wikiversity_talk:Main_Page#New_page_design|comment]]''' on talk page. ===Ongoing=== * '''[[Wikiversity:Learning projects|Learning Projects]]''' encourage active learning. * [[Organizing Self Management For Wikiversity|Organizing Self Management]] for Wikiversity * [[Wikiversity:Featured|Plan for featured content]] - show off Wikiversity's finest * [[Wikiversity:Policies|Policies]] - for proposed policies and discussion about those * [[Wikiversity:Wikiversity mission|Wikiversity mission]] - help refine Wikiversity's mission statement ===To do lists=== * [[Help_with_the_migration_of_Wikiversity_pages_from_Wikibooks]] == Custodian work == * [[Wikiversity:Candidates for Custodianship|Candidates for Custodianship]] - find out who's applying for [[WV:CUST|Custodianship]] * [[Wikiversity:Import|Import]] - to move Wikiversity pages from Meta and Wikibooks * [[Wikiversity:Request custodian action|Request custodian action]] - for page deletion, protection, user blocking and undoing all those * [[Wikiversity:Register Language of Interest|Register language of interest]] We have a threshold of ten interested participants to initiate a dedicated language domain away from the beta.wikiversity.org incubator site. ==See also== *[[Wikiversity:Major portals|Major Wikiversity Portals]] [[Category:Wikiversity|Community Portal]] 1527 23606 2006-09-04T16:27:45Z Reswik 82 copyedit This page is for listing new designs for Wikiversity's main page. ==New Designs== *[[Wikiversity:Main_Page/Design_1]] (1st design moved to Design 1 from this page) *[[Wikiversity:Main_Page/Design_2]] 1528 23662 2006-09-04T18:50:41Z JWSchmidt 20 link "edit" to editing tutorial {{policy|[[WV:BOLD]]}} [[Wiki]]s only work if people are '''bold'''. Go ahead--change something here, [[Wikiversity:Introduction|edit]] something there, correct a mistake, add a new perspective, improve the language, whatever you like! That's what wikis are all about. It's what you are expected to do. Surprisingly, that actually works as long as [[Wikiversity:Civility|civility]] is maintained. You'll quickly notice the "natural" and understandable impulse of authors to "own" and protect their writing; this is counterproductive when it comes to wikis. It is a good idea to get rid of that tendency by being open to other people's edits. That's the only way a page will improve over time. Think about it: you might not know every perspective and every angle of a subject. Regardless of how thoughtfully you work, an additional set of eyes will always find something to improve. So '''be bold''' not just when editing other pages but accept it on your "own" as well. ''Be bold'' does not mean ''be radical'': substantial changes should be verifiable. Significant changes in the structure of a page or working of an internal procedure should be discussed on the appropriate talk pages. Good luck and be bold! You can do it! [[Category:Wikiversity policy|Be bold]] 1532 23994 2006-09-05T02:41:25Z 24.85.167.234 /* Proposed Learning Projects */ {{shortcut|[[WV:LP]]}} :''For a guide to existing learning projects see: [[Portal:Learning Projects]].'' A fundamental unit of community within Wikiversity is the [[Wikiversity:Learning#Learning groups|Learning Group]]. Wikiversity Learning Groups are groups of Wikiversity participants with a shared learning goal. Learning Groups participate in '''Wikiversity Learning Projects''' that are relevant to achieving a group's learning goals. Learning projects involve the creation and development of Wikiversity pages that describe the learning experiences of Learning Group members. This page is for general discussion of Wikiversity learning projects: their purpose, how to start and manage them and how to support the learning goals of Wikipedia participants through the development of learning projects. The [[Portal:Learning Projects|Learning Project Portal]] provides an introduction to existing Wikipedia learning projects. ===Proposed Learning Projects=== List and discuss proposed learning projects. Remember to also list them in there respective schools for more exposure: *[[Introduction to Wiki]] - Introduction to wiki editing and wiki communities *[[Institutional ethnography]] - Introduction to a social research method for the study of everyday life and group organization. *[[Citing Sources]] - Introduction to finding high quality, verifiable sources and citing them in WikiMedia projects. *[[Climate Change Project]] - students explore climatological data and climate prediction models. *[[Astronomy Project]] - students access public astronomy databases and explore outer space. *[[Theory of Everything Project]] - student research projects involving public databases for particle physics experiments. *[[Educational Video Project]] - participants learn how to make videos, catalog free license video sources, contact holders of educational video and ask for release of video under the GFDL. *[[Wikimedia Garbage Detail]] - Wikiversity's sister projects such as Wikipedia discard articles that do not conform to the narrow mission of the various Wikimedia projects. The Wikimedia Garbage Detail will be a Wikiversity project devoted to learning how to efficiently capture discarded content from other Wikimedia projects that is suitable for Wikiversity. *[[Screensaver Project]] - List distributed computing research screesavers (like folding@home) for students to download and run in the background with the eventual goal of writing one purely for wikiversity *Proposed [[Learning project]]: [[3DTheater.org]] - 3D Framework and SDK for live or scripted networked 3D Video-Game quality Wikiversity events such as school plays, sporting events, class sessions or virtual social events. Any 3D renderable setting may be explored. Any variation of live acting, scripted actor sequences or Artificial Intelligent natural language responses may be incorporated. Any new Virtual 3D Sport may be created to obey its own laws of physics. Any other conceivable (legal and ethical) use for this virtual space could be entertained. The aim of this project would be to raise the level of user configurability such that--like in these wiki pages--the browser can quickly become the author, rendering assets for our 3D virtual campus, and breaking new ground in the field of virtual technology. *[[Bloom clock project]] *[[Investigating 3D Geometric Algebra]] - The primary goal of this learning project is to introduce Geometric Algebra in an accessible and fun way for people with a high school background in Maths and Physics. *[[Creation of Free Online Univeristy]]- The primary goal of this learning project is to create the framework for a free degree granting virtual university, for the global community. *[[Star Fleet Academy]] - scholarly analysis of the science, sociology and languages of the fictional Star Trek universe. ==See also== *A guide to existing Wikipedia learning projects: [[Portal:Learning Projects|Learning Project Portal]] *[[Portal:Education]] - the Wikiversity model of online education. *If you are looking for a quick answer to a question, try the [[Wikiversity:Help desk]]. *If there is a conventional subject area that you want to explore, try browsing the [[Wikiversity:Schools|Wikiversity Schools list]] or the [[Wikiversity:Major portals|major Wikiversity portals]]. {{WikiversityUsers}} [[Category:Learning projects]] 1536 1984 2006-08-16T10:50:07Z Sebmol 14 linkfix #REDIRECT[[Wikiversity:What Wikiversity is not]] 1538 10991 2006-08-21T22:41:54Z Trevor MacInnis 99 {{Policy}} {{Shortcut|[[WV:AGF]]}} {{Policy}} To '''assume good faith''' is a fundamental principle on [[Wikiversity]]. As we allow anyone to edit, it follows that we assume that most people who work on the project are trying to help it, not hurt it. If this weren't true, a project like Wikiversity would be doomed from the beginning. This principle is also called the '''principle of first trust.''' When you can reasonably assume that a mistake someone made was a well-intentioned attempt to further the goals of the project, correct it without criticizing. When you disagree with someone, remember that they probably believe that they are helping the project. Consider using [[Wikiversity:Talk page|talk page]]s to explain yourself, and give others the opportunity to do the same. This can avoid misunderstandings and prevent problems from escalating. Newcomers unaware of Wikiversity's unique culture and the mechanics of Wikiversity editing often make mistakes or fail to respect community norms. It is not uncommon for a newcomer to believe that an unfamiliar policy should be changed to match their experience elsewhere. Similarly, many newcomers bring with them experience or expertise for which they expect immediate respect. Behaviors arising from these perspectives are not malicious. Obviously, editors are no longer expected to assume good faith when, despite the best possible construction we can place upon the actions of another, it is clear that they do not wish to serve the project's goals. Actions inconsistent with good faith include vandalism, [[w:Sockpuppet (internet)|sockpuppetry]], and other clear instances of intentional deceipt. Assuming good faith also does not mean that no action by editors should be criticized, but instead that criticism should not be attributed to malice unless there is specific evidence of malice. Accusing the other side in a conflict of not assuming good faith, without showing reasonable supporting evidence, is another form of failing to assume good faith. ==See also== ===Essays=== * [[:w:Wikipedia:Assume the assumption of good faith|Wikipedia:Assume the assumption of good faith]] * [[:w:Wikipedia:No angry mastodons|Wikipedia:No angry mastodons]] * [[:w:Wikipedia:On assuming good faith|Wikipedia:On assuming good faith]] * [[:w:Wikipedia:Assume bad faith|Wikipedia:Assume bad faith]] * [[:m:WikipediAhimsa|Wikipedia policy should follow the spirit of ahimsa (from meta)]] ===Articles=== * [[w:Ethic of reciprocity|Ethic of reciprocity]] * [[w:Hanlon's razor|Hanlon's razor]] * [[w:Reciprocal altruism|Reciprocal altruism]] [[Category:Wikiversity policy]] 1539 1790 2006-08-15T23:35:44Z Sebmol 14 Redirecting to [[Wikiversity:Assume Good Faith]] #REDIRECT [[Wikiversity:Assume Good Faith]] 1542 1754 2006-08-15T22:30:11Z 555 15 Redirecting to [[Wikiversity:About]] #REDIRECT [[Wikiversity:About]] 1544 6309 2006-08-17T11:14:40Z Cormaggio 8 add category:research <big>'''''Goal of the learning project:'''''</big><br/> At first, this project will be to find out how to properly obtain sources for Wikiversity so that we may properly and successfully conduct our own research. Concepts to learn via research of this topic include: * Ethical research * What sources are appropriate for what type of research * How to properly cite these sources Once we have all the unanswered questions answered, we will set up instruction materials (and possibly an accompanying wikibook) that can be used for self-instruction or for a research class. See also [[Wikiversity:Research]] [[Category: Learning projects]] [[Category:Research]] 1557 22611 2006-09-02T15:36:21Z Trevor MacInnis 99 add shortcut way to do it <noinclude> {{shortcut|[[Template:W]]}} ==Usage== To use this template simply type <nowiki>{{subst:Welcome}}</nowiki> or <nowiki>{{subst:W}}</nowiki> on the users talk page. No signature is required, it will automatically put it in the intro. </noinclude> {| style="border-spacing:8px;margin:0px -8px" width="100%" |class="MainPageBG" style="width: 55%; border:1px solid #084080; background-color:#F5FFFA; vertical-align:top;color:#000000;font-size: 85%"| {| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#F5FFFA" ! <div style="margin: 0; background-color:#CEF2E0; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #084080; text-align:left; color:#082840; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;"> '''Hello {{<includeonly>SUBST:</includeonly>PAGENAME}}! [[Wikiversity:Welcome, newcomers|Welcome]] to [[Wikiversity:What is Wikiversity?|Wikiversity]]!''' If you decide that you need help, check out [[Wikiversity:Help desk]], ask the [[Wikiversity:Support staff|support staff]], or ask me on my talk page. Please remember to [[Wikiversity:Sign your posts on talk pages|sign your name]] on talk pages using four tildes (~&#126;~~); this will automatically produce your name and the date. Below are some recommended guidelines to facilitate your involvement. Happy Editing! -- ~~<includeonly>~~</includeonly><noinclude>~~</noinclude> |} {| style="border-spacing:8px;margin:0px -8px" width="100%" |class="MainPageBG" style="width: 55%; border:1px solid #FFFFFF; background-color:#F5FFFA; vertical-align:top"| {| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#F5FFFA" ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #CEF2E0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting Started</div> |- |style="color:#000"| * [[Wikiversity:Guided tour|Take a guided tour]] * [[Help:Editing|How to edit a page]] * [[Wikiversity:Be bold|Be bold in editing]] * [[Portal:Learning Projects|Learning Projects]] * [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] |- ! <div style="margin: 0; background:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting your info out there</div> |- | style="color:#000"| * [[Wikiversity:Cite sources|Cite your sources]] * [[Wikiversity:Disclosures|Neutral Point of View]] * [[Wikiversity:Verifiability|Verifiability]] |- ! <div style="margin: 0; background:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting more Wikiversity rules</div> |- | style="color:#000"| * [[Wikiversity:Policies|Policy Library]] |- |} |class="MainPageBG" style="width: 55%; border:1px solid #FFFFFF; background-color:#F5FFFA; vertical-align:top"| {| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#F5FFFA" ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #CEF2E0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting Help</div> |- |style="color:#000"| * [[Wikiversity:Research|Research guidelines]] * [[Wikiversity:Help desk|Help Desk]] |- ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting along</div> |- |style="color:#000"| * [[Wikiversity:Civility|Civility]] * [[Wikiversity:Sign your posts on talk pages|Sign your posts]] * [[Wikiversity:Scholarly ethics|Scholarly ethics]] |- ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting technical</div> |- |style="color:#000"| [[Image:Wikimedia.png|60px|right]] * [[Wikiversity:Colloquium|Colloquium]] |- |} |} |} <noinclude> [[Category:Welcome templates]]</noinclude> 1558 21397 2006-08-30T03:09:24Z Digitalme 39 fixing link {{Please leave this line alone (sandbox heading)}} Experiment here. ==== ok let's experiment ===++++ {| cellpadding="1" cellspacing="0" style="background: white; margin-left: 1cm; width: 100%" | style="background: teal; color: white" | <font size="+1">'''Type your subject line here 1'''</font> |- | style="background: lightgrey" | [[User:TimNelson|TimNelson]] ^{([[User talk:TimNelson|Talk]])} 02:56, 30 August 2006 (UTC) -- (Indent level: 1) |- | Type your comment here 1 ======20060830025621====== [http://en.wikiversity.org/w/index.php?page={{FULLPAGENAME}}&section=20060830025621&action=edit Reply] | Paste this into the reply: <nowiki>{{</nowiki>subst:User:TimNelson/Comment<nowiki>|</nowiki>{{ #expr: 1 + 1 }}<nowiki>|Type your subject line here|~~~~|Type your comment here}}</nowiki> <!-- Paste your reply BELOW this line; please use the text on the non-edit version of this page --> <!-- Paste your reply ABOVE this line; please use the text on the non-edit version of this page --> |} 1561 21862 2006-08-31T03:57:51Z JWSchmidt 20 internal link [[Image:Wikiuser.png|thumb|right|Wikiversity is a center of online learning.]] Q: "Ok, I don't really get it. What’s the point of Wikiversity?" A: Wikiversity is a [[wiki]] where participants collaborate to create [[wikipedia:Web page|web pages]]. Q: Web pages about what? A: Whatever people are interested in....the participants learn while they edit Wikiversity pages...."learn by doing" is the general approach. Much of the "doing" is organized around "[[Wikiversity:Learning projects|learning projects]]" Q: "What is the end product it's trying to make?" A: Our sister projects make [[Wikipedia:Wikipedia|encyclopedia articles]] and [[Wikibooks:Main Page|textbooks]], at Wikiversity we work to make a fun and productive learning environment that supports the learning goals of our participants. Learning comes first at Wikiversity. Q: I guess, we'll see....? A: Wikiversity is an experiment in how to use wiki technology to support online learning. As Jimmy Wales said at [http://wikimania2006.wikimedia.org/wiki/Opening_Plenary_%28transcript%29#Software_changes_for_stable_versions_.2852:30.29 Wikimania 2006]: "We should run small experiments, tests, see what works, what doesn't, and be prepared to be flexible and change, and not be too locked into stone about how things should work" Q: [[Wikiversity:Wikiversity community#Where are the courses?|Where are the courses]]? A: Wikiversity develops and hosts many types of modular "learning resources", which may be structured as part of a course or as a stand-alone activity. The philosophy of "Learn by doing", however, means that Wikiversity has unconventional "courses" called "[[Wikiversity:Learning projects|learning projects]]", fun activities that attract participants. Wikiversity community members learn while they participate in learning projects - we are a [[Wikiversity:Learning_community|learning community]]. Q: Who are the teachers at Wikiversity? A: Wikiversity is not a conventional university; Wikiversity is a [[wiki]]. Wikiversity has participants, people who [[Help:Editing|edit]] the webpages of Wikiversity. Anyone who edits Wikiversity and adds educational content to the website is functioning as a teacher. There may be some who know more about a subject than others - what we're about here at Wikiversity is helping eachother learn more. We can all help someone learn something. Q: How can I help? A: Start by [[Wikiversity:Browse|browsing our content]]. Find a topic of study that is of interest to you such as [[Topic:Computer Programming]] and start participating. You can [[Help:Starting a new page|Create a new webpage]] for a topic that is of interest to you and start typing! ==See also== *[[Wikiversity:Welcome, newcomers|Welcome, newcomers]] *[[Portal:Education|Wikiversity online learning]] *[[Wikiversity:Introduction|Editing tutorial]] <-- New to wiki? Start here. [[Category:Wikiversity]] 1562 13074 2006-08-23T22:41:25Z Robert Horning 22 fixing wording {{Proposed policy|[[WV:Privacy]]}} The Wikimedia Foundation Privacy Policy can be found at http://wikimediafoundation.org/wiki/Privacy_policy. While this is not explicitly Wikiversity's policy, this WMF policy should certainly be followed as a strongly recommended guideline for this project until something more explict is needed and created. [[Category:Wikiversity policy]] 1563 5648 2006-08-16T23:16:38Z Garrett 64 making the disclaimer a bit more... disclaiming Wikiversity can be edited by anyone. While every effort is made by the sysops and other dedicated users to ensure its accuracy and conform to copyright law, beyond this Wikiversity has no control over users' contributions. Content here may be objectionable, illegal, erroneous, or otherwise hazardous. Use at your own risk. None of the authors, contributors, sponsors, administrators, sysops, or anyone else connected with Wikiversity in any way whatsoever can be responsible for the appearance of any inaccurate or libelous information or for your use of the information contained in or linked from these web pages. [[Category:Wikiversity]] 1564 7615 2006-08-18T13:37:10Z JWSchmidt 20 copy edit '''[[Wikiversity:What is Wikiversity?|Wikiversity]]''' is a project of the '''[[wikimedia:Home|Wikimedia Foundation Inc.]]''', a non-profit organization with the goal of providing free knowledge to every person in the world. Wikiversity is exploring ways to use the power of [[w:wiki|wiki]] to support online learning. If you wish to financially support Wikiversity, consider '''[[wikimedia:Fundraising|donating]]''' for the Wikimedia Foundation. 1565 22617 2006-09-02T15:44:44Z Trevor MacInnis 99 /* Editing */ Help:Edit summary [[Image:Help-browser.svg|thumb|right|Help Logo]] [[meta:Help:Help|The main Wikimedia meta wiki help page]] <big>This page is a directory of pages in the Help namespace. If you have a specific question see: [[Wikiversity:Questions]] ==Editing== *[[Wikiversity:Introduction|Editing tutorial]] *[[Help:Editing]] *[[Help:Editing FAQ]] *[[Help:Editing tips and tricks]] *[[Help:Edit summary]] ==Making pages== *[[Help:Starting a new page]] *[[Help:Page name]] ==Links== *[[Help:Link]] *[[Help:Piped link]] *[[Help:Interwiki linking]] *[[Help:URL]] ==Other== *[[Help:Category]] *[[Help:Diff]] *[[Help:List]] *[[Help:Formula]] *[[Help:HTML in wikitext]] *[[Help:Talk page]] *[[Help:Variable]] *[[Help:Wiki markup examples]] *[[Help:Wikitext quick reference]] [[Category:Help]] 1566 1832 2006-08-16T03:53:42Z JWSchmidt 20 add category [[Category:Wikiversity]] 1567 12972 2006-08-23T20:11:50Z Guillom 48 voting is evil Be aware that many of the pages included in this category are not oficial policies, but only proposals. Many of them are still being discussed. If you want to know which ones are official and which ones not, visit [[Wikiversity:Policies]]. [[Category:Wikiversity]] 1568 11213 2006-08-22T04:19:27Z JWSchmidt 20 link to [[Portal:Learning Projects]] [[Portal:Learning Projects|Learning projects portal]] [[Category:Wikiversity]] 1569 1840 2006-08-16T04:08:04Z JWSchmidt 20 subcat [[Category:Wikiversity]] 1570 18220 2006-08-27T22:49:42Z JWSchmidt 20 link header to [[Wikiversity:Schools]] A Wikiversity school is a very large organizational unit. The goal is to use this category for relatively few Wikiversity schools that are the "major schools" similar to the list that was [[b:Wikiversity:Wikiversity Schools|developed by the Wikiversity community at Wikibooks]]. The "topic" namespace should be used for smaller organizational units such as departments. See: [[Wikiversity:Namespaces]] and [[Wikiversity:Naming conventions]] for infomation on the use of "School:" and "Topic:" namespace pages as special purpose portals in Wikiversity. Schools in this category can be listed at [[Wikiversity:Browse]]. See also: [[Wikiversity:Schools]]. [[Category:Wikiversity]] 1571 1852 2006-08-16T04:27:58Z JWSchmidt 20 subcat [[Category:Education-oriented websites]] 1572 1853 2006-08-16T04:28:51Z JWSchmidt 20 subcat [[Category:Websites]] 1573 1854 2006-08-16T04:29:13Z JWSchmidt 20 subcat [[Category:Wikiversity]] 1574 1856 2006-08-16T04:33:34Z JWSchmidt 20 subcat [[Category:Wikiversity]] 1577 21358 2006-08-30T01:58:46Z Trevor MacInnis 99 fix #REDIRECT[[Wikiversity:Disclosures]] 1578 2218 2006-08-16T13:49:32Z JWSchmidt 20 update to include template {{Proposed policy}} '''Scholarly ethics''' The Wikiversity policy on scholarly ethics serves to make sure that Wikiversity remains devoted to a search for knowledge and a support system to help people learn about the world. The policy on scholarly ethics is designed to keep Wikiversity free from propaganda, deception and intellectual dishonesty. Wikiversity does not exist as a platform to support advocates of particular political movements, religious ideologies or scientific, legal or historical theories. Wikiversity can contain scholarly study of all topics, but Wikiversity does not exist for the purpose of advocating or advancing particular points of view, movements or belief systems. When Wikiversity members choose to edit pages that exist outside of the confines of a neutral point of view ([[Wikiversity:Neutral point of view|NPOV]]) policy, they take on an added level of responsibility and are open to extra scrutiny. Anyone editing Wikiversity articles that exist outside of the NPOV category must<BR> 1) Edit using a registered username and maintain a verified email address.<BR> 2) Keep the "Scholarly ethics" template: {{Scholarly ethics}} on their Wikiversity user page. The “scholarly ethics” template indicates that a Wikiversity editor accepts and supports the Wikiversity policy on scholarly ethics. It explicitly states that the editor will not attempt to use Wikiversity as a platform for advocating or advancing propagnda or any other type of deception or intellectual dishonesty, but rather, the editor is devoted to scholarly consideration of their topic of study. This means not distorting or hiding evidence and not crafting illegal, deceptive, dishonest or otherwise unethical accounts of facts or ideas. Wikiversity scholars can, and must, study their subjects with devotion to honesty and the highest scholarly standards. It is only by strictly adhering to the highest standards of scholarly ethics that members of the Wikiversity community secure and maintain an opportunity to participate in the Wikiversity community. '''Trust and responsibility'''. The responsibility to adhere to high standards of scholarly ethics is automatically imposed upon you when you decide to be a Wikiversity editor. Being a trusted member of the Wikiversity community is something that you must earn by showing that you accept and adhere to the responsibilities imposed upon you by the community. If you do not understand or do not accept this, then save yourself a lot of trouble and do not try to edit Wikiversity. Until you demonstrate that you can be trusted, all of your edits will be subjected to a high level of scruitiny and any questionable edits that you make will be reverted or challenged. A demonstrated pattern of vandalism or disdain for the practice of scholarly ethics will result in blocks from editing and ultimately a ban from participation. Wikiversity will always strive to keep a “culture of thoughtful diplomatic honesty”. ---- see: (http://nostalgia.wikipedia.org/wiki/Jimbo_Wales/Statement_of_principles). [[Category:Wikiversity policy]] 1579 24132 2006-09-05T13:53:10Z JWSchmidt 20 expand header note '''Note''': there is a [[Wikiversity:Introduction|tutorial]] about editing existing Wikiversity pages and starting new pages and also some [[Help:Contents#Editing|help pages about adding content]]. This page is intended to help people add educational content to Wikiversity. Wikiversity is devoted to providing support for both conventional schools and for self-motivated [[Wikiversity:Learning|active learners]] who want to participate as Wikiversity editors. ==Quick start== I want to start adding information to Wikiversity '''NOW'''.<BR>Use your browswer to [[Wikiversity:Browse|Navigate]] to a Wikiversity page that is closest to the topic that is of interest to you. Click on the edit button for that page; an edit window will open. Find a good location and then type: <nowiki>[[new page name]]</nowiki> in the edit window. This will create a hypertext link to the new page. Click the "Save" button. Now find the red link you just created that says "new page name". Click on that link and start [[Help:Editing|editing]] the new page. Type in your information. '''Note''': you can place this text: '''<nowiki>{{subst:Template:Learning project boilerplate}}</nowiki>'''<BR>into your new page to get started. ==Educational content== The first thing to think about, when adding your own content is ''how it will be used'' (and by whom). Try to gear your [[Portal:Learning Materials|learning materials]] for a specific audience - this could be simply "beginners", or it could be "K-12" (or however the educational system you are working in is structured). Some sort of note on the page on who you imagine will use this material and how it will be used would be useful. When actually developing material (or participating in any kind of Wikiversity learning project) on Wikiversity, many feel that the main thing that is currently needed is '''content'''. Even if you want to engage in some active, [[Portal:Learning Projects|collaborative learning]], there will still need to be some sort of content on Wikiversity which can be used to pose problems, generate ideas etc. '''Try to develop material which could either be used by a self-study student, or by a teacher in their class.''' This is one of the fundamental roles of Wikiversity: providing free, educational content for all learner levels. Others feel the key to content formation is <b>participation</b>. It is possible that a multiparty discussion of specific topics could leave a sufficient trail of FDL'ed material that a talented editor could revise the material into a lesson. If you choose to limit participation to discussion with other participants, please try to creat an appropriate space where the discussion is FDL'ed an may be easily revised and relocated or deleted to make space after a few weeks. For example: people interested in engineering topics can gather and leave questions or comments at [[Portal:Engineering Discussions]]. If you want to find out about the licencing of our content, please see more on [[Wikiversity:Licences]]. Another way to help create content is ask questions, leave a comment, or join a discussion already regarding the available material on the discussion page. Nothing inspires volunteer authors like seeing their contributions in use. If you wish to make a major contribution consider [[Wikiversity:Creating a lesson plan|creating a lesson plan.]] == Should you add it here, or on another Wikimedia project? == Wikiversity does not duplicate other Wikimedia projects. If you wish to add material that's suitable for a textbook, it's best to add it at [[Wikibooks:Main Page|Wikibooks]]; if it's suitable for an encyclopedia, it's best to add it at [[Wikipedia:Main Page|Wikipedia]]. This avoids duplication of effort. Editor's note: The above is possibly incorrect. Material added at other Wikimedia Projects are subject to easy deletion by the communities there if they find the material substandard for their project's purpose. If you have any doubt that the material is suitable for other projects it is best to add it here. That way if someone chooses to move it elsewhere, and the receiving community deletes it, there is a local record to make it easy to recover. It is possible that materials that are useful in both places will be optimized or specialized for those specific projects. In which case we want your lesson plans to be pointing at useful learning materials here rather than possibly inappropriate specialized materials on another project site. [[User:Mirwin|Mirwin]] 04:42, 23 August 2006 (UTC) This material can then be used as part of a Wikiversity course. Other projects may link to Wikiversity materials as easily as we link to theirs when appropriate. == Using internet resources == Textbooks at Wikibooks and resources elsewhere on the internet can be used as materials in a Wikiversity syllabus, and should generally be linked from the module rather than duplicated here. Links to useful materials around the web are useful and welcome but it is critical that they be identified as external links so people do not assume they are copyleft material. ==See also== *[[Wikiversity:Welcome, newcomers|Welcome, newcomers]] *[[Wikiversity:Browse]] browse traditional subject categories *[[Wikiversity:Introduction]] *[[Wikiversity:Namespaces]] <-- information on how different types of Wikiversity pages should be placed in the available namespaces. *[[Wikiversity:Naming conventions]] <-- Explains how different types of Wikiversity pages should be named. *[[:Category:Page creation templates]] - templates for starting Wikiversity pages. 1580 1894 2006-08-16T08:05:45Z Sebmol 14 imported from WP <span class="wp_vote" style="display: inline">[[Image:Symbol neutral vote.svg|15px]] </span>'''Neutral''' 1581 1895 2006-08-16T08:05:48Z Sebmol 14 imported from WP <span class="wp_vote" style="display: inline">[[Image:Symbol oppose vote.svg|15px]] </span>'''Contra''' 1582 1896 2006-08-16T08:05:52Z Sebmol 14 imported from WP <span class="wp_vote" style="display: inline">[[Image:Symbol support vote.svg|15px]] </span>'''Pro''' 1583 1897 2006-08-16T08:06:13Z Sebmol 14 Redirecting to [[Wikiversity:Policies]] #REDIRECT [[Wikiversity:Policies]] 1584 2231 2006-08-16T14:36:48Z Guillom 48 requests for new languages wikiversity projects are held on meta The Wikiversity project has been approved and started with a beta.wikiversity.org for languages with under threshold participation to date and various specific languages. If you intend to participate at a specific language Wikiversity site, please register '''[[meta:Requests for new languages#Requests for Wikiversity Languages|on meta]]''' to help document the interest. A language team must have at least ten registered users to request a specific/dedicated language domain to be set up. ;Links to existing Wikiversity Sites: * German http://de.wikiversity.org/wiki/Hauptseite * English http://en.wikiversity.org/wiki/Main_Page ;Requests for new languages * '''[[meta:Requests for new languages#Requests for Wikiversity Languages|Requests for Wikiversity Languages]]''' 1585 24184 2006-09-05T16:28:58Z JWSchmidt 20 /* Peer review */ link to [[Wikiversity:Review board]] [[Image:Wikipedistics-intro.png|Thumb|right]] This page is intended to detail guidelines for research in Wikiversity. Defining our approach to research is one of the requirements needed to move Wikiversity out of its "beta" stage. '''Note''': multi-language discussion of research policy for all of Wikiversity will take place at [http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/En the Wikiversity Beta site]. ==The Nature of Research== '''Research''' can be described as an active, diligent, and systematic process of inquiry aimed at discovering, interpreting and revising [[w:knowledge|knowledge]]. Research [[w:investigation|investigation]]s produce a greater understanding of events, [[w:behavior|behavior]]s, or [[w:theory|theories]], and make practical applications through [[w:law (principle)|laws]] and theories. There are many theoretical and practical dimensions to research. Some are outlined on this page and briefly discussed. ==Scope of Research in Wikiversity== Research is an integral part of advanced education and professional work in many fields. Wikiversity may support research education and practice in various ways, some of which may be unique or very needed in society. Research issues to be resolved include what kind of research will be hosted on Wikiversity, whether there will be active research on Wikiversity, and, if so, how it can be managed. Please add ideas below. In universities, different types of service offices handle various of the issues below. As Wikiversity grows, perhaps policies and networks of interested individuals might grow to facilitate research work. The responsibility for articulating the topics here may fall with Wikiversity, a school or individual instructors. How this is so should perhaps be stated clearly for some issues. The topics below might need to be discussed in detail on new pages. ==Internal and External Research== Internal research is research by Wikiversity participants for Wikiversity purposes. External research is research into various aspects of the world for presentation as general findings. ===Wikimedia and Wikiveristy=== What is the relationship of Wikimedia sponsored research, internal research by other Wikimedia projects, and Wikiversity based research? ===Degree of institutional review=== Based partly on the internal/external distinction and partly on research ethics (regarding research on persons), program evaluation research, research exercises by students, and research for publication require different kinds of rigor in preparation, institutional review, and administratation. What will the criteria be in Wikiversity for working with these different types of research? ==Research Ethics== :''Main page: [[Wikiversity:Research Ethics|Research Ethics]]'' The ethical guidelines for scientific research in the developed world are well established by governmental agencies, professional societies, universities, and journal publishers. See overview of topic, important instructional links and what Wikiversity could offer regarding research ethics at [[Wikiversity:Research Ethics|Research Ethics]]. ==Original Research and Literature Review== :''Main page: [[Wikiversity:Original research|Original research]]'' Wikiversity is devoted to exploration on both sides of the boundary between the known and the unknown. Original research is the use of research method in the exploration of scientific questions. Literature reviews are the study of past research findings. For students, there is a natural progression from doing literature reviews (secondary research) to original (primary) research. Within Wikiversity, all original research should be clearly identified as such. Different guidelines may or may not pertain to original research and literature reviews. Sometimes the boundary between primary and secondary research is not clear. A critical review of previously published ideas and data can lead to the discovery of new ideas. Policies and practices need to be developed for wikischolars to guide and assist learners in engaging in research. ==Research Education== ===Theory=== Almost all fields have various theoretical aspects. The study of the theory and history of various fields may overlap with the study of various types of research methods. Ongoing [[education]] in theory needs to be integrated with education about research methods and analysis. ===Research methods=== There are a wide array of research methods and some basic distinctions amongst these. [An outline is needed and discussion of various methods is needed.] ===Research Writing=== ==== Writing instruction ==== Tutorials in research paper writing methods for various fields and research modalities would be helpful. ==== Citation formats ==== A catalog of what citation guidelines and styles are in use in each field or country would also be useful, as would reviews of products like Endnote. ====Peer review==== An outline of the nature of peer review and how to access peer review would be helpful. See also: [[Wikiversity:Review board]], includes some discussion of peer review. ==Research Services== These are useful services that Wikiversity could provide: * Journal clubs * Grant advice and support - What grants are available, how do I apply? Compile resources, for example: **[http://www.russellsage.org/about/w*hatwedo/howtoapply/#awards basic social science research including education] - [[wikipedia:Russell Sage Foundation|Russell Sage Foundation]] **[http://chronicle.com/forums/index.php?board=30.0] - Chronicle of Higher Education Research board * Matchmaking co-authors - I want to publish a paper on X, and am looking for co-authors * Matchmaking journals - I have a paper on X, where do I publish * Preprint review - I have a paper on X, can someone do a "dry run" peer review so that I can fix it quickly before submitting it to a journal * Various services for [[Wikiversity:Freelance academics|Freelance Academics]] ==Research Sponsorship== *Hosting research *Initiating research ==Legal and Institutional Issues== At some point, will Wikiversity need an Institutional Review Board? ==Types of Research== Philosophical, social scientific, and historical investigations of the sciences sometimes consider general differences amongst and across research areas. Some of the distinctions about research that may be made (or debated or critiqued) are: *theoretic (pure) and empirical research *basic and applied *quantitative and qualitative *objective and subjective (or inter-subjective) *large, medium and small scale (macro, meso, and micro) There are various differences in research methods and philosophies between various general types of subject areas, such as: Physical sciences, natural sciences, social sciences, humanities and professions (to name some general areas). [Discuss these here.] It would be helpful if the scientific worldviews, assumptions and biases underlying general perspectives on research could be discussed in some introductory education contexts in Wikipedia. ==Research Conferences and Networks== Wikiveristy could develop research conferences and networks in conjunction with and/or independently from [[meta:Wikimedia|Wikimedia]] projects. For Wikimedia examples, see [[meta:Wikimania]] and [[meta:Wikimedia Research Network]]. ==Research Funding and Administration== It would be helpful to compile information and methods for funding and coordinating research projects. ==Research Projects== ====Plant Sciences==== *[[Bloom clock project]] ==Related Links== * [[Wikiversity:Freelance academics|Freelance Academics]] * [[Wikiversity:Original research|Original research]] * [[w:Research]] for another overview of research [[Category:Research]] 1589 9468 2006-08-20T06:29:57Z Deon555 206 fixing double redirect #REDIRECT [[Wikiversity:Learning]] 1595 23626 2006-09-04T17:03:45Z SB Johnny 61 /* Saturday, September 2 - Requests */ {{shortcut|[[WV:I]]}} [[m:Mediawiki|Mediawiki]], the software that runs Wikiversity and its sister projects, has a [[Special:Import|feature]] that allows importing of pages from other wikis. When a page is imported that way, the edit history is preserved and the [[m:GFDL|license]] observed. Currently, we can only import pages from [[m:|Meta]] and [[b:|Wikibooks]]. [[Category:Wikiversity]] '''Note''': Most of the work related to importing files from Wikibooks and the meta-wiki does '''not''' require that you be a [[Wikiversity:Custodianship|custodian]]. If you would like to help, please read [[Help with the migration of Wikiversity pages from Wikibooks]] or contact [[User talk:JWSchmidt|User:JWSchmidt]]. '''Archived requests for import:''' [[Wikiversity:Import/Archive 1|Archive 1]] == New Requests for Import == For security reasons, only admins can import pages. You can list here what pages on Meta or Wikibooks you would like to have moved to Wikiversity. '''Note to requestors:''' ''Please'' do not request entire schools and all the subpages thereof. There are only a few custodians, and importing each page takes a few minutes. Please list specifically the pages you want to work on today, and they will be moved as soon as possible. Talk pages can be copy & pasted. Also keep in mind that textbooks are not supposed to be imported from wikibooks, but instead should be linked to as "source material". === Monday, September 4 - Requests === *... === Saturday, September 2 - Done === *[[b:Wikiversity:Introduction to Philosophy]] &rarr; [[Introduction to Philosophy]]--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 04:19, 2 September 2006 (UTC) === Wednesday, August 30 - Done === *[[b:Sociology of the Family]] &rarr; [[Sociology of the Family]]--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 00:45, 1 September 2006 (UTC) === Tuesday, August 29 - Done === *[[b:Web Design]] &rarr; [[Topic:Web Design]] -- see notes on the [[Topic_talk:Web_Design|talk page]]. ----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 09:46, 29 August 2006 (UTC) **All subpages moved to main namespace, see [[Special:Prefixindex/Web Design]] *[[b:Wikiversity:Classical_Mechanics]] &rarr; [[Wikiversity:Classical_Mechanics]] (please move to appropriate namespace) * I'd like a copy of [[m:Template:for]] and [[m:Template:for/aux]]. I'm assuming since I wanted a copy, but the original stays there, that we don't need an import, with an import history, so I did a transwiki paste. But if we do, feel free to delete my copy, and import the other one. But be aware that while those pages don't exist, it'll make [[Wikiversity:Disclosures]] look funny. If the transwiki paste is OK, just mark this "done". [[User:TimNelson|TimNelson]] 15:35, 29 August 2006 (UTC) :I don't see any problems with a c&p, so this should be fine.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 17:31, 29 August 2006 (UTC) *[[b:Wikiversity:High_School_Physics]] &rarr; [[Wikiversity:High_School_Physics]] (please move to appropriate namespace) :The whole section, or just mainpage? --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 14:37, 29 August 2006 (UTC) ::The mainpage is useless without the others, so I went ahead and transwikied it all.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 17:51, 29 August 2006 (UTC) === Monday, August 28 - Done === *[[Wikiversity:School of Theology/Gospel 101/Verses for the week]] --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 01:33, 28 August 2006 (UTC) *[[Christianity/Gospel 101]]--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 01:33, 28 August 2006 (UTC) *[[b:en:Wikiversity:Stellar_Evolution]] &rarr; [[Stellar Evolution]] *[[b:en:Wikiversity:Astronomy]] &rarr; [[Wikiversity:Astronomy]] ([[Topic:Astronomy]] already exists, please merge or rename). *<s>[[b:en:Portuguese:Contents]]</s> - [[User:Trevor MacInnis|Trevor MacInnis]] 14:08, 28 August 2006 (UTC) (This is a textbook.----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 19:30, 28 August 2006 (UTC)) *[[b:en:Wikiversity: Hitler's Germany]] &rarr; [[Hitler's Germany]] --<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 21:47, 28 August 2006 (UTC) *[[b:en:Wikiversity:The Great War and Versailles]] &rarr; [[The Great War and Versailles]] --<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 21:47, 28 August 2006 (UTC) == Old Requests for Import == (Some of these are done, some aren't. If a page is needed, please list it above, under today's date.) For security reasons, only admins can import pages. You can list here what pages on Meta or Wikibooks you would like to have moved to Wikiversity. An admin will take care of the import as soon as possible and notify you when it is done. '''Note''': there is a [[Help with the migration of Wikiversity pages from Wikibooks#To Do|list of pages already imported from Wikibooks]] that have not yet been marked with <nowiki>{{MovedToWikiversity}}</nowiki>. * If someone could import [[Calculus/Building up to the Riemann-Darboux Definition]] and [[The Riemann-Darboux Integral, Integrability criterion, and monotone/Lipschitz function]] that would be nice, this is part of a Calculus class that I might continue next year. [[User:Fephisto|Fephisto]] 14:40, 22 August 2006 (UTC) **Are these on meta? wikibooks?--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 01:37, 28 August 2006 (UTC) ***Wikibooks, sorry: [[http://en.wikibooks.org/wiki/Building_up_to_the_Riemann-Darboux_Definition Calculus/Building up to the Riemann-Darboux Definition]] [[http://en.wikibooks.org/wiki/The_Riemann-Darboux_Integral%2C_Integrability_criterion%2C_and_monotone/Lipschitz_function The Riemann-Darboux Integral, Integrability criterion, and monotone/Lipschitz function]] ****Aren't those textbooks? --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 14:56, 29 August 2006 (UTC) *****No, I created them and linked them from the Calculus page in Wikiversity.[[User:Fephisto|Fephisto]] 15:16, 30 August 2006 (UTC) * http://en.wikibooks.org/wiki/Wikiversity:School_of_Engineering should replace the copy of itself located here: http://en.wikiversity.org/wiki/School:Engineering_and_Technology Sorry about the extra work deleting the early copy. Will not happen again. [[User:Mirwin|Mirwin]] 12:03, 16 August 2006 (UTC) :Done. It's at [[School:Engineering]]. If you want to rename it, go ahead and move, but leave the redirect because that's what the Wikibooks page links to now. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 12:17, 16 August 2006 (UTC) ::I'm importing the subpages too. This might take a while. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 12:29, 16 August 2006 (UTC) ::Actually, how about you give me a list of the sub pages you want imported? Or do you want all of them? -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 12:32, 16 August 2006 (UTC) :::Eventually we want all of them. I have requested admin status so I can help out. Pace yourself and service requests by name first. Thanks! [[User:Mirwin|Mirwin]] 19:08, 16 August 2006 (UTC) ::::I'm not sure I understand the last part of that sentence. "service requests by name first"? -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 19:09, 16 August 2006 (UTC) :::::Sorry for confusion. I meant by specifically requested titles that people list here as urgent or of immediate interest. Such as the one below regarding "proposed productive forking and tailoring". 8) [[User:Mirwin|Mirwin]] 23:35, 16 August 2006 (UTC) ::Probably should move over the department subpages for School of Engineering as well, particularly Electrical Engineering :) --[[User:Rayc|Rayc]] 23:08, 16 August 2006 (UTC) * [[:m:Wikiversity/Archive 1]], [[:m:Wiki 101]], [[:m:Wikiversity students]], [[:m:Wikiversity browsers]], [[:m:Wikiversity teachers]], [[:m:Wikiversity and Wikipedia services]], [[:m:Service community]], [[:m:Wikiversity and Wikibooks services]], [[:m:Research community]], [[:m:Secondary research]], [[:m:Citing Sources]], [[:m:Research collaboration]], [[:m:Wikiversity thinktank]], [[:m:Wikiversity support staff]], [[:m:Student union]], [[:m:Wikiversity:Communities]], [[:m:Wikiversity:Helpdesk]], [[:m:Wikiversity:Faculty club]] (and talk), [[:m:Cell biology improvement drive]], [[:m:Human Genetic Uniqueness Project]]. [[User:555|555]] 23:21, 17 August 2006 (UTC) * [[:m:Wikiversity:Faculty club]] (and talk), [[:m:Wikiversity:Subjects]], [[:m:Language training in Wikiversity]], [[:m:Wikiversity/Draft Charter]] (and talk), [[:m:Andrew Worth]], [[:m:Dan Cruthirds]], [[:m:Dean Boudewijnse]], [[:m:Shingle]] (and talk), [[:m:Moving Wikiversity forward]]. [[User:555|555]] 23:27, 17 August 2006 (UTC) * We've got our first com-sci advisor, so I'm proposing that http://en.wikibooks.org/wiki/Wikiversity:School_of_Computer_Science and all subpages get moved over for him. --[[User:Rayc|Rayc]] 14:32, 18 August 2006 (UTC) *And we have someone writing theology classes, so import http://en.wikibooks.org/wiki/Wikiversity:School_of_Theology and subpages --[[User:Rayc|Rayc]] 00:32, 19 August 2006 (UTC) *http://en.wikibooks.org/wiki/Wikiversity:School_of_Computer_Science This might be useful to import [[User:Spacey|Spacey]] 14:31, 19 August 2006 (UTC) * http://en.wikibooks.org/wiki/Web_Design and all subpages. We've been working on this Wikibook for a year or so now, but it really belongs in wikiversity as it's mostly activities/challenges etc. Not sure whether Web Design should go in Information Studies or Computer Science. Also, sub topics like Javascript, PHP might cross boundaries of schools. [[User:Michaelnelson|Michaelnelson]] 07:36, 22 August 2006 (UTC) ==How about this== Here is a list of all the schools on wikibooks, just check them off after you've imported them (and put them in the "School:" [[Wikiversity:Namespaces|namespace]] unless such a school already exists. In thoses cases, I am putting the page from Wikibooks into the "Portal:" namespace and linking it to the existing school page already in "School:" namespace): ===='''Physical Sciences'''===== *Physical Science Schools that were started at Wikibooks: "**[[b:Wikiversity:School of Chemistry]] ::I've transwikied this, and fixed all the links.--[[User:Digitalme|digital_me]]^{[[User_talk:Digitalme|talk]]} 02:19, 20 August 2006 (UTC) **[[b:Wikiversity:School of Computer Forensics and Security]] - exception- low priority --[[User:JWSchmidt|JWSchmidt]] 23:21, 26 August 2006 (UTC) **[[b:Wikiversity:School of Computer Science]] **[[b:Wikiversity:School of Engineering]] **[[b:Wikiversity:School of Electronics]] **[[b:Wikiversity:School of Geology]] - exception- Not really worth importing --[[User:JWSchmidt|JWSchmidt]] 22:55, 26 August 2006 (UTC) **[[b:Wikiversity:School of Mathematics]] **[[b:Wikiversity:School of Physics and Astronomy]] ====Life Sciences ===== **[[b:Wikiversity:School of Biology]] **[[b:Wikiversity:School of Medicine]] **[[b:Wikiversity:School of Biomechanics]] - exception- low priority --[[User:JWSchmidt|JWSchmidt]] 22:55, 26 August 2006 (UTC) **[[b:Wikiversity:School of Oceanography]] - exception- Not really worth importing --[[User:JWSchmidt|JWSchmidt]] 22:55, 26 August 2006 (UTC) **[[b:Wikiversity:School of Plant Sciences]] **[[b:Wikiversity:School of Zoology]] - exception- Not really worth importing --[[User:JWSchmidt|JWSchmidt]] 22:55, 26 August 2006 (UTC) **[[b:Wikiversity:School of Veterinary Medicine]] ====Humanities (done)==== **[[b:Wikiversity:School of Art and Design]] **[[b:Wikiversity:School of Classics]] **[[b:Wikiversity:School of Law]] **[[b:Wikiversity:School of Linguistics]] **[[b:Wikiversity:School of Literature and English Studies]] **[[b:Wikiversity:School of Music]] **[[b:Wikiversity:School of Comparative Mythology]] **[[b:Wikiversity:School of Philosophy]] **[[b:Wikiversity:School of Theology]] ====Professional Schools (done, wikibooks versions locked)==== **[[b:Wikiversity:School of Architecture]] **[[b:Wikiversity:School of Aviation]] **[[b:Wikiversity:School of Business]] **[[b:Wikiversity:School of Education]] **[[b:Wikiversity:School of Entrepreneurship]] **[[b:Wikiversity:School of Foreign Language Learning]] **[[b:Wikiversity:School of Audio Engineering]] -- page was deleted earlier, 1 edit with no real content. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 00:23, 28 August 2006 (UTC) ====[[b:Wikiversity:Computer Science|Computer Science]]==== **[[b:Wikiversity:School of Computer Science]] ====[[b:Wikiversity:Engineering|Engineering]]==== **[[b:Wikiversity:School of Engineering]] **[[b:Wikiversity:Institute of Construction]] **[[b:Wikiversity:School of Project Management]] ====[[b:Wikiversity:Social Sciences| Social Sciences]]==== **[[b:Wikiversity:School of Anthropology]] **[[b:Wikiversity:School of Communication]] **[[b:Wikiversity:School of Development Science]] **[[b:Wikiversity:School of Economics]] **[[b:Wikiversity:School of Fire and Emergency Management]] **[[b:Wikiversity:School of History]] **[[b:Wikiversity:School of Journalism]] **[[b:Wikiversity:School of Library and Information Science]] **[[b:Wikiversity:School of Media Studies]] **[[b:Wikiversity:School of Political Science]] **[[b:Wikiversity:School of Psychology]] **[[b:Wikiversity:School of Social Work]] **[[b:Wikiversity:School of Sociology]] **[[b:Wikiversity:School Of Security, Surveillance and Law Enforcement]] --[[User:Rayc|Rayc]] 17:00, 19 August 2006 (UTC) :Note that one of the purposes of this page is also to prioritize what schools are actively going to be developed right away on Wikiversity, so we can make sure that the content is here instead of somewhere else. Still, thanks for posting this message here. --[[User:Robert Horning|Robert Horning]] 05:13, 20 August 2006 (UTC) ::Well, I just thought that every one of these probably should be moved over at some point, so it would be good to have a list so that people see that XXX is oging to be imported eventually, as to not do extra work. --[[User:Rayc|Rayc]] 20:52, 20 August 2006 (UTC) :::If this is an unwritten policy to "<b>guide</b>" or "<b>prioritize</b>" incoming volunteers acttivities it is in serious error. Volunteers will have their own priorities and leaving their previous files in limbo is not likely to shift them from one subject to another productively. A page somewhere noted 37 files had been transwikied to date. This does not make us look like a serious going concern. [[User:Mirwin|Mirwin]] 04:43, 21 August 2006 (UTC) == Notes for Admins == When importing a page: * Mark the original with <code><nowiki>{{MovedToWikiversity}}</nowiki></code> or <code><nowiki>{{M2wv}}</nowiki></code> to avoid changes to the original. * Add imported pages to either [[:Category:Page moved from Meta]] or [[:Category:Page moved from Wikibooks]] so we can keep track of what has been imported from where. 1596 1951 2006-08-16T10:39:57Z Sebmol 14 This category contains pages moved from Meta using [[Special:Import]] [[Category:Page moved from another project]] 1597 1949 2006-08-16T10:39:33Z Sebmol 14 This category lists all pages that have been moved to Wikiversity using [[Special:Import]]. [[Category:Wikiversity]] 1598 15322 2006-08-26T15:53:40Z JWSchmidt 20 header This category contains pages moved from [[b:|Wikibooks]] using [[Special:Import]]. '''Note''': according to [http://en.wikiversity.org/w/index.php?title=Special%3ALog&type=import&user=&page= the import log], many pages have been imported that do not show up on this page. You can help by finding these pages and adding them to either [[:Category:Pages needing cleanup after Import]] or [[:Category:Page moved from Wikibooks]]. ==See also== *[[Help with the migration of Wikiversity pages from Wikibooks]] *[[Wikiversity:Import]] *[[Wikiversity talk:Notices for custodians]] - additional page import info [[Category:Page moved from another project]] 1599 17819 2006-08-27T19:20:54Z 66.160.113.155 /* Courses for Credit */ {{Wikiversity}} Note: The Wikimedia Foundation Board of Trustees [[Wikiversity:Wikiversity community#Where are the courses?|directed Wikiversity to move away from conventional courses]]. The Wikiversity e-learning model is centered on active learners who participate in [[Portal:Learning Projects|learning projects]]. ---- An '''Online Course''' can be many different things to different people. This page will try and list the different learning materials that are sometimes mistakenly considered to be online courses, as well as give examples for different types of courses - particularly with regards to [[Wikiversity]]. == Courses for Credit == * Courses for credit can only be offered by an (accredited) institution of higher learning. They usually entail a mentor or tutor taking care of a specific instance of the course. Students register (often paying a fee) and receive materials to read and discussed with other students. Usually exercises are submitted for grading and feedback, with an on-site examination * Some courses for credit are, however, offered as material free of charge, so that other instructors can use the materials in their classes, for example [http://plagiat.fhtw-berlin.de/ff] (Course on plagiarism detection, free, in German) * When credits have been accumulated, it is possible to obtain a degree from an institution. '''Wikiversity has no current plans to be a degree-granting or credit-granting institution. Instead, it will offer educational materials to both students and instructors.''' == Courses not for Credit == * Sites such as [http://www.instructables.com/ Instructables] offer little courses on how to do something (my favorite: [http://www.instructables.com/ex/i/961360D260131028A786001143E7E506/ 3D chocolate printer made from LEGO]). These can be considered courses, but are not part of any university curriculum. == Learning Materials that are not Courses == * '''Lecture Notes''': Many instructors in Europe put out lecture notes (skripta) or compedia for the students to use as a reference. Many times this is just put in .doc or .pdf format and published online. Thus, only the delivery of the materials is online, not the course itself. * '''Syllabus''': One of the hard questions at the start of course preparation is: what do I leave in, what do I leave out. Topics are then assigned to days and given a sequence. This can be a valuable resource to an instructor, but is also not an online course. * '''Simulation''': One simulation or an animation can be great for illustrating a point and should be available on its own, but this is not a course. * '''PPT Slides''': Many people mistakenly assume that having the slides for a lecture are an adequate equivalent for a course. This is not the case, as the instructor will be giving lots of stories and telling what the things on the slide depict in a way that cannot be captured in a slide. * '''Video Sequences''': Setting up a camera and filming a lecturer seems to make sense, but it doesn't. The quality of the video sequences is often quite bad, and there is non-existent navigation and coordination to slides. Instructional videos are best made in a studio, where the environment can be controlled. ===Cooperation with the Wikibooks project=== It is anticipated that some Wikiversity participants will make use of textbooks at [[b:Main Page|Wikibooks]]. Some Wikiversity participants will also participate in the development of textbooks at Wikibooks. Some learning materials developed by Wikiversity participants will be easily integrated into Wikibooks textbooks. Natural synergies between Wikibooks and Wikiversity will benefit each project. [[Category:Wikiversity]] [[Category:Page moved from Meta|{{PAGENAME}}]] 1600 14248 2006-08-25T22:00:36Z Frank Schulenburg 65 +interwiki {{Proposed policy|[[WV:NOT]]}} :''Note: read the [[Wikiversity:Approved Wikiversity project proposal|Wikiversity project proposal]]''. '''Wikiversity''' is a space for the creation and use of free learning materials and activities. This page is to outline some of the things it does '''not''' do. == What Wikiversity is not == * '''A place to confer titles''': Wikiversity does not provide for participants to call themselves a "professor" just by starting or leading a section of its content. If you are a professor in real life (TM), you are free to call yourself such, but Wikiversity does not allow for people to make up their own titles. *'''A degree-granting institution''': Wikiversity does not confer academic degrees/diplomas/certificates etc. *'''A duplication of other Wikimedia projects'''. While Wikiversity complements other Wikimedia projects, it will not simply duplicate their content. So, if you want to read about a topic, you may be better off visiting, say, [[w:|Wikipedia]] or [[b:|Wikibooks]], but if you want to learn about this topic, you can do so at Wikiversity. Learning materials will be created and used on Wikiversity, but materials on other projects may also be used as learning materials themselves or even places to consolidate this learning, ie writing an article, manual etc based on what you've learned. There may be some overlapping, but each project will maintain its own focus. *'''A post-secondary institution''': Wikiversity will not confine itself to "higher" or "third" level materials, but rather develop materials for all age groups. It is a university in the sense of a transnational community of teachers, learners, and researchers ("universitas magistrorum et scholarium") dedicated to lifelong learning. <!-- need further description? --> [[Category:Wikiversity policy|What Wikiversity is not]] [[Category:Page moved from Meta|{{PAGENAME}}]] [[de:Wikiversity:Was Wikiversity nicht ist]] 1603 14979 2006-08-26T11:31:58Z TimNelson 352 Typo corrected {{Wikiversity}} Wikiversity is different from a real university in many ways, but it also has similarities. It also has overlaps with other Wikimedia projects, but these overlaps should result in synergistic benefits, not competition. This page is for organizing an overall scope document &mdash; analogous to a "What is Wikiversity?". = Universities and institutions of learning= A university is traditionally a place where interested persons gather for instruction, for research, and for earning degrees. == Instruction == Instruction incorporates a duality of teaching and learning. Each of these aspects should be handled individually. === Teaching === The Wikiversity should become a premier source for accurate teaching materials &mdash; bibliographies, lesson plans, syllabi, effective animations, well written papers, ideas for in class and at home exercises, discussion topics, course work, etc. &mdash; as well as offer a clearing house for new and emerging teaching methodologies and technologies of learning. Teachers making use of Wikiversity materials are encouraged to comment on and adapt those materials in a continual effort to refine and improve Wikiversity's resources. === Learning === People can always learn, but should the Wikiversity offer complete courses? [[User:WiseWoman|WiseWoman]] does not see why not. The Wikiversity will not be able to organize tutoring for individual courses, but there is no reason why individual lessons, or indeed entire courses, should not be made available under appropriate license to the community. See [[Wikiversity:Online Course]] for more. While complete courses are possible for a wiki, there are limitations in the wiki user environment that may make it difficulty to attract and maintain online participants in conventional courses. Conventional courses normally involve the concentration of instructors, learners and learning materials in time and space. The virtual learning environment of Wikiversity will be more suited to flexible wiki-based learning projects that will allow Wikiversity participants to come and go at any time in the usual wiki way. A fundamental unit of organization within Wikiversity will be the [[Wikiversity:Learning#Learning groups|learning group]]. == Research == There are currently two major distinctions made in the research area with respect to wikis. There is research concerned with wikis as the objects of investigation, that is, [[Research|research about wikis]] as it already exists at the Wikimedia Metawiki. Wikiversity will definitely be open to efforts that support this kind of research about wikis. Wikiversity participants will routinely engage in all types of "secondary research" that is aimed at critical evaluation of published sources of information. The other kind of research is wiki-based original research. It is not yet clear that this will be part of the Wikiversity. If the Wikiversity community decides to support original research, it will have to develop a specific set of policies to support such research activities. === About wikis === There is already a large body of research that has been conducted with various institutions about wikis. The [[meta:Wiki Research Bibliography|Wiki Research Bibliography]] is a bibliography of scientific publications and sources about wikis in general and Wikipedia in particular. Additions should be made there only for the time being. === Using wikis === Although the use of wikis as a collaboration basis for research in various subjects is undisputably useful, the question arises as to whether Wikiversity can actually host work-in-progress. [[User:WiseWoman|WiseWoman]] is of the opinion that the Wikiversity should be reserved for completed research &mdash; however, papers that have not been published elsewhere should be welcomed (only if they're under a free license of course). However, providing for learning communities to develop, modify and use the materials on Wikiversity, itself constitutes a way in which research could be done as an activity on Wikiversity. == Earning Degrees == In order to earn a degree, a certain amount of credit must be earned with an accredited organization, that is, some body of experts must determine that the program and the coursework make sense in the context of the degree to be conferred. '''Wikiversity will not be a degree granting institution''', although the materials available at Wikiversity can definitely be used by students and instructors at accredited institutions as a basis for the partial fulfillment of examination requirements for an accredited course. ===What Wikiversity is not=== * We do not run traditional courses * We do not grant degrees * We are not out to get accreditation == Digital Libraries == The Wikiversity can provide a commented guide to the varied digital libraries around. But we do not provide our own library. =Wikimedia projects= Wikiversity will seek to complement other Wikimedia sites by adding to their content, and acting as a resource for their communities. However, it will not seek to duplicate their material. ==Wikibooks== Wikibooks is a repository of textbooks, which are specifically educational resources, but which are ultimately developed to be ''books''. Wikiversity will host educational content on similar subjects, but its aim is to host and create multimedia learning resources which can be used flexibly, in different contexts, whether as "off the shelf" resources for teachers in class, or as prompts for collaborative work themselves &mdash; whether within Wikiversity, or even other Wikimedia projects (eg. about academic versus layman writing in Wikipedia articles). This will include things like lesson plans, lecture notes, presentation slides, memory flash cards, listening exercises, educational video (within bandwidth reason). ==Wikisource== Wikisource is for hosting free-content material, much of which is out of copyright. This kind of material should stay at Wikisource, but could be used, along with other Wikimedia content, to complement material at Wikiversity. (There could also, of course, be some kind of course/material on Wikiversity about copyright or related licensing issues, that could benefit the raising of awareness of this key component of Wikimedia projects.) ==Commons== As noted, Wikiversity is for multimedia learning resources (ie video, sound, graphics, text), which could also be hosted on Commons, but, if they are specifically designed for an educational use, it would probably be better to host them at Wikiversity. ==Others== Other Wikimedia projects, Wikipedia, Wiktionary, Wikiquote, and Wikispecies, have very clear goals which do not overlap with Wikiversity's at all. However, Wikiversity will attempt to benefit any/all of these projects &mdash; for example, by developing resources, methods and communities to improve Wikipedia articles/graphics etc., or information on animal/plant taxonomies, or, of course, translation efforts between projects. ==Wikicommunity or Communitas== Please read [[Meta:Talk:Communitas#A Communitas example instance: The Perl Wiki in Wikia]] [[Category:Wikiversity]] [[Category:Page moved from Meta|{{PAGENAME}}]] 1609 2226 2006-08-16T14:13:55Z Guillom 48 we don't need two pages talking about the same thing ; the other one is better #REDIRECT [[Wikiversity:Copyrights]] 1610 24014 2006-09-05T03:16:21Z Trevor MacInnis 99 cat sort :''For a guide to Wikiversity projects devoted to learning materials, see: [[Portal:Learning Materials]]'' Part of the Wikiversity mission is to provide a collection of '''learning materials''' and links to online learning resources. Some Wikiversity participants are devoted to these tasks. Wikiversity is not a platform for commercial enterprises to advertise education-related products. Wikiversity is devoted to free education. Wikiversity provides server space for public domain and copy-left learning materials. Wikiversity provides links to online learning resources that are available for free to students and teachers. An important function of Wikiversity is to provide critical evaluations of learning materials and online learning resources. The Wikiversity '''Hunter-gatherers project''' is devoted to finding learning resources on the internet. Hunter-gatherers participate in the critical evaluation of learning resources by editing the Wikiversity pages that are devoted to evaluating learning materials and describing how to integrate them into courses of study. Wikiversity hunter-gatherers can take on [[Faculty_club#Ambassadorial_function|ambassadorial functions]] and participate in Wikiversity projects that seek to establish collaborations between Wikiversity participants and outside educators. These collaborations can involve the development of new learning materials for use either in the wiki user environment or outside of Wikiversity. Other Wikiversity projects are devoted to the development of new learning materials. One goal of Wikiversity is to catalog learning resources and integrate them into the Wikiversity learning system. ==See also== *For a guide to Wikiversity projects devoted to learning materials, see: [[Portal:Learning Materials]] *[[b:Blended Learning in K-12/Types of Blended Learning/Classroom Websites|List of websites]] at the Wikibooks "Blended Learning" textbook. *[[Research collaboration]] {{WikiversityUsers}} [[Category:Wikiversity|Learning materials]] 1614 2082 2006-08-16T12:02:01Z Norm 46 <center class="metadata"> <table style="width: 60%; background:#fee; border: 1px solid #aaa; padding: 0.5em;"><tr> <td style="width: 70px;">[[Image:W21-1a.png|60px|logo]]</td> <td>This page has been nominated for '''cleanup''' for the following reason: "{{{1}}}".<br /><small>Please [{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} edit] this page to improve it. See [[{{NAMESPACE}} talk:{{PAGENAME}}|this module's talk page]] for discussion.</small></td> </tr></table> </center> <includeonly>[[Category:Wikiversity cleanup|{{PAGENAME}}]]</includeonly> <noinclude>''This adds page to [[:Category:Wikiversity cleanup]].''</noinclude> 1615 13869 2006-08-25T06:07:31Z Mirwin 47 /* Course information */ <center><big>'''Welcome to {{PAGENAME}}!'''</big></center> <center>''Part of the [[School:Engineering|Engineering School]]''</center> '''[[w:Engineering|Engineering]]''' is the application of scientific and technical knowledge to solve human problems. Engineers use imagination, judgment and reasoning to apply science, technology, mathematics, and practical experience. The result is the design, production, and operation of useful objects or processes. This school hosts the many fundamental subjects common to many engineering fields. The other specialized schools may have similar material tailored more specifically to their discipline. ==Participation Zones== [[Portal:Engineering Discussions]] [[Topic:Engineering/Participants]] ==Lessons== To create a lesson simply make a link to the name of the lesson in a general topic file (lessons are independent pages) and start writing! If the proper topic is not below please add it. * [[Topic:Statics]] * [[Topic:Dynamics]] * [[Topic:Strength of Materials]] * [[Topic:Electrical Fundamentals]] ==Resources== Know any good resources for scholars of this topic? Add them here! Online journals from wikipedia: * [[w:NASA Tech Briefs]] * [[w:Fluid Phase Equilibria]] =Old= The content below is from back during its days at Wikibooks. Please try to adapt what's below to the current design being used on Wikiversity. ==Course information== The Wikiversity School of Engineering seeks to enable self-directed learning for the practical application of complex scientific principles. * [[/Barnstars awarded by participants/]] * [[/Help Desk/]] * [[Free or open source design tools]] * [[/Currently unafiliated open engineering sites/]] == General engineering courses == Many departments within the School of Engineering build upon a knowledge base of overlapping material contained within these common introductory courses. Consult department suggested curriculum for information on prerequisite courses and educational planning. * [[/Engineer-In-Training Review]] * [[/Engineering Ethics and Legalities]] * [[/Instrumentation, Measurement, and Data Reduction]] * [[/Experimental Self Communication|Creative thinking and self communication]] * [[/Design]] * [[/Calculus]] * [[/Linear Algebra 241]] * [[/Ordinary Differential Equations]] * [[/Partial Differential Equations]] * [[/Complex Analysis]] * [[/Chemistry]] * [[/Engineering Economics]] * [[/Conservation of Money Calculations and Status Reporting for Project Managers, Team_Leaders, Sole Proprietors, and Engineers]] * [[/Fundamentals of Electrical Engineering]] * [[/Engineering Thermodynamics]] * [[/ENGR321:Fundamentals of Materials]] * [[Wikiversity:Quantum Mechanics|Quantum Mechanics]] * [[/Computer Engineering]] == Departments == * [[Wikiversity:Aerospace Engineering|Aerospace Engineering]] * [[Wikiversity:Agricultural Engineering|Agricultural Engineering]] * [[Wikiversity:Biomedical Engineering|Biomedical Engineering]] * [[Wikiversity:Chemical Engineering|Chemical Engineering]] * [[Wikiversity:Civil Engineering|Civil Engineering]] * [[Wikiversity:Computer Engineering|Computer Engineering]] * [[Wikiversity:Ecological Engineering|Ecological Engineering]] * [[Wikiversity:Electrical Engineering|Electrical Engineering]] * [[Wikiversity:Electronic Engineering|Electronic Engineering]] * [[Wikiversity:Embedded System Engineering|Embedded System Engineering]] * [[School:Quantitative finance|Financial Engineering]] * [[Wikiversity:Industrial Engineering|Industrial Engineering]] * [[Wikiversity:Materials Engineering|Materials Engineering]] * [[Wikiversity:Mechanical Engineering|Mechanical Engineering]] * [[Wikiversity:Microelectronic Engineering|Microelectronic Engineering]] * [[Wikiversity:Nuclear Engineering|Nuclear Engineering]] * [[School:Petroleum engineering|Petroleum Engineering]] * [[Wikiversity:Software Engineering|Software Engineering]] * [[Wikiversity:Security Engineering|Security Engineering]] * [[Wikiversity:Structural Engineering|Structural Engineering]] * [[Wikiversity:Systems Engineering|Systems Engineering]] * [[Wikiversity:Telecommunications|Telecommunications]] * [[Wikiversity:Ocean Engineering and Naval Architecture|Ocean Engineering and Naval Architecture]] ==External links== ===Related Wikibooks=== * [[b:Calculus|Calculus]] * [[b:Engineering Thermodynamics|Engineering Thermodynamics]] * [[b:Partial Differential Equations|Partial Differential Equations]] * [[b:Statics|Statics]] {{Associated Wikimedia|Engineering |Commons = |Commons category = Engineering |Wikibooks = |Wikibooks shelf = Engineering |Wikinews portal = |Wikinews category = |Wikipedia = Engineering |Wikipedia portal = Engineering |Wikiquote = |Wikiquote category = |Wikisource = |Wikisource category = |Wiktionary = engineering |Wiktionary category = Engineering }} [[Category:Engineering]][[Category:{{PAGENAME}}| ]] [[Category:Engineering and Technology|{{PAGENAME}}]] [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1619 23503 2006-09-04T08:10:04Z Az1568 793 Thank you for experimenting with Wikiversity. Your test worked, and it has been [[m:Help:Reverting|reverted]] or removed. Please use [[Wikiversity:Sandbox|the sandbox]] for any other tests you want to do. Take a look at the [[Wikiversity:What is Wikiversity?|what is Wikiversity page]] if you would like to learn more about contributing.<!-- Template:Test (first level warning) --> <noinclude> {{TestTemplatesNotice}} [[Category:User warning templates|{{PAGENAME}}]] </noinclude> 1620 2185 2006-08-16T12:53:49Z Sebmol 14 +cats, proposed-tag {{Proposed policy}} Forking and tailoring is encouraged within Wikiversity materials to rapidly achieve a broad spectrum of useful materials suitable for various ages or skill levels of diverse participants. Tailoring is a term used within the U.S. Defense Department to describe a process of starting with MIL-STDs (military standards) and modifying them to meet a specific project, mission, team, or personal goal or requirement. To facilitate rapid creation of useful learning materials and processes, Wikiversity participants are encouraged to start with properly accredited electronic copies of public domain or FDL'd materials and modify them to meet specific lesson plan or learning processes needs and objectives. Polished materials produced in this manner should be linked into our learning trails appropriately so they may be found and used dynamically by other participants. Incomplete or predominantly duplicate or unused resources that have gone idle or static should be considered targets for merging, linking or removal. Materials are considered active if participants home or talk pages link to them and edits have taken place within three months, even if the materials are not yet ready for general use within active learning processes. Materials are considered idle if participants linking to the materials are nonresponsive to queries placed on their talk pages for six months. [[Category:Wikiversity policy|{{PAGENAME}}]] [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1623 2184 2006-08-16T12:52:50Z Sebmol 14 first draft, adapted from en-WP {| class="messagebox" |- | [[Image:Purple question mark.gif|30px]] ||'''This page is a ''proposed'' Wikiversity {{{type|[[Wikiversity:Policies|policy, guideline,]] or process}}}.''' The proposal may still be in development, under [[{{NAMESPACE}} talk:{{PAGENAME}}|discussion]], or in the process of gathering consensus for adoption. References or links to this page should not describe it as "policy". |{{#if:{{{1|}}}|{{shortcut|{{{1|}}}}}}} |} 1624 23490 2006-09-04T06:47:24Z Az1568 793 Fixed double redirect #REDIRECT [[Wikiversity:Disclosures]] 1625 2192 2006-08-16T12:59:27Z Sebmol 14 Redirecting to [[Wikiversity:What is Wikiversity?]] #REDIRECT [[Wikiversity:What is Wikiversity?]] 1626 2194 2006-08-16T12:59:55Z Sebmol 14 Redirecting to [[Wikiversity:Be bold]] #REDIRECT [[Wikiversity:Be bold]] 1628 12876 2006-08-23T18:03:36Z JWSchmidt 20 tweek <div style="background-color:#FFF594; padding:10px; border:1px solid black;">This Wikiversity participant edits pages that exist outside of the confines of the Wikiversity [[Wikiversity:Neutral point of view|neutral point of view]] (NPOV) policy.<br>This Wikiversity editor accepts and supports the Wikiversity [[Wikiversity:Scholarly ethics|policy on scholarly ethics]]. This editor will not attempt to use Wikiversity as a platform for advocating or advancing propaganda or any other type of deception or intellectual dishonesty, but rather, this editor is devoted to scholarly consideration of all topics of study. This means not distorting or hiding evidence and not crafting illegal, deceptive, dishonest or otherwise unethical accounts of facts or ideas. This editor will respond to all questions about the ethical caliber their edits on their [[:{{NAMESPACE}} talk:{{PAGENAME}}|talk page]].</div> <includeonly>{{{category|[[Category:NPOV user exceptions|{{PAGENAME}}]]}}}</includeonly><noinclude> ---- This template should only be placed on a Wikiversity participant's user page by a Wikiversity participant who is using a registered username and maintaining a verified email address. See the Wikiversity [[Wikiversity:Scholarly ethics|policy on scholarly ethics]]. </noinclude> [[Category:Ethical scholars]] 1629 12188 2006-08-23T02:49:55Z JWSchmidt 20 link to [[Template:Scholarly ethics]] See: [[Wikiversity:Neutral point of view]] and [[Template:Scholarly ethics]] [[Category:Wikiversity exceptions to NPOV]] 1630 12185 2006-08-23T02:48:34Z JWSchmidt 20 header See: [[Wikiversity:Neutral point of view]] [[Category:Wikiversity]] 1631 11478 2006-08-22T15:20:23Z Trevor MacInnis 99 +cat {| style="text-align:center; border: 1px solid #ffc9c9; background-color:#FFFFF3" |- padding:1em;padding-top:0.5em;" |style="font-size: 85%"|'''This is a <span style="white-space: nowrap"><span>&#87;&#105;<!-- Wikiversity -->&#107;&#105;</span><span>&#118;&#101;&#114;&#115;&#105;&#116;&#121;</span></span> user page.''' This is not an encyclopedia article. If you find this page on any site other than <span style="white-space: nowrap"><span>&#87;&#105;<!-- Wikiversity -->&#107;&#105;</span><span>&#118;&#101;&#114;&#115;&#105;&#116;&#121;</span>,</span> you are viewing a mirror site. Be aware that the page may be outdated and that the user this page belongs to may have no personal affiliation with any site other than <span style="white-space: nowrap"><span>&#87;&#105;<!-- Wikiversity -->&#107;&#105;</span><span>&#118;&#101;&#114;&#115;&#105;&#116;&#121;</span></span> itself. The original page is located at <span style="white-space: nowrap">[http://en.wiki<!---->versity.org/wiki/{{FULLPAGENAMEE}} <span>http://en.wiki</span><!----><span>versity.org/wi</span><span>ki/{{FULLPAGENAMEE}}</span>].</span> |[[Image:Wikimedia.png|60px|none|Wiki<!---->media Foundation]] |}<noinclude> [[Category:Templates]] </noinclude> 1632 2229 2006-08-16T14:21:30Z Digitalme 39 oops... interwiki links = not so much {{[[Template:{{{1}}}|{{{1}}}]]}} 1637 2254 2006-08-16T15:53:33Z Sebmol 14 Wikiversity:Main Page 1638 2256 2006-08-16T15:54:23Z Sebmol 14 [[Main Page]] moved to [[Wikiversity:Main Page]]: better location #REDIRECT [[Wikiversity:Main Page]] 1642 23466 2006-09-04T06:15:53Z Az1568 793 Fixing PD template Cropped version of image from Commons: http://commons.wikimedia.org/wiki/Image:Ian_Mackenzie_High_School_Classroom.jpg {{PD}} 1644 13359 2006-08-24T04:30:52Z 84.179.212.130 /* Links */ == [[w:wikitext|Wikitext]] markup -- making your page look the way you want== <!-- This is the part everybody wants, therefore transcluded and not just linked.--> * You can see some more detailed examples at [[Help:Wiki markup examples]]. * If you want to try out things without danger of doing any harm, you can do so in the [[{{ns:4}}:Sandbox]]. === Basic text formatting === {| border="1" cellpadding="2" cellspacing="0" |- !What it looks like !What you type |- | You can ''emphasize text'' by putting two apostrophes on each side. Three apostrophes will emphasize it '''strongly'''. Five apostrophes is '''''even stronger'''''. |<pre><nowiki> You can ''emphasize text'' by putting two apostrophes on each side. Three apostrophes will emphasize it '''strongly'''. Five apostrophes is '''''even stronger'''''. </nowiki></pre> |- | A single newline has no effect on the layout. But an empty line starts a new paragraph. |<pre><nowiki> A single newline has no effect on the layout. But an empty line starts a new paragraph. </nowiki></pre> |- | You can break lines<br> without starting a new paragraph.<br> Please use this sparingly. |<pre><nowiki> You can break lines<br> without starting a new paragraph.<br> Please use this sparingly. </nowiki></pre> |- | You should "sign" your comments on talk pages: : Three tildes gives your user name: [[User:Karl Wick|Karl Wick]] : Four tildes give your user name plus date/time: [[User:Karl Wick|Karl Wick]] 07:46, 27 November 2005 (UTC) : Five tildes gives the date/time alone: 07:46, 27 November 2005 (UTC) |<pre><nowiki> You should "sign" your comments on talk pages: : Three tildes gives your user name: ~~~ : Four tildes give your user name plus date/time: ~~~~ : Five tildes gives the date/time alone: ~~~~~ </nowiki></pre> |- | You can use <b>HTML tags</b>, too, if you want. Some useful ways to use HTML: Put text in a <tt>typewriter font</tt>. The same font is generally used for <code>computer code</code>. <strike>Strike out</strike> or <u>underline</u> text, or write it <span style="font-variant:small-caps"> in small caps</span>. Superscripts and subscripts: x², x₂ Invisible comments that only appear while editing the page. <!-- Note to editors: blah blah blah. --> Comments should usually go on the talk page, though. |<pre><nowiki> You can use <b>HTML tags</b>, too, if you want. Some useful ways to use HTML: Put text in a <tt>typewriter font</tt>. The same font is generally used for <code>computer code</code>. <strike>Strike out</strike> or <u>underline</u> text, or write it <span style="font-variant:small-caps"> in small caps</span>. Superscripts and subscripts: x², x₂ Invisible comments that only appear while editing the page. <!-- Note to editors: blah blah blah. --> Comments should usually go on the talk page, though. </nowiki></pre> |} For a list of HTML tags that are allowed, see [[Help:HTML in wikitext|HTML in wikitext]]. However, you should avoid HTML in favor of Wiki markup whenever possible. === Organizing your writing === {| border="1" cellpadding="2" cellspacing="0" |- !What it looks like !What you type |- | <span style="font-size: 150%"><b>Section headings</b></span> Headings organize your writing into sections. The Wiki software can automatically generate a [[Help:table of contents|table of contents]] from them. <span style="font-size: 125%"><b>Subsection</b></span> Using more equals signs creates a subsection. <b>A smaller subsection</b> Don't skip levels, like from two to four equals signs. Start with two equals signs; don't use single equals signs. |<pre><nowiki> == Section headings == Headings organize your writing into sections. The Wiki software can automatically generate a table of contents from them. === Subsection === Using more equals signs creates a subsection. ==== A smaller subsection ==== Don't skip levels, like from two to four equals signs. Start with two equals signs; don't use single equals signs. </nowiki></pre> |- | * ''Unordered [[Help:List|list]]s'' are easy to do: ** Start every line with a star. *** More stars indicate a deeper level. *A newline *in a list marks the end of the list. *Of course you can start again. |<pre><nowiki> * ''Unordered lists'' are easy to do: ** Start every line with a star. *** More stars indicate a deeper level. *A newline *in a list marks the end of the list. *Of course you can start again. </nowiki></pre> |- | # Numbered lists are also good: ## Very organized ## Easy to follow A newline marks the end of the list. #New numbering starts with 1. |<pre><nowiki> # Numbered lists are also good: ## Very organized ## Easy to follow A newline marks the end of the list. #New numbering starts with 1. </nowiki></pre> |- | * You can even do mixed lists *# and nest them *#* or break lines<br>in lists. |<pre><nowiki>* You can even do mixed lists *# and nest them *#* or break lines<br>in lists.</nowiki></pre> |- | Another kind of list is a '''definition list''': ; word : definition of the word ; longer phrase : phrase defined at length, such that, even with a relatively large window width one can see that the wrapping of the text mainains the indentation of the definition and thus a highlight of the defined term. This accentuates readability of the list. |<pre><nowiki> Another kind of list is a '''definition list''': ; word : definition of the word ; longer phrase : phrase defined at length, such that, even with a relatively large window width one can see that the wrapping of the text mainains the indentation of the definition and thus a highlight of the defined term. This accentuates readability of the list.</nowiki></pre> |- | :A colon indents a line or paragraph. A newline after that starts a new paragraph. ::This is often used for discussion on [[Help:Talk page|Talk page]]s. |<pre><nowiki> :A colon indents a line or paragraph. A newline after that starts a new paragraph. ::This is often used for discussion on talk pages. </nowiki></pre> |- | You can make [[w:horizontal dividing line|horizontal dividing line]]s to separate text. ---- But you should usually use sections instead, so that they go in the table of contents. |<pre><nowiki> You can make horizontal dividing lines to separate text. ---- But you should usually use sections instead, so that they go in the table of contents. </nowiki></pre> |} === Links === You will often want to make clickable ''links'' to other pages. {| border="1" cellpadding="2" cellspacing="0" |- !What it looks like !What you type |- | Here's a link to a page named [[Official position]]. You can even say [[official position]]s and the link will show up correctly. You can put formatting around a link. Example: ''[[Wikiversity]]''. The ''first letter'' will automatically be capitalized, so [[wikiversity]] goes to the same place as [[Wikiversity]]. Capitalization matters after the first letter. This is not the case with wiktionary, where every letter is case-sensitive - see [http://en.wiktionary.org/wiki/apollo apollo] and [http://en.wiktionary.org/wiki/Apollo Apollo] as an example. [[The weather in London]] is a page that doesn't exist yet. You can create it by clicking on the link. |<pre><nowiki> Here's a link to a page named [[Official position]]. You can even say [[official position]]s and the link will show up correctly. You can put formatting around a link. Example: ''[[Wikiversity]]''. The ''first letter'' will automatically be capitalized, so [[wikiversity]] is the same as [[Wikiversity]]. Capitalization matters after the first letter. [[The weather in London]] is a page that doesn't exist yet. You can create it by clicking on the link. </nowiki></pre> |- | You can link to a page section by its title: *[[List of cities by country#Morocco]]. *[[List of cities by country#Sealand]]. If multiple sections have the same title, add a number. [[#Example section 3]] goes to the third section named "Example section". |<pre><nowiki> You can link to a page section by its title: *[[List of cities by country#Morocco]]. *[[List of cities by country#Sealand]]. If multiple sections have the same title, add a number. [[#Example section 3]] goes to the third section named "Example section". </nowiki></pre> |- | You can make a link point to a different place with a [[Help:Piped link|piped link]]. Put the link target first, then the pipe character "|", then the link text. *[[Help:Link|About Links]] *[[List of cities by country#Morocco| Cities in Morocco]] |<pre><nowiki> You can make a link point to a different place with a [[Help:Piped link|piped link]]. Put the link target first, then the pipe character "|", then the link text. *[[Help:Link|About Links]] *[[List of cities by country#Morocco| Cities in Morocco]] </nowiki></pre> |- | You can make an external link just by typing a URL: http://www.nupedia.com You can give it a title: [http://www.nupedia.com Nupedia] Or leave the title blank: [http://www.nupedia.com] | <pre><nowiki> You can make an external link just by typing a URL: http://www.nupedia.com You can give it a title: [http://www.nupedia.com Nupedia] Or leave the title blank: [http://www.nupedia.com] </nowiki></pre> |- | You can [[Help:Redirect|redirect]] the user to another page with a special link. For example, you might want to redirect [[w:USA|USA]] to [[w:United States|United States]]. |<pre><nowiki> #REDIRECT [[United States]] </nowiki></pre> |- | [[Help:Category|Category links]] don't show up, but add the page to a category. [[Category:Help]] Add an extra colon to actually link to the category: [[:Category:English documentation]] |<pre><nowiki> Category links don't show up, but add the page to a category. [[Category:Help]] Add an extra colon to actually link to the category: [[:Category:English documentation]] </nowiki></pre> |- | The Wiki reformats linked dates to match the reader's date preferences. These three dates will show up the same if you choose a format in your [[Special:Preferences|Preferences]]: * [[July 20]], [[1969]] * [[20 July]] [[1969]] * [[1969]]-[[07-20]] |<pre><nowiki> The Wiki reformats linked dates to match the reader's date preferences. These three dates will show up the same if you choose a format in your [[Special:Preferences|]]: * [[July 20]], [[1969]] * [[20 July]] [[1969]] * [[1969]]-[[07-20]] </nowiki></pre> |} ===Just show what I typed=== A few different kinds of formatting will tell the Wiki to display things as you typed them. {| border="1" cellpadding="2" cellspacing="0" |- ! style="width:8em" | !What it looks like !What you type |- |'''&lt;nowiki&gt; tags''' | <nowiki> The nowiki tag ignores [[Wiki]] ''markup''. It reformats text by removing newlines and multiple spaces. It still interprets special characters: &rarr; </nowiki> |<pre><nowiki> &lt;nowiki&gt; The nowiki tag ignores [[Wiki]] ''markup''. It reformats text by removing newlines and multiple spaces. It still interprets special characters: &amp;rarr; &lt;/nowiki&gt; </nowiki></pre> |- |'''&lt;pre&gt; tags''' | <pre> The pre tag ignores [[Wiki]] ''markup''. It also doesn't reformat text. It still interprets special characters: &rarr; </pre> |<pre><nowiki> <pre> The pre tag ignores [[Wiki]] ''markup''. It also doesn't reformat text. It still interprets special characters: &amp;rarr; </pre> </nowiki></pre> |- |'''Leading spaces''' | Leading spaces are another way to preserve formatting. Putting a space at the beginning of each line stops the text from being reformatted. It still interprets [[Wiki]] ''markup'' and special characters: &rarr; |<pre><nowiki> Leading spaces are another way to preserve formatting. Putting a space at the beginning of each line stops the text from being reformatted. It still interprets [[Wiki]] ''markup'' and special characters: &amp;rarr; </nowiki></pre> |} ===Images, tables, video, and sounds=== This is a very quick introduction. For more information, see: * [[Help:Images and other uploaded files]] for how to upload files * [[Help:Extended image syntax]] for how to arrange images on the page * [[Help:Table]] for how to create a table {| border="1" cellpadding="2" cellspacing="0" |- !What it looks like !What you type |- | A picture, including alternate text: [[Image:Wikiversity_beta.png|50px|The logo for this Wiki]] You can put the image in a frame with a caption: [[Image:Wikiversity_beta.png|thumb|The logo for this Wiki]] |<pre><nowiki> A picture, including alternate text: [[Image:Wikiversity_beta.png|The logo for this Wiki]] You can put the image in a frame with a caption: [[Image:Wikiversity_beta.png|frame|The logo for this Wiki]] </nowiki></pre> |- | A link to Wikiversity's page for the image: [[:Image:Wiki.png]] Or a link directly to the image itself: [[Media:Wiki.png]] |<pre><nowiki> A link to Wikiversity's page for the image: [[:Image:Wiki.png]] Or a link directly to the image itself: [[Media:Wiki.png]] </nowiki></pre> |- | Use '''media:''' links to link to sounds or videos: [[media:Sg_mrob.ogg|A sound file]] |<pre><nowiki> Use '''media:''' links to link to sounds or videos: [[media:Sg_mrob.ogg|A sound file]] </nowiki></pre> |- | <center> {| border=1 cellspacing=0 cellpadding=5 | This | is |- | a <!-- much less intuitive than a standard html --> | '''table''' |} </center> |<pre><nowiki> <center> {| border=1 cellspacing=0 cellpadding=5 | This | is |- | a | '''table''' |} </center> </nowiki></pre> |} === Mathematical formulas === You can format mathematical formulas with [[w:TeX|TeX]] markup. See [[Help:Formula]]. {| border="1" cellpadding="2" cellspacing="0" |- !What it looks like !What you type |- | <math>\sum_{n=0}^\infty \frac{x^n}{n!}</math> |<pre><nowiki> <math>\sum_{n=0}^\infty \frac{x^n}{n!}</math> </nowiki></pre> |} ===Templates=== '''[[Help:Template|Templates]]''' are segments of Wiki markup that are meant to be copied automatically ("transcluded") into a page. You add them by putting the template's name in <nowiki>{{double braces}}</nowiki>. Some templates take ''parameters'', as well, which you separate with the pipe character. {| border="1" cellpadding="2" cellspacing="0" |- !What it looks like !What you type |- | {{Transclusion demo}} |<pre><nowiki> {{Transclusion demo}} </nowiki></pre> |- | This template takes two parameters, and creates underlined text with a hover box: {{H:title|This is the hover text| Hover your mouse over this text}} Go to [[template:H:title|this page]] to see the H:title template itself. |<pre><nowiki> This template takes two parameters, and creates underlined text with a hover box: {{H:title|This is the hover text| Hover your mouse over this text}} Go to [[template:H:title|this page]] to see the H:title template itself. </nowiki></pre> |} 1645 23864 2006-09-04T22:04:04Z Trevor MacInnis 99 +cat == Tips and tricks == ===Page protection=== In a few cases, where an administrator has [[Help:Administration#Page_protection|protected]] a page, the link labeled "{{MediaWiki:Editthispage}}" is replaced by the text "{{MediaWiki:Viewsource}}" (or equivalents in the language of the project). In that case the page cannot be edited. Protection of an image page includes protection of the image itself. ===Edit conflicts=== If someone else makes an edit while you are making yours, the result is an [[Help:Edit conflict|edit conflict]]. Many conflicts can be automatically resolved by the Wiki. If it can't be resolved, however, you will need to resolve it yourself. The Wiki gives you two text boxes, where the top one is the other person's edit and the bottom one is your edit. Merge your edits into the top edit box, which is the only one that will be saved. ===Reverting=== The edit link of a page showing an old version leads to an edit page with the old wikitext. This is a useful way to [[Help:Reverting a page to an earlier version|restore the old version]] of a page. However, the edit link of a [[Help:Diff|diff]] page gives the current wikitext, even if the diff page shows an old version below the table of differences. ===Error messages=== If you get an error message upon saving a page, you can't tell whether the actual save has failed or just the confirmation. You can go back and save again, and the second save will have no effect, or you can check "My contributions" to see whether the edit went through. ===Checking spelling and editing in your favorite editor=== You may find it more convenient to copy and paste the text first into your favorite [[w:text editor|text editor]], edit and spell check it there, and then paste it back into your [[w:web browser|web browser]] to preview. This way, you can also keep a local backup copy of the pages you have edited. It also allows you to make changes offline. If you edit this way, it's best to leave the editing page open after you copy from it, using the same edit box to submit your changes, so that the usual edit conflict mechanism can deal with it. If you return to the editing page later, please make sure that nobody else has edited the page in the meantime. If someone has, you'll need to merge their edits into yours by using the [[Help:diff|diff]] feature in the page history. ===Composition of the edit page=== [[Image:Edit toolbar.png|thumb|right|Wikiversity edit toolbar.]] The editing page consists of these sections: * The [[Help:Edit toolbar|edit toolbar]] (optional) * The editing text box * The [[Help:Edit summary|edit summary]] box * Save/Preview/Cancel links * A list of [[Help:Template|template]]s used on the page * A preview, if you have requested one. Your preferences may place the preview at the top of the page instead. ===Position-independent wikitext=== No matter where you put these things in the wikitext, the resulting page is displayed the same way: *[[Help:Interwiki linking|Interlanguage link]]s *[[Help:Category|Categories]] *The [[Help:Magic words|magic words]] <nowiki>__NOTOC__ and __FORCETOC__</nowiki>. See [[Help:Section]]. [[Category:Help|Editing]] 1646 4889 2006-08-16T18:18:59Z Sebmol 14 removed non-existent links This Editing Overview has a lot of '''[[w:wikitext|wikitext]]''' examples. You may want to keep this page open in a separate browser window for reference while you edit. Each of the topics covered here is covered somewhere else in more detail. Please look in the box on the right for the topic you are interested in. == Editing basics == ;Start editing :To start editing a [[w:MediaWiki|MediaWiki]] page, click on the "'''Edit this page'''" (or just "'''edit'''") link at one of its edges. This will bring you to the '''edit page''': a page with a text box containing the ''[[w:wikitext|wikitext]]'': the editable source code from which the server produces the webpage. ''If you just want to experiment, please do so in the [[{{ns:4}}:Sandbox|sandbox]], not here''. ;Summarize your changes :You should write a short [[Help:Edit summary|edit summary]] in the small field below the edit-box. You may use shorthand to describe your changes, as described in the [[{{ns:4}}:Edit summary legend|legend]]. ;Preview before saving :When you have finished, press [[Help:Show preview|preview]] to see how your changes will look -- '''before''' you make them permanent. Repeat the edit/preview process until you are satisfied, then click "Save" and your changes will be immediately applied to the article. {{:Help:Wikitext quick reference}} <!-- Edit this at [[Help:Wikitext quick reference]] --> {{:Help:Editing tips and tricks}} <!-- Edit this at [[Help:Editing tips and tricks]] --> == Minor edits == A [[Help:Logging in|logged-in]] user can mark an edit as "minor". [[Help:Minor edit|Minor edit]]s are generally spelling corrections, formatting, and minor rearrangement of text. Users may choose to ''hide'' minor edits when viewing [[Help:Recent changes|Recent Changes]]. Marking a significant change as a minor edit is considered bad Wikiquette. If you have accidentally marked an edit as minor, make a [[Help:Dummy edit|dummy edit]], verify that the "<small>'''[&nbsp;] This is a minor edit'''</small>" check-box is unchecked, and explain in the edit summary that the previous edit was not minor. ==See also== *[[Help:Editing FAQ]] *[[Help:Automatic conversion of wikitext]] *[[Help:Calculation]] *[[Help:Editing toolbar]] *[[Help:HTML in wikitext]] *[[Help:Administration#Page_protection| Protecting pages]] *[[Help:Starting a new page]] *[[Help:Variable]] *[[w:UseModWiki|UseModWiki]] and [[w:Wikipedia:PHP script|Wikipedia:PHP script]]. *[[w:HTML element|HTML elements]]. *[[w:en:User:Pilaf/Live Preview|Live preview]] - a way to preview your edits without contacting the server. *[[:Image:Special characters Verdana IE.png]] - shows special characters with codes, and also shows problem characters. *{{tim|fs}} - font size *{{tim|co}} - color *{{tiw|en|hidden begin}} - showing and hiding text using Javascript ==External links== *[http://home.earthlink.net/~awinkelried/keyboard_shortcuts.html Special characters in HTML] 1647 23878 2006-09-04T22:08:06Z Trevor MacInnis 99 +cat == [[w:wikitext|Wikitext]] markup -- making your page look the way you want== :'''''This is page [[Help:Wiki markup examples]], transcluded in [[Help:Editing]].''''' <!-- This is the part everybody wants, therefore transcluded and not just linked.--> *If you want to try out things without danger of doing any harm, you can do so in the [[{{ns:4}}:Sandbox]]. *More information on [[Help:Html in wikitext|HTML tags in wikitext]] === Organizing your writing -- sections, paragraphs, lists and lines === {| border="1" cellpadding="2" cellspacing="0" |- !What it looks like !What you type |- | ;Sections and subsections Start sections with header lines Note: Single equal signs give the highest level heading, like the page title; usually projects have the convention not to use them. <!-- This is the original = DO NOT USE THIS = == New section == === Subsection === ==== Sub-subsection ==== --> <!-- next set <h1> DO NOT USE THIS </h1> <h2> New section </h2> <h3> Subsection </h3> <h4> Sub-subsection </h4> --> <!-- This code prevents confusion in the section editing feature--> <b><font style="font-size:120%"> New section </font></b> <b><font style="font-size:110%"> Subsection</font></b> <b><font style="font-size:100%"> Sub-subsection</font></b> *Start with a second-level heading (<tt><nowiki>==</nowiki></tt>); don't use first-level headings (=). *Don't skip levels (for example, second-level followed by fourth-level). *A [[#Table of contents|table of contents]] will automatically be added to an article that has four or more sections. *If appropriate, place subsections in an appropriate order. If listing countries, for example, place them in alphabetical order rather than, say, relative to population of [[w:OECD|OECD]] countries, or some random order. *If you want to keep headings out of the TOC you have to use HTML heading tags and close them without using a slash e.g. <nowiki><h4>heading too low level to be in the toc of large page<h4></nowiki>. |<pre><nowiki> == New section == === Subsection === ==== Sub-subsection ==== </nowiki></pre> |- | ;[[w:newline|Newline]]: A single newline has no effect on the layout. But an empty line starts a new paragraph, or ends a list or indented part. (<nowiki><p></nowiki> disables this paragraphing until <nowiki></p></nowiki> or the end of the section) (in Cologne Blue two newlines and a div tag give just one newline; in the order newline, div tag, newline, the result is two newlines) You can make the wikitext more readable by putting in newlines. You might find this causes future problems -- see [[w:Wikipedia:Don't use line breaks]] for details. * When used in a list, a newline ''does'' affect the layout (See [[Help:List]]). |<pre><nowiki> A single newline has no effect on the layout. But an empty line starts a new paragraph.</nowiki></pre> |- |You can break lines<br> without starting a new paragraph.<p> (The HTML tag <nowiki><br></nowiki> is sufficient. The system produces the XHTML code <nowiki><br&nbsp;/></nowiki>.)</p> * Please use this sparingly. * Close markup between lines; do not start a [[Help:Link|link]] or ''italics'' or '''bold''' on one line and close it on the next. |<pre><nowiki>You can break lines<br> without starting a new paragraph.</nowiki></pre> |- | * ''Unordered [[Help:List|List]]s'' are easy to do: ** start every line with a star *** more stars means deeper levels *A newline *in a list marks the end of the list. *Of course *you can *start again. |<pre><nowiki>* Unordered Lists are easy to do: ** start every line with a star *** more stars means deeper levels *A newline *in a list marks the end of the list. *Of course *you can *start again. </nowiki></pre> |- | # Numbered lists are also good ## very organized ## easy to follow #A newline #in a list marks the end of the list. #New numbering starts #with 1. |<pre><nowiki># Numbered lists are also good ## very organized ## easy to follow #A newline #in a list marks the end of the list. #New numbering starts #with 1. </nowiki></pre> |- | * You can even do mixed lists *# and nest them *#* or break lines<br>in lists |<pre><nowiki>* You can even do mixed lists *# and nest them *#* or break lines<br>in lists</nowiki></pre> |- |'''Definition list''' ; word : definition of the word ; longer phrase : phrase defined |<pre><nowiki>; word : definition of the word ; longer phrase : phrase defined</nowiki></pre> * One item per line; a newline can appear before the colon, but using a space before the colon improves parsing. |- | ;indenting :A colon indents a line or paragraph. A manual newline starts a new paragraph. * This is often used for discussion on [[Help:Talk page|Talk page]]s. |<pre><nowiki>: A colon indents a line or paragraph. A manual newline starts a new paragraph. </nowiki></pre> |- | When there is a need for separating a block of text <blockquote> the '''blockquote''' command will indent both margins when needed instead of the left margin only as the colon does. </blockquote> This is useful for (as the name says) inserting blocks of quoted (and cited) text. | <pre><nowiki> <blockquote> The '''blockquote''' command will indent both margins when needed instead of the left margin only as the colon does. </blockquote> </nowiki></pre> |- |<center>Centered text.</center> * Please note the US-English spelling of "center". |<pre><nowiki><center>Centered text.</center></nowiki></pre> |- |A [[w:horizontal dividing line|horizontal dividing line]]: this is above it... ---- ...and this is below it. If you don't use a section header, you don't get a TOC entry. |<pre><nowiki>A horizontal dividing line: this is above it... ---- ...and this is below it. </nowiki></pre> |} === Links, URLs === More information at [[Help:Link]] ==== Internal links ==== General notes: *Enclose the '''target name''' in double square brackets -- <nowiki>"[[" and "]]"</nowiki> *First letter of target name is automatically capitalized *Spaces are represented as underscores (but don't do underscores yourself) *[[the weather in London|Links to nonexistent pages]] are shown in red -- [[Help:Starting a new page]] tells about creating the page. *When the mouse cursor "hovers" over the link, you see a "hover box" containing... {| border="1" cellpadding="2" cellspacing="0" |- !What it looks like !What you type |- | ;Basic Sue is reading the [[official position]] (or [[Official position]]s). |<pre><nowiki>Sue is reading the [[official position]] (or [[Official position]]s).</nowiki></pre> |- | ;Basic + [[Help:Editing#Text_formatting_--_controlling_how_it_looks|Text formatting]] You can also ''italicize''/etc. links: e.g., ''[[Wikipedia]]''. |<pre><nowiki> ''[[Wikipedia]]'' </nowiki></pre> |- | ;Interwiki linking A link to the page on another wiki (e.g. the same subject in another language) *For more info see [[m:Help:Interwiki linking]]. *[[:fr:Wikipédia:Aide]]. |<pre><nowiki> *For more info see [[m:Help:Interwiki linking]]. *[[:fr:Wikipédia:Aide]]. </nowiki></pre> |- | ;Section of page *[[List of cities by country#Morocco]]. *[[List of cities by country#Sealand]]. If the section doesn't exist, the link goes to the top of the page. If there are multiple sections by the same name, link to specific ones by adding how many times that header has alreay appeared (e.g. if there are 3 sections entitled "Example header," and you wish to link to the third one, then use <nowiki>[[#Example section 3]]</nowiki>. For more info, see [[Help:Editing FAQ#Q: Can I link to a specific section header if there are multiple section headers of the same name? If so, how?|Help:Editing FAQ]]. | <pre><nowiki>*[[List of cities by country#Morocco]]. *[[List of cities by country#Sealand]].</nowiki></pre> <pre><nowiki></nowiki></pre> |- | ;[[Help:Piped link|Piped link]] Use a pipe "'''|'''" to create a '''link label''': *[[Help:Link|About Links]] *[[List of cities by country#Morocco| Cities in Morocco]] |<pre><nowiki>*[[Help:Link|About Links]] *[[List of cities by country#Morocco| Cities in Morocco]] </nowiki></pre> |- |'''"blank" pipes''' hide: *Words in parentheses: [[kingdom (biology)|kingdom]]. *Namespace: [[Meta:Requests for adminship|Requests for adminship]]. After you save, the server automatically fills in the link label. |<pre><nowiki>*In parentheses: [[kingdom (biology)|]]. *Namespace: [[Meta:Requests for adminship|]].</nowiki></pre> |- | ;Links to nonexistent pages [[The weather in London]] is a page that doesn't exist yet. *You can create it by clicking on the link. *Have a look at [[Help:Starting a new page|how to start a page]] guide and the naming conventions page for your project. |<pre><nowiki>[[The weather in London]] is a page that doesn't exist yet.</nowiki></pre> |- | ;Link to yourself You should "sign" your comments on [[Help:Talk page|talk page]]s: : Your user name: [[User:Karl Wick|Karl Wick]] : Or your user name plus date/time: [[User:Karl Wick|Karl Wick]] 08:10 Oct 5, 2002 (UTC) : Five tildes gives the date/time alone: 08:10 Oct 5, 2002 (UTC) The server will fill in the link after you save. |<pre><nowiki>You should "sign" your comments on talk pages: : Your user name: ~~~ : Or your user name plus date/time: ~~~~ : Five tildes gives the date/time alone: ~~~~~ </nowiki></pre> |- | ;[[Help:Redirect|Redirect]]s one article title to another with this special link. |<pre><nowiki>#REDIRECT [[United States]]</nowiki></pre> |- | ;"Magic" links * [[w:ISBN|ISBN]] links to books: ISBN 0123456789X (See [[Help:ISBN links]] * [[w:Request for Comments|RFC]] links to Requests for Comments: RFC 123 (See [[mediawiki:Rfcurl]]) |<pre><nowiki> ISBN 0123456789X RFC 123</nowiki></pre> |- | ;Media links To include links to non-image uploads such as sounds, use a "media" link. <br/>[[media:Sg_mrob.ogg|Sound]] |<pre> <nowiki> [[media:Sg_mrob.ogg|Sound]] </nowiki></pre> |- | ;Links to Categories To include links to a Category page. <br/>[[:Category:English documentation]] |<pre> <nowiki> [[:Category:English documentation]] </nowiki></pre> |- | ;Dates: Use links for dates, so everyone can set their own display order. Use [[Special:Preferences]] to change your own date display setting. |<pre><nowiki>[[July 20]], [[1969]] , [[20 July]] [[1969]] and [[1969]]-[[07-20]] </nowiki></pre>will all appear as [[20 July]]-[[1969]] if you set your date display preference to 1 January 2001. |- | ;Special pages "What links here" and "Recent changes" can be linked as:<br/> [[Special:Whatlinkshere/{{NAMESPACE}}:{{PAGENAME}}]] and [[Special:Recentchangeslinked/{{NAMESPACE}}:{{PAGENAME}}]] |<pre><nowiki> [[Special:Whatlinkshere/ Help:Editing]] and [[Special:Recentchangeslinked/ Help:Editing]]</nowiki></pre> |} ====External links==== {| border="1" cellpadding="2" cellspacing="0" |- |[http://www.nupedia.com Nupedia], [http://www.nupedia.com] |<pre><nowiki> [http://www.nupedia.com Nupedia], [http://www.nupedia.com]</nowiki></pre> |- |[mailto:email@example.com Email Example], [mailto:email@example.com] |<pre><nowiki>[mailto:email@example.com Email Example], [mailto:email@example.com]</nowiki></pre> |- |Or just give the URL: http://www.nupedia.com. *In the [[Help:URL|URL]] all symbols must be among: A-Z a-z 0-9 ._\/~%- &amp;#?!=()@ \x80-\xFF. If a URL contains a different character it should be converted; for example, ^ has to be written ^ (to be looked up in [[w:ASCII|ASCII]]). A blank space can also be converted into an underscore. |<pre><nowiki>Or just give the URL: http://www.nupedia.com.</nowiki></pre> |} === Images, video, and sounds === See also: [[Help:Images and other uploaded files]] {| border="1" cellpadding="2" cellspacing="0" |- !What it looks like !What you type |- | ;In-line picture: [[Image:Wiki.png|Wikipedia - The Free Encyclopedia]] * For many projects, only images that have been uploaded to the same project or [[commons:|the Commons]] can be used. To upload images, use the [[Special:Upload|upload page]]. You can find the uploaded image on the [[Special:Imagelist|image list]] |<pre><nowiki> A picture: [[Image:Wiki.png]]</nowiki></pre> or, with alternative text (''strongly'' encouraged) <!-- actually required in HTML4 --> vbgf <pre><nowiki>[[Image:Wiki.png| Wikipedia - The Free Encyclopedia]] </nowiki> </pre> [[w:Web browser|Web browser]]s render alternative text when not displaying an image -- for example, when the image isn't loaded, or in a text-only browser, or when spoken aloud. See [[w:Wikipedia:Alternative text for images|Alternative text for images]] for help on choosing alternative text. See [[Help:Extended image syntax|Extended image syntax]] for more options. There is [[Help:Images and other uploaded files#More_details_and_examples_on_embedding_internal_images__into_articles|more information]] on resizing and other formatting tricks. |- | ;Other ways of linking to pictures *The [[Help:Image page|Image page]]: [[:Image:Wiki.png]] *A link to just the picture: [[media:Wiki.png|Wikipedia]] * Clicking on an image displayed on a page (such as any of the ones above) also leads to the description page * To include links to images shown as links instead of drawn on the page, use a "media" link. |<pre><nowiki>[[:Image:Wiki.png]] [[media:Wiki.png|Wikipedia]] </nowiki></pre> |- |'''Other Media Links -- Video and Sounds''' Use a "media" link: [[media:Sg_mrob.ogg|Sound]] <br>There is [[Help:Images and other uploaded files#Supported_file_types.3B_miscellaneous|More information on other media types]]. |<pre><nowiki>[[media:Sg_mrob.ogg|Sound]]</nowiki></pre> |} === Text formatting -- controlling how it looks === <table border="1" cellpadding="2" cellspacing="0"> <tr> <th>What it looks like</th> <th>What you type</th> </tr> <tr valign="top"><td> ''Emphasize'' (italics), '''strongly''' (bold), '''''very strongly''''' (bold italics). (These are double and triple apostrophes, not double quotes.) <small>Note: this can also be applied to links (e.g., ''[[Wikipedia]]'').</small> </td> <td valign="bottom"> <pre><nowiki>''Emphasize'', '''strongly''', '''''very strongly'''''. ''[[Wikipedia]]'' </nowiki></pre> </td> </tr> <tr valign="top"><td> You can also write <i>italic</i> and <b>bold</b>. This is useful in mathematical formulas where you need specific font styles rather than emphasis. :<b>F</b> = <i>m</i><b>a</b> (The difference between these two methods is not very important for graphical browsers, so most people ignore it). But it may make a big difference for the visually impaired ;-) </td> <td> <pre><nowiki>You can also write <i>italic</i> and <b>bold</b>. This is useful in mathematical formulas where you need specific font styles rather than emphasis. :<b>F</b> = <i>m</i><b>a</b></nowiki></pre><!-- that's not a mathematical formula, though -- sure it is, just because it's being applied to physics doesn't make it stop being mathematics --> </td> </tr> <tr valign="top"><td> You can also write <span style="font-variant:small-caps"> in small caps</span>. If the wiki has the templates, this can {{bsm}}be much simpler to write{{esm}}. </td> <td> <pre><nowiki>You can also write <span style="font-variant:small-caps"> in small caps</span>. If the wiki has the templates, this can {{bsm}}be much simpler to write{{esm}}.</nowiki></pre> </td> </tr> <tr valign=top> <td>A typewriter font, sometimes used for <tt>technical terms</tt> and <code>computer code</code>. </td> <td><pre><nowiki>A typewriter font, sometimes used for <tt>technical terms</tt> and <code>computer code</code>.</nowiki></pre> * For semantic reasons, using <code>&lt;code&gt;</code> where applicable is preferable to using <code>&lt;tt&gt;</code>. </td><!-- tt is really 'teletype', not 'technical term' --> </tr> <tr valign=top> <td>You can use <small>small text</small> for captions. </td> <td><pre><nowiki>You can use <small>small text</small> for captions.</nowiki></pre> </td> </tr> <tr valign="top"><td>You can <strike>strike out deleted material</strike> and <u>underline new material</u>. You can also mark <del>deleted material</del> and <ins>inserted material</ins> using logical markup rather than visual markup. * When editing regular articles, just make your changes and do not mark them up in any special way. * When editing your own previous remarks in talk pages, it is sometimes appropriate to mark up deleted or inserted material. </td> <td><pre><nowiki>You can <strike>strike out deleted material</strike> and <u>underline new material</u>. You can also mark <del>deleted material</del> and <ins>inserted material</ins> using logical markup rather than visual markup. </nowiki></pre> </td> </tr> <tr valign="bottom" id="subscript"><td>Subscript: x₂<br/> Superscript: x² or x&sup2; Most browsers have an easier time formatting lines with &amp;sup2; than with &lt;sup>2&lt;/sup> &epsilon;₀ = 8.85 &times; 10^&minus;12 C&sup2; / J m. <br/> <br/> 1 [[hectare]] = [[1 E4 m²]] </td> <td valign="bottom"><pre><nowiki>Subscript: x₂ Superscript: x² or x&amp;sup2; </nowiki></pre> <pre><nowiki> &amp;epsilon;₀ = 8.85 &amp;times; 10^{&amp;minus;12} C&amp;sup2; / J m. 1 [[hectare]] = [[1 E4 m&amp;sup2]] </nowiki></pre></td> </tr> </table> ===Spacing things out -- spaces and tables === <table border="1" cellpadding="2" cellspacing="0"> <tr valign="top"><td> ;Using non-breaking spaces <i>x</i>²&nbsp;&nbsp; &nbsp;&ge; &nbsp;&nbsp;&nbsp;0 true. </td> <td><pre><nowiki> <i>x</i>²&amp;nbsp; &amp;nbsp;&amp;ge; &amp;nbsp;&amp;nbsp;0 true. </nowiki></pre></td> </tr> <tr> <td> ;Using [[Help:Table#Simple_example|Wikitext piped tables]] {||- |<i>x</i>² | width=20px | || width=20px | &ge;0 || true. |- | a || || b |} See templates [[Template:hs1]], [[Template:hs]], and [[Template:vs]] for more examples </td> <td> <pre><nowiki> {||- |<i>x</i>² | width=20px | || width=20px | &ge;0 || true. |- | a || || b |} </nowiki></pre> See [[Help:Table]] for more information </td> </tr> </table> ===Just show what I typed=== &lt;nowiki&gt; and &lt;pre&gt; tags can tell the server and the browser to display things as you typed them. <table border="1" cellpadding="2" cellspacing="0"> <tr> <td> ;Example: arrow &rarr; ''italics'' [[link]] </td> <td valign="bottom"> <pre><nowiki>arrow &amp;rarr; ''italics'' [[link]]</nowiki></pre> </td> </tr> <tr> <td valign="bottom"> ;&lt;nowiki> * interpret special characters * don't interpret special wiki markup * reformat text (removing newlines and multiple spaces) <nowiki> arrow &rarr; ''italics'' [[link]] </nowiki> </td> <td valign="bottom"> <pre><nowiki><nowiki> arrow &amp;rarr; ''italics'' [[link]] </nowiki></nowiki></pre> </td> </tr> <tr> <td> ;<nowiki><pre></nowiki> * interpret special characters * don't interpret special wiki markup * don't reformat text <pre>arrow &rarr; ''italics'' [[link]] </pre> </td> <td valign="bottom"> <pre><nowiki><pre>arrow &amp;rarr; ''italics'' [[link]]</pre></nowiki></pre> </td> </tr> <tr> <td> ; leading space * interpret special characters * interpret special wiki markup * don't reformat text arrow &rarr; ''italics'' [[link]] </pre> </td> <td valign="bottom"> <pre> <nowiki>arrow &amp;rarr; ''italics'' [[link]]</nowiki></pre> </td> </tr> <tr valign=top> <td> ;preformatted text IF a line of plain text starts with a space it will be formatted exactly as typed in a fixed-width font in a grey dotted-outline box lines won't wrap ENDIF this is useful for: * pasting preformatted text; * algorithm descriptions; * program source code * ASCII art; * chemical structures; For larger preformatted text passages you can use the <nowiki><pre>a lot of text</pre></nowiki> tag. WARNING If you make it wide, you [[w:page widening|force the whole page to be wide]] and hence less readable. Never start ordinary lines with spaces.<br> <center>(see also below)</center> </td> <td><pre><nowiki> IF a line of plain text starts with a space it will be formatted exactly as typed in a fixed-width font in a grey dotted-outline box lines won't wrap ENDIF this is useful for: * pasting preformatted text; * algorithm descriptions; * program source code * ASCII art; * chemical structures; </nowiki></pre> </td> </tr> <tr> <td> ;typewriter font: <tt>arrow &rarr;</tt> <tt>''italics''</tt> <tt>[[link]]</tt> </td> <td valign="bottom"> <pre><nowiki><tt>arrow &amp;rarr;</tt> <tt>''italics''</tt> <tt>[[link]]</nowiki></tt></pre> </td> </tr> <tr> <td> ;Show special character codes: &amp;rarr; </td> <td valign="bottom"> <pre>&amp;amp;rarr;</pre> </td> </tr> <tr> <td> ;Comments The text between '''here''' <!-- comment here --> '''and here''' won't be displayed </td> <td> <pre><nowiki>The text between '''here''' <!-- comment here --> '''and here''' won't be displayed</nowiki></pre> </td> </tr> </table> ===Complicated mathematical formulae=== <table> <tr> <td> &nbsp;&nbsp;<math>\sum_{n=0}^\infty \frac{x^n}{n!}</math> * See [[Help:Formula|Formula]] or [[m:MediaWiki User's Guide: Editing mathematical formulae:TeX markup|TeX markup]] * A useful resource for understanding TeX can be found at the [http://tug.org TeX User's Group]. </td> <td><pre><nowiki> <math>\sum_{n=0}^\infty \frac{x^n}{n!}</math> </nowiki></pre> </td> </tr> </table> ===Special characters=== <table border="1" cellpadding="2" cellspacing="0"> <tr valign="top"> <td> '''Umlauts and accents:''' (See [[Help:Special characters]])<br/> À Á Â Ã Ä Å Æ Ç È É Ê Ë Ì Í Î Ï Ñ Ò Ó Ô Õ Ö Ø Ù Ú Û Ü ß à á â ã ä å æ ç è é ê ë ì í î ï ñ ò ó ô œ õ ö ø ù ú û ü ÿ<br/> <br/> &Agrave; &Aacute; &Acirc; &Atilde; &Auml; &Aring; <br/> &AElig; &Ccedil; &Egrave; &Eacute; &Ecirc; &Euml; <br/> &Igrave; &Iacute; &Icirc; &Iuml; &Ntilde; &Ograve; <br/> &Oacute; &Ocirc; &Otilde; &Ouml; &Oslash; &Ugrave; <br/> &Uacute; &Ucirc; &Uuml; &szlig; &agrave; &aacute; <br/> &acirc; &atilde; &auml; &aring; &aelig; &ccedil; <br/> &egrave; &eacute; &ecirc; &euml; &igrave; &iacute;<br/> &icirc; &iuml; &ntilde; &ograve; &oacute; &ocirc; <br/> &oelig; &otilde; &ouml; &oslash; &ugrave; &uacute; <br/> &ucirc; &uuml; &yuml; </td> <td><pre><nowiki> À Á Â Ã Ä Å Æ Ç È É Ê Ë Ì Í Î Ï Ñ Ò Ó Ô Õ Ö Ø Ù Ú Û Ü ß à á â ã ä å æ ç è é ê ë ì í î ï ñ ò ó ô œ õ ö ø ù ú û ü ÿ &amp;Agrave; &amp;Aacute; &amp;Acirc; &amp;Atilde; &amp;Auml; &amp;Aring; &amp;AElig; &amp;Ccedil; &amp;Egrave; &amp;Eacute; &amp;Ecirc; &amp;Euml; &amp;Igrave; &amp;Iacute; &amp;Icirc; &amp;Iuml; &amp;Ntilde; &amp;Ograve; &amp;Oacute; &amp;Ocirc; &amp;Otilde; &amp;Ouml; &amp;Oslash; &amp;Ugrave; &amp;Uacute; &amp;Ucirc; &amp;Uuml; &amp;szlig; &amp;agrave; &amp;aacute; &amp;acirc; &amp;atilde; &amp;auml; &amp;aring; &amp;aelig; &amp;ccedil; &amp;egrave; &amp;eacute; &amp;ecirc; &amp;euml; &amp;igrave; &amp;iacute; &amp;icirc; &amp;iuml; &amp;ntilde; &amp;ograve; &amp;oacute; &amp;ocirc; &amp;oelig; &amp;otilde; &amp;ouml; &amp;oslash; &amp;ugrave; &amp;uacute; &amp;ucirc; &amp;uuml; &amp;yuml;</nowiki></pre></td> </tr> <tr valign=top> <td> '''Punctuation:'''<br/> ¿ ¡ « » § ¶ † ‡ • - – — &iquest; &iexcl; &laquo; &raquo; &sect; &para;<br/> &dagger; &Dagger; &bull; - &ndash; &mdash; </td> <td><pre><nowiki> ¿ ¡ « » § ¶ † ‡ • - – — &amp;iquest; &amp;iexcl; &amp;laquo; &amp;raquo; &amp;sect; &amp;para; &amp;dagger; &amp;Dagger; &amp;bull; - &amp;ndash; &amp;mdash;</nowiki></pre></td> </tr> <tr valign="top"> <td> '''Commercial symbols:'''<br/> ™ © ® ¢ € ¥ £ ¤ &trade; &copy; &reg; &cent; &euro; &yen; &pound; &curren;</td> <td><pre><nowiki> ™ © ® ¢ € ¥ £ ¤ &amp;trade; &amp;copy; &amp;reg; &amp;cent; &amp;euro; &amp;yen; &amp;pound; &amp;curren; </nowiki></pre></td> </tr> <tr valign="top"><td>'''Greek characters:''' <br/> α β γ δ ε ζ η θ ι κ λ μ ν ξ ο π ρ σ ς τ υ φ χ ψ ω Γ Δ Θ Λ Ξ Π Σ Φ Ψ Ω &alpha; &beta; &gamma; &delta; &epsilon; &zeta; <br/> &eta; &theta; &iota; &kappa; &lambda; &mu; &nu; <br/> &xi; &omicron; &pi; &rho; &sigma; &sigmaf; <br/> &tau; &upsilon; &phi; &chi; &psi; &omega;<br/> &Gamma; &Delta; &Theta; &Lambda; &Xi; &Pi; <br/> &Sigma; &Phi; &Psi; &Omega; </td> <td><pre><nowiki> α β γ δ ε ζ η θ ι κ λ μ ν ξ ο π ρ σ ς τ υ φ χ ψ ω Γ Δ Θ Λ Ξ Π Σ Φ Ψ Ω &amp;alpha; &amp;beta; &amp;gamma; &amp;delta; &amp;epsilon; &amp;zeta; &amp;eta; &amp;theta; &amp;iota; &amp;kappa; &amp;lambda; &amp;mu; &amp;nu; &amp;xi; &amp;omicron; &amp;pi; &amp;rho; &amp;sigma; &amp;sigmaf; &amp;tau; &amp;upsilon; &amp;phi; &amp;chi; &amp;psi; &amp;omega; &amp;Gamma; &amp;Delta; &amp;Theta; &amp;Lambda; &amp;Xi; &amp;Pi; &amp;Sigma; &amp;Phi; &amp;Psi; &amp;Omega; </nowiki></pre></td> </tr> <tr valign="top"> <td> '''Math characters:''' <br/> ∫ ∑ ∏ √ − ± ∞ ≈ ∝ ≡ ≠ ≤ ≥ × · ÷ ∂ ′ ″ ∇ ‰ ° ∴ ø ∈ ∩ ∪ ⊂ ⊃ ⊆ ⊇ ¬ ∧ ∨ ∃ ∀ ⇒ ⇔ → ↔ ↑ &int; &sum; &prod; &radic; &minus; &plusmn; &infin;<br/> &asymp; &prop; &equiv; &ne; &le; &ge;<br/> &times; &middot; &divide; &part; &prime; &Prime;<br/> &nabla; &permil; &deg; &there4; &oslash;<br/> &isin; &cap; &cup; &sub; &sup; &sube; &supe;<br/> &not; &and; &or; &exist; &forall; &rArr; &hArr;<br/> &rarr; &harr; &uarr;<br/> Problem symbols: ℵ ∉ &alefsym; &notin; </td> <td valign="middle"><pre><nowiki> ∫ ∑ ∏ √ − ± ∞ ≈ ∝ ≡ ≠ ≤ ≥ × · ÷ ∂ ′ ″ ∇ ‰ ° ∴ ø ∈ ∩ ∪ ⊂ ⊃ ⊆ ⊇ ¬ ∧ ∨ ∃ ∀ ⇒ ⇔ → ↔ ↑ &amp;int; &amp;sum; &amp;prod; &amp;radic; &amp;minus; &amp;plusmn; &amp;infin; &amp;asymp; &amp;prop; &amp;equiv; &amp;ne; &amp;le; &amp;ge; &amp;times; &amp;middot; &amp;divide; &amp;part; &amp;prime; &amp;Prime; &amp;nabla; &amp;permil; &amp;deg; &amp;there4; &amp;oslash; &amp;isin; &amp;cap; &amp;cup; &amp;sub; &amp;sup; &amp;sube; &amp;supe; &amp;not; &amp;and; &amp;or; &amp;exist; &amp;forall; &amp;rArr; &amp;hArr; &amp;rarr; &amp;harr; &amp;uarr; Problem symbols: ℵ ∉ &amp;notin; &amp;alefsym; </nowiki></pre></td> </tr> </table> ===Including another page -- transclusion and templates === Changing a transcluded file will change every file that transcludes it. <table border="1" cellpadding="2" cellspacing="0"> <tr valign="bottom"> <td> ;transclusion :Including the contents of another page into the current page. <div style="border: 1pt dashed blue; background : grey; padding: 1em 1em;"> {{:Help:Transclusion Demo}}</div></td> <td> <pre><nowiki>{{</nowiki>:Help:Transclusion Demo<nowiki>}}</nowiki></pre></td> </tr> <tr valign="bottom"> <td> ;[[Help:Template|template]] A special kind of page designed for transclusion. These pages are found in the '''Template:''' [[help:namespace|namespace]] Templates can even take parameters. When you edit a page, all the templates used on the page are listed below the edit box. <div style="border: 1pt dashed blue; background : grey; padding: 1em 1em;"> {{H:title|hovertext|This is underlined}}</div></td> <td> <pre><nowiki>{{H:title|hovertext|This is underlined}}</nowiki></pre></td></tr> </table> [[Category:Help]] 1648 23876 2006-09-04T22:07:28Z Trevor MacInnis 99 +cat ==Permitted HTML== The following [[w:HTML element|HTML element]]s are currently permitted: {| border="0" cellpadding="5" | valign="top"| * [[w:HTML_element#Presentational_markup|&lt;b&gt;]] * [[w:HTML_element#Presentational_markup|&lt;big&gt;]] * [[w:HTML_element#Text_containers|&lt;blockquote&gt;]] * [[w:HTML_element#Others|&lt;br&gt;]] * [[w:HTML_element#Tables|&lt;caption&gt;]] * &lt;center&gt; * &lt;cite&gt; * [[w:HTML_element#Logical_markup|&lt;code&gt;]] * [[w:HTML_element#Lists|&lt;dd&gt;]] * [[w:HTML_element#Other_containers|&lt;div&gt;]] * [[w:HTML_element#Lists|&lt;dl&gt;]] * [[w:HTML_element#Lists|&lt;dt&gt;]] * [[w:HTML_element#Logical_markup|&lt;em&gt;]] * [[w:HTML_element#Presentational_markup|&lt;font&gt;]] * [[w:HTML_element#Headings|&lt;h1&gt;]] | valign="top"| * [[w:HTML_element#Headings|&lt;h2&gt;]] * [[w:HTML_element#Headings|&lt;h3&gt;]] * [[w:HTML_element#Headings|&lt;h4&gt;]] * [[w:HTML_element#Headings|&lt;h5&gt;]] * [[w:HTML_element#Headings|&lt;h6&gt;]] * [[w:HTML_element#Other_containers|&lt;hr&gt;]] * [[w:HTML_element#Presentational_markup|&lt;i&gt;]] * [[w:HTML_element#Lists|&lt;li&gt;]] * [[w:HTML_element#Lists|&lt;ol&gt;]] * [[w:HTML_element#Text_containers|&lt;p&gt;]] * [[w:HTML_element#Text_containers|&lt;pre&gt;]] * &lt;rb&gt; * &lt;rp&gt; * &lt;rt&gt; * &lt;ruby&gt; | valign="top"| * [[w:HTML_element#Presentational_markup|&lt;s&gt;]] * [[w:HTML_element#Presentational_markup|&lt;small&gt;]] * [[w:HTML_element#Presentational_markup|&lt;strike&gt;]] * [[w:HTML_element#Logical_markup|&lt;strong&gt;]] * [[w:HTML_element#Presentational_markup|&lt;sub&gt;]] * [[w:HTML_element#Presentational_markup|&lt;sup&gt;]] * [[w:HTML_element#Tables|&lt;table&gt;]] * [[w:HTML_element#Tables|&lt;td&gt;]] * [[w:HTML_element#Tables|&lt;th&gt;]] * [[w:HTML_element#Tables|&lt;tr&gt;]] * [[w:HTML_element#Presentational_markup|&lt;tt&gt;]] * [[w:HTML_element#Presentational_markup|&lt;u&gt;]] * [[w:HTML_element#Lists|&lt;ul&gt;]] * [[w:HTML_element#Logical_markup|&lt;var&gt;]] * [[w:HTML_element#Others|&lt;!-- ... --&gt;]] |} The following excerpt from [http://cvs.sourceforge.net/viewcvs.py/wikipedia/phpwiki/newcodebase/OutputPage.php OutputPage.php] additionally shows which attributes are allowed. :'''Update:''' In 1.4rc1, the removeHTMLtags function is located in Parser.php. :'''Update:''' In 1.5, the removeHTMLtags function is now located in Sanitizer.php. For many HTML elements, more convenient wikitext code is available, see [[Help:Editing]]. On the other hand, HTML tags allow an id that can be referenced in one's [[Help:User style|user style]] css, and allows the tag to be used as link target. <pre> /* private */ function removeHTMLtags( $text ) { wfProfileIn( "OutputPage::removeHTMLtags" ); $htmlpairs = array( # Tags that must be closed "b", "i", "u", "font", "big", "small", "sub", "sup", "h1", "h2", "h3", "h4", "h5", "h6", "cite", "code", "em", "s", "strike", "strong", "tt", "var", "div", "center", "blockquote", "ol", "ul", "dl", "table", "caption", "pre", "ruby", "rt" , "rb" , "rp" ); $htmlsingle = array( "br", "p", "hr", "li", "dt", "dd" ); $htmlnest = array( # Tags that can be nested--?? "table", "tr", "td", "th", "div", "blockquote", "ol", "ul", "dl", "font", "big", "small", "sub", "sup" ); $tabletags = array( # Can only appear inside table "td", "th", "tr" ); $htmlsingle = array_merge( $tabletags, $htmlsingle ); $htmlelements = array_merge( $htmlsingle, $htmlpairs ); $htmlattrs = array( # Allowed attributes--no scripting, etc. "title", "align", "lang", "dir", "width", "height", "bgcolor", "clear", /* BR */ "noshade", /* HR */ "cite", /* BLOCKQUOTE, Q */ "size", "face", "color", /* FONT */ "type", "start", "value", "compact", /* For various lists, mostly deprecated but safe */ "summary", "width", "border", "frame", "rules", "cellspacing", "cellpadding", "valign", "char", "charoff", "colgroup", "col", "span", "abbr", "axis", "headers", "scope", "rowspan", "colspan", /* Tables */ "id", "class", "name", "style" /* For CSS */ ); </pre> E.g., element "a" is not allowed, and the wikitext <a href="<nowiki>http://meta.wikimedia.org/wiki/Main_Page</nowiki>">Main Page</a> produces the HTML code &amp;lt;a href="<nowiki>http://meta.wikimedia.org/wiki/Main_Page</nowiki>"&amp;gt;Main Page&amp;lt;/a&amp;gt; which renders as the wikitext, not working as a link. ==Span== <code><nowiki><span></nowiki></code>, a generic inline text container, is now allowed on default MediaWiki installations (as of version 1.5). Span can be ID'd, classed, or styled: <nowiki>This is <span style="color:red">red</span> text.</nowiki> <nowiki>This is <span id="randomfooid">identified</span> text.</nowiki> <nowiki>This is <span class="importantmessage">classed</span> text.</nowiki> produces: <blockquote> This is <span style="color:red">red</span> text. This is <span id="randomfooid">identified</span> text. This is <span class="importantmessage">classed</span> text. </blockquote> IDs and classes are used in conjunction with stylesheets to give a piece of text a descriptive class (or unique identifier) and to refer to that in a stylesheet. Note that in most cases, one can use a more descriptive tag, for instance, <strong><nowiki><strong></nowiki></strong> (which can be classed, identified, and styled, as well) to indicate an important piece of text, or <em><nowiki><em></nowiki></em> (subject to the same things as strong) to indicate an emphasized piece of text. For instance, the above might be better reformulated as <nowiki>This is <em style="color:red;font-style:normal">red</em> text.</nowiki> <blockquote>This is <em style="color:red;font-style:normal">red</em> text.</blockquote> This not only draws the user's attention to the text, but can also alert those who are using nonvisual browsers or have sight impairments, etc. to the fact that that is <em>emphasized text</em>. Using {{timc|H:title}}, <nowiki>"a height of {{h:title|6.1 km|20000 ft}} above sea level"</nowiki> gives "a height of {{h:title|6.1 km|20000 ft}} above sea level" (note the hover box over "20000 ft"). ==Font== ''Note: This element is [[w:Deprecation|deprecate]]d (should not be used) in favor of [[#Span|<nowiki><span></nowiki>]].'' For some attributes, like color, one can also use <pre> a <font style="color: red">red</font> word </pre> or <pre> a <font color=red>red</font> word. </pre> giving a <font style="color: red">red</font> word a <font color=red>red</font> word ==Div== E.g. to assign the class "red" to a text one can put &lt;div class="red">example text&lt;/div> which gives <div class="red">example text</div> which is in red if the css line .red {color:red} is applicable. This is suitable if the color is specifically intended to be red; if it is just for emphasis a more general term for the class would be more appropriate, because css allows the user to choose another method of emphasis (another color, bold, enlarged, etc.). Note that many readers will not have their own css with such lines as ".red {color:red}", so one cannot refer to "the red text above", etc. ==External links== * [http://www.w3.org/TR/html401/index/elements.html elements] | [http://www.w3.org/TR/html401/index/attributes.html attributes] [[Category:Help]] 1649 23873 2006-09-04T22:06:52Z Trevor MacInnis 99 +cat ==List basics== {|border=1 !wikitext!!rendering |- | * Lists are easy to do: ** start every line with a star *** more stars means deeper levels | * Lists are easy to do: ** start every line with a star *** more stars means deeper levels |- | *A newline *in a list marks the end of the list. Of course *you can *start again. | *A newline *in a list marks the end of the list. Of course *you can *start again. |- | # Numbered lists are also good ## very organized ## easy to follow | # Numbered lists are also good ## very organized ## easy to follow |- | * You can also **break lines&lt;br&gt;inside lists&lt;br&gt;like this | * You can also **break lines<br>inside lists<br>like this |- | ; Definition list : list of definitions ; item : the item's definition | ; Definition list : list of definitions ; item : the item's definition |- | * You can even create mixed lists *# and nest them *#* like this *#*; can I mix definition list as well? *#*: yes *#*; how? *#*: it's easy as *#*:* a *#*:* b *#*:* c | * You can even create mixed lists *# and nest them *#* like this *#*; can I mix definition list as well? *#*: yes *#*; how? *#*: it's easy as *#*:* a *#*:* b *#*:* c |} ==A blank line within a list item or between list items== (In this and the next section numbered lists are used in examples; unnumbered lists give a corresponding result, except that a possible problem of a list restarting with 1 is not applicable.) A list item can only be one paragraph unless HTML tags are used within it. Otherwise, the new paragraph will end the list. If the list is unnumbered, a new list can be started, but if the list is numbered, the numbering will start over from 1. In the case of a numbered list, the same is used to have a blank line between list items (more or less necessary if there is a multi-paragraph list item, otherwise the lay-out is confusing); in the case of an unnumbered list one can simply start a new one. ===Using <nowiki><br><br></nowiki>=== One way to produce a paragraph break in a list is to use <nowiki><br><br></nowiki>. The spacing between paragraphs may look odd, however. Example: #<nowiki>Abc dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.<br><br>Def dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.<br><br></nowiki> #<nowiki>Ghi dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.<br><br>Jkl dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.</nowiki> Result: #Abc dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.<br><br>Def dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.<br><br> #Ghi dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.<br><br>Jkl dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text. ===Using <nowiki><p> and </p></nowiki>=== To get more convincing spacing, you can instead put <nowiki><p> and </p></nowiki> tags around each paragraph in the list item. Example: #<nowiki>Abc dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.<p>Def dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.</p></nowiki> #<nowiki>Ghi dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.<p>Jkl dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.</p></nowiki> Result: #Abc dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.<p>Def dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.</p> #Ghi dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.<p>Jkl dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text dummy text.</p> ==Numbered list across sections== Since this disturbs section numbering it is on a separate page [[Help:List/Numbered list across sections]]. ==Continuing a list item after a sub-item== In HTML, a list item may contain several sublists, not necessarily adjacent; thus there may be parts of the list item not only before the first sublist, but also between sublists, and after the last one; however, in wiki-syntax, sublists follow the same rules as sections of a page: the only possible part of the list item not in sublists is before the first sublist. In the case of an unnumbered first-level list in wikitext code this limitation can be overcome by splitting the list into multiple lists; indented text between the partial lists may visually serve as part of a list item after a sublist; however, this may give, depending on CSS, a blank line before and after each list, in which case, for uniformity, every first-level list item could be made a separate list. Numbered lists illustrate that what should look like one list may, for the software, consist of multiple lists; unnumbered lists give a corresponding result, except that the problem of restarting with 1 is not applicable. {| style="border:1px;border-spacing:1px;background-color:black;" cellpadding="5px" |- style="background-color:white;" | <nowiki> <ol> <li>list item A1 <ol> <li>list item B1</li> <li>list item B2</li></ol>continuing list item A1 </li> <li>list item A2</li> </ol></nowiki> | <ol> <li>list item A1 <ol> <li>list item B1</li> <li>list item B2</li></ol>continuing list item A1 </li> <li>list item A2</li> </ol> |- style="background-color:#E0E0E0;font-weight:bold;text-align:center;" | colspan="2" | vs. |- style="background-color:white;" | #list item A1 ##list item B1 ##list item B2 #:continuing list item A1 #list item A2 | #list item A1 ##list item B1 ##list item B2 #:continuing list item A1 #list item A2 |} One level deeper, with a sublist item continuing after a sub-sublist, one gets even more blank lines; however, the continuation of the first-level list is not affected: <pre> #list item A1 ##list item B1 ###list item C1 ##:continuing list item B1 ##list item B2 #list item A2 </pre> gives #list item A1 ##list item B1 ###list item C1 ##:continuing list item B1 ##list item B2 #list item A2 See also {{tim|List demo}} and [[Help:Section#Subdivisions in general|subdivisions]]. ==Extra indentation of lists== In a numbered list in a large font, some browsers do not show more than two digits, unless extra indentation is applied (if there are multiple columns: for each column). <pre> :#abc :#def :#ghi </pre> gives :#abc :#def :#ghi In the case that HTML has to be used (see next section), extra indentation of a list is achieved with the tags <nowiki><ul>, </ul></nowiki>: <pre> <ul><ol><li>abc <li>def <li>ghi </ol></ul> </pre> gives <ul><ol><li>abc <li>def <li>ghi </ol></ul> Some background explanation: a HTML list can have content before the first list item, distinguished from content before the list by its indentation; MediaWiki changes such content into a list item without a number displayed, but with implicit number 1; in particular a "list" can have content but no list items, which MediaWiki changes into a list with one unnumbered list item, which makes no difference: the only effect is indentation of the content; in the case mentioned the content is itself a numbered sublist. ==Multi-column numbered lists== Specifying a starting value is useful for a numbered list with multiple columns, to avoid restarting from one in each column. This is only possible with HTML-syntax (for the first column either wiki-syntax or HTML-syntax can be used). In combination with the extra indentation explained in the previous section: <pre> {| valign="top" |- |<ul><ol start="125"><li>a<li>bb<li>ccc</ol></ul> |<ul><ol start="128"><li>ddd<li>ee<li>f</ol></ul> |} </pre> gives {| valign="top" |- |<ul><ol start="125"><li>a<li>bb<li>ccc</ol></ul> |<ul><ol start="128"><li>ddd<li>ee<li>f</ol></ul> |} See also [[wikicities:Template:List of Wikicities]] ([[wikicities:Template talk:List of Wikicities|talk]], [[wikicities:Special:Whatlinkshere/Template:List of Wikicities|backlinks]], [http://www.wikicities.com/index.php?title=Template:List_of_Wikicities&action=edit edit]). [[Category:Help]] 1650 23871 2006-09-04T22:06:25Z Trevor MacInnis 99 +cat A '''category''' is a software feature of MediaWiki. Categories provide automatic indexes, that are useful as tables of contents. Together with [[Help:Link|link]]s and [[Help:Template|templates]] they structure a project. ==Putting an item in a category== A page in any namespace can be put in a category by adding a category tag to the page (by convention, at the end of the page), e.g.: <nowiki>[[</nowiki>Category:''Category name'']] This lists the page on the appropriate category page automatically and also provides a link at the bottom of the page to the category page, which is in the namespace "Category". Pages can be included in more than one category by adding multiple category tags. These links do not appear at the location where you inserted the tag, but at the page margin in a fixed place, depending on the skin (the bottom for Monobook, the upper right corner for Standard). Category tags may be placed anywhere in the article, although they are typically added to the end of the article to avoid undesirable text display side effects. Category links are displayed in the order they occur in the article, unlike the automatic ordering of lists in the category pages themselves (see below). == Executive summary == Each of the pages in the '''Category''' [[Help:Namespace|namespace]] represents a so-called '''category''', a kind of grouping of related pages. For example, this page belongs to "[[:Category:English documentation]]". When a page belongs to one or more categories, this information appears at the bottom of the page (or in the upper-right corner, depending on the [[Help:Preferences|skin]] being used). The page of the category contains text that can be edited, like any other page, but when displaying the page, the last part of what is displayed is an automatically generated, alphabetical list of all pages in that category, in the form of links (in fact ASCII order, see [[Help:Special page]]). For a complete list of categories, see [[Special:Categories]]. Individual wikis may have their own top-level categories, such as [[w:Category:Categories]] in Wikipedia. For categories in Meta-Wiki, see [[m:Meta:Categories]]. New categories can be [[Help:Starting a new page|created]] and [[Help:Editing|edited]] in the same way as any other regular page, but when displayed, an automatically generated, alphabetical list of all pages in that category appears at the bottom. You can assign a category to a page simply by adding "<nowiki>[[</nowiki>Category:''categoryname'']]" to the page's [[Help:Filling the page|wikitext]] source. Substitute the actual name of the category in place of ''categoryname''. To be specific, in order to add an article called "Albert Einstein" to the category "People", you would edit the article and add "<nowiki>[[</nowiki>Category:People]]" (no quotes) into its page source somewhere. Exactly where doesn't matter, but the Wikipedia policy, for example, is to put it ''after'' the article text, but ''before'' any [[Help:Interwiki linking|interlanguage links]]. ==Category page== A category page consists of: *editable text *list of subcategories; how many there are is also displayed; if there are no subcategories the header and count are not shown. *list of pages in the category, excluding subcategories and images; the number of items in this list is called the number of articles; if there are none the header is shown anyway, and "There are 0 articles in this category." ** From [[m:MediaWiki 1.5|MediaWiki 1.5]] the namespace prefix is no longer shown. *list of images with thumbnails (how many there are is not counted); the first 20 characters of the image name are shown, with an ellipsis if that is not the full name; also the file size is shown. As opposed to the second and third section, this section does not have subheaders per letter, it has not even a header itself and visually seems to fall under the header of the previous section "Articles in category ...", even though in counting the articles, images/image pages are not considered articles). To create a category page, you must add a colon in front of the Category tag when you set up the page-creation link, to prevent the software from thinking you merely want to add the page you are working from to the category: <nowiki>[[</nowiki>:Category:''Category name'']] Placing the above text on working page will create the link you can use to edit your category page. The items in the lists all link to the pages concerned; in the case of the images this applies both to the image itself and to the text below it (the name of the image). The first and second list each have a header for each first character, dispensed with if there are no entries for a header. On Meta and Wikipedia a redirect to a category shows the editable text only. To get the full page after being redirected, use the link "Image", or "Category", respectively. On Commons a redirect to a category gives the full page, but not the subcategories and pages in the redirect page (if that is also a category). ==Sort order== The system uses [[Help:Alphabetic order|alphabetical order]], or more precisely [[Unicode]] order, for pages in categories. The range 32–127 corresponds to [[w:ASCII|ASCII]], for more see a [[s:Transwiki:Table of Unicode characters, 128 to 999|table of Unicode characters]]: <div align="center"><pre> !"#$%&'()*+,-./0123456789:;<=>? @ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_ 'abcdefghijklmnopqrstuvwxyz{|}~&#127;</pre></div> Note in particular that "Z" comes before "a", and "z" before accented / umlauted characters. The blank space within a page name is treated as an underscore, and therefore comes after the capitals, and before the lower case letters. However, a "blank space" after the name comes before any character. Thus we have the order PC, PCX, PC Bruno, PCjr. :''See also [[Help:special characters|special characters]], [[m:Pages starting with a special character|Pages starting with a special character]], [[w:en:Latin_alphabet#Collating_in_other_languages|collating]]''. === Sort key === Each of the three lists is in the order explained above. If you want an item in a list to be positioned in that order, based on an alternative name (sort key) for that item, then this can be specified in the category tag that places the item in the list: <nowiki>[[</nowiki>Category:''category name''|''sort key'']] For example to add an article called Albert Einstein to the category "people" and have the article sorted by "Einstein, Albert". You would type "<nowiki>[[Category:People|Einstein, Albert]]</nowiki>". Although this is like the syntax for a [[Help:Piped link|piped link]] (and in an edit summary it is interpreted like one), there is a clear difference: the second term in the piped link is an alternative term for the first one, while the sort key is an alternative name for the page in which the tag occurs. Also, a piped link influences the rendering of the page itself, while a sort key affects the rendering of another page. The displayed name is not changed, and, unfortunately, only visible on the edit pages of the members of the category. An explanation of the sort key system used can be useful on the editable part of a category page. The sort key system should be obvious, otherwise the order seems random and items are hard to find. The system should either be consistently applied to all members of a category, or be such that the listings of members on which it is applied fit in well within the list of members for which no sort key is used. The latter is advisable for large, growing categories with many contributors. See also below. A common system is starting with the last name, then a comma and a space, and then the first name; note that any additions such as "Jr." should come at the end, otherwise the entry would come before the same without the addition, because a space comes before a comma. In e.g. [[w:Category:Denmark]], the sort key of a page consists of the keywords, without "Danish" or "of Denmark", "in Denmark", etc. The sort key is case sensitive, so a page with the tag <nowiki>[[Category:</nowiki>''Foo''<nowiki>|</nowiki>Zealand]] is sorted before one with the tag <nowiki>[[Category:</nowiki>''Foo''<nowiki>|</nowiki>amsterdam]]. This can be inconvenient, requiring a sortkey in projects with case-sensitivity of the first character if one wants the A and the a together, but it may also be used to one's advantage: e.g., it allows sorting of the pages into two groups, one put in the range A-Z and one in a-z, using sortkeys; see e.g. [[:Category:Demo]], where the help pages are put separately by using sortkeys with lower-case "h". To get the order right, be consistent in punctuation and spacing. For example, "A Z" with two blank spaces comes before "A A" with one. An underscore in a page name is equivalent with, and treated as a blank space. However, an underscore in a sort key is distinct from a blank space. As seen from the ASCII sequence above, forcing items to the beginning or end can be done with a sort key starting with a space or ~, respectively. Another common sort key for the beginning of the list is the asterisk (*). ===Sort key of images=== Images without sort key are alphabetized according the full name, including namespace prefix "Image:". Therefore, for images for which a sort key is used, the prefix should also be included, otherwise these images are positioned on the category page before "Image:A" or after "Image:Z". Alternatively, ''all'' images can be given a sort key. Thus a list of images may show a sequence A-I, A-Z, I-Z. One may choose to fix the first and third sequence by adding the prefix to the sort keys, or the second sequence, by putting sort keys without prefix. Similar remarks apply for other non-main namespaces. However, the category namespace is an exception: the default sort key is without prefix, to avoid listing all subcategories by default under the C. Therefore, explicit sort keys should also be without prefix. ===Grouping of pages by using sortkeys=== If e.g. in a list of people sortkeys like "scientist Einstein, Albert" are used then all scientists are listed together under the "s". Unfortunately no separate heading "scientist(s)" is possible, and salesmen would be under the same heading. Alternatively "scientist" can have e.g. code K (to be explained in the editable part of the category page) and the sortkey "K Einstein, Albert" is used. ===Labels in the list of images=== As mentioned above, the first 20 characters of the image name are shown, with dots if that is not the full name. This can be inconvenient, e.g. in [[commons:Category:William-Adolphe Bouguereau]] most images have a name starting with "William-Adolphe Bouguereau (1825-1905) -", which are therefore all labeled "William-Adolphe Boug..." (see the last section of the category page). The full names are only shown in the hover box and the status bar, depending on the browser; in the latter possibly with codes such as "%28" for "(". Thus, looking up a name in the alphabetic list is cumbersome. It might have been better to start the names with the shorter "Bouguereau, " and then the title of the painting (unless the software will be improved later). ==Using templates to populate categories== If a template contains the code indicating that it is in a category, this does not only put that template in the category, but also the pages that include the template. The page that contains the template correctly lists the categories to which it belongs. However, adding or deleting a category tag in the template does not add or delete the listings on the category page of pages that use the template, until some edit is made in the page that uses the template. In other words: *lists of categories a page is in, are up-to-date *lists of pages in a category are based on the situation just after the last edit of the pages Since adding or removing a category or template tag is obviously an edit there is only a complication when a page is indirectly added to or deleted from a category, through a change in a template the page uses. To refresh category pages with respect to the listing of a particular page (adding or deleting the entry), a [[Help:Dummy_edit|null edit]] can be applied to that page: just applying section edit and saving without changes. ===Sort key=== A sort key in a category tag in a template applies to the template as well as to the pages that use it, so it is only useful if it is variable. It can depend on a [[Help:Variable|variable]] (notably PAGENAME), parameter, or the content of a template. ===Categorizing templates themselves=== To categorize templates themselves, without the pages that call them, one can use the <nowiki><noinclude></nowiki> tag, for example <pre><noinclude>[[Category:category name]]</noinclude></pre> Alternatively one can use e.g. <nowiki>{{#ifeq:{{FULLPAGENAME}}|Template:Editthispage|[[Category:category name|{{PAGENAME}}]]|}}</nowiki> ===Excluding templates from categories=== Use: <pre><includeonly></pre> to keep a template from showing up in a category. Text between <pre><includeonly></pre> and <pre></includeonly></pre> will be processed and displayed only when the page is being included. The obvious application is: * Adding all pages containing a given template to a category Note that the usual update problems apply -- if you change the categories inside a template, the categories of the referring pages won't be updated until those pages are edited. ==Comparison with "What links here"== [[Help:What links here|Backlinks]] are often used as a by-product of links and inclusions. However, links and inclusion tags can be put specially for the backlinks, just like category tags are. Thus one can create a kind of "category abc" showing its content with [[Special:Whatlinkshere/abc]] without an entry in the category lists on each page in the category. With inclusion this can be done in two ways: *<nowiki>{{#if:|{{:abc}}}}</nowiki> {{#if:|{{:abc}}}}<!--this demonstrates that nothing is rendered, and provides the entry in "what links here"--> rendering nothing. This works regardless of whether [[abc]] exists. *<nowiki>{{:abc}}</nowiki>. This requires creating a blank page to render nothing, or a page with some content to provide an in-page category listing. In the case of links: A redirect corresponds to a supercategory. Advantages of categories: *Category listings are alphabetical, for "What links here" this typically applies for the first part only, for the pages already linking to the given page at the time of the last rebuilding of the link tables in the database. *Categories have an editable part (however, there is anyway a talk page) *A category can have multiple supercategories Advantage of a pseudo-category system using backlinks: *Backlinks can show a tree structure: not only pages and subcategories, but also the contents of the subcategories (for each a list of pages and a list of sub-subcategories) and the contents of the sub-subcategories (for each a list of pages and a list of sub-sub-subcategories), but not the contents of the sub-sub-subcategories, up to three levels are shown; see [[Special:Whatlinkshere/Altcat:Help|Cat:Help]] and [[w:en:Special:Whatlinkshere/Cat:Municipalities of the Netherlands|Cat:Municipalities of the Netherlands]]. In the case of inclusions: *also multiple supercategories are possible *combined content of subcategories is shown in one list, not grouped by subcategory (the tree structure is not shown, but it can be used by taking the backlinks at a lower node, showing the smaller set) *the restriction of three levels (in the case of using redirects) does not apply; for example page Aijkl in the category Aijk in the category Aij in the category Ai in the category A (represented by Aijkl calling template Aijk, etc.) can be shown in the list of pages in category A (the backlinks of template A). "What links here" tends to be a by-product of links that are useful anyway (although links may be put with this use in mind), while category links are put specially to produce a category page. Putting a category tag on a test page, user page, etc. (also if done indirectly by including a template with a category tag) is considered to pollute the category, while regular links from such pages showing up in "what links here" is considered harmless. Therefore: *when copying text to such pages, category tags have to be removed; alternatively, convert the category to a link by adding a leading colon after the brackets. For example, <nowiki>"[[:Category:Art]]"</nowiki> is a link to the category, ''not'' an assignment to a category. *when including a template that is in a category, do not use the template feature, but use "subst" or copy-and-paste, and delete the category tags. ===Applying "Related Changes" to a category=== For the "What links here" feature, only the links in the editable part of the page count, not the links to the pages in the category. For a category, the "[[Help:Related changes|Related Changes]]" feature gives the changes in the pages in the category (according to the current category page, so excluding the pages that have potentially been added and including those that have potentially been removed, through addition or deletion of a template to/from the category, as explained above) *for subcategories: the changes in their editable parts only *for images (image pages): the changes in their editable parts only. It does ''not'' show the changes in pages linked from the editable parts of the category. Possible workarounds: *The editable part can be put in a template. The category tags (which have no effect on Related Changes anyway) can better be kept out of the template, because on the pages of these supercategories the template would be listed under the articles in those categories. Whether interwiki links (with or without interlanguage link feature) are in the template or not does not make a difference, provided that the template is not used elsewhere. *Related Changes is applied to a page that calls the category as a template: <nowiki>{{:Category:</nowiki>''Category name''}}; only the editable part is included in the page; the page could be specially created for this purpose and call multiple categories. However, this page will then be listed in the supercategory pages of each category. As usual (but as opposed to a watchlist) the changes in the corresponding talk pages are not shown. Applying "Related Changes" to a category, with sufficiently high limits on number and days, is also useful for checking which pages in a category one [[Help:Watching pages|"watches"]]: they are bolded. ====Dynamic page list==== The [[DynamicPageList2]] extension provides a list of ''last'' edits to the pages in a category, or optionally, just the list of pages; the simpler [[DynamicPageList]] is installed on Meta and Wikinews; the version [[DPLforum]] is installed on Wikia, see http://www.wikia.com/wiki/Help:Forums . ===Detection of additions to a category=== With "Related Changes" one can find pages which are newly in a category due to addition of a category tag or the tag of a template that is in the category. Addition of pages through addition to the category of a template is seen indirectly: one can see the change in the template, and then check which pages call the template. This even shows pages which are only potentially in the category (see above). Unfortunately there is no similar way to detect a deletion from a category. ==Category considerations== Each page is typically in at least one category. It may be in more, but it may be wise not to put a page in a category and also in a more general category. Each category, except one top-level category, is typically in at least one higher level category. Check the conventions in a project and make yourself familiar with the categories in use before assigning pages and subcategories to categories and before creating new categories. === Linking to a category === If you want to link to a category without the current page being added to it, you should use the link form <nowiki>[[:Category:</nowiki>''foobar''<nowiki>]]</nowiki> (where ''foobar'' is the category name). Note the extra ''':''' before Category. ===Alternatives for overviews=== An overview of links to pages and of images (by means of thumbnails) can be put in the editable part of a category, just like in any page, or be generated in the second, third and fourth part of the category page. The first gives control on structure and lay-out. For example, in the editable part of [[commons:Category:William-Adolphe Bouguereau]] the name of the painter does not have to be repeated, and the full titles of the paintings can be shown. The second is more convenient for new pages/images: by putting the category tag (which for images can even be done in the [[Help:Edit summary#Upload_summary|upload summary]]) the overview is automatically updated. Also, the sorting in alphabetic order is automatic in the second case. A category page may have an overview in the first part, as well as in one or more of the other parts, with the following possibilities: *items occur twice, but ordered and structured differently, with different info (including that the fourth section shows the file sizes); when creating/uploading new items, they can be put in the category first, which is a convenient intermediate stage for updating the editable part *avoiding duplications Anyway, a category has the double functionality of allowing extension of the overviews both from the overview page and from the member pages. This convenience makes it easier to build and maintain a complete overview (albeit divided over sections) for the subject concerned. If the second, third and fourth part of the category page are not used, then the category page is much like a page in another namespace. Differences are: *the name starts with "Category:" *in ordinary links to the category page the name is preceded by a colon *Related Changes does not work for the editable part If a category is growing too large, it is cumbersome to split. When new items need to be added, and they are on a subtopic about which there is still little in the category, this is a good occasion to start a subcategory. Other kinds of overview can be split more easily. See also [[commons:Commons:Images on normal pages or categories:Vote]]. === Subcategories === Creating subcategories takes only a few additional steps. Adding a category tag to a category page makes the edited category a subcategory of the category specified in the tag. First create a new category page for the subcategory the same way you would make a regular category. For example, create <nowiki>[[Category:Soccer]]</nowiki>. Then go to the newly created category page and edit it. Add the category tag for the parent category (e.g. <nowiki>[[Category:Sports]]</nowiki>) to the page. In this example, the Soccer category would then be a subcategory of the Sports category. For a live example see [[:Category:Demo_1]] which is a subcategory of [[:Category:Demo]]. ===Moving a category page=== The only way to move a category page is to manually change all category tags that link to the category, and copy the editable part. There is no automatic way to move a category page in the way one moves an article page. The editable first part of a category can be moved like any other page, but that won't move the subcategories, articles, and images in the second, third, and fourth part (see above). For categories entirely populated by templates (see above) modifying the templates allows to move all affected articles to a renamed category. Redirecting a category page is possible, but almost certainly won't have the desired effect (it can be abused for other purposes). ==See also== *[[DynamicPageList]] [[Category:Help]] 1651 23875 2006-09-04T22:07:09Z Trevor MacInnis 99 +cat ==MediaWiki and TeX== [[w:MediaWiki|MediaWiki]] uses a subset of '''[[w:TeX|TeX]] markup''' (including some extensions from LaTeX and AMSLaTeX) for mathematical formulae. It generates either [[w:PNG|PNG]] images or simple [[w:HTML|HTML]] markup, depending on [[Help:Preferences#Rendering_math|user preferences]] and the complexity of the expression. In the future, as more browsers are smarter, it will be able to generate enhanced HTML or even [[w:MathML|MathML]] in many cases. More precisely, MediaWiki filters the markup through [[w:Texvc|Texvc]], which in turn passes the commands to TeX for the actual [[w:Rendering (computer graphics)|render]]ing. Thus, only a limited part of the full TeX language is supported; see below for details. ==Syntax== Math markup goes inside <code><nowiki><math> ... </math></nowiki></code>. The [[Help:Edit toolbar|edit toolbar]] has a button for this. Similarly to HTML, in TeX extra spaces and newlines are ignored. MediaWiki templates, variables and parameters cannot be used within math tags, see [[m:Template talk:Demo of attempt to use parameters within TeX]]. ==Rendering== The PNG images are black on white (not transparent). These colors, as well as font sizes and types, are independent of browser settings or CSS. Font sizes and types will often deviate from what HTML renders. Vertical alignment with the surrounding text can also be a problem. The [[Help:User style#CSS_selectors|css selector]] of the images is img.tex. It should be pointed out that most of these shortcomings have been addressed by [[m:Help talk:Formula#Maynard_Handley.27s_suggestions|Maynard Handley]], but have not been released yet. The <code>alt</code> attribute of the PNG images (the text that is displayed if your browser can't display images; Internet Explorer shows it up in the hover box) is the wikitext that produced them, excluding the <code><nowiki><math></nowiki></code> and <code><nowiki></math></nowiki></code>. Apart from function and operator names, as is customary in mathematics for variables, letters are in italics; digits are not. For other text, (like variable labels) to avoid being rendered in italics like variables, use <code>\mbox</code> or <code>\mathrm</code>. For example, <code><nowiki><math>\mbox{abc}</math></nowiki></code> gives <math>\mbox{abc}</math>. ==TeX vs HTML== Before introducing TeX markup for producing special characters, it should be noted that, as this comparison table shows, sometimes similar results can be achieved in HTML (see [[Help:Special characters]]). {| border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;" |- ! TeX Syntax ([[#Forced_PNG_rendering|forcing PNG]]) ! TeX Rendering ! HTML Syntax ! HTML Rendering |- | <tt><nowiki><math>\alpha\,</math></nowiki></tt> | <math>\alpha\,</math> | <tt><nowiki>&amp;alpha;</nowiki></tt> | &alpha; |- | <tt><nowiki><math>\sqrt{2}</math></nowiki></tt> | <math>\sqrt{2}</math> | <tt><nowiki>&amp;radic;2</nowiki></tt> | &radic;2 |- | <tt><nowiki><math>\sqrt{1-e^2}</math></nowiki></tt> | <math>\sqrt{1-e^2}</math> | <tt><nowiki>&amp;radic;(1-''e''&amp;sup2;)</nowiki></tt> | &radic;(1-''e''&sup2;) |} The use of HTML instead of TeX is still under discussion. The arguments either way can be summarised as follows. ===Pros of HTML=== # In-line HTML formulae always align properly with the rest of the HTML text. # The formula's background, font size and face match the rest of HTML contents and the appearence respects CSS and browser settings. ===Pros of TeX=== # TeX is semantically superior to HTML. In TeX, "<code><nowiki><math>x</math></nowiki></code>" means "mathematical variable <math>x</math>", whereas in HTML "<code>x</code>" could mean anything. Information has irremediably been lost. # TeX has been specifically designed for typesetting formulae, so input is easier and more natural, and output is more aesthetically pleasing. Also anybody who has written mathematics at a professional level is already familiar with TeX. # One consequence of point 1 is that TeX can be transformed in HTML, but not vice-versa. This means that on the server side we can always transform a formula, based on its complexity and location within the text, user preferences, type of browser, etc. Therefore, where possible, all the benefits of HTML can be retained, together with the benefits of TeX. It's true that the current situation is not ideal, but that's not a good reason to drop information/contents. It's more a reason to [[#Bug_reports|help improve the situation]]. # When writing in TeX, editors need not worry about whether this or that version of this or that browser supports this or that HTML entity. The burden of these decisions is put on the server. This doesn't hold for HTML formulae, which can easily end up being rendered wrongly or differently from the editor's intentions on a different browser. == Functions, symbols, special characters == {| border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;" |- ! Feature ! Syntax ! How it looks rendered |- | Accents/Diacritics | <pre>\acute{a} \quad \grave{a} \quad \breve{a} \check{a} \quad \tilde{a} \quad \hat{a}</pre> | <math>\acute{a} \quad \grave{a} \quad \breve{a}</math><br/> <math>\check{a} \quad \tilde{a} \quad \hat{a}</math> |- | Std. functions (good) | <pre>\sin x + \ln y +\operatorname{sgn} z \sin a \ \cos b \ \tan c \cot d \ \sec e \ \csc f \sinh g \ \cosh h \ \tanh i \ \coth j \arcsin k \ \arccos l \ \arctan m \lim n \ \limsup o \ \liminf p \min q \ \max r \ \inf s \ \sup t \exp u \ \lg v \ \log w \ker x \ \deg x \gcd x \Pr x \det x \hom x \ \arg x \dim x</pre> | <math>\sin x + \ln y +\operatorname{sgn} z</math><br/> <math>\sin a \ \cos b \ \tan c</math><br/> <math>\cot d \ \sec e \ \csc f</math><br/> <math>\sinh g \ \cosh h \ \tanh i \ \coth j</math><br/> <math>\arcsin k \ \arccos l \ \arctan m</math><br/> <math>\lim n \ \limsup o \ \liminf p</math><br/> <math>\min q \ \max r \ \inf s \ \sup t</math><br/> <math>\exp u \ \lg v \ \log w</math><br/> <math>\ker x \ \deg x \gcd x \Pr x</math><br/> <math>\det x \hom x \ \arg x \dim x</math> |- | Std. functions (wrong) | <pre>sin x + ln y + sgn z</pre> | <math>sin x + ln y + sgn z\,\!</math> |- | Modular arithmetic | <pre>s_k \equiv 0 \pmod{m} a \bmod b</pre> | <math>s_k \equiv 0 \pmod{m}</math><br/> <math>a \bmod b\,\!</math> |- | Derivatives | <pre>\nabla \; \partial x \; dx \; \dot x \; \ddot y</pre> | <math>\nabla \; \partial x \; dx \; \dot x \; \ddot y</math> |- | rowspan="2" | Sets<br/> (Square symbols may not work for some wikis) | <pre>\forall \; \exists \; \empty \; \emptyset \; \varnothing \in \ni \not\in \notin \subset \subseteq \supset \supseteq \cap \bigcap \cup \bigcup \biguplus</pre> | <math>\forall \; \exists \; \empty \; \emptyset \; \varnothing</math><br/> <math>\in \ni \not\in \notin \subset \subseteq</math><br/> <math>\supset \supseteq \cap \bigcap \cup \bigcup \biguplus</math> |- | <pre>\sqsubset \sqsubseteq \sqsupset \sqsupseteq \sqcap \sqcup \bigsqcup</pre> | <math>\sqsubset \sqsubseteq \sqsupset \sqsupseteq</math><br/> <math>\sqcap \sqcup \bigsqcup</math> |- | Logic | <pre>p \land \wedge \; \bigwedge \; \bar{q} \to p \lor \; \vee \; \bigvee \; \lnot \; \neg q \setminus \; \smallsetminus</pre> | <math>p \land \wedge \; \bigwedge \; \bar{q} \to p</math><br/> <math>\lor \; \vee \; \bigvee \; \lnot \; \neg q</math><br/> <math>\setminus \; \smallsetminus</math> |- | rowspan="2" | Root | <pre>\sqrt{2}\approx 1.4</pre> | <math>\sqrt{2}\approx 1.4</math> |- | <pre>\sqrt[n]{x}</pre> | <math>\sqrt[n]{x}</math> |- | Relations | <pre>\sim \; \approx \; \simeq \; \cong \le \; < \; \ll \; \gg \; \ge > \equiv \; \not\equiv \; \ne \; \propto \pm \; \mp</pre> | <math>\sim \; \approx \; \simeq \; \cong</math><br/> <math>\le \; < \; \ll \; \gg \; \ge \; ></math><br/> <math>\equiv \; \not\equiv \; \ne \; \propto</math><br/> <math>\pm \; \mp</math> |- | Geometric | <pre>\Diamond \; \Box \; \triangle \; \angle \; \perp \; \mid \; \nmid \; <nowiki>\|</nowiki> \; 45^\circ</pre> | <math>\Diamond \; \Box \; \triangle \; \angle \; \perp \; \mid \; \nmid \; \| \; 45^\circ</math> |- | rowspan="3" | Arrows<br/> (Harpoons may not work for some wikis) | <pre>\leftarrow \; \gets \; \rightarrow \; \to \leftrightarrow \; \longleftarrow \; \longrightarrow \mapsto \; \longmapsto \hookrightarrow \; \hookleftarrow \nearrow \; \searrow \; \swarrow \; \nwarrow \uparrow \; \downarrow \; \updownarrow</pre> | <math>\leftarrow \; \gets \; \rightarrow \; \to </math><br/> <math>\leftrightarrow \; \longleftarrow \; \longrightarrow</math><br/> <math>\mapsto \; \longmapsto</math><br/> <math>\hookrightarrow \; \hookleftarrow</math><br/> <math>\nearrow \; \searrow \; \swarrow \; \nwarrow</math><br/> <math>\uparrow \; \downarrow \; \updownarrow</math> |- | <pre>\rightharpoonup \; \rightharpoondown \; \leftharpoonup \; \leftharpoondown \; \upharpoonleft \; \upharpoonright \; \downharpoonleft \; \downharpoonright</pre> | <math>\rightharpoonup \; \rightharpoondown \; \leftharpoonup \; \leftharpoondown \; \upharpoonleft \; \upharpoonright \; \downharpoonleft \; \downharpoonright</math> |- | <pre>\Leftarrow \; \Rightarrow \; \Leftrightarrow \Longleftarrow \; \Longrightarrow \Longleftrightarrow (or \iff) \Uparrow \; \Downarrow \; \Updownarrow</pre> | <math>\Leftarrow \; \Rightarrow \; \Leftrightarrow</math><br/> <math>\Longleftarrow \; \Longrightarrow</math><br/> <math>\Longleftrightarrow (or \iff)</math><br/> <math>\Uparrow \; \Downarrow \; \Updownarrow</math> |- |rowspan="5"| Special | <pre>\eth \; \S \; \P \; \% \; \dagger \; \ddagger \star \; * \; \ldots \smile \frown \wr</pre> | <math>\eth \; \S \; \P \; \% \; \dagger \; \ddagger</math><br/> <math>\star \; * \; \ldots \; \smile \frown \wr</math> |- | <pre>\oplus \bigoplus \otimes \bigotimes \times \cdot \circ \bullet \bigodot</pre> | <math>\oplus \bigoplus \otimes \bigotimes</math><br/> <math>\times \cdot \circ \bullet \bigodot</math> |- | <pre>\triangleleft \triangleright \infty \bot \top \vdash \vDash \Vdash \models \lVert \rVert</pre> | <math>\triangleleft \triangleright \infty \bot \top</math><br/> <math>\vdash \vDash \Vdash \models \lVert \rVert</math> |- | <pre>\imath \; \hbar \; \ell \; \mho \; \Finv \Re \; \Im \; \wp \; \complement</pre> | <math>\imath \; \hbar \; \ell \; \mho \; \Finv</math><br/> <math>\Re \; \Im \; \wp \; \complement</math> |- | <pre>\diamondsuit \; \heartsuit \; \clubsuit \; \spadesuit \Game \; \flat \; \natural \; \sharp</pre> | <math>\diamondsuit \; \heartsuit \; \clubsuit \; \spadesuit</math><br/> <math>\Game \; \flat \; \natural \; \sharp</math> |- | Lowercase \mathcal has some extras | <pre>\mathcal {45abcdenpqs}</pre> | <math>\mathcal {45abcdenpqs}</math> |} == Subscripts, superscripts, integrals == {| border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;" !rowspan="2"|Feature!!rowspan="2"|Syntax!!colspan="2"|How it looks rendered |- !HTML!!PNG |- |- |Superscript||<pre>a^2</pre>||<math>a^2</math>||<math>a^2 \,\!</math> |- |Subscript||<pre>a_2</pre>||<math>a_2</math>||<math>a_2 \,\!</math> |- |rowspan=2|Grouping||<pre>a^{2+2}</pre>||<math>a^{2+2}</math>||<math>a^{2+2}\,\!</math> |- |<pre>a_{i,j}</pre>||<math>a_{i,j}</math>||<math>a_{i,j}\,\!</math> |- |Combining sub & super||<pre>x_2^3</pre>||colspan=2|<math>x_2^3</math> |- |Preceding sub & super||<pre>{}_1^2\!X_3^4</pre>||colspan=2|<math>{}_1^2\!X_3^4</math> |- |Derivative (forced PNG)||<pre>x', y'', f', f''\!</pre>||&nbsp;||<math>x', y'', f', f''\!</math> |- |Derivative (f in italics may overlap primes in HTML)||<pre>x', y'', f', f''</pre>||<math>x', y'', f', f''</math>||<math>x', y'', f', f''\!</math> |- |Derivative (wrong in HTML)||<pre>x^\prime, y^{\prime\prime}</pre>||<math>x^\prime, y^{\prime\prime}</math>||<math>x^\prime, y^{\prime\prime}\,\!</math> |- |Derivative (wrong in PNG)||<pre>x\prime, y\prime\prime</pre>||<math>x\prime, y\prime\prime</math>||<math>x\prime, y\prime\prime\,\!</math> |- |Derivative dots||<pre>\dot{x}, \ddot{x}</pre>||colspan=2|<math>\dot{x}, \ddot{x}</math> |- |rowspan="3"|Underlines, overlines, vectors||<pre>\hat a \ \bar b \ \vec c</pre>||colspan=2|<math>\hat a \ \bar b \ \vec c</math> |- |<pre>\overrightarrow{a b} \ \overleftarrow{c d} \ \widehat{d e f}</pre>||colspan=2|<math>\overrightarrow{a b} \ \overleftarrow{c d} \ \widehat{d e f}</math> |- |<pre>\overline{g h i} \ \underline{j k l}</pre>||colspan=2|<math>\overline{g h i} \ \underline{j k l}</math> |- |Overbraces||<pre>\begin{matrix} 5050 \ \overbrace{ 1+2+\cdots+100 } \end{matrix}</pre>||colspan=2|<math>\begin{matrix} 5050 \ \overbrace{ 1+2+\cdots+100 } \end{matrix}</math> |- |Underbraces||<pre>\begin{matrix} \underbrace{ a+b+\cdots+z } \ 26 \end{matrix}</pre>||colspan=2|<math>\begin{matrix} \underbrace{ a+b+\cdots+z } \ 26 \end{matrix}</math> |- |Sum||<pre>\sum_{k=1}^N k^2</pre>||colspan=2|<math>\sum_{k=1}^N k^2</math> |- |Sum (force&nbsp;<tt>\textstyle</tt>)||<pre>\begin{matrix} \sum_{k=1}^N k^2 \end{matrix}</pre>||colspan=2|<math>\begin{matrix} \sum_{k=1}^N k^2 \end{matrix}</math> |- |Product||<pre>\prod_{i=1}^N x_i</pre>||colspan=2|<math>\prod_{i=1}^N x_i</math> |- |Product (force&nbsp;<tt>\textstyle</tt>)||<pre>\begin{matrix} \prod_{i=1}^N x_i \end{matrix}</pre>||colspan=2|<math>\begin{matrix} \prod_{i=1}^N x_i \end{matrix}</math> |- |Coproduct||<pre>\coprod_{i=1}^N x_i</pre>||colspan=2|<math>\coprod_{i=1}^N x_i</math> |- |Coproduct (force&nbsp;<tt>\textstyle</tt>)||<pre>\begin{matrix} \coprod_{i=1}^N x_i \end{matrix}</pre>||colspan=2|<math>\begin{matrix} \coprod_{i=1}^N x_i \end{matrix}</math> |- |Limit||<pre>\lim_{n \to \infty}x_n</pre>||colspan=2|<math>\lim_{n \to \infty}x_n</math> |- |Limit (force&nbsp;<tt>\textstyle</tt>)||<pre>\begin{matrix} \lim_{n \to \infty}x_n \end{matrix}</pre>||colspan=2|<math>\begin{matrix} \lim_{n \to \infty}x_n \end{matrix}</math> |- |Integral||<pre>\int_{-N}^{N} e^x\, dx</pre>||colspan=2|<math>\int_{-N}^{N} e^x\, dx</math> |- |Integral (force&nbsp;<tt>\textstyle</tt>)||<pre>\begin{matrix} \int_{-N}^{N} e^x\, dx \end{matrix}</pre>||colspan=2|<math>\begin{matrix} \int_{-N}^{N} e^x\, dx \end{matrix}</math> |- |Double integral||<pre>\iint_{D}^{W} \, dx\,dy</pre>||colspan=2|<math>\iint_{D}^{W} \, dx\,dy</math> |- |Triple integral||<pre>\iiint_{E}^{V} \, dx\,dy\,dz</pre>||colspan=2|<math>\iiint_{E}^{V} \, dx\,dy\,dz</math> |- |Quadruple integral||<pre>\iiiint_{F}^{U} \, dx\,dy\,dz\,dt</pre>||colspan=2|<math>\iiiint_{F}^{U} \, dx\,dy\,dz\,dt</math> |- |Path integral||<pre>\oint_{C} x^3\, dx + 4y^2\, dy</pre>||colspan=2|<math>\oint_{C} x^3\, dx + 4y^2\, dy</math> |- |Intersections||<pre>\bigcap_1^{n} p</pre>||colspan=2|<math>\bigcap_1^{n} p</math> |- |Unions||<pre>\bigcup_1^{k} p</pre>||colspan=2|<math>\bigcup_1^{k} p</math> |} </table> == Fractions, matrices, multilines == <table {{prettytable}}> <tr> <th>Feature</th> <th>Syntax</th> <th>How it looks rendered</th> </tr> <tr> <td>Fractions</td> <td>\frac{2}{4}=0.5 or {2 \over 4}=0.5</td> <td><math>\frac{2}{4}=0.5</math></td> </tr> <tr> <td>Small Fractions (force&nbsp;<tt>\textstyle</tt>)</td> <td>\begin{matrix} \frac{2}{4} \end{matrix} = 0.5</td> <td><math>\begin{matrix} \frac{2}{4} \end{matrix} = 0.5</math></td> </tr> <tr> <td>Binomial coefficients</td> <td>{n \choose k}</td> <td><math>{n \choose k}</math></td> </tr> <tr> <td rowspan="6">Matrices</td> <td>\begin{matrix} x & y \\ z & v \end{matrix}</td> <td><math>\begin{matrix} x & y \\ z & v \end{matrix}</math></td> </tr> <tr> <td>\begin{vmatrix} x & y \\ z & v \end{vmatrix}</td> <td><math>\begin{vmatrix} x & y \\ z & v \end{vmatrix}</math></td> </tr> <tr> <td>\begin{Vmatrix} x & y \\ z & v \end{Vmatrix}</td> <td><math>\begin{Vmatrix} x & y \\ z & v \end{Vmatrix}</math></td> </tr> <tr> <td>\begin{bmatrix} 0 & \cdots & 0 \\ \vdots & \ddots & \vdots \\ 0 & \cdots & 0\end{bmatrix}</td> <td><math>\begin{bmatrix} 0 & \cdots & 0 \\ \vdots & \ddots & \vdots \\ 0 & \cdots & 0\end{bmatrix} </math></td> </tr> <tr> <td>\begin{Bmatrix} x & y \\ z & v \end{Bmatrix}</td> <td><math>\begin{Bmatrix} x & y \\ z & v \end{Bmatrix}</math></td> </tr> <tr> <td>\begin{pmatrix} x & y \\ z & v \end{pmatrix}</td> <td><math>\begin{pmatrix} x & y \\ z & v \end{pmatrix}</math></td> </tr> <tr> <td>Case distinctions</td> <td>f(n) = \begin{cases} n/2, & \mbox{if }n\mbox{ is even} \\ 3n+1, & \mbox{if }n\mbox{ is odd} \end{cases}</td> <td><math>f(n) = \begin{cases} n/2, & \mbox{if }n\mbox{ is even} \\ 3n+1, & \mbox{if }n\mbox{ is odd} \end{cases} </math></td> </tr> <tr> <td>Multiline equations</td> <td>\begin{matrix}f(n+1) & = & (n+1)^2 \\ \ & = & n^2 + 2n + 1 \end{matrix}</td> <td><math>\begin{matrix}f(n+1) & = & (n+1)^2 \\ \ & = & n^2 + 2n + 1 \end{matrix}</math></td> </tr> <tr> <td>Alternative multiline equations (using tables)</td> <td><pre> <nowiki> {| |- |&lt;math&gt;f(n+1)&lt;/math&gt; |&lt;math&gt;=(n+1)^2&lt;/math&gt; |- | |&lt;math&gt;=n^2 + 2n + 1&lt;/math&gt; |} </nowiki> </pre> </td> <td> {| |- |<math>f(n+1) \,\!</math> |<math>=(n+1)^2 \,\!</math> |- | |<math>=n^2 + 2n + 1 \,\!</math> |} </td> </tr> </table> == Fonts == <table {{prettytable}}> <tr> <th>Feature</th> <th>Syntax</th> <th colspan="2">How it looks rendered</th> </tr> <tr> <td>[[w:Greek alphabet|Greek alphabet]]<br/>(Note the lack of omicron; note also that several upper case Greek letters are rendered identically to the corresponding Roman ones)</td> <td> \Alpha\ \Beta\ \Gamma\ \Delta\ \Epsilon\ \Zeta\ \Eta\ \Theta\ \Iota\ \Kappa\ \Lambda\ \Mu\ \Nu\ \Xi\ \Pi\ \Rho\ \Sigma\ \Tau\ \Upsilon\ \Phi\ \Chi\ \Psi\ \Omega<br/><br/> \alpha\ \beta\ \gamma\ \delta\ \epsilon\ \zeta\ \eta\ \theta\ \iota\ \kappa\ \lambda\ \mu\ \nu\ \xi\ \pi\ \rho\ \sigma\ \tau\ \upsilon\ \phi\ \chi\ \psi\ \omega<br/><br/> \varepsilon\ \digamma\ \vartheta\ \varkappa\ \varpi\ \varrho\ \varsigma\ \varphi </td> <td colspan="2"> <math>\Alpha\ \Beta\ \Gamma\ \Delta\ \Epsilon\ \Zeta\ \Eta\ \Theta\ \Iota\ \Kappa\ \Lambda\ \Mu\ \Nu\ \Xi\ \Pi\ \Rho\ \Sigma\ \Tau\ \Upsilon\ \Phi\ \Chi\ \Psi\ \Omega</math><br/><br/> <math>\alpha\ \beta\ \gamma\ \delta\ \epsilon\ \zeta\ \eta\ \theta\ \iota\ \kappa\ \lambda\ \mu\ \nu\ \xi\ \pi\ \rho\ \sigma\ \tau\ \upsilon\ \phi\ \chi\ \psi\ \omega</math><br/><br/> <math>\varepsilon\ \digamma\ \vartheta\ \varkappa\ \varpi\ \varrho\ \varsigma\ \varphi</math> </td> </tr> <tr> <td>[[w:Blackboard bold|blackboard bold]]</td> <td>\mathbb{N}\ \mathbb{Z}\ \mathbb{Q}\ \mathbb{R}\ \mathbb{C}</td> <td colspan="2"><math>\mathbb{N}\ \mathbb{Z}\ \mathbb{Q}\ \mathbb{R}\ \mathbb{C}</math></td> </tr> <tr> <td>[[w:boldface|boldface]] (vectors)</td> <td>\mathbf{x}\cdot\mathbf{y} = 0</td> <td colspan="2"><math>\mathbf{x}\cdot\mathbf{y} = 0</math></td> </tr> <tr> <td>boldface (greek)</td> <td>\boldsymbol{\alpha} + \boldsymbol{\beta} + \boldsymbol{\gamma}</td> <td colspan="2"><math>\boldsymbol{\alpha} + \boldsymbol{\beta} + \boldsymbol{\gamma}</math></td> </tr> <tr> <td>italics</td> <td>\mathit{ABCDE abcde 1234}</td> <td colspan="2"><math>\mathit{ABCDE abcde 1234}\,\!</math></td> </tr> <tr> <td>[[w:Roman typeface|Roman typeface]]</td> <td>\mathrm{ABCDE abcde 1234}</td> <td colspan="2"><math>\mathrm{ABCDE abcde 1234}\,\!</math></td> </tr> <tr> <td>[[w:Fraktur (typeface)|Fraktur typeface]]</td> <td>\mathfrak{ABCDE abcde 1234}</td> <td colspan="2"><math>\mathfrak{ABCDE abcde 1234}</math></td> </tr> <tr> <td>Calligraphy/Script</td> <td>\mathcal{ABCDE abcde 1234}</td> <td colspan="2"><math>\mathcal{ABCDE abcde 1234}</math></td> </tr> <tr> <td>[[w:Hebrew alphabet|Hebrew]]</td> <td>\aleph \beth \gimel \daleth</td> <td colspan="2"><math>\aleph\ \beth\ \gimel\ \daleth</math></td> </tr> <tr> <td>non-italicised characters</td> <td>\mbox{abc}</td> <td><math>\mbox{abc}</math></td> <td><math>\mbox{abc} \,\!</math></td> </tr> <tr> <td>mixed italics (bad)</td> <td>\mbox{if} n \mbox{is even}</td> <td><math>\mbox{if} n \mbox{is even}</math></td> <td><math>\mbox{if} n \mbox{is even} \,\!</math></td> </tr> <tr> <td>mixed italics (good)</td> <td>\mbox{if }n\mbox{ is even}</td> <td><math>\mbox{if }n\mbox{ is even}</math></td> <td><math>\mbox{if }n\mbox{ is even} \,\!</math></td> </tr> </table> == Parenthesizing big expressions, brackets, bars == <table border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;"> <tr> <th>Feature</th> <th>Syntax</th> <th>How it looks rendered</th> </tr> <tr> <td>Bad</td> <td>( \frac{1}{2} )</td> <td><math>( \frac{1}{2} )</math></td> </tr> <tr> <td>Good</td> <td>\left ( \frac{1}{2} \right )</td> <td><math>\left ( \frac{1}{2} \right )</math></td> </tr> </table> You can use various delimiters with \left and \right: <table border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;"> <tr> <th>Feature</th> <th>Syntax</th> <th>How it looks rendered</th> </tr> <tr> <td>Parentheses</td> <td>\left ( \frac{a}{b} \right )</td> <td><math>\left ( \frac{a}{b} \right )</math></td> </tr> <tr> <td>Brackets</td> <td>\left [ \frac{a}{b} \right ] \quad \left \lbrack \frac{a}{b} \right \rbrack</td> <td><math>\left [ \frac{a}{b} \right ] \quad \left \lbrack \frac{a}{b} \right \rbrack</math></td> </tr> <tr> <td>Braces</td> <td>\left \{ \frac{a}{b} \right \} \quad \left \lbrace \frac{a}{b} \right \rbrace</td> <td><math>\left \{ \frac{a}{b} \right \} \quad \left \lbrace \frac{a}{b} \right \rbrace</math></td> </tr> <tr> <td>Angle brackets</td> <td>\left \langle \frac{a}{b} \right \rangle</td> <td><math>\left \langle \frac{a}{b} \right \rangle</math></td> </tr> <tr> <td>Bars and double bars</td> <td>\left | \frac{a}{b} \right \vert \left \Vert \frac{c}{d} \right \|</td> <td><math>\left | \frac{a}{b} \right \vert \left \Vert \frac{c}{d} \right \|</math></td> </tr> <tr> <td>Floor and ceiling functions:</td> <td>\left \lfloor \frac{a}{b} \right \rfloor \left \lceil \frac{c}{d} \right \rceil</td> <td><math>\left \lfloor \frac{a}{b} \right \rfloor \left \lceil \frac{c}{d} \right \rceil</math></td> </tr> <tr> <td>Slashes and backslashes</td> <td>\left / \frac{a}{b} \right \backslash</td> <td><math>\left / \frac{a}{b} \right \backslash</math></td> </tr> <tr> <td>Up, down and up-down arrows</td> <td>\left \uparrow \frac{a}{b} \right \downarrow \quad \left \Uparrow \frac{a}{b} \right \Downarrow \quad \left \updownarrow \frac{a}{b} \right \Updownarrow</td> <td><math>\left \uparrow \frac{a}{b} \right \downarrow \quad \left \Uparrow \frac{a}{b} \right \Downarrow \quad \left \updownarrow \frac{a}{b} \right \Updownarrow</math></td> </tr> <tr> <td> Delimiters can be mixed,<br/>as long as \left and \right match </td> <td> \left [ 0,1 \right )<br/>\left \langle \psi \right | </td> <td> <math>\left [ 0,1 \right )</math><br/><math>\left \langle \psi \right |</math> </td> </tr> <tr> <td>Use \left. and \right. if you don't<br/>want a delimiter to appear:</td> <td>\left . \frac{A}{B} \right \} \to X</td> <td><math>\left . \frac{A}{B} \right \} \to X</math></td> </tr> <tr> <td rowspan="7">Size of the delimiters</td> <td>\big( \Big( \bigg( \Bigg( ... \Bigg] \bigg] \Big] \big]</td> <td colspan="2"> <math>\big( \Big( \bigg( \Bigg( ... \Bigg] \bigg] \Big] \big]</math> </td> </tr> <tr> <td>\big\{ \Big\{ \bigg\{ \Bigg\{ ... \Bigg\rangle \bigg\rangle \Big\rangle \big\rangle</td> <td colspan="2"> <math>\big\{ \Big\{ \bigg\{ \Bigg\{ ... \Bigg\rangle \bigg\rangle \Big\rangle \big\rangle</math> </td> </tr> <tr> <td>\big\| \Big\| \bigg\| \Bigg\| ... \Bigg| \bigg| \Big| \big|</td> <td colspan="2"><math>\big\| \Big\| \bigg\| \Bigg\| ... \Bigg| \bigg| \Big| \big|</math></td> </tr> <tr> <td>\big\lfloor \Big\lfloor \bigg\lfloor \Bigg\lfloor ... \Bigg\rceil \bigg\rceil \Big\rceil \big\rceil</td> <td colspan="2"> <math>\big\lfloor \Big\lfloor \bigg\lfloor \Bigg\lfloor ... \Bigg\rceil \bigg\rceil \Big\rceil \big\rceil</math> </td> </tr> <tr> <td>\big\uparrow \Big\uparrow \bigg\uparrow \Bigg\uparrow ... \Bigg\Downarrow \bigg\Downarrow \Big\Downarrow \big\Downarrow</td> <td colspan="2"> <math>\big\uparrow \Big\uparrow \bigg\uparrow \Bigg\uparrow ... \Bigg\Downarrow \bigg\Downarrow \Big\Downarrow \big\Downarrow</math> </td> </tr> <tr> <td>\big\updownarrow \Big\updownarrow \bigg\updownarrow \Bigg\updownarrow ... \Bigg\Updownarrow \bigg\Updownarrow \Big\Updownarrow \big\Updownarrow</td> <td colspan="2"> <math>\big\updownarrow \Big\updownarrow \bigg\updownarrow \Bigg\updownarrow ... \Bigg\Updownarrow \bigg\Updownarrow \Big\Updownarrow \big\Updownarrow</math> </td> </tr> <tr> <td>\big / \Big / \bigg / \Bigg / ... \Bigg\backslash \bigg\backslash \Big\backslash \big\backslash</td> <td colspan="2"> <math>\big / \Big / \bigg / \Bigg / ... \Bigg\backslash \bigg\backslash \Big\backslash \big\backslash</math> </td> </tr> </table> == Spacing == Note that TeX handles most spacing automatically, but you may sometimes want manual control. <table border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;"> <tr> <th>Feature</th> <th>Syntax</th> <th>How it looks rendered</th> </tr> <tr> <td>double quad space</td> <td>a \qquad b</td> <td><math>a \qquad b</math></td> </tr> <tr> <td>quad space</td> <td>a \quad b</td> <td><math>a \quad b</math></td> </tr> <tr> <td>text space</td> <td>a\ b</td> <td><math>a\ b</math></td> </tr> <tr> <td>text space without PNG conversion</td> <td>a \mbox{ } b</td> <td><math>a \mbox{ } b</math></td> </tr> <tr> <td>large space</td> <td>a\;b</td> <td><math>a\;b</math></td> </tr> <tr> <td>medium space</td> <td>a\&gt;b</td> <td>[not supported]</td> </tr> <tr> <td>small space</td> <td>a\,b</td> <td><math>a\,b</math></td> </tr> <tr> <td>no space</td> <td>ab</td> <td><math>ab\,</math></td> </tr> <tr> <td>small negative space</td> <td>a\!b</td> <td><math>a\!b</math></td> </tr> </table> == Align with normal text flow == Due to the default css <pre>img.tex { vertical-align: middle; }</pre> an inline expression like <math>\int_{-N}^{N} e^x\, dx</math> should look good. If you need to align it otherwise, use <tt><nowiki><font style="vertical-align:-100%;"><math>...</math></font></nowiki></tt> and play with the <tt>vertical-align</tt> argument until you get it right; however, how it looks may depend on the browser and the browser settings. Also note that if you rely on this workaround, if/when the rendering on the server gets fixed in future releases, as a result of this extra manual offset your formulae will suddenly be aligned incorrectly. So use it sparingly, if at all. == Forced PNG rendering == To force the formula to render as PNG, add <tt>\,</tt> (small space) at the end of the formula (where it is not rendered). This will force PNG if the user is in "HTML if simple" mode, but not for "HTML if possible" mode (math rendering settings in [[Help:Preferences|preferences]]). You can also use <tt>\,\!</tt> (small space and negative space, which cancel out) anywhere inside the math tags. This ''does'' force PNG even in "HTML if possible" mode, unlike <tt>\,</tt>. This could be useful to keep the rendering of formulae in a proof consistent, for example, or to fix formulae that render incorrectly in HTML (at one time, a^{2+2} rendered with an extra underscore), or to demonstrate how something is rendered when it would normally show up as HTML (as in the examples above). For instance: <table border="2" cellpadding="4" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse;"> <tr> <th>Syntax</th> <th>How it looks rendered</th> </tr> <tr> <td>a^{c+2}</td> <td><math>a^{c+2}</math></td> </tr> <tr> <td>a^{c+2} \,</td> <td><math>a^{c+2} \,</math></td> </tr> <tr> <td>a^{\,\!c+2}</td> <td><math>a^{\,\!c+2}</math> </td> </tr> <tr> <td>a^{b^{c+2}}</td> <td><math>a^{b^{c+2}}</math> (WRONG with option "HTML if possible or else PNG"!)</td> </tr> <tr> <td>a^{b^{c+2}} \,</td> <td><math>a^{b^{c+2}} \,</math> (WRONG with option "HTML if possible or else PNG"!)</td> </tr> <tr> <td>a^{b^{c+2}}\approx 5</td> <td><math>a^{b^{c+2}}\approx 5</math> (due to "<math>\approx</math>" correctly displayed, no code "\,\!" needed)</td> </tr> <tr> <td>a^{b^{\,\!c+2}}</td> <td><math>a^{b^{\,\!c+2}}</math></td> </tr> <tr> <td>\int_{-N}^{N} e^x\, dx</td> <td><math>\int_{-N}^{N} e^x\, dx</math></td> </tr> </table> This has been tested with most of the formulae on this page, and seems to work perfectly. You might want to include a comment in the HTML so people don't "correct" the formula by removing it: :''<nowiki><!-- The \,\! is to keep the formula rendered as PNG instead of HTML. Please don't remove it.--></nowiki>'' == Examples == <center> ===Quadratic Polynomial=== <math>ax^2 + bx + c = 0</math> <nowiki><math>ax^2 + bx + c = 0</math></nowiki> ===Quadratic Polynomial (Force PNG Rendering)=== <math>ax^2 + bx + c = 0\,</math> <nowiki><math>ax^2 + bx + c = 0\,</math></nowiki> ===Quadratic Formula=== <math>x_{1,2}=\frac{-b\pm\sqrt{b^2-4ac}}{2a}</math> <nowiki><math>x_{1,2}=\frac{-b\pm\sqrt{b^2-4ac}}{2a}</math></nowiki> ===Tall Parentheses and Fractions === <math>2 = \left( \frac{\left(3-x\right) \times 2}{3-x} \right)</math> <nowiki><math>2 = \left( \frac{\left(3-x\right) \times 2}{3-x} \right)</math></nowiki> ===Integrals=== <math>\int_a^x \int_a^s f(y)\,dy\,ds = \int_a^x f(y)(x-y)\,dy</math> <nowiki><math>\int_a^x \int_a^s f(y)\,dy\,ds = \int_a^x f(y)(x-y)\,dy</math></nowiki> ===Summation=== <math>\sum_{m=1}^\infty\sum_{n=1}^\infty\frac{m^2\,n}{3^m\left(m\,3^n+n\,3^m\right)}</math> <nowiki><math>\sum_{m=1}^\infty\sum_{n=1}^\infty\frac{m^2\,n}</nowiki> <nowiki>{3^m\left(m\,3^n+n\,3^m\right)}</math></nowiki> === Differential Equation === <math>u'' + p(x)u' + q(x)u=f(x),\quad x>a</math> <nowiki><math>u'' + p(x)u' + q(x)u=f(x),\quad x>a</math></nowiki> ===Complex numbers=== <math>|\bar{z}| = |z|, |(\bar{z})^n| = |z|^n, \arg(z^n) = n \arg(z)\,</math> <nowiki><math>|\bar{z}| = |z|, |(\bar{z})^n| = |z|^n, \arg(z^n) = n \arg(z)\,</math></nowiki> ===Limits=== <math>\lim_{z\rightarrow z_0} f(z)=f(z_0)\,</math> <nowiki><math>\lim_{z\rightarrow z_0} f(z)=f(z_0)\,</math></nowiki> ===Integral Equation=== <math>\phi_n(\kappa) = \frac{1}{4\pi^2\kappa^2} \int_0^\infty \frac{\sin(\kappa R)}{\kappa R} \frac{\partial}{\partial R}\left[R^2\frac{\partial D_n(R)}{\partial R}\right]\,dR</math> <nowiki><math>\phi_n(\kappa) = \frac{1}{4\pi^2\kappa^2} \int_0^\infty</nowiki> <nowiki>\frac{\sin(\kappa R)}{\kappa R} \frac{\partial}{\partial R}\left[R^2\frac{\partial</nowiki> <nowiki>D_n(R)}{\partial R}\right]\,dR</math></nowiki> ===Example=== <math>\phi_n(\kappa) = 0.033C_n^2\kappa^{-11/3},\quad \frac{1}{L_0}\ll\kappa\ll\frac{1}{l_0}\,</math> <nowiki><math>\phi_n(\kappa) = </nowiki> <nowiki>0.033C_n^2\kappa^{-11/3},\quad \frac{1}{L_0}\ll\kappa\ll\frac{1}{l_0}\,</math></nowiki> ===Continuation and cases=== <math>f(x) = \begin{cases}1 & -1 \le x < 0\\ \frac{1}{2} & x = 0\\x&0<x\le 1\end{cases}</math> <nowiki><math>f(x) = \begin{cases}1 & -1 \le x < 0\\</nowiki> <nowiki>\frac{1}{2} & x = 0\\x&0<x\le 1\end{cases}</math></nowiki> ===Prefixed subscript=== <math>{}_pF_q(a_1,...,a_p;c_1,...,c_q;z) = \sum_{n=0}^\infty \frac{(a_1)_n\cdot\cdot\cdot(a_p)_n}{(c_1)_n\cdot\cdot\cdot(c_q)_n}\frac{z^n}{n!}\,</math> <nowiki> <math>{}_pF_q(a_1,...,a_p;c_1,...,c_q;z) = \sum_{n=0}^\infty</nowiki> <nowiki>\frac{(a_1)_n\cdot\cdot\cdot(a_p)_n}{(c_1)_n\cdot\cdot\cdot(c_q)_n}\frac{z^n}{n!}\,</math></nowiki> </center> ==Bug reports== Discussions, bug reports and feature requests should go to the [[m:Mailing list#Wikitech|Wikitech-l mailing list]]. These can also be filed on [[Bugzilla:|Mediazilla]] under ''MediaWiki extensions''. ==See also== *[[w:Wikipedia:How to write a Wikipedia article on Mathematics#Typesetting_of_mathematical_formulas|Typesetting of mathematical formulas]] * Proposed [[m:GNU LilyPond support]] *[[w:Table of mathematical symbols|Table of mathematical symbols]] *[[m:Blahtex]], or [[w:Wikipedia talk:WikiProject Mathematics/Archive10#blahtex: a LaTeX to MathML converter|blahtex: a LaTeX to MathML converter for Wikipedia]] *[[Help:Editing|General help]] for editing a Wiki page == External links == * A LaTeX tutorial. http://www.maths.tcd.ie/~dwilkins/LaTeXPrimer/ * A [[w:Portable Document Format|PDF]] document introducing TeX -- see page 39 onwards for a good introduction to the maths side of things: http://www.ctan.org/tex-archive/info/gentle/gentle.pdf * A PDF document introducing LaTeX -- skip to page 59 for the math section. See page 72 for a complete reference list of symbols included in LaTeX and AMS-LaTeX. http://www.ctan.org/tex-archive/info/lshort/english/lshort.pdf * TeX reference card: http://www.csit.fsu.edu/docs/tex/tex-refcard-letter.pdf * http://www.ams.org/tex/amslatex.html * A set of public domain fixed-size math symbol bitmaps: http://us.metamath.org/symbols/symbols.html * [[w:MathML|MathML]] - A product of the [[w:W3C|W3C]] Math working group, is a low-level specification for describing mathematics as a basis for machine to machine communication. [http://www.w3.org/Math/ http://www.w3.org/Math/] [[Category:Help]] 1652 23865 2006-09-04T22:04:35Z Trevor MacInnis 99 +cat The edit page has a link for ''Editing help'', so you won't be lost. For general editing matters and details on the [[w:markup language|markup language]] of the [[Help:Filling the page|wikitext]], see [[Help:Editing]]. ''If you want to experiment, use the [[{{ns:4}}:Sandbox|sandbox]] first.'' Anyone, including you, can write these help documents at {{m:Help:contents}}, and you are most likely allowed to edit the site, {{SITENAME}} that you are looking at now! Just type a title in the box at the bottom of the page, click "Create article", and start writing. You should probably create a link to the article in a related page. linking to a page is enough to "create" the page! New pages can also be started by following a link to a non-existent page, which likewise launches the edit page. See [[#Starting a page through the URL|Starting a page through the URL]] below. == General principles == * '''[[Help:Searching|Search]]''' to see '''whether''' someone has written a similar page before you start one yourself. Choose the title carefully. * Review conventions of the project you are working in regarding e.g.: **naming conventions; see also [[Help:Page name]]. **whether a separate page is justified; perhaps it is better to add the text to a related page (especially if the text is not very long); that page can always be split later, after it has grown. **how-to guidance for writing regarding style, content and formatting. E.g. for the Wikipedia project see [[w:Wikipedia:How to write a great article|How to write a great article]]. <!--If there is an appropriate meta HowTo article, please update above ~~~~ --> * While creating the page and '''before''' saving it, check the <u>''What links here''</u> link on the creation page. Align the new content with existing links, or change the new title, or fix the other links. * If nothing points here, the page is isolated. Links to it will need to be added on other pages. <!-- There is long list of Guiding Principles which could be sited, I think this is the essential few. LarryLACa--> == Starting a page from a link, or after a search == To start a new page, you can click a link to the new page. This takes you to [[Help:Editing|edit]] mode of the non-existing blank page, which allows creation. You might not be able to create a new page unless you are logged in. Notably this applies to the English Wikipedia. Another way to start a new page, on the English Wikipedia, which uses the [[w:MediaWiki:Nogomatch]] option, is to perform a search for the new title with the Go button (as you should have done before). When the search finds nothing, press "create the article". Links to non-existing pages are common. They are typically created in preparation for creating the page, and/or to encourage other people to do so. Links are not only convenient for navigation, but also make people aware of the new page (those who read a related page and also those who [[Help:Watching pages|watch]] the related page). New page links are not really broken, as long as the name correctly identifies the intended content. (A new page link with a "wrong" or misspelled name, or that duplicates content found under another name is "broken". but in a different sense.) New page links typically look different from links to existing pages. Depending on [[Help:Preferences|settings]], a different color or a question mark is used. (Sometimes links to new pages are called "red links", the display option of one of the settings). Links to non-existent pages are created with <nowiki>[[New page name]]</nowiki> from the wiki editor. (In this case, the empty page "New page name" would be created). Of course, you can also create the link yourself, in a related page, index page or your user page. However, it may be better to wait with creating links until after creating the new page, especially if the new link replaces one to an existing page. In this case, create the link but press Preview, instead of Save. From preview area, clicking the new link will create the new page (without updating the referring page). == Starting a page through the URL == <!-- if you edit only the pagename of an existing URL, is has to be in the same project. Omit 'in the same project'--> Using the browser address bar to enter a URL to a new page is an easy way to start the new page process. Easier still is editing the pagename part of a URL for an existing page. Using the URL for the new page displays the default 'no article' message (see [[MediaWiki:Noarticletext]]). The default page has the usual <u>''Edit this page''</u> link, which can be used to begin adding content. <!-- Can someone add a few words about why this is not recommended? ~~~~ --> An [[Help:Interwiki links|interwiki link]] to a non-existent page gives the same result, but is not recommended. To get access to a MediaWiki project page, with the links at the edges but without the superfluous loading of a page, use a bookmark to a non-existing page. The default 'no article' page will display the edge links. == Creating an empty page == A '''new page''' is distinguished from a blank page: the latter has a [[Help:Page history|page history]]. However, creating a new page is just like editing a blank page, except that a new page displays the text from [[MediaWiki:Newarticletext]] (which may vary by project). Occasionally it is useful to create an empty page - For example a template can be made such that, depending on a parameter, it produces either just a standard text or also an additional text. This is done by having it call another template, of which the name is a parameter; one version of the other template contains the additional text, the other version is blank. See [[Help:Advanced templates#Optional_text|optional text]]. To create an empty page, save a page with the wikitext <nowiki>__END__</nowiki>. This code will not be saved, it just prevents refusal by the system to create an empty page. Alternatively, first create a non-empty page, e.g. with just one character, then edit the page to make it empty. A page with one or more blank spaces at the end, including a page only containing one or more blank spaces, is not possible. ==Using the sandbox and user sub-pages== The [[{{ns:4}}:Sandbox|sandbox]] can be used for temporary experimentation, but is emptied on a regular basis. For persistent draft material, you can use your user account sub-pages, and move the sub-page to the main article namespace when ready. (Requires a user account). To create a user sub-page, use a reference (title) like: 'User:UserName/New sub page'. User sub-pages can also be used for testing new template material with the syntax <nowiki>{{User:UserName/Sub page name}}</nowiki>. == Using text from some other editing environment == Although pasting existing text into the wiki is often the simplest way to start, you may want to [[Help:WordToWiki|try converting from Word or HTML to wiki markup]]. ==Protecting a page from being created== It is not really possible to protect a page from being created, but one can create a page with a standard text such as in [[w:en:Template:Deletedpage]] and [[Help:Editing#Page_protection|protect]] that page. Note that sometimes a terminology like "This page should not be created." is used even though for the system the page exists. Therefore it is not suitable for demonstrating a link to a non-existing page. ==See also== *[[Help:Inputbox#Preload|Preloading]] == Special Features == 'Create article' takes you to an edit page to enter the new text. Of course, names are important, meaning the title of the page, and un-doing mistakes can take time, so it's always a good idea to do a little homework first. (See [[#General principles|General principles]] below.) {| width="60%" style="border:1px solid black" | <inputbox> type=create width=45 </inputbox> |} [[Category:Help]] 1653 23866 2006-09-04T22:04:54Z Trevor MacInnis 99 +cat The '''[[w:canonical|canonical]] form''' of a page name is shown in large font as page header. Another type of canonical form is what is in URLs generated by the system, for this page "Help:Page_name" with an underscore. Alternative names for this page (on most projects) are [[help:page name]], [[help:Page name]], [[Help:page name]] and [[Help:Page name]], but not [[Help:Page Name]]; the bolded ones are, on this project. For details, see below. ==Restrictions== ===Special characters=== The following characters (the configuration is made in "''$wgLegalTitleChars''") are not allowed in page titles: # < > [ ] | { } The non-printable characters with values 0 through 31, and the "delete" character 127, are also not allowed. The reasons for disallowing these characters include: :* '''[''', ''']''', '''{''', '''}''', and '''|''' have special meaning within Wikipedia's syntax, which are processed ''before'' the pagename is determined. For example, <nowiki>[[{{CURRENTYEAR}}]]</nowiki> points at {{CURRENTYEAR}}, not a page called ''<nowiki>{{CURRENTYEAR}}</nowiki>''. See also [[w:en:Wikipedia:Naming conventions (technical restrictions)]]. ===Forward slash (/)=== Depending on the namespace and the settings, a forward slash in the pagename provides special functionality: see [[Help:Link#Subpage feature|subpage feature]]. ===Namespace prefixes=== Also, the first part of a page name may not coincide with [[Help:Namespace#Automatic_conversions_of_page_names|a project-independent namespace prefix that is automatically converted to another one]]. As an example, the name [[w:Project: A-Kon|Project: A-Kon]] on Wikipedia is not possible. The first part of a page name can coincide with a namespace prefix that is not converted. For example, there might be articles in the English Wikipedia about books called ''[[w:Wikipedia: The Big Adventure|Wikipedia: The Big Adventure]]'' and ''[[w:Talk: Secrets are Bad|Talk: Secrets are Bad]]'' (but only without the space after the colon). However, in that case the pages are in the wrong namespace. This may be inconvenient in searching or displaying a list of pages. Also, in the second case there is no link to a Talk page about the book. (As explained above, the second page name is not possible on e.g. the German Wikipedia: see [[w:de:Talk: Secrets are Bad]]). --[[User:24.80.210.247|24.80.210.247]] 03:18, 5 March 2006 (UTC)--[[User:24.80.210.247|24.80.210.247]] 03:18, 5 March 2006 (UTC) ===Prefixes referring to other projects or pseudo-namespaces=== A page name cannot start with a prefix that is in use to refer to another project, including language codes, e.g. "en:" ([http://wikimedia.org/langlist list]), or one of the pseudo-namespaces "Media:" and "Special:". Thus e.g. an article about the album "Q: Are We Not Men? A: We Are Devo!" can not have that exact name. An attempt to create the article, whether by a link [[Q: Are We Not Men? A: We Are Devo!]] or a URL http://en.wikipedia.org/wiki/Q:Are_We_Not_Men%3F_A:_We_Are_Devo%21 leads to Wikiquote. With regard to using the prefix of the project itself there is no consistency: a name like en:a cannot be used on en: (try [[w:en:a]] and [[w:en:en:a]]), while "Q: Are We Not Men? A: We Are Devo!" can exist on Wikiquote: [[q:Q: Are We Not Men? A: We Are Devo!]]. ===Maximum page name length=== The maximum page name length is 255 bytes (excluding the namespace prefix). Be aware that non-ASCII characters may take up to four bytes in UTF-8 encoding, so the total number of ''characters'' you can fit into a title may be less than 255 depending on the language it's in. See [[Test of maximum page name length: 255 characters; test of maximum page name length: 255 characters; test of maximum page name length: 255 characters; test of maximum page name length: 255 characters; test of maximum page name length: 255 characters; test.]] ==Spaces vs. underscores== In '''page names''', a blank space is equivalent with an underscore. A blank space is displayed in the large font title at the top of the page, the URLs show an underscore. See also below. ==Case-sensitivity== If for the first letter of a page name two [[w:letter case|cases]] exist, as in the case of letters of the [[w:Latin alphabet|Latin]], [[w:Greek alphabet|Greek]], [[w:Cyrillic alphabet|Cyrillic]], and [[w:Armenian alphabet|Armenian]] [[w:alphabet|alphabet]]s, the following applies. All characters of namespace prefixes are case-insensitive. The [[w:canonical|canonical]] form, shown in large font as page header, and in URLs generated by the system, is on most projects with one capital; Klingon is an exception, see [[w:tlh:Chen'ay':h:h]], where the c is converted to lower-case, and [[w:tlh:Qah:Page name]], where the h is converted to upper-case. Below "page name" refers to the name without the possible namespace prefix. ===Case-sensitivity of the first character=== The first character of the page name (after the namespace prefix, if applicable) may or may not be case-sensitive, depending on the project. <nowiki>[[Help:page name]]</nowiki> gives on this project: [[Help:page name]]. If the first character of the page name is case-sensitive this is a link (to a different page), otherwise it is bold (a [[Help:Self link|self link]] to this page). Currently the first character of the page name is case-''in''sensitive, except in the following Wiktionaries: {|align=center | * bg * cs * de * en * eo * es | * fa * fi * fr * gu * hi * hr | * hu * ka * kn * ku * is * it | * ja * ml * nl * pl * sa * sv | * sw * tr * vi * zh |} Compare e.g. [[wikt:de:A]] and [[wikt:de:a]], and [[wikt:nl:Sjabloon:H:f]] and [[wikt:nl:Sjabloon:h:f]]. The same applies for the [[w:tlh:ghItlh'a'|Klingon Wikipedia]], compare e.g. [[w:tlh:jo]] and [[w:tlh:Jo]]. ====Case where the first character is case-insensitive==== The canonical form is with a capital. Note that in the case of a prefix that is not a namespace for the software, and in the case of a second prefix, the case-insensitivity does not apply to the first character after this prefix, e.g. [[Template:H:h Help]] and [[Template:H:H Help]] are distinguished. ===Case-sensitivity of the file name extension of an image=== Note that even the file name extension of an image is case-sensitive: compare [[:image:Stop_sign_us.jpg]] and [[:image:Stop_sign_us.JPG]] ==Ignored spaces/underscores== Spaces/underscores which are ignored: *those at the start and end of a full page name *those at the end of a namespace prefix, before the colon *those after the colon of the namespace prefix *duplicate consecutive spaces Some show up in the link label, e.g. <nowiki>[[___help__ :_ _template_ _]]</nowiki> becomes [[___help__ :_ _template_ _]], linking to [[Help:Template]]. However, a space before or after a "normal" colon makes a difference, e.g. [[MediaWiki User's Guide: Editing overview]] and [[MediaWiki User's Guide : Editing overview]], and [[MediaWiki User's Guide:Editing overview]] are all distinguished, because "MediaWiki User's Guide:" is a pseudo-namespace, not a real one. ==Coding of characters== A page name cannot contain e.g. %41, because that is automatically converted to the character A, for which %41 is the code. <nowiki>[[%41]]</nowiki> is rendered as [[%41]]. Similarly <nowiki>%C3%80</nowiki> is automatically converted to the character À. <nowiki>[[%C3%80]]</nowiki> is rendered as [[%C3%80]]. The URL of the page is http://meta.wikipedia.org/wiki/%C3%80. One can argue what is the real name of the page, %C3%80 or À (a user will say the latter), but anyway there can not be distinct pages with these names. ==Canonical form== The inclusion tag for a non-existing page shows a link with the canonical form of the page name: <nowiki>{{qwsazx}}, {{:qwsazx}}, {{project:qws azx}}</nowiki> give {{qwsazx}}, {{:qwsazx}}, {{project:qws azx}}; compare with ordinary links [[Template:qwsazx]], [[qwsazx]], [[project:qws azx]]; these work like [[Help:Piped link|Piped link]]s, e.g. <nowiki>[[Qwsazx|qwsazx]]</nowiki>; in this case the conversion shows up on the referring page only when pointing at it: in the pop-up and in the status bar (if applicable for the browser); whether the target is a redirect, and what the final target is, is not shown at all. An attempt to include a page from another project results in just displaying the wikitext, e.g. {{en:qwsazx}}; ordinary interwiki links do not show existence and do not show a canonical form in the hover box or status bar: [[en:project:qwsazx]]. The same applies if interwiki link style is used for a link to a page in the same project: [[m:project:qwsazx]]. A saved redirect page shows the canonical form of the target, even though the preview renders the link in the usual way, compare [http://meta.wikimedia.org/w/index.php?title=Babel&redirect=no] with the preview of [http://meta.wikimedia.org/w/index.php?title=Babel&action=edit]. {{Help:Alphabetic order}} ==Conversion of spaces to underscores etc.== There is no feature for just conversion of spaces to underscores and of special characters to escape codes, but there are two features for doing this in combination with something else: localurl (see [[Help:Variable]]) and PAGENAMEE. Most needs for conversion are covered by these, but e.g. in a template one cannot link to a page with a given name {{{1}}} on a project with a different [[mw:Help:$wgScript|$wgScript]]. === Variables PAGENAME and PAGENAMEE === The [[Help:Variable|variable]] <nowiki>{{PAGENAME}}</nowiki> gives, for this page, '''{{PAGENAME}}'''. <nowiki>{{PAGENAMEE}}</nowiki> gives '''{{PAGENAMEE}}'''. Thus in the first case a space is used, in the second case an underscore, like in URLs. Similarly, À becomes the escape code %C3%80 (see above), and so on. <nowiki>{{NAMESPACE}}:{{PAGENAME}}</nowiki> and <nowiki>{{NAMESPACE}}:{{PAGENAMEE}}</nowiki> give for this page {{NAMESPACE}}:{{PAGENAME}} and {{NAMESPACE}}:{{PAGENAMEE}}, respectively. For a page in the main namespace, the page name is prefixed with a colon. Example: <nowiki>http://meta.wikimedia.org/w/wiki.phtml?title=Special:Whatlinkshere&target={{NAMESPACE}}:{{PAGENAMEE}}</nowiki> gives http://meta.wikimedia.org/w/wiki.phtml?title=Special:Whatlinkshere&target={{NAMESPACE}}:{{PAGENAMEE}} Within localurl, <nowiki>{{PAGENAME}}</nowiki> should be used in the first part (because it is converted by localurl), or <nowiki>{{PAGENAMEE}}</nowiki> in the second part: *<nowiki>{{fullurl:Special:Allpages|namespace=12&from={{PAGENAMEE}}}}</nowiki> gives here: {{fullurl:Special:Allpages|namespace=12&from={{PAGENAMEE}}}} *<nowiki>{{fullurl:Special:Allpages/{{PAGENAME}}|namespace=12}}</nowiki> gives here: {{fullurl:Special:Allpages/{{PAGENAME}}|namespace=12}} Wrong: *<nowiki>{{fullurl:Special:Allpages|namespace=12&from={{PAGENAME}}}}</nowiki> gives here: {{fullurl:Special:Allpages|namespace=12&from={{PAGENAME}}}} (wrong link) *<nowiki>{{fullurl:Special:Allpages/{{PAGENAMEE}}|namespace=12}}</nowiki> gives here: {{fullurl:Special:Allpages/{{PAGENAMEE}}|namespace=12}} (works here, the underscore, converted from a space, is not affected by the second conversion, but it does not work with special characters). See [[Help:ĀāĆćĎďĒēĜĝĤĥĨĩĴĵĹĺŃń and PAGENAMEE]] for an example of how these variables interact with special characters. ==See also== *[[Help:Link]] gives examples of conversions in the page name from wikitext to HTML, and from HTML to actual target page. *[[w:en:Wikipedia:Naming conventions (technical restrictions)]] *[[w:Template:Wrongtitle]] *[[w:Wikipedia:List of pages whose correct title is not allowed by MediaWiki]] [[Category:Help]] 1654 23867 2006-09-04T22:05:16Z Trevor MacInnis 99 +cat [[w:Hyperlink|Hyperlinks]] allow users to move between pages. For some basic information about using hyperlinks, see [[Help:Editing#Links, URLs]]. There are three general types of hyperlinks recognized by MediaWiki, each with associated [[w:Cascading Style Sheets|CSS formatting]] to distinguish them. == Wikilinks == A '''wikilink''' or '''internal link''' links a page to another page within the same project. *<nowiki>[[a]]</nowiki> gives [[a]]. *<nowiki>[[a|b]]</nowiki> gives [[a|b]] (link to a, labelled b). *<nowiki>[[a]]b</nowiki> gives [[a]]b, just like <nowiki>[[a|ab]]</nowiki> does: [[a|ab]]. *<nowiki>[[a|b]]c</nowiki> gives [[a|b]]c, just like <nowiki>[[a|bc]]</nowiki> does: [[a|bc]]. *<nowiki>a[[b]]</nowiki> gives a[[b]]. *<nowiki>[[a]]<</nowiki>nowiki>b</nowiki> gives [[a]]<nowiki>b</nowiki>. *<nowiki>[[a]]''b''</nowiki> gives [[a]]''b''. *<nowiki>''[[a]]''b</nowiki> gives ''[[a]]''b. *<nowiki>[[a|b]]c<</nowiki>nowiki>d</nowiki> gives [[a|b]]c<nowiki>d</nowiki>. *<nowiki>[[a]][[b]]</nowiki> gives [[a]][[b]] (two links, but looking equal to the single link [[ab]]), even if the links are underlined ([[a]] [[b]] and [[a b]] look the same only if links are not underlined). Links with parameters (the link name) are said to be "piped" because of the pipe symbol used ( | ). MediaWiki automatically checks if the target of a wikilink exists ("existence detection"). If the page doesn't exist, the link leads to the editing screen, and it is assigned the class "new". Such wikilinks are nicknamed "red links" because they are colored red in the default stylesheet on a default installation of MediaWiki. Red links are useful in determining the current status of the page (created or not created), create incoming links to a future page, facilitates and incites page creation. Note that the image, category, and interlanguage syntax are the same as the wikilink syntax. Attempting to link normally will place the image on the page, add the page to the category and create an interlanguage link at the edge of the page. This can be prevented by prefixing a colon, which escapes the specific syntax. For example, <code><nowiki>[[:Category:Help]]</nowiki></code>, <code><nowiki>[[:fr:Help:Link]]</nowiki></code>, and <code><nowiki>[[:Image:Mediawiki.png]]</nowiki></code>. The existence of an internal link from a page to an existing or non-existing page is recorded in the [[pagelinks table]]. ===Stub feature=== A wikilink to an existing page will be in class 'stub' if the page is in the main namespace, it is not a redirect, '''''and''''' the number of bytes of the wikitext is less than the "threshold for stub display" set in the [[Help:Preferences|user's preferences]]. This allows users to immediately identify links to very short pages that probably need to be expanded. Alternately, a user may set a very high threshold to achieve any of the following: * Identify links to very large pages. However, the criterion is the size of the wikitext; possible inclusion of templates and images can make the rendered page large, even if the amount of wikitext is small. * Determine at a glance whether a link leads to the main namespace or not. However, this does not take into account ''redirects'' to the main namespace (even if the redirect itself is in the main namespace). * Identify links to redirects, for clean-up work such as bypassing redirects. However, section linking to a "stub" does not work. Although this is normally a minor issue, this may cause problems with users who set a very high threshold. == Interwiki links == An '''[[Help:Interwiki linking|interwiki link]]''' links a page to a page on another website. Unlike the name suggests, the target site need not be a wiki, but it has to be on the [[m:Interwiki map|interwiki map]] specified for the source wiki. These links have the associated CSS class "extiw". These are in the same form as wikilinks above, but take a prefix which specifies the target site. For example, on Wikimedia projects and many other wikis <code><nowiki>[[wikipedia:Main Page]]</nowiki></code> links to Wikipedia's main page. The prefix can be hidden using the same piped syntax as wikilinks. === Interwiki links to the same project === Although interwiki links can be used to point to a wiki from itself, this is not generally recommended. MediaWiki does not detect whether or not the target page of an interwiki list exists, so there is no special formatting and the link is always to the view page. Further, MediaWiki does not check if the page is linking to itself. A [[Help:Self link|self wikilink]] is bolded (like [[{{NAMESPACE}}:{{PAGENAME}}]]), whereas a self interwiki link is normal ([[m:{{NAMESPACE}}:{{PAGENAME}}]]). Pros: * A copy of the wikitext on a sister project may still point to the same page. Sometimes two prefixes are needed for that purpose, e.g. [[w:de:a]]. == External links == External links use absolute URLs to link directly to any webpage. These links have the associated CSS class "external". External links are in the form <code><nowiki>[http://www.example.org link name]</nowiki></code> (resulting in [http://www.example.org link name]), with the link name separated from the URL by a space. Links without link names will be numbered: <code><nowiki>[http://www.example.org]</nowiki></code> becomes [http://www.example.org]. Links with no square brackets will be displayed in their entirety: http://www.example.org . Unlike in the case of internal links, <nowiki>[http://www.example.org a]s</nowiki> gives [http://www.example.org a]s. See [[Help:URL#URLs in external links|URLs in external links]] for more detailed information. [[Special:Linksearch]] finds all pages linking to a given site. === External links to the same project === External links are often used to use special URL parameters in links. This allows links directly to the edit history of a page, to a page in edit view, a diff of two versions, et cetera. They can also be used to create a [[Help:Navigational image|navigational image]]. However, the use of external links to link to a normal page on the same project is not recommended. These links benefit from none of the features of a wikilink, and may break the web of links when the content is exported to another domain. ===Arrow icon=== Monobook skin produces an arrow icon after every external link. This can be suppressed with class="plainlinks": *<nowiki><</nowiki>span class="plainlinks">http<nowiki>://a</</nowiki>span> gives <span class="plainlinks">http://a</span> *http<nowiki>://a</nowiki> gives http://a == Section linking (anchors) == Links in the form <code><nowiki>[[#anchor_name]]</nowiki></code> will link to any anchor named "anchor_name" on the page. This may be either a heading named "anchor_name", or an arbitrary position. <code><nowiki>[[#top]]</nowiki></code> is a reserved name that links to the [[#top|top of a page]]. It is possible to create an arbitrary anchor name using the HTML code <code><nowiki><span id="anchor_name"></span></nowiki></code>. Anchor links can also be appended to any type of link; for more information, see [[Help:Section#Section_linking]]. === Problems with page name conversion === Note that if the page name is automatically converted (for example, from "/wiki/main Page" to "/wiki/Main Page"), the section link will still work but will disappear from the address bar. As a consequence, this will make it more difficult to bookmark the section itself. This is not applicable for wikilinks, because the conversions have already taken place on Preview or Save of the referring page. For example, consider [http://en.wikipedia.org/wiki/Wikipedia:how_to_edit_a_page#Links_and_URLs http://en.wikipedia.org/wiki/Wikipedia:how_to_edit_a_page#Links_and_URLs]. In this case, the anchor part of the address will disappear because the "how" will be converted to "How". === Redirects with section links === A [[Help:Redirect|redirect]] to a page section does not go to the section. However, one can add the section anyway as a clarification, and it will work if the redirect is manually clicked from the redirect page. However, links with a section to a redirect will lead to the section on the redirect's page. ==Subpage feature== MediaWiki has a subpage feature, although activation depends on project and namespace. If activated, the following applies (if not, "A/b" is just a page with that name). A [[w:en:tree structure|tree structure]] of pages is established by using forward slashes in pagenames: A/b is a child of A, hence A is a parent of A/b; also A/b/c is a child of A/b; A/a, A/b, and A/c are siblings. At the top of the subpage body links to all ancestor pages are shown automatically, without any corresponding wikitext. The links show up even if the child page does not exist, but the sequence of ancestors stops before any non-existing ancestor page (e.g., if the grandparent page does not exist, the parent page is not shown either). Like most letters of a page name, the first letter after the slash is case-sensitive; "/subpage" and "/Subpage" are different pages. [[Help:What links here|What links here]] and [[Help:Related changes|Related changes]] ignore these automatic links. === Relative links === Relative links still work if all pages of a tree are renamed according a name change of the root, including making it a child of a new root. Inside a subpage hierarchy the following relative links can be used: * <nowiki>[[../]]</nowiki> links to the parent of the current subpage, e.g., on A/b it links to A, on A/b/c it links to A/b. * <nowiki>[[../s]]</nowiki> links to a sibling of the current subpage, e.g., on A/b, it links to A/s. *<nowiki>[[/s]]</nowiki> links to a subpage, e.g. on A it is the same as <nowiki>[[A/s]]</nowiki>. See also [[w:Wikipedia:Subpages]], and the example pages [[m:Link/a/b]] and [[m:Help:Link/a/b]]. For the latter the subpage feature does not work because of the namespace. === User space === Subpages of a user page (<code><nowiki>[[User:Username/Subpage]]</nowiki></code>) are considered to be in that user's "user space". Rules are often relaxed in a user's own subpages, whereas they are typically tightened for a user editing another user's subpages. ===Unintended subpage structure=== Any slash in a pagename causes a subpage structure, e.g. [[Subpage demo Season 2006/2007]] is a subpage of "Subpage demo Season 2006". As long as the latter does not exist, this has no effect on the former, However, a page with a slash in its name cannot be the root page of a subpage structure. For example, [[Subpage demo Season 2006/2007 /soccer]] does not show its parent, because its unintended grandparent does not exist. A dummy grandparent page can fix this. === Subpage activation === Wikipedia has this feature activated in all talk namespaces and the user and project namespace. The Meta-Wiki also has it in the main namespace. The default is set in [[mw:Help:Configuration settings|DefaultSettings.php]][http://cvs.sourceforge.net/viewcvs.py/wikipedia/phpwiki/newcodebase/DefaultSettings.php?rev=1.21&view=markup]. As of revision 1.21, the following namespaces have it activated by default: Special, Main talk, User and User_talk, Meta_talk, and Image_talk. Settings per project are changed in [[LocalSettings.php]][http://cvs.sourceforge.net/viewcvs.py/wikipedia/phpwiki/newcodebase/LocalSettings.php?rev=1.25&view=markup]. == Miscellaneous == === Linking to a page with images === It is possible to use images as links to other pages. For more information, see [[Help:Navigational images|use an image as a link to a page]]. === "Hover box" on links === On some browsers, holding the cursor over link will show a hover box containing the text of the link's HTML title attribute. MediaWiki sets this to the target page name (without the possible section indication) if it's a wikilink, the page name with prefix if it's an interwiki link, and the URL if it's an external link. This can be switched off in the [[Help:Preferences|user preferences]]. The browser may also show similar info, but with the possible section indication, in the address bar. For these effects a piped link is useful even if it not followed; for example, for displaying the meaning of an acronym (e.g. [[neutral point of view|NPOV]]) or any other remark. It is possible to produce a hover box without a link, see {{tim|H:title}}. === Disallowed characters === In internal and interwiki link style, a plus sign in a page name is not allowed, the HTML and hence the rendered page just shows the wikitext, e.g. [[a+b]]. In external link style a plus sign in the URL is retained. It is often equivalent with a space. See also below. In accordance with the rules explained in [[Help:Page name]], conversions are automatically made to [[Help:Special characters|non-literal characters]] in wiki and interwiki links. For example, "<code><nowiki>[[Help:Page%20name]]</nowiki></code>" becomes "[[Help:Page name]]". However, the opposite is true for external links; literal characters are converted into non-literal characters. For example, most browsers will convert ".../wiki/!" to ".../wiki/%21". A code like %70 in a redirect disables it, although the link works from the redirect page. For a redirect that works, the redirect page shows the canonical form of the target, unlike its preview page, which renders the link in the usual way. === Special pipe syntax === Using an empty pipe syntax on wiki and interwiki links will hide interwiki prefixes and parentheses. For example, <nowiki>[[w:Mercury (planet)|]]</nowiki> becomes [[w:Mercury (planet)|Mercury]]. This pipe syntax should only be used where the unqualified reference is not ambiguous, such as in an article about the solar system. See [[Help:Piped link]]. === Additional effects of links === *[[Help:Related changes|Related changes]] *[[Help:What links here|Backlink]]s *[[Help:Preferences#Date_format|Date format]] * Using a space after the pipe syntax (<nowiki>[[Main page| ]]</nowiki>) produces (perhaps depending on the browser) a space only, not a link ("[[Main page| ]]"), but it is treated as a link for the "what links here" feature. ===Links from a page=== With [[query]] the links from page ''pagename'', sorted by namespace, and for each namespace alphabetically, are given by <nowiki>{{SERVER}}{{SCRIPTPATH}}</nowiki>/query.php?what=links&titles=''pagename'' , e.g. {{SERVER}}{{SCRIPTPATH}}/query.php?what=links&titles={{FULLPAGENAME}} . ==See also== *[[Help:Calculation]] *[[Help:Editing#Links, URLs]] *[[Help:Interwiki linking]] *[[Help:Piped link]] *[[Help:Self link]] *[[Help:Template#Restrictions]] (and the next section) *[[Help:URL]] *[[Help:What links here]] *[[m:Parser testing/replaceInternalLinks]] *[[m:Parser testing/replaceExternalLinks]] *[[m:Links table]] *[[m:Brokenlinks table]] *[[w:Hyperlink|Hyperlink]] *[[w:Wikipedia:Canonicalization|Wikipedia:Canonicalization]] *[[w:Template:linkless|Linkless]] *[[w:Red Link|Red Link]] [[Category:Help]] 1655 23870 2006-09-04T22:05:55Z Trevor MacInnis 99 +cat ==URLs in external links== A [[Help:Link|link]] in external link style can be of the forms: *''target'': <nowiki>http://meta.wikimedia.org/</nowiki> is rendered as http://meta.wikimedia.org/ *[ ''target'' ''label'' ], with a blank space in between: <nowiki> [http://meta.wikimedia.org/ wikimedia] </nowiki> gives [http://meta.wikimedia.org/ wikimedia] (see also [[Help:Piped link]]) *[ ''target'' ] - these are automatically labelled with serial numbers 1, 2, 3, ...:<nowiki> [http://meta.wikimedia.org/]</nowiki> gives [http://meta.wikimedia.org/] The target is a URL which can start with "<nowiki>http://</nowiki>" or "<nowiki>ftp://</nowiki>"; "file://" does not work by default. If enabled it only works in MSIE. To enable it, add a $wgUrlProtocols entry to [[LocalSettings.php]]; see the $wgUrlProtocols in [[DefaultSettings.php]] for example. All [[Help:Special characters|character]]s of the URL must be among: A-Z a-z 0-9 ._\/~%-+&amp;#?!=()@ If a URL contains a different character it should be converted; for example, ^ has to be written %5e, the hexadecimal [[w:ASCII|ASCII]] value with a percent sign in front. A blank space can also be converted into an underscore. Conversion: " # $ % &amp;<!-- --> ' * , : ; %20 %22 %23 %24 %25 %26 <!-- -->%27 %2a %2c %3a %3b < > ? [ ] ^ ` { | } %3c %3e %3f %5b %5d %5e %60 %7b %7c %7d For the other characters either the code or the character can be used in internal and external links, they are equivalent. The system does a conversion when needed. E.g. <nowiki>[[%C3%80_propos_de_M%C3%A9ta]]</nowiki> is rendered as [[%C3%80_propos_de_M%C3%A9ta]], almost like [[ À propos de Méta]], which leads to this page on Meta with in the address bar the URL http://meta.wikipedia.org/wiki/%C3%80_propos_de_M%C3%A9ta while http://meta.wikipedia.org/wiki/À_propos_de_Méta leads to the same. See also (in Wikipedia): [[w:Internationalized domain names|Internationalized domain names]] and [[en:Punycode|Punycode]]. === Percent-encoding === For ASCII characters (up to decimal 127, hex. 7F) percent-encoding simply means adding '''%''' to the hex. value, e.g. for a tilde '''~''' (decimal 126, hex. 7E) it's %7E. Otherwise (non-ASCII) convert it first to UTF-8 and then percent-encode it. Example: # Convert the character to Unicode, e.g. Latin-1 192 (hex. C0) to À (u+00C0), or windows-1252 131 (hex. 8B) to &#x160; (u+0160). # Convert Unicode to bits, 00000000 11000000 (u+00C0), or 00000001 01100000 (u+0160). # Build groups of six bits from the right adding leading zeros if necessary until the rest are zeros: 000011 000000 (u+00C0), or 000101 100000 (u+0160). # Add '''10''' in front of all but the leftmost group. 2 bits + 6 bits = 8bits, also known as octet. # If there are only two groups, and the first (left) starts with 0: ## Add '''11''' to the left: '''11''' 000011 '''10''' 0000000 (u+00C0), or '''11''' 000101 '''10''' 100000 (u+0160). ## Convert the octets to hex., add percent in front, ready: %C3%80 (u+00C0), or %C5%A0 (u+0160). # If the first (left) of two groups starts with 1: #: Add '''111''' 00000 '''10''' to the left, then percent-encode three octects, %E0%??%?? # If there are three groups, the first (left) starting with 00 (000001 up to 001111): #: Replace 00 by '''111''' 0, percent-encode three octects, ready, result %E?%??%??. # Otherwise it's at least 010000 000000 000000 (u+10000) needing '''four''' UTF-8 octets: #: '''1111''' 0000 '''10''' 010000 '''10''' 000000 '''10''' 000000 would be %F0%90%80%80. ==URLs of pages within the projects== See [[w:Wikipedia:URLs]]. On other projects everything works the same, except that the domain names vary: *xx.wikipedia.org with xx the language code, see [[m:Complete list of language Wikipedias available]] *meta.wikimedia.org (meta.wikipedia.org redirects there) *xx.wiktionary.org *xx.wikiquote.org *xx.wikibooks.org *xx.wikisource.org *sep11.wikipedia.org A URL starting with www.wikipedia.org redirects to the corresponding one starting with en; only www.wikipedia.org itself leads to a portal page instead of the main page of the English Wikipedia: http://www.wikipedia.org In projects outside Wikimedia the "w/" in URLs like http://www.wikipedia.org/w/wiki.phtml?title=Main_Page&action=history is sometimes not used, sometimes different, e.g.: *http://www.disinfopedia.org/wiki.phtml?title=Disinfopedia_Main_Page&action=history *http://wikitravel.org/en/index.php?title=Main_Page&action=history The default is /wiki/wiki.phtml, with in [[DefaultSetting.php]] [http://cvs.sourceforge.net/viewcvs.py/wikipedia/phpwiki/newcodebase/DefaultSettings.php?rev=1.21&view=markup]: $wgScriptPath = "/wiki"; $wgScript = "{$wgScriptPath}/wiki.phtml"; There may be other variations, compare: *http://en.wikipedia.org/wiki/Vancouver *http://wikitravel.org/en/Vancouver ===Use in templates=== For use in templates, note that all URLs on e.g. the English Wikipedia can be written in the form <nowiki>http://</nowiki>en.wikipedia.org/w/index.php?title={{{1}}} This requires {{{1}}} to be written with underscores and escape codes (if applicable). To benefit from the conversion carried out by fullurl, two parameters are needed: <nowiki>{{fullurl:{{{1}}}|{{{2}}}}}</nowiki> (see [[Template talk:Url 2p]]). An example with the second parameter in fullurl fixed is {{tiw|ed}} containing the link <nowiki>[{{fullurl:Template:{{{1}}}|action=edit}} {{MediaWiki:Edit}} {{{2|{{{1}}}}}}].</nowiki> This works for a link in external link style to a page in the same project. We can use localurl for a link to a project which uses the same string in the URL between the server name and the question mark ([http://www.mediawiki.org/wiki/Help:$wgScript $wgScript], on Wikimedia "/w/index.php"), but not for links to other projects. ==Old versions of pages== All old versions of all pages are numbered (with [[m:oldid|oldid]]) approximately in the order of becoming an old version, i.e. in chronological order of the next edit of the same page. *http://meta.wikimedia.org/w/wiki.phtml?title=Help:Link&oldid=53587 - normal link to old page *http://meta.wikimedia.org/w/wiki.phtml?oldid=53587 - no page name in the URL, goes to the correct page *http://meta.wikimedia.org/w/wiki.phtml?title=Help:Link&oldid=53588 - number and name do not correspond; the name is ignored *http://meta.wikimedia.org/w/wiki.phtml?title=abc&oldid=53587 - non-existing page name; oldid is ignored, works like going to a non-existing page, except for the links to assumed previous and next versions, and on editing, for the warning of editing an old version of a page. See also [[Help:Page history#Linking_to_a_specific_version_of_a_page|Linking to specific versions of a page]]. ==New pages== Pages are numbered with page_id (see [[m:page table]]) in order of creation. *http://meta.wikimedia.org/w/wiki.phtml?title=x&curid=9906 - gives the page with correct full name Conversely, most [[query]] output provides page names as well as page id's, e.g. http://meta.wikimedia.org/w/query.php?titles=Hilfe:Zeitleiste See also [[m:Multiple titles]]. From [[m:MediaWiki 1.5|MediaWiki 1.5]] page versions get a number "oldid" as soon as they are created; they are produced by variable <nowiki>{{REVISIONID}}</nowiki>. The URL is like in the previous section. ==Edit== Examples: *Edit the whole page: http://meta.wikimedia.org/w/wiki.phtml?title=Help:URL&action=edit *Edit the 5th section: http://meta.wikimedia.org/w/wiki.phtml?title=Help:URL&action=edit&section=5 *Add at the end: http://meta.wikimedia.org/w/wiki.phtml?title=Help:URL&action=edit&section=1000 (use large section number) *Ditto with [[Help:Edit summary#.22Post_a_comment.22_feature|"Post a comment" feature]]: http://meta.wikimedia.org/w/wiki.phtml?title=Help:URL&action=edit&section=new ==Purge== In some cases of caching problems, to update a page it can help to use "action=purge", in a URL like {{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAMEE}}|action=purge}} ==Miscellaneous== You can fetch the raw wikitext of a page using a URL like {{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAMEE}}|action=raw}} . Other actions are view, watch, unwatch, delete, revert, rollback, unprotect, info, markpatrolled, validate, render, deletetrackback, and history. (These rarely need to be entered explicitly, as the useful ones are prelinked at various tabs and buttons. Several of these actions require administrator privileges. Other users do not have the link; if they try the URL they get the message in [[MediaWiki:Badaccesstext]].) ==Kinds of dead links== There can be various kinds of errors in the URL. With some the server is not even reached, with others the server takes some action. The server may also go to the correct page and just ignore a wrong parameter or anchor. *{{SERVER}}{{localurl:%abc}} *http://meta.wikimedia.or/ *{{SERVER}}abc *http://met.mediawiki.org *{{SERVER}}/abc *http://meta.wikimedia.org/w/index.php?title=Help:URL&action=abc *http://meta.wikimedia.org/w/index.php?title=Help:URL&act=abc *http://meta.wikimedia.org/w/index.php?title=Help:URL#abc ==See also== *[[Help:Namespace]] *[[m:Eliminating index.php from the url]] *{{h:mwg|UrlProtocols}} *[[m:URI schemes]] - how to request <tt>worldwind:</tt> and other scheme cruft. [[Category:Help]] 1656 23872 2006-09-04T22:06:39Z Trevor MacInnis 99 +cat A '''diff''' is the difference between two versions of a page. It can be viewed from the [[Help:Page history|page history]]: for every version there are potentially two [[w:radio button|radio button]]s: the left column is for selecting the older version, the right column for selecting the newer one. Pressing "Compare selected versions" gives the difference between the two versions. For special cases (the diff for a single edit or between an old and the current version) other possibilities are clicking ''cur'' or ''last'' in the page history or on the [[Help:Recent changes|Recent Changes page]]. The diff is also shown during an [[Help:Edit conflict|edit conflict]] so you can see exactly what you need to reintegrate. {{H:new| diff works also in preview, showing the difference between the currently stored version and the current version in the edit box}} ==How it looks == The two versions are shown side-by-side. In the old version paragraphs which differ are yellow and in the new version they are green. In left-to-right languages, the old version is on the left. This is reversed in [[m:RTL|right-to-left]] scripts. Text removed within a paragraph is shown in red on the old version. New text within a paragraph is shown in red on the new version. If a whole paragraph was removed or added, the text is not red but just black, while the other side is blank (white). Unchanged text is black on grey, only parts before and after changed text is shown. The diff shows differences per line. Some editors find that adding manual line breaks improves the diff function. As well as showing the difference between versions, the diff page has links to the user page and talk page of the users who edited both the last and current versions. Links to the users' contribution lists are also shown. For sysops, a [[Help:Reverting a page to an earlier version|rollback]] button is shown allowing them to revert from the new version to the old one. Note however that this is even shown when viewing the diff between the recent version of a page and a version older than the last version by an author other than the one of the most current version, in which case the rollback would not undo the change that is displayed. Thus if user A vandalized a page, and user B partially reverted that vandalism, the diff of the two together shows the remaining vandalism, but rollback reverts the partial repair by user B! [[Help:Edit summary|Edit summaries]] are also shown on the diff page. These appear in the row beneath the user names. If the user has used links in their edit summary, these act as links on the diff page as well. In 1.4 there are also links to both versions, and the previous and next diff. This example shows the top of the diff page, with the links described above. {| width=100% |- align="center" bgcolor="#cccccc" | width=50%|<strong>Revision as of 22:32, Aug 03, 2003</strong><br/> [[User:Angela|Angela]] ([[User_talk:Angela|Talk]] | [[Special:Contributions/Angela|contribs]])<br/> [[Help:Edit summary|Edit summaries]] in diffs are great | <strong>Revision as of 00:10, Aug 18, 2003</strong><br/> [[User:Tim Starling|Tim Starling]] ([[User_talk:Tim Starling|Talk]] | [[Special:Contributions/Tim_Starling|contribs]])&nbsp;&nbsp;&nbsp;&nbsp;'''['''''[[Main Page|rollback]]''''']'''<br/> Reverted edits by Angela to last version by Anthere |} When moving or copying a piece of text within a page or from another page, and also making other edits, it is useful to separate these edits. This way the diff function can be usefully applied for checking these other edits. ==Width== After the table of differences, the latest of the two compared versions is shown fully. In the case of the Classic skin with quickbar, the diff page does not have the quickbar, to provide more space. Therefore the diff page is also useful for viewing the page on full screen width, without changing the preferences. With the Monobook skin the panels on the left are also on the diff page. [[w:en:Page widening|Page widening]] is more likely on a diff page, because there are two columns, but also because URLs (especially long ones) are not hidden. ==URL== To do a comparison with the older page rendered below the table of differences, provide the URL as follows. Open the revision of one page that you wish to compare to another, for example <code><nowiki>http://meta.wikimedia.org/w/index.php?title=Help:Diff&oldid=78722</nowiki></code>, and the revision of the other page that you wish to compare, for example <code><nowiki>http://meta.wikimedia.org/w/index.php?title=Main_Page&oldid=98420</nowiki></code>. Copy the oldid number of one page (<code>&oldid=78722</code> in the first example) and replace the text <code>oldid</code> with <code>diff</code>: <code>&diff=78722</code>. Paste this string into the URL of the other page between that page's title and its oldid (<code>&oldid=98420</code> in the second example), so you have something like this: :<code><nowiki>http://meta.wikimedia.org/w/index.php?title=Main_Page&diff=78722&oldid=98420</nowiki></code> You may remove the page title (<code>title=Main_Page</code> in the example above) from the URL if you wish, but this is not necessary. The resulting diff will compare the given versions of the two pages [http://meta.wikimedia.org/w/index.php?title=Main_Page&diff=78722&oldid=98420]. To compare the current version of the page and a given oldid, you can put "current" after "diff=" instead of an oldid. For example, <code><nowiki>http://meta.wikimedia.org/w/index.php?title=Help:Diff&diff=current&oldid=124558</nowiki></code> would compare the current version of this page with the version that has oldid 124558. ==External link== *http://cvs.sourceforge.net/viewcvs.py/wikipedia/phpwiki/newcodebase/DifferenceEngine.php [[Category:Help]] 1657 23868 2006-09-04T22:05:26Z Trevor MacInnis 99 +cat __TOC__ A '''piped link''' is a [[Help:Link|link]] within the project or to a sister project which is labeled differently from the name of the page it links to. This allows linking a word or phrase within the text of a page rather than using "see also", even if the wording does not exactly correspond with the name of the other page. With a suitable browser and depending on the [[Help:Preferences|preferences]] set, one can still see what page is linked to: when you point at the link, the name shows up in a hover box and is also shown in the status bar. For instance: <pre><nowiki>[[coffeehouse setup|How to set up a coffee house]]</nowiki></pre> will show: [[coffeehouse setup|How to set up a coffee house]] The term ''piped'' refers to the use of the pipe character "|" used to separate the good description from the actual link. This character is named after an alternative use of it; see [[w:en:Pipe (computing)|Pipe (computing)]]. Another example would be <nowiki>[[train station|station]]</nowiki> rendering as [[train station|station]]. This is useful where the word "station" is used in an article on trains; from the context, it would be clear that a train station is meant. The piped link is more convenient to the user than a link to [[station]] which might be a disambiguation page. ==Using a redirect as an alternative== An alternative is simply using <nowiki>[[How to set up a coffee house]]</nowiki> to create [[How to set up a coffee house]] (note that, unlike above, what pops up when you point at the link, if applicable for your browser, is simply the text already shown), and making [[How to set up a coffee house]] a [[Help:Redirect|redirect page]]. This is convenient if the redirect is already there or will also be of use elsewhere; however, there are a few drawbacks: *the popup does not show the page one will arrive at *"[[Help:Related changes|Related changes]]" does gives the changes in the ''redirect page'' *the redirect message on the new page slightly clutters it On the other hand, one may prefer the link title to provide some information that is not in the name of the page one links to, such as the value of a unit in terms of other units. In that case one can make a page whose pagename is the info one wants in the link title, and which redirects to a page with a more appropriate name. See e.g. [[w:Template:Ft]], containing <nowiki>[[30.48 cm|ft]]</nowiki>, with the page [[w:30.48 cm]] redirecting to [[w:Foot (unit of length)]]. ==Automatic conversion of the wikitext (pipe trick)== If in a piped link the part after the "|" is left empty, it is [[Help:Automatic conversion of wikitext|converted]] to an abbreviated form of the page name on the left, as follows: *if there is a colon in it, the leftmost colon and anything to the left of that is removed (this does not work for "MediaWiki User's Guide:" due to the apostrophe) *if there is a text in parentheses at the end it will be removed For example, the wikitext <nowiki>[[w:en:Pipe (computing)|]]</nowiki> is converted to <nowiki>[[w:en:Pipe (computing)|en:Pipe]]</nowiki>, which is rendered as [[w:en:Pipe (computing)|en:Pipe]], and <nowiki>[[Help:Template|]]</nowiki> is converted to <nowiki>[[Help:Template|Template]]</nowiki>, rendered as [[Help:Template|Template]]. <!-- If there is nothing to abbreviate, i.e. there is no colon and there are no parentheses, then the link does not work at all, e.g. [[a|a]]. --> Just like for the three or four tildes when signing on Talk pages and the use of subst, in a preview, the result already shows up in the preview itself, but the conversion in the edit box is not yet shown. Save and press Edit again to see the result of the conversion. For links between language versions of Wikipedia and between language versions of Wiktionary, the pipe trick is either not applicable (if the link comes at the edge) or is limited in use because of the starting colon. In some projects and some cases the pipe trick does not work and the piped link wikitext is not even rendered as a link. ===Examples=== <pre> *[[project:a (b)|]] *[[w:project:a (b)|]] *[[de:project:a (b)|]] *[[wiktionary:project:a (b)|]] *[[wiktionary:de:project:a (b)|]] *[[wikibooks:project:a (b)|]] *[[wikiquote:project:a (b)|]] *[[wikisource:project:a (b)|]] </pre> produces *[[project:a (b)|a]] *[[w:project:a (b)|project:a]] *[[de:project:a (b)|project:a]] *[[wiktionary:project:a (b)|project:a]] *[[wiktionary:de:project:a (b)|de:project:a]] *[[wikibooks:project:a (b)|project:a]] *[[wikiquote:project:a (b)|project:a]] *[[wikisource:project:a (b)|project:a]] == Syntax for external links == For external links a space is used instead of a pipe character; see [[Help:Editing]]. A general term used for both is also [[Clean linking|clean link]]. == See also == * [[w:Help:Pipe trick]] * [[Link#Subpage_feature]] , which shows how to abbreviate subpage names. (The pipe trick doesn't work as expected for subpages, which [http://bugzilla.wikimedia.org/show_bug.cgi?id=845 some people consider a bug]. ) [[Category:Help]] 1658 23863 2006-09-04T22:03:47Z Trevor MacInnis 99 +cat This page is meant to accompany [[Help:Editing]]. These questions and answers have been culled from some of the talk pages of the various editing-related Help: pages. If you see a useful answer there or anywhere else, please add it here. ==Editing== ===Q: Can I link to a specific section header if there are multiple section headers of the same name? If so, how?=== A: Yes, you can. Each section header, regardless of size or depth, has a number corresponding to how many times that header's name has already appeared on the page. The number is "1" for the very first instance, "2" for the next, "3" for the next, and so on. You can link to each header just like a normal header, but using that number after the header's name (i.e. if there are three headers named "Foo," then the first can be linked to like so: <nowiki>[[#Foo 1]], the second. [[#Foo 2]], and the third, [[#Foo 3]]</nowiki>). Using the number "1" for the first header is generally superfluous, as the software will automatically link to the first header without using the number (i.e. <nowiki>[[#Foo]]</nowiki>). If you don't want the number to show, then you have to use a piped link (e.g. <nowiki>[[#Foo 2|Foo]]</nowiki>). If you don't know how many times a given header has already appeared on a page (and thus the number to use), there are two ways to find out. #Use the table of contents. #:If a table of contents appears on the page, click on the header whom you wish to link to. The page will jump to that header. Now, look at the [[en:Uniform Resource Locator|URL]]. At the end, it will show the ID of the header in question. An example of a URL who has just been linked to a header, whose name has already appeared twice (and so is the third instance), and whose name is "Foo:" #::<tt><nowiki>http://meta.wikimedia.org/wiki/Example_article#Foo_3</nowiki></tt> #:The header link at the end of the URL shows that to link to this header, you would use <nowiki>[[#Foo 3]]</nowiki>. #Look at the source. #:While looking at the source, first find the section you're looking for, and then look at its ID tags. It will show the number in that tag. An example for a header, whose name has already appeared once (and so is the second instance), and whose name is "Foo:" #::<tt><nowiki><p><a name="Foo_2" id="Foo_2"></a></p></nowiki></tt> #::<tt><nowiki><h3>Foo</h3></nowiki></tt> #:The ID and name tags (the ones that say "a name=" and "id=") show that this header can be linked to with <nowiki>[[#Foo 2]]</nowiki>. ==Miscellaneous== ===Q: How do I get a page deleted?=== For example, if I'm done fooling around with some sandbox pages created as sub-pages of my Wikimedia user page, how do I get them deleted? The Help mentions "contacting an administrator", but if there is a '''list of admins''' somewhere, I was unable to find it. The wikipedia "VfD" approach does not seem to be implemented on Wikimedia, so I'm at a loss. A: [[Meta:Deletion_policy]] ===Q: How do I archive my User Page?=== A: Four possibilities are: #move talk page to page like User:a/b (history is now in this archive) #move page contents to such a page (history is still in the regular talk page) #just delete content (it is still in the history, but one can less easily search in that text) -- [[User:Patrick|Patrick]] 14:32, 24 Jun 2005 (UTC) #Use a link to an earlier version of the page in its history. It does not require creating "sub pages" for archives. You can see an example at [[en:wikibooks:Talk:Wikijunior_Solar_System/Solar_System|wikibooks:Talk:Wikijunior_Solar_System/Solar_System]]. #*Click on the history tab #**Click on the first version listed there #**Copy the URL from the address bar. Let's say it is <tt><nowiki>http://meta.wikimedia.org/w/index.php?User_talk:a&oldid=12345</nowiki></tt> #*Edit your talk page. #**Delete all the stuff you want to remove from the current version of your talk page. #**Link to the archive version as <tt><nowiki>[http://meta.wikimedia.org/w/index.php?User_talk:a&oldid=12345 Sept 2005 archive]</nowiki></tt> #**Save the new version of your page. ===Q: Can I put preformatted text inside a numbered list?=== A: Yes, if you use the HTML &lt;ol> and &lt;li> tags and the &lt;pre> tag like this: <table border="1" cellpadding="2" cellspacing="0"> <tr> <td> <ol> <li>one</li> <li>two <pre> here are a couple lines of preformatted text </pre> </li> <li>and the numbering</li> <li>does not start over</li> </ol> </td> <td> <pre><nowiki> <ol> <li>one</li> <li>two <pre> here are a couple lines of preformatted text &lt;/pre> </li> <li>and the numbering</li> <li>does not start over</li> </ol> </nowiki></pre> </td> </tr> </table> ===Q: Can I generate a frame-like structure on a Wiki page?=== (I have a chart generated dynamically in Bugzilla and I would like to display it within my Wiki page.) A: ??? ==Tables== ===Q: Can I make transparent borders and rules on a table?=== A: Yes. :That's a tough one because there is no "cellborder" directive for the table style. You can play with the BORDER and RULE attributes of table, but it seems that you cannot rely upon your browser to interpret that stuff the way you want it. :I think the easiest way to write this is using wiki table notation with a different background for the table and for each row. <table border="1" cellpadding="2" cellspacing="0"> <tr> <td> {|style="background:white" |- style="background:lightgrey;" | abc || def ||ghi |- style="background:lightgrey;" | jkl || mno || pqr |} </td> <td> <pre> {|style="background:white" |- style="background:lightgrey;" | abc || def ||ghi |- style="background:lightgrey;" | jkl || mno || pqr |}</pre></td></tr> </table> [[Category:Help|Editing]] 1659 4892 2006-08-16T18:21:08Z Sebmol 14 fix This is a list of '''variables''' that can be used in the wikitext. The way they are rendered depends on the time, on the project, or on the page in which it occurs. On the left is the variable, on the right how it is rendered at this time, in this project, on this page. The names of the variables form part of the set of so-called "[[Help:Magic words|magic words]]" the system uses. [http://cvs.sourceforge.net/viewcvs.py/wikipedia/phase3/includes/MagicWord.php] ==Constant, only depending on the project and parameters== {| | <nowiki>{{ns:-2}} or {{ns:Media}}</nowiki> | {{ns:-2}} |- | <nowiki>{{ns:-1}} or {{ns:Special}}</nowiki> | {{ns:-1}} |- | <nowiki>{{ns:1}} or {{ns:Talk}}</nowiki> | {{ns:1}} |- | <nowiki>{{ns:2}} or {{ns:User}}</nowiki> | {{ns:2}} |- | <nowiki>{{ns:3}} or {{ns:User_talk}}</nowiki> | {{ns:3}} |- | <nowiki>{{ns:4}} or {{ns:Project}}</nowiki> | {{ns:4}} |- | <nowiki>{{ns:5}} or {{ns:Project_talk}}</nowiki> | {{ns:5}} |- | <nowiki>{{ns:6}} or {{ns:Image}}</nowiki> | {{ns:6}} |- | <nowiki>{{ns:7}} or {{ns:Image_talk}}</nowiki> | {{ns:7}} |- | <nowiki>{{ns:8}} or {{ns:MediaWiki}}</nowiki> | {{ns:8}} |- | <nowiki>{{ns:9}} or {{ns:MediaWiki_talk}}</nowiki> | {{ns:9}} |- | <nowiki>{{ns:10}} or {{ns:Template}}</nowiki> | {{ns:10}} |- | <nowiki>{{ns:11}} or {{ns:Template_talk}}</nowiki> | {{ns:11}} |- | <nowiki>{{ns:12}} or {{ns:Help}}</nowiki> | {{ns:12}} |- | <nowiki>{{ns:13}} or {{ns:Help_talk}}</nowiki> | {{ns:13}} |- | <nowiki>{{ns:14}} or {{ns:Category}}</nowiki> | {{ns:14}} |- | <nowiki>{{ns:15}} or {{ns:Category_talk}}</nowiki> | {{ns:15}} |- | depending on custom namespaces: <br><nowiki>{{ns:100}}, {{ns:101}}, etc.</nowiki> | {{ns:100}}, {{ns:101}}, etc. |- |- | <nowiki>{{SITENAME}}</nowiki> | {{SITENAME}} |- | <nowiki>{{SERVER}}</nowiki> | {{SERVER}} |- | <nowiki>{{SERVERNAME}}</nowiki> | {{SERVERNAME}} |- | <nowiki>{{localurl:pagename}}</nowiki> | {{localurl:pagename}} |- | <nowiki>{{localurle:pagename}}</nowiki> | {{localurle:pagename}} |- | <nowiki>{{localurl:pagename|</nowiki>''query string''<nowiki>}}</nowiki> | {{localurl:pagename|''query string''}} |- | <nowiki>{{fullurl:pagename}}</nowiki> | {{fullurl:pagename}} |- | <nowiki>{{fullurl:pagename|</nowiki>''query_string''<nowiki>}}</nowiki> | {{fullurl:pagename|query_string}} |- | <nowiki>{{int:fromwikipedia}}</nowiki> | {{int:fromwikipedia}} |} The variable localurl replaces spaces by underscores and special characters by escape codes, e.g. <nowiki>{{</nowiki>localurl:a é}} gives {{localurl:a é}}. The purposes are: *for a given page name, creating a link in external link style to a page in the same project or a project which uses the same string in the URL between the server name and the page name (on Wikimedia "/wiki/" and "w/index.php?title=") (but see also [[m:Template talk:Pi]]). *allow the same wikitext to be used in a project that uses a different string, if the target is in that other project or a project which uses the same string The pagename in localurl should not be written with escape codes: e.g. use <nowiki>{{SERVER}}{{localurl:À}}</nowiki> giving {{SERVER}}{{localurl:À}}, not <nowiki>{{SERVER}}{{localurl:%C3%80}}</nowiki> giving {{SERVER}}{{localurl:%C3%80}} . Note that localurl does ''not'' convert page names and user names after "target=". This syntax can be avoided by putting the target in the first part of localurl, after the "/": *[[:fr:Special:Whatlinkshere/Économie de Monaco]] *<nowiki>http://fr.wikipedia.org{{localurl:Special:Recentchangeslinked/Économie de Monaco|hideminor=0&days=100&limit=50}}</nowiki> gives: **http://fr.wikipedia.org{{localurl:Special:Recentchangeslinked/Économie de Monaco|hideminor=0&days=100&limit=50}} *<nowiki>http://en.wikipedia.org{{localurl:Special:Contributions/Jimbo Wales|limit=10&offset=200}}</nowiki> gives: **http://en.wikipedia.org{{localurl:Special:Contributions/Jimbo Wales|limit=10&offset=200}} Localurle (and its counterpart, fullurle) perform additional character escaping on the resulting link, and are intended for internal use only, and work in wikitext only for backwards-compatibility reasons. The unescaped versions should always be used in wikitext. The <nowiki>{{fullurl}}</nowiki> variable introduced in recent versions allows the entire link to be specified in one go, without also using <nowiki>{{server}}</nowiki>. This also means it can be used in the same way for local and interwiki links (it being clearly inappropriate to add <nowiki>{{server}}</nowiki> before the latter) Using {{tcw|url}}, instead of using SERVER and localurl, one can also use e.g. <nowiki>{{url}}abc&action=edit</nowiki> giving {{url}}abc&action=edit "INT:" is used to get text from the Mediawiki: namespace. If the user's interface language, as specified in Special:Preferences, is the wiki's default language, it will display the contents of [[Mediawiki:pagename]]. If the user has selected another language, it will display the contents of [[Mediawiki:pagename/languagecode]] (e.g. [[Mediawiki:fromwikipedia/fr]] for French) if such a page exists, and of [[Mediawiki:pagename]] if it does not. It is short for "internal". ==Varying with time== {| |- |<nowiki>{{CURRENTMNTH}}</nowiki> |{{CURRENTMNTH}} | --One digit when month is below 10; en.wikipedia only, see {{tiw|en|CURRENTMNTH}}. |- |<nowiki>{{CURRENTMONTH}}</nowiki> |{{CURRENTMONTH}} | --Two-digit month number. |- |<nowiki>{{CURRENTMONTHNAME}}</nowiki> |{{CURRENTMONTHNAME}} |- |<nowiki>{{CURRENTMONTHABBREV}}</nowiki> |{{CURRENTMONTHABBREV}} |- |<nowiki>{{CURRENTMONTHNAMEGEN}}</nowiki> |{{CURRENTMONTHNAMEGEN}} |- |<nowiki>{{CURRENTWEEK}}</nowiki> |{{CURRENTWEEK}} |- |<nowiki>{{CURRENTDAY}}</nowiki> |{{CURRENTDAY}} | --One digit when day is below 10. |- |<nowiki>{{CURRENTDAY2}}</nowiki> |{{CURRENTDAY2}} | --Two-digit day of month; requires additional templates, see {{tim|CURRENTDAY2}}. |- |<nowiki>{{CURRENTDAYNAME}}</nowiki> |{{CURRENTDAYNAME}} |- |<nowiki>{{CURRENTDOW}}</nowiki> |{{CURRENTDOW}} | --One-digit day of the week; 0=Sunday, 1=Monday ... 6=Saturday |- |<nowiki>{{CURRENTYEAR}}</nowiki> |{{CURRENTYEAR}} |- |<nowiki>{{CURRENTTIME}}</nowiki> |{{CURRENTTIME}} |- |<nowiki>{{NUMBEROFARTICLES}}</nowiki> |{{NUMBEROFARTICLES}} |- |<nowiki>{{NUMBEROFFILES}}</nowiki> |{{NUMBEROFFILES}} |} NUMBEROFARTICLES: number of pages in the main namespace which contain a link and are not a redirect, i.e. number of articles, stubs containing a link, and disambiguation pages. This depends on system variable $wgUseCommaCount If true, article count will only include those with commas (","). If false, will only count those with links ("[["). The default set in [[mw:Help:Configuration settings|DefaultSettings.php]] is false, this can be changed in [[LocalSettings.php]]. See also [[Help:Article count]]. CURRENTWEEK is not supported in earlier versions of MediaWiki. It ranges from 1 to 54. CURRENTMONTHNAMEGEN: is the genitive grammatical form of the month name (used in Finnish). See also {{tim|Short DOW}}. ===Subst=== When a template containing <nowiki>{{<includeonly>subst:</includeonly>CURRENTDAY}}</nowiki> is subst'ed, the day of doing that is put in the wikitext, and similarly for other variables. ==Depending on page== {| |<nowiki>{{NAMESPACE}}</nowiki> |{{NAMESPACE}} |- |<nowiki>{{NAMESPACEE}}</nowiki> |{{NAMESPACEE}} |- |<nowiki>{{PAGENAME}}</nowiki> |{{PAGENAME}} |- |<nowiki>{{PAGENAMEE}}</nowiki> |{{PAGENAMEE}} |- |<nowiki>{{FULLPAGENAME}}</nowiki> |{{FULLPAGENAME}} |- |<nowiki>{{FULLPAGENAMEE}}</nowiki> |{{FULLPAGENAMEE}} |} <nowiki>{{NAMESPACE}}</nowiki> and <nowiki>{{NAMESPACEE}}</nowiki> both return nothing (not even a space) in the article namespace. Thus, <nowiki>{{NAMESPACE}}{{PAGENAME}}</nowiki> is equivalent to <nowiki>{{FULLPAGENAME}}</nowiki>, and likewise for <nowiki>{{NAMESPACEE}}{{PAGENAMEE}}</nowiki>. PAGENAMEE displays the page title in the form that is used in URLs, i.e. with underscores for spaces, and escape codes for special characters, and is therefore used for constructing URLs. For example, on a page called "Grand café", PAGENAMEE would produce "Grand_caf%C3%A9". Do not use PAGENAMEE as the pagename in first part of the variable localurl, see above. See also [[Help:Page name#Variables PAGENAME and PAGENAMEE|<nowiki>Variables PAGENAME and PAGENAMEE</nowiki>]]. When used in a [[help:template|template]], these three variables refer to the page in which the template is included, not to the template page. ===Subst=== When a template containing <nowiki>{{<includeonly>subst:</includeonly>PAGENAME}}</nowiki> is subst'ed in a page, the name of the latter page is put in the wikitext, and similarly for other variables. == Depending on revision == <nowiki>{{REVISIONID}}</nowiki> gives {{REVISIONID}} REVISIONID displays a unique number identifying a version of a page in the set of all versions of all pages. In the URL the number can be referred to as "old_id<nowiki>=</nowiki>..", even when the version is still the current one. This can be useful on talk pages, and for citation in newspaper, scholar works, etc. When applying such a URL, at the top of the page the date and local time (if not logged in: UTC) are displayed, with a link to the previous version, and a link to the next version (unless at the time of loading the page there is no newer version: in that case the text "Newer revision" appears anyway, but it is not a link; if the version is the first, a link labeled "previous revision" appears anyway, but it leads to the same page) The [[Help:Page history|page history]] page also uses such a URL. In a preview the value of REVISIONID is 0. ==Examples of combinations== <table> <tr><td><nowiki>{{fullurl:{{FULLPAGENAME}}|</nowiki>action=edit<nowiki>}}</nowiki> <td>{{fullurl:{{FULLPAGENAME}}|action=edit}} <tr><td><nowiki>{{SERVER}}{{localurl:Special:Whatlinkshere|target={{NAMESPACE}}:{{PAGENAME}}}}</nowiki><td>{{SERVER}}{{localurl:Special:Whatlinkshere|target={{NAMESPACE}}:{{PAGENAME}}}} <tr><td><nowiki>{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|</nowiki>action=edit<nowiki>}}</nowiki> <td>{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} <tr><td><nowiki>{{SERVER}}{{localurl:Special:Whatlinkshere|target={{NAMESPACE}}:{{PAGENAME}}}}</nowiki><td>{{SERVER}}{{localurl:Special:Whatlinkshere|target={{NAMESPACE}}:{{PAGENAME}}}} <tr><td><nowiki>[[{{NAMESPACE}}:{{PAGENAME}}_1]]</nowiki> <td>[[{{NAMESPACE}}:{{PAGENAME}}_1]] <tr><td><nowiki>{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}_1}}</nowiki> <td>{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}_1}} <tr><td><nowiki>{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|oldid={{REVISIONID}}}}</nowiki> <td>{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|oldid={{REVISIONID}}}} </table> ''[Note that <code><nowiki>{{SERVER}}{{localurl...</nowiki></code> can be replaced by <code><nowiki>{{fullurl...</nowiki></code> in recent (>1.5.5) versions of the software.]'' As a link the last example is not useful in the page itself, but it gives useful info about the original in a paper or HTML copy of the page, and provides a link to that in the HTML copy. Also the rendered URL can be copied to the wikitext of this or another page, to refer to the version at the time of copying, e.g. http://meta.wikimedia.org/w/index.php?title=Help:Variable&oldid=178844 (For the latter purpose one can also use the link targets on the page history page). As mentioned above, PAGENAME with single E has to be used within localurl, otherwise it does not work with special characters. For example, for a page named É we get <nowiki>{{localurl:É}}</nowiki>, which correctly gives {{localurl:É}} (with <nowiki>{{SERVER}}</nowiki> in front {{SERVER}}{{localurl:É}}, linking to the page É), while <nowiki>{{PAGENAMEE}}</nowiki> gives %C9, and <nowiki>{{localurl:%C9}}</nowiki> gives {{localurl:%C9}}, i.e. it is rendered unchanged, the function localurl is not applied. With <nowiki>{{SERVER}}</nowiki> in front it gives {{SERVER}}{{localurl:%C9}}, which is a dead link reported by the browser, the server is not even reached. See also [[m:Template:UTC]]. In a template, for a link to a page which depends on a template parameter, the external link style is used even for internal links, to avoid that the system links to the edit page even if the page exists. To construct the external link, variables can also be useful. ==Variables in links== Variables work also in links: *<nowiki>[[a{{NAMESPACE}}b|c{{PAGENAME}}d]]</nowiki> gives [[a{{NAMESPACE}}b|c{{PAGENAME}}d]] ==See also== *Colon functions: see {{tim|colon function}}. *[[Help:Template#Images_in_templates|Images in templates]]. *[[Help:Template#subst]] - on applying "subst" to a variable or to a template using a variable *[[Template:Wikivar]] [[Category:Help]] 1660 23869 2006-09-04T22:05:42Z Trevor MacInnis 99 +cat ==General== By adding a prefix to another project, internal link style ("prefixed internal link style") can be used to [[Help:Link|link]] to a page of another project. For example, <code><nowiki>[[wikipedia:InterWiki]]</nowiki></code> links to the [[wikipedia:InterWiki|InterWiki]] article on the English Wikipedia. This is called [[w:en:InterWiki|interwiki]]. For each project, an [[m:Interwiki map|interwiki map]] (a list of target projects with their prefixes) is specified ([http://svn.wikimedia.org/viewvc/mediawiki/trunk/phase3/maintenance/interwiki.sql?view=markup example]). These target projects need not use MediaWiki and need not even be a wiki. A project's own namespace prefix cannot be reused as code for an external project. However, the prefix used for a target project may coincide with the prefix for a project namespace within that project. As a result, to link to a page in that namespace, use the same prefix twice, e.g. [[en:Wikisource:Wikisource:Scriptorium]]. For portability across projects, one may want to select a link code that leads to the same target from all projects, e.g. [[MetaWikipedia:wikibooks:Main Page]]. The "superfluous" "MetaWikipedia:" prevents "wikibooks:" being interpreted as namespace prefix when the code is used at wikibooks itself, while at Meta the "MetaWikipedia:" is ignored (it is not a namespace prefix, and even at Meta itself it is recognized as code for Meta). The codes above work from all projects. However, the [[Help:Link#Wikilinks|existence detection]] and the [[Help:Self link|self-link feature]] do not work on interwiki links. ==Interwiki linking from and within Wikimedia== Within [[m:Wikimedia|Wikimedia]], for the purpose of [[w:en:interlanguage link|interlanguage link]]s (see above) the project families are Wikipedia, Wiktionary, Wikiquote, Wikibooks and Wikisource. Thus this applies for a link like en:, de:, etc., from a Wikipedia to another one, from a Wiktionary to another one, from a Wikiquote to another one, from a Wikibooks to another one or from a Wikisource to another one. The interlanguage link feature works on Commons, and produces links to the Wikipedias. This is not reciprocal: a link from a Wikipedia to Commons is an in-page link. ===Project titles and shortcuts=== {| ! Prefix ! Example ! align="left" | Shortcut |- | <code>[&#91;wikibooks:&#93;]</code> | [[wikibooks:]] | <code>[&#91;b:&#93;]</code> [[b:]] |- | <code>[&#91;meta:&#93;]</code> | [[meta:]] | <code>[&#91;m:&#93;]</code> [[m:]] |- | colspan="2" | http://www.mediawiki.org/ | <code>[&#91;mw:&#93;]</code> [[mw:]] |- | <code>[&#91;wikinews:&#93;]</code> | [[wikinews:]] | <code>[&#91;n:&#93;]</code> [[n:]] |- | <code>[&#91;wikiquote:&#93;]</code> | [[wikiquote:]] | <code>[&#91;q:&#93;]</code> [[q:]] |- | <code>[&#91;wikisource:&#93;]</code> | [[wikisource:]] | <code>[&#91;s:&#93;]</code> [[s:]] |- | <code>[&#91;wikipedia:&#93;]</code> | [[Wikipedia:]] | <code>[&#91;w:&#93;]</code> [[w:]] |- | <code>[&#91;wiktionary:&#93;]</code> | [[wiktionary:]] | <code>[&#91;wikt:&#93;]</code> [[wikt:]] |- | <code>[&#91;commons:&#93;]</code> | [[commons:]] | |- | <code>[&#91;foundation:&#93;]</code> | [[foundation:]] | align="right" | <small>same as [[wikimedia:]]</small> |- | <code>[&#91;google:&#93;]</code> | [[google:]] | align="right" | <small>used for google queries</small> |- | <code>[&#91;mediazilla:&#93;]</code> | [[mediazilla:]] | align="right" | <small>used with bug numbers</small> |- | <code>[&#91;sep11:&#93;]</code> | [[sep11:]] | |- | <code>[&#91;wikimedia:&#93;]</code> | [[wikimedia:]] | |- | <code>[&#91;wikispecies:&#93;]</code> | [[wikispecies:]] | |- | <code>[&#91;incubator:&#93;]</code> | [[incubator:]] | |} ''The '''long''' form doesn't work within the same project. The '''shortcut''' works everywhere.'' The [[m:Interwiki map|Interwiki map]] on Meta lists many prefixes, among others <code>[&#91;wikipedia:&#93;]</code> [[wikipedia:]] for the English Wikipedia working from any Wiki supporting the Meta Interwiki map, not only from MediaWiki Wikis. Some prefixes work only with a page, e.g. [[wikipediawikipedia:]] (fails) vs. [[wikipediawikipedia:Interwikimedia link]] (works). These prefixes are case insensitive. ===Prefixes=== Interwiki links can use prefixes for the '''project''' and/or for the '''language'''. Without prefix links are local, for pages in the same project and the same language. If only a language is given they go to a page in the same (or similar) project for the specified language: <nowiki>[[:fr:]]</nowiki> [[:fr:]] <nowiki>[[:os:]]</nowiki> [[:os:]] If only the project is specified they typically go to the language of the source, see above. At most two prefixes are needed for pages in any existing project and any supported language: <nowiki>[[s:de:Hauptseite]]</nowiki> [[s:de:Hauptseite]] <nowiki>[[b:en:Main page]]</nowiki>&#160; [[b:en:Main page]] In the case of more than one prefix a page name has to be specified. For example, while [[w:]] and [[:en:]] from Meta lead to the English Wikipedia's main page, a bare <code><nowiki>[[w:en:]]</nowiki></code> does not work: [[w:en:]]. If the language is different specifying it before the project can also work: <nowiki>[[:de:q:Hauptseite]]</nowiki> [[:de:q:Hauptseite]] <nowiki>[[:en:n:Main page]]</nowiki>&#160; [[:en:n:Main page]] <nowiki>[[n:en:Main page]]</nowiki> &#160; [[n:en:Main page]] The second example doesn't work from English Wikipedia <code>w:en:</code> pages, a project prefix before the language is better. More than two prefixes are generally unnecessary. The following examples should work everywhere: <nowiki>[[m:Help:Help]]</nowiki> [[m:Help:Help]] <nowiki>[[w:Interwiki]]</nowiki> [[w:Interwiki]] Two prefixes can have unexpected effects, e.g. from [[m:|Meta]] the following links end up on different pages: <nowiki>[[m:en:About]]</nowiki>&#160; [[m:en:About]] <nowiki>[[:en:m:About]]</nowiki> [[:en:m:About]] <nowiki>[[m:About]]</nowiki> &#160; &#160; [[m:About]] In the first case [[m:|Meta]] ignores the <code>m:</code>, because it's local, and then interprets <code>en:</code> as <code>w:en:</code> prefix for the [[w:en:About|English Wikipedia]]. In the second case the leading <code>en:</code> goes to the English Wikipedia, where the following <code>m:</code> goes straight back to [[m:About|Meta]]. The second example doesn't work at all from English Wikipedia <code>w:en:</code> pages, only the third example works everywhere. In other words multiple prefixes are evaluated left to right by the relevant Wikimedia servers (project and language). For projects without different languages like [[m:|Meta]] (because Meta is multilingual by itself) language prefixes can be handled as shorthands for <code>w:</code> plus the specified language: <nowiki>[[:pl:2006]]</nowiki> &#160; [[:pl:2006]] <nowiki>[[w:pl:2006]]</nowiki>&#160; [[w:pl:2006]] <nowiki>[[:pl:w:2006]]</nowiki> [[:pl:w:2006]] From [[m:|Meta]] the first two links both arrive at the Polish 2006 page. The third arrives at the English [[w:|Wikipedia]], because that's how the server selected by <code>:pl:</code> interprets the second prefix <code>w:</code>. For a portable link on that server it would be a bad idea to use <code>w:</code>, but <code>:pl:</code> does the trick. To test that effect from [[m:|Meta]] the following links should go to the same page: <nowiki>[[:ja:2006]]</nowiki> &#160;&#160; [[:ja:2006]] <nowiki>[[:ja:ja:2006]]</nowiki> [[:ja:ja:2006]] ==Wikia== In [[w:en:Wikia|Wikia]], the prefix is the internal project name for some older wikis. For others, "Wikia:c:" is added in front (e.g. <tt>[&#91;Wikia:c:sydney&#93;]</tt> or shorter <tt>[&#91;w:c:trains:locomotive&#93;]</tt>). From Wikimedia projects use <tt>[&#91;wikiasite:sydney&#93;]</tt> giving [[wikiasite:sydney]], <tt>[&#91;wikia:trains:locomotive&#93;]</tt> giving [[wikia:trains:locomotive]], or, for the central Wikia, [[wikicities:List of Wikia]]. ==Interlanguage link== For a multilingual family of similar projects, with one project per language, a system for '''interlanguage linking''' can be set up. If this project is in a family for which this applies, [[Help:Interlanguage link demo]] may demonstrate what is explained below (this depends on whether the same language codes are used). An interwiki link within the family is treated differently (unless it is on a talk page of any namespace): it appears at one or two edges of the webpage (left in Monobook, and top and bottom in Classic). The link label depends only on the sister project that is linked to, not on the linked page. The label is set in the configuration of the project. Typically, it is the name of the language written in that language. The target is only shown in the status bar, depending on the browser (oddly, there is not even a hover box). Thus, interlanguage link is mainly suitable for linking to the ''corresponding'' page in another language. It is not suitable for multiple links of the same other language. See '''[[Interlanguage use case]]''' for a discussion of common troubles with this system and other possible implementations. The feature can also be used on an image description page to link to the same or a similar image in a sister project. Other interwiki links to images require the prefixed colon. Note that, if a page may be used as a [[Help:template|template]] (even if it is not in the template namespace), it should note its interlanguage links between <tt>&lt;noinclude&gt;</tt> and <tt>&lt;/noinclude&gt;</tt>. This is the same idea as for [[Help:Category|categories]]. Comparison: # <tt>[&#91;:en:link&#93;]</tt> or <tt>[&#91;:category:name&#93;]</tt> are ordinary links. # <tt>[&#91;m:en:link&#93;]</tt> or <tt>[&#91;m:category:name&#93;]</tt> are Interwiki links, see above. # <tt>[&#91;category:name&#93;]</tt> without leading colon adds a category to the page.<br /><tt>[&#91;en:link&#93;]</tt> without leading colon adds an interlanguage link to the page. # <tt>&lt;noinclude&gt;[&#91;category:name&#93;]&lt;/noinclude&gt;</tt> limited to actual page.<br /><tt>&lt;noinclude&gt;[&#91;en:link&#93;]&lt;/noinclude&gt;</tt> ditto limited to actual page. For projects like [[m:|Meta]] a missing leading colon has no effect, Meta doesn't support Interlanguage links. For [[w:|Wikipedia]] and similar projects it's a major difference. The mutual order of interlanguage links is preserved, but otherwise the positions within the wikitext are immaterial, again the same rule as for categories. Usually they are put at the end. With section editing they appear in the preview if they are in the section being edited. A link to the project itself (hence also a link to the page itself), even if referred to with the project prefix, appears in-page. Suppose that we have pages [[:de:Zug]], [[:en:Train]], [[:fr:Train]] then we need: *on de: [[:en:Train]], [[:fr:Train]] *on en: [[:de:Zug]], [[:fr:Train]] *on fr: [[:de:Zug]], [[:en:Train]] Thus there is not the possibility of simply copying each list, let alone of using a template, as can be done if different languages share one project, with or without separate namespaces, see e.g.: *[[Template:H-langs:Interwiki linking]] used at the bottom of [[m:Help:Interwiki linking|this page on Meta]] *[[wikisource:Template:InterLingvLigoj]] *[[Template:About]]. ===In-page interlanguage links=== To make an interlanguage link in-page, prefix a colon (e.g. <nowiki>[[:en:wiki|wiki]]</nowiki>). This can e.g. be useful to link to a page in another language if no local version is available. See also some example templates for conveniently making such links: *{{tiw|en|nli}} - <nowiki>[[:nl:{{{1}}}]] (in [[Dutch language|Dutch]])</nowiki> *{{tiw|en|nlil}} - <nowiki>[[{{{1}}}]] ([[:nl:{{{2|{{{1}}}}}}|nl]])</nowiki> *{{tiw|en|nlii}} - <nowiki>''[[{{{1}}}]]'' ([[:nl:{{{2|{{{1}}}}}}|nl]])</nowiki> *{{tiw|en|nlis}} - <nowiki>([[:nl:{{{1|{{PAGENAME}}}}}|nl]])</nowiki> *{{tiw|en|nlinl}} - <nowiki>{{{1}}} ([[:nl:{{{2|{{{1}}}}}}|nl]])</nowiki> ===Interlanguage link in the wider sense=== An interlanguage link in the wider sense includes a link to a corresponding page in another language which, for the software, is a regular link, as opposed to one employing the special interlanguage link ''feeature'' as described above. This can also be an internal link on a multilingual project, e.g. on Meta: *[[Meta:Interlanguage links]] Possible reasons for using an "interlanguage link" in the page body include: *control over position *control over label *the target contains an anchor ==See also== *[[m:Help:Guide for system administrators for setting up interwiki linking]] *[[m:Sister projects]] *[[w:en:Wikipedia:Sister projects]] *[[m:Interwiki bot access protocol]] *[[m:Interwiki map]] (used to rebuild map) *[http://svn.wikimedia.org/svnroot/mediawiki/trunk/phase3/maintenance/interwiki.sql interwiki prefixes] (SQL subversion source) [[Category:Help]] 1661 10075 2006-08-20T16:41:43Z Sebmol 14 Redirecting to [[Wikiversity:Support staff]] #REDIRECT [[Wikiversity:Support staff]] 1662 edit=sysop:move=sysop 4897 2006-08-16T18:30:04Z Robert Horning 22 Protected "[[Wikiversity:GNU Free Documentation License]]": This is a legal document and should not be edited except under extreme circumstances [edit=sysop:move=sysop] <noinclude> <div class="noprint"> ---- '''Note''': This page must remain [[Wikiversity:Protected page|protected]] for legal reasons. ---- </div> </noinclude> Version 1.2, November 2002 <code> Copyright (C) 2000,2001,2002 Free Software Foundation, Inc. 51 Franklin St, Fifth Floor, Boston, MA 02110-1301 USA Everyone is permitted to copy and distribute verbatim copies of this license document, but changing it is not allowed. </code> ==0. PREAMBLE== The purpose of this License is to make a manual, textbook, or other functional and useful document "free" in the sense of freedom: to assure everyone the effective freedom to copy and redistribute it, with or without modifying it, either commercially or noncommercially. Secondarily, this License preserves for the author and publisher a way to get credit for their work, while not being considered responsible for modifications made by others. This License is a kind of "copyleft", which means that derivative works of the document must themselves be free in the same sense. It complements the GNU General Public License, which is a copyleft license designed for free software. We have designed this License in order to use it for manuals for free software, because free software needs free documentation: a free program should come with manuals providing the same freedoms that the software does. 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If a section in the Document is Entitled "Acknowledgements", "Dedications", or "History", the requirement (section 4) to Preserve its Title (section 1) will typically require changing the actual title. ==9. TERMINATION== You may not copy, modify, sublicense, or distribute the Document except as expressly provided for under this License. Any other attempt to copy, modify, sublicense or distribute the Document is void, and will automatically terminate your rights under this License. However, parties who have received copies, or rights, from you under this License will not have their licenses terminated so long as such parties remain in full compliance. ==10. FUTURE REVISIONS OF THIS LICENSE== The Free Software Foundation may publish new, revised versions of the GNU Free Documentation License from time to time. Such new versions will be similar in spirit to the present version, but may differ in detail to address new problems or concerns. See http://www.gnu.org/copyleft/. Each version of the License is given a distinguishing version number. If the Document specifies that a particular numbered version of this License "or any later version" applies to it, you have the option of following the terms and conditions either of that specified version or of any later version that has been published (not as a draft) by the Free Software Foundation. If the Document does not specify a version number of this License, you may choose any version ever published (not as a draft) by the Free Software Foundation. <noinclude> ==External links== * [[w:GNU Free Documentation License|GNU Free Documentation License]] (Wikipedia article on the license) * [http://www.gnu.org/copyleft/fdl.html Official GNU FDL webpage] </noinclude> 1663 4898 2006-08-16T18:31:39Z Sebmol 14 warning for pages that were deleted because they were C&P's {| class="messagebox" style='border: 3px #C00000 solid; margin-bottom: 1em; margin-left: auto; margin-right: auto; width: 80%' | style="padding: 10px" rowspan="2"| [[Image:Nuvola apps important.svg|80px|Warning]] | style='padding: 0.5em; text-align: center' | <big>'''This page has been deleted.'''</big><br /> |- | style="padding: 0.5em; padding-top: 0;" | The content on this page was copied and pasted directly from another project. In order to follow the provisions of the [[Wikiversity:Copyrights|license agreement]], pages should be imported rather than copied so the edit history is preserved. '''If you want to import a page from [[m:|Meta]] or [[b:|Wikibooks]], please list it at [[Wikiversity:Import]].''' |} 1664 24080 2006-09-05T10:58:09Z JWSchmidt 20 /* Schools, Divisions and Departments */ Schools <center><big>'''Welcome to the Humanities Portal!'''</big></center> This Portal is a large organizational structure which can contain various schools, departments and divisions. The schools, departments and divisions should be listed in the schools departments and divisions section. In general, Portals do not contain many learning resources. A portal can link to some [[Portal:Learning Projects|projects]] that are important for developing [[Portal:Learning Materials|learning resources]] that are related to the topics covered by the portal. ==Schools, Divisions and Departments== Schools, divisions and Departments of this Portal exist on pages in "School:" or "Topic:" namespaces. Start the names of schools with the "School:" prefix. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning meaterials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. {|border="1" ! Code !! School |- | || [[School:Art and Design|School of Art and Design]] |- | || [[School:Classics|Department of Classics]] |- | || [[School:History|School of History]] |- | || [[School:Law|School of Law]] |- | L || [[School:Language and Literature|Language and Literature]] * [[Topic:Linguistics|Department of Linguistics]] * [[Topic:Literary Studies|Department of Literary Studies]] |- | || [[School:Music|School of Music]] |- | || [[School:Philosophy|School of Philosophy]] |- | || [[School:Theology|School of Theology]] |} ===Organizing main namespace content=== '''conceptual maps''':<BR> (conceptual, British) Portal -> Division -> Subject -> Topic -> Lesson<BR> (conceptual, U.S.A.) Portal -> School -> Division -> Department -> Lesson<BR> (Wikiversity [[Wikiversity:Namespaces|namespaces]]) Portal: namespace -> School: namespace -> Topic: namespace -> Lessons in the main namespace (no prefix) ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in developing this portal, you can list your name here (this can help new portals grow and the participants communicate better; for [[w:Portal:History|mature portals]] a list of participants is not needed). * ... ==Portal news== * '''Date founded''' - School founded! ==See also== *What a mature portal looks like: [[w:Portal:Technology]]. [[Category:Wikiversity portals|{{PAGENAME}}]] [[Category:Humanities| ]] 1665 23211 2006-09-03T21:34:45Z JWSchmidt 20 Social Sciences <font size=4>'''Welcome to the Wikiversity Social Sciences Portal'''</font> This Portal is a large organizational structure which can contain various schools, departments and divisions. The schools, departments and divisions should be listed in the schools departments and divisions section. In general, Portals do not contain many learning resources. A portal can link to some [[Portal:Learning Projects|projects]] that are important for developing [[Portal:Learning Materials|learning resources]] that are related to the topics covered by the portal. ==Schools, Divisions and Departments== Schools, divisions and Departments of this Portal exist on pages in "School:" or "Topic:" namespaces. Start the names of schools with the "School:" prefix. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning meaterials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. ===[[School:Anthropology|Anthropology]]=== ===[[Topic:Communication|Communication]]=== ====[[Topic:Media Studies|Media Studies]]==== ===[[School:Development Science|Development Science]]=== ===[[Topic:Economics|Economics]]=== (See also: [[School:Economics]]) ===[[Topic:Geography|Geography]] === ===[[School:Political Science|School of Political Science]]=== ===[[Topic:Psychology|Psychology]]=== ===[[School:Sociology|Sociology]]=== ===[[Topic:Social Work|Social Work]] (applied Social Science)=== ==Organizing main namespace content== '''conceptual maps''':<BR> (conceptual, British) Portal -> Division -> Subject -> Topic -> Lesson<BR> (conceptual, U.S.A.) Portal -> School -> Division -> Department -> Lesson<BR> (Wikiversity [[Wikiversity:Namespaces|namespaces]]) Portal: namespace -> School: namespace -> Topic: namespace -> Lessons in the main namespace (no prefix) ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in developing this portal, you can list your name here (this can help new portals grow and the participants communicate better; for [[w:Portal:History|mature portals]] a list of participants is not needed). * ... ==Portal news== * '''Date founded''' - School founded! ==See also== *What a mature portal looks like: [[w:Portal:Technology]]. [[Category:Wikiversity portals|Social sciences]] [[Category:Social Sciences|*]] 1670 14271 2006-08-25T23:03:47Z 12.23.96.197 /* Goal of degree plans */ :'''''Note''': Wikiversity does not confer degrees.'' There is more than enough open courseware and material online and distance learning infrastructure so that someone can be able to get an accredited degree. The trick is organizing the material. == Goal of degree plans == * They get you an accredited, academically respected degree at the end * The degree plans must be *open* and *flexible*. It should be possible for a student to take a degree plan and change it to meet their requirements. The degree plans must also not have any admission requirements. There should be no gatekeepers. * The open architecture nature of wikiversity is what should make it attractive and cheaper. You can and should swap in and out degree components. === Components of a degree program === * Formal book learning. This is the easiest part to provide on the internet. * Hands-on training. If you want to be a brain surgeon or physicist, you need hands-on training. The degree plan should include ways of getting this hands-on training. * Social networks. This is the most important part of the degree program. The student needs to have access to a rich set of social relations. This is the part that wikiversity can provide. * Academic support. This includes things like financial aid, student health counseling, academic advising, career services. === Bachelors === The following are accredited schools in the United States that will provide credit for open learning materials * [http://www.tesc.edu/ Thomas Edison State College] * [http://www.charteroak.edu/ Charter Oak State University] * [http://www.excelsioruniversity-edu.org/ Excelsior University] * [http://www.wgu.edu/ Western Governor's University] The challenge is to organize the material online so that it fits into the curriculum guidelines of these universities. [[Wikiversity:Bachelor of Science in Physics]] [[Wikiversity:Bachelor of Science in Computer Science]] Just some theory to grant degrees you need * book learning - this is the easy part. all of the stuff is already out there. * experential learning - this is the harder part, but it can be gotten through internships and the like * social networks - You need to be interacting with other students, teachers, and constantly talking with them. Creating and organizing these networks is the crucial missing piece that the wiki provides. This is why I think it is accurate to say that the degrees will come from Wikiversity rather than through Thomas Edison State College, since the actual social networks which is the crucial part of learning can be provided by Wikiversity. === Masters === [[Wikiversity:Masters in Engineering for Computer Science Majors]] === Doctoral === Doctoral degrees are a little weird. If you can get five scholars respected in a field to sign a piece of paper saying that they think that you are a doctor in the field, and are willing to stake their reputation on this, then boom, you are a doctor in the field. However part of the training process in becoming a scholar involves learning not to sign pieces of paper easily. It actually wouldn't be that difficult for Wikiversity to set up a respected Ph.D. program. 1673 7060 2006-08-18T01:36:46Z MyName 97 Not goeing to be working for Wikiversity! [[Wikiversity:Job hunting]] I want to be a..... * [[Wikiversity:Professor|Professor]] * [[Wikiversity:Lawyer|Lawyer]] * [[Wikiversity:Petrophysicist|Petrophysicist]] * [[Wikiversity:Quant|Quant]] [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1674 7544 2006-08-18T12:50:43Z 216.226.243.138 One in a series of career guides at wikiversity. == The bad news == Even though the academic system in the United States is designed to train to be professors, the proportion of Ph.D. students that become tenured faculty is depressingly low (something like 15% of Ph.D. students). == Adjunct faculty == Community colleges and the University of Phoenix are constantly looking for adjunct faculty. The pay is rather bad, but the job can be very rewarding and educational. == The Saddam Hussein Effect == One thing that you will need to be aware of as a professor is that students will generally not tell you how bad they think you are. There are ways around this such as a final course evaluation, but the trouble with those is that by the time the evaluation happens it is too late to do anything useful in that information for that course. The other problem with course evaluations, is that if students are dissatisfied with a course, they generally are quiet about it, and grow more and more resentful, and by the end they can be very blunt and painfully loud about their feelings. One thing that the University of Phoenix does with its new faculty that is useful is to have a trusted third party conduct a mid-term evaluation. [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1675 8832 2006-08-20T03:46:36Z Digitalme 39 [[Wikiversity:Job hunting]] moved to [[Job hunting]]: belongs in mainspace [[Wikiversity:Namespaces]] Part of a series of guides at [[Wikiversity:Career services]] == Resume writing == There are a number of guides that go into the mechanics of resume writing so it is unnecessary to go through them here. However, very few of them go into the psychology of resume writing, and why it is sometimes so difficult to write the resume. One key trick is this.... The resume is a 30 second commercial about you. It is not an autobiography. If you think of the resume as an autobiography, then writing it becomes difficult because adding and removing things means making a commentary about your life. If it is a 30 second commercial, then it becomes much easier. You are coming up with a jingle, and the resume is a piece of promotional literature. [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1676 4951 2006-08-16T19:31:48Z Sebmol 14 oops http://www.hslda.org/ - Home School Legal Defense Association http://www.hslda.org/laws - Home Schooling laws by state [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1677 4959 2006-08-16T19:32:44Z Sebmol 14 +cat Here are a list of case studies about online universities with experiences that might be useful to wikiversity Cool study on how location is no longer as important http://www.daniel-lemire.com/blog/archives/2006/08/09/big-schools-are-not-longer-giving-researchers-an-edge/ === University of Phoenix === The good thing about [[University of Phoenix]] is that it shows that certain things are possible. What UoP does is to use large numbers of adjunct faculty, create strong student groups, and then it is very strong on faculty training and evaluation. The problems with the UoP model * adjunct faculty are getting vastly short changed. You have 10 students that pay $1000 per course, and the faculty gets $1000. It *is* true that UoP provides huge amounts of academic support, but I suspect that it can be done more cheaply. * there are some inherent conflicts of interest between UoP marketing and academics. Suppose UoP has a class that makes students really think about whether or not they want to be an MBA. It's not in UoP's interest to make students think about this, since they might conclude that they don't want/need an MBA. * issues of control. high-level knowledge production requires strong social networks and collective action. UoP discourages these networks and collective action. Once adjunct faculty start talking about developing new course, that moves control from the administration to the adjuncts, and once faculty start talking with each other about new courses, they are likely also going to be starting to talk to each other about pay and working conditions. === Olin College === Started with $500,000 and 300 students. The main thing that Olin had was very strong support from big name engineering types. === Diversity University === === Virtual Online University === One effort that was started in the mid-1990 using MOO's. What I think happened * MOO's created tight social networks * People used those social networks to create institutions of learning * Then commercial entities (Yahoo, AOL, Gaim) offered IM and other alternatives * This killed the social networks What I (User:Roadrunner) learned * You have to be willing and able to provide open source platforms. Having closed-source platforms is BAD because they attract people, but the platform users are unwilling to make changes to support academics. * Be careful of internecine warfare. One of the things about Wikipedia is that it has the critical mass so that no one flame war consumes the community and because there aren't key locuses of power that are targets for warfare. In a small community, these fights divided up people. * Interoperability is important. MOO's were never really interoperable so that improvements in X MOO get put into another one. * Open standards and code are important. MediaMOO died after the major entities tried to start a commercial company and then got bought out by Microsoft. === Globewide Network Academy === http://www.gnacademy.org/ Now just a database of distance learning courses. I (User:Roadrunner) am still president. I learned a *huge* amount about educational administration. The main points * to have a functioning institution, you need to worry about money, politics, and funding * I don't like worrying about money, politics, and funding * In the early stages people are willing to do a lot of stuff for free because of the novelity. After a technology becomes mature, the novelity factor wears off and you need to have funding, *if* your project is less than a critical mass of people. If you have a large number of people then people get social capital from participating, and you can divide up the work so that people do what they like. There is some hugely useful stuff on there, that needs to be moved over were the wikimedia social network can get at it. [[User:Roadrunner|Roadrunner]] 06:37, 7 August 2006 (UTC) === More notes on the MOO Universities of the 1990's === I think that three of the things that I learned in working on GNAcademy are 1) that traditional academia is less solid and impressive than it looks from the outside 2) that organizational stability and money are important (and that I hated working on these issues). 3) and that you really, really need to get an free culture infrastructure Someone probably should do a study on the rise and fall of MOO universities of the 1990's. The basic problem is that because people in the MOO environment were anti-commercial, there wasn't too much effort put into raising money through grants and other items. The problem then was that the technical architecture sufferred which meant that ordinary people started using yahoo chat, which meant that the community just collapsed. Something that WF needs to do is to make sure that the really key developers get funding to work on open source enhancements to MediaWiki. Something that killed MOO's is that the key developers started working on closed source projects. So the effort that the Wikimedia Foundation is putting into organizational stability and WYSIWYG ease of use is exactly the right thing to do. What I'd like to see wikiversity do is to serve as an enabler to help ordinary people get access to NSF grants and the like. Something else to keep in mind. A lot of projects are done by undergraduate students and graduate students who have huge reserves of time, energy, and new ideas, and not that much money. The problem happens when graduate students no longer are graduate students and have families and mortgages which require money to keep up. At this point a huge amount of experience just leaves the pool. If we really want to develop wikiversity, we need to look at the human lifecycle and develop institutions that work through the parenting years into retirement. The other thing that undergraduates and graduate students need to be aware of. The system is horribly exploiting your enthusiasm and new ideas and horribly underpaying you all. I don't know if anything can be done about it, but just realize that the problem exists. [[User:Roadrunner|Roadrunner]] 15:04, 10 August 2006 (UTC) [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1678 7663 2006-08-18T14:44:06Z Roadrunner 63 === Forums === http://www.chronicle.com/ - Chronicle of higher education fora Different academic models: === University of Phoenix model === Courses are one month, when the students time devoted just to one course. Instructor provides weekly feedback to all students. Discussion is stimulated by instructor and is on an NNTP server which is accessible via outlook. Most professors are adjunct faculty. Tuition is $1000 per student with the faculty getting about $1000 in the end. Student evaluations done at the end. === Advantages === * Uses only non-proprietary software * High student interaction === Disadvantages === * May not be suitable for situations where learning requires time for information to seep in or where students have radically different levels of prepardness. [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1679 4969 2006-08-16T19:35:07Z Sebmol 14 +cat == Useful links == http://chronicle.com/forums/index.php/board,40.0.html - Chronicle of Higher Education Travel forum I'm going to be in NYC and Boston in my academic travel. The reason for this is that "being there" is important ==Cheap hostels== NYC - ??? Boston - ? [[User:Roadrunner|Roadrunner]] 06:50, 7 August 2006 (UTC) [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1680 4972 2006-08-16T19:36:13Z Sebmol 14 +cat === My academic budget === This gives you some idea of what it costs to be a free lance scholar One month US$1000/month which gives you $300/month travel to Boston/NYC. $300/month for one week hotels. and then $400/month for books and other expenses. [[User:Roadrunner|Roadrunner]] 06:52, 7 August 2006 (UTC) [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1681 11058 2006-08-21T23:45:29Z Garrett 64 /* General */ more links, yay Here is a repository of free textbooks and educational materials: The question: How does one get access to online database? ==Online resources== ===General=== * [[b:Wikibooks:All bookshelves|Wikibooks (multilingual)]] - all resources are freely accessible and copyleft * [[s:Main Page|Wikisource (multilingual)]] - all resources are freely accessible and copyleft * [http://www.findarticles.com LookSmart Find Articles] - hosts HTML versions of countless journals; many of the articles are free to access * [http://books.google.com Google Books] - full text search for countless books; some have full text available * [http://www.textbookrevolution.org Textbook Revolution] * [http://www.arxiv.org Cornell University Library] * [http://www.nap.edu The National Academies Press] - PDF books both free and for sale * [http://www.gutenberg.org Project Gutenberg] * [http://www.openlibrary.org The Open Library] - a project of the Internet Archive ===Subject-specific=== * [http://adswww.harvard.edu Digital Library for Physics and Astronomy] * [http://www.geocities.com/alex_stef/mylist.html Textbooks in Mathematics] * [http://www.freebooks4doctors.com FreeBooks4Doctors medical books] ==Physical libraries== The easiest way of getting access to proprietary databases is to have a friend that works at a university. The following passage is adapted from http://www.kk.org/cooltools/archives/001285.php. This material was originally published by Kevin Kelly under the Creative Commons Attribution-NonCommercial-ShareAlike 1.0 license. ------------------ Local library systems increasingly permit ordinary citizens access into for-pay databases. Our local system, the San Francisco Public Library, offers close to 100 databases remotely (and for free) to library card holders. The only downside for many systems is that you need to be a resident. In most states, you can get a library card from a public library outside of your county of residence -- as long as you can prove state residence (true for the San Francisco Public Library). Often you will have to go the actual state library in person to pick up your card, but once in hand, you can access the library from the web. Some states, Ohio and Michigan being two of the better known, have statewide consortiums of private, corporate and public libraries, which allows you access to the combined services and databases licensing power of them all. If your local library system does not provide free online access to digital content databases, the cheapest way to get into these expensive databases is to pay for a library card from the New York Public Library. The NYPL offers membership to non-residents of New York, a privilege which also enables you to remotely access its online databases. For a $100 annual membership fee, non-residents will get a card that provides remote access to about 85 of its 300 online databases, although this card sadly does not include the JSTOR database of scientific journals. (New York residents can get the same card for free and obtain the same level of access.) Another advantage of your digital library card to the NYPL (and others): They offer a rapidly increasing list of good e-books, audio books, and videos available for legal downloading. There's nothing like getting a squeaky-clean free copy of a best-selling "book-on-tape" to port to your mp3 player (but not iPods yet). The New York Public Library is not the only major library to offer memberships to non-residents. If you live anywhere in California, getting a library card to the San Francisco Public Library is free and gives you access to the JSTOR online journals. You need to show up at the library in person to get your card. You don't have to live in New York to get a card for the NYPL, or to show up to pick it up. You can simply apply online and receive your card through the mail. You do have to show up at the San Francisco Public Library to get theirs. Best is to inquire at your local, state or metro library. [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1683 22925 2006-09-03T15:55:53Z JWSchmidt 20 /* Schools, Divisions and Departments */ <center><big>'''Welcome to the Interdisciplinary Studies Portal!'''</big></center> This Portal is a large organizational structure which can contain various schools, departments and divisions. The schools, departments and divisions should be listed in the schools departments and divisions section. In general, Portals do not contain many learning resources. A portal can link to some [[Portal:Learning Projects|projects]] that are important for developing [[Portal:Learning Materials|learning resources]] that are related to the topics covered by the portal. ==Schools, Divisions and Departments== Schools, divisions and Departments of this Portal exist on pages in "School:" or "Topic:" namespaces. Start the names of schools with the "School:" prefix. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning meaterials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * [[Topic:Mental Freedom|Mental Freedom]] * [[Topic:Practical Human Life|Practical Human Life]] * [[School:Environmental Sciences|Environmental Sciences]] * [[School:Marine Sciences|Marine Sciences]] *... ===Organizing main namespace content=== '''conceptual maps''':<BR> (conceptual, British) Portal -> Division -> Subject -> Topic -> Lesson<BR> (conceptual, U.S.A.) Portal -> School -> Division -> Department -> Lesson<BR> (Wikiversity [[Wikiversity:Namespaces|namespaces]]) Portal: namespace -> School: namespace -> Topic: namespace -> Lessons in the main namespace (no prefix) ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in developing this portal, you can list your name here (this can help new portals grow and the participants communicate better; for [[w:Portal:History|mature portals]] a list of participants is not needed). * ... ==Portal news== * '''Date founded''' - School founded! ==See also== *What a mature portal looks like: [[w:Portal:Technology]]. [[Category:Wikiversity portals|{{PAGENAME}}]] [[Category:Interdisciplinary Studies| ]] 1684 23699 2006-09-04T19:43:32Z JWSchmidt 20 [[Topic:Music in Film]] <center> [[Image:somwikiversity.gif|Wikiversity School of Music]]</center> Welcome to the Wikiversity '''School of Music'''. Music is an extremely broad topic. This school will offer learning material in music theory, composition, ear training, and history courses. The courses in each field of study are numbered in the order that the courses should be completed. Please feel free to add courses or subject matter. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning meaterials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. *[[Topic:Music in Film|Music in Film]] - participants study the history of music in film and create sound tracks for new movies * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * [[User:Pianist|Pianist]] * '''[[user:Mr Music|Mr Music]]''' <small>''[[user talk:Mr Music|play a note]]''</small> ==School news== * '''Date founded''' - School founded! == Learning resources == {{Template:Courses}} === Performance === Performance Emphases: *[[Bass]] *[[Bassoon]] *[[Clarinet]] *[[Euphonium]] *[[Flute]] *[[French Horn]] *[[Guitar]] *[[Keyboard Instruments]] :*[[Organ]] :*[[Piano]] *[[Oboe]] *[[Percussion]] :*[[Auxiliary Percussion]] (cymbals, wind chimes, other toys, etc.) :*[[Concert Drums]] (snare drum, bass drum, timpani, etc.) :*[[Drumset]] :*[[Mallet Instruments]] (marimba, xylophone, vibraphone, chimes, etc.) *[[Recorder]] *[[Saxophone]] :*[[Soprano Saxophone]] :*[[Alto Saxophone]] :*[[Tenor Saxophone]] :*[[Baritone Saxophone]] *[[Trumpet]] *[[Trombone]] *[[Tuba]] *[[Viola]] *[[Violin]] *[[Violoncello]] *[[Voice]] === Theory and Composition === The goal of the Theory and Composition department is to equip the student with the tools and skills necessary to compose, arrange and analyze music. At the completion of this course of study, students will possess the skills and knowledge of western theory, creative writing, arranging, as well as having a portfolio of original works. *[[Fundamentals of Music]] *[[Music Theory I]] *[[Music Theory II]] *[[Music Theory III]] *[[Music Theory IV]] *[[Form and Analysis]] *[[Beginning Composition]] *[[Counterpoint]] *[[Advanced Composition]] *[[Music Technology]] *[[Arranging]] *[[Orchestration]] *[[Final Theory Project]] === Musicology === *[[Intro to Musicology]] [http://en.wikipedia.org/wiki/Musicology] *[[Survey of Music History]] *[[History of Jazz]] *[[Survey of Musical Genres]] *[[Music in Film]] *[[The Symphony and the Opera]] *[[Music of the Middle Ages and Renaissance]] *[[Music of the Baroque Era]] *[[Music of the Classical Era]] *[[Music of the 19th Century]] *[[Music of the 20th Century]] *[[Musicology Final Research Project]] *[[Ethnomusicology]] [http://en.wikipedia.org/wiki/Ethnomusicology] *[[New musicology]] [http://en.wikipedia.org/wiki/New_Musicology] *What is music? [http://en.wikipedia.org/wiki/Definitions_of_music] === Jazz Studies === *[[Survey of Jazz History]] *[[Jazz Piano I]] *[[Jazz Piano II]] *[[Jazz Arranging I]] *[[Jazz Arranging II]] *[[Jazz Improvisation I]] *[[Jazz Improvisation II]] *[[Subgenres of Jazz]] === History === ====Western music history==== *A Brief History of Western Music *Medieval music *Renaissance *Baroque *Classical *Romantic *Impressionist *Modern == Library == *[http://en.wikipedia.org/wiki/Wikipedia:Sound/list Musical works available for download] *[http://en.wikipedia.org/wiki/History_of_music "History of music" article at Wikipedia] ==External links== *[http://en.wikibooks.org/wiki/Wikiversity:School_of_Music School of Music hosted at wikibooks] *[http://en.wikipedia.org/wiki/Wikiportal/Music Wikipedia Music Portal] [[Category:Wikiversity schools|Music]] [[Category:Music]] 1685 10236 2006-08-20T23:56:53Z JWSchmidt 20 not a school ==Department of Free Media== ===Courses=== *[[/Independent Print Publication/]] *[[/Internet publication/]] *[[/Media Analysis/]] *[[/Intellectual Property/]] *[[/Micro-Radio/]] ==Department of Free Schools== ===Courses=== *[[/Academic Freedom/]] *[[School:School of Education/Unschooling|Unschooling]] *[[/Alternative Education/]] ==Department of Free Brains== ===Courses=== *[[/Psychiatric Liberation/]] *[[/Cognitive Liberation/]] *[[/Neurochemical Liberation/]] [[Category:Interdisciplinary Studies]] 1686 22932 2006-09-03T16:07:12Z JWSchmidt 20 update Welcome to the Wikiversity '''Division of Ecological Sustainability''', part of the [[School:Practical Human Life|School of Practical Human Life]]. ==Division news== * '''3 September 2006''' - Division founded! * ... ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. * [[Topic:Toxicology|Toxicology]] * [[Topic:Permaculture|Permaculture]] * [[Topic:Energy Efficiency|Energy Efficiency]] * [[Topic:Eco-Design|Eco-Design]] * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] [[Category:Interdisciplinary Studies]] [[Category:Page moved from Wikibooks]] 1687 5013 2006-08-16T19:58:21Z Sebmol 14 +cat Alumni services are important because it creates a circle of power. People graduate from the university and then they get into positions of power. These gets the university social networks and money. The important thing about wikiversity is to make people feel like they *belong* to a community of people. [[User:Roadrunner|Roadrunner]] 06:42, 7 August 2006 (UTC) [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1688 21968 2006-08-31T14:06:08Z Derian 612 /* Textbooks */ :''Note: [[Wikiversity:What Wikiversity is not|Wikiversity does not confer academic degrees/diplomas/certificates etc]]'' Part of the [[Topic:Physics|School of physics]] * [[Wikiversity:Bachelor of Science in Physics/Feedback|Feedback on current degrees]] * [[Wikiversity:Getting into physics graduate school|Getting into physics graduate school]] * [[Wikiversity:Bachelor of Science in Physics/Todo|Todo]] === Links === http://www.time.com/time/magazine/article/0,9171,1226150-5,00.html http://mitworld.mit.edu/video/373/ - Woodie Flowers on a liberal education for the 21st century Help wanted: Need comments from the following * People familar with the Thomas Edison State College or Charter Oak procedures. Anyone who has gone or is going through their program * People familar with undergraduate physics degrees in other schools. People who are interesting in taking a physics undergraduate degree * People in graduate physics admission committees and employers * Students and potential students. Need to find out if this degree plan is attractive to people, and we may need some beta testers that are crazy enough to try to do this. This page came out of wikimania 2006, and it's my effort to put together a curriculum which will get you an accreditted Bachelor of Science in Physics using free (as in speech) materials. The actual degree will be issued by what I call a "brokerage school" (i.e. someone like Thomas Edison State College) that turns life experience into credits. This will involve a lot of investigation into the little academic details of the schools. The other thing that is important, is that I'd like to try to see how one could provide the "experience" of getting a Bachelor of Science in Physics. The crucial bit involves working in a research lab or getting an internship. That part is actually more important than the "book work" since getting an internship and letters of recommendation are what really get you into graduate school. The other crucial part is that I need for this to be a degree that will actually get you into a physics doctoral program. So one thing that I will do is to ask people on graduate admission's committees their opinions on this. Also, something that would be useful is to just get a list of physics schools, and list whether or not they you should even think of applying there with a degree from wikiversity. (Again, the internships are more important than the book work, but we then need to look at the internships to see if they will take you.) I'll also try to get some input from the professional societies (i.e. AAS, AIP etc.) It will take me a few months to get this together, but since it is a wiki, feel free to add your contributions. I'll try to put enough of a sketch so that people can fill in material. [[User:Roadrunner|Roadrunner]] 07:23, 7 August 2006 (UTC) Here are the basic links Here is the degree program for TESC http://www.tesc.edu/prospective/undergraduate/degree/ba.php For Charter Oak http://www.charteroak.edu/Prospective/Programs/Concentrations/Physics.cfm For Excelsior https://www.excelsior.edu/portal/page?_pageid=57,55694&_dad=portal&_schema=PORTAL For MIT http://web.mit.edu/physics/undergrad/index.html One thing that is especially interesting for MIT is that they have changed the degree so that the main point is not to get into grad school as was the case in 1991. I'm using "creating a degree that will get you into grad school" as a requirement, because that is what I know. The problem is that what I'm doing is possibly self-defeating. If this works and you have hundreds of thousands of students qualified for physics graduate school and not a massive expansion in physics graduate schools, then this will be bad, which means that after this project is more or less complete, the next step is to figure out how to massively expand graduate education in physics, which gets into social priorities (you see now why I want discussions of getting funding). This goes with my challenge to MIT. MIT does not scale. The trick reason that I'm doing this is that I think it would be good to be able to provide an MIT quality of undergraduate physics education to millions of people, and not just twenty year olds. The hard part in all of this involves generating the social networks and communities. The "book learning list" is just a skeleton. === Basic Strategy === The basic strategy is to use the MIT Course 8 curriculum as a template and then match it with the requirements of either Thomas Edison or Charter Oak which will issue the final degree. That's the easy part. The hard part will be to find proxies for a lot of the expertial learning and social networking that occurs. The expertial learning will require some sort of intership, and possibly a tutorial model. The social networking will require finding communities if they already exist or building communities if they don't. [[User:Roadrunner|Roadrunner]] 07:55, 7 August 2006 (UTC) === MIT Course 8 Focused Option === Course VIII Focused Option The Course VIII focused option is designed to provide the best possible preparation for graduate study in physics. Many students have also found this program to be an excellent, broad based preparation for professional work in related fields such as astrophysics, biophysics, geophysics, and many engineering disciplines. The focused option is unusual among pre-professional programs at MIT in that it offers a particularly large amount of elective freedom: as many as six subjects may be chosen as unrestricted electives without exceeding the minimum requirements for an undergraduate degree. The Departmental program for the focused option consists of the following required subjects and restricted electives. The full requirements for the degree, including the General Institute Requirements, may be found in the MIT Bulletin. Required Subjects * 8.03 Physics III [[vibrations and waves]] * 18.03 or 18.034 [[Differential Equations]] * 8.033 [[Study guide:Relativity|Relativity]] * 8.04 [[Study guide:Quantum mechanics I]] * 8.044 [[Basic thermodynamics|Statistic mechanics I]] * 8.05 [[Quantum Mechanics II]] * 8.06* CI-M [[Quantum Mechanics III]] * 8.13* CI-M [[Experimental Physics I]] * 8.14 [[Experimental Physics II]] * 8.ThU [[Undergraduate Research Project]] Restricted Electives One subject given by the Mathematics Department beyond 18.03 Two additional subjects given by the Physics Department beyond 8.02 including at least one of the following: : * 8.07 : * 8.08 [[Study guide:Classical mechanics|Classical mechanics]] : * 8.09 === Notes === The undergraduate physics student should be able to read and understand papers in physics. Here is a page by Nobel Prize-winner Gerard 't Hooft called "How to Become a Good Theoretical Physicist." http://www.phys.uu.nl/~thooft/theorist.html === Textbooks === List of free physics textbooks: http://textbookrevolution.org/tag/physics/ This may be a sucker site. I attempted to download the zip version of Electromagnetism Field Theory alleged to be equivalent to the classic in the field authored by Jackson. I nothing except long lists of advertisement and links to commercial products. [[user:lazyquasar]] There are also some books on Gerard Hooft's page, mentioned above. [[user:derian]] === Replicating the MIT experience === This is going to sound a bit like haliography but it isn't. It's an effort to demystify MIT. There are a lots of good things about an MIT degree, but if you go through and look at it point by point, there really isn't anything that can't be replicated in an open architecture. The goal here is to figure out how to scale the degree. Notes on replicating the MIT physics degree; some comments on subfactors. * teamwork and social support - the key is replicating the social networks that form between students in the course of taking the degree. One thing that is the case is that physics students are incredibly supportive, and there is much too much work for any one student to do on their own. The other thing is that there is very little in the way of a "weed out" mentality and the pass rates are actually quite high. The other thing is having students constantly complain about the professors (some of whom are quite awful at teaching) is useful since you have a support group. ** An obstacle in emulating mutual homework help (ahem) would be an efficient and easy way to enter equations in online, so that students can show their peers their partially-completed work. LaTeX looks pretty and is perhaps the fastest way to typeset equations, but it's really nothing like the real thing - fountain pen and parchment paper. ** With an online course, there really isn't much to complain about the prof. A moderately evil prof expects that you've memorized the Navier-Stokes equation in spherical-tensor form, while a totally evil prof makes you do pointless contour integrals under timed constraints. But: Exams should be open book, since students are going to have book-itchy fingers during exams anyway (read: proctored by a virtual bot). In an advanced physics course, computational support from Mathematica, for example, should also be allowed during exams. One thing that University of Phoenix has illustrated is that this sort of team building *can be replicated* online. * pace and pressure - MIT is a huge pressure cooker that results when you get lots of people with type A personalities in one place. (New York City is also the same way.) The nice thing about MIT is that it teaches you how to manage stress. This is actually something that you need to replicate, but it needs to be done very carefully. The problem with pressure is that you need have safety nets available so that people don't get overwhelmed. This is difficult enough in an physical environment, and it is really hard in an online environment. My experience is that online, it's very easy for someone to "go dark" and disappear. The other problem with open architectures is the issue of "assumption of responsibility." If a student on the MIT campus has some serious medical issues, then MIT assumes responsibility. In an online environment this is harder. * rich environments - Walk down the hallways at MIT, and you can see something happening, and it's not hard to ask the right people and get involved in something that is happening. Just as an example, if you walk down the hall, you see vats of liquid nitrogen (they are like water fountains). This effects your thinking in subtle ways. * science culture - You see seminars, people arguing, the process of reading and writing journal articles. How do we incorporate that into the curriculum. Bad things * brutality - There is an element of brutality, but one thing that I found is that the element of brutality is nowhere as bad at MIT as it is in other places. Again, you can look at the pass rates. Any program which doesn't have 80-90 pass rates and which is proud of not having 80-90 pass rates has some serious issues. * danger - The MIT undergraduate program is very dangerous. What happens is that there are a lot of "exposed gears" which can psychologically do very, very bad things. The problem is that if a student reacts to pressure and stress by withdrawing, this causes a downward spiral whose results are not pretty. * scalability and flexibility - The basic problem is that as it currently exists the MIT degree does not scale and it is designed for full-time undergraduate students. This has subtle effects. If you are 19, the MIT experience is useful to teach you how to deal with pressure and stress. If you are 35, you've probably already learned how to deal with pressure and career related stress, and this isn't a useful part of the curriculum. The other thing is that degree programs naturally attract very driven people, who are busy and stressed out of their minds. === The informal curriculum === * No multiple choice tests - All evaluation should consist of hand graded invididually graded assignments * No weed out classes * Encouragement of team work === Summer Internships === (Note: Can someone more familar with the NSF REU program put in more stuff in here. Also I'm interested to know how the REU programs handle students older than average.) *http://www.aas.org/career/Summer.html *http://www.yale.edu/yser/links/extramural.html *http://www.phds.org/graduate-school/undergraduate-research/ *http://www.phds.org/graduate-school/undergraduate-research/summer-internships-2/ *http://www.yale.edu/yser/links/extramural.html *[http://www.nsf.gov/crssprgm/reu/list_result.cfm?unitid=69 NSF-funded REU Physics Programs] [[Category:Page moved from Wikibooks|{{PAGENAME}}]] [[Category:Physics]] 1689 9096 2006-08-20T05:46:02Z Messedrocker 35 [[School:School of Mental Freedom/Independent Print Publication]] moved to [[Independent Print Publication]]: per naming guidelines == Course Description == An overview of the history of independent print media. Practical considerations in the production of independent print media. The political and social ramifications of such media. Technologies used in the production of such media. == Course Contents == ===Types of Media=== *[[/Zines|Zines]] *[[/Underground Newspapers and Magazines|Underground Newspapers and Magazines]] *[[/Pamphlets|Pamphlets]] *[[/Flyers|Flyers]] *[[/Samizdat|Samizdat]] ===Print Technologies=== *[[/Photocopying|Photocopying]] *[[/Lithography|Lithography]] *[[/Small Presses|Small Presses]] == Readings == == Projects == Make a meta-zine about the technology available to you and how that alters your ability to communicate with the world. == The Outside World == 1692 9076 2006-08-20T05:45:33Z Messedrocker 35 [[School:School of Mental Freedom/Internet publication]] moved to [[Internet Publication]]: per naming guidelines == Course Description == The internet has revolutionized the way information flows in our society. This course focuses on exploring the evolution of the internet and how its structure democratizes the sources of knowledge. This is an attempt to fuse media theory, computer programming, and political science into a synthesis exploring the potential of the internet and other technologies to make our public life more participatory, egalitarian, and liberated. == Readings == *[[b:Open Source|Open Source]] *[[b:Wiki Science|Wiki Science]] == Projects == == The Outside World == *[http://freenetproject.org/ Freenet] *[http://www.eff.org/ Electronic Frontier Foundation] 1693 9074 2006-08-20T05:45:17Z Messedrocker 35 [[School:School of Mental Freedom/Media Analysis]] moved to [[Media Analysis]]: to keep in line with parent page == Course Description == Is our media biased? Who controls content on television, radio, newpapers, magazines, websites. What aims or ulterior motives can the owners of a media outlet have? == Readings == Manufacturing Consent: Noam Chomsky == Projects == ''Research the following companies and report:'' '''National Amusements''' owner of Viacom and CBS :[[w:Viacom#Assets|Viacom's Assets]] :[[w:List_of_assets_owned_by_CBS|CBS Assets]] '''General Electric''' owner of NBC :[[w:List_of_assets_owned_by_General_Electric#Media|GE Assets]] '''News Corporation''' owner of FOX :[[w:News_Corporation#Holdings|News Corporation Holdings]] '''The Walt Disney Company''' :[[w:The_Walt_Disney_Company#Media_Networks|Disney Media Holdings]] '''Time Warner''' owner of Time Magazine, AOL, CNN :[[w:List_of_assets_owned_by_Time_Warner|Time Warner Assets]] == The Outside World == *[http://www.indymedia.org The Independent Media Center] *[http://www.adbusters.org Adbusters] 1695 22560 2006-09-02T10:36:56Z 220.227.171.99 /* Texts */ == Course Description == == Readings == ===Texts=== *[[b:US Copyright Law|US Copyright Law]] *[[b:US Patent Law|US Patent Law]] *[[b:US Trademark Law|US Trademark Law]] *[[b:Indian Copyright Law|Indian Copyright Law]] == Projects == == The Outside World == {{stub}} 1696 7086 2006-08-18T03:21:02Z Robert Horning 22 Changing the link to more standard naming convention [[Wikiversity:Teaching | teaching]] - [[Wikiversity:Learning | learning]] - [[Wikiversity:Discussing | discussing]] - [[Wikiversity:creating | creating]] - [[Wiki 101|thinking]] 1697 22901 2006-09-03T14:41:51Z JWSchmidt 20 remove "Wikiversity/Example" {| cellpadding="3" cellspacing="0" style="float:right; margin:5px; border:3px solid; border-color:#EFEFEF; text-size: small;" | style="border-bottom:3px solid; background:#cccc99;" | <div style=";text-align:center;">'''[[Wikiversity]]'''</div> |- |'''[[Wikiversity:Wikiversity project proposal|Project proposal]]''' |- |[[Wikiversity:Scope]] |- |[[Wikiversity:Example|About Wikiversity (draft)]] |- |[[Wikiversity:Learning]] |- |[[Wikiversity:Online Course]] |- |[[Wikiversity:What Wikiversity is not|What Wikiversity is not]] |- |[[m:Special_projects_subcommittees/Wikiversity|Wikiversity subcommittee]] |- |[[Wikiversity:Moving Wikiversity forward|Moving Wikiversity forward]] |- |[[Wikiversity:Wikiversity (overview)|Wikiversity overview]] |- |[[b:Wikiversity|Wikiversity in Wikibooks]] |- |bgcolor=#cccc99| <div style="float:right;"><small>{{ed|Wikiversity|}}</small></div> |- |([[m:Wikiversity/Example|originally at the meta-wiki]]) |} 1698 5144 2006-07-02T03:52:13Z Brion VIBBER 1 Reverted edits by [[Special:Contributions/125.235.50.113|125.235.50.113]] to last version by Omniplex <small class="editlink">[{{fullurl:Template:{{{1}}}|action=edit}} {{MediaWiki:Edit}} {{{2|{{{1}}}}}}]</small><noinclude> ---- <!-- docu of course not included --> For '''small''' edit links to a template {{{1}}}: :[[Template:Ed]] results in <small><u>{{MediaWiki:Edit}} {{{1}}}</u></small> or <small><u>{{MediaWiki:Edit}} {{{2}}}</u></small> ::'''{{MediaWiki:Edit}}''' set by [[MediaWiki:Edit]] (naive I18N), ::use {&#123;<small> </small>[[Help:Magic words|lcfirst]]:{&#123;ed<tt>|</tt>{{{1}}}&#125;}<small> </small>&#125;} for lowercase. :[[Template:Edi]] results in <small><u>{{{2}}}</u></small> or <small><u>+/-</u></small> '''Other languages:''' {{H-langs:ed}} [[Category:Handbook templates|{{PAGENAME}}]] </noinclude> 1699 9108 2006-08-20T05:47:30Z Messedrocker 35 [[School:School of Mental Freedom/Micro-Radio]] moved to [[Micro-Radio]]: per naming guidelines == Course Description == Basics of low-wattage radio broadcasting. The practical electronic needs, FCC laws and the subtle shades thereof, and a social analysis of the importance of people-owned audio media. == Readings == ===Texts=== *[[b:Amateur Radio Manual|Amateur Radio Manual]] ==Syllabus== *[[/Basics of radio station electronics/]] == Projects == *[[/Build a micro-radio station/]] *[[/Radio-free radio/]] == The Outside World == {{stub}} 1700 5159 2006-08-16T20:09:23Z Sebmol 14 Redirecting to [[Wikiversity:Import]] #REDIRECT [[Wikiversity:Import]] 1701 5178 2006-08-16T20:13:19Z Sebmol 14 +cat [[User:Roadrunner]] Looking for: Co-authors on papers in quantitative finance specifically papers on the valuations of Shanghai warrants. Particularly interested in people with trading experience. Can provide: I can tutor astronomy and C++. [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1702 5177 2006-08-16T20:13:02Z Sebmol 14 +cat Accreditation in the United States is a lot simpler than people think. What you need to show the accreditators is that you have clear academic goals, and then the financial and human resources to achieve those goals. The main purpose of accreditation is to insure that the university doesn't go bankrupt while the student gets their degrees. Accreditors tend to be very favorably disposed toward new universities. We can thank the efforts of University of Phoenix and Capella that fought that battle. It's also probably unnecessary for Wikiversity. There are several ways of converting knowledge to degrees, that it's not necessary for Wikiversity IMHO to reinvent the wheel. [[User:Roadrunner|Roadrunner]] 21:27, 5 August 2006 (UTC) ---- The Wikimedia Foundation Board of Trustees has directed the Wikiversity community away from accreditation. See the [[m:Wikiversity/Original proposal|feedback]] from the Board on the original Wikiversity project proposal. [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1703 5176 2006-08-16T20:12:30Z Sebmol 14 +cat Lets think this through, what do you need to create an institution which is competitive with the Ivy League schools (Harvard, Yale, MIT) yet scalable to reach hundreds of millions of people? You need to talk money, power, and social networks. Money and power are all based on social networks, and wikis create social networks. The basic model. The medical doctor model. Professors setting up private practice to teach with wikiversity being the social glue to make this work. What do you need for a world class university? * Alumni networks. They get you the money, power, and credibility * Career services. They help from the alumni networks. * Student advising and counseling. * Professional interaction. Notices of conferences. Getting hooked up with co-authors. * Fundraising and development. Who are the gatekeepers? Professional societies and peer-reviewed journals. What does an independent professor need? Notices of conferences. Interaction with other people in the research community. People do handle the annoying administrative bits (recordkeeping, grants administration). Social support network (people offering sympathy at trying to balance career and family, feedback) Note. People who are interested in academia are not looking to make huge amounts of money. If you can create a system by which an independent scholar can live a reasonable upper middle class lifestyle, you've already got a cadre of teachers. Look at the number of people who are willing to get paid peanuts as adjunct faculty at community colleges and UoP. There is a *vast* community of people at the margins of the system that can be mobilitized. The type of information that would be useful for creating a world class research/teaching institution: 1) How do I raise money? Talk about how to prepare grants. Career advice. Networking. 2) What do I study? There is no reason for Wikiversity to reinvent the wheel. There are already a number of ways people can convert learning into accredited degrees. There just needs to be a forum for people to be able to share information on how to do this. 3) Feedback for professional academics. Pre-peer review. When is the next conference on X? What jobs are available. What the Wikimedia Foundation can provide. a) Grant support. WF is already going to have to have an infrastructure for getting and accounting for grants. It can "open architect" that infrastructure to allow independent academics apply for grant money with WF as custodian. b) Matchmaking services. Match co-authors. Match people to conferences Apply the open source development model to academic research and scholarship. [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1704 9050 2006-08-20T05:40:34Z Messedrocker 35 [[School:School of Education/Unschooling]] moved to [[Unschooling]]: per naming guidelines == Course Description == How to quit school and get a real life and education. The best ways to escape the worst aspects of public schooling, how you can and why you might want to. == Readings == *Deschooling our Lives ed. Matt Hern *The Teenage Liberation Handbook by Grace Llewelyn *[http://www.johntaylorgatto.com/underground/toc1.htm The Underground History of Public Education] by John Taylor Gatto *Dumbing Us Down by John Taylor Gatto *Savage Inequalities by Jonathon Kozol *Free Schools by Jonathon Kozol *[http://www.holtgws.com/teachyourown.html Teach Your Own] by John Holt == Projects == == The Outside World == *[http://www.barringtoncollective.org The Barrington Collective] *[http://www.albanyfreeschool.com Albany Free School] *[http://www.northstarteens.org North Star: Self-Directed Learning for Teens] 1705 5214 2006-08-16T20:15:55Z Sebmol 14 +cat Every Wikiversity participant must evolve their own role at Wikiversity and take personal responsibility for its effective pursuit and implementation. == Some standard prototypes == Allegedly well tested. Tried, true, and available from previous learning environments. Hopefully elements or characteristics may be productively copied and pasted into personal role definition and playing efforts. * Student - Primarily here to learn. Willing to allow efforts to be assimilated by community and modified for benefit of others worldwide. * Instructor - Primarily here to teach, coach, mentor, evaluate or otherwise assist students in learning. Takes satisfaction that each Socratic pearl and resulting discussing may be polished and grow through the ages and eons as occasionally a new oyster adds a layer to creating a larger pearl. * Researcher - Gathering, analyzing, and presenting new information regarding some subject to some selected segment of the rest of humanity. If the data collected and results are reported locally then the FDL implies the selected segment is all future sentients with access to the Terran Educational Grid or Wikiversity. Perhaps a template can be devised whereby any data and results collected on individual participants must be FDL released within a decade. Other templates could guarantee non tracking (true privacy), financial benefits accruing to the Wikiversity endowment fund, or immediate access to all resulting data ... sort of an inverse of double blind experiments ... full disclosure on demand by interested lab rats. * Editor - Modifying and improving the content, presentation, precision, sourcing, etc. of others work. Obviously any effective feedback to originator shifts this role towards embracing aspects of the instructor ... interestingly enough. This is true without further specific participation of the editor should the originator of the material learn anything from a different comparison of the original to the edited version. * Facilitator - Help things happen. * Mediator - Help damp out damaging (to whom? combatants, wikiversity, mediator, one of the combatants, U.S. interests abroad, alleged Martians at Grokster, ...) consequences of conflict and instruct/coach/mentor combatants in more social methods of civilized discourse. * Typesetter - Works for publisher * Publisher - Provides internet infrastructure necessary to deliver content to consumers. Much our initial infrastructure is currently created and maintained by the <b>Wikimedia Foundation</b>. Links to other potentially useful learning environments or materials help extend our virtual learning processes. * Inspector - Looks for ways to improve; compliance with applicable policies and regulations; performance evaluations of processes and participants for various purposes (parental, employers, personal, private, public, etc.) * Philanthropist - Contributes something of perceived value to the rest of civilized humanity either now or in the future without a quid pro quo or immediately apparent personal gain. == Participant Roles at Wikiversity == Please do not place other people on this example list without specifically expressed permission from them. Some concise summaries of personal roles are documented in greater detail at the individual participant user pages: * [[User:Lazyquasar|Lazyquasar]] 15:58, 29 November 2005 (UTC) Primarily a student, researcher, and facilitator seeking free online learning resources for myself and some buddies pursuing some mutual interests. * --[[User:Atrivedi|Atrivedi]] 05:42, 30 November 2005 (UTC) Primarily an instructor working on the School of Literature and English Studies. If the project is approved, there are some changes I want to make (like taking the "English" out and making it more multi-lingual). * --[[User:Tyciol|Tyciol]] 20:35, 30 January 2006 (UTC) A student planning to study a variety of areas, primarily focusing on cellular biochemistry and computer science bioinformatic applications, branching into other roles when competent. *[[User:Mfinney|Mfinney]] 05:44, 25 February 2006 (UTC)Primarily working to get the School of Fire and Emergency Management created and help other schools get set up. Not sure what my prototype is from the list above. *--[[User:Ankhamun|Ankhamun]] 00:28, 29 June 2006 (UTC) Student of History and Computer Science and looking to become an Instructor in the same fields. Just a student in other fields (mostly science related) for personal gain and interest. Facilitator and Editor for the entire project (where assistance is needed). *22:19, 9 July 2006 (UTC) Created a Calculus class, so I guess I'd be an Instructor. I wouldn't mind the student or researcher role either. *--[[User:Kfitton|Kfitton]] 01:43, 2 August 2006 (UTC) Instructor in the History department, and Instructor/Editor in the College of Practical Arts and Sciences - School of Education. Created College page and is currently working on refining the whole college though editing and solicitation of ideas. [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1706 9112 2006-08-20T05:47:55Z Messedrocker 35 [[School:School of Mental Freedom/Psychiatric Liberation]] moved to [[Psychiatric Liberation]]: per naming guidelines == Course Description == Exploring the issues surrounding the treatment of the "mentally ill" in institutions and our wider society. Particularly the issues of forced treatment, pharmaceutical drugs, and stigmatization of the mentally ill. == Readings == ==Syllabus== *[[/Language and "Mental Illness"/]] *[[/History of Psychiatric Institutionalization/]] *[[/Psychopharmaceutical drugs and herbal remedies/]] *[[/Shamanism and Psychosis/]] == Projects == == The Outside World == *[http://www.theicarusproject.net The Icarus Project] *[http://mindfreedom.org Support Coalition International] 1707 22008 2006-08-31T15:50:24Z 199.67.140.42 /* Readings */ {{stub}} == Course Description == == Readings == [[b:Lucid Dreaming|Lucid Dreaming]] The Invisibles comic book series by Grant Morrison Wall Street Journal http://online.wsj.com/home/us == Projects == == The Outside World == [http://www.cognitiveliberty.org Center for Cognitive Liberty and Ethics] 1708 9110 2006-08-20T05:47:42Z Messedrocker 35 [[School:School of Mental Freedom/Neurochemical Liberation]] moved to [[Neurochemical Liberation]]: per naming guidelines == Course Description == "Let us declare nature to be legitimate. All plants should be declared legal, and all animals for that matter. The notion of illegal plants and animals is obnoxious and ridiculous." -Terence McKenna == Readings == [[b:Neuroscience|Neuroscience]] [http://www.usdoj.gov/dea/agency/csa.htm Controlled Substances Act] Pharmako/Poeia by Dale Pendell ISBN: 1562790692 Pharmako/Dynamis by Dale Pendell ISBN: 1562791257 [http://www.erowid.org/library/books_online/pihkal/pihkal.shtml Pihkal: A Chemical Love Story by Alexander and Ann Shulgin ISBN: 0963009605] [http://www.erowid.org/library/books_online/tihkal/tihkal.shtml Tihkal: The Continuation by Alexander and Ann Shulgin ISBN: 0963009699] Plants of the Gods: Their Sacred, Healing, and Hallucinogenic Powers by Richard Evans Schultes, Albert Hoffman, and Christian Ratsch ISBN: 0892819790 Drug Crazy: How We Got Into This Mess And How We Can Get Out Of It by Mike Gray ISBN: 0415926475 ==Syllabus== *[[/Neurochemistry Basics/]] *[[/Action Potential/]] *[[/The Synapse/]] *[[/Receptors/]] *[[/Neurotransmission/]] *[[/Dopamine/]] *[[/Gamma Amino Butyric Acid/]] *[[/Serotonin/]] *[[/Glutamate/]] *[[/Adenosine/]] == Projects == == The Outside World == [http://www.erowid.org Erowid] [http://www.drugpolicy.org Drug Policy Alliance] [http://www.drcnet.org Drug Reform Coordination Network] [http://www.bluelight.ru Bluelight Drug Discussion Forums] 1709 21754 2006-08-30T20:49:14Z 66.46.130.162 /* Library services */ This is a guide for people trying to do research and scholarship outside the traditional academic system. I'm using this to document my own efforts at doing this, and look forward to insights from people looking to do the same thing. [[User:Roadrunner|Roadrunner]] 16:16, 8 August 2006 (UTC) == Why this document is necessary == This document is necessary because there are a lot of talented people out there in community colleges and industry, who really, really would like to do academic research. The purpose of this page is to create a support network of these sorts of people. == Getting time == === Your day job === The hard part in being a freelance academic is not the money, it is getting time and social networks. Companies are not use to giving people time off to pursue their interests. ***Time*** is the hardest thing that you need from your day job. One strategy which works in small companies is to become important enough to operations and then negotiate some time off each month. For bigger companies this is much harder since they generally have more inflexible human resources rules. One thing that you will need to do very careful is to *read the fine print in any non-disclosure agreement* you may be asked to sign to make sure that you are not signing away any intellectual properties rights. It is also useful to have a day job that has nothing to do with your academic interest. If your day job involves mechanical engineering, it is much easier to convince an employer not to assert claims against discoveries in biology than if your employer is actually doing biological work. === Examples of day jobs === === Administrative staff === === Community college teaching === === Computer programming === === Househusband/wife === === Janitors === I've known people who have done this. The good thing about being a janitor is that its actually rather low-stress work with fixed defined hours. You don't end up interacting with people that often. The big problem is that the pay isn't very good, which isn't an issue if you are single and on your own, but it is a problem if you have a family to support. === Quantitative finance === === Time management === == Teaching == === University of Phoenix === === Adjunct community college faculty === == Research == === Library services === The easiest way of getting library services is having a friend or spouse that has access to a university library. For a fee, most university libraries will give you access to their collections. These programmes are usually called something like "research readerships." They often do not offer full access, I've had to combine my research readership at U of Toronto with help from active students there, but overall, the experience has been wonderful. (need some other options) Also with the advent of book stores like half.com and amazon.com, these are also available as de-facto libraries. === Publishing === == Getting connected == One of the more important things in doing academics is getting connected. These can provide a lot of professional support as well as personal support. === Conferences === === Attending seminars and talks === === Cold calling === There is also a technique in e-mail people to get professional contacts. In writing these e-mails, the important rule is that you have to show the person that you are contacting that you provide as much benefit to them as you are getting. A very useful approach is to simply ask a question about a paper that the person you are e-mail has done. === Follow the golden rule === If you start getting internet visability, you will at some point start getting e-mail from people junior than you asking for advice and help. Treat those e-mail in exactly the same way that you want your e-mails to someone more senior to be treated. Also, people asking for advice can often have some very useful contacts and information. === Carry a book around === Something that is surprisingly useful is to carry a book around about what you are studying. If you have a book on particle physics, this is a billboard saying that you are interested in particle physics, and you might attract the attention of the particle physicist that is sitting next to you on the airplane. == Help wanted == == Links == http://chronicle.com/jobs/news/2006/08/2006081401c/careers.html http://chronicle.com/jobs/sidecol_library/nonacademic.htm [[Category:Page moved from Wikibooks|{{PAGENAME}}]] [[Category:Research]] 1713 23603 2006-09-04T16:25:56Z JWSchmidt 20 /* Schools, Divisions and Departments */ Paleontology is not a physical science <center><big>'''Welcome to the Physical Sciences Portal!'''</big></center> This Portal is a large organizational structure which can contain various schools, departments and divisions. The schools, departments and divisions should be listed in the schools departments and divisions section. In general, Portals do not contain many learning resources. A portal can link to some [[Portal:Learning Projects|projects]] that are important for developing [[Portal:Learning Materials|learning resources]] that are related to the topics covered by the portal. ==Schools, Divisions and Departments== Schools, divisions and Departments of this Portal exist on pages in "School:" or "Topic:" namespaces. Start the names of schools with the "School:" prefix. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning meaterials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * [[School:Astronomy|School of Astronomy]] * [[School:Chemistry|School of Chemistry]] :* [[Topic:Marine Chemistry|Department of Marine Chemistry]] * [[Topic:Physics|Department of Physics]] :* [[Topic:Marine Physics|Department of Marine Physics]] * [[School:Geology|School of Geology]] * ... ===Organizing main namespace content=== '''conceptual maps''':<BR> (conceptual, British) Portal -> Division -> Subject -> Topic -> Lesson<BR> (conceptual, U.S.A.) Portal -> School -> Division -> Department -> Lesson<BR> (Wikiversity [[Wikiversity:Namespaces|namespaces]]) Portal: namespace -> School: namespace -> Topic: namespace -> Lessons in the main namespace (no prefix) ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in developing this portal, you can list your name here (this can help new portals grow and the participants communicate better; for [[w:Portal:History|mature portals]] a list of participants is not needed). * ... ==Portal news== * '''Date founded''' - School founded ==See also== *[[w:Portal:Science|What a mature portal might look like]] [[Category:Wikiversity portals|{{PAGENAME}}]] [[Category:Physical Sciences| ]] 1714 23545 2006-09-04T10:14:10Z Cormaggio 8 /* Further reading */ adding wikisource link to democracy and education {{Wikiversity}} {{WikiversityActivities}} This page is for exploring how learning takes place on [[Wikiversity]]. The model we are talking about is based on "learning by doing", or "experiential learning". We believe this to be the most appropriate model for a wiki-based environment, which is all about participation. ==Introduction== Materials will be hosted on Wikiversity as stand-alone content&mdash;to be used as part of a non-Wikiversity course, or for self-study&mdash;but they could also act as an initiative for further work, on Wikiversity or other Wikimedia projects, or elsewhere in general. Furthermore, the ''use'' of these materials within the community will inevitably also constitute a type of collaborative learning. However, the material that Wikiversity hosts may be used in any way, depending on the people who use them and the context in which they are used. ==Experiential learning== * Everyone participates :Might be nice to have a page access/edit access ratio calculated and presented to give us an idea of what the reading participation is compared to the edit/crumb dropping participation. * Everyone "brings themselves" to the learning environment&mdash;ie your previous experiences * Everyone assists with improving the [[w:instructional scaffolding|instructional scaffolding]] while using it. * Reflective cycle (keeping a journal) :other forms? Playing a simulation, deriving an equation, painting a landscape, making money on a stock exchange, presenting a business plan, filing organizational registration for a non profit, ... * See [[w:John Dewey]][http://en.wikisource.org/wiki/Democracy_and_Education], [[w:Lev Vygotsky]][http://www2.cddc.vt.edu/marxists/archive/vygotsky/index.htm], [[w:Jean Piaget]][http://marxists.org/reference/subject/philosophy/works/fr/piaget2.htm], [[w:Kurt Lewin]][http://www.infed.org/thinkers/et-lewin.htm] ... ===Learning by doing=== The process of ''actually learning on Wikiversity'' is primarily through experience&mdash;"learning by doing" or "experiential learning". Editing a wiki is an active, participatory process, involving action (editing, being bold) and reflection (discussion). Learning activities ''on Wikiversity'' need to focus on their '''wiki'''-based potential and the fact that they are based on collaborative, communal processes&mdash;see [[Learning community]], or some ideas for different learning groups below. ===Learning together=== Fundamentally, though, learning is seen as a part of taking part in Wikiversity&mdash;in this, the following quote from Lave and Wenger (1991) may be useful: :"''There is a significant contrast between a theory of learning in which practice (in a narrow, replicative sense) is subsumed within processes of learning and one in which learning is taken to be an integral aspect of practice (in a historical, generative sense)."'' (pp:34-35) In other words, it is through taking part in developing and critiquing materials that people will form learning groups/communities and both further their own and the group's learning and generate new knowledge in the process. Wikiversity is about facilitating learning, and, as well as hosting excellent materials which may be used off the shelf by casual users, it is also designed to allow for this type of collaborative learning to take place. ==Critical thinking== * The ability to critically assess information, beliefs etc&mdash;including your own beliefs : Media 113[http://en.wikibooks.org/wiki/Wikiversity:Media113] * A key skill in all areas of life [http://en.wikibooks.org/wiki/Thinking_And_Moral_Problems] * Common to educational programs on citizenship, media literacy ... ==Learning groups== <small>(This content was moved here from the [[Wikiversity:Wikiversity project proposal|Wikiversity project proposal]])</small> * A learning group on a subject might write lectures collectively using readings they have done (chosen collectively). These would be a way for the group to get down the major points that they have learned. It might look like lecture notes that students take in regular university classes. These notes act as a guide for users to then take the knowledge they have gained and apply it to improving Wikipedia articles and writing Wikibooks. On the other hand, the group might chose to meet in chat rooms. These learning groups might not use wiki format lectures. * They might, collectively, create assignments to get a better understanding of the material and to contribute to the Wikimedia community. One example would be to have the group set out to improve a Wikipedia entry based on information learned from the readings and discussions. Another, most likely as a final project once the group has completed it's learning objectives, is to write a Wikibook based on what is learned from the group. This wikibook could then be used in future groups who decide to study the same subject, and they might perhaps again improve upon the wikibook based on what they have learned (possibly using sources the first group did not). ** For example, users could form '''reading groups'''. Imagine an assignment where users read book X for author Y. User A learns information that is useful for Wikipedia, and adds a citation to book X in some Wikipedia articles. User B quotes a sentence of book X in Wiktionary to demonstrate how to use a word. User C mentions book X or author Y in a Wikibook. User D learned much from reading book X, but never contributed to Wikipedia, Wiktionary, or Wikibooks using that knowledge. All four users benefited by using talk pages at Wikiversity to discuss confusing or interesting parts of book X. ** Another example would be the query expedition. It might be organized as a pool of best guess with individuals or teams taking pro, con, strawman, idiot user, or other roles in the attack/defense/hybridization of the final answer to 1.) deliver to the query originator and 2.) evaluate per compare contrast procedures against initial WAGs for credit, glory and learning feedback. This product would obviously be posted somewhere safe from deletionists until other teams had a chance to evaluate how best to integrate the newly found and created knowledge artifacts, data and links into other Wikiversity resources such as the brainstorming stash or inevitable to do and wishlists. See: [[Portal:Learning Projects|Wikiversity Learning Projects]] === Citing sources === Some Wikimedia projects, especially [[Wikipedia:en:Main Page|Wikipedia]], need to [[Wikipedia:en:Project:Cite sources|cite sources]]. Learning groups at Wikiversity can study such sources and teach users to cite them. For example, the Wikipedia article [[Wikipedia:en:Effects of the automobile on societies]] cites no outside sources. But if it did, the article would not cite ''every'' outside source about said effects of automobiles. Wikiversity could make a list of references to outside sources (including ISBN numbers, URLs, and links to [[Wikisource:en:Main Page|Wikisource]] and [[Wikiquote:en:Main Page|Wikiquote]]) for studying effects of automobiles on societies. Wikiversity users could study some of these sources and provide comments. They can also use the sources to edit the Wikipedia article, thus adding those sources as citations. See: [[Service community]] and [[Citing Sources]] ==Assessment== One of the questions we will have to ask ourselves in providing for educational activities is: "how are we going to manage assessment?" Consider the following quote: :''"in order for students to become effective lifelong learners, they need also to be prepared to undertake assessment of the learning tasks they face throughout their lives"'' (Boud, 2000, p. 152) We are developing a model of peer learning on Wikiversity - one in which people educate themselves and eachother (through experience). A sustainable model of peer-learning involves giving people control over their learning - so that they, themselves, will be equipped with the skills they need in life, and also be able to apply those skills to help others in their learning. See also Keppell et al. (2006). ==Other models of learning== * "Acquisition and repetition of facts" (?) * Exposure to subtle models. Repeated exposure, daily (via many different individual models, people, personalities). * Sui generis. Creation from first principles. Rediscovering the work of others through personal insight. * Original Work&mdash;Learning by doing creatively. * Formal debate, analysis, or discussion with others. wikireason.net [http://wikireason.net/wiki/Forum_Entrance] * [[w:Educational_essentialism|Essentialism]] * [[w:Educational_progressivism|Progressiveism]] * [[w:Educational_perennialism|Perennialism]] * [[w:Educational_existentialism|Existentialism]] * [http://edweb.sdsu.edu/LShaw/f95syll/philos/phbehav.html Behaviourism] ==Other Learning Communities or Possibly Useful Research Results Online== * http://h2oproject.law.harvard.edu/rotisserie.html : This software tool attempts to facilitate organized online classes by broadcasting messages and responses in rounds to all participants. Might be a way to tame wild wikis for courses which need or want more traditional accountable participation from registered members only. Downside, must initially complete "Who are the leaders here games and discussions" so management or facilitation authority is established and correctly setup in the software project for the group. Introducing leader point of failure for the group. [[user:lazyquasar]] * http://www.firstmonday.org/issues/issue8_2/keats/ This article analyzes open content production and potential advantages to the university system of Africa. It identifies as essential transparent comprehensive information access and communications between all team members as essential. Cabals or secretive bilateral gossip or exchange of information is identified as destructive to the overall productivity and survival of the production team. [[User:70.110.54.16|70.110.54.16]] 06:01, 13 February 2006 (UTC) * http://wikireason.net/wiki/Forum_Entrance This online learning community seeks formal debate, analysis, or discussion with others. Could be incredibly useful site for specific groups of Wikiversity participants for appropriate activities which could later be referenced or incorporated into Wikiversity materials or processes. "Wikiversity is not a debate club or chit chat student union .... wikireason exists for that! 8) [[User:70.110.35.3|70.110.35.3]] 03:08, 2 March 2006 (UTC) * http://www.learningwiki.com/ Apparently a group of learning communities with an emphasis on elearning communities. * http://econwiki.lse.ac.uk/wiki/Main_Page An economics course placed online within its own Wikimedia Wiki. : It identifies areas students in the course are invited to participate in documenting. It references Wikibooks as a resource: http://econwiki.lse.ac.uk/wiki/The_textbook : Its license is a creative commons sharealike (link on front page http://creativecommons.org/licenses/by-sa/2.5/) that would seem to preclude direct cut and paste interaction between its material and Wikibooks or Wikiversity. Obviously paraphrasing or cross checking facts remains legal. * http://cs.marlboro.edu/wikiacademia is an open source course wiki that looks a lot like Wikipedia. There's a poster on it at Wikimania2006. &mdash;[[User:Jim Mahoney|Jim Mahoney]] 22:45, 2 August 2006 (UTC) * http://communitiesofinquiry.com/ A breakdown of issues, pedagogies and methodologies relevant to creating, developing and researching online learning communities - based on Rourke et al. (2001) ==We are not sure...== What all the possible learning modes, methods, preferences, factors, etc. are using wikis with other online and physical world resources are or may be. It would be extremely helpful to our [[Wikiversity:Research Network]] and the [[Wikiversity:School of Education]] if you share your thoughts, observations, wild ass guess (WAG), opinions or hearsay regarding how wikis and other resources can be used to aid and inspire useful, civilly responsible learning either directly or indirectly. :This is an interesting link [http://www.w3.org/DesignIssues/Fractal.html] with a table that discusses how overlapping groups influence each other and propagate information over networks. Has some interesting implications for how Wikipedia, Wikiversity and other large global focal points might need to organize for effectiveness. [[user:lazyquasar]] ==References== *Boud, D. (2000) Sustainable Assessment: rethinking assessment for the learning society, ''Studies in Continuing Education'', Vol. 22, No. 2, pp:151 - 167 *Keppell, M., Au, E., Ma, A., Chan, C. (2006) Peer learning and learning-oriented assessment in technology-enhanced environments, ''Assessment & Evaluation in Higher Education'' Vol. 31, No. 4, pp: 453–464 *Lave, J., Wenger, E. (1991) ''Situated learning: legitimate peripheral participation''. Cambridge: Cambridge University Press *Rourke, L., Anderson, T., Garrison, D.R., Archer, W. (2001) Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education, Vol. 14, No. 2. Available online at: http://cade.icaap.org/vol14.2/rourke_et_al.html ==Further reading== *Dewey, J. (1966) ''[[s:Democracy_and_Education|Democracy and education]]''. New York: Free Press. Originally published in 1916 *Wenger, E. (1998) ''Communities of practice''. Cambridge, UK: Cambridge University Press [[Category:Wikiversity|{{PAGENAME}}]] [[Category:Page moved from Meta|{{PAGENAME}}]] [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1718 5336 2006-08-16T20:35:55Z Sebmol 14 +cat Instructions: Participate. Insert personal reasons or guesses or queries or opinions below or simply read about others goals, aspirations, and reasons for helping themselves and others. Contributing to free public wikis is not only a benefit to humankind, but serves to refine a resource for personal use. A resource that has the best potential for non-biasness and in serving the best interests of humankind in providing truthfulness. Learning is a life-long process. Learners might want to study a curriculum but can't afford today's exhorbitant tuition at Universities. They might want to bone-up on a subject they've already studied, or want to learn more on a subject because they want to expand their knowledge or decide to further study that subject in a more formal manner. Being able to teach something to another person is a good indicator that you yourself understand the topic well. Teaching others will help you understand things in subjects by forcing you to change the way you understand things into another form, possibly bringing to your attention some unknown fact that you would not have known just by learning on your own. [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1719 23887 2006-09-04T22:21:29Z Trevor MacInnis 99 /* Online Quizzes and Review Questions */ Test and Quiz == Creating a Lesson Plan == It is simple and easy to start or create a lesson plan at Wikiversity. This procedure is only one suggested starting point. Please modify it to express or try out your own ideas. Detailed instructions on how to write a lesson plan are available at:http://www.humboldt.edu/~tha1/hunter-eei.html. Further information packets are available at:http://www.ask.com/web?q=developing+lesson+plans&qsrc=0&o=0&l=dir and/or http://www.google.com/search?as_q=developing+effective+lesson+plans&num=10&hl=en&btnG=Google+Search&as_epq=&as_oq=&as_eq=&lr=&as_ft=i&as_filetype=&as_qdr=all&as_nlo=&as_nhi=&as_occt=any&as_dt=i&as_sitesearch=&as_rights=&safe=images == Traditional Approach == 1. Identify what you wish the participant to be able learn from the lesson. This is often called the <b>[[Developing_Learning_Objectives|objective]]</b> of the course. :Keep in mind the early participant's objectives may differ from your own so they may fork and modify the material liberally. If newcomer's seem to be disrupting your development it may be appropriate to suggest they fork[http://en.wikiversity.org/wiki/Wikiversity:Productive_Forking_and_Tailoring_is_Encouraged] to a different Wikiversity location to pursue different objectives or styles of presention or development. Alternatively, it is often less vexing to slip away quietly to your own fork, after all we do not own pages we initiate here. Anyone is welcome to attempt to improve them. 2. Gather some initial material which can be presented to the student. Currently at Wikiversity this includes text, pictures, and links which are easy to upload and add to the wiki page presentation database. :An excellent general starting point can be either http://wikipedia.org or http://wikibooks.org; both have good information and links to excellent information elsewhere. There is a search utility available at both sites or one can use the layers lists of subject/category links available from the front page. :A keyword search at www.google.com or some other search engine can also be very helpful. 3. Write an initial quiz and answer sheet. 4. Add an appropriate link within the existing Wikiversity hierarchy so participants can find your material when it is of potential interest to them. 5. Add appropriate link infrastructure to place the material properly, if necessary. 6. If the initial materials seem to disappear while you are working try using the search features to find it. Someone may have assisted you by moving the material to an existing page or changing the name. If they have been mistakenly deleted as abandoned cruft, an administrator can usually undelete them for you. Local backups under your own control are always a good investment when working with large data projects. With simple stuff like paragraphs or lesson plans or links it is often easier to just recreate an improved version. 7. Add the page or its discussion page to your watchlist to make it easy to check back occasionally to answer questions or improve the material if that is your wish. This is not required. Eventually the material will be improved, forked, or pruned from the Wikiversity site unless it becomes very polished and merely archived. That is the nature of our current wiki process developed at Wikipedia and the starting point for Wikiversity's evolution. == A Random Walk on the Wild Side == 1. Read a random page at wikipedia[http://en.wikipedia.org/wiki/Special:Random] or start at a random book module at wikibooks[http://en.wikibooks.org/wiki/Special:Random], it will often have a layered set of links to help find a chapter, section, concept, or paragraph of interest. 2. Create a quick, concise, subject quiz using a local text editor. Include the links to the original source material at the top. Include the answers at the bottom or better yet plan to cut and paste answers to the quiz discussion page. 3. Find an appropriate place in Wikiversity learning trails, course lists, portal indexes, etc. to place the initial page link. 4. Create the page. 5. Find a few more places to link into (fan in from) the new quiz. Programmers will recognize that we are fanning out from the entry points along the learning trails and then fanning back into specific material from multiple locations. 6. Feedback loop. If interested, place the new page on your watchlist to see if it attracts interest, modification and maintenance sufficient to prosper and mature into a brilliant polished often used resource. == Online Quizzes and Review Questions == There is useful example html at this Wikipedia article[[http://en.wikipedia.org/wiki/Seven_Bridges_of_K%C3%B6nigsberg]], and here on Wikiversity at [[Test and Quiz]], demonstrating how to hide the answers to a question until the student decides they are ready for them. [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1720 5374 2006-08-16T20:39:07Z Sebmol 14 /* Australia */ Overview of organisations related to educational standards and educational quality control: ==Netherlands== *http://www.minocw.nl *http://www.onderwijsinspectie.nl *http://www.citogroep.nl '''CITO''' (popular primary school test) *http://www.kwaliteitsring.nl *http://www.slo.nl '''SLO''' (Stichting Leerplan Ontwikkeling) ==United Kingdom== *http://www.qca.org.uk '''QCA''' (Qualifications and Curriculum Authority) *http://www.standards.dfes.gov.uk *http://www.qaa.ac.uk (Quality Assurance Association for higher education) *http://www.jisc.ac.uk (Joint Information Systems Committee) *http://www.cetis.ac.uk (Centre for Educational Technology Interoperability Standards) ===Scotland=== *http://www.sqa.org.uk '''SQA''' (Scottish Qualifications Authority) *http://www.scqf.org.uk '''SCQF''' (Scottish Credit and Qualifications Framework) ==United States== *http://www.ncte.org '''NCTE''' (National Council of Teachers of English) *http://standards.nctm.org '''NCTM''' (National Council Teaching Mathmatics) ===Alabama=== *http://alex.state.al.us/browseStand.php ===Florida=== *http://www.firn.edu/doe/menu/sss.htm ===New Mexico=== *http://www.ped.state.nm.us/standards/index.html ===Pennsylvania=== *http://www.pde.state.pa.us/ '''PDE''' (Pennslyvania Department of Education) ===South Carolina=== *http://www.myscschools.com/offices/cso/ ===Texas=== *http://www.scotthochberg.com/taas.html '''TAKS''' (Texas Assessment of Knowledge and Skills) ==Australia== == Australia== *http://www.avcc.edu.au (Australian Vice-chancellors Committee) ===Western Australia=== *http://www.tac.wa.gov.au (Training Accreditation Council) *http://www.des.wa.gov.au (Higher Education Office of the Department of Education Services) *http://www.acas.wa.edu.au (Australian Centre for Advanced Studies) [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1721 21882 2006-08-31T04:39:57Z JWSchmidt 20 /* See also */ [[Category:Forums]] ==Helping Wikiversity== (First off I apologize because I know this question isn't in the appropriate place - please inform me where I should put these types of questions in the future...) I am attending college currently, and am wondering how I can get my professors to help Wikiversity as much as possible; obviously I could tell them simply to 'go there' and explain the concept but if they have specific questions as educators, where should I point them? If we assume they are willing to put time into this project, do they have to prove their credentials, is it okay for them to submit tests or lesson material? Who answers these questions? Thanks. [[User:SolAce7x|SolAce7x]] 05:31, 10 August 2006 (UTC) :After some long delays the Wikiversity is now (14 August 06) getting setup in permanent databases. If they have specific questions they can come ask them in English here: http://en.wikiversity.org/wiki/Main_Page They can submit specific questions and tests anywhere they find appropriate along the learning trails in the link mazes. They should understand the nature of a wiki which is that anyone else may modify the material and that the material is licensed as FDL (GNU Free Documentation License) and may be modified and reused or republished in accordance with those license requirements). Any participant who knows can answer these questions. A more specific project/community structure will start to evolve now that we are officially active. Welcome! [[User:Lazyquasar|Lazyquasar]] 10:04, 16 August 2006 (UTC) ==General Relativity== Anyone know some good sources or places to start with General Relativity? Hah, what an open question. [[User:Fephisto|Fephisto]] 23:50, 31 July 2006 (UTC) :A search of Wikibooks finds: http://en.wikibooks.org/wiki/General_Relativity This is mostly an index of mathematical treatments of some concepts useful in Relativity. :A potential learning group may be getting established here: http://en.wikibooks.org/wiki/Wikiversity:General_Relativity :This seems a pretty good starting place to lookver concepts and maybe find additional material: http://en.wikipedia.org/wiki/General_Relativity :You may wish to check back in a few months. Wikiversity is currently pending approval to proceed and this is probably suppressing interest and activity at the moment. [[User:68.238.143.172|68.238.143.172]] 07:31, 3 August 2006 (UTC) [[user:lazyquasar]] ==School of Natural Sciences== Either I have missed something, or there is a glaring omission in the wikiversity: no natural science courses. Physics, Chemistry, Biology, all of these would be good resources. I know that Wikibooks has a lot of different books about these subjects, but it would be beneficial if there were course series for each of these as well. :http://en.wikibooks.org/wiki/Wikiversity:Wikiversity_Schools Has links for these subjects. Perhaps you are looking the outdated shortlist on the front page? Or perhaps a neophyte has made an error and deleted the layers of links leading to the active Biology portal frequented by non other than [[user:JWSurf]] http://en.wikibooks.org/wiki/Wikiversity:School_of_Biology or organization shuffling is in progress. A search for these subjects in the Wikibooks database will find some excellent materials in the wiki books, active biology portal, and some sparse activitiy in other areas. I will check the links when I get a chance. Thanks for reporting the problem here! If you were logged in when you left message above and put four tildas after a space at end of the paragraph it provides a signature with link back to your personal/handle pages. [[User:Lazyquasar|Lazyquasar]] 10:42, 9 March 2006 (UTC) ==Standard Particle Theory== What replaced the Standard Particle Theory when it was discovered that neutrinos have mass? Do we know what the range of typical speeds for neutrinos are yet? Is anyone working on developing neutrino telescopes yet? :Good introductory background at this link. [http://www.lbl.gov/Science-Articles/Archive/sabl/2006/Jan/Murayama-Neutrino-Mass.pdf] :Some good discussion here.[http://www.advancedphysics.org/forum/archive/index.php/t-837.html] :Some serious handwaving here.[http://www.btinternet.com/~david.reynolds1/] :Excellent background and explanation of neutrino oscillation.[http://www.phys.hawaii.edu/~jgl/nuosc_story.html] :Wikipedia has a good overview of situation. [[w:neutrinos]] ==Globalization & China== Who controls China's foreign policy? Communist party leaders, military leadership, or new capitalists created by rapid industrialization, urbanization and foreign capitalists pursuing offshore opportunity? ==Class Sign Up== I have read many articles regarding the accreditation of this online university and the ramifications of it. My question is much simplier, I am concerned where to sign up for courses of interest. Should there not be a central page where I could sign up and have updates from my instructor. I am afraid the course boils down to me learning the major points outlined in the course description on my own with no testing of the material. I am not a big fan of tests but assessment of my knowledge on the subject is a big plus. Politic0220 :There is no intention or ability for this Wikiversity to become accredited within a few years. First we have to build some materials, credibility and organizational structure that would be satisfactory to an official body which provides accreditation. We are just getting started. We hope to build a community of participants who work and study together to meet individual learning goals and simultaneously our common goal of creating free instructional material and human knowledge, present it efffectively to each other and any human being with the technology to access it. I happened to have gotten an A in Politics 205 in at Oregon State University aproximately 20 years. If you need an initial study partner I could track down my text or buy another one. We cannot violate copyright so we must be careful to be paraphrasing and creating our own notes. Plus we can use any applicable texts available on the Wikibooks bookshelves, articles in the Wikipedia, and information available elsewhere on the web, personally accessible libraries, etc. If you are interested leave a note on my discussion page. [[user:lazyquasar]] Ignore the "It's Dead Jim" message. You and I can create a few sparks to possibly help it ignite again. ::Update. There has been some activity here. http://en.wikibooks.org/wiki/Wikiversity:School_of_Political_Science Apparently severl participants are already active in the poly sci area. Keep in mind there are no credentials at Wikiversity so far only participants who have registered like yourself. If you find yourself in conflict with the "Department Heads" or "Instructors" simply start your own study group. The appropriate designation for all of us at this time is "participant". We are studying together while creating free materials that express human knowledge for our common posterity. [[user:lazyquasar]] ==How to assist classes?== I read many pages in wikiversity but couldn't find how to assist classes. Are they over irc or like a video conversation or just by typing in wiki pages? I specially want to get info about politics and business classes. Thanks in advance. :Does "assist" mean "attend"? ::Wikiversity is in the process of being reviewed, finalized, and activated by a proposal committee chargedd with showing the Wikimedia Foundation Board of Director how we intend to operate initially. We start with some awesome assets. Once final approval is achieved a dedicated set of wiki's at wikiversity.org in various languages as participants show up. Basically we do not have structured classes at this time we are trying to get some study groups up and running. These will start to develop learning trails and leave useful materials behind for the next participants who show up. The German Wikiveristy is already active and to my certain knowledge several French graduate students have swung by looking for applicable processes they could use and help out with. They were disappointed that the French wiki was not already active but we gave them adresses for the Board so this may be ready to change as soon as we have approval to proceed across the board instead of prototyping within this temporary space. We can easily link to Wikipedia and other wikimedia projects such as Wikibooks, Wiktionary, Commons (multimedia, photographs, and other stuff or components used by multiple Wikimedia projects) as well as the rest of the Web. Groups of participants can use other resources like IRC, external mailing lists, etc. etc. and link to or cut and paste as long as care is taken to get appropriate permissions to respect everyone's expectation of privacy issues and personal copyright inherit in private or public writing. Notice when material is submitted to this and the soon to be Wikiversity English site the submittal form requires submitter to know they are publishing the material appropriately under the FDL free documentation license. See above about politics. I operated a business for eight years and have some books around. If you wish to a study group of some kind started regarding business leave a note on my user discussion page (click on signature link and then the discussion tab at top of my user page) and maybe we can get it going and attract some more high and low end participation to make it really worth your while. [[user:lazyquasar]] ::Update. I could not find any recent activity here http://en.wikibooks.org/wiki/Wikiversity:School_of_Business. It is probably pending approval of our dedicated wikispace at URL wikiversity.org. There is a significant link structure leading back various Wikibooks under construction. By checking the history page and following user names you might find some people interested in Business. Alternatively, go to the appropriate shelf at the <b>Books by subject</b> tab to the left and look for user handles. Strike up a discussion at their user page and see if anyone is interested in a study group focusing on your current specific interests. [[user:lazyquasar]] ==See also== *[[Unsolved problems in software engineering]] *[[Unsolved problems in neuroscience]] *[[Unsolved problems in economics]] *[[Unsolved problems in cognitive science]] *[[Unsolved problems in chemistry]] *[[Wikiversity:Learning goals|Learning goals]] [[Category:Page moved from Wikibooks|{{PAGENAME}}]] [[Category:Forums]] 1722 5434 2006-08-16T20:42:45Z Sebmol 14 typo (good grief) ===Bienvenue at Wikiversity - The future of learning and teaching.=== It was a lovely Greek spring day, when Pythagoras entered his university. He walked through the collonade built around a large free space with olive trees, orange trees and a little font in the centre. Young and old, male and female students were already there, organized in little groups or sitting alone and meditating. Their whispering together with the tweeting of the birds around created a symphonic atmosphere. Aromas of rosemary, laurel and jasmine pleased the senses while Pythagoras presented his newest philosophical, religious and scientific thoughts to his audience. He used the surrounding nature as his source of inspiration as well as for demonstration. Everywhere around beauty and harmony, mysteries and miracles could be found. Learning was not only a privilege, it was lived divine service. What a comparison to nowadays – roughly two and a half millennia later learning seems dry, theoretical and subordinated to politics and economy. We have made great, enormous quantitative success in our sciences, but on the way we have lost quality. We lack the sense that science, learning, development is an integral part of our life and for that should serve us and our humaneness. Science was too long done for science's sake, wanting to eliminate its main reference point – the human being – by "objectification". On that way, a lot of people have lost interest and faith in science, using it but not really bothering about how it works. But these days are over now. Like Phoenix from ash, Wikiversity arises linking modern science with old fashioned ideals. With your contribution you develop sources for people around the world for their growth and development. Learning is getting a privilege again. Opposite to Greek days the privilege is no longer having access to knowledge, but deciding to participate in the future of learning yourself. You are bearing an enormous responsibility. Give Your best! [[Wikiversity:Forms:Circle|Example]] for interdisciplinary, interesting, understandable, vivid approach [[Category:Wikiversity]] [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1723 5452 2006-08-16T20:43:54Z Sebmol 14 WikiVersity seems to be a little bit stuck. And the reasons seem quite obvious: * It is tougher to develop a flexible Meta-structure than a great though relatively limited catchword structure like Wikipedia. Finally Wikipedia will be only a tool for Wikiversity like a “classical” Encyclopedia for a “classical” university. The like will be Wikibooks. Therefore Wikiversity does not fit into the Wikibooks section nor its structure. * There is no need for copying structures of the “book-world” to the internet. Books are built on a couple of limitations that the internet doesn’t have: **Mainly one categorizing structure **Limited space **One (or a very limited number of) point of view(s) **Limited format --> This point is crucial actually as we have transferred most of this limitation to our digital output architecture So the catchwords for general philosophy are multi categorization, intelligent linking and great variety of aspects, view on limitations of theories, practical application, historical development etc. for each topic. Especially one fault should not be made: Transferring the current structure of scientific subject groups (which have developed mainly due to certain – historical – limitations) to a 21st century education resource. They should only be a comparative part, one of many categorization possibilities. Having multi-aspects at hand will be the MAIN ADVANTAGE of the future Wikiversity. Let me give a striking example of what I mean: * For a person like Freud, sexuality is the main reference point – everything is a sexual act: Communication is sexual, Social Organization bases on sexuality etc. * For a pure capitalist, the market is the sole driving force and regulates everything, especially the Social Organization. Therefore Social Organization can be looked at in a Freudian way or in a capitalist way or in many different other ways, which should all be shown. Only then critical comparison will be possible. So for this point I suggest that the courses should not be structured like a book but rather like a Matrix. Books should only be used as references. * Developing own aspects of a topic will be an important part of the learning process. * What has been said for the book structure is even more true for the content. There is no need for a single scientific style and its dry theoretical texts. Wikiversity learning should be fun, fun, fun and expanding the horizon – for both, the teacher and the student. Anyway, the line between those two will be floating – interaction and role changing will evolve. * Before we think about grades and marks etc. we have to build up the world’s best educational material: interdisciplinary, interesting, understandable, vivid. [[Wikiversity:Forms:Cycle|Example]] Everything else will develop :-). The wikiversity should specify prerequisites for learning course material. For instance, if you are studying Calculus there should be a prerequisites section with links to various other material you should have already mastered. Also there should be many different methodologies and ways of teaching the same ideas and there should be alternate routes for learning things. For instance a person learning complex analysis could decide to take a more visual route, a more mathematically rigorous route or an more engineering like route. The wikipedia should offer many different pathways to reach from one point of knowledge to a higher point. One of the problems with making the wikiversity too interdisplanary and reducing the barriers between subjects is that it makes courses less modular. As courses become less modular the prerequisites for each course increase and it becomes harder for a given person to meet the prerequisites. The course also becomes longer and teach a lot of stuff the learner does not really need to know. This is why it is probably in many case better to have discrete learning units and also to have books. They increase the modularity of knowledge, decrease the prerequisites and thus reduce the barriers to knowledge. Thus the wikiversity community should be very careful before we dismiss the traditional ideas of displines and books completely. I think there should be several possible options a person can take. For instance if a person is learning calculus, there could be a very mathematical path like what would be seen in Spivak's Calculus, a more engineering oriented path which focusses on calculations and using calculus to do engineering type problems and finally an extremely rich and beautiful path which covers everyting, the math, the engineering/physics applications, the history the interconnections etc. Anyway, I am not saying that a more radical interdisciplinary approach with fewer barriers between subjects is a bad idea. I am just trying to approach things from the learners point of view and his/her individual needs which will require different emphasises, different pedogagical styles and as few prerequisites as possible. - '''Please check out alexevasion and his ideas at''' [[http://en.wikibooks.org/wiki/Wikiversity:School_of_Social_Science]] [[Category:Wikiversity]] [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1725 5486 2006-08-16T20:44:43Z Sebmol 14 +cat ===Circle - Introduction=== [[Image:Circle - black simple.svg|center]] ''History:'' In ancient times the circle, due to its perfect symmetrical properties, was believed to be divine. So not only was it symbol for the sun, but all the planets had to move around the Earth in circular movements as well. As this did not match observations, tricky adaptations of combined circular movements were constructed. It was Kepler who proposed the concept of elliptic planet movements. ''Qualitative description:'' A circle is a FLAT, ROUND FORM, it has NO BEGINNING and NO END, it has a CENTER, it looks very SYMMETRICAL. Additionally a circle is relatively ABSTRACT, we do not find perfect circles in nature, but close approximations. ''Examples:'' The full moon appears as a really nice circle. If we cut a pineapple in the middle, its center looks like a circle. Crop circles (believed by some to be produced by Aliens) are sometimes very good circular approximations. ''Construction:'' Hold a small tree, stretch your arm, and walk around the tree. When you reach the starting point again, you have just constructed a circle. We have found the basic property of circles here: At any position on the circle, our distance to the centre point (in our case: the tree) is the same. Other constructional possibilities are a horizontal cut of a cone or the straight projection of a sphere. ''Mathematical definition:'' In the mathematical language we formulate our observations like this: A circle is a two-dimensional geometrical form, whose points all have a constant distance from a common center point. ''Technical Application:'' There are two very important technical aspects: *Circles provide the largest area in relation to their periphery *Forms with circular cross section (e.g. cylinders) provide the best possible stability against certain forces (pressure and torque) ''Similar Forms:'' *Ellipse: A circle can also be regarded as a special form of ellipse with coincidental focal points. *Sphere: A sphere can be regarded as a three dimensional (rotating) circle. *Straight line: Contradictory as it may sound, a straight line can be regarded as a circle with infinite radius. Very strange property of this straight circle – it has an infinite number of central points in infinity. ''Other Languages:'' *French: le [[cercle]] *German: der [http://de.wikibooks.org/wiki/Wikibooks:Wikiversity:Form:Kreis:Ueberblick Kreis] *Italian: il [[cerchio]] *Spanish: el [[círculo]] ''Exercise:'' Try to draw a couple of circles free-handed. Calligraphers have perfected this technique and draw extremely exact circles. ''See also:'' [http://en.wikipedia.org/wiki/Circle Circle on Wikipedia] {| cellspacing=3 width="100%" |- valign="top" |width="65%" bgcolor="#f0f0ff" style="border:1px solid #c6c9ff;padding:1em;padding-top:0.5em;"| '''''Remark:''''' ''As you may note there is not a single formula in this article - consciously: '' ''We first have to transport concepts and make them comprehensible before we can start introducing formalistic languages.'' ''A linguistic mathematical description is given (s. above), but abstract formulas are avoided to reduce fear of contact.'' ''Math is by far not the only way to scientifically look at phenomena, as was shown here.'' ''Besides, there should be the greatest possible variety of directions to develop knowledge by a network of links for each aspect.'' |----- |} [[Category:Wikiversity]] [[Category:Page moved from Wikibooks|{{PAGENAME}}]] 1729 5493 2006-08-16T20:45:36Z Roadrunner 63 This is intended for feedback on current Bachelor of Science in Physics degree programs 1740 19769 2006-08-29T04:32:34Z JWSchmidt 20 link repair {| align="left" class="toccolours" cellspacing="0" style="font-size: 90%;" |- bgcolor="#ffc0cb" ! align="center" | <big>'''The [[Wikiversity:Wikiversity community|U]]'''</big> &nbsp;in [[Wikiversity:Example|Wikiversity]] &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;([[Template:WikiversityUsers|edit]]) |- |align="left" |'''[[Wikiversity:Learning community|Education]]''' &nbsp;&nbsp;&nbsp;- [[Portal:Learning Projects|Learning Projects]] | [[Wikiversity:Wikiversity students|Scholars]] | [[Wikiversity:Wikiversity browsers|Browsers]] | [[Wikiversity:Wikiversity teachers|Masters]] |- |align="left" |'''[[Service community|Service]]''' &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;- [[Wikiversity and Wikipedia services|Wikipedia]] | [[Wikiversity:Wikiversity and Wikinews services|Wikinews]] | [[Wikiversity and Wikibooks services|Wikibooks]] |- |align="left" |'''[[Wikiversity:Research community|Research]]''' &nbsp;&nbsp;&nbsp;&nbsp;- [[Wikiversity:Secondary research|secondary]] | [[Wikiversity:Original research|original]] | [[Wikiversity:Research collaboration|collaboration]] |- |align="left" |'''[[Wikiversity:Wikiversity thinktank|Other]]''' &nbsp;&nbsp;&nbsp;&nbsp;- [[Wikiversity:Support staff|Support staff]] - | [[Wikiversity:Student union|Student Union]] | [[Wikiversity:Review board|Review Board]] |- |[[m:Wikiversity/Example|View this navigation box in its original context (Wikimedia meta-wiki)]] |} 1742 5551 2006-08-16T21:32:55Z Sebmol 14 <includeonly>{| style="background-color:#FFFFFF; border:solid 1px #99B3FF; clear:right; float:right; margin-bottom:0.5em; margin-left:1em;" ! {{{1|[[w:Wikipedia:Babel|Babel]]}}}:</includeonly> 1743 11784 2006-08-22T17:03:56Z Sebmol 14 {{#if: {{{1|}}} | {{Babel html head}} | {{Babel head}} }} {{#if: {{{1|}}} | <tr><td>{{User {{{1}}}}}</td></tr> }}{{#if: {{{2|}}} | <tr><td>{{User {{{2}}}}}</td></tr> }}{{#if: {{{3|}}} | <tr><td>{{User {{{3}}}}}</td></tr> }}{{#if: {{{4|}}} | <tr><td>{{User {{{4}}}}}</td></tr> }}{{#if: {{{5|}}} | <tr><td>{{User {{{5}}}}}</td></tr> }}{{#if: {{{6|}}} | <tr><td>{{User {{{6}}}}}</td></tr> }}{{#if: {{{7|}}} | <tr><td>{{User {{{7}}}}}</td></tr> }}{{#if: {{{8|}}} | <tr><td>{{User {{{8}}}}}</td></tr> }}{{#if: {{{9|}}} | <tr><td>{{User {{{9}}}}}</td></tr> }}{{#if: {{{10|}}} | <tr><td>{{User {{{10}}}}}</td></tr> }}{{#if: {{{11|}}} | <tr><td>{{User {{{11}}}}}</td></tr> }}{{#if: {{{12|}}} | <tr><td>{{User {{{12}}}}}</td></tr> }}{{#if: {{{13|}}} | <tr><td>{{User {{{13}}}}}</td></tr> }}{{#if: {{{14|}}} | <tr><td>{{User {{{14}}}}}</td></tr> }}{{#if: {{{15|}}} | <tr><td>{{User 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}}{{#if: {{{1|}}} |</table>}} 1744 5550 2006-08-16T21:32:46Z Sebmol 14 <includeonly><table style="background-color:#FFFFFF; border:solid 1px #99B3FF; clear:right; float:right; margin-bottom:0.5em; margin-left:1em;" id="userboxes"> <tr><th>{{{1|[[w:Wikipedia:Babel|Babel]]}}}:</th></tr></includeonly> 1746 5553 2006-08-16T21:35:29Z Sebmol 14 {{Babel field| color 1=#6EF7A7| color 2=#C5FCDC| letter code size=<includeonly>{{{letter code size}}}</includeonly><noinclude>1.5em</noinclude>| letter code='''<includeonly>{{{letter code}}}</includeonly><noinclude><nowiki>{{{letter code}}}</nowiki></noinclude>'''| text size=<includeonly>{{{text size}}}</includeonly><noinclude>0.83em</noinclude>| text=<includeonly>{{{text}}}</includeonly><noinclude><nowiki>{{{text}}}</nowiki></noinclude>}} 1747 5555 2006-08-16T21:35:55Z Sebmol 14 <div style="float:left; border:solid 1px {{{color 1|#C0C0C0}}}; margin:1px"> {| cellspacing="0" style="width:238px; background-color:{{{color 2|#FFF}}}" | style="width:45px; height:45px; background-color:{{{color 1|#C0C0C0}}}; text-align:center; font-size:{{{letter code size|1.5em}}}; color:{{{letter code color|#000}}}"|{{{letter code}}} | style="font-size:{{{text size| .86em}}}; color:{{{text color|#000}}}; line-height:1.2em; padding: .3em; padding-left: .47em;"| {{{text}}} |}</div> 1748 14891 2006-08-26T06:34:20Z 555 15 rev {{Wikiversity}} The Wikiversity community is participating in an experiment in education. '''Just what can be done with wiki technology as a tool for education?''' In order to answer this question, Wikiversity is devoted to supporting constructive interactions between Wikiversity participants. Wikiversity is devoted to individuals and individuality. Conventional "bricks and mortar" universities are constrained by the expense of existing in physical space. Conventional universities tend to clump students together in to groups for a coordinated "factory" approach to "assembly line" education. Wikiversity exists in a virtual learning space where the individual interests and needs of learners can be respected. ==Active learning== In order for Wikiversity to serve individual needs, it is important that each Wikiversity participant to be an ACTIVE LEARNER. This means sharing your interests, goals and educational experiences with other members of the Wikiversity community. By sharing, others will learn of your needs and help point you towards resources and activities that will serve your needs. By sharing your experiences you move out of your personal world of learning into the Wikiversity community space where learners help build Wikiversity while they learn. The distinction between learner and teacher is very flexible within Wikiversity. No matter what you are learning, there will almost always be other Wikiversity participants who can learn something from you. "I want someone to teach me [[w:Metasyntactic variable|FOO]]."<Br> At Wikiversity, who is that "someone"? If we all adopt the spirit of community learning, then we realize that "someone" is '''US'''. Particularly at the launch of Wikiversity we must all engage in learning projects and participate in the construction of Wikiversity. [[Image:Woman teaching geometry.jpg|thumb|right|The "U" in Wikiversity can be "YOU", or it can be the "u" in "us".]] '''The Wikipedia model'''<Br> Today, there are many people who are simple "users" of Wikipedia, people who read the content of Wikipedia but do not edit Wikipedia articles. At the start of Wikipedia (when there was no content), there could be no simple users.....Wikipedia participants had to be active editors and create the content. Wikiversity is in a similar situation and needs active participants who can be both learners and wiki editors. However, it is the goal of Wikiversity that its participants will always be active wiki editors, even after there is a large amount of "educational content" and "learning materials" in Wikiversity. '''Learning Projects'''<BR> Wikiversity is devoted to active learning and learning by doing. The fundamental unit of Wikiversity community structure is the Learning Project. Learning Projects are wiki pages where [[Wikiversity:Learning#Learning groups|groups]] of interested participants come together to share questions, ideas, and answers as they explore a topic. An individual's learning goals are met within Wikiversity by participation in suitable Learning Projects. It is up to each of us to design and participate in the Learning Projects that will allow us to grow towards our goals. Reach out and join in. '''<div style="background-color: #C0FFFF">"what we didn‘t understand at that time is how to build a community and how to empower a community to do good work" ([http://en.wikiquote.org/wiki/Nupedia source])</div>''' ==Where are the courses?== There is nothing that prevents Wikiversity participants from leading and attending conventional courses within Wikiversity. However, the wiki user interface is not well-suited for conventional courses and the Wikimedia Foundation Board of Trustees has directed the Wikiversity community away from courses (the [[Wikiversity:Original proposal#Evaluation of the old proposal|Board's comments]]). Wikiversity participants are encouraged to innovate and create learning experiences that take full advantage of the wiki format for online community interactions. Non-traditional [[Wikiversity:Learning projects|Learning Projects]] and other projects oriented towards learning about [[Wikiversity:Browse|conventional course subjects]] are encouraged within Wikiversity. See: [[Wikiversity:Learning]]. People can learn when they edit wikis. Wikibooks has one kind of learning project: make textbooks. Wikipedia has one kind of learning project: make encyclopedia articles. Wikiversity is the place for every kind of learning project that does not already take place at other Wikimedia projects.....that is the special role for Wikiversity.....the creation of many new learning projects that support the learning goals of Wikiversity participants. ==Kinds of Wikiversity Communities== All Wikiversity activities are oriented around learning. Two special types of activities are service activities and research activities. *[[Wikiversity:Learning community|Learning community]] *[[Wikiversity:Service community|Service community]] *[[Wikiversity:Research community|Research community]] {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Page moved from Meta]] 1750 19639 2006-08-29T01:10:13Z JWSchmidt 20 /* Some open tasks */ link repair [[Image:Plato i sin akademi, av Carl Johan Wahlbom (ur Svenska Familj-Journalen).png|thumb|right|300px|Collaboration between students and teachers.]] Welcome to Wikiversity! ''Universitas magistrorum et scholarium''&mdash;a community of teaching and learning&mdash;is the basic definition of a university in Latin. Wikiversity is the ''viciversitas magistrorum et scholarium''&mdash;a wiki-based community of teaching and learning. Wikiversity is not a degree-granting institution. It does not have professors or staff or registered students. There are just people here {{WikiversityActivities}} in many different subjects. Wikiversity is a communal effort to learn and facilitate others' learning. You can use Wikiversity to find information or ask questions about a subject you need to find out more about. You can also use it to share your knowledge about a subject, and to build learning materials around that knowledge. See below for ideas on how you can help out yourself, or to help us help you. ==Some open tasks== {{Wikiversity}} * [[Wikiversity:Thinktank|Requested features]] - plans for new Wikiversity features * [[Wikiversity:Learning projects|plans for new learning projects]] - [[Portal:Learning Projects|existing projects]] * [[Wikiversity:Help desk]] - ask for that nugget of information you need, or answer it for someone else * [[Wikiversity:Browse]] - browse the subject catalogue within Wikiversity * [[Wikiversity:MetaData]] - check out the meta data catalogue for some heavy-duty searching * [[Portal:Learning Projects]] - browse active learning communities in Wikiversity * [[Portal:Learning Materials|Learning materials projects]] - start adding learning materials yourself! {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Page moved from Meta]] 1753 19693 2006-08-29T03:25:07Z JWSchmidt 20 /* See also */ [[Portal:Education]] A '''learning community''' is a group of people all connected by a common educational or developmental goal. It is an idea which is used in various educational settings as a way to increase motivation and ultimately to empower the learner in constructing their own meanings and methods in addressing the particular problem or issue they are currently working on. Attributes of a learning community typically include being collaborative, decentralised and distributed, much as, and for the same reasons that [[w:Community of Practice|Communities of Practice]] (CoPs) are also applied, both in educational and business settings. ==Wikipedia== Wikipedia (along with all other Wikimedia projects) are potentially such learning communities. To illustrate: pick a page on Wikipedia, any page. Look at its history page - make sure it has been written by a number of contributors (some articles are still predominantly the work of a single individual!). Now take a look at its talk page. What do you find? Usually a mix of questions, points, criticisms; in other words, suggestions to improve the article ''from their perspective''. Here we have a group of people engaged in negotiating the meaning and scope of the article. Let's pick this sentence apart: * ''"a group of people"'': These people may not consider themselves a community, let alone a group, yet they are nevertheless ''here'' for a ''reason'' - the shared goal of improving the article * ''"engaged in"'': In the process of writing/improving the article, they are developing a ''praxis'' - a way of working. They develop ways of asking questions, of talking to each other, and of addressing their goal with respect to their own needs and those of the article itself * ''"negotiating the meaning and scope of the article"'': This is obviously what takes the most time, especially in contentious articles. "I find this picture offensive and think it should be removed immediately." "Shouldn't this article be merged with/redirected to ..?" "Are these people terrorists or freedom fighters?" Obviously, what people are interested in in Wikipedia is creating a satisfactory (if not excellent) end-product; what a learning community is about, however, is the process. But the two are inseparable; the product is created by the process - it is a collaborative encylopedia. Therefore, the work of Wikipedia(ns) is negotiating the process as much as creating the product (if not more so). What is crucial here is to remain self-critically aware of our discourse, which is how Wikipedia works but also how it breaks down in occasional circumstances. ==Applications== A common technique in traditional class settings is for a teacher/facilitator to assign people into groups, where the learners are given an activity and carry it out between them within a specified time, like for example to have a discussion, do some research and write a report on their findings. Many e-learning environments replicate this sort of activity and framework, utilising environments like [http://www.webct.com WebCT] or [http://moodle.org/ Moodle] to manage and facilitate the students' interactions. Wikis are inherently collaborative structures that can be used to these ends, albeit in a slightly altered form. Wikimedia's e-learning resource-in-development/waiting, [[Wikiversity]] could easily work along these lines. ==But..== It is all too easy to simply say every group working together is a learning community. It is more correct that it ''can'' be a learning community, depending on how the task is defined and negotiated by the learners themselves. Returning to the idea of being collaborative, decentralised and distributed; we must also add that people in a proper, functioning learning community ''themselves really feel that they are a part of that community and that they actually participate''. We know that in some groups, some people will take over and some people will feel excluded. This is not to say that all work in a learning community has to be shared equally (some learning communities will develop hierarchical elements); but rather to ensure that each individual feels they can add anything at any time and that each individual's needs have to be recognised in order for it to be a functioning learning community. ==See also== * [[Wikiversity:Learning projects|Wikiversity learning projects]] * [[Portal:Education]] ==External links== * [[w:Community of Practice|Wikipedia: Community of Practice]] * [http://www.usemod.com/cgi-bin/mb.pl?LearningCommunity Meatball: LearningCommunity] {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Page moved from Meta]] 1755 23605 2006-09-04T16:27:18Z JWSchmidt 20 /* Schools, Divisions and Departments */ add Paleontology <center><big>'''Welcome to the Life Sciences Portal!'''</big></center> This Portal is a large organizational structure which can contain various schools, departments and divisions. The schools, departments and divisions should be listed in the schools departments and divisions section. In general, Portals do not contain many learning resources. A portal can link to some [[Portal:Learning Projects|projects]] that are important for developing [[Portal:Learning Materials|learning resources]] that are related to the topics covered by the portal. [[Image:PhylogeneticTree.jpg|thumb|right|350px|Life on Earth.]] ==Schools, Divisions and Departments== Schools, divisions and Departments of this Portal exist on pages in "School:" or "Topic:" namespaces. Start the names of schools with the "School:" prefix. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning meaterials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * [[School:Medicine|School of Medicine]] * [[School:Veterinary Medicine|School of Veterinary Medicine]] * [[School:Biology|School of Biology]] * [[School:Plant Sciences|School of Plant Sciences]] * [[School:Biomechanics|School of Biomechanics]] * [[School:Pharmacy|School of Pharmaceutical Sciences]] * [[Topic:Paleontology|School of Paleontology]] * [[Topic:Molecular Biology|Department of Molecular Biology]] * [[Topic:Marine Biology|Department of Marine Biology]] * [[Topic:Microbiology|Department of Microbiology]] * [[Topic:Ecology|Department of Ecology]] * [[Topic:Genetics|Division of Genetics]] ===Organizing main namespace content=== '''conceptual maps''':<BR> (conceptual, British) Portal -> Division -> Subject -> Topic -> Lesson<BR> (conceptual, U.S.A.) Portal -> School -> Division -> Department -> Lesson<BR> (Wikiversity [[Wikiversity:Namespaces|namespaces]]) Portal: namespace -> School: namespace -> Topic: namespace -> Lessons in the main namespace (no prefix) ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in developing this portal, you can list your name here (this can help new portals grow and the participants communicate better; for [[w:Portal:History|mature portals]] a list of participants is not needed). * ... ==Portal news== * '''Date founded''' - School founded! ==See also== *What a mature portal looks like: [[w:Portal:Technology]]. [[Category:Wikiversity portals|Life sciences]] [[Category:Life Sciences| ]] 1757 12219 2006-08-23T03:09:55Z JWSchmidt 20 [[Category:Categories with portals]] The '''Engineering and Technology''' category has [[Portal:Engineering and Technology]]. The subcategories corresponding to individual schools (such as [[School:Engineering]]) should be categorized under this category. [[Category:Categories with portals]] 1758 12326 2006-08-23T04:34:20Z JWSchmidt 20 [[Category:Obsolete categories]] Please do not use the label '''school department'''. Wikiversity has [[Wikiversity:Naming conventions|schools and departments]] but NOT "school departments". [[Category:Obsolete categories]] 1759 5636 2006-08-16T22:56:45Z Messedrocker 35 root category '''This is the root category. No pages should be in this category &mdash; they should be filed under an appropriate subcategory.''' 1760 12350 2006-08-23T04:43:23Z JWSchmidt 20 Categories with portals There is a [[Portal:Humanities|Humanities Portal]] that organizes the Humanities. [[Category:Categories with portals]] 1761 12352 2006-08-23T04:45:39Z JWSchmidt 20 portal '''Interdisciplinary Studies''' has a [[Portal:Interdisciplinary Studies|Portal]] [[Category:Categories with portals]] 1762 22696 2006-09-02T23:01:00Z JWSchmidt 20 update header The Wikiversity category for '''Life Sciences''' organizes the Wikiversity schools (and their respective categories) that are concerned with living organisms. Everything in this category can be organized at [[Portal:Life Sciences]]. [[Category:Categories with portals]] 1763 12319 2006-08-23T04:28:32Z JWSchmidt 20 link header to [[Portal:Physical Sciences]] The '''Physical Sciences''' category has a [[Portal:Physical Sciences|Portal]]. [[Category:Categories with portals]] 1764 12263 2006-08-23T03:53:29Z JWSchmidt 20 link to [[Wikiversity:Naming conventions]] The '''Professions''' category contains all [[Wikiversity:Naming conventions|schools and divisions]] for professions and their respective categories. This category has a [[Portal:Professions|Portal]]. [[Category:Categories with portals]] 1765 12284 2006-08-23T04:11:30Z JWSchmidt 20 Category:Categories with portals The '''Social Sciences''' category can contain several schools. Individual schools (and their respective categories) should be categorized under this category. The [[Portal:Social Sciences|Social Sciences Portal]] is a guide to the contents of this category. [[School:Education|School of Education]] [[Category:Categories with portals]] 1767 12470 2006-08-23T07:03:59Z JWSchmidt 20 add section for Subdivisions and Departments <center><big>'''Welcome to Audio Engineering'''</big></center> <center>''A division of [[:Category:Engineering and Technology|Engineering and Technology]]''</center> '''[[w:Audio engineering|Audio engineering]]''' is a part of audio science dealing with the recording and reproduction of sound through mechanical and electronic means. The field of audio engineering draws on many disciplines, including electrical engineering, acoustics, psychoacoustics, and music. Unlike acoustical engineering, audio engineering generally does not deal with noise control or acoustical design. ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions it is not needed). *[[User:Robhingle|Robhingle]] (elec. engineering)<BR> *[[User:Badsector|Adam Chadwick]] (Audio Engineering & IT Systems)<BR> ==School news== * '''August 16, 2006''' - School founded! ==Lessons== Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' ==Resources== Audio Engineering Society [http://www.aes.org/]<BR> Full Sail Real World Education [http://www.fullsail.edu/]<BR> Digidesign (Makers of Pro Tools) [http://www.digidesign.com/]<BR> NU-Tech Framework [http://www.nu-tech-dsp.com]<BR> [[Category:Audio Engineering| ]] [[Category:Engineering|{{PAGENAME}}]] 1768 5649 2006-08-16T23:17:07Z Messedrocker 35 school category Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Engineering and Technology|{{PAGENAME}}]] 1769 5651 2006-08-16T23:18:05Z Messedrocker 35 fix Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:{{{1}}}|{{PAGENAME}}]] 1771 13056 2006-08-23T22:34:10Z JWSchmidt 20 /* Divisions and Departments */ spelling <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Category:{{PAGENAME}}| ]] 1773 23881 2006-09-04T22:12:53Z 88.217.33.40 <center><big>'''Welcome to the School of {{PAGENAME}}!'''</big></center> <center>''Part of [[Portal:Engineering and Technology|Engineering and Technology]].<BR>The School of Computer Science is heavily integrated with the [[School:Mathematics|School of Mathematics]]''</center> [[Image:Personal computer, exploded 4.svg|thumb|right|200px]] '''[[:w:Computer science|Computer science]]''', or computing science, is the study of the theoretical foundations of information and computation and their implementation and application in computer systems. Computer science has many sub-fields; some emphasize the computation of specific results (such as computer graphics), while others (such as computational complexity theory) relate to properties of computational problems. Still others focus on the challenges in implementing computations. For example, programming language theory studies approaches to describing computations, while computer programming applies specific programming languages to solve specific computational problems. '''Note''': more than one Wikiversity school can 'contain' departments that are 'contained' by "Topic:Computer Science"; schools should cooperate to develop the departments that they have in common. No [[w:Turf war|turf wars]] should be fought over "ownership" of departments. See: [[Wikiversity:Naming conventions|Naming conventions]]. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). *[[User:jlguinn|jlguinn]] (Computer Science)<br /> *[[User:Codebunnie|Codebunnie]] (Application Development)<br /> *[[User:Somefilename|Somefilename]] (Computer Science)<br /> *[[User:Digitalme|Digitalme]] (co-advisor) (Computer Science)<br /> *[[User:Tastymangojuice|Tastymangojuice]] (Computer Science)<br /> *[[User:Spacey|Spacey]] (Computer Science)<br /> *[[User:Ade1982|Ade]] (Theoretical Computer Science) <br /> *[[User:Robert Horning|Robert Horning]] (Software Engineering) *[[User:RobertLutz|RobertLutz]] (Electrical Engineering) <br /> *[[User:Aepex|Aepex]] (Computer Science)<br /> *[[User:Vegarede|Vegarede]] (Computer Science)<br /> *[[User:jtbengal|jtbengal]] (Computer Science)<br /> *[[User:Magus|Magus]] (Computer Science)<br /> *[[User:DarkFighter|DarkFighter]] (Computer Science)<br /> ==School News== Note: Wikiversity has "Wikiversity participants" who edit webpages. Participants of a school should state their goals and interests and get to work creating learning materials and learning projects. Wikiversity participants do not adopt titles. Just say what you are trying to do and then do it. * [[School News Archive]] * '''August 16, 2006''' - School founded! * '''August 18, 2006''' - jlguinn, joins! - I am working on..... * '''August 18, 2006''' - Codebunnie, joins! - I am working on..... * '''August 18, 2006''' - Somefilename, joins! - I am working on..... * '''August 18, 2006''' - Tastymangojuice, joins! - I am working on..... * '''August 18, 2006''' - Spacey, joins! - I am working on..... * '''August 18, 2006''' - Digitalme will be helping out where he can, but probably not taking a main teaching role. * '''August 18, 2006''' - Ade1982, joins- I am working on..... * '''August 19, 2006''' - Three lessons and two two project proposals have been started. * '''August 29, 2006''' - Magus, joins- I am working on..... ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. The departments link to lessons. Simply make a link from department pages to the name of the lesson (lessons are independent pages) and start writing! '''Note''': The list of divisions and departments is tentative. * [[Topic:Artificial Intelligence]] * [[Topic:Bioinformatics]] * [[Topic:Compilers and Language Theory]] * [[Topic:Complexity Theory]] * [[Topic:Computer Architecture]] * [[Topic:Computer Logic]] * [[Topic:Computer Programming]] * [[Topic:Concurrency and Real-Time Programming]] * [[Topic:Cryptography]] * [[Topic:Databases]] * [[Topic:Graph Theory]] * [[Topic:Graphic design with computers]] * [[Topic:Networking]] * [[Topic:Operating Systems]] * [[Topic:Quantum Computing]] * [[Topic:User Interfaces]] * [[Topic:Web Design]] ==Learning materials and learning projects== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. List all learning materials and learning projects that are only relavent to individual departments on the pages for those departments. The space below can be used to list materials and projects that are relevant to the entire school. * [[Topic:Network Administration|Network administration]] - * ... ===Study Guide=== Recommended program in Computer Science: <br/> *[[Computer science program]] ===Lessons=== Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! Lesson 1: *[[Introduction to Wiki]] - Introduction to wiki editing and wiki communities Lesson 2: [[HelloWorld]] - Hello World! Lesson 3: [[Automata Theory]] - the fundamentals of Theoretical Computer Science Lesson 4: [[Higher-Lower Guessing Game]] - A Beginner's tour of computer programming ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' *Proposed [[Learning project]]: [[Screensaver Research]] - List distributed computing research screensavers (like folding@home) for students to download and run in the background with the eventual goal of writing one purely for wikiversity *Proposed [[Learning project]]: [[3DTheater.org]] - 3D Framework and SDK for live or scripted networked 3D Video-Game quality Wikiversity events such as school plays, sporting events, class sessions or virtual social events. Any 3D renderable setting may be explored. Any variation of live acting, scripted actor sequences or Artificial Intelligent natural language responses may be incorporated. Any new Virtual 3D Sport may be created to obey its own laws of physics. Any other conceivable (legal and ethical) use for this virtual space could be entertained. The aim of this project would be to raise the level of user configurability such that--like in these wiki pages--the browser can quickly become the author, rendering assets for our 3D virtual campus, and breaking new ground in the field of virtual technology. ==Resources== Know any good resources for scholars of this topic? Add them here! An online self study java course: http://www.duke.edu/~trc7/cps/ ==Talk about this school== [[School talk:Computer Science|Talk about the School of Computer Science]] [[de:Fachbereich Informatik]] [[Category:Engineering and Technology]] [[Category:Computer Science|Computer Science]] [[Category:Wikiversity schools|Computer Science]] 1774 5659 2006-08-16T23:30:43Z Messedrocker 35 school category Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Engineering and Technology|{{PAGENAME}}]] 1775 23381 2006-09-04T03:08:17Z JWSchmidt 20 remove duplicate section <center><big>Welcome to '''The Institute of Construction'''</big></center> <center>Part of the [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]].</center> <center>''In cooperation with [[:Category:Engineering and Technology|Engineering and Technology]]''</center> In project architecture and civil engineering, '''[[w:construction|construction]]''' is the building or assembly of any infrastructure. Although this may be thought of as a single activity, in fact construction is a feat of multitasking. Normally the job is managed by the construction manager, supervised by the project manager, design engineer or project architect. While these people work in offices, every construction project requires a large number of laborers, carpenters, and other skilled tradesmen to complete the physical task of construction. ==Institute news== * '''August 16, 2006''' - School founded! ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' ==Resources== Know any good resources for scholars of this topic? Add them here! [[Category:{{PAGENAME}}| ]] 1776 23379 2006-09-04T03:04:21Z JWSchmidt 20 Category Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Engineering and Technology|{{PAGENAME}}]] [[Category:Practical Arts and Sciences]] 1777 5674 2006-08-16T23:46:20Z Messedrocker 35 school category Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Engineering and Technology|{{PAGENAME}}]] 1779 12526 2006-08-23T08:03:06Z JWSchmidt 20 Department <center><big>'''Welcome to the {{PAGENAME}} Department!'''</big></center> <center>''Part of the [[:Category:Engineering and Technology|Engineering and Technology]]''</center> '''[[w:MediaWiki|MediaWiki]]''' is a wiki software package licensed under the GNU General Public License. It is written in PHP and requires the MySQL relational database management system (although it has some PostgreSQL support). Historically, MediaWiki was developed to serve the needs of Wikipedia, a free wiki-based encyclopedia, but it has since become one of the most popular general wiki solutions. Today, it is used by all projects of the Wikimedia Foundation, all wikis hosted by Wikia, and many other popular and large wikis. It has also been deployed by companies as an internal knowledge management solution, and as a content management system. Notably, Novell uses it to operate several of its high traffic websites, which are not editable by the general public. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active editor for MediaWiki-related pages, you can list your name here (this can help the community of MediaWiki editors grow and help these editors communicate better). ==School news== * '''August 16, 2006''' - School founded! ==Lessons== Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' *Proposed [[Learning project]]: [[Wiki 101]] - Introduction to wiki editing and wiki communities *Proposed [[Learning project]]: [[Citing Sources]] - Introduction to finding high quality, verifiable sources and citing them in WikiMedia projects. *Proposed [[Learning project]]: [[Wikimedia Garbage Detail]] - Wikiversity's sister projects such as Wikipedia discard articles that do not conform to the narrow mission of the various Wikimedia projects. The Wikimedia Garbage Detail will be a Wikiversity project devoted to learning how to efficiently capture discarded content from other Wikimedia projects that is suitable for Wikiversity. ==Resources== Know any good resources for scholars of this topic? Add them here! [[Category:{{PAGENAME}}| ]] 1780 5680 2006-08-16T23:50:24Z Messedrocker 35 school category Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Engineering and Technology|{{PAGENAME}}]] 1781 23392 2006-09-04T03:21:53Z JWSchmidt 20 section update <center><big>Welcome to '''The Center for study of Introduction to Project Management'''</big></center> <center>''Part of the [[School:Project Management|School of Project Management]]''</center> <center>In cooperation with [[Portal:Engineering and Technology|Engineering and Technology]]</center> ==Center description== The Center for study of Introduction to Project Management is devoted to the development of user-friendly learning resources for study of Project Management. '''[[w:Project management|Project management]]''' is the discipline of defining and achieving finite objectives. The challenge of project management is the optimized integration and allocation of the inputs needed to meet those pre-defined objectives. The project, therefore, is a carefully selected set of activities chosen to use resources (time, money, people, materials, energy, space, provisions, communication, quality, risk, etc.) to meet the pre-defined objectives. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active editor for Project Management-related pages, you can list your name here (this can help the community of Project Management editors grow and help these editors communicate better). ==Center news== * '''August 16, 2006''' - School founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. Get to work creating learning activities! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' ==Resources== Know any good resources for scholars of this topic? Add them here! [[Category:{{PAGENAME}}| ]] [[Category:Engineering and Technology|{{PAGENAME}}]] 1783 23396 2006-09-04T03:26:58Z JWSchmidt 20 [[Category:Practical Arts and Sciences]] Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Engineering and Technology|{{PAGENAME}}]] [[Category:Practical Arts and Sciences]] 1784 22829 2006-09-03T12:07:34Z JWSchmidt 20 /* Divisions and Departments */ Fine Arts <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> <center>''Part of [[Portal:Humanities|Humanities]]''</center> '''Note''': The page [[Portal:Art and Design]] contains material imported from Wikibooks ([[Wikiversity:School of Art and Design|see]]). Please integrate [[Portal:Art and Design]] with this page. '''[[w:Design|Design]]''', usually considered in the context of the applied arts, engineering, architecture, and other such creative endeavours, is used as both a noun and a verb. "Design" as a verb refers to the process of originating and developing a plan for a new object (machine, building, product, etc.). As a noun, "design" is used both for the final plan or proposal (a drawing, model, or other description), or the result of implementing that plan or proposal (the object produced). ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). *[[User:mishaneah|mishaneah]] (Industrial Design)<br /> * [[User:Michael|mdentonNZ]] (Visual Communication Design) ==School news== * '''August 17, 2006''' - School founded! ==Lessons== Get to work writing lessons! Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' ==Resources== Know any good resources for scholars of this topic? Add them here! *[http://www.co-design.co.uk/design.htm Green Design (University of Manchester)] *[http://www.core77.com/ Core-77 Industrial Design Community Resource] *[http://www.idsa.org/ Industrial Designer's Society of America] ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * [[Portal:Fine Arts|The Division of Fine Arts]] * [[Topic:Fashion|The Division of Fashion]] * [[Topic:Industrial Design|Industrial Design]] * [[Topic:Visual Communication Design|Visual Communication Design]] * [[Topic:Philosophy of Art|Philosophy of Art]] - the Philosophy of Art department promotes exploration of this ancient branch of philosophy from Plato and Aristotle through the philosophy of the Enlightenment and on through contemporary Anglo-American and Continental philosophy. * ... [[Category:{{PAGENAME}}| ]] [[Category:Humanities|{{PAGENAME}}]] [[Category:Wikiversity schools|{{PAGENAME}}]] 1785 5689 2006-08-17T00:01:09Z Messedrocker 35 school category Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Humanities|{{PAGENAME}}]] 1786 15324 2006-08-26T15:55:21Z JWSchmidt 20 getting help from Wikiversity participants {{shortcut|[[WV:AN]]}} This page is a central location for communication between administrators. ==Notices== *[[Wikiversity:Import#Notes for Admins|Information about importing pages]] from Wikibooks and the Wikimedia meta wiki. *A group of Wikiversity participants decided to try a new same (custodian) to replace "administrator"; see [[Wikiversity:Custodianship]]. **[[Wikiversity talk:Custodianship|discuss which name to use for "sysop"]] *Please look at [[Special:Unwatchedpages]] and add some pages that are of interest to you to your watch list. * Join us on #wikiversity-en (on Freenode) to coordinate activity in real time. *See the [[Wikiversity talk:Notices for custodians|note from SBJohnny on the talk page]] about import of pages from Wikibooks. *[[Help with the migration of Wikiversity pages from Wikibooks]] - getting help from Wikiversity participants [[Category:Wikiversity administration]] 1787 24154 2006-09-05T15:12:36Z Bounton 840 /* Chinese(Mandarin) */ <center><big>'''Welcome to the {{PAGENAME}} Department!'''</big></center> <center>''Part of [[:Category:Language and Literature|Language and Literature]]''</center> Wish to learn a '''[[:w:foreign language|foreign language]]'''? The goal of this community is to encourage the learning of different languages and for each person to help each other out. ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Topic:Chinese|Chinese]] *[[Topic:Hindi|Hindi]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ==Degree plans== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ==Streams== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] * Indo-European Languages ** Romance (Italic) languages ***[[French stream]] ***[[Italian stream]] ***[[Latin stream]] ***[[Portuguese stream]] ** Germanic languages ***[[German Stream]] ** [[Greek stream]] ** Slavic languages *** [[Serbo-Croatian stream]] (including Serbian, Croatian, and Bosnian) * Afro-asiatic languages ** Semitic languages *** [[Arabic stream]] * [[Japanese stream]] * Constructed languages ** [[Elvish stream]] ==Units== For this department, see individual streams. When naming units in this department, make the stream code of the unit use the language code from [http://www.loc.gov/standards/iso639-2/langcodes.html ISO 639-2]. If two codes are listed on the previous link, please use the second one. ==Active participants== Are you knowledgable in this topic? Would you like to create instruction material and help out with people studying this topic? Sign up to become an advisor &mdash; all it takes is adding your username to this list! *[[User:Daniel M. Roberts|Daniel M. Roberts]] *[[User:HappyCamper|HappyCamper]] 23:09, 22 August 2006 (UTC) ==Department news== * '''August 17, 2006''' - School founded! ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' === Collaborations === For foreign language translations of educational texts... ==Resources== Know any good resources for scholars of this topic? Add them here! http://www.bbc.co.uk/languages/ http://languages4everyone.com/ http://www.textkit.com/ ==Declarations of Interest== Please register interest in a course by listing the language you wish to learn and your name below. (To edit the page, click on "Edit This Page" up on the top of this page). Please also mention the level of language you already have. If you're an interested teacher, please feel free to take the section here, and make your own Language stream. Name it eg. "English stream". See [[Wikiversity:Naming conventions#Stream plan|Stream plan]] for more details. ===Gaelic=== # Interested Students ##--[[User:Soulaegis|Soulaegis]] 14:42, 10 April 2006 (UTC) ##--[[User:Andrew Young|Andrew Young]] 19:19, 20 April 2006 (UTC) (Scottish Gaelic) ##--[[User:Bawbag2012|Bawbag2012]] 20:45, 06 June 2006 (UTC) ##--[[User:Limetom|Limetom]] 06:48, 23 July 2006 (UTC) I'd like to learn Irish, but I have no clue where to start. ##--[[User:DakeDesu|DakeDesu]] 16:11, 2nd August 2006 (MST) I wouldn't mind knowing my roots. ===Welsh=== # Interested Students ##--[[User:Supergriek]] I would like to learn this beautiful language. ===Icelandic=== #Interested Students ##--[[User:Unicory]] I have some basic knowledge upon which I am continually expanding. ##--[[User:Magnunnr|Magnunnr]] Similarly, I have some minimal knowledge, am trying to pick up a little more all the time. ===Old Norse=== #Interested Students ##--[[User:Magnunnr|Magnunnr]] Again, I have some minimal idea. ===German=== #Interested Students ##--[[User:Magnunnr|Magnunnr]] I have absolutely none, but a long list of papers/books I want to read. ===Chinese (Mandarin)=== # Interested Students ##--[[User:lapo3399|lapo3399]] 02:42 16 August 2006 (UTC) Basic knowledge. ##--((Not a user yet)) 21 August 2006. Basic knowledge, very interested. ##--[[User:Skywalker|Paris]] 21:35, 29 August 2006 (UTC) No Basic knowlege, but would love to learn before I leave for China. ##--[[User:Bounton|Bounton]] 15:11, 5 September 2006 (UTC) Basic knowledge, very interested. ===Esperanto=== # Interested Students ##--[not a user jet] 13:37, 21 June 2006, I know it is a language for easier international communication. ##--[[User:Balloonguy|Balloonguy]] 20:14, 22 August 2006 (UTC) Know some basic grammer. ===Korean=== # Interested Students ##--[[Shefstudentboi]] I'm an absolute beginner to Korean, and really haven't had the time to learn it during my first year at university, but I will try to learn more during the holidays, and if someone could help to teach Korean I really would be thrilled! ^^ :-) ##--Darkstar (08 August 2006) Complete beginner here but I'm very interested in the language and definitely want to learn it sometime. ===Cherokee=== # Interested Students ##--[[User:Diogenes]] Would Love to learn Cherokee, hard to find resources on the Language. William Van Ausdal; Portugese is a fascinating hybrid, let us learn! ===Japanese=== # Interested Students ##--[[User:Cybik]] Don't we all? ===Persian=== * Wikibook: If you go to the [[w:Farsi|Persian Wikibook]], you will find the first 21 lessons in a course for learning Persian language. When you click on the words written in Persian, using ashampoo, it is possible to hear how the word is pronounced. This is a start to learning the language, but a tutor's support is recommended. ===Tagalog=== * Wikibook: The [[w:Tagalog]] wikibook is being developed. We need your input on exercises, your questions, your ideas on what you want to learn! Written in part by a native speaker, with audio clips and pronounciation help on the way. We will be your textbook and your teacher! ===Spanish=== * Wikibook: Spanish is a beautiful language with an intuitive system of orthography and conjugation. The [[w:Spanish|Spanish Wikibook]] offers an introduction and lessons to the language. ===Turkish=== * Turkish is a beautiful easy interesting and useful language wich is widely spoken in anatolia, asia in different dialects. There also are some turkish words in lots of european languages [[Category:Pages needing cleanup after Import]] [[Category:{{PAGENAME}}| ]] [[Category:Language and Literature|{{PAGENAME}}]] 1788 21473 2006-08-30T04:54:03Z TimNelson 352 Anything listed here needs to have its category changed to [[:Category:Language Acquisition]] [[Category:Language Acquisition|{{PAGENAME}}]] 1789 22794 2006-09-03T05:30:01Z JWSchmidt 20 /* Divisions and Departments */ [[Topic:Science research and the Law]] <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> <center>''Part of [[Portal:Humanities|Humanities]]''</center> '''Note''': the page [[Portal:Law]] contains material that was imported [[b:Wikiversity:School of Law|from Wikibooks]]. Please integrate [[Portal:Law]] with this page. '''[[w:Law|Law]]''' is the set of rules or norms of conduct which forbid, permit or mandate specified actions and relationships among people and organizations. The authority upon which legal rules rest and the extent to which they are formally codified varies between jurisdictions but all legal systems are united in their attempt to assure impartial treatment of those suspected of breaking the rules and to bring about justice. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. *[[Topic:Science research and the Law|Science research and the Law]] - This department provides learning resources that help WIkiversity participants explore how various governments regulate scientific research. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). *[[User:Hoopydink|Hoopydink]] *[[User:Deon555|Deon555]] *[[User:Djfc|Djfc]] *[[User:Jpeob|Jpeob]] *[http://it.wikipedia.org/wiki/Utente:%2ARaphael%2A|'''<font color="purple">*R</font><font color="red">ap</font><font color="orange">h</font><font color="green">ae<font color="blue">l*</font>'''] <small><sup> [http://it.wikipedia.org/wiki/Discussioni_utente:%2ARaphael%2A|<font color="Black">'''Write to the Angel''']</sup></small> *[[User:Claudia700|Claudia700]] ==School news== * '''August 17, 2006''' - School founded! ==Lessons== Get to work writing lessons! Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' ==Resources== Know any good resources for scholars of this topic? Add them here! [[Category:{{PAGENAME}}| ]] [[Category:Humanities|{{PAGENAME}}]] [[Category:Wikiversity schools|{{PAGENAME}}]] 1790 5699 2006-08-17T00:11:38Z Messedrocker 35 school category Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Humanities|{{PAGENAME}}]] 1791 24229 2006-09-05T18:50:20Z Digitalme 39 /* Deletion requests */ archiving [[GaryGoldstein]], result was delete {{shortcut|[[WV:RFD]]}} This page seeks to resolve the question whether a page or file should be deleted through consensus. If a wikiversity page is not causing harm, do not rush to detete it. [[Wikiversity:Assume Good Faith|Assume good faith]]: the page might be useful to some current or future Wikiversity participant. Make use of the options listed at [[Wikiversity:Welcome templates]] before you decide to delete a page. Pages are listed here for a period of '''at least five days'''. After the appropriate period, an admin looks at the page or file and determines whether consensus for deletion has been reached. If it has, the page is deleted. The period of time starts at the submission of the deletion request on this page. This page is also the proper venue for discussing undeletion requests. If you object to speedy deletion of an article, or wish to overturn another deletion request, please list it here. An admin may undelete it for the duration of the vote, so that users may view the article they are voting on. You can list images, categories or pages for speedy deletion by putting '''{{tl|delete}}''' on the page in question. There is no deletion policy yet. Base your decisions on common sense: if it's obvious it doesn't belong, tag it for speedy deletion. If you think it's worthy of a discussion, nominate it here. See the [[Special:Log/delete|Deletion Log]] or the [[Wikiversity:Deletion requests/Archives|deletion archives]] to see what pages have been deleted. __TOC__ = How to list a page here = # Add '''{{tl|Deletion request}}''' or '''{{tl|dr}}''' to the image, category or article page. # List the link below using the following template: <pre><nowiki> === [[Article title]] === REASON -- ~~~~ *ARGUMENTS - </nowiki></pre> =Deletion requests= =Undeletion requests= [[Category:Requests for Deletion]] [[Category: Wikiversity administration|Requests for Deletion]] 1792 24230 2006-09-05T18:50:43Z Digitalme 39 archiving [[GaryGoldstein]], result was delete '''These deletion requests are closed. Do not edit them!''' If this page is getting too large, blank the page and link to the revision prior the blanking. ---- === [[GaryGoldstein]] - DELETED === Not sure why (or how) it was created, but it deffinitly should not exist. -- [[User:Trevor MacInnis|Trevor MacInnis]] 04:32, 4 September 2006 (UTC) *ARGUMENTS - *Looks like [[User:GaryGoldstein]] was mistakenly created there.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 13:48, 4 September 2006 (UTC) **I went ahead and deleted it, I don't really see any reason for it to be there.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 16:37, 4 September 2006 (UTC) 1794 23556 2006-09-04T11:56:12Z JWSchmidt 20 when to remove the template from a page {| class="messagebox" style="border: 2px #C00 solid; margin-left: auto; margin-right: auto; width: 80%; text-align " | style="padding: 15px" | [[Image:Icon löschen.png|Deletion icon]] | '''Speedy deletion is only used for pages that are doing harm to Wikiversity.<BR>Speedy deletion is only done if the harm is explicitly described.<BR> {{#if:{{{1|}}}|&nbsp;for the following reason:'''<div style="margin-left:1em" align="center">{{{1}}}</div>|.''' <br/>}} <small>If no reason is given for deleting this page, the page should not be deleted and any Wikiversity editor can remove this template from the page.<BR>Before deleting this page, check to see if {{tl|Main welcome}} can be used.<BR>Also, use the "What links here" button of the sidebar to see what pages link to this page.</small> |} <noinclude> This template sorts files into [[:Category:Candidates for speedy deletion]]. It should be used for pages that can serve no useful purpose within Wikiversity. '''Note''': Sometimes new editors create new pages and then discover that they cannot make a useful contribution. Wikiversity participants should [[Wikiversity:Welcome templates|Assume Good Faith]] and use {{tl|Main welcome}} or another template at [[Wikiversity:Welcome templates]]. </noinclude> <includeonly> [[Category:Candidates for speedy deletion]] </includeonly> 1795 6937 2006-08-17T19:57:23Z Messedrocker 35 +category: wikiversity maintenance These pages should be deleted as soon as possible if they have been legitimately labelled for speedy deletion. [[Category:Wikiversity maintenance]] 1796 21971 2006-08-31T14:21:42Z JWSchmidt 20 add image (''Note: this page may move as naming conventions are created'') [[Image:Sommerblumen01.JPG|thumb|right|300px]] The '''Bloom Clock Project''' is an attempt to create a language for discussing the bloom times of wildflowers and other plants that is neutral in respect to climate, region, and hemisphere. This language will take a few years to develop as it depends on a large pool of data. ==Navigation (temporary heading)== *[[/Collecting data/]] *[[/2006 data/]] *[[/Contributors/]] ==What's a Bloom Clock?== Bloom clocks are kept by gardeners, ecologists, and others to record the time of year different plants are in bloom. ==How can a bloom clock be created on wikiversity?== If there are enough participants, all it should require is for bloom watchers to note any plants they noticed to be in bloom on a particular day, with information on their location specific enough to determine the local [[w:growing degree day|growing degree days]] and day length, which are the two factors plants respond to. Precipitation reports may also be handy for some climates. Each report can then be organized to reduce the effects of anomalous data, allowing us to generate geographical "zones" that can eventually be used when describing a plant's expected bloom time in a particular region. Data can be extrapolated any number of data. Many different species can be used, because they can be correlated to the bloom times of other species over time. ==System== ===Hypothesis=== *Plants may be classified into groups that can accurately predict bloom dates according to geographical zones. *There will be 2 sorts of zones for most plants: a day-length zone and a gdd-zone. *Some plants will not fit into this system. ===Plant behaviors=== *Some plants bloom according to growing degree days *Some plants bloom according to day length *Some plants bloom according to other conditions ===Methods=== *Collect data *Collate data *Establish zones ===Further testing=== *Check plant bloom times in areas not previously checked, but in the same zones [[Category:Primary research proposals]] [[Category:Bloom clock project]] [[Category:Biology learning projects]] 1798 24119 2006-09-05T13:19:18Z Trevor MacInnis 99 rv test Initially, a major part of Wikiversity learning is being organized around learning projects and learning groups. ==Learning Projects== Learning projects involve the creation and development of Wikiversity pages that describe and facilitate the learning experiences of learning group members. Learning projects provide activities for learners. At Wikiversity learning is by doing. Often this involves editing webpages and creating Wikiversity content. Sometimes this involves reading or engaging in activities in the world and writing about those. ==Learning Groups== A basic unit of community within Wikiversity is the [[Wikiversity:Learning#Learning groups|Learning Group]]. Wikiversity learning groups are groups of Wikiversity participants with a shared learning goal. Learning Groups participate in Wikiversity Learning Projects that are relevant to achieving a group's learning goals. ==Current Projects== ===General projects=== *[[Bibliography and Research Methods]] - Learn how to treat all sources with skepticism, which is best for what, and how to mark them as so. *[[Project:Learning materials|Learning materials projects]] - Wikiversity projects that are particularly concerned with the general need to find and evaluating existing learning resources or promoting the development of new learning resources. *[[Wikiversity:Wiki as a tool for learning|Wiki-based learning]] - Investigation of the implications of wiki technology for online learning. *[[Service community]] - Wikiversity provides scholarly services to Wimimedia sister projects. *[[Wikiversity the Movie]] - community-wide project to produce a promotional DVD *[[Wikiversity translations]] - Wikiversity translations is a community service project to support [http://beta.wikiversity.org/wiki/Main_Page Wikiversity Beta]. *[[War Seminar]] - discussions about the history of war as a cultural practice and current wars in the world. ===Programs=== *[[Wikiversity:Bachelor of Science in Physics]] - Create an online bachelor of science in physics ===Specific projects=== *[[Bloom clock project]] - an attempt to create a language for discussing the bloom times of wildflowers and other plants that is neutral in respect to climate, region, and hemisphere. *[[Cell biology improvement drive]] - [[Service community|service]]-oriented project. *[[College Algebra]] - Basic mathmatics on a college level. *[[Human Genetic Uniqueness Project]] - students search for genes that make humans different from other mammals. *[[Institutional ethnography]] - Introduction to a social research method for the study of everyday life and group organization. *[[Chain mail]] *(add more) ==Starting a Learning Project== To start a project: Research other courses online, dive in and make a page, announce the course and list a project on this page. For page formating, see [[Template:Learning project boilerplate]]. ==See also== *For general discussion of learning projects see: [[Wikiversity:Learning projects]]. *[[Portal:Education]] - the Wikiversity model of online education. *If you are looking for a quick answer to a question, try the [[Wikiversity:Help desk]]. *If there is a conventional subject area that you want to explore, try browsing this [http://en.wikibooks.org/wiki/Wikiversity:Wikiversity Schools list]. {{WikiversityUsers}} [[Category:Wikiversity portals|Learning projects]] [[Category:Learning projects|*]] 1799 23324 2006-09-04T01:13:08Z Trevor MacInnis 99 link header to portal instead of category <center><big>'''Welcome to the School of {{PAGENAME}}!'''</big></center> <center>''Part of [[Portal:Physical Sciences|Physical Sciences]]''</center> [[Image:Cellarius ptolemaic system.jpg|thumb|right|200px]] Astronomy is the science of celestial objects and phenomena that originate outside the Earth's atmosphere, such as stars, planets, comets, aurorae, galaxies, and the cosmic background radiation. It is concerned with the formation and development of the universe, the evolution and physical and chemical properties of celestial objects and the calculation of their motions. == TODO == * Link to information about supernova/asteroid online searches [[Portal:Asteroid Surveys]] * Link to data sources * Link to amateur astronomers societies (and get amateur astronomers to this page) * Load in the astrophysics source code library ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. ===Prerequisite knowlege=== *[[Topic:Calculus|Calculus]] *[[Topic:College Algebra|Algebra]] *[[Introduction to physics]] ===Beginners Astronomy=== *[[Topic:Introduction to Astronomy]] *[[Topic:Solar System and Stellar Astronomy]] **[[Stellar Evolution]] *[[Topic:Galactic and Extragalactic Astronomy]] *[[Topic:Cosmic Evolution]] ====Outside related material==== *[[Multivariable Calculus]] *[[Introduction to differentiation]] *[[Electricity and Magnetism in Physics]] *[[Basic thermodynamics]] *[[Introduction to Quantum Physics]] ===Medium level Astronomy=== *[[Topic:Introduction to Astrophysics]] *[[Topic:Practical Astronomy]] ====Related material==== *[[Differential Equations]] *[[Fundamental Physics Laboratory]] *[[Oscillations and Waves]] *[[Classical Mechanics]] *[[Quantum Mechanics]] ===Advanced Astronomy=== *[[Topic:Galactic Astronomy]] *[[Topic:The Interstellar Medium]] *[[Topic:Binary and Variable Stars]] *[[Topic:Galaxies Beyond the Milky Way]] *[[Topic:Directed Readings in Current Literature]] *[[Topic:Stellar Astrophysics]] *[[Topic:Radiation in Planetary Atmospheres]] *[[Topic:Astronomical Instrumentation and Techniques]] *[[Topic:Cosmology]] *[[Topic:Clusters of Galaxies]] *[[Topic:Astrophysical Dynamics]] *[[Topic:Computational Methods]] *[[Topic:Astrophysical Hydrodynamics]] ====Related material==== *[[Electromagnetic Theory]] **[[Electromagnetic Waves]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). *[[User:Roadrunner]] Are you interested in Astronomy? Would you like to create instruction material and help out with people studying this topic? Sign up to be a participant by adding your username to this list! ==School news== * '''August 17, 2006''' - School founded! ==Lessons== Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' Proposed [[Learning project]]: [[Astronomy Project]] - students access public astronomy databases and explore outer space. http://www.aavso.org/ - American Association of Variable Star Observers ==Resources== Know any good resources for scholars of this topic? Add them here! ===Wikiresources=== *[[Topic:Astronomy/Wikiresources]] ===External Resources=== *[http://adswww.harvard.edu/] - Journal article database *[http://www.arxiv.org/] - Preprints database *[http://ascl.net/] - Astrophysics source code library *[http://cosmos.colorado.edu/stem/courses/common/documents/hypertext.html Dick McCray's Astronomy Hypertext] ==Careers== * [http://www.hp-h.com/b/astromill/] - Astrophysics job rumor mill * [http://members.aas.org/JobReg/JobRegister.cfm] - AAS Job Register * [http://www.aas.org/career/nonacademic/] - AAS Non-Academic Astronomy Network [[Category:{{PAGENAME}}|Astronomy]] [[Category:Physical Sciences|Astronomy]] [[Category:Wikiversity schools|Astronomy]] 1800 5745 2006-08-17T00:49:07Z JWSchmidt 20 [[Portal:Communities]] moved to [[Portal:Learning Projects]]: Using material originally at the meta wiki as a start of this portal. #REDIRECT [[Portal:Learning Projects]] 1801 5747 2006-08-17T00:50:40Z Rayc 57 new cat Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Physical Sciences|{{PAGENAME}}]] 1802 23343 2006-09-04T02:24:22Z JWSchmidt 20 /* Subdivisions and Departments */ add some <center><big>Welcome to the Wikiversity '''Institute of Particle Physics'''</big></center> <center>''Part of the [[School:Physics|School of Physics]]''</center> Physics is the science of the natural world. It deals with the fundamental constituents of the universe, the forces they exert on one another, and the results produced by these forces. == TODO == What I think would be useful is to create "study guides" for each of the major physics topics. These wouldn't be textbooks, but rather pages with hints, links, and helpful advice for studying each topic. Anything that would be textbook related could be put into wikitext and linked in from here. What I'd like to see is to have pages that would be of interest of and useful to people that are studying physics in traditional academia, and this would help build a community of people working on wikiversity. I've created some study guide pages with links to OCW. Please add your own links and also comments for things that you learning when studying that topic. ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. *General **Elementary Particle Physics *Experimental **CP Violation experiments **Particle detectors **High Energy Physics Centers - explore all existing facilities around the world **Software and databases *Theoretical **collider phenomenology **symmetry breaking and supersymmetry **Higgs bosons **Models beyond the Standard Model **String theory **Early universe cosmology * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * '''[[User:Sojourner001|Sojourner001]]''' - Soon-to-be third year student of pure physics, Reading, UK. I have no more knowledge than one might expect from an undergraduate but I can contribute to making things comprehensible and straightforward for someone of my level. [[User:Sojourner001|Sojourner001]] 15:01, 19 August 2006 (UTC) * '''[[User:The Winged Self|The Winged Self]]''' - Well I can help with basic stuff. I've taken two years of (non-calc) physics, got a 5 on the AP physics test, a 5 on the AP calc BC test, and a 790 on the SAT II physics test. I'm best at kinematics and thermodynamics. I'll do my best! It'll be exciting to see how this all develops. --[[User:The Winged Self|The Winged Self]] 02:39, 21 August 2006 (UTC) * '''[[User:Guillom|guillom]]''' - French engineering degree in applied physics and [[w:microelectronics|microelectronics]], MSc in [[w:nanophysics|nanophysics]], preparing my PhD in microelectronics / [[w:microfluidics|microfluidics]]. I'll do my best to help in these fields, or elsewhere if I can. * '''[[User:Hypermorphism|Hypermorphism]]''' - I can help out with the calculus-based physics (it is the natural language for physics; algebra gets a bit hand-wavy) as that's how I learned basic physics. While I have a basic knowledge of the fields of modern physics (and classical relativity) so that I can read most arXiv papers with some understanding, I'm not really an expert in any of them. I'm currently trying to get into the Lagrangian and Hamiltonian reformulations of classical mechanics. If there were a course on this as well, that would be great! It is frequently assumed that one has studied these forms when trying to learn quantum mechanics from texts. * '''[[User:Roadrunner|Roadrunner]]''' - Ph.D. in numerical astrophysics. Right now trying to put together a physics degree plan. What I work on is basically up to you, so leave a message on my talk page if you want me to do something. *'''[[User:HappyCamper|HappyCamper]]''' - Quantum mechanics. I'm really excited about the possibilities here! *'''[[User:Reuvenk|Reuvenk]]''' - Basic physics. Highschool grad with two years of calculus physics, so I can help with the fairly simple stuff. Can't promise to be too active, though. ==See also== * [[Topic:Astronomy]] * [[Topic:Mathematics]] ==Institute news== * '''August 17, 2006''' - Institute founded! ==Degree plans== [[Wikiversity:Bachelor of Science in Physics]] - This is intended as a "howto guide" which will let you get an accreditted degree in physics that would make you eligible for physics graduate school admission. == [[Portal:Learning Projects|Learning Projects]] == *[[Why 10 dimensions]] - participants explore why it has been suggested that the universe might have 10 dimensions. ==Lesson plans== *Introductory physics :*[[Introduction to physics]] :*[[Basic kinematics]] :*[[Basic thermodynamics]] : [[Physics teaching]] *[[Table of Physical Constants]] - a handy set of tables for finding a variety of physical constants *[[Units, significant figures, and standard procedures]] - A handout for properly applying physics concepts to real world measurements. Students should read this as a prerequisite to lab activities and experiments. Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! ==Study guides== :*[[Study guide:Statistical mechanics|Statistical mechanics]] :*[[Study guide:Relativity|Relativity]] :*[[Study guide:Mathematical Methods in Physics|Mathematical Methods in Physics]] :*[[Study guide:Quantum mechanics I|Quantum mechanics I]] :*[[Study guide:Classical mechanics|Classical mechanics]] :*[[Study guide:Chaos theory|Chaos theory]] ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' Proposed [[Learning project]]: [[Theory of Everything Project]] - student research projects involving public databases for particle physics experiments. ==Resources== Know any good resources for scholars of this topic? Add them here! * [http://www.aip.org/pt/ Physics Today] - Cool physics magazine *[http://math.ucr.edu/home/baez/README.html John Baez's Stuff]. Accessed August 21, 2006. - This page is a treasure trove of aspects of modern physics for the physical sciences or mathematics student. Baez covers the cutting edge physics world with ease and he has lots of archived goodies and links. *[[Topic:Physics/Wikiresources|Resources from other wikimedia pages]] [[Category:{{PAGENAME}}| ]] 1803 5754 2006-08-17T00:59:12Z Rayc 57 new cat Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Physical Sciences|{{PAGENAME}}]] 1804 21577 2006-08-30T11:53:48Z 80.227.98.69 /* Resources */ <center><big>'''Welcome to the Department of Applied Mathematics!'''</big></center> <center>''Part of the [[School:Mathematics|School of Mathematics]]''</center> Mathematics is often defined as the study of quantity, structure (pattern), change, and space. More informally, some people may also call mathematics the study of "figures and numbers." In the formalist view, it is the investigation of axiomatically defined abstract structures using logic and mathematical notation. In the realist view, it is the investigation of objects or concepts that exist independently of our reasoning about them. Other views are described in the philosophy of mathematics article. Due to its applicability in practically every scientific discipline, mathematics has been called "the language of science" and "the language of the universe". ==Active participants== Are you knowledgable in this topic? Would you like to create instruction material and help out with people studying this topic? Sign up to become an advisor &mdash; all it takes is adding your username to this list! ==News== * '''August 17, 2006''' - School founded! ==Lessons== Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! * [[Introduction to Calculus]] - a first course *[[Legendre differential equation]] *[[Introduction to differentiation]] === Odds and ends === There are other topics of interest * [[Synthetic division]] ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' ==Resources== Know any good resources for scholars of this topic? Add them here! http://ocw.mit.edu [[Category:Applied Mathematics]] [[Category:Mathematics]] 1805 5759 2006-08-17T01:05:40Z Rayc 57 school cat Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Physical Sciences|{{PAGENAME}}]] 1806 19346 2006-08-28T19:13:39Z Trevor MacInnis 99 +pic <center><big>'''Welcome to {{PAGENAME}}!'''</big></center> <center>''Part of [[:Category:Life Sciences|Life Sciences]]''</center> [[Image:Flower jtca001.jpg|thumb|right|200px]] Note: Material from Wikibooks was imported to [[Portal:Plant Sciences]]. Please coordinate that page with this page. Plant Sciences covers a wide range of scientific disciplines that study the structure, growth, reproduction, metabolism, development, diseases, ecology, and evolution of plants. ==Active participants== Are you knowledgable in this topic? Would you like to create instruction material and help out with people studying this topic? Sign up to become an advisor &mdash; all it takes is adding your username to this list! * ----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup>: Happy to help, my background is in horticulture and agriculture. * ----[[User:alettaka|<font color="black">'''alettaka'''</font>]] | <sup>[[User talk:alettaka|<font color="blue">talk</font>]]</sup>: I have studied plant breeding and molecular plant virology, and am willing to help. ==School news== * '''August 17, 2006''' - School founded! ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! ==Research projects== Wikiversity's oldest (first) research project: '''[[Bloom clock project]]''' ==Resources== Know any good resources for scholars of this topic? Add them here! *[http://www.ucmp.berkeley.edu/people/brs/biol1a/ Introduction to Botany] - a course outline with vocabulary and study questions. (I wrote this when I was teaching botany at Dominican College. --[[w:User:EncycloPetey]] * [http://www.ucmp.berkeley.edu/IB181/HpageIB181.html Virtual Paleobotany Lab] at UCMP by Nan Crystal Arens. A thorough online course with text and images. [[Category:{{PAGENAME}}| ]] [[Category:Life Sciences|{{PAGENAME}}]] [[Category:Wikiversity schools|Plant Sciences]] 1807 5764 2006-08-17T01:09:55Z Rayc 57 new school cat Pages and categories that are used by the [[School:{{PAGENAME}}|{{PAGENAME}} school]]. [[Category:Life Sciences|{{PAGENAME}}]] 1808 23208 2006-09-03T21:32:33Z JWSchmidt 20 /* External links */ Learning Materials Part of the Wikiversity mission is to provide a collection of learning materials and links to online learning resources. Some Wikiversity participants are devoted to these tasks. Wikiversity is not a platform for commercial enterprises to advertise education-related products. Wikiversity is devoted to free education. Wikiversity provides server space for public domain and copy-left learning materials. Wikiversity provides links to online learning resources that are available for free to students and teachers. ==Hunter-gatherers== :''Main article: [[Hunter-gatherers project]]'' An important function of Wikiversity is to provide critical evaluations of learning materials and online learning resources. Hunter-gatherers should participate in the critical evaluation of learning resources by editing the Wikiversity pages that are devoted to evaluating learning materials and describing how to integrate them into courses of study. Wikiversity hunter-gatherers can take on [[Faculty_club#Ambassadorial_function|ambassadorial functions]] and participate in Wikiversity projects that seek to establish collaborations between Wikiversity participants and outside educators. These collaborations can involve the development of new learning materials for use either in the wiki user environment or outside of Wikiversity. ==Creation of learning materials== One goal of Wikiversity is to catalog learning resources and integrate them into the Wikiversity learning system. This can involve both learning materials that exist at other websites and new learning materials that are created at Wikiversity. *(add projects devoted to the creation of new learning materials) ==See also== *[[Wikiversity:Learning materials]] - general discussion of Wikiversity learning materials. *[[Portal:Learning Projects]] - other types of learning projects *[[b:Blended Learning in K-12/Types of Blended Learning/Classroom Websites|List of websites]] at the Wikibooks "Blended Learning" textbook. *[[Research collaboration]] ==External links== * {{WikiversityUsers}} [[Category:Wikiversity portals|Learning materials]] 1809 6228 2006-08-17T04:30:21Z JWSchmidt 20 first sentence The Wikiversity '''Hunter-gatherers project''' is devoted to finding learning resources on the internet. An important function of Wikiversity is to provide critical evaluations of learning materials and online learning resources. Hunter-gatherers should participate in the critical evaluation of learning resources by editing the Wikiversity pages that are devoted to evaluating learning materials and describing how to integrate them into courses of study. ==External links== *[http://archives.math.utk.edu/visual.calculus/ Visual Calculus] is a very good introduction to single variable calculus with explanations and exercises made with flash. *[http://www.accessexcellence.org/AE/ Access Excellence Activities Collections] *[http://froggy.lbl.gov/ The Whole Frog Project] *[http://vlib.org/ The WWW Virtual Library] *[http://cires.colorado.edu/education/resources/ Education Resources in Environmental Sciences] *[http://www.lander.edu/RSFOX/310labindex.html Online Invertebrate Biology] *[http://tolweb.org/tree/home.pages/linksscied.html Bioscience Education] *[http://www.the-aps.org/education/k-12misc/k-12link.htm Science Education Links] *[http://www.usm.maine.edu/~rhodes/ Tools for Structural Biology Education] *[http://www.theoceanproject.org/resource/educational.html Ocean resource center] *[http://ocw.mit.edu/index.html MIT Open Courseware] *[http://www.globe.gov/fsl/welcome/welcomeobject.pl Global Learning and Observations to Benefit the Environment] *[http://science-education.nih.gov/supplements/nih1/cancer/activities/activities_toc.htm Online Cell Biology and Cancer activities] {{WikiversityUsers}} [[Category:Learning projects]] 1810 5786 2006-08-17T01:44:38Z Roadrunner 63 These are notes about getting info physics graduate school. 1811 5788 2006-08-17T01:56:01Z JWSchmidt 20 subcat [[Category:History of Wikiversity]] 1813 edit=sysop:move=sysop 6257 2006-08-17T05:43:18Z JWSchmidt 20 update ''This page contains a copy of the [[meta:Wikiversity/Modified project proposal|project proposal]] for Wikiversity. Wikiversity became a sister project of the [[meta:Wikimedia Foundation|Wikimedia Foundation]] after this proposal was reviewed by the Foundation's Special projects committee. The special projects committee submitted its [http://wikimediafoundation.org/wiki/Resolution_Wikiversity Wikiversity Resolution] to the Board and by vote of the Board, the project was approved.'' ''This page is an historical archive of the approved project proposal. Do not edit this page. Another copy of this page that can be edited to be better integrated into Wikiversity is at: [[Wikiversity:Wikiversity project proposal]].'' ---- {{Wikiversity}} This page is a modified proposal for '''[[Wikiversity]]''' to become a sister project of the [[Wikimedia Foundation]]. The first section of this page ("Historical review of the Wikiversity project", below) contains a description of how the original Wikiversity project proposal was produced. The modified proposal is in [[#Mission|Part 2]], starting with "Mission". ==Historical review of the Wikiversity project== [[b:Wikiversity|Wikiversity]] was [[b:Wikibooks:Votes for deletion/Wikiversity|proposed for deletion]] from Wikibooks in August 2005. Soon after that, there was a [[Proposals for new projects#Wikiversity|proposal]] to make Wikiversity an independent WikiMedia project. In addition to the information on the proposed projects page, information about the original proposal was described in a [http://mail.wikimedia.org/pipermail/foundation-l/2005-August/003857.html mailing list post] and on the [[Wikiversity|Wikiversity page]] of the WikiMedia meta-wiki. An old proposal and discussion can be seen here : [[Wikiversity/Original proposal]]. A '''modified project proposal''' follows ('''Part 2''') == Mission == '''''Wikiversity is a centre for the creation and use of free learning materials and activities.''''' Its primary priorities and goals are to: *Create and host a range of free-content, multilingual learning materials/resources, for all age groups in all languages *Host scholarly/learning projects and communities that support these materials *Complement and develop existing Wikimedia projects (eg. a project devoted to finding good sources for Wikipedia articles) See more on [[Wikiversity/Scope]] and [[Wikiversity:Online Course]]. In the fulfillment of its mission, other tasks and goals may be initiated and developed by participants to support learning and the creation of new content. In particular, guidelines will be developed during the beta phase of Wikiversity's development on hosting and fostering ''research'' based in part on existing resources in Wikiversity and other Wikimedia projects. ==Learning== '''The Wikiversity e-Learning model'''. Existing "bricks and mortar" universities began as meeting places for scholarly individuals seeking knowledge and those with mastery of a subject who could act as teachers to guide the learning process. Wikiversity will be a virtual meeting place for masters and scholars, a wiki that hosts and promotes a flexible online learning environment. Conventional universities evolved to have classrooms, collections of courses, grades, fees for students, pay for teachers, the granting of degrees, the certification of teachers and accreditation of universities. That entire structure grew out of the need to concentrate expensive resources (people and facilities) at a particular location in the physical world. The Wikiversity e-Learning model abandons all aspects of conventional universities that arise from the need to focus people and facilities in one place and time. The Wikiversity e-Learning model grows out of the power of the wiki user environment to liberate learning from conventional constraints of time and place. See [[Wikiversity:Learning]] for more. ===Learning groups=== It is natural for the wiki format to develop "[[Learning community|learning groups]]" (creating and maintaining learning trails; interest portals; project or task artifacts) where all participants can discuss and learn collaboratively. These groups/communities will be help desks, mentoring teams, cohort groups, debate clubs - practical applications might be in doing research for Wikipedia, or writing code for MediaWiki. This is peer-learning, learning through collaboration and discussion - the "wiki way". Wikiversity participants will actively participate in online learning projects. As for any wiki, community participation involves the editing of wiki pages. Wikiversity learning projects will consist of collections of wiki webpages concerned with the scholarly exploration of a particular topic. Some Wikiversity learning projects will be oriented around existing needs of other Wikimedia projects. For example, a group of Wikiversity participants might engage in a project to find good sources for an existing Wikipedia article. Another Wikiversity project might involve exploration of an established academic discipline and the participants might decide to collectively assemble material that would contribute to a Wikibooks textbook for that subject. Thus, Wikiversity will naturally complement existing Wikimedia projects by providing an environment that supports and fosters scholarly “secondary research”. Wikiversity will begin with a bias towards learning projects that provide support for existing Wikimedia projects, but with time, Wikiversity will evolve to serve the needs of its community. Students will express their learning needs and the Wikiversity community will evolve learning activities and projects to accommodate those needs. Some groups could act more didactically - there is room for materials to be laid out as instructions or tasks to be followed. In any case, communities will exist behind the materials to support the ongoing use and development of the content Wikiversity hosts. See [[Wikiversity:Learning|more on learning in Wikiversity]] and [[Wikiversity:Online_Course|more on online courses]]. == Resources == '''Resources''' will include teaching aids, lesson plans, curricula, links, reading lists, etc. Each subject area (or 'course', 'project'), essentially, each ''community'', creates a web of resources that would form the basis of discussions and activities within that field of Wikiversity, and that could be used by any other educators for their own purposes. Some of these will link up with other Wikimedia projects, such as Wikibooks and Wikipedia - a key to these resources should be that they prompt further work (practice/discussion/reflection/criticism etc). == Research == Wikiversity could act as a repository of research carried out by the [[Wikimedia Research Network]] or other people involved in wiki-based [[research]], and could also host the proceedings of [[Wikimania]]. Whether or not Wikiversity will ever host original research in addition to secondary research is the subject of debate (see [[Talk:Wikiversity/Modified project proposal|talk page]]) though [[Primary research|original research]] could take place based on materials in Wikiversity (eg. materials on sociology prompt a survey research project). Guidelines for what would be appropriate research will be developed during the beta phase of the project through a community consensus process, and reviewed (by the [[Special projects committee]]) after six months. There will not ''necessarily'' be "approval" of research added to Wikiversity - though some sort of review process needs to be established which will deal with potential problems. == Scope of Wikiversity == ===[[Wikiversity/Scope|What Wikiversity is]]=== *'''A repository of free, multilingual educational resources.''' *'''A network of communities to create and use these resources''' *'''A group effort to learn'''. Which may or may not be led by an instructor, who may or may not be an expert on the topic. ===[[Wikiversity/What Wikiversity is not|What Wikiversity is not]]=== *'''A duplication of other Wikimedia projects'''. While Wikiversity complements other Wikimedia projects, it will not simply duplicate their content. So, if you want to read about a topic, you may be better off visiting, say, Wikipedia or Wikibooks, but if you want to learn about this topic, you can do so at Wikiversity. Learning materials will be created and used on Wikiversity, but materials on other projects may also be used as learning materials themselves or even places to consolidate this learning, ie writing an article, manual etc based on what you've learned. There may be some overlapping, but each project will maintain its own focus. *'''A degree or title granting institution''': Wikiversity will not confer degrees or any other academic qualifications, nor will it entitle people to call themselves "professors", if they are not professors. Work done on Wikiversity will hopefully be useful to other projects. When participants have significant results they may be used to improve other Wikimedia projects, and indeed other online learning, reference and data sources. See more at: [[Wikiversity/What Wikiversity is not]] and [[Wikiversity/Scope]]. ==Features Wikiversity will/might need in the future== * Metadata - there is currently work on a Metadata patch, which will be able to be added to Wikiversity retrospectively. * Page protection - there may be a need to restrict editing of pages or groups of pages to within groups of people (such as a research community, for example). However, this needs to be done with care, so as to minimise the exclusion of people to the work of that community. * Software - there is currently no software needed to get Wikiversity going, but participants are welcome to experiment with additions to the source code which might help the work of Wikiversity in some way. Implementations of these ideas will have to be done through the appropriate channels (probably the [[Special projects committee]]). ==Further discussion== There has been some discussion of how to satisfy the Board's request for modification of the original Wikiversity proposal, which can be seen through these (and associated) pages: *[[Talk:Wikiversity#Current status]] *[[Moving Wikiversity forward]] *[[b:Talk:Wikiversity#Decision on Wikiversity?]] Please place all additional discussion of modifications to the Wikiversity proposal on the [[Talk:Wikiversity/Modified project proposal|discussion page]] for the modified proposal. {{WikiversityUsers}} [[Category:History of Wikiversity]] [[Category:Page moved from Meta]] 1818 6209 2006-08-17T03:01:36Z Roadrunner 63 Currently waiting for literature from TESC. Once that is done, will try to list the courses needed for a Bachelors degree and then link those to course lists in the schools and departments. [[User:Roadrunner|Roadrunner]] 03:01, 17 August 2006 (UTC) 1821 6282 2006-08-17T08:16:45Z Sebmol 14 [[Wv:lp]] moved to [[WV:LP]]: correct title #REDIRECT [[Wikiversity:Learning projects]] 1822 6226 2006-08-17T04:27:17Z JWSchmidt 20 [[Wikiversity:Hunter-gatherers project]] moved to [[Hunter-gatherers project]]: This is Wikiversity main namespace content #REDIRECT [[Hunter-gatherers project]] 1823 21261 2006-08-29T19:42:54Z JWSchmidt 20 more specific category [[Category:Research policy proposals]] {{Template:Policy planning}} '''<div style="background-color: #e9967a">"Tell me and I forget, teach me and I remember, involve me and I learn" -Benjamin Franklin</div>'''<BR> The [http://meta.wikimedia.org/w/index.php?title=Wikiversity&oldid=229612 original Wikiversity proposal] of 2005 proposed that Wikiversity should, "test the limits of the wiki model both for developing electronic learning resources as well as for teaching and for conducting research and publishing results (within a policy framework developed by the community)". The creation of a system for dealing with research and publishing of results in a wiki environment is a major challenge facing the Wikiversity community. Wikipedia has always had a rule against including original (primary) research (see [[:w:Wikipedia:No original research|Wikipedia:No original research]]). As described on that page, the policy against including original research in Wikipedia articles arose from the need to prevent cranks from publishing their crazy ideas in wiki format and passing them off as valid knowledge. Wikiversity is devoted to explorations on both sides of the boundary between the known and the unknown. Learning how to participate in the on-going study of that boundary is one of the most important things that students can learn. Wikiversity cannot avoid original research and the critical educational task of passing the skills of original research from generation to generation. For students, there is a natural progression from [[Wikiversity:Secondary research|secondary research]] to primary (original) research. Thus, Wikiversity does not exclude original research, but Wikiversity still must deal with cranks. Wikiversity relies on the expert knowledge of Wikiversity participants (see [[Wikiversity:Review board|Review board]]) to help recognize and exclude bogus content and the work of cranks. Within Wikiversity, all original research should be clearly identified as such. Sometimes the boundary between original research and [[Wikiversity:Secondary research|secondary research]] is not clear. A critical review of previously published ideas can lead to the discovery of a new piece of knowledge. The invariable Rule of Wikiversity is that all such discoveries arising from secondary research (see [[:w:Wp:nor#Synthesis of published material serving to advance a position|Synthesis of published material serving to advance a position]]) must be subjected to peer review. '''Casual peer review''' is automatic in the wiki user environment. However, casual peer review can be as dangerous as no peer review. Wiki editing decisions about original research cannot be allowed to degenerate into content disputes. If original research results arise from the activities of Wikiversity participants, they must be identified as such and subjected to a '''formal peer review''' process. The distinction between casual and formal peer review is important. ==Formal peer review== Formal peer review involves a formal system of critical review of the original research result(s). The results of the formal critical review are permanently linked to the original research results and serve as a stamp of validation or a stamp of rejection. Any peer review process is only as good as the reviewers. Critical assessment of the qualifications of reviewers is required for formal peer review. Traditionally, peer reviewers are selected on the basis of credentials and a public record of trustworthy behavior. Wikipedia has developed a wiki-based system for identifying trusted Wikipedians, giving them special privileges and responsibilities, and monitoring subsequent actions by those trusted functionaries (administrators). Wikiversity needs to have a similar system for its [[Wikiversity:Peer review|formal peer review system]]. Such a system [[Wikiversity:Review board|has been described]] at another wiki. ==Page protection== Since Wikiversity does not prevent participants from crossing the line into original research and since Wikiversity participants are also encouraged to document their personal learning experiences, page protection at Wikiversity is slightly more complex than at Wikipedia. Wikiversity incorporates the page protection system of Wikipedia, but adds an additional element. Registered Wikiversity participants can protect pages that they create from modification by other Wikiversity editors. This allows Wikiversity participants to easily create "archive pages" that will document their own experiences, thoughts, plans and multiple stable versions of documents set aside for study and future reference. Decisions by Wikipedia users to protect pages are always subject to review and reversal by administrators. Pages that a user has created can be marked as protected using the [[Wikiversity:Page protection templates|page protection templates]]. ==See also== *[[Wikiversity:Peer review]] *[http://academia.wikia.com/wiki/Main_Page Peer reviewed wiki publishing] **[http://academia.wikia.com/wiki/Flexibility_in_wiki_publishing:_author_desires%2C_peer_review_and_citation Flexibility in wiki publishing: author desires, peer review and citation] *[[:b:Wikiversity:draft policy discussion:Should research be allowed, integral or prohibited on Wikiversity assets?|Am old discussion about research at Wikiversity]] - How are we going to find all of the old Wikiversity-related pages {{WikiversityUsers}} [[Category:Research policy proposals]] [[Category:Page moved from Meta]] [[Category:Research]] 1824 6245 2006-08-17T05:26:47Z JWSchmidt 20 [[Wikiversity:Primary research]] moved to [[Wikiversity:Original research]]: more standard name #REDIRECT [[Wikiversity:Original research]] 1827 10995 2006-08-21T22:43:29Z Trevor MacInnis 99 +policy templates {{Shortcut|[[WV:CIVIL]]}} {{Policy}} {{Policy in a nutshell|Being rude, insensitive or petty makes people upset and prevents Wikiversity from working properly. Try to discourage others from being uncivil, and be careful to avoid offending people unintentionally. }} '''Civility''' is a rule for the conduct of edits, comments, and talk page discussions on all Wikimedia projects. Whereas incivility is roughly defined as ''personally targeted behavior that causes an atmosphere of greater [[m:source of conflict | conflict]] and [[m:wikistress | stress]],'' our rule of civility states plainly that ''people must act with civility toward one another.'' A civility policy is a reasonable way to delimit acceptable conduct from the unacceptable. == The problem == Many people forget that criticizing an edit is easily conflated with insulting the person who made it — and so they are unnecessarily harsh on the giving end and unnecessarily sensitive on the receiving end. Textual communication on the Internet does not transmit the nuances of verbal conversation, so a small, facetious comment can be easily misinterpreted. What starts with one uncivil remark becomes an exchange of those same, during which people are no longer interested in improving articles and instead focus on "triumphing" over the "enemy". This is not what Wikiversity is about. == Examples == '''Petty examples''' that contribute to an uncivil environment: * Rudeness * Judgmental tone in edit summaries ("fixed sloppy spelling," "snipped rambling crap") * Belittling contributors because of their language skills or word choice * Ill-considered accusations of impropriety of one kind or another * Starting a comment with: "Not to make this personal, but..." * Calling someone a liar, or accusing him/her of slander or libel. Even if true, such remarks tend to aggravate rather than resolve a dispute. More '''serious examples''' include: * [[Wiktionary:taunt | Taunting]] * [[Wikipedia:Wikipedia:No personal attacks | Personal attacks]] ** Racial, ethnic, and religious slurs ** [[Wikipedia:Profanity|Profanity]] directed at another contributor * Lies * Defacing user pages * Giving users derogatory names via ''Pagemove Trolling'' * Calling for unjustified bans or blocks Incivility happens, for example, when you are quietly creating a new page, and another user tells you, ''If you're going to write a pointless page, could you spell-check it?''.<br> Escalation occurs when you reply, ''Mind your own business''. This style of interaction between editors drives away contributors, distracts others from more important matters, and weakens the entire community. == When and why does it happen? == * During an edit war, when people have different opinions, or when there is a conflict over sharing power. * When the community grows larger. Each editor does not know all the others and may not perceive the importance of each individual to the project — so they don't worry about maintaining relationships that don't exist. Reputation does not count as much as in a smaller community. * Sometimes, a particularly impolite user joins the project. This can also aggravate other editors into being impolite themselves. Most of the time, insults are used in the heat of the moment during a longer conflict. They are essentially a way to end the discussion. Often the person who made the insult regrets having used such words afterwards. This in itself is a good reason to remove (or [[Wikipedia:Wikipedia:Refactoring | refactor]]) the offending words. In other cases, the offender is doing it on purpose: either to distract the "opponent(s)" from the issue, or simply to drive them away from working on the article or even from the project, or to push them to commit an even greater breach in civility, which might result in ostracism or banning. In those cases, it is far less likely that the offender will have any regrets and apologize. It should be noted that some editors deliberately push others to the point of breaching civility, without committing such a breach themselves. == Why is it bad? == * Because it makes people unhappy, resulting in discouragement and departure * Because it makes people angry, resulting in non-constructive or even uncivil behavior themselves, further escalating the level of incivility * Because it puts people on the defensive, closing their minds to other ideas and preventing a [[Wikipedia:Wikipedia:consensus|consensus]] from forming * Because people lose good faith, resulting in even less ability to resolve the current conflict — or the next one == General suggestions == === Preventing incivility within Wikiversity === * Prevent edit wars and conflict between individuals (''constraints on editing are set by the project — essentially a community answer'') * Force delays between answers to give time to editors to calm down and recover and to avoid further escalation of a conflict (''protecting pages, or temporary blocks of editors in case of conflict'') * Use positive feedback (''praising those who do not respond to incivility with incivility'') * Apply peer pressure (''voicing displeasure each time rudeness or incivility happens'') * Solve the root of the conflict between the offender and the other editor(s) or the community — or find a compromise. * Use negative feedback (''suggesting that an editor involved in conflict should leave a conflict or even temporarily avoid all controversial areas in Wikiversity''). It may be worthwhile making such suggestions to both sides of the conflict. * Block certain users from editing specific pages that often trigger incivility * Create and enforce a new rule — based on use of certain words — that will allow temporary blocking or banning an editor using them more than a certain number of times. * Filter emails by the offender, or filter mail based on certain keywords and reject emails to the Wikiversity mailing list with those words * Accepting that incivility and rudeness can't be entirely avoided in such a project, and not responding in kind. * Giving awards for good edits. Editorial Note: This draft proposed policy[http://en.wikiversity.org/wiki/Wikiversity:Productive_Forking_and_Tailoring_is_Encouraged] is an attempt to allow heated factions a chance to go separate editing ways within the database during a cooling off period. Unlike an encyclypedia a learning institution can have multiple versions of material diverging as opposing factions get their logical arguments, references, assumed facts, and assumptions lined out. Please explore and express your opinion by voting here[http://en.wikiversity.org/wiki/Wikiversity:Policies] of this as a standard practice to help manage and reduce unnecessary strife. This note is not yet part of this policy proposal and should be deleted if the above link goes inactive. [[User:Mirwin|Mirwin]] 06:10, 18 August 2006 (UTC) === Reducing the impact === * Balance each uncivil comment by providing a soothing or constructive comment * '''Do not''' answer offensive comments. Forget about them. Forgive the editor. Do not escalate the conflict. (''an individual approach'') * Ignore incivility. Operate as if the offender does not exist. Set up a "wall" between the offender and the community. * Revert edits with a veil of invisibility (&bot=1) to reduce the impact of the offensive words used in edit summaries (the comment box) * Walk away. Just go edit somewhere else for a while and return when tempers have cooled. === Removing uncivil comments === * Strike offensive words or replace them with milder ones on talk pages (''this is often seen as controversial, as is refactoring other people's words'') * Remove offensive comments on talk pages (''since they remain in the page history, anyone can find them again or refer to them later on'') * Revert an edit with &bot=1, so that the edit made by the offender appears invisible in Recent Changes (''do-able on ip contributions, requires technical help for logged-in user'') * Delete (entirely and permanently) an edit made by the offender (''requires technical help'') * Permanently delete an offensive comment made on the mailing lists (''requires technical help'') * Replace a comment made in an edit summary by another less offensive comment (''requires technical help'') === Explain incivility === Some editors are badly shaken by uncivil words directed towards them, and can't focus on the source of the conflict itself. It may help to point out to them why unpleasant words were used, and acknowledge that while incivility is wrong, the ideas behind the comment may be valid. The offended person may realize that the words were not always meant literally, and could decide to forgive and forget them. It can be helpful to point out breaches of civility even when done on purpose to hurt, as it might help the disputant to refocus on the issue (''controversial''). === Suggest apologizing === The apology is a form of ritual exchange between both parties, where words are said that allow reconciliation. For some people, it may be crucial to receive an [[meta:apology | apology]] from those who have offended them. For this reason, a sincere apology is often the key to the resolution of a conflict: an apology is a symbol of forgiveness. An apology is very much recommended when one person's perceived incivility has offended another. [[Category:Wikiversity policy]] 1828 8115 2006-08-19T12:51:01Z Sebmol 14 Redirecting to [[Wikiversity:Notices for custodians]] #REDIRECT [[Wikiversity:Notices for custodians]] 1829 6278 2006-08-17T08:14:12Z Sebmol 14 [[Wikiversity:Learning (Wikibooks)]] moved to [[Wikiversity:Learning]]: moved merged page #REDIRECT [[Wikiversity:Learning]] 1835 8804 2006-08-20T02:59:25Z JWSchmidt 20 not a school === External links === * http://www.wilmott.org/ - Wilmott quantitative finance board * http://www.nuclearphynance.org/ - Nuclear phynance [[Category:Finance]] 1836 7133 2006-08-18T04:42:01Z Rayc 57 cat This is to bring together pages in Wikiversity related to all aspects of research [[Category:Wikiversity]] 1840 6319 2006-08-17T13:08:28Z Sebmol 14 [[Wikiversity:Deletion requests]] moved to [[Wikiversity:Requests for Deletion]]: fit typical naming #REDIRECT [[Wikiversity:Requests for Deletion]] 1841 6321 2006-08-17T13:09:59Z Sebmol 14 This category contains pages used for Wikiversity maintenance. [[Category:Wikiversity]] 1842 6322 2006-08-17T13:11:05Z Sebmol 14 Redirecting to [[Wikiversity:Requests for Deletion]] #REDIRECT [[Wikiversity:Requests for Deletion]] 1849 22940 2006-09-03T16:27:58Z Rayshan 375 <div align="center">[[Wikiversity:Schools|Wikiversity Schools Main Page]]</div> ---------------------------------- '''Wikiversity's School of Business''' is the online community's center of business education, and is committed to teach and educate the online community in all matters related to business. The school aims to harness the community in writing [[b:|Wikibooks]], [[Portal:Learning Projects|Learning Projects]], and [[Portal:Learning Materials|Learning Materials]] related to business. <div align="center"> '''''Founded July 25, 2004''''' </div> ==Core curriculum== In order to form a good basic understanding of business, it is recommended that students visit [[Topic:Business General Studies|General Studies of Business Administration]] and study the following courses as prerequisites for all other concentrations. '''Quantitative''' * [[Financial Accounting]] * [[Managerial Accounting]] * [[Business Finance]], FIN 1001, fundamentals of business/corporate finance and historical/modern portfolio management theories * [[Managerial Economics]], including [[w:Game Theory|Game Theory]] * [[Operations Management]], MAN 1011 * Problem Solving Using Computer Software / Principles of Information Technology * [[Introduction to Statistics]] * [[Statistics for Business Decisions]] '''Qualitative/Philosophical''' * [[Macroeconomics]] * [[Microeconomics]] * [[Principles of Marketing]] * [[Principles of Management]], MAN 1001 * [[Fundamentals of Business Law]], BUL 1001 ==Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. Currently the School of Business is composed of the following areas of studies, modeled after recognized existing universities. ===Undergraduate=== * [[Topic:Accounting|Accounting]] * [[Topic:Computer and Information Sciences|Computer and Information Sciences (CIS)]] * [[Topic:Decision Risk and Operations|Decision, Risk and Operations]] * [[Topic:Business Economics|Economics, Business]] * [[Topic:Entrepreneurship|Entrepreneurial businesses]] - this program provides content and a community that enable entrepreneurs to design and launch successful new ventures based on technologies such as Web 2.0. * [[Topic:Finance|Finance]] * [[Topic:General Studies of Business Administration|General Studies of Business Administration]] * [[Topic:Business Law|Pre-Law, Business]] * [[Topic:Leadership and Strategy|Leadership and Strategy]] ([[School_talk:Business#Merger_of_departments|Merger Proposal Discussion]]) * [[Topic:International Business|International Business]] * [[Topic:Management|Management]] ** [[Topic:Human Resource Management|Human Resource Management]] ** [[Topic:Operations Management|Operations Management]] ** [[Topic:Healthcare and Pharmaceutical Management|Healthcare and Pharmaceutical Management]] ** [[Topic:Media Entertainment and Communications Management|Media, Entertainment and Communications Management]] * [[Topic:Marketing|Marketing]] * [[Topic:Qualitative and Quantitative Methods|Qualitative and Quantitative Methods]] ([[School_talk:Business#Merger_of_departments|Merger Proposal Discussion]]) * [[Topic:Real Estate|Real Estate]] * [[Topic:Social Enterprise|Social Enterprise]] ===Graduate=== ====Masters==== * [[Topic:Master of Business Administration|Masters of Business Administration (MBA)]] ====Doctoral==== (Doctor of Philosophy, Ph.D) * [[Topic:Accounting Ph.D|Accounting Ph.D]] * [[Topic:Decision, Risk & Operations Ph.D|Decision, Risk & Operations Ph.D]] * [[Topic:Finance & Economics Ph.D|Finance & Economics Ph.D]] * [[Topic:Management Ph.D|Management Ph.D]] * [[Topic:Marketing Ph.D|Marketing Ph.D]] ==Related Wikibooks== * [[b:Accountancy|Accounting]] * [[b:Corporate Social Responsibility|Corporate Social Responsibility]] * [[b:Investing|Investing]] * [[b:Macroeconomics|Macroeconomics]] * [[b:Managerial Economics|Managerial Economics]] * [[b:Microeconomics|Microeconomics]] * [[b:Stakeholder Management Approach|Stakeholder Management Approach]] ==Related Learning Materials== ===Case studies and research=== * [[Topic:Business Case Studies|Business Case Studies]] * [[Topic:Business Research|Business Research]] ==Related Learning Projects== ==Affiliated schools and projects== *[[Topic:Program for entrepreneurship|Program for entrepreneurship]] *[[School:Law|School of Law]] *[[School:Mathematics|School of Mathematics]] **[[Topic:Statistics|Statistics]] **[[Topic:Computer_Science|Computer Science]] *[[Topic:Industrial Engineering|Industrial Engineering]] *[[Topic:Philosophy|Philosophy]] *[[Topic:Economics|Economics (Social Sciences)]] *[http://en.wikipedia.org/wiki/Wikipedia:WikiProject_Business_and_Economics Wikipedia - Business and Economics WikiProject] ==School news== ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * [[user:Ray Shan|Ray Shan]] * [[user:Humble Guy|Humble Guy]] * [[user:JWSchmidt|JWSchmidt]] * [[user:Market Don|Market Don]] [[Category:Business|!]] [[Category:Wikiversity schools|{{PAGENAME}}]] 1853 6403 2006-08-17T15:14:29Z Rayc 57 Redirecting to [[Wikiversity:Learning projects]] #Redirect[[Wikiversity:Learning projects]] 1857 16266 2006-08-27T01:35:51Z Victorjmcdonald 524 /* Division Description */ ''This Wikiversity Division is still under construction. Helping out in the construction is encouraged'' '''Welcome to Wikiversity's Division of Communication''' '''Part of the [[Wikiversity:Social Sciences|Social Sciences Group of WikiU]]''' == Division Description == Communication is the process of exchanging information usually via a common system of symbols. For the time being, this school will be modeled on the Speech Communication major offered by many United States Universities. The Theater Arts option will be given little attention, but it is important to note the value of the craft. Great communicators are skilled actors not pedantic academics nor eccentric philosophers. Oratory experience (dare I say, skill) is a requirement within the University system. Though I hope to offload these courses to other schools, as an interdisciplinary college, attendence must be given to the Humanities aspect of the Communication major. Disclaimer: I am currently a student of Oregon State University and much of this College is derrived from their catalog. I've spent due time searching through other University catalogs and am confident that the curriculum is generally accepted through the U.S. college system. Once others have contributed to this project, the first-person voice of this page will be edited. ===Requisites=== Visit the following courses if you have not attended college or feel that you may need a refresher. *The 100 level classes of the [[Wikiversity:School of Literature and English Studies]] are essential to any college curriculum. *The introductory course of the [[Wikiversity:School_of_Sociology]] provides a foundation for cultural anthropology. ===Course Background=== These courses are third year communication classes. The first two years of study are typically interdisciplinary introductions. Within the communication field, students are required to enroll in two public speaking classes. Community colleges offer third and fourth year courses but without the depth nor bredth of writting demanded in a University course. The public speaking classes have a few purposes. First, you're introduced to yourself, on camera, speaking in front of an audience. Second, you're introduced to the fight or flight response, the terror of speaking before a group (of two dozen people). Finally, you are introduced to the extemporaneous speech style, which you produce after submit a full sentence essay/argument. The two speaking classes consist of three to four persuasive (and informative) speeches, accompanied by two to four page papers. There may also be a supplemental textbook, extolling the virtues of ethical argumentation. After six speeches, you should be familiar with the symptoms you personally experience (these may include shaking, dry mouth, heavy breathing, stuttering, fast-talking) and from video-recording, have some idea of what the audience actually witnesses. Anxiety is absolutely normal, the show must go on, and the audience may be none-the-wiser. Students are graded for the quality of their essay, and for the continuity of their speech. For instance, stuttering may interupt the rhythm of a speech, but as long as the speaker continues through the impedement, they are graded positively. The first and second year communication classes require approximately 6 - 8 pages of well-written copy. They may be composed in multiple essays or a single essay. Your third-year course will demand 8 - 14 pages. It may be one long essay or two shorter essays. The fourth year demands 14 - 24 pages. All essays are double-spaced. The fourth year will have at least two essays, it may have one long essay of 12 - 14 pages following a series of short responses. ===Courses=== *Forms of communication [[Communication_Theory|Communication Theory]] Wikibook<br /> Semiotics, Speech Acts, Lingustics *Interpersonal communication Relationship development *Cross-cultural communication International negotiation, diplomacy *Gender Topics *Rhetoric *Rhetorical Criticism Syllabi: [http://www.csun.edu/CommunicationStudies/class/syllabi/430.marston.pdf CSUN] Study Guides: [http://www.humboldt.edu/~jgv1/319Web/rcsg.html Humboldt]<br /> Text: Foss, Sonja K. Rhetorical Criticism: Exploration and Practice.<br /> Dramatistic Criticism, Fantasy Theme Analysis *Argumentation [http://wikireason.net/wiki/Forum_Entrance Wikireason] *Persuasion Syllabi: [http://www.radford.edu/~registra/Curriculum/2004-2005%20Curriculum%20Committee/Syllabi_for_2005_-_2006_Catalog/cas/comm/comm333.html Radford] *Popular Culture *Propaganda [[Communication_Theory/Propaganda_and_the_Public]] Syllabi: [http://ascweb.usc.edu/pubs/syllabi/spring2006/comm370.pdf USC] *Mass communications Public relations, public affairs, domestic diplomacy *Media Studies *Small group communication *Technical communication [http://bcs.bedfordstmartins.com/techcomm/default.asp Mike Markel's Technical Communication]<br /> [http://www.userlab.com/Downloads/SE.pdf A Guide to Simplified English] [http://www.simplifiedenglish-aecma.org ASD-STE100(tm)] *Telecommunications *Nonverbal communications Haptics, Proxemics, Sign Language, Symbols [http://www.msubillings.edu/commtheatre/ddg/study.htm Study Aids]<br /> [http://catalog.oregonstate.edu/CourseList.aspx?subjectcode=COMM&level=undergrad&campus=corvallis Oregon State University Communication courses] [http://oregonstate.edu/dept/speech/people.html Faculty] ===Projects=== [[Wikiversity:School of Engineering:Experimental self communication in development in conjunction with Wikiversity:School of Communication]] Local faculty or participants are welcome to relocate this to proper link location but please update the backlink in the general engineering fundamentals course link as well until a fully developed, active, and advertised course is placed appropriately within the Wikiversity. Thanks! [[User:Lazyquasar|Lazyquasar]] 16:55, 2 December 2005 (UTC) [[Category:Wikiversity School of Media Studies]] 1861 23742 2006-09-04T19:58:23Z JWSchmidt 20 /* Divisions and Departments */ [[Topic:Internet Audio and Video]] [[Wikiversity]] ==Welcome to the School of Media Studies== The study of Media Studies is still a relatively new area, only developing in the last fifty years or so. Compared to other disciplines, this is a very short time. The school is still very much under construction. I welcome anyone with a knowledge and/or interest in any aspect of Media Studies to take part in the development of the school. Feel free to add your name below if you would like to help, and start developing. Also, please let me know via email (on my user page). ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). Wikiversity has '''participants''' and nobody puts on titles; just say what your goals are. * [[User:Steviejay|Steviejay]] - my goals are.... * [[http://reneehobbs.org Renee Hobbs]] Temple University-- developing the course in media literacy, Fall 2006 * [[User:Cormaggio|Cormaggio]]- see Media 113, "Media Literacy", below * Film Studies - [[User:MatthewMitchell|MatthewMitchell]] * Digital Media Studies - [[User:Agave Akula|Agave Akula]] * Multimedia Production - [[User:Lazyquasar|Lazyquasar]] 10:53, 10 December 2005 (UTC) * Communication Theories - [[User:Cetheriel|Cetheriel]] 16:35, 28 April 2006 (UTC) * NewMedia Academia - [[User:JamesChew|JamesChew]] * Television - [[User:Zanimum|Zanimum]] 19:38, 2 June 2006 (UTC) <b>Please add yourself to the list if you are actively developing the school.</b> ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * [[Topic:Internet Audio and Video|The Internet Audio and Video Institute]] - participants create new internet audio and video resources * ... {{Template:Courses}} '''Note''': give new Wikiversity pages descriptive names, not cryptic names such as "Media101". <b><i>Under construction!</i></b> We expect to have courses in a few different areas of Media Studies, including general media theory, radio theory and production, film studies, television analysis and production and mass media and society. Note that courses marked (C) are core courses, and the rest are electives. Students are required to do 8 courses from each level (1, 2 and 3). * General courses ** [[Topic:Introduction to Media Studies]] <b>(C)</b> ** [[Topic:Introduction to Media Theory]] <b>(C)</b> ** [[Topic:Advertising]] ** [[Topic:The Press]] <b>(C)</b> ** [[Topic:Advanced Advertising]] ** [[Topic:MAdvanced Press]] * Radio ** [[Topic:History of Radio and Theory]] <b>(C)</b> ** [[Topic:Introduction to Radio Production]] ** [[Topic:Radio Broadcasting in the UK]] ** [[Topic:Radio Broadcasting in the USA]] ** [[Topic:Advanced Radio Theory]] <b>(C)</b> ** [[Topic:Advanced Radio Production]] * Film Studies ** [[Topic:History of Film]] <b>(C)</b> ** [[Topic:Introduction to film theory]] ** [[Topic:Hollywood Cinema]] ** [[Topic:National Cinema]] ** [[Topic:Film noir]] <b>(C)</b> ** [[Topic:New Hollywood Cinema]] ** [[Topic:Film Genres]] ** [[Topic:Alternatives to Hollywood]] ** [[Topic:Advanced film theory]] <b>(C)</b> * Television ** [[Topic:History of Television]] <b>(C)</b> ** [[Topic:Television Broadcasting in America]] ** [[Topic:Television Broadcasting in Britain]] ** [[Topic:Introductory Television Production]] ** [[Topic:Basic Television Analysis]] <b>(C)</b> ** [[Topic:Soap Operas]] ** [[Topic:International Television Broadcasting]] ** [[Topic:Television Documentary Production]] ** [[Topic:Advanced Television Analysis]] <b>(C)</b> ** [[Topic:elevision News]] ** [[Topic:Television Formats]] ** [[Topic:Advanced Television Production]] * Computer Generated Virtual Environments ** Animated shorts, movies, and mazes - Traditional clips, modern CGI feature films, virtual design or learning environments. ** Interactive knowledge bases in design, analysis, learning and data mining ** Independent Multimedia Production Startups * Mass Media and Society ** [[Topic:Theories of Popular Culture]] <b>(C)</b> ** [[Topic:Media Literacy]] <b>(C)</b> ** [[Topic:Media Effects]] <b>(C)</b> ** [[Topic:Mass Media and Sociology]] <b>(C)</b> [[Category: Wikiversity School of Media Studies]] [[Category: Wikiversity schools|Media Studies]] 1864 19342 2006-08-28T19:05:46Z Trevor MacInnis 99 add pic [[Image:Carl Spitzweg 021.jpg|thumb|right|200px]] ==Division news== * '''Date founded''' - Division founded! * ... ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... ===Information Services=== **Reference Services **Collection Development **Children's and Youth Services **Fiction **Health Information **Business Information **Legal Information **Government Information **Social Sciences and Humanities **Academic Libraries **Public Libraries **Special Libraries ===Information Organization=== **Metadata **Descriptive Cataloguing **Classification **Indexing **Subject Analysis **Thesaurus Construction ===Information Systems=== **Information Architecture **Information Design **Information Visualization **Web Design **Database Management **Social Software and Libraries **Digital Libraries ===Information Policy=== **Information Ownership and Governance **Political Economy of Information ===Management=== **Legal Issues **HR Management **Records Management **Knowledge Management **Financial Management **Strategic Planning **Leadership [[Category:Library and Information Science]] 1868 13420 2006-08-24T06:08:06Z A thing 407 Legendre' s equation can be shown with an operator in closed form. :<math>Ly = 0\,</math> As it is obvious L is the Legendre operator given: :<math>L = {d \over dx }(1 - x^2){d \over dx } + l(l+1)\,</math> To solve this equation the Frobenius method will be used. It is important that x in this equation satisfies the inequality <math>|x|\leq 1</math>. We' ll start with the solution by taking the parameter p in Frobenius method zero. :<math>y= \sum_{n=0}^{\infty}a_n x^n</math> :<math>y' = \sum_{n=0}^{\infty}n a_n x^{n-1}</math> :<math>y'' = \sum_{n=0}^{\infty}n(n-1) a_n x^{n-2}</math> Putting these terms in the equation will result, :{| border="0" cellpadding="0" cellspacing="0" |- |<math>Ly\,</math> |<math> = \big(1-x^2)y'' -2xy'+l(l+1)y</math> |- | |<math>=(1-x^2)\sum_{n=0}^{\infty}n(n-1) a_n x^{n-2} - 2x\sum_{n=0}^{\infty}n a_n x^{n-1} + l(l+1)\sum_{n=0}^{\infty}a_n x^n</math> |- | |<math>=\sum_{n=0}^{\infty}\left[-n(n-1)-2n+l(l+1)\right] a_n x^n + \sum_{n=0}^{\infty}n(n-1) a_n x^{n-2}</math> |- | |<math>=\sum_{n=0}^{\infty}\left[l^2-n^2+l-n\right]a_n x^n + \sum_{n=-2}^{\infty}(n+2)(n+1) a_{n+2} x^n</math> |- | |<math>=\sum_{n=0}^{\infty}\left[(l+n+1)(l-n)a_n + (n+2)(n+1)a_{n+2}\right]x^n</math> |- | |<math>=0\,</math> |} The indicial equation is: :<math> a_2 = -{l(l+1) \over 2} a_0</math> In general, :<math> a_{n+2} = -{(l+n+1)(l-n) \over (n+2)(n+1)}a_n </math> A finite solution will be achieved if the condition below is satisfied: :<math>\lim_{n \to \infty}\left|{a_{n+2}x^{n+2} \over a_nx^n}\right|<1</math> Therefore the series solution has to be cut by choosing: :<math> n =-l \mbox { or } n = -(l+1)\,</math> The series cut in specific integers l and l+1 produce polynomials called Legendre polynomials, which are the solutions for this equation. [[Category: Mathematics]] [[Category: Lessons]] 1869 14218 2006-08-25T21:35:37Z Rayshan 375 Welcome to the Finance Department of the [[School:Business|Wikiversity School of Business]]! ==Introduction== This is an introduction to the discipline of [[w:Finance|Finance]], both a science and an art. ==News== ==Major curriculum== In order to form a good basic understanding of business, it is recommended for students to visit [[Topic:Business General Studies|General Studies of Business Administration]] and study the core business curriculum as prerequisites for the following courses. Level 1000 courses are recommended prerequisites of level 1010 courses: * [[Business Finance]], FIN 1001, fundamentals of business/corporate finance and historical/modern portfolio management theories Level 1010 courses are recommended prerequisites of level 1100 courses: * [[Equity Markets]], FIN 1011, fundamentals of corporate equity finance and major markets * [[Debt and Money Markets]], FIN 1012, introduction to the largest and most active financial market in the world, as well as various other fixed income products * [[Currency and Commodity Markets]], including energy, live stock, grains, and FOREX (foreign exchange markets) * [[Insurance and Annuities]], FIN 1014, design of insurance and annuity products * [[Pension]], FIN 1015, pension management, portfolio management and investment advisor selection Level 1100 courses: * [[Risk Management]], FIN 1101, to take calculated risk for higher growth) * [[Financial Management]], FIN 1102, cornerstone course, in-depth studies of historical/modern portfolio management theories ==Active participants== [[user:Ray Shan|Ray Shan]] ==See also== * [[b:Accounting|Accounting Wikibook]] * [[b:Finance|Finance Wikibook]] [[Category:Finance]] [[Category:Business]] 1870 12872 2006-08-23T18:01:04Z Rayshan 375 ''Note: This department is under construction'' '''Welcome to the Marketing Department of the [[School:Business|School of Business]]''' ==Department Description== ===Courses=== *[[Principles of Marketing]], MKT 1010 '''editing required for below to be consistent with other business school courses; name after course, not course number''' *[[Wikiversity:Mkt 1020|Mkt 1020]] - Consumer Behaviour;<br> *[[Wikiversity:Mkt 1030|Mkt 1030]] - International Marketing;<br> *[[Wikiversity:Mkt 1040|Mkt 1040]] - Introductory Marketing Research;<br> *[[Wikiversity:Mkt 1041|Mkt 1041]] - Advanced Marketing Research;<br> *[[Wikiversity:Mkt 1042|Mkt 1042]] - Applications of Marketing Research;<br> *[[Wikiversity:Mkt 1050|Mkt 1050]] - Advertising and Promotions Management;<br> *[[Wikiversity:Mkt 1060|Mkt 1060]] - Marketing Planning and Strategy;<br> *[[Wikiversity:Mkt 1070|Mkt 1070]] - Quantitative Marketing Analysis;<br> *[[Wikiversity:Mkt 1080|Mkt 1080]] - Decision Models in Marketing;<br> *[[Wikiversity:Mkt 1090|Mkt 1090]] - Marketing Communications;<br> *[[Wikiversity:Mkt 1100|Mkt 1100]] - Branding;<br> *[[Wikiversity:Mkt 1110|Mkt 1110]] - Marketing Strategy for Electronic Business<br> *[[Wikiversity:Mkt 1120|Mkt 1120]] - Marketing Execution<br> *[[Wikiversity:Mkt 1121|Mkt 1121]] - Marketing Execution: Retail<br> *[[Wikiversity:Mkt 1122|Mkt 1122]] - Marketing Execution: Communications<br> ===Good Books to Start With=== 22 Immutable Laws of Marketing, Al Ries and Jack Trout - [http://software.ericsink.com/item_10172.html Read] [http://www.amazon.com/exec/obidos/tg/detail/-/0887306667/ref=pd_sim_b_1/102-9651049-6115338?%5Fencoding=UTF8&v=glance buy]<br> Competitive Strategy and Five Forces, Michael Porter - [http://www.brs-inc.com/porter.asp Read], [http://www.amazon.com/exec/obidos/tg/detail/-/0684841487/102-9651049-6115338?v=glance Buy]<br> Marketing Management, Philip Kotler <br> Postioning, The battle for your mind, Al Ries and Jack Trout<br> * [http://www.unitedstatesfleamarkets.com/ Flea markets in the United States] [[User:bigmick|bigmick]] 20 June 2005 [AEST] <br><br> *The Seven Keys to Marketing Genius: The Complete Guide to Increasing Your Marketing IQ, Michael Daehn - [http://www.daehntrain.com/Marketingenious/marketingenious_ebooks.html Read], [http://www.lulu.com/content/76977 Buy] *Purple Cow, Free Prize Inside, Ideavirus, et al, Seth Godin - [http://www.sethgodin.com/sg/books.html Buy] --[[User:Msdaehn|Puck185]] 22:40, 1 March 2006 (UTC) [[Category:Marketing|!]] 1873 13680 2006-08-24T18:18:55Z Rayshan 375 /* Courses */ ''Note: This department is under construction'' '''Welcome to the Management Department of the [[School:Business|School of Business]]''' ==Department Description== ==Core tracking curriculum== The following courses are recommended non-management prerequsites. * [[Financial Accounting]] * [[Managerial Accounting]] * [[Business Finance]], FIN 1001, fundamentals of business/corporate finance and historical/modern portfolio management theories * [[Macroeconomics]] * [[Microeconomics]] * [[Managerial Economics]] * [[Principles of Marketing]] * Problem Solving Using Computer Software / Principles of Information Technology * [[Statistics for Business Decisions]] * [[Introduction to Statistics]] * [[Fundamentals of Business Law]], BUL 1001 ==Major curriculum== Level 1000 courses are recommended prerequisites of level 1010 courses: * [[Principles of Management]], MAN 1001 Level 1010 courses are recommended prerequisites of level 1100 courses: * [[Operations Management]], MAN 1011 Level 1100 courses: * [[Strategic Management]], MAN 1101, cornerstone course ===Current Wikibooks=== :''See [[bWikibooks:Requested books#Management]] for uncreated books.'' * [[b:Change Management]] * [[b:Instructional Technology/Learning Management Systems/Knowledge Management|Knowledge Management]] * [[b:Project Management]] * [[b:Management Strategy]] [[Category:Management|!]] 1874 6575 2006-08-17T16:52:55Z Sebmol 14 intro This category contains pages related to the subject of [[w:Management|Management]]. [[Category:Business|Management]] 1875 6576 2006-08-17T16:54:38Z Sebmol 14 intro, cat This category contains pages organized by the [[School:Business|School of Business]]. [[Category:Professions|Business]] 1876 6579 2006-08-17T16:56:05Z Sebmol 14 This category contains pages related to the subject of [[w:Finance]]. [[Category:Business|Finance]] 1877 6580 2006-08-17T16:59:29Z Sebmol 14 intro, cat This category contains pages related to the subject of [[w:Marketing]]. [[Category:Business|Marketing]] 1878 12860 2006-08-23T17:46:51Z Rayshan 375 /* Courses */ ''Note: This department is under construction'' '''Welcome to the Operations Management Department of the [[School:Business|School of Business]]''' ==Department Description== ===Courses=== *[[Operations Management]] [[Category:Operations|!]] 1879 6585 2006-08-17T17:04:35Z Sebmol 14 cat sort [[Category:Business|Production and Operations]] 1881 13021 2006-08-23T21:40:49Z Rayshan 375 ''Note: This department is under construction'' It has been suggested that this article or section be merged into [[Topic:Computer Information Sciences]] and/or [[Topic:Decision Risk Operations]] ([[School_talk:Business#Merger_of_departments|Merger Proposal Discussion]]) '''Welcome to the Qualitative and Quantitative Methods Department of the [[School:Business|School of Business]]''' ==Courses== * [[Statistics for Business Decisions]] [[Category:Qualitative and Quantitative Methods|!]] 1882 6593 2006-08-17T17:50:33Z Sebmol 14 [[Category:Business|{{PAGENAME}}]] 1883 6600 2006-08-17T18:00:51Z Sebmol 14 cat ==General Introduction== In todays world every business is in international business, whether it is expoting or outsourcing or just selling goods to foreign buyers every successful business man and woman has to know the basics of International Business. ===Emerging International Business=== 1551 [[Category:International Business|!]] 1884 21780 2006-08-30T23:02:58Z Flights4ny 624 /* Current Texts */ ''Note: This department is under construction'' It has been suggested that this article or section be merged into [[Management]]. '''Welcome to the Leadership and Strategy Department of the [[School:Business|School of Business]]''' ==Department Description== ===Courses=== ===Current Texts=== * ''[[b:Management Strategy]]'' * ''[[s:The Art of War|The Art of War]]'' [[Category:Leadership and Strategy|!]] 1885 6607 2006-08-17T18:03:12Z Sebmol 14 [[Category:Business|{{PAGENAME}}]] 1886 12890 2006-08-23T18:11:43Z Rayshan 375 ==Major curriculum== * [[Fundamentals of Business Law]], BUL 1001 * U.S. Sole Proprietorship * [[b:US Corporate Law|U.S. Corporate]] * U.S. Labor * U.S. Environmental * U.S. Product Liability [[Category:Business Law|!]] 1887 6612 2006-08-17T18:04:29Z Sebmol 14 [[Category:Business|Business Law]] [[Category:Law|Business Law]] 1888 12856 2006-08-23T17:43:03Z Rayshan 375 /* Courses */ ''Note: This department is under construction'' '''Welcome to the Accounting Department of the [[School:Business|School of Business]]''' ==Department Description== ===Courses=== Undergraduate Level - Final *Principles of Accounting I, [[Financial Accounting]], ACG 1000 *Principles of Accounting II, [[Managerial Accounting]] *[[Accounting Interactions 1]] Undergraduate Level - TBD *Acc XAXX - Intermediate Financial Accounting *Acc XBXX - Advanced Financial Accounting *Acc XCXX - Intermediate Managerial Accounting *Acc XDXX - Advanced Managerial Accounting *Acc XEXX - Cost Accounting *Acc XFXX - Tax Accounting *Acc/Engr - [[Wikiversity:School of Engineering:Conservation of Money Calculations and Status Reporting for Project Managers, Team Leaders, Sole Proprietors, and Engineers]] ===Text=== *[[b:Fundamental Accounting Principles]] *[[b:Accounting bookshelf|The Accounting Series]] [[Category:Accounting]] 1889 12854 2006-08-23T17:42:24Z Rayshan 375 Welcome to Financial Accounting, AKA Introduction to Accounting or Principles of Accounting I, ACG 1000. This course is being designed to introduce the basic skills needed in the field of accounting. As with all Wikiversity Courses, this is a continual joint collaboration among numerous sources, so please check back at regular intervals. Also, please feel free to use the discussion tab at the top of the page for any questions, comments, concerns, or ideas concerning this course. Financial Accounting will be divided into sessions, each on its own page. Each session represents the material that would be in a single classroom period. This page is analogous to a syllabus that would normally be handed out at the beginning of the class. == Text == The Wikibook [[b:Accounting|Accounting]] will be a reference throughout the coursework. == Goals == After careful study of the course, an interested learner should be able to: # Identify the importance of the Accounting Equation; # Identify the Normal Balance for both Balance Sheet and Income Statement Accounts; # Analyze Business Transactions using T-Accounts; # Identify the basic information to be conveyed in the four basic Business Statements; # Understand and Perform the 7 steps of the Accounting Cycle # Record end of period Adjusting and Closing Entries # Use the basic form for reconciling bank statements == Sessions == ;[[/Session 1 | Session 1:]] Basic Principles and Concepts : Session 1 will focus on the overriding principles, basic ethics, and fundamental concepts of accounting. ;[[/Session 2 | Session 2:]] Accounts : Session 2 focuses on the Chart of Accounts, T-Accounts, Journals and Ledgers. [[Category:Accounting]] 1891 6633 2006-08-17T18:10:21Z Sebmol 14 [[Category:Business|{{PAGENAME}}]] 1892 6649 2006-08-17T18:18:24Z Sebmol 14 +cat Started by TaoPhoenix Introduction: "Life in the Real World" Welcome everyone! This text is organized differently from the Basic Principles books which lead off studies in Accounting. The idea was inspired by discussions in actual workplaces which never seem to be covered in classical Accounting courses. The first surprise is that basic Accounting courses begin working with a general ledger. But general ledger operations are always reserved for a senior member of management! Most new Accounting employees spend some time learning one of two "entry level" positions: Accounts Payable and Accounts Receivable. == Accounts Payable == Accounts Payable is the process of describing activity on an invoice using some system of coded cost categories, then posting the invoice into a computer system where it becomes part of a series of checks paid out. == Accounts Receivable == The other common area new employees begin is in Accounts Receivable. Revenue checks paying for goods and services are organized by customer, then entered into a computer system which posts the check to the customer's account. Someone then reviews that customer's account to determine how much, if any, further revenue is still owed by that customer. [[Category:Accounting]] 1896 6674 2006-08-17T18:26:03Z Sebmol 14 [[Mergers and Acquisitions]] moved to [[Topic:Mergers and Acquisitions]]: oops '''Welcome to the Mergers and Acquisitions Department of the [[School:Business|School of Business]]''' ==Department Description== ===Courses=== *[[Introduction to Mergers and Acquisitions]] Mergers and Acquisitions *[[M&A and the Deal Cycle]] Investors and Financing *[[The Business Plan]] *[[From Plan to Prospectus]] *[[Selling to Investors]] Due Diligence *[[The Due Diligence Process]] *[[Transactional Due Diligence]] *[[Legal Compliance in Due Diligence]] [[Category:Mergers and Acquisitions|!]] 1897 6665 2006-08-17T18:23:03Z Sebmol 14 [[Category:Business|Mergers and Acquisitions]] 1898 6692 2006-08-17T18:32:16Z Sebmol 14 link fixes, cat Welcome to '''Introduction to Mergers and Acquisitions''', M&A 1000. This course is being designed to introduce the basic skills needed in the field of mergers and acquisitions. = Course Outline = ;[[/Course Outline | Course Outline]] Course Outline & Syllabus = Sessions = ;[[/Session 1 | Session 1:]] Basic Principles and Concepts : Session 1 will focus on . [[Category:Mergers and Acquisitions]] 1901 6691 2006-08-17T18:30:38Z Sebmol 14 +cat, link fixes Welcome to '''M&A and the Deal Cycle''', M&A 5200. This course is designed to introduce the student to essential concepts and cycles of mergers and acquisitions. = Course Outline = ;[[/Course Outline | Course Outline]] Course Outline & Syllabus = Sessions = ;[[/Session 1 | Session 1:]] Basic Principles and Concepts ;[[/Session 2 | Session 2:]] Building Your Team ;[[/Session 3 | Session 3:]] Screening Prospects and Potential Candidates ;[[/Session 4 | Session 4:]] Initial Negotiations and Letter of Intent ;[[/Session 5 | Session 5:]] Due Diligence and Valuations ;[[/Session 6 | Session 6:]] Finalizing the Deal ;[[/Session 7 | Session 7:]] Closing the Deal ;[[/Session 8 | Session 8:]] Postmortem Analysis = Required Reading = ;[http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?userid=9b274pqBwl&isbn=1578515556&itm=1 HBR: Mergers and Acquisitions] ;[[w:Mergers and acquisitions|Wikipedia book on Mergers and Acquisitions]] = Suggested Reading = ;[http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?userid=9b274pqBwl&isbn=0786311509&itm=1 The Art of M&A Due Diligence] [[Category:Mergers and Acquisitions]] 1903 6700 2006-08-17T18:39:46Z Sebmol 14 cats, link fixes Welcome to '''The Business Plan''', M&A 5300. This course is designed to introduce the student to essential constructs and uses of the Business Plan. = Course Outline = ;[[/Course Outline | Course Outline]] Course Outline & Syllabus = Sessions = ;[[/Session 1 | Session 1:]] The Purpose of a Business Plan ;[[/Session 2 | Session 2:]] ;[[/Session 3 | Session 3:]] ;[[/Session 4 | Session 4:]] ;[[/Session 5 | Session 5:]] ;[[/Session 6 | Session 6:]] ;[[/Session 7 | Session 7:]] ;[[/Session 8 | Session 8:]] = Required Reading = = Suggested Reading = [[Category:Mergers and Acquisitions]] 1904 6699 2006-08-17T18:37:49Z Sebmol 14 [[Mergers and Acquisitions/M&A 5300]] moved to [[The Business Plan]]: better title #REDIRECT [[The Business Plan]] 1905 6707 2006-08-17T18:42:48Z Sebmol 14 link fixes Welcome to '''From Plan to Prospectus''', M&A 5310. This course is designed to introduce the student to essential constructs and uses of the Prospectus. = Course Outline = ;[[/Course Outline | Course Outline]] Course Outline & Syllabus = Sessions = ;[[/Session 1 | Session 1:]] The Purpose of a Prospectus ;[[/Session 2 | Session 2:]] ;[[/Session 3 | Session 3:]] ;[[/Session 4 | Session 4:]] ;[[/Session 5 | Session 5:]] ;[[/Session 6 | Session 6:]] ;[[/Session 7 | Session 7:]] ;[[/Session 8 | Session 8:]] = Required Reading = = Suggested Reading = [[Category:Mergers and Acquisitions]] 1908 14168 2006-08-25T19:51:32Z 70.26.185.184 /* The Role of the US Transactional Lawyer */ === The Role of the Transactional Lawyer === # Adding value to the Transaction #* By structuring the transaction to enhance financial return, reduce risk and limit costs. #* Using multiple skill sets to shepherd the Transaction. #* Working as a member of a team, including the client and other professionals. #* Facilitating the consummation of a beneficial Transaction. # Reduction of Risk #* Planning and assisting the investigatory due diligence process #* Identifying business, regulatory and legal risks # The attorney as the negotiator #* Enhancing value through negotiation #* Negotiating the allocation of financial and legal risk between the parties #* Creating mutually beneficial solution #** Empathize with the position of both the Buyer and the Seller #** Be a facilitator who finds solutions to issues which accommodates both the Buyer and Seller # Documentation of a Transaction #* Providing congruency among the expectations of the business client, the negotiated transaction and the documentation of the transaction. #* Facilitating the transaction by coordinating the documentation with the results of due diligence #* Using familiar formats and procedures of documentation that reflect the Transaction. === Motivations for Mergers and Acquisitions === # Exogenous and Endogenous factors Affecting, Motivating and Dissuading Acquisitions # Motivations of the Purchaser and the Seller of a Business #* The acquisitive business #* The motivated seller === Merger and Acquisition Basics === # Mergers vs. Acquisitions # Horizontal vs. vertical vs. conglomerate # Public vs. Private Targets # Basic Acquisition Structures #* Stock Acquisition #* Asset Acquisition #* Stock Merger === Metamorphosis of an Acquisition/Divestiture === # General Stages of Selling a Business # The Issue of Confidentiality and the Utility of Confidentiality Agreements === Elementary Accounting for Business Lawyers === # The concept of Generally Accepted Accounting Principles (GAAP). #* The role of the Financial Accounting Standards Board #* The role of the Securities and Exchange Commission # Formation and analysis of Financial Statements #* Income Statement, Balance Sheet and Statement of Cash Flows #* Analysis of Notes to Financial Statements #* The accounting for Goodwill and Other Intangible Assets # Accounting for Acquisitions #* Former Rules APB No. 16 and 17 #** Criticism of Pooling of Interests Accounting #** Possible alternative methods of Accounting #* New Rules FAS 141 and 142 #** Elimination of Pooling of Interest for Business Combinations #** Elimination of prescribed amortization of goodwill #** The new concept of “Impairment” of goodwill #** Effect upon M&A activity VI. Elementary Valuation Techniques A. Valuation Analysis 1. Balance sheet analysis a) Liquidation Value b) Replacement Value 2. Value Based upon Multiples of Earnings or Cash Flow a) The concept of EBITDA b) Adjustments to EBITDA 3. Value Based upon Comparable Companies or Transactions 4. Discounted Cash Flow Analysis a) Determination of future cash flow b) “Add-Backs” to determine seller’s cash flow c) Methods for the Determination of the Discount Rate B. Synergistic Transactions 1. Identification of synergies a) Market synergies b) Cost synergies 2. Allocation of synergistic benefits between the parties 3. Relationship to valuation analysis 4. Relationship to Structure of Purchase Price VII. PRELIMINARY NEGOTIATIONS, INVESTIGATION AND THE LETTER OF INTENT A. Preliminary Contact and Negotiations 1. Confidentiality Agreements 2. The Confidential Memorandum phase 3. The “auction” process B. Letters of Intent 1. Pros and Cons from the perspective of Buyer and Seller 2. Its “non-binding” effect 3. Binding provisions a) Exclusivity provisions b) Cooperation with due diligence process 4. Other typical provisions VIII. STRUCTURING THE TRANSACTION A. Considerations for the structure of the transaction 1. Acquisition and assumption of assets, contracts, obligations and liabilities 2. Accounting issues 3. Tax issues B. General Description of Basic Acquisition Structures 1. The asset purchase of a business 2. The stock purchase 3. The cash-out merger 4. The stock for stock merger C. The Asset Purchase 1. Issues regarding acquisition of assets a) Contracts b) Other Assets 2. Assumption of liabilities and obligations a) Liabilities intended to be assumed b) Liabilities not intended to be assumed c) The Seller’s problem with non-assumed liabilities 3. Tax Consequences a) The concept of “stepped up” basis in tangible and intangible acquired assets b) The concept of double taxation to Seller’s shareholders D. The Stock Purchase 1. Issues regarding acquisition of assets and assumption of liabilities a) Buyer’s problem of assumption of unwanted, contingent and unexpected liabilities b) Retention of assets intended to be retained by the Shareholders of the Target 2. Problem of multiple shareholder parties to Acquisition Agreement E. Asset vs. Stock Transaction from the Perspective of the Buyer and Seller F. The Cash-Out Merger Transaction 1. Forward Mergers 2. Reverse Mergers G. Tax Deferred Reorganizations 1. A Reorganization (Merger) 2. B Reorganization (Stock for Stock) 3. C Reorganization (Assets for Stock) H. Special Tax Issues and Opportunities Involving S Corporations I. Other Tax Concepts 1. Section 338 Elections 2. Installment Sale 3. Treatment of Contingent Purchase Price and Earn-Outs IX. DOCUMENTATION OF THE TRANSACTION A. The Definitive Acquisition Agreement 1. The anatomy of a typical acquisition agreement 2. Definition of what is being acquired B. Purchase price payment provisions 1. Payment at closing 2. Installment payments 3. Seller financing 4. Closing and post closing adjustments to the Purchase Price 5. Contingent purchase price provisions C. ALLOCATION OF RISK BETWEEN BUYER AND SELLER 1. Due Diligence Investigation a) The investigation of a potential transaction b) Confidentiality concerns c) Process of facilitating or conducting due diligence d) Review of a Due Diligence Checklist 2. Representations, warranties and indemnities a) The negotiated allocation of risk (1) Certain common concepts (2) The issue of “materiality” (3) “Material adverse change” (4) “Ordinary course of business” (5) “to the best of knowledge” b) Specific representation and warranties (1) Authority (2) Title to assets (3) Financial statements (4) Unrecorded unknown or contingent liabilities (5) Quality of certain assets (a) Accounts receivable (b) Inventory (6) Intellectual property (7) Transaction is not effected by existing agreements (8) Taxes (9) Absence of certain changes or events 3. Indemnity provisions a) Security for indemnity b) Time limitations c) “window” (threshold) and “basket” (deductible) d) limitation periods for indemnification provisions 4. General issues regarding successor liability a) Product liability issues b) Practical non-legalistic successor issues c) The role of insurance to protect against potential liability D. Covenants 1. Manner of conducting business until closing 2. Cooperation and facilitating the closing of the transaction E. Conditions for Closing and Termination 1. Typical conditions for Closing a) Compliance with covenants b) No breach of representations and warranties (1) The issue of minor breaches (2) Breaches that will cause a material adverse effect c) Compliance with legal requirements (1) Regulatory requirements (2) Contractual consents d) Necessary corporate approvals in the context of publicly held corporation 2. Time limitations 3. Termination provisions X. PARTICULAR RECURRING LEGAL AND BUSINESS ISSUES A. Labor issues 1. Union recognition issues 2. The “successors and assigns” issue B. Retention of Employees C. Issues Relating to Intellectual Property D. Environmental issues XI. Financing the transaction A. Determination of the Amount of Financing Necessary to Complete a Transaction B. Basic Financing Techniques 1. Tranches of debt a) Secured Debt b) Unsecured Senior Debt c) Subordinated Debt d) Mezzanine Debt e) Equity Financing 2. Seller Financing C. Special issues related to highly leveraged transactions 1. Statutory and Common Law Fraudulent Conveyances 2. §548 of the Bankruptcy Code XII. ISSUES RELATING TO THE ACQUISITION OF A PUBLICLY HELD CORPORATION A. Alternate Processes Of Acquiring A Publicly Held Company 1. Negotiate a Merger Agreement (Cash or for Stock) 2. Tender Offer Followed by a Merger 3. Three-piece Suit a) Acquire or lock-up significant stock ownership b) Tender Offer at the Same Price c) Back-end Merger B. Security Law Issues 1. Regulation of Open Market Purchases (§ 13(d)) 2. Tender Offers Under the Securities and Exchange Act (The Williams Act) C. State Anti-Takeover Provisions D. Duties of the Board of Directors 1. Duty of Loyalty and Duty of Due Care (Van Gorkam, et. al) 2. Application of the Business Judgment Rule 3. Revlon Duties 4. The "Entire Fairness" Test and Follow-Up Mergers E. The Friendly Negotiated Merger 1. The Process 2. Techniques favoring the friendly suitor a) By a No Shop Clause b) By a Lock-Up on the Target’s Stock c) Reservation of Important (Crown Jewel) Assets d) Termination or Break-Up Fee e) Poison Pill Used Against Competitors (But Not Against Buyer) 3. The Fiduciary Duties of the Board in the Context of a Friendly Sale a) The "Fiduciary Out" provision b) The continuing duty to Auction F. Defensive Techniques and the Response to the Hostile Offer 1. The ability of a Board to "Just Say No" to an uninvited offer 2. The techniques and legality of the "Poison Pill" defense 3. Obligation of the Board of Directors to redeem Poison Pill shareholder rights 4. The allocation of authority among the Board, the public shareholders, and the court system in determining the outcome of hostile tender offers G. State Anti-Takeover Provisions H. Second Step Freezeout Mergers XIII. ANTITRUST ASPECTS OF ACQUISITIONS A. Principal Antitrust Laws Governing Mergers (§7 of the Clayton Act) B. Determination of an "undue share of market" 1. Definition of the relevant market 2. Economic basis for determination of concentration of the Market (DOJ/FTC and NAAG Guidelines) 3. Common defenses against assertion that acquisition violates Antitrust laws C. Hart-Scott-Rodino Premerger Notification Requirements [[Category:Mergers and Acquisitions]] 1910 6728 2006-08-17T18:45:34Z Sebmol 14 redirect for standard name used in MW messages #REDIRECT [[Wikiversity:Policies]] 1911 6739 2006-08-17T18:53:55Z Sebmol 14 typo Welcome to '''Selling to Investors''', M&A 5320. This course is designed to introduce the student to the process of finding and selling to their investors. = Course Outline = ;[[/Course Outline | Course Outline]] Course Outline & Syllabus = Sessions = ;[[/Session 1 | Session 1:]] Defining Your Investor ;[[/Session 2 | Session 2:]] ;[[/Session 3 | Session 3:]] ;[[/Session 4 | Session 4:]] ;[[/Session 5 | Session 5:]] ;[[/Session 6 | Session 6:]] ;[[/Session 7 | Session 7:]] ;[[/Session 8 | Session 8:]] = Required Reading = = Suggested Reading = [[Category:Mergers and Acquisitions]] 1913 6750 2006-08-17T18:57:51Z Sebmol 14 link fixes, cat Welcome to '''The Due Diligence Process''', M&A 5400. This course is designed to introduce the student to essential concepts and practices of Due Diligence within Mergers and Acquisitions. = Course Outline = ;[[/Course Outline | Course Outline]] Course Outline & Syllabus = Sessions = ;[[/Session 1 | Session 1:]] An Overview of Due Diligence ;[[/Session 2 | Session 2:]] ;[[/Session 3 | Session 3:]] Reviewing Financial Statements ;[[/Session 4 | Session 4:]] ;[[/Session 5 | Session 5:]] Operations and Management Review ;[[/Session 6 | Session 6:]] ;[[/Session 7 | Session 7:]] Legal Compliance Review ;[[/Session 8 | Session 8:]] Contracts, Checklists, and Document Lists = Required Reading = ;[http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?userid=9b274pqBwl&isbn=0786311509&itm=1 The Art of M&A Due Diligence] = Suggested Reading = [[Category:Mergers and Acquisitions]] 1915 6758 2006-08-17T19:02:42Z Sebmol 14 link fixes, cat Welcome to '''Transactional Due Diligence''', M&A 5410. This course is designed to introduce the student to Transactional Due Diligence - analysing the transaction's (aquisition agreement's) design and structure against securities, tax and accounting regulations. = Course Outline = ;[[/Course Outline | Course Outline]] Course Outline & Syllabus = Sessions = ;[[/Session 1 | Session 1:]] An Overview of Transactional Due Diligence ;[[/Session 2 | Session 2:]] ;[[/Session 3 | Session 3:]] Reviewing Transaction and Documentation ;[[/Session 4 | Session 4:]] ;[[/Session 5 | Session 5:]] Analysing Exposure Under Securities Law ;[[/Session 6 | Session 6:]] ;[[/Session 7 | Session 7:]] Analysing Exposure Under Tax Law and Accounting Regulations ;[[/Session 8 | Session 8:]] = Required Reading = ;[http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?userid=9b274pqBwl&isbn=0786311509&itm=1 The Art of M&A Due Diligence] = Suggested Reading = [[Category:Mergers and Acquisitions]] 1917 6766 2006-08-17T19:05:40Z Sebmol 14 -superfluous navigation Welcome to '''Legal Compliance in Due Diligence''', M&A 5420. This course is designed to introduce the student to the practice of ensuring Legal Compliance in Due Diligence. = Course Outline = ;[[/Course Outline | Course Outline]] Course Outline & Syllabus = Sessions = ;[[/Session 1 | Session 1:]] Analysing Exposure Under Antitrust and International Economic Law ;[[/Session 2 | Session 2:]] ;[[/Session 3 | Session 3:]] Analysing Exposure Under Intellectual Property Law ;[[/Session 4 | Session 4:]] ;[[/Session 5 | Session 5:]] Analysing Exposure Under Consumer Protection Law ;[[/Session 6 | Session 6:]] Analysing Exposure Under Environmental Law ;[[/Session 7 | Session 7:]] ;[[/Session 8 | Session 8:]] Analysing Exposure Under Employment Law = Required Reading = ;[http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?userid=9b274pqBwl&isbn=0786311509&itm=1 The Art of M&A Due Diligence] = Suggested Reading = [[Category:Mergers and Acquisitions]] 1919 22246 2006-09-01T18:27:36Z 24.215.238.143 /* About the Contributors */ ==Introduction== This document will try to link and organize the information found here on WikiMedia and elsewhere on the internet to provide a comprehensive business education such as one provided by the top business schools in the world. A Master in Business Administration (MBA) is unlike many other academic programs. While most Master programs provide a further specialization within a particular school or discipline (such as law), an MBA is typically interdisciplinary, drawing from the fields of psychology, sociology, economics, accounting and finance. Most of the material found within an MBA program is not unique to business. Rather, an MBA provides exposure to the diverse ideas which are most useful to a person who is interested in succeeding in business within an-easy-to learn two-year bundle. Despite all the drinking and socializing, an MBA can be a lot work. If you work through all the concepts referenced, it should take you awhile (probably 2,000+ hours). You're also going to have to get good at Excel. Let's get started. ==Core Course Overview== Some MBA programs have core course requirements in the fields listed below. For examples, please refer to the core requirements of [http://en.wikipedia.org/wiki/INSEAD INSEAD], [http://mba.sciences-po.fr/us/deroulement.htm Sciences-Po], [http://www.hbs.edu/mba/academics/required.html Harvard Business School], [http://mba.wharton.upenn.edu/mba/academics/curriculum/core.php Wharton Business School], and [http://www2.gsb.columbia.edu/students/affairs/courseinfo/core.HTML Columbia Business School]. Many MBA programs also have coursework on advanced topics based on these core subjects. In addition, there are diverse subjects that make-up an MBA curriculum. ==Coursework== ===Basic Probability and Statistics=== The grounding for many futher concepts in business, as in other applied disciplines, is a thorough understanding of [[Wikibooks:statistics|statistics]]. A good free source for understanding probability is [http://www.dartmouth.edu/%7Echance/teaching_aids/books_articles/probability_book/amsbook.mac.pdf Introduction to Probability]. In particular [[Wikipedia:Regression_analysis|regression analysis]] is going to be useful. Regression is fundamental to the concept of Beta in Finance and conjoint analysis in Marketing. In addition, the statistical concepts of standard deviation and variance are the fundamental concepts which underly the concept of pooling risk in operations management. The directions on how to perform a regression analysis in Excel can be found online at [http://www2.hpu.edu/mlane/FIN640/Regression_in_Excel.htm Regression Analysis Using Microsoft Excel]. Once you have completed a few regressions in Excel, you have performed the highest level of statistical analysis which most MBA's become familiar with. Congratulations! You are ready to move on. ===Financial Accounting=== A good place to start is [[Wikibooks:Accounting|Accounting]]. While most MBA's are not a big fan of double entry book keeping, finance starts with accounting. Understanding what [[Wikibooks:depreciation|depreciation]] (the spreading of the cost of an <em>tangible</em> asset over time) and [[Wikibooks:Accounting/Amortization|amortization]] (the spreading of the cost of an <em>intangible</em> asset over time) are is going to be essential to understanding corporate finance (if only because you are going to need to reverse out the effects from GAAP Income Statements to get cash flows). ===Managerial Accounting=== [[Wikipedia:Management_accounting|Managerial Accounting]] refers to the broad application of accounting concepts to financial data to create reports to be interpreted by management. Such financial data, in contrast to [[#Financial Accounting|Financial Accounting]], does not have to comply with GAAP, the FASB, or the filing requirements of the SEC, since it is meant only for internal consumption within an organization. The major subjects to learn include: *[[Wikipedia:cost accounting|cost accounting]] *[[Wikipedia:activity based costing|activity based costing]] *[[wikipedia:project costing|project costing]] *[[Wikipedia:budgeting|budgeting]] ===Microeconomics=== A good place to start is the Wikibooks course on [[Wikibooks:Microeconomics|Microeconomics]]. Particularly, the concept that in an industry where there is high competition between firms that those firms will theoretically make zero economic profit should be thoroughly understood; that fact of life is the foundation of much of cooperate strategy, and the root to how to make excess profits (that is, profits greater than your [[Wikipedia:Cost of Capital|Cost of Capital]]). ===Macroeconomics=== Read the Wikibook on [[Wikibooks:Macroeconomics|Macroeconomics]]. In particular, the working of currencys, current account deficits, and the relationship between economic performance, monetary policy, and interest rates will be useful for finance and (ultimately) [[#Capital Markets|Capital Markets]]. ===Decision Models=== Decision models are part of the core curriculum of many business schools. The reason why is probably because "average" performance of a firm is distinct from the implied performance of the averages, if the components which combine to create that average performance have differing distributions or deviations. Decision models will typically cover the following concepts and software packages: *[[Wikipedia:decision tree|decision trees]] *[[Wikipedia:linear programming|linear programming]] *[http://www.decisioneering.com/crystal_ball/index.html Crystal Ball] or [http://www.palisade.com/risk/ @Risk] simulation software. Download yourself a free trial, play with it for a month, working through the tutorials. You'll do alright. ===Corporate Finance=== [[Wikibooks:Finance|Finance]] is among the most stereotypically MBA things an MBA will learn. If you want to understand corporate finance, learn thoroughly: *what the implications of the [[Wikipedia:Modigliani-Miller_theorem|Modigliani-Miller theorem]] *the [[Wikipedia:time value of money|time value of money]] *how to calculate the [[Wikipedia:Net Present Value|NPV]] of a project *how to calculate the [[Wikipedia:WACC|WACC]] of a project or company *how to do a decent [[Wikipedia:Discounted Cash Flow|DCF]] Putting it all together, you'd get something called a model. That model will tell you how much any asset that generates cash flows (such as a stock) is worth. People in business think that this might be useful to know. ===Marketing Strategy=== Key concepts to learn in [[Wikipedia:Marketing|Marketing]]: * [[Wikipedia:Marketing Mix|Marketing Mix]] ** the 4 C's (Company, Context, Customers, Competition) ** the 4 P's (Product, Place, Price, Promotion) ===Marketing Implementation=== Key concepts to learn: * [[Wikipedia:Customer lifetime value|Customer lifetime value]] * [[Wikipedia:conjoint analysis|conjoint analysis]] ===Corporate Strategy=== Key concepts to learn: * [[Wikipedia:Porter%27s_five_forces|Porters Five Forces]] * [http://amadeus.management.mcgill.ca/~mark.mortensen/orgweb/summaries/mse/content/Porter.html Positioning] * [[Wikipedia:Game Theory|Game Theory]] * [http://globecareers.workopolis.com/servlet/Content/fasttrack/20051012/CABOOKS12?section=ManagingBooks Sustainable Competitive Advantage] * [[Wikipedia:Strategy maps|Strategy Maps]] Good thing to read when the summaries of the concepts won't do: * [http://www.google.com/url?sa=t&ct=res&cd=9&url=http%3A%2F%2Ffaculty.washington.edu%2Fcastlej%2FENTRE475%2FArticles%2520of%2520interest%2FWhat%2520is%2520Strategy-Porter.pdf&ei=ZFdmRMWYCMHqaMvUzd4J&sig2=Cd8RuCoZbnd4QDmLvILozA Porter, What is Strategy?] ===Organizational Behavior and Structure=== Organizational behavior classes cover concepts such as: *[[Wikipedia:Taylorism|Taylorism]] *[[Wikipedia:Hawthorne Effect|The Hawthorne Effect]] *[[Wikipedia:Social network|Social Networks]] *[[Wikipedia:Organizational Behavior|Organizational Behavior]] ===Leadership=== Leadership classes might cover: *the ideas of [[Wikipedia:Robert Cialdini|Robert Cialdini]] *the results of your [[Wikipedia:MBTI|Myers-Briggs test]] Generally, understanding yourself and influencing other people is the focus of a leadership class. A fair bit of [[#Negotiations|Negotiations]] content might be thrown in as well. ===Operations Management=== Operations classes typically cover: * [[Wikipedia:Supply Chain management|Supply chain management]], in particular the [[Wikipedia:Newsvendor|Newsvendor]] model * [[Wikipedia:Six Sigma|Six Sigma]] and other quality management concepts * Risk pooling-that is, the managerial signifance of the fact that when you combine two processes the deviation increases by the square of the summation (because variances are additive, standard deviations are not). Risk pooling is often the root cause of [[Wikipedia:economies of scale|economies of scale]]. * [[Wikipedia:Queueing theory|Queueing theory]] which is helpful is you want to optimize business processes. * [[Wikipedia:Management information system|Management Information Systems]] ===Negotiations=== [[Wikipedia:Negotiations|Negotiating]] is important for business at many levels. [http://www.amazon.com/gp/product/0140157352/sr=8-1/qid=1147551981/ref=pd_bbs_1/103-9077880-7298216?%5Fencoding=UTF8 Getting to Yes] seems to be the core text to understand how to sucessfully achieve good outcomes from negotiations. A good summary of Getting to Yes can be found many places online (such as: [http://www.colorado.edu/conflict/peace/example/fish7513.htm Getting to Yes: Negotiating Agreement Without Giving In]). Read that and you're all set. ===Ethics=== Probably read up on [[Wikipedia:Sarbanes Oxley|Sarbanes Oxley]]. Also, reading [http://www.peace.ca/kindergarten.htm these important tips] would probably be useful. ==Additional Coursework== ===Capital Markets=== The two central concepts in capital markets are: *[[Wikipedia:Arbitrage|Arbitrage]] *[[Wikipedia:Risk Premium|Risk Premium]] With those concepts, (and the ideas learned in [[#Corporate Finance|finance]]), you can price: *[[Wikipedia:Fixed Income|Fixed Income]] *[[Wikipedia:Swap|Swaps]] *[[Wikipedia:Forward price|Forward Rates]] ==Further Reading== [http://www.amazon.com/gp/product/1591840570/qid=1147720345/sr=2-3/ref=pd_bbs_b_2_3/102-2363331-7851323?s=books&v=glance&n=283155 Competition Demystified] by Bruce Greenwald [http://www.amazon.com/gp/product/0425098478/qid=1147720399/sr=2-1/ref=pd_bbs_b_2_1/102-2363331-7851323?s=books&v=glance&n=283155 The One Minute Manager] by Kenneth Blanchard and Spencer Johnson [http://www.amazon.com/gp/product/0142000280/qid=1147720483/sr=2-1/ref=pd_bbs_b_2_1/102-2363331-7851323?s=books&v=glance&n=283155 Getting Things Done] by David Allen [http://www.amazon.com/gp/product/0471733067/qid=1147720524/sr=2-1/ref=pd_bbs_b_2_1/102-2363331-7851323?s=books&v=glance&n=283155 The Little Book that Beats the Street] by Joel Greenblatt ==About the Contributors== One of the first contributors to this curriculum overview was John O'Brien. John received his MBA from Columbia Business School in 2006. He can be contacted online at [http://www.pulplit.net/contact-us/ pulplit.net]. 1923 6852 2006-06-24T13:17:02Z 24.110.120.251 /* Supporting Material */ Wikiversity is a project to build a free, open learning environment and research community. Online courses are being created. Wikiversity is still being designed and discussed, and you can help set the bounds for this project. == The Scope of Wikiversity == Despite the tremendous contributions of educational content from the [[w:Wikibooks|Wikibooks]] and [[w:Wikipedia|Wikipedia]] projects, there remains much that universities and schools can offer students and researchers, but which is outside the scope of these other wikimedia projects. Previous wikimedia projects, taken together, constitute a totally new kind of library. Wikiversity is a project to supply additional material or capability -- to make a totally new kind of school. There are many ways, besides the delivery of textbook and encyclopedic content, that universities empower their members. They provide: * projects and activities, and means for their coordination, for those who learn best by doing things like fieldwork, design, construction, experimentation, the invention and defense of hypotheses, etc; as well as those who learn best in groups. * a culturally "blessed" opinion of which skills and what knowledge is necessary to fulfill a culturally-defined role (e.g. doctor, anthropologist, linguist, etc) so that the student can monitor their own progress in attaining that skillset * a social environment for learning, including: ** classmates and TAs with which to discuss the subject matter and the process of learning ** experts of various kinds of which to ask questions ** experts that are well-connected in a field and who can oversee a student's entry and acceptance into it * an evaluative mechanism and certification process which lessen the graduate's need to establish their knowledge, skills, and work ethic at every job interview or other opportunity It is fairly clear that none of the above capabilities are impossible to coordinate online or using open content and tools, and if it is ever to serve as an alternative to traditional universities, the wikiversity will likely need to assume all of these functions eventually. Whether we get there one subject at a time, one function at a time, or indeed whether we get there at all is still a matter for debate, as the project is in its infancy. ==History== Wikibook discussion in the [[Wikibooks:Staff lounge|Staff Lounge]] questioned the intent and content of that project. While Wiki community methods might be used to develop traditional ''textbooks'', the Internet and Web facilities could also be used to support new or different models for delivery of educational material. One of the goals of Wikibooks is to support the use of resulting books through related materials that would help an instructor to tailor the book to a particular course, or provide additional exercises and answers, drill material, etc. The discussion then went in several directions, some of which addressed an environment for organizing and supporting learning in ways other than textbooks. After several proposals and discussion the name '''Wikiversity''' was selected to describe this environment. There have since been several issues of contention, including: * whether wikiversity aims to be a supplement or an alternative to the traditional classroom approach to learning. * whether or not to include ideas of accreditation, degree-confering, or evaluative methods in general * whether or not to model the general organization of the site around the concepts used in organizing universities (e.g. departments, courses, etc) Please see the talk page and break-out pages for more information. There has also been some agreement about what the wikiversity is not: * A collection of high-level links to training resources. But, of course, there should be such links if they serve for educational purposes. * A collection of one year or one semester increments in skills or abilities. * A collection of ''How To'' Books; that domain belongs to Wikibooks. * A collection of tutorials, books, or on-line reference material; although some of these will be included in supporting material or related Wiki projects. * A blogging site with individual subject or topic rants. * A chat room or Usenet group. And what it is: * a free, open learning resource, in the sense that other wikimedia projects are free and open * a resource that embraces a plurality of learning styles and teaching methods * a global community effort * A collaborative, bottom-up project to create the platform, methods, and content of the Wikiversity. * A learning resource for the subject areas addressed. * An experiment in the application of computers and the Internet to learning. * A collection of free and open-source learning resources. * The Community will attempt to limit material based on accuracy or validity, and some limits are imposed based on their utility for a reasonable size of audience, or to support community standards or decency and politeness. * The Community does not limit material based on ''approved methods'' or the popularity of either subject matter or approach. == Proposed Guidelines == ===Supporting materials=== It is obvious that the visions cannot be accomplished without access to a tremendous store of material. Wikibooks and Wikipedia are good resources, but they don't cover everything. The Internet itself can provide many of these resources, but we must address the question of persistent resources. A suggestion here is to archive any material referenced through an external link, for use if the Internet resource is removed. We then face licensing and permission issues, but these should not be insurmountable. Many excellent materials of this kind have been created in student or faculty areas on the Web sites of schools. These pages are removed after graduation or when that faculty member moves on. If the original author can be located and given appropriate recognition they would frequently be delighted to find that someone thinks their efforts worth preservation. Another possibility is the [[Wikipedia:en:Internet Archive|Internet Archive's Wayback Machine]]. Many sites are already crawled by it; in the case that the referenced material is suitably archived there (the Archive does not always capture all the images and certainly does not cover many filetypes) one possibility is that this material instead be linked to from the Archive whenever possible, as this leaves both the archiving process and the burden of permission entirely with the Archive rather than on Wikiversity. == A Catalog of Subject Areas == The Wikiversity is organized into broad subject areas, and these are further divided into subjects and topics. The first two levels of this broad domain organization include: *Physical Sciences **[[Wikiversity:School of Astronomy]] {{stage short|00%|Apr 8, 2005}} **[[Wikiversity:School of Chemistry]] {{stage short|00%|Apr 8, 2005}} **[[Wikiversity:School of Computer Science]] **[[Wikiversity:School of Geology]] {{stage short|00%|Apr 8, 2005}} **[[Wikiversity:School of Mathematics]] **[[Wikiversity:School of Physics]] **[[Wikiversity:School of Electronics]] [[image:25%.png]] *Life Sciences **[[Wikiversity:School of Biology]] **[[Wikiversity:School of Plant Sciences]] **[[Wikiversity:School of Medicine]] **[[Wikiversity:School of Zoology]] *'''[[Wikiversity:Humanities| Humanities]]''' **[[Wikiversity:School of Art and Design]] **[[Wikiversity:School of Literature and English Studies]] **[[Wikiversity:School of Law]] **[[Wikiversity:School of Linguistics]] **[[Wikiversity:School of Music]] **[[Wikiversity:School of Philosophy]] {{stage short|25%|Apr 8, 2005}} **[[Wikiversity:School of Theology]] **[[Wikiversity:School of Classics]] *Practical Arts and Sciences **[[Wikiversity:School of Business]] **[[Wikiversity:School of Education]] **[[Wikiversity:School of Engineering]] {{stage short|25%|Apr 8, 2005}} **[[Wikiversity:School of Health Informatics]] **[[Wikiversity:School of Foreign Language Learning]] {{stage short|00%|Apr 8, 2005}} **[[Wikiversity:School of Library and Information Science]] **[[Wikiversity:School of Photography/ in German see wikibooks]] **[[Wikiversity:School of Project Management]] *Automotive Technology **[[Wikiversity:School of Autobody Repair]] *'''[[Wikiversity:Social Sciences| Social Sciences]]''' **[[Wikiversity:School of Anthropology]] **[[Wikiversity:School of Communication]] **[[Wikiversity:School of Economics]] **[[Wikiversity:School of History]] **[[Wikiversity:School of Media Studies]] **[[Wikiversity:School of Political Science]] **[[Wikiversity:School of Psychology]] **[[Wikiversity:School of Sociology]] * [[Wikiversity:Organization|Wikiversity Organization]] The '''community page''' where we may: :'''Ask, discuss and expose''' any '''policy''' related with the Wikiversity. :'''Coordinate the different Wikiversities''' [[Wikiversity:Multilingual coordination]]. ==Similar Work== The following samples of courses, books, tools, and methods have not been reviewed for public availability or copyright. Their listing here isn't an endorsement, but just for consideration as potentially useful techniques. ===Textbook examples === : An example of a full textbook based on a course expanded from Web resources. Source is an Introductory Biology course by M. Farabee at Estrella Mountain Community College, Avondale, Arizona. [http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookTOC.html Biology Table of Contents] : An example of textbook material using HyperCard concepts for presentation. Source is HyperPhysics from C. Nave at Georgia State University. [http://230nsc1.phy-astr.gsu.edu/hbase/hframe.html Hyperphysics top contents Page] === Web examples === : An example of indexing a mass of technical material, not a linear textbook. This is a broad set of fundamental material, to show indexing and other techniques. Taken from Wolfram Research Company, it is called Weisstein's World of Math. [http://mathworld.wolfram.com/ Mathworld Start Page] : An example of a tutorial style and the use of Java Applets for interactive parts. From a Physics course at the University of Colorado at Boulder. [http://www.colorado.edu/physics/2000/waves_particles/wavpart2.html Sample Page] : An example that uses tutorial method intermixed with textbook style material. Taken from the Physics Classroom, support material for a high school Physics course. [http://www.physicsclassroom.com/Default2.html Tutorial Top Page] : An example of Programmed Instruction that uses a program to explain what PI is. This is NOT a good program, but does give an overview of the method. The site is the Center for Programmed Instruction. [http://www.centerforpi.com/cgi-local/WhatIsPI_MainMenu.pl What is PI?] : A fairly large set of free tutorials on Internet and Web technologies from a corporate source: Refsnes Data, a Norwegian Web consulting company. It has good content but shows the limits of a no cookie or user ID system. [http://www.w3schools.com/about/ Contents page]. :A website devoted to teaching Esperanto: [[http://lernu.net Lernu!]]. It has courses with small sets of vocabulary, flash card systems to practice, and assignments that are sent to volunteer readers who return them with comments. Sometimes live classes are held, and there is a real time chat room. [[wikipedia:User:JesseW]] 01:17, 19 Nov 2004 (UTC) :An example from the web of an open-source online classroom format: "Moodle is a course management system designed to help educators who want to create quality online courses. The software is used all over the world by universities, schools, companies and independent teachers. Moodle is open source and completely free to use." URLs: http://moodle.org/ or http://moodle.com --[[User:balTHOMore|balTHOMore]] ===Supporting Material=== :A traditional University's approach to on-line education resources. The material is all organized based on MIT's course catalog. (MIT is the Massachusetts Institute of Technology). [http://ocw.mit.edu/index.html MIT Open courses experiment] :A general, public site with sets of Flashcards (for summary review, memorization, or testing) [http://www.flashcardexchange.com/index.php The Flashcard Exchange Home Page]. :A free, public site of study tools. Enter data once and it is presented as flashcards, matching, word search, hangman, and crossword puzzle. Data can also be exported to PDAs, cell phones, and iPods. [http://www.studystack.com StudyStack] ===Mathematics=== :[http://archives.math.utk.edu/visual.calculus/ Visual Calculus] is a very good introduction to single variable calculus with explanations and exercises made with flash. ==An Idea== (I apologize for posting this twice) I almost hate to suggest this, but I wonder if it's time for a sort of governing body of Wikiversity. I agree it sounds sort of stupid, and I realize the idea is to move away from the traditional format, however, I feel like there's no direction. There's no vision, it seems, and I feel that perhaps forming even a temporary leadership body to the entire Wikiversity might not be a terrible idea. Although it maybe, but I wanted to share it. [[User:Atrivedi|Atrivedi]] (I hope this comment is not misplaced) Comment about the idea: I think that the wikiversity should include a graduate system. These graduates will have more colateral when it comes to updating course information and even working as administrators or heads of wikibooks projects - depending on which courses they've taken. Then the purpose of wikiversity will become to create an army of graduates that will further benefit the development and CREDIBILITY of wikipedia as a whole. Hopefully this potential goal will give wikiversity a vision. [[User:AdamGuy|AdamGuy]] ==A conference in South Africa: looking to a possible implementation of Wikiversity== Those who dream with this project becoming reality may have a look at http://meta.wikimedia.org/wiki/Conference_reports/FLOSS%2C_South_Africa_2005 --[[User:Javier Carro|Javier Carro]] 13:31, 24 Apr 2005 (UTC) [[Category:Wikiversity]] [[fr:Wikiversité:Quelques idées à propos de la wikiversité]] 1927 22453 2006-09-02T00:25:46Z Trevor MacInnis 99 /* Talk namespaces */ rename Like all wikis using the [[wikipedia:MediaWiki]] software, Wikiversity has built-in [[m:namespace|namespaces]]: the main namespace, where page names have no prefix, and several auxiliary types, each with its own prefix. The Wikiversity main namespace is for all Wikiversity pages that deal directly with learning and the educational mission of Wikiversity. The main namespace contains pages that are about learning materials (example: [[Hunter-gatherers project]]), learning projects (example: [[Bibliography and Research Methods]]) and research activities (example: [[Wikiversity:Freelance academics]]). The other namespaces have special uses that are described below. [[Image:Schooldivdeptstructure.png|thumb|right|300px|Hierarchy of Schools and topics. See: [[Wikiversity:Naming conventions]].]] '''What is new in Wikiversity?''' In addition to the namespaces that are found at [[w:Wikipedia:Namespace|Wikipedia]], Wikiversity also has "school" and "topic" namespaces. Like the "wikiversity" and "portal" namespaces, the "school" and "topic" namespaces are for meta-content; that is, Wikiversity content that is concerned with the management and organization of Wikiversity rather than being directly concerned with learning and the educational activities that take place in the main namespace. Pages in the "school" namespace are concerned with management and organization of the largest academic units at Wikiversity (example: [[School:Medicine]]). Wikiversity schools contain departments. Wikiversity departments do not contain schools. The "topic" namespace contains pages that are for management and organization of smaller academic units at Wikiversity such as departments (example: [[Topic:Accounting]]). The concept of namespaces is similar to [[wikipedia:namespace (programming)|programming language namespaces]] and general [[wikipedia:namespace|namespace]]s. ==Basic namespaces== [[Image:Namespacehierarchy.png|thumb|right|400px|The [[Wikiversity:Namespaces|Wikiversity namespace]] hierarchy. Any department can be 'contained' by several schools. Any learning project can be 'contained' (linked to) by several departments. ]] The main namespace of Wikiversity is for education-oriented content (see [[Special:Allpages]]). It is the default namespace and page names for Wikiversity pages that are in the main namespace do not use a prefix. Wikiversity allows the creation of subpages for main namespace page, see: [[Wikiversity:Subpages]].<BR>'''101 problem''' - Not all English-speaking countries number courses starting at 101. "Foo 101" means nothing to some people. It is better to say "Introduction to Foo". ===Wikiversity:=== All pages in the Wikiversity "project namespace" start with the prefix ''Wikiversity:''. The Wikiversity "project namespace" is also called the ''Wikiversity namespace'' because our project is called "Wikiversity". The ''Wikiversity namespace'' is a namespace containing pages that provide information about Wikiversity. The page you are now reading is located in the Wikiversity project namespace. An example of another page in the wikiversity namespace is [[Wikiversity:Main Page]]. Other important pages in the project namespace are the [[Wikiversity:Policies|policy pages]]. ===Portal:=== The portal namespace (prefix ''Portal:'') is for reader-oriented portals that help readers find Wikiversity content that is related to a specific subject. It also may contain links to encourage readers to contribute new content to Wikiversity (see, for example, [[Portal:Learning Projects]]. The "Portal:" namespace can be used together with categories. Wikiversity editors can create new categories to unite departments and projects as needed. Each category can have its own portal page in the "Portal:" namespace. Portals are particularly useful for areas of study that do not fit into the more conventional school>division>department hierarchy. What a portal should really look like: [[wikipedia:Portal:Science|Portal:Science]]. ===User:=== The [[Wikipedia:User page|user namespace]] (prefix ''User:'') is a namespace that provides pages for Wikipedia users' personal presentations and auxiliary pages for personal use, for example containing [[bookmark]]s to favorite pages. If you see in the [[Special:RecentChanges|RecentChanges]] list that the user named "Jimbo" has updated some pages, this user name is a link not to Jimbo but to [[user:Jimbo]]. (See [[Special:Listusers]]). ===Image:=== The [[Wikipedia:image description page|image namespace]] (prefix ''Image:'', also called ''image description pages'') is a namespace that provides info about images and sound clips, one page for each, with a link to the image or sound clip itself. See [[Special:Imagelist]]. There are three versions of links to images and sound files: #<nowiki>[[Image:Foobar.jpg]]</nowiki> will insert the image directly into the page (not for sound files) #<nowiki>[[Media:Foobar.jpg]]</nowiki> will make a text link to the image or sound clip #<nowiki>[[:Image:Foobar.jpg]]</nowiki> will make a text link to the image description page See [[Wikipedia:Images]]. ===Mediawiki:=== The [[Wikipedia:MediaWiki namespace|MediaWiki namespace]] (prefix ''MediaWiki:'') is a namespace containing interface texts such as link labels and messages. They are used for adjusting the localisation (i.e. local version) of interface messages without waiting for a new LanguageXx.php file to get installed. Each label and message has a separate page. Pages in this namespace are [[wikipedia:this page is protected|protected]] by default. An automatically generated list of all interface messages is at [[Special:Allmessages]]. ===Template:=== The [[Wikipedia:Template namespace|Template namespace]] (formerly part of the MediaWiki namespace) is used to define a standard text which can then be conveniently added within pages, either the text itself at the time of adding, or a reference to the text at the time of viewing the page. The latter way effectively changes all such occurrences of the standard text automatically by just editing the page where the text is defined. These are listed at [[Wikipedia:Template messages]] and [[Wikipedia:Navigational templates]]. The majority of this type is not protected. ===Category:=== The [[Wikipedia:Category|Category]] namespace contains categories of pages, with each displaying a list of pages in that category and optional additional text. ===Help:=== A new addition is the Help namespace. Help pages previously in the Wikipedia namespace, and at Meta, may be moved here at some point in the future, but the namespace has not yet been implemented on all Wikimedia projects. ==Talk:== Except for special pages, each namespace has an associated [[Wikipedia:talk page|talk namespace]]. The talk namespaces are designated by adding ''talk:'' to the normal prefix. For example, the talk namespace associated with the main article namespace has the prefix ''Talk:'', while the talk namespace associated with the user namespace has the prefix ''User talk:''. Most of the pages in the talk namespaces are used to discuss changes to the corresponding page in the associated namespace. Pages in the ''user talk'' namespace are used to leave messages for a particular user. The user talk namespace is special in that, whenever a user's talk page is edited, that user will see a box saying "You have new messages" on every page that they view until they visit their talk page. ==See also== *[[Wikiversity:Naming conventions]] [[Category:Wikiversity]] 1929 6919 2006-08-17T19:35:04Z Sebmol 14 Redirecting to [[Wikiversity:Civility]] #REDIRECT [[Wikiversity:Civility]] 1932 6934 2006-08-17T19:55:58Z Messedrocker 35 noinclude stuff {| class="messagebox" style="border: 3px #C00 solid;" | colspan="2" | '''This article is being considered for deletion in accordance with Wikipedia's deletion policy.''' |- | style="padding: 15px" | [[Image:Icon löschen.png|50px|Deletion icon]] | Please share your thoughts on the matter at [[WV:RFD#{{FULLPAGENAME}}|this article's entry]] on the [[WV:RFD|Requests for Deletion]] page. Feel free to edit the page, but the page must not be blanked, and this notice must not be removed, until the discussion is closed. |} <includeonly>[[Category:Requests for Deletion]]</includeonly> <noinclude>This sorts files into [[:Category:Requests for Deletion]]</noinclude> 1933 6928 2006-08-17T19:46:12Z Sebmol 14 Redirecting to [[Template:Deletion request]] #REDIRECT [[Template:Deletion request]] 1934 6936 2006-08-17T19:56:32Z Sebmol 14 [[Category:Wikiversity maintenance]] 1937 16444 2006-08-27T04:15:12Z TimNelson 352 Redirecting to [[Topic:Literary Studies]] #REDIRECT [[Topic:Literary Studies]] 1938 10971 2006-08-21T22:31:06Z SB Johnny 61 '''Reading Lists for the [[Topic:Literary Studies|Department of Literary Studies]]''' *Please note: This list is in its primary stages. Please be patient! ==Fiction== *Major Authors **[[wikipedia:Ray Bradbury|Ray Bradbury]] **[[wikipedia:William S. Burroughs|William S. Burroughs]] **[[wikipedia:Micheal Chabon|Micheal Chabon]] **[[wikipedia:Raymond Chandler|Raymond Chandler]] **[[wikipedia:James Fenimore Cooper|James Fenimore Cooper]] **[[wikipedia:Philip K. Dick|Philip K. Dick]] **[[wikipedia:Ralph Ellison|Ralph Ellison]] **[[wikipedia:James Ellroy|James Ellroy]] **[[wikipedia:F. Scott Fitzgerald|F. Scott Fitzgerald]] **[[wikipedia:Nathaniel Hawthorne|Nathaniel Hawthorne]] **[[wikipedia:Robert Heinlen|Robert Heinlen]] **[[wikipedia:Joseph Heller|Joseph Heller]] **[[wikipedia:Ernest Hemingway|Ernest Hemingway]] **[[wikipedia:Frank Herbert|Frank Herbert]] **[[wikipedia:Henry James|Henry James]] **[[wikipedia:John Kennedy O'Toole|John Kennedy O'Toole]] **[[wikipedia:Jack Kerouac|Jack Kerouac]] **[[wikipedia:Ken Kesey|Ken Kesey]] **[[wikipedia:Sinclair Lewis|Sinclair Lewis]] **[[wikipedia:Jack London|Jack London]] **[[wikipedia:Herman Melville|Herman Melville]] **[[wikipedia:Arthur Miller|Arthur Miller]] **[[wikipedia:Henry Miller|Henry Miller]] **[[wikipedia:Edgar Allen Poe|Edgar Allen Poe]] **[[wikipedia:Tom Robbins|Tom Robbins]] **[[wikipedia:Richard Russo|Richard Russo]] **[[wikipedia:J.D. Salinger|J.D. Salinger]] **[[wikipedia:William Shakespeare|William Shakespeare]] **[[wikipedia:John Steinbeck|John Steinbeck]] **[[wikipedia:Neal Stephenson|Neal Stephenson]] **[[wikipedia:Henry David Thoreau|Henry David Thoreau]] **[[wikipedia:Mark Twain|Mark Twain]] **[[wikipedia:Kurt Vonnegut|Kurt Vonnegut]] **[[wikipedia:Robert Penn Warren|Robert Penn Warren]] *Important Works **[[wikipedia:Amazing Adventures of Kavalier & Clay|Amazing Adventures of Kavalier & Clay]] **[[wikipedia:Big Sur|Big Sur]] **[[wikipedia:Cannery Row|Cannery Row]] **[[wikipedia:Catcher in the Rye|Catcher in the Rye]] **[[wikipedia:Confederacy of Dunces|Confederacy of Dunces]] **[[wikipedia:Demon Box|Demon Box]] **[[wikipedia:Dr. Sax|Dr. Sax]] **[[wikipedia:Dune|Dune]] **[[wikipedia:East of Eden|East of Eden]] **[[wikipedia:Elmer Gantry|Elmer Gantry]] **[[wikipedia:Empire Falls|Empire Falls]] **[[wikipedia:Fahrenheit 451|Fahrenheit 451]] **[[wikipedia:For Whom the Bell Tolls|For Whom the Bell Tolls]] **[[wikipedia:Invisible Man|Invisible Man]] **[[wikipedia:Kings Blood Royal|Kings Blood Royal]] **[[wikipedia:Last of the Mohicans|Last of the Mohicans]] **[[wikipedia:Lost Horizon|Lost Horizon]] **[[wikipedia:Main Street|Main Street]] **[[wikipedia:Moby Dick|Moby Dick]] **[[wikipedia:Naked Lunch|Naked Lunch]] **[[wikipedia:Neuromancer|Neuromancer]] **[[wikipedia:Of Mice and Men|Of Mice and Men]] **[[wikipedia:One Flew Over the Cuckoo's Nest|One Flew Over the Cuckoo's Nest]] **[[wikipedia:On The Road|On The Road]] **[[wikipedia:Stranger in a Strange Land|Stranger in a Strange Land]] **[[wikipedia:The Beautiful and Damned|The Beautiful and Damned]] **[[wikipedia:The Grapes of Wrath|The Grapes of Wrath]] **[[wikipedia:The Great Gatsby|The Great Gatsby]] **[[wikipedia:The Lord of the Flies|The Lord of the Flies]] **[[wikipedia:The Love of the Last Tycoon|The Love of the Last Tycoon]] **[[wikipedia:The Martian Chronicles|The Martian Chronicles]] **[[wikipedia:The Rosy Crucifixion|The Rosy Crucifixion]] **[[wikipedia:The Sun Also Rises|The Sun Also Rises]] **[[wikipedia:The Town and the City|The Town and the City]] **[[wikipedia:This Side of Paradise|This Side of Paradise]] **[[wikipedia:To Kill a Mockingbird|To Kill a Mockingbird]] **[[wikipedia:Tortilla Flat|Tortilla Flat]] **[[wikipedia:Walden|Walden]] ==Poetry== *Major Authors **[[wikipedia:John_Ashberry|John Ashberry]] **[[wikipedia:John_Berryman|John Berryman]] **[[wikipedia:E.E. Cummings|E.E. Cummings]] **[[wikipedia:Emily Dickinson|Emily Dickinson]] **[[wikipedia:John Donne|John Donne]] **[[wikipedia:Thomas Stearns Eliot|Thomas Stearns Eliot]] **[[wikipedia:Ralph Waldo Emerson|Ralph Waldo Emerson]] **[[wikipedia:Robert Frost|Robert Frost]] **[[wikipedia:Langston Hughes|Langston Hughes]] **[[wikipedia:Kenneth_Koch|Kenneth Koch]] **[[wikipedia:Henry Wadsworth Longfellow|Henry Wadsworth Longfellow]] **[[wikipedia:Frank_O%27Hara|Frank O'Hara]] **[[wikipedia:Edgar Allan Poe|Edgar Allan Poe]] **[[wikipedia:Ezra Pound|Ezra Pound]] **[[wikipedia:Arthur_Rimbaud|Arthur Rimbaud]] **[[wikipedia:Wallace_Stevens|Wallace Stevens]] **[[wikipedia:Dylan_Thomas|Dylan Thomas]] **[[wikipedia:Walt Whitman|Walt Whitman]] [[Category:Literary studies]] 1940 19105 2006-08-28T13:48:53Z TimNelson 352 [[Topic:Language and Literature/Writing Center]] moved to [[Topic:Writing Center]]: Because it's more like the way we've been told to use the namespace == Welcome == Welcome to the Writing Center for the [[School:Language and Literature|School of Language and Literature]]. In a traditional university setting, the Writing Center is a place that provides students with assistance on papers, projects, reports, and just about any other type of composition involving words. The Writing Center is staffed by professionals, such as faculty members of the university, and peers, such as graduate students, who can assist students in writing a better, more focused paper. A good writing center will help a writer find his/her voice and come to grips with his/her strengths and weaknesses as a writer. In addition, a writing center will provide help with grammar, style, syntax, punctuation, citation of sources, etc. The Writing Center here at the [[School:Language and Literature|School of Language and Literature]] is no different. We are here to assist you with your papers, projects, and reports. And in keeping with the Across the Curriculum movement of Writing Centers and English Departments, the Writing Center is available for use to any student of any school in the Wikiversity program. Unfortunately, we have no staff at this time. If you are a qualified professional or peer and would like to contribute your time to the Writing Center, please feel free to do so. We are looking for ways that tutors can connect with tutees. Please share and ideas in the Talk section of this page. == Contents == * [[Composition]] * [[Rhetoric]] == Useful information == * [[Composition]] ** [[Wikipedia:English_grammar| Read This Article On Basic English Grammar]] ** [http://cctc2.commnet.edu/sensen/index.html Sentence Sense: A an online textbook in basic writing] ** [http://www.englisch-hilfen.de/en/ Learning English Online] ** [http://owl.english.purdue.edu/handouts/grammar/index.html Grammar, Spelling and Punctuation] * [[Rhetoric]] ** [http://virtual.park.uga.edu/cdesmet/rhetoric/resource.htm Resources in Rhetoric at UGA] == Related Wikibooks == {{see also|Wikibooks:Language and literature bookshelf}} * [[b:How to write an essay|How to write an essay]] * [[b:Rhetoric and Composition|Rhetoric and Composition]] == Writing resources on the web == * [http://www.rhymezone.com/ The Rhyme Zone - Tool for writing poetry] * [http://www.magneticpoetry.com/magnet/ Magnetic Poetry's "Play Online"] == Citing sources in a bibliography == * [[Wikipedia:MLA_Style|MLA Style]] * [[Wikipedia:APA_style|APA Style]] * [[Wikipedia:The_Elements_of_Style|The Elements of Style]] * [[Wikipedia:Style_guide]] * [[Wikipedia:Manual_of_Style]] == Active Participants == * [[User:GKidd|Gray Kidd]] * [[User:Gwythoff|Gwythoff]] 1947 9898 2006-08-20T11:59:52Z Sebmol 14 Redirecting to [[Wikiversity:Custodianship]] #REDIRECT [[Wikiversity:Custodianship]] 1948 9899 2006-08-20T11:59:59Z Sebmol 14 Redirecting to [[Wikiversity:Custodianship]] #REDIRECT [[Wikiversity:Custodianship]] 1951 7967 2006-08-19T02:33:06Z Awolf002 93 Try my hand at improving this one {| class="messagebox" |- | [[Image:Purple question mark.png|30px]] ||'''This is a proposed concept for Wikiversity.''' The nature of the concept may make it fundamental to the working of Wikiversity. It has deep and subtle meaning. Please consider this before editing this page. ||{{shortcut|[[WV:IAR]]}} |} If [[Wikiversity:Policies|rules]] are keeping you from improving or maintaining the integrity of Wikiversity, '''ignore them'''. Instead, focus on being helpful and remember that any mistakes you make can be fixed. [[Category:Wikiversity policy]] 1952 7036 2006-08-18T00:56:09Z JWSchmidt 20 [[Wikiversity:Ignore all rules]] #REDIRECT [[Wikiversity:Ignore all rules]] 1955 18883 2006-08-28T10:40:57Z TimNelson 352 The '''Linguistics''' department. Individual streams (and their respective categories) should be categorized under this category. The following will all need to be subcategories someday: * Stylistics * Language Acquisition * Language Disorders * Prescriptivism vs. Descriptivism * Diachronics * Historical Linguistics * Language Change and Evolution * Pragmatics: The study of the use of language in a social context (or is this Sociolinguistics?) [[Category:Social Sciences]] [[Category:Language and Literature]] 1961 14923 2006-08-26T06:57:48Z Graham87 488 /* [[Wikiversity:Administrator Creation and Behavorial Criteria Guidelines and Policy]] */ typo == Organizing Self Management for Wikiversity == <div style="border:1px solid #8888AA;background-color:white;padding:7px;">You can express your current position by concise bullet voting {{[[Template:pro|pro]]}}, {{[[Template:contra|contra]]}} or {{[[Template:neutral|neutral]]}} and signing.<br />Please use the discussion section to illuminate others regarding your thoughts on the subject. Please "vote" early and often, or at least periodically. We will be in flux for a while. Any binding votes will be announced in appropriate areas adjacent to the main page at four weeks before being finalized. </div> == Provisions of the initial approved Wikiversity Proposal are Binding for Six Months. == We are dependent upon the Wikimedia Foundation for initial servers, bandwidth, and technical expertise. Our project has been approved[http://en.wikiversity.org/wiki/Wikiversity:Approved_Wikiversity_project_proposal] by their Board of Directors for this philanthropic support for six months as a "beta" prototype. It is a reasonable expectation on the part of the Board and the initial project organizers that this agreement between the Board and Wikiversity will be honored by all parties to the extent possible. In other policy discussions the community at large is indicating its agreement/opposition to specific provisions of this agreement and this will be useful in future negotiations and for project planning of the community managed by the community's formally selected leadership. So even though some specific provisions may be disapproved by our rapidly forming community, they are binding upon us until we make other arrangements with the Board or Independently. ===Position Tally=== * {{pro}} [[User:Messedrocker|Messedrocker]] 07:28, 18 August 2006 (UTC) * {{pro}} -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:51, 18 August 2006 (UTC) * {{pro}} with provision discussed below -- [[User:Reswik|Reswik]] 14:18, 18 August 2006 (UTC) ===Discussion=== *While I agree with the board's position on accreditation (for the time being), I also think that we need to be bold in how we fill the proposal with life. I'd rather see us try a dozen different things where maybe 3/4 don't work out at the end rather than not try at all out of fear of the unknown. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:51, 18 August 2006 (UTC) *Honoring the scope of the Wikimedia's Foundations beta project regarding initiating projects and structures is important. At the same time (and I think this is understood), I believe that the Wikiversity would be very well served by considering and discussing implications of a wide array of long term planning options for development of education and research services, projects and organizational structures. From among such options, directions and aspects of development may emerge that become vital to the Wikiversity's mission and are harmonious with the board and larger wikimedia community's concerns but are not anticipated at this time. [[User:Reswik|Reswik]] 14:23, 18 August 2006 (UTC) == Initial Operating Assumptions == We are currently operating under a Project Proposal presented to the Wikimedia Foundation Board and approved by them. The Foundation is a separate entity from Wikiversity. Any <b>wiklars</b> who choose to participate at the Foundation are welcome by their current charter and informal procedures to join the Foundation-L mailing list. There is a Wikiversity-L mailing list for Wikiversity matters. The Foundation provides no administrative or project oversight to Wikiversity beyond its philanthropic contribution of server space. Since Wikiversity is currently composed of volunteers with no expenses beyond the need for stable and adequate bandwidth and servers our donation page directs all potential cash contribtions to the Foundation as our benefactor. ==== Position tallying. ==== * {{pro}} [[User:Messedrocker|Messedrocker]] 07:29, 18 August 2006 (UTC) * {{contra}} -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:48, 18 August 2006 (UTC) * '''Absolutely''' {{contra}} -- [[User:Cormaggio|Cormaggio]] 10:26, 18 August 2006 (UTC) * {{contra}} -- [[User:Reswik|Reswik]] 14:25, 18 August 2006 (UTC) ==== Comments ==== :Wikiversity_is_and_always_will_be_a_part_of_the_Wikimedia_Foundation. If you want to set up something separate - go ahead and do so elesewhere. We've fought long and hard for this to be a part of Wikimedia. I can't believe that you're proposing something so divisive at this point in time. [[User:Cormaggio|Cormaggio]] 10:26, 18 August 2006 (UTC) ::Full ack. This isn't helping us. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 10:32, 18 August 2006 (UTC) :::Ok, but I think you're overstressing the fact that we're in Beta. Surely, the important part is that we exist - and that we have carved out that existence within the workings of the Wikimedia Foundation - however frustrating you found that to be. Existing is a show of support - we will surely not have the plug pulled in six months - but simply we will be reviewed in terms of our scope for learning (and particularly research). Please, can we get back to the real work of Wikiversity - the content, policies and guidelines? [[User:Cormaggio|Cormaggio]] 14:30, 18 August 2006 (UTC) :::::Just to point out that the Wikimedia Foundation is not short of the funds required to host Wikiversity (according to the WMF's treasurer, Michael Davis, during the board panel at Wikimania). The WMF is a non-profit organisation, which hosts informational/educational projects, among them Wikiversity - there is no "owner" of Wikimedia. I'm trying to bring the focus of our community towards creating educational resources, and fostering the community around those resources - exactly what we said we would do in the proposal. I am not against project management - I'm asking you to please apply your skills to developing what we have always said we would do - not to drive us in a whole new direction. It would only be in doing something like what you suggest that the Wikimedia Foundation would consider pulling the plug. [[User:Cormaggio|Cormaggio]] 16:34, 18 August 2006 (UTC) *Most small nonprofit organizations, even with volunteers, need a treasury and treasurer for various expenses. This will be a large project and will have expenses beyond bandwidth and memory. Wikiversity needs a way to manage funds and person(s) to do manage funds. This is not either or in relation to the Wikimedia Foundation. A portion of donations to Wikiversity can be retained and a portion forwarded to the foundation, in whatever portions seem reasonable to all involved. If this is not implemented now, the plan should be in place to implement funds management when the beta phase is over. This is vital and should not be neglected. [[User:Reswik|Reswik]] 14:34, 18 August 2006 (UTC) ::I'd actually rather that people create their own independent corporations to work on Wikiversity rather than having one central one. (The GFDL limits what wikimedia can do with Wikiversity.) If anyone wants to create their own non-profit to work on wikiversity projects, I have some practical experience on setting one up (http://www.gnacademy.org/). The nice thing about have multiple corporations with separate bank accounts working on Wikiversity is that it avoids a lot of the political fights. Also, I do think that in about a decade or so, that Wikiversity is going to be a huge institution with billions of dollars flowing around related projects, and it seems to be that it would be much healthier to have that money and power distributed among several hundred different non-profits (or for-profits) than to have one monolith. ::Having multiple non-profits actually removes the purpose of this discussion. If someone wants to set up a non-profit to get grant money for Wikiversity, they can go ahead to do that without anyone's permission. I'll help since I've already set up one non-profit and also a for-profit. [[User:Roadrunner|Roadrunner]] 15:13, 18 August 2006 (UTC) :::Why not both? Both small group and large group processes enable participation in different ways. It is a great idea to have a multitude of nonprofits working through Wikiversity. It seems it could also be very helpful for Wikiversity to undertake some projects, with widespread participatory planning processes, in some key educational development, service, and research areas. [[User:Reswik|Reswik]] 03:31, 20 August 2006 (UTC) == Initial Administrators == As of this time the volunteers on the appointed subcommittee of the appointed Special Projects Committee of the Wikimedia Foundation chartered to help initiate Wikiversity as a viable project recieving support from the Foundation in pursuit of its charter goals and informal goals of its founder Jimmy Wales to help make all free human knowledge available to all humanity have all been given status as Wikiversity administrators. There are a couple of other people acting as administrators by transwiking Wikiversity materials from Wikibooks and the metawiki. It is proposed that any of the five subcommitte members who choose to volunteer for the responsibility of Administership at en.wikiversity.org be automatically confirmed in that position until a formal selection process to become an en.wikiversity.org administrator is implemented. Further any of the adminstrators currently assisting Wikiversity by moving our materials to our web site from Wikibooks or the metawiki also be temporarily confirmed with our thanks for their efforts on our behalf during this transition period until a formal guideline for selecting administrators or the equivalent is established at en.wikiverisity.org by the emerging/arriving community. === Position Tally === * {{pro}} [[User:Messedrocker|Messedrocker]] 07:31, 18 August 2006 (UTC) === Discussion === :I'm not a fan of admin elections. Besides the fact that voting is evil, it also fosters the wrong type of people in admin roles. Especially in a project such as this - were constructive discourse and civil disagreement is crucial - I would find it very difficult to support an RfA process that involved voting. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:47, 18 August 2006 (UTC) == Is Wikiversity a Single Massive Project or a Multitude Defined by Language? == As an English only speaker it has been my experience that wiki projects tend to develop along lines of language with their own internal detailed policy and guidelines. Obviously there are multilingual participants crossing over but they fair best when they pick up and apply the local culture and guidelines. Most people are tolerant of mistakes due to language difficulties but expect the mistakes to be reduced over time by learning the local requirements for participation. === Position Tally === ;Wikiversity is or is not a single project/program. * {{pro}} [[User:Messedrocker|Messedrocker]] 07:31, 18 August 2006 (UTC) * {{pro}} -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:42, 18 August 2006 (UTC) * {{pro}} for multiple language projects (not a single project) -- [[User:Reswik|Reswik]] 14:37, 18 August 2006 (UTC) === Discussion === == Selection Criteria and Procedures for en.wikiversity.org Administrators == Do we need specific documented selection criteria and procedures for new and existing administrators and project leadership positions? ===Position Tallies=== * {{pro}} [[User:Messedrocker|Messedrocker]] 07:33, 18 August 2006 (UTC) * {{pro}} -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:40, 18 August 2006 (UTC) * {{pro}}. [[User:Guillom|Guillom]] 10:52, 18 August 2006 (UTC) * {{pro}} -- [[User:Reswik|Reswik]] 14:39, 18 August 2006 (UTC) ===Discussion=== :I think criteria need to be fairly liberal in the beginning just to cope with the fact that contributors will be rare. A show of trust in another Wikimedia project either through a successful admin vote or comparable involved engagement combined with a passion for what Wikiversity stands for should be all that's necessary. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:40, 18 August 2006 (UTC) ::Indeed. We don't need a complicated, restrictive policy. Let's focus on content. [[User:Guillom|Guillom]] 10:52, 18 August 2006 (UTC) :::I agree with the points above. [[User:Reswik|Reswik]] 17:06, 18 August 2006 (UTC) == Initial Appointment of Custodians Should be Liberal and Easily Reversible == Position Tallies Discussion ==[[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy]]== It is proposed that specific criteria and guidelines be drafted for presentation and approval by the en.wikiversity.org community for en.wikiversity.org At the moment it shall be beyond the scope of this activity to coordinate specifics, commonalities, and exceptions with other language xx.wikiversity.org projects except on an informal ad hoc basis. === Position Tallies === *{{pro}} -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:38, 18 August 2006 (UTC) === Discussion === == A Board of Regents should be Established == Such a board would provide a place for all the xx.wiktionary.org(s) to coordinate their top level policies and mandates with philanthropic organizations such as the Wikimedia Foundation who wish to provide conditional assistance and help transfer good policy and information on bad policy experiment accross the language barriers. The Wikimedia Foundation might wish to recognize them as an advisory board or simply be responsive to them as a large customer organization who generates a significant percentage of the Wikimedia Foundation's budget. For this to be the case we would need to request of the Wikimedia Foundation that the paypal and internal accounts be setup such that donations originating from Wikiversity may be tracked in their internal budgets. To keep it small enough to be manageable we might use a formula such as the following: A member of the Wikiversity Regent would be provided by popular or administrator vote each year from the three largest (by some comparison formula of total bytes in the database, total internet hits, total registered accounts) with one by popular vote on a rotating basis between the remaining active language wikiversities and one or two additional members on a rotating basis from the remaining active language wikiversities as sufficient to create an odd number of regents to avoid deadlocks in voting on measures. The Chair to be elected at any time by simple majority vote of the sitting Regents. The Chair to cast the deciding vote in the event that abscence, abstention or neutrality vote by any other Regent results in a tie on a given measure. Should such a concept of a unifying overall Board of Regents for all Wikiversities be developed and pursued with the other language Wikiversities? ===Position Tally=== *{{pro}} [[User:Mirwin|Mirwin]] 08:45, 18 August 2006 (UTC) *{{contra}} -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:37, 18 August 2006 (UTC) * {{contra}} [[User:Guillom|Guillom]] 10:49, 18 August 2006 (UTC) * {{contra}} [[User:Roadrunner|Roadrunner]] 14:58, 18 August 2006 (UTC) *{{pro}} -- [[User:Reswik|Reswik]] 17:08, 18 August 2006 (UTC) ===Discussion=== If such a thing would ever be created, it would be much much later than today. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:52, 18 August 2006 (UTC) :The only time such a thing is likely to be created with some legitimacy from the community is at the start before power vacuums and gaps are filled in by practical necessities. [[User:Mirwin|Mirwin]] 10:09, 18 August 2006 (UTC) ::Why do we even have to talk about that ''now'' ? [[User:Guillom|Guillom]] 10:49, 18 August 2006 (UTC) :::If not now when? Once a power structure evolves it rarely wishes to give up its priveleges. I prefer a wide community based process. If you do not you are welcome to wait and see what develops in the vacuum of inattention. [[User:Mirwin|Mirwin]] 14:27, 18 August 2006 (UTC) ::Evolved systems tend to work better than designed ones. I don't really see any problem with power vacuums and gaps being filled in ad hoc, as it is likely that those vacuums and gaps will be filled in a disorganized and decentralized way. [[User:Roadrunner|Roadrunner]] 14:58, 18 August 2006 (UTC) :::Designed systems tend to evolve faster than natural systems left unpeturbed. Fortunately we have plenty of chaos coming. Over 150 people had registered as of this morning and they all know other people. [[User:Mirwin|Mirwin]] 00:05, 19 August 2006 (UTC) == Wikiversity Foundation == A non-profit foundation dedicated to the development and support of Wikiversity as a group of cooperating different language based online free learning and learning materials providers should be established sooner rather than later? ===Position Tally=== *{{pro}} [[User:Mirwin|Mirwin]] 08:55, 18 August 2006 (UTC) *{{contra}} -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:37, 18 August 2006 (UTC) *{{contra}} -- [[User:Cormaggio|Cormaggio]] 10:37, 18 August 2006 (UTC) * {{contra}} [[User:Guillom|Guillom]] 10:46, 18 August 2006 (UTC) * {{contra}} [[User:Roadrunner|Roadrunner]] 14:59, 18 August 2006 (UTC) ===Discussion=== The Wikiversity is currently on another probation period from the Wikimedia Foundation of 6 months. At that time appparently it will be re-evaluated and the plug possible pulled on the project. This is essentially the third prototype conducted within a irregular flux of changing conditions, procedures and non-responsiveness from the Board of the Wikimedia Foundation. Six months is plenty of time to setup a 501(c) Non-profit in the State of Oregon if we start soon ...say within sixty days ... get an initial satisfactory charter setup .... then start looking for donated servers, bandwidth, expertise or cash to buy such items critical to maintaining Wikiversity's present online with no interuption should the Wikimedia Foundation determine we are failing to meet their unspecific and vague evaluation criteria in six months. [[User:Mirwin|Mirwin]] 08:55, 18 August 2006 (UTC) :I don't share the mistrust for Wikimedia at all. There are very intelligent, highly engaged people involved that have offered their support and willingness for new ideas. If there are differences in opinion, they can be solved in constructive discourse. A fork is in my opinion out of the question. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 09:54, 18 August 2006 (UTC) ::An extra Foundation providing infrastructure is not necessarily a fork. Particularly if after the specified beta prototype period Wikiversity databases are removed from existing Wikimedia Foundation servers. The success of Wikipedia was still highly questionable in many peoples minds even including some of the initial contributors as late as about eighteen months into the project. [[User:Mirwin|Mirwin]] 10:06, 18 August 2006 (UTC) :::Can we please focus on actually developing Wikiversity, rather than playing personal power games with the Foundation? [[User:Cormaggio|Cormaggio]] 10:37, 18 August 2006 (UTC) ::::Exactly. [[User:Guillom|Guillom]] 10:46, 18 August 2006 (UTC) :::::Easy to say/request from the top Cormaggio. I notice two or three adminships have been created outside your appointed committee while there has been no action on my application. Have you ever heard of a large project involving hundreds of thousands of people without a clear organizational structure? :::::: Yes. Linux. Any large national economy. Academia in general. Also the organizational structure of any major corporation or university is actually usually a lot less clear than it appears on paper. [[User:Roadrunner|Roadrunner]] 15:04, 18 August 2006 (UTC) ::::::: Linux had Linus, a mailing list of aproximately 50? core developers, various support lists and clubs, and now Red Hat as well as other major distribtions. If you check with the various large distributions you will find organizatinoal structure. In fact as I recall Linus recently went to work in Portland, Oregon for an organization funded by a coalition of corporations. Large national economy .... this hardly merits a response. Perhaps we need to agree on a definition of "organizational structure". Academia ... Board of Regents, employee contracts, State Governments and taxation support many, private corporations others. Organizational structure exists even if it is unwritten, if people know who they work for and how information flows and how committments are exchanged. Your statements above are roughly equivalent to stating the Milky Way has no structure because various stars have different vector velocities. [[User:Mirwin|Mirwin]] 16:35, 18 August 2006 (UTC) :::::I prefer that organizational structure to be designed and supported by the community of participants. As our only appointed bureaucrat perhaps you prefer to put it off. When shall we start to design a process to confer wide support for your successor in your position? It might interest you to know that one of your appointed committee members requested that I start the process of defining and legitimizing leadership positions with the involvement and support of the community. The only way I see to do that is to define the organization and some due process from top to bottom. If you know a better way by all means write it down and either mandate it or put it up for some straw polls. Incidentally, developing the engineering school would be much more efficient if I could move my and others files from Wikibooks without making a specific request for an administrator to transwiki each file. Perhaps some useful work "actually developing Wikiversity" would distract me from "power games" with the Foundation. You could always ask a steward to strip the adminship after I get the engineering files over to Wikiversity for a useful continuing point. [[User:Mirwin|Mirwin]] 14:44, 18 August 2006 (UTC) ::::::: I'd actually prefer to use Wikiversity to teach people to start their own non-profits and get their own grant money for Wikiversity projects through their own foundations. [[User:Roadrunner|Roadrunner]] 15:04, 18 August 2006 (UTC) ::::::::Not a bad thought! Perhaps in the project management classes we can develop a couple of different charter templates/generics suitable for large free wikis. Wiki software and sites are proliferating wildly. Someone is sure to be able to use an effective community based charter rather than a God-King charter eventually. We can also establish a grant/proposal writing class and pool some expertise helping free wikis figure out how to serve target markets in exchange for targeted grant monies. A lot of this has large commonalities with business proposals so until the crowds grow more numerous and thicker around here we could also invite business management students to participate. The situation is simply fraught with potential! [[User:Mirwin|Mirwin]] 00:01, 19 August 2006 (UTC) ::::::Ok, well, I was made bureaucrat pretty randomly - and it is not something that I am entirely happy with. This is not "from the top". I am absolutely for helping us organise our community processes - that is what I am advocating we do - instead of concerning ourselves with 'uber-organisational' structures like a "Wikiversity foundation". This is just not an immediate priority (if on the agenda at all). On making admins, the beginning has been also quite random, and I simply made people admins who were here on the first day and who volunteered to help out. But we still need to get a proper, workable system in place - and that's what we're doing at the moment. [[User:Cormaggio|Cormaggio]] 15:21, 18 August 2006 (UTC) :::::::Interesting. I think I was here six months ago. I volunteered on the administrator request page and provided references to my previous status as a Wikipedia Administrator. I think my app was about third on the first page where nominations were piling up and first on a subsequent page that was established. Well no sweat. If I cannot help transfer my engineering files I can simply help out at random as quantum uncertainties or personal whimsy shift me around the interesting portions of the site. Regarding the agenda. It is certainly going to remain on mine until I see some meaningful data and audits applicable and useful for project planning published to the entire community by the Wikimedia Foundation. [[User:Mirwin|Mirwin]] 00:01, 19 August 2006 (UTC) :::::: I probably should put this under Educational Administration :::::: Just a note. The idea of having multiple interacting corporations is something that worked well in the "first era of online internet universities." What happened was that you just had too many personality conflicts if you tried to fit everyone under one roof, so it worked much better to have several interacting non-profits (Globewide Network Academy, Diversity University, BioMOO, and Virtual Online University). The interesting thing was that each non-profit was basically organized around a single "queen bee" (me, Jeanne McWhorter, Gustavo Glusman, and William Painter). ::::::: What killed the era of the MOO universities was that we didn't have the funds to match people like Yahoo and MSN who eventually developed chat and discussion facilities which attracted ordinary people and eventually killed the communities. ::::::: [[User:Roadrunner|Roadrunner]] 15:26, 18 August 2006 (UTC) 1962 23859 2006-09-04T21:56:35Z Cormaggio 8 removing unnecessary departments - this page needs work {{WikiversityActivities}} This page will be the entry point for '''teachers.''' Their main interest might be looking for learning materials, which will be searchable by type, level etc. We also hope to develop lesson plans around the teaching of these materials, so that teachers can share what they've done or how they've found other teachers' materials or lesson plans to be. For general information on teaching, for now, see the Wikiversity [[School:Education|School of Education]]. ==Materials== This page could be structured by departments that might be found in a non-virtual university. However, since this is a hypertext, fields can be linked to in multiple departments. For example, the Computing could be linked from the Matematics Department and the School of Business, as well as being a part of the Department of Computational Sciences. Perhaps, it will not be useful to structure this page into what can already be found at [[Wikiversity:Browse]]. Ideas on how to structure this page are welcome below. Overall, this page needs to be of immediate practical use to teachers. ==Lesson plans== See [[Wikiversity:Creating a lesson plan]] ==Suggestions== Please add your suggestions here on how you think we can make this page most useful. 1963 14890 2006-08-26T06:34:02Z 555 15 rev {{WikiversityActivities}} == Wikiversity - Discussing == A university lives off the discussions conducted by its members. Since Mediawiki does not provide more than a talk page, we have linked to an instance of the open source system Moodle provided by the [http://www.fhtw-berlin.de FHTW Berlin] in Germany as part of the [http://evideo.fhtw-berlin.de/ eVideo] project which has been funded by the European Social Fund. [[Image:logo-esf.gif]] [http://evideo.fhtw-berlin.de/moodle/course/view.php?id=19 Move to the discussion area]. You can log in as guest, or register as a named user. There is (for now) no password. 1964 14898 2006-08-26T06:35:45Z 555 15 rev {{WikiversityActivities}} '''Creating''' When we conduct research to discover new truths or develop new applications or collections of information, we are creating knowledge representation. This area of the Wikiversity is dedicated to research groups willing to collaborate in public via wiki and to create materials here. The structure may be similar to the non-virtual university structure found in the [[Wikiversity/Example/Teaching | teaching]] area. * [[Wikiversity/Example/Research/Mathematics | Department of Mathematics]] * [[Wikiversity/Example/Research/ComputationalScience | Department of Computational Sciences]] * [[Wikiversity/Example/Research/Business | School of Business]] * [[Wikiversity/Example/Research/SocialScience | Department of Social Sciences]] == Links == * [http://meta.wikimedia.org/wiki/Research Research about Wikis] 1969 13956 2006-08-25T14:00:48Z Trevor MacInnis 99 /* School news */ August 18 The [[Wikiversity]] School of Aviation is hoping to start with courses of Practical Aviation content. Please feel free to contribute with as much or as little as you wish. Don't fear, there is no harm you can do that can't be undone. A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. There are three basic Genres in Aviation: * [[Topic:General aviation|Division of general aviation]] (RPL and PPL) [[w:general_aviation|GA]] * [[Topic:Commercial aviation|Division of Commercial aviation]] (CPL and ATPL) [[w:airline|Airline]] * [[Topic:Military aviation|Division of Military aviation]] [[w:military_aviation|MA]] ===Practical aviation=== Includes Theory Courses required of students (cadets) who are pursuing a license or a rating such as: * [[Topic:Recreational License|Department of Recreational Licenses]] (RPL) * [[Topic:Private Pilot License|Department of Private Pilot Licenses]] [[w:private_pilot_license|PPL]] * [[Topic:Commercial Pilot License|Department of Commercial Pilot Licenses]] [[w:commercial_pilot_license|CPL]] * [[Topic:Instrument Rating|Department of Instrument Ratings]] [[w:instrument_rating|IR]] * [[Topic:Multiengine Rating|Department of Multiengine Ratings]] (MR) * [[Topic:Air Transport Pilot License|Department of Air Transport Pilot Licenses]] [[w:ATPL|ATPL]] Etc. Each one of these required some theory study plus the actual and simulated flying hours. It also Includes some maintenance and other courses but mostly in a practical theme. This kind of study requires minimal research and development and is usually static from year to year. Some pilots have had twenty years of experience and found out that their kids are studying the same courses and information they did. This is where most Aviation schools started and then moved down to (or upto) Aviation Science after having the resources and the staff. We urge you to take the placement test just to know where you belong Courses we will be working on are: # [[Aircrafts and Aerodynamics]] # [[Aircraft Instrument, Engines and Systems]] # [[Airports, Air Traffic Control, and Airspace]] # [[Federal Aviation Regulations]] # [[Aircraft Performance and Weight and Balance]] # [[Aeromedical Factors and Aeronautical Decision Making]] # [[Aviation Weather]] # [[Aviation Weather Services]] # [[Navigation]] # [[Navigation Systems]] # [[Cross Country Flight Planning]] Before we begin I'd like to state that you are begining on a journey that may take you to places you've yet to imagine. You'll never regret pursuing your pilots liscense. Maybe your goal is to become a professional pilot GOOD FOR YOU. Pilots love going to work. Most pilots pay their dues by Flight instructing, giving scenic rides, towing banners & gliders, The pay is low but the experience is priceless. I wish you all the best of luck. ===Practical aviation course contents=== *Chapter 1 [[Topic:Aircraft Components]] *Chapter 2 [[Topic:Aerodynamics]] *Chapter 3 [[Topic:Engines]] *Chapter 4 [[Topic:Electrical Systems]] *Chapter 5 [[Topic:Flight Instruments]] *Chapter 6 [[Topic:Federal Aviation Regulations]] *Chapter 7 [[Topic:Airport Operations]] *Chapter 8 [[Topic:Radio Operations]] *Chapter 9 [[Topic:Airspace]] *Chapter 10 [[Topic:Aviation Maps]] *Chapter 11 [[Topic:Radio Navigation]] *Chapter 12 [[Topic:Understanding Weather]] *Chapter 13 [[Topic:Weather Charts & Breifings]] *Chapter 14 [[Topic:Flight planning]] *Chapter 15 [[Topic:Airplane Performance Charts]] *Chapter 16 [[Topic:Weight & Balance]] *Chapter 17 [[Topic:Aeronautical Information]] ==Aviation Science== This is the more scientific branch of study and includes some engineering courses and sometimes even safety courses. Please feel free to start new categories or new courses ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''August 18, 2006''' - School founded! [[Category:Wikiversity schools|Aviation]] [[Category:Aviation]] 1973 13911 2006-08-25T10:22:42Z Pbolgiani 178 /* ''Spoiler'' */ ==Overview== There are thousands of designs and ideas about aircraft which have been developed through aviation history. Despite this some main components became permanent in every aircraft dessing. As fix-wing aircrafts are the most common aircrafts they will be the most studied. ==Fix-wing aircraft components== Although airplanes are designed for a variety of purposes, most of them have the same major components. The overall characteristics are largely determined by the original design objectives. Most airplane structures include a fuselage, wings, an empennage, landing gear, and a powerplant. ---- ==='''Fuselage'''=== The fuselage includes the cabin and/or cockpit, which contains seats for the occupants and the controls for the airplane. In addition, the fuselage may also provide room for cargo and attachment points for the other major airplane components. Some aircraft utilize an open truss structure. The truss-type fuselage is constructed of steel or aluminum tubing. Strength and rigidity is achieved by welding the tubing together into a series of triangular shapes, called trusses. {{see also|w:Fuselage}} ====''Empenage''==== The empenage (also called tail) is the rear part of the aircraft. Usually it includes the stabilizers, rudder and elevator as many other components. In fighters it may be constructed arround the exhaust nozzle, as in some three-engine airplanes (with the third engine in the fusselage). In commercial aircrafts the empenage is built from the cabin pressure-cone and may contain the black-boxes and the pressure out-flow valve. ====''Doors''==== ====''Windows''==== ---- ==='''Wing'''=== ====''Shape and parts''==== ====''Qualities''==== ====''Wingtips''==== [[wing_tip_effect|Wing-Tip Effect]] ====''Fuel tanks''==== ---- ==='''Control surfaces'''=== [[Image:ControlSurfaces.gif]] [http://www.aerospaceweb.org/question/dynamics/yaw/axes.jpg Airplane control.jpeg] As aircraft move in three dimensions we need various control devices to control it. Fix-wing aircrafts have control surfaces for each one of these dimensions. Usually these are placed in the extremes of the aircraft (tail and wings) to get the maximmun strength and response using small moving parts thanks to the [[w:lever|lever concept]]. Note that an airplane is easier to maneuver as more unstable it is. Stability can be provided by stabilizers and fuselage and wing dessing. ====''Vertical stabilizer and rudder''==== The vertical stabilizer functions with the same principle a wing does, but being symmetrical. It is a main control surface of airplanes (fix-wing aircrafts). Obviously, it has a vertical position, usually in the tail of the aircraft. There can be multiple vertical stabilizers (in large aircrafts usually). The vertical stabilizer has a moving part which is called Rudder. This acts as an aileron does in the wing. When it is moved to one or other side it produces a pressure difference over the stabilizer since it's movement is equal to change the angle of attack of this 'wing'. The rudder controls the Y-axis or Yaw of the plane and it is controled from the cockpit with the pedals. In a coordinated turn, rudder and ailerons must be coordinated, but you can use rudder only to 'slide' the aircraft. Some rudders are mixed with elevators in the same control surface, creating V-tail aircrafts. {{see also|w:Vertical stabilizer}} [http://avstop.com/AC/FlightTraingHandbook/Rudder.html Rudder] ====''Horizontal stabilizer and elevator''==== The horizontal stabilizer is a main control surface of aircrafts, mainly of airplanes (fix-wing aircraft). It functions as a wing does, creating a second point of lift along the fuselage which provides stability to the aircraft in the Z-axis. Its function is not to provide more lift but to control the Pitch of the aircraft (by modifying the angle of attack of the wing). This is thanks to a moving part or parts called Elevators, which act like an aileron, and are controlled by the longitudinal axis of the joystick or wheel. Obviously, the horizontal stabilizer has a horizontal position, usually in the tail of the aircraft. It can be on top of the vertical stabilizer (T-tail aircrat), or divided in two parts crossing the vertical stabilizer. Some horizontal stabilizers have no elevators but are a whole elevator (mainly in gliders, since it has a better aerodinamic performance). In Canard-configuration planes, the horizontal stabilizer is positioned not in the tail but in the nose of the aircraft (note that its movement to reduce or increase pitch will be inverted from the one it does when it's placed in the tail). Sometimes, elevators are mixed with rudders in the same control surface, creating V-tail aircrafts. It also can be combined with ailerons, mainly in delta-wing planes. {{see also|w:Stabilizer (aircraft)}} [http://avstop.com/AC/FlightTraingHandbook/Elevators.html Elevator] ====''Aileron''==== Ailerons are moving surfaces usually placed near the tips of the wings. The function of an aileron is simple, by moving upwards or downwards it modifies the angle of attack of that section of the wing, sinking or lifting it. This change in the aerodynamic is due to the modiffication of relative curve of the [[w:airfoil|airfoil]]. Note that ailerons are complementary, so if one moves the other will move on the other direction in the same proportion. This improves the effect as one wing is lifted and the other sunk. Ailerons control the X-axis or roll movement of the aircraft. Ailerons are controled by the pilot form the cockpit, with the lateral axis of the joystick. To make coordinated turns they movement must be combined with rudder in the same direction. In some planes ailerons are just divided elevators, being possible to use the same surface as aileron or elevator (delta-wing airplanes). [http://avstop.com/AC/FlightTraingHandbook/Ailerons.html Aileron] ====''Trim tab''==== {{see also|w:Trim tab}} [http://avstop.com/AC/FlightTraingHandbook/Trim.html Trim] ---- ==='''Lift control devices'''=== As well as speed and pitch (angle of attack), there are some devices which make possible to modify the lift produced by the wing. These act on the [[w:aerodynamics|aerodynamics]] of the wing, mainly on the [[w:boundary_layer|boundary layer]]. ====''Flap''==== Flaps increase the wing surface or curve generating more lift with the same speed. They are very used on low speed operations, mainly during landings and take offs. There are several types of flaps: *Plain Flap *Split Flap *Flap Zap or Slotted *Flap Fowler *Flap Multi-Fowler {{see also|w:Flap (aircraft)}} [http://avstop.com/AC/FlightTraingHandbook/Flaps.html Flap] ====''Slat''==== A slat is a thin airfoil deployed form the leading edge of the [[w:wing|wing]]. This acts as a new little wing, but it's objective is not to produce [[w:lift|lift]] but to generate the circulation needed for it. Slat circulation will be opposite to wing circulation reducing the highest speed of the boundary layer. This reduces the maximun lift also, making its distribution along the wing softer, but allowing the boundary layer to detach later (by reducing the adverse pressure generated in the trailing edege). Usually, slats are used with flaps during take off and landing operations as both produce extra lift at low speed. {{see also|w:Slat}} ====''Spoiler''==== Spoilers are not used for generating lift but for reducing it. They are moving surfaces which are placed vertically across the airfoil. This produces the detachment of the boundary layer before than usual as an adverse pressure is generated. These devices are not very common in pistong engine or turboprop airplanes but in turbojet airplanes and gliders. ---- ==='''Powerplant and propulsion devices'''=== ====''Propeller''==== A propeller is a device which transmits power by converting it into thrust for propulsion of a vehicle such as an airplane, ship, or submarine though a fluid such as water or air, by rotating two or more twisted blades about a central shaft, in a manner analogous to rotating a screw through a solid. The blades of a propeller act as rotating wings, and produce force through application of both Bernoulli's principle and Newton's third law, generating a difference in pressure between the forward and rear surfaces of the airfoil-shaped blades. {{see also|w:Propeller}} ====''Piston engine''==== Piston engines are common four-stroke cycle engines. Of course they are dessigned in particular for airplanes, so they use aviation gas and have special characteristics, but their function is very similar to a car engine. Transmission of these engines is connected to a propeller so they can provide thrust. ====''Jet engine''==== A jet engine produces thrust by compressing air and releasing it through a directed pipe or nozzle. We will study more deeply this subject in Chapter 3, but essentialy an aircraft jet engine is composed of an intake chamber or valve, a fan, one or several compressors, a combustion chamber, one or several turbines and an exhaust nozzle. The process the air suffers through a jet engine begings with the intake and initial compression, a much higher compression, combustion, discharge into turbines and release. It is common to see jet engines with one more step which is to afterburn the mixture while being released. *TurboJet *TurboFan ====''TruboProp''==== A TurboProp engine consists in a jet engine which drives a propeller. The result of this is that we have a much more reliable engine than a piston engine (as much as a jet engine) but not as complicated and big as a jet engine since we don't need the jet-blast for generating thrust but the propeller. {{see also|w:Aircraft engine}} ---- ==='''Landing gear'''=== {{see also|w:Undercarriage}} ====''Nose gear''==== ====''Main gear''==== ---- ==='''Cockpit'''=== ====''Controls''==== ====''Information devices''==== ====''Navigation devices''==== *Radio *INS *RNAV/GNSS ====''FMS''==== ====''Communication devices''==== ---- ==='''Systems'''=== ====''Hydraulic''==== ====''Electric''==== ====''Pneumatic (Bleed)''==== ====''APU''==== ---- ==='''Navigation lights'''=== {{see also|w:Navigation light#Aviation_navigation_lights}} *Beacon {{see also|w:Beacon}} *Stroboscopic *Anti-collision *Landing *Taxi ---- ==='''Pressure information intakes'''=== ====''Pitot tube''==== {{see also|w:Pitot tube}} ====''Static port''==== {{see also|w:Static port}} ---- ==='''Other/Unclassified'''=== ====''Struts''==== {{see also|w:Strut}} ====''Fuel vent''==== ---- ==Non-fix-wing aircraft, airship and other aircraft components== Helicopters, airships, hot-air ballons, gliders and other kind of aircrafts have specific components in their dessings. They can also use airplane components (renamed or non) or even devices wich do the same function but are different. Anyway, all these should be studied. 1974 7187 2006-07-27T13:05:00Z Kellen fix! <noinclude>{{shortcut|{{[[Template:seealso|seealso]]}}}}</noinclude><div class="boilerplate seealso"> : ''See also: {{ #if: {{{1|}}} |[[{{{1}}}]] }}{{ #if: {{{2|}}} |{{ #if: {{{3|}}}|,&nbsp;|&nbsp;and&nbsp;}}[[{{{2}}}]] }}{{ #if: {{{3|}}} |,&nbsp;{{ #if: {{{4|}}}||and&nbsp;}}[[{{{3}}}]] }}{{ #if: {{{4|}}} |,&nbsp;{{ #if: {{{5|}}}||and&nbsp;}}[[{{{4}}}]] }}{{ #if: {{{5|}}} |,&nbsp;{{ #if: {{{6|}}}||and&nbsp;}}[[{{{5}}}]] }}{{ #if: {{{6|}}} |,&nbsp;{{ #if: {{{7|}}}||and&nbsp;}}[[{{{6}}}]] }}{{ #if: {{{7|}}} |,&nbsp;{{ #if: {{{8|}}}||and&nbsp;}}[[{{{7}}}]] }}{{ #if: {{{8|}}} |,&nbsp;{{ #if: {{{9|}}}||and&nbsp;}}[[{{{8}}}]] }}{{ #if: {{{9|}}} |,&nbsp;{{ #if: {{{10|}}}||and&nbsp;}}[[{{{9}}}]] }}{{ #if: {{{10|}}} |,&nbsp;{{ #if: {{{11|}}}||and&nbsp;}}[[{{{10}}}]] }}{{ #if: {{{11|}}} |,&nbsp;{{ #if: {{{12|}}}||and&nbsp;}}[[{{{11}}}]] }}{{ #if: {{{12|}}} |,&nbsp;{{ #if: {{{13|}}}||and&nbsp;}}[[{{{12}}}]] }}{{ #if: {{{13|}}} |,&nbsp;{{ #if: {{{14|}}}||and&nbsp;}}[[{{{13}}}]] }}{{ #if: {{{14|}}} |,&nbsp;{{ #if: {{{15|}}}||and&nbsp;}}[[{{{14}}}]] }}{{ #if: {{{15|}}} |,&nbsp;and&nbsp;[[{{{15}}}]] }}{{ #if: {{{16|}}} |…'''template overflow in [[template:See also]]: maximum 15 articles allowed''' }}''</div><noinclude> {{esoteric}} </noinclude> 1975 7190 2006-03-06T09:44:21Z Kellen Template:Esoteric from WP <div style="clear: both"></div> {| class="messagebox" |- |align="center"|[[Image:Exquisite-khelpcenter.png|50px|Comment]] |align="left" width="95%"|This template contains one or more '''''optional''''' parameters: see the [[Template talk:{{PAGENAME}}#Usage|talk page]] for details. ---- This template employs some extremely complicated and esoteric features of template syntax. Please do not attempt to alter it unless you are certain that you understand the setup '''and''' are prepared to repair any consequent collateral damage if the results are unexpected. Any experiments should be conducted in the [[Template:Template sandbox|template sandbox]] or your user space. |}<includeonly>[[Category:Esoteric templates|{{PAGENAME}}]]</includeonly> <noinclude> ---- {| class="messagebox" |- |align="center"|[[Image:Exquisite-khelpcenter.png|50px|Comment]] |align="left" width="95%"|Actually, ''this'' template uses very simple syntax. But templates that link to the above message do use esoteric syntax. |} This template is for templates with esoteric syntax. [[Category:Template templates|{{PAGENAME}}]] [[fr:Modèle:Ésotérique]] [[ro:Format:Ezoteric]] [[zh:Template:Esoteric]] </noinclude> 1976 7193 2006-07-27T14:58:31Z Whiteknight 32 created template sandbox page. <noinclude>This template is a "sandbox" template, that can be used to experiment with new template ideas and designs. To experiment with regular pages, try the [[sandbox]].</noinclude> 1977 8820 2006-08-20T03:25:09Z Pbolgiani 178 == Learning to fly == Many public, free sources of information about learning to fly are already available, especially for those who want to earn a pilot certificate, add a rating, or learn more about flying in the U.S. (although much of the information, except for specific regulations and procedures) is relevant outside the U.S.). For example: * For information about learning to fly, see: ** AOPA Learn to Fly page: http://www.aopa.org/learntofly/ ** AOPA Flight Training Learn to Fly: http://flighttraining.aopa.org/learntofly/ ** Be A Pilot: http://www.beapilot.com/indexfl.html * Information about the new Sport Pilot certificate and Light Sport Aircraft: http://www.sportpilot.org/ * Helpfull website for studying aeronautical charts (NOT TO BE USED FOR FLIGHT PLANNING) http://skyvector.com/ ==Free, Public-Domain Aviation Handbooks by the FAA== The FAA offers many complete, public-domain training handbooks for free download in PDF format. These books are the official references for many pilot certificates and ratings. You can find currently available titles at: http://www.faa.gov/library/manuals/aviation/ and http://www.faa.gov/pilots/training/ Other FAA publications available for download are listed at: http://www.faasafety.gov/onlineresources.aspx?categoryId=47&masterId=1 The following books available via the previous link are of particular interest: ===Pilot's Handbook of Aeronautical Knowledge=== The ''Pilot's Handbook of Aeronautical Knowledge'' (FAA-H-8083-25) is for aviators training for a private pilot certificate--and for pilots who want to refresh their knowledge of the fundamentals or learn about such advanced topics as operation of turbine engines and flying large and swept-wing aircraft. It introduces pilots to the theory and practical knowledge they will need as they progress in their pilot training from aerodynamics, engines, flight instruments, and navigation to avionics, weather, and airspace. This 352-page handbook is available for download in PDF format in four parts. ====Contents==== * Chapter 1-Aircraft Structure * Chapter 2-Principles of Flight * Chapter 3-Aerodynamics of Flight * Chapter 4-Flight Controls * Chapter 5-Aircraft Systems * Chapter 6-Flight Instruments * Chapter 7-Flight Manuals and Other Documents * Chapter 8-Weight and Balance * Chapter 9-Aircraft Performance * Chapter 10-Weather Theory * Chapter 11-Weather Reports, Forecasts, and Charts * Chapter 12-Airport Operations * Chapter 13-Airspace * Chapter 14-Navigation * Chapter 15-Aeromedical Factors * Chapter 16-Aeronautical Decision Making ===Flight Training Handbook=== http://avstop.com/AC/FlightTraingHandbook/ ====Contents==== *Preface *Chapter 1 - Introduction to Flight Training *Chapter 2 - Introduction to Airplanes and Engines *Chapter 3 - Introduction to the Basics of Flight *Chapter 4 - The Effect and Use of Controls *Chapter 5 - Ground Operations *Chapter 6 - Basic Flight Maneuvers *Chapter 7 - Airport Traffic Patterns and Operations *Chapter 8 - Takeoffs and Departure Climbs *Chapter 9 - Landing Approaches and Landings *Chapter 10 - Faulty Approaches and Landings *Chapter 11 - Proficiency Flight Maneuvers *Chapter 12 - Cross-Country Flying *Chapter 13 - Emergency Flight By Reference to Instruments *Chapter 14 - Night Flying *Chapter 15 - Seaplane Operations *Chapter 16 - Transition to Other Airplanes *Chapter 17 - Principles of Flight and Performance Characteristics ===Airplane Flying Handbook=== The ''Airplane Flying Handbook'' (FAA-H-8083-3A) is the hands-on, how-to guide to flying all the maneuvers required for the private pilot and commercial pilot certificates. It is designed to assist student pilots learning to fly airplanes and to help current pilots and flight instructors expand their knowledge and skills. It's also one of the official references that pilot examiners use when testing the flying skills of pilots who are taking check rides. This 210-page handbook is available for download in seven parts in PDF format. ====Contents==== * Chapter 1-Introduction to Flight Training * Chapter 2-Preflight, Postflight, and Ground Operations * Chapter 3-Takeoffs and Climbs * Chapter 4-Basic Flight Maneuvers * Chapter 5-Slow Flight, Stalls, and Spins * Chapter 6-Ground Reference and Performance Maneuvers * Chapter 7-Airport Traffic Patterns, Approaches, and Landings * Chapter 8-Faulty Approaches and Landings * Chapter 9-Flight by Reference to Instruments * Chapter 10-Night Operations * Chapter 11-Navigation Systems * Chapter 12-Emergency Operations * Chapter 13-Transition to Different Airplanes and Systems * Chapter 14-Transition to a Multiengine Airplane * Chapter 15-Transition to Tailwheel Airplanes * Chapter 16-Transition to Seaplanes * Chapter 17-Transition to Skiplanes * Chapter 18-Aeronautical Decision Making ===Instrument Flying Handbook=== The ''Instrument Flying Handbook'' (FAA-H-8083-15) is the FAA's guide to all of the aeronautical knowledge and skills required to operate in instrument meteorological conditions (IMC). It is designed for pilots training for an instrument rating, and for the instrument flight instructors who teach them. The ''Instrument Flying Handbook'' includes both theory and practical guidance on how to operate an aircraft solely by reference to instruments, from filing a flight plan and working with ATC to maintaining straight-and-level flight, flying DME arcs and holding patterns, and shooting ILS approaches. This 280-page handbook is available for download in two parts in PDF format. ====Contents==== * Chapter 1: Human Factors * Chapter 2: Aerodynamic Factors * Chapter 3: Flight Instruments * Chapter 4: Airplane Attitude Instrument Flying * Chapter 5: Airplane Basic Flight Maneuvers * Chapter 6: Helicopter Attitude Instrument Flying * Chapter 7: Navigation Systems * Chapter 8: The National Airspace System * Chapter 9: The Air Traffic Control System * Chapter 10: IFR Flight * Chapter 11: Emergency Operations * Appendices * Glossary * Index ===Instrument Procedures Handbook=== The ''Instrument Procedures Handbook'', a guide for advanced instrument pilots published by the FAA, is available for free download at: http://av-info.faa.gov/terps/IPH.htm === The Aeronautical Chart User's Guide === To learn more about aviation charts, you can download the ''Aeronautical Chart User's Guide'' (available in several parts in PDF format) from the FAA's National Aviation Charting Office (NACO): http://www.naco.faa.gov/index.asp?xml=naco/online/aero_guide ==Other Free Reference Materials == The ''Aeronautical Information Manual'' and many other references of interest to pilots are available free online in both HTML and PDF format at http://www.faa.gov/atpubs/. === AOPA Air Safety Foundation's Online Safety Center === A wealth of practical information for pilots is also available free to everyone (although the content is copyrighted) from the AOPA Air Safety Foundation's Online Safety Center at http://www.aopa.org/asf/. Resources include a variety publications in PDF format, free online courses, etc. === Information from Manufacturers === You can also find much free information about weather, avionics, and other subjects on the Web. For example, most manufacturers of GPS navigation gear offer their user manuals, PC-based simulators, training syllabi, and other resources via their Web sites. You needn't be an owner of the equipment to download the information and resources. See, for example, http://www.garmin.com/aviation/products.html#panel-mount. 1978 22907 2006-09-03T15:12:05Z JWSchmidt 20 fix links <font size=4>'''Welcome to the Practical Arts and Sciences Portal of [[Wikiversity]]'''</font> Hello and welcome to the Practical Arts and Sciences Portal! By scanning our [[Wikiversity:Naming conventions|schools and departments]], you can clearly see that the purpose of this Portal is to acquaint students to fields that have practical application to everyday life. In fact, many of the schools under this college are professions in and of themselves, so browsing here is a great chance to learn a bit about future careers, maybe even enroll in one of our exciting and challenging courses in order to see if that area appeals to you. We encourage anyone with an open mind and strong determination to give our college a try. This Portal is a large organizational structure which can contain various schools, departments and divisions. The schools, departments and divisions should be listed in the schools departments and divisions section. In general, Portals do not contain many learning resources. A portal can link to some [[Portal:Learning Projects|projects]] that are important for developing [[Portal:Learning Materials|learning resources]] that are related to the topics covered by the portal. ==Schools, Divisions and Departments== Schools, divisions and Departments of this Portal exist on pages in "School:" or "Topic:" namespaces. Start the names of schools with the "School:" prefix. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning meaterials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. ===[[School:Architecture |School of Architecture]]=== *Active contributors ** ** ===[[School:Aviation |School of Aviation]]=== *Active contributors ** ** ===[[School:Construction |Institute of Construction]]=== *Active contributors ** ** ===[[School:Education |School of Education]]=== *Active contributors ** ** ===[[School:Engineering |School of Engineering]]=== *Active contributors ** ** ===[[School:Entrepreneurship |School of Entrepreneurship]]=== *Active contributors **Mark-Shane Scale (employee of a Jamaican national training agency) '''Entrepreneurship - Pathway to Self-Employment''' The [[entrepreneur]] is popularly defined as the person who assumes the risks and costs associated with starting one's own business. The concept of entrepreneurship is historically similar to the concept of [[self-employment]]. The two are synonymous in the sense that persons who are entrepreneurs and those who are self-employed take responsibility to pay themselves rather than work for fixed wages determined by employers. As such both the entrepreneur and the self-employed play a key role in determining how much they are paid and control their working hours and how they structure their work. If entrepreneurship is defined as self-employment, then one can argue that entrepreneurs are not born, and that all human beings can become entrepreneurs. As long as human beings are trainable, they can acquire the skills and abilities for a vocation. So it is that all human beings can acquire entrepreneurial abilities. '''""Who is the Entrepreneur?""''' Who is the self-employed person? The entrepreneur is a responsible person that decides to take charge of his own life and ideas, and secondly the life and ideas of others. He is the person who identifies what people need or might need to make them more comfortable and decide to take on the responsibility to serve those needs. The entrepreneur is the person that seizes the opportunity to serve others, despite the dangers and the risks associated with serving people's needs, including their unidentified ones. The entrepreneur decides to use his life and ideas or a portion of his life and ideas to ensure that other persons get what they need or get what wil make their life more comfortable and happy as they live on earth . www.onlinewbc.gov/docs/starting/glossary.html www.business.gov/phases/launching/are_you_ready/glossary.html ** ===[[School:Informatics |School of Informatics]]=== *Active contributors ** ** ===[[School:Very Small Information Systems |School of Very Small Information Systems]]=== *Active contributors ** ** ===[[School:Foreign Language Learning |School of Foreign Language Learning]]=== *Active contributors ** ** ===[[School:Library and Information Science |School of Library and Information Science]]=== *Active contributors ** ** ===[[School:Project Management |School of Project Management]]=== *Active contributors ** ** ===[[School:Teleservices and Call Center Management|School of Teleservices and Call Center Management]]=== *Active contributors ** ** ===[[School:Magic |School of Magic]]=== *Active contributors ** ** ==Organizing main namespace content== '''conceptual maps''':<BR> (conceptual, British) Portal -> Division -> Subject -> Topic -> Lesson<BR> (conceptual, U.S.A.) Portal -> School -> Division -> Department -> Lesson<BR> (Wikiversity [[Wikiversity:Namespaces|namespaces]]) Portal: namespace -> School: namespace -> Topic: namespace -> Lessons in the main namespace (no prefix) ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in developing this portal, you can list your name here (this can help new portals grow and the participants communicate better; for [[w:Portal:History|mature portals]] a list of participants is not needed). * ... ==Portal news== * '''Date founded''' - School founded! ---- ==Commentary== I noticed that this department was missing it's title page, so I've started filling it in. --[[User:Kfitton|Kfitton]] 01:01, 2 August 2006 (UTC) *Please use the discussions page for anything that isn't on topic to administration of this College. I'm not sure if this department is really needed? please discuss [[User:Michael|m_dentonNZ]] 08:46, 22 August 2006 (UTC) http://en.wikiversity.org/wiki/School_talk:Practical_Arts_and_Sciences {| cellspacing=3 width="100%" |- valign="top" |width="100%" bgcolor="#f5f5f5" style="border:2px solid #cococo;padding:1em;padding-top:0.5em;"| ''This entire department is still under construction. Helping out in the construction is encouraged.'' |} [[Category:Wikiversity portals]][[Category:Practical Arts and Sciences]] 1979 7209 2006-08-18T05:18:01Z Messedrocker 35 [[Organizing Self Management For Wikiversity]] moved to [[Wikiversity:Organizing Self Management]]: this is something that should be in the project namespace #REDIRECT [[Wikiversity:Organizing Self Management]] 1981 13398 2006-08-24T05:29:28Z JWSchmidt 20 /* Learning Resources */ '''Part of [[:Category:Social Sciences|Social Sciences]]''' ==Introduction and descripton== '''Welcome to Wikiversity's School of Psychology''' Hello! We here at the Wikiversity School of Psychology are working hard to bring you the courses listed below. If you are knowledgeable in the areas of abnormal psychology, biopsychology, or cognitive psychology, it would be extremely appreciated if you'd make a contribution. ==Learning Resources== {{Template:Courses}} '''Note''': give new Wikiversity pages descriptive names, not cryptic names such as "Psy 2055". ===Undergraduate Level - Final=== Required Core Courses (30 Credit Hours): *[[/Psy 1001/]] - [[w:Psychology|Introduction to Psychology]] *[[/Psy 2015/]] - [[w:Developmental psychology|Developmental Psychology]] *[[/Psy 2035/]] - [[w:Psychological statistics|Introduction to Psychological Statistics]] *[[/Psy 2045/]] - [[w:Research methods|Research Methods]] *[[/Psy 2055/]] - [[w:Psychological testing|Psychological Testing]] *[[/Psy 2065/]] - [[w:Abnormal psychology|Abnormal Psychology]] *[[/Psy 2085/]] - [[w:Social psychology|Social Psychology]] *[[/Psy 2095/]] - [[w:Biological psychology|Biological Psychology]] *[[/Psy 3000/]] - [[w:Learning|Learning]] and [[w:Memory|Memory]] *[[/Psy 4090/]] - [[w:History of psychology|History]] and Systems of Psychology ===Tracts=== '''Please Choose Any Tract Below:''' Biological Tract (6 Credit Hours): *[[/Psy 4095/]] - Psychophysiology *[[/Psy 5095/]] - Functional [[w:Neuroscience|Neuroanatomy]] Developmental Tract (9 Credit Hours): *[[/Psy 3014/]] - Psychology of Infancy and Early Childhood *[[/Psy 3015/]] - Childhood and Adolescence *[[/Psy 3016/]] - Psychology of Aging Industrial Organizational Tract (9 Credit Hours): *[[/Psy 3055/]] - [[w:Industrial and organizational psychology|Industrial and Organization Psychology]] *[[/Psy 4055/]] - Personnel Psychology *[[/Psy 5055/]] - Organization Psychology Research Tract (9 Credit Hours): *[[/Psy 3045/]] - Advanced Research Methods *[[/Psy 4045/]] - Principles of Psychological Measurement *[[/Psy 5035/]] - Advanced Psychological Statistics Behavioral Tract (9 Credit Hours): *[[/Psy 3005/]] - [[w:Behaviorism|Behaviorism]] *[[/Psy 4005/]] - Behavioral Medicine *[[/Psy 5005/]] - Applied Behavioral Techniques Clinical Psychology (12 Credit Hours): *[[/Psy 3041/]] - Studies in [[w:Personality|Personality]] *[[/Psy 3085/]] - Clinical Psychology *[[/Psy 4085/]] - Concepts in Psychological Couseling *[[/Psy 5080/]] - Learning Disorders ===Electives=== Choose Any Untaken Psychological Courses from the above list or below to Total Credit Hours to 54 (Required 30 + Tract(6-12) + Electives = 54): ''each course is worth 3 credit hours'' *[[/Psy 3025/]] - [[w:Evolutionary psychology|Evolutionary Psychology]] *[[/Psy 3030/]] - Psychology of Women *[[/Psy 3032/]] - Psychology of Advertising *[[/Psy 3060/]] - Perception *[[/Psy 3085/]] - Group Dynamics *[[/Psy 5040/]] - [[w:Motivation|Motivation]] and [[w:Emotion|Emotion]] *[[/Psy 5050/]] - [[w:Stress (medicine)|Stress]] '''Total: 54 Credit Hours''' ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning meaterials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==External resources== ===Books=== *For those of you new to psychology, an excellent book to begin the training is Saul Kassin's 'Psychology.' However, like any introductory text, it will offer only a glimpse into the overall content of the field. ===Wikis=== [http://psychology.wikia.com/wiki/Main_Page The Psychology Wiki] ===Wikibooks=== : ''See [[b:Wikibooks:Social science bookshelf#Psychology|the social sciences bookshelf]] for a complete list.'' * [[b:Biological Psychology|Biological Psychology]] * [[b:Cognitive Psychology and Cognitive Neuroscience|Cognitive Psychology and Cognitive Neuroscience]] * '''[[b:Introduction to Psychology|Introduction to Psychology]]''' * [[b:Psychological Testing|Psychological Testing]] ===Selected topics=== *[[w:Addiction|Addiction]] *[[w:Behavioural disorders|Behavioural Disorders]] *[[w:Consciousness|Consciousness]] *[[w:Creativity|Creativity]] [[Category:Wikiversity schools|Psychology]][[Category:Psychology]] 1984 23782 2006-09-04T20:17:01Z Az1568 793 Fixed double redirect #REDIRECT [[School:Psychology]] 1985 8915 2006-08-20T05:09:41Z Messedrocker 35 [[School:Department of Psychology/Psy 1001]] moved to [[Introduction to Psychology]]: per naming guidelines === Text === Introduction to Psychology will use [[b:Introduction to Psychology|Introduction to Psychology]] WikiBook, as well as other online resources. === Course Objectives === At the end of the course the student will be able to: * describe the scientific methods utilized in the study of human behavior; * appreciate the diversity of the field of psychology and the dynamic nature of its continuing development and growth; * understand the influence of biology, learning histories, situations, cognition, personality, and cultural factors, in the shaping and development of human behavior; * understand the concepts, histories, methods of investigation, and theories of the different subfields of psychology; * appreciate the importance of psychological principles as they apply to everyday life. === Course Outline === *1: Introduction to Psychology as a science *2: Research methods in psychology *3: Biological basis of behavior *4: Sensation and Perception *5: States of Consciousness *6: Human Development *7: Learning *8: Memory *9: Language and Cognition *10: Motivation and Emotion *11: Personality *12: Intelligence *13: Psychological Disorders *14: Psychotherapy and Intervention *15: Social Psychology 1988 14843 2006-08-26T05:30:39Z Rayc 57 ===Texts=== This course will use the [[Wikiversity:Abnormal Psychology|Abnormal Psychology]] Wikibook, as well as online sources. ===Course Objectives=== * Students will have a better grasp of various mental disorders * Students will be able to differentiate between mental disorders ===Course Outline=== * Introduction - When does a symptom rise to a level of disorder? And are psychiatric disorders truly abnormal if a significant percentage of the population has them? **Assignment - Buy a cheap notebook to keep a journal for this class all in one place. Begin by reflecting on the above questions, and your expectations for the course. "Unit One - Serious and Persistent Mental Illness" *First Class Meeting - Depression **Lecture **Readings ***[[w:Clinical depression|Clinical Depression on Wikipedia]] *Second Class Meeting - Bipolar Disorder ** Lecture **Readings ***[[w:Bipolar disorder|Bipolar Disorder on Wikipedia]] *Third Class Meeting - Schizophrenia **Lecture **Readings ***[[w:Schizophrenia|Schizophrenia on Wikipedia]] *Fourth Class Meeting - Schizoaffective Disorder **Lecture ***[[w:Schizoaffective disorder|Schizoaffective Disorder on Wikipedia]] *Fifth Class Meeting - Community and Hospital Treatment for People with Serious and Persistent Mental Illness. **Lecture **Readings ***[[w:Psychiatric hospital|The Psychiatric Hospital on Wikipedia]] ***[[w:Partial hospitalization|Day Treatment or Partial Hospitalization on Wikipedia]] ***[[w:Clubhouse Model of Psychosocial Rehabilitation|Clubhouse Model for Psychosocial Rehabilitation]] [[Category:Psychology]] 1989 7329 2006-08-18T05:36:01Z Scientist 77 [[School:Mathematics/Legendre differential equation]] moved to [[Legendre differential equation]]: no sub folder is required #REDIRECT [[Legendre differential equation]] 1990 23485 2006-09-04T06:43:57Z Az1568 793 Fixed double redirect #REDIRECT [[Abnormal Psychology]] 1991 23692 2006-09-04T19:39:50Z Az1568 793 Fixed double redirect #REDIRECT [[Introduction to Psychology]] 1992 20792 2006-08-29T13:33:36Z JWSchmidt 20 remove duplicate word {{Proposed policy|[[WV:RS]]}} Wikiversity pages should [[Wikiversity:Cite sources|cite]] '''reliable published sources''' whenever possible. Sometimes it might be suitable to cite scholarly peer-reviewed research that has been performed at Wikiversity. This page provides guidance about how to identify these kinds of sources and distinguish them from unreliable sources. The policy page that discusses the need to use sources is [[Wikiversity:Verifiability]]. If you can provide useful information to Wikiversity, please do so, but bear in mind that edits for which no reliable references are provided may be removed to corresponding talk pages for discussion. The responsibility for finding and adding references lies with the person adding material, and sources should be provided whenever possible. Wikiversity has many [[Wikiversity:Learning community|learning communities]] that are devoted to study of particular subjects. Each scholarly discipline has standards for judging the reliability of sources. As a Wikiversity participant, you should learn about the scholarly practices that are used in the study of topics that are of interest to you. When you contribute to Wikiversity pages, cite sources that are considered to be reliable by experts who publish in peer-reviewed sources. ===Comparison to Wikipedia=== What follows is a description of Wikipedia's best practices. Many articles may fall short of this standard until editors devote time and effort to fact-checking and reference-running. (See [[w:Wikipedia:Reliable sources#Evaluating sources|efforts to identify reliable sources]].) In the meantime, readers can still benefit from your contributions, bearing in mind that unsourced edits, or edits relying on inappropriate sources, may be challenged and removed at any time. Sometimes it is better to have no information at all than to have information without sources<ref>{{cite web | url=http://mail.wikimedia.org/pipermail/wikien-l/2006-July/050766.html | last=Wales | first=Jimmy | title=insist on sources | publisher=WikiEN-l | date=[[2006-07-19]] | accessdate=2006-08-04 }}</ref>. ==See also== *[[w:Wikipedia:Reliable sources|Reliable sources]] - detailed discussion at Wikipedia. ==External links== *[http://academic.bowdoin.edu/WritingGuides/primaries.htm How to Read a Primary Source], ''Reading, Writing, and Researching for History: A Guide for College Students'', Patrick Rael, 2004. *[http://academic.bowdoin.edu/WritingGuides/secondary.htm How to Read a Secondary Source], ''Reading, Writing, and Researching for History: A Guide for College Students'', Patrick Rael, 2004. [[Category:Wikiversity policy]] 1993 7337 2006-08-18T05:38:09Z JWSchmidt 20 start page with text from Wikipedia {{Proposed policy|[[WV:VER]]}} Much of the information on Wikiversity is derived from published sources. Some of the information on Wikiversity has been produced by [[Wikiversity:Scholarly ethics|scholarly]] research performed at Wikiversity. Sources of information should be [[Wikiversity:Cite sources|cited]] in order to allow others to find the sources and judge their [[Wikiversity:Reliable sources|reliability]]. If a cited source can be checked, the information is verifiable. Facts, viewpoints, theories, and arguments can be included at Wikiversity if verifiable sources are cited. Information on Wikiversity pages that is not supported by verifiable sources can be challenged and removed to talk pages for discussion. The threshold for inclusion of information on Wikiversity pages is '''verifiability, not truth'''. "Verifiable" in this context means that any reader must be able to check that material added to Wikiversity pages has either:<BR> 1) already been published by a [[Wikiversity:Reliable sources|reliable source]]<BR> or<BR> 2) has been produced by scholarly research performed at Wikiversity. [[Wikipedia:Verifiability]] is one of Wikiversity's main content-guiding policies. The other two are [[Wikipedia::Cite sources]] and [[Wikiversity:Reliable sources]]. These policies should not be interpreted in isolation from one another, and editors should therefore try to familiarize themselves with all three. The obligation to cite verifiable and reliable sources lies with the editors wishing to include information on Wikiversity page, not on those seeking to question it or remove it. ==Verifiability, not truth== "Verifiability" in this context does not mean that editors are expected to verify whether, for example, the contents of a reliable [[w:Nature (journal)|journal]] article are true. A good way to look at the distinction between verifiability and truth is with the following example. Suppose you are learning about a famous physicist's Theory X, which has been published in peer-reviewed journals and is therefore appropriate content for study at Wikiversity. However, if you happen to know the physicist and he tells you, "Actually, I now believe Theory X to be completely false," you cannot include the fact that he said it in a Wikiversity page. Why not? Because what he said to you is not verifiable by other Wikiversity editors. [[Category:Wikiversity policy]] 1994 20779 2006-08-29T13:28:42Z JWSchmidt 20 link repair {{Proposed policy|[[WV:CITE]]}} Citing the sources of information added to Wikiversity pages is mandated by [[Wikiversity:Verifiability]]. Any information on a page that is challenged and has no [[Wikiversity:Reliable sources|reliable sources]] may be removed to the correponding talk page for discussion. Attribution is especially needed for direct quotes, information that is contentious or likely to be challenged, and superlatives and absolutes (such as statements that something is the best, first or only one of its kind). If you don't know how to format the citation, others will fix it for you; simply provide the source information as plain text. == Why sources should be cited == * To ensure that the content of articles is credible and can be [[Wikiversity:Verifiability|checked by any reader or editor]]. * To help users find additional reliable information on the topic. * To improve the overall credibility and authoritative character of Wikiversity. * To reduce the likelihood of editorial disputes, or to help resolve any that arise. * To credit a source for providing useful information and to avoid claims of [[w:plagiarism|plagiarism]]. == When to cite sources == If you add any new information to a Wikiversity page in the [[Wikiversity:Namespaces|main namespace]], particularly if it's contentious or likely to be challenged, you should supply a source. In general, even if you are writing from memory, you should '''actively search for authoritative references to cite.''' If you are writing from your own knowledge, then you should know enough to identify good references that the reader can consult on the subject — you will not be around forever to answer questions. The main point is to '''help the reader''' and other editors. The need for citations is especially important when writing about opinions held on a particular issue. Find a specific person or group who holds that opinion, mention them by name, and give a citation to a reputable publication in which they express that opinion. Remember that many Wikiversity pages follow [[Wikiversity:Neutral point of view|rules for limiting bias]]. Those pages are not a place for expressing your own opinions. For Wikiversity pages that mainly explore only one point of view, [[Wikiversity:Scholarly ethics|intelectual honesty]] must guide the efforts of editors. Good scholarship is the goal of Wikiversity and it calls for careful citation of only [[Wikiversity:Verifiability|verifiable sources]] and an honest effort to find [[Wikipedia:Reliable sources|reliable sources]]. Because this is the English Wikiversity, English-language sources should be given whenever possible, and should always be used in preference to other language sources of equal calibre. However, do give references in other languages where appropriate. If quoting from a different language source, an English translation should be given with the original-language quote beside it. ===When you quote someone=== You should always add a citation when quoting published material, and the citation should be placed directly after the quote, which should be enclosed within double quotation marks &mdash; "like this" &mdash; or single quotation marks if it's a quote-within-a-quote &mdash; "and here is such a 'quote' as an example". You can '''add sources even for material you didn't write''' if you use a source to '''verify''' that material. Adding citations to an article is an excellent way to contribute to Wikiversity. === Text that is, or is likely to be, disputed === Think ahead. Try to imagine whether people might doubt what you wrote, or need more information about it. Supporting what is written in Wikiversity by referring to a clear and reliable source will add stability to your contribution. When in doubt about whether something might be disputed, provide a specific citation. === Intermediate sources: State where ''you'' got it === A common error is to copy citation information from an intermediate source without acknowledging it. For example, you might find some information on a web page which says it comes from a certain book. Unless you look at the book yourself to check that the information is there, your reference is really the web page and the web page ''must'' be mentioned. The web page itself must therefore be a [[WV:RS|reliable source]]. You shouldn't cite ''only'' the book unless you looked at it yourself. == What sources to cite == Prefer credible, peer-reviewed English-language sources. == Edit toolbar buttons for citations == [[Image:Edit toolbar.png]] The edit toolbar has a button that helps you get started inserting a citation. There is another button to help start a reference list on a page. == External links == * [[Meta:Cite/Cite.php | The &lt;ref&gt; element]] [[Category:Wikiversity policy]] 1995 14840 2006-08-26T05:29:44Z Rayc 57 Recommended Texts: Evolutionary Psychology: the New Science of the Mind (2nd Ed.). Written by David M. Buss. The Blank Slate: the Modern Denial of Human Nature. Written by Steven Pinker. The Adapted Mind: Evolutionary Psychology and the Generation of Culture. Written by Jermoe Barkow, John Tooby and Leda Cosmides. [[Category:Psychology]] 1996 23486 2006-09-04T06:44:46Z Az1568 793 Fixed double redirect #REDIRECT [[Advanced Psychology]] 1997 7350 2006-08-18T05:43:36Z Messedrocker 35 one r! #REDIRECT [[Wikiversity:Cite sources]] 1998 7351 2006-08-18T05:44:43Z JWSchmidt 20 [[Wikiversity:Verifiability]] #REDIRECT [[Wikiversity:Verifiability]] 1999 7352 2006-08-18T05:45:17Z JWSchmidt 20 [[Wikiversity:Reliable sources]] #REDIRECT [[Wikiversity:Reliable sources]] 2001 15394 2006-08-26T17:34:05Z Rayc 57 This class is also called Freshman Mathematics. The subjects below are copied from the list for Ma 1 class in Caltech Institute. ==Subjects== *[[Mathematical Induction]] *[[Sequences and Series]] *[[Completeness]] *[[Functions]] *[[Integral for Step Functions]] *[[Integral for More General Functions]] *[[Applications of Integration]] *[[Limits]] *[[Continuity]] *[[Intermediate Value Theorem]] *[[Inversion]] *[[Extreme - Value Theorem]] *[[Integrability Theorem]] *[[Mean - Value Theorem for Integrals]] *[[Derivatives]] *[[Implicit Differentiation]] *[[Extreme Values]] *[[Mean - Value Theorem for Derivatives]] *[[Curve Sketching]] *[[Fundamental Theorem of Calculus]] *[[Integration by Substitution]] *[[Integration by Parts]] *[[Logarithm]] *[[Exponential Function]] *[[Integration by Partial Fractions]] *[[Complex Numbers]] [[Category:Calculus]] 2002 22774 2006-09-03T03:34:39Z JWSchmidt 20 subcat This category will include all colleges based on Theology studies. [[Category:Humanities]] 2004 24149 2006-09-05T15:03:56Z Daniel575 649 /* Resources */ some more links <center><big>Welcome to the Wikiversity '''Division of Jewish Studies'''</big>, part of the [[School:Theology|School of Theology]]</center> The Division of Jewish Studies offers academic study of the religion, history, literature, languages, and material culture of the Jews from ancient to modern times. See also: '''[[w:Portal:Judaism]]''', '''[[w:Judaism]]''' (as a religion), '''[[w:Jew]]s''' (as a people), '''[[w:Jewish history]]''', and '''[[w:Jewish culture]]'''. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this Division, you can list your name here (this can help small Divisions grow and the participants communicate better; for large Divisions it is not needed). * [[User:Masterhomer|Jonathan "Masterhomer" Ben-Joseph]] * '''[[w:Wikipedia:WikiProject_Judaism]]''' on Wikipedia for collaboration ==Division news== * '''August 18, 2006''' - Division founded! ==Departments== A Division has departments (in the [[Wikiversity:Namespaces|Topic: namespace]]). The departments link to learning meaterials and learning projects. Simply make a link from department pages to the name of the lesson (lessons are independent pages) and start writing! [[Introduction to Judaism]] ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' ==Resources== Know any good resources for scholars of this topic? Add them here! * [http://www.jewfaq.org/ Judaism FAQ: Online introduction to Judaism in book-form] * [http://en.wikipedia.org/wiki/Judaism Wikipedia main article on Judaism, branches into thousands of articles] * [http://www.torah.org Torah.org] * [http://www.chabad.org/ Chabad Lubavitch] * [http://www.aish.org/ Aish HaTorah] * [http://www.ohr.edu Ohr Somayach] * [http://www.mechon-mamre.org Mechon Mamre (online Hebrew texts, some English)] * [http://kodesh.snunit.k12.il/ Sifrot Kodesh: Tanach, Misnah, Tosefta, Talmud Yerushalmi, Talmud Bavli, Mishneh Torah] (Hebrew) [[Category:{{PAGENAME}}| ]] 2007 16971 2006-08-27T14:36:15Z Dev920 486 /* Enrolled students */ adding self. The course gives the student an overview of Judaism's core beliefs, important figures and organisations, and history. It exists to give the student a full overview of what Judaism is, what Jews belief in, and an idea about what the culture of Judaism is all about. It will not go into major detail in any direction, such action is reserved for more advanced and specialized courses. == Enrolled students == *[[User:Dev920|Dev920]] == Lession 1: Core beliefs of Judaism == Study references: * [[w:Who is a Jew?]] * [[w:Jewish principles of faith]] * [[w:Torah]] Live lectures: TBA == Lession 2: Differing viewpoints == Study references: * [[w:Orthodox Judaism]] * [[w:Conservative Judaism]] * [[w:Reform Judaism]] Live lectures: TBA == Lession 3: Zionism == Study references: * [[w:Zionism]] * [[w:History of Israel]] Live lectures: TBA [[Category:Theology]] 2009 14912 2006-08-26T06:49:30Z Graham87 488 [[Wikiversity:Administrator Creation and Behavorial Criteria Guidelines and Policy]] moved to [[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy]]: spelling {{Proposed policy|[[WV:ACBC]]}} This page may have been effectively superceded by [http://en.wikiversity.org/wiki/Wikiversity:Custodianship]]. You are welcome to put your comments or add material here or there in the main page or on the attached discussion as seems most appropriate to you. This is very much a policy in drafting. It is tied into how we will manage our community internally and its interface to the rest of the world. Update: It has been proposed that at Wikiversity we use the term "Custodian" to refer to users empowered to help with the site's file maintenance, cleanup and emergency mediation. See http://en.wikiversity.org/wiki/Wikiversity_talk:Custodianship Processing of Custodial Requests has begun at [[Wikiversity:Candidates_for_Custodianship]]. People interested in helping out with routine site maintenance and cleanup should apply immediately while this policy evolves per community input. Useful links for background, policy and procedures on other large Wikimedia supported Wiki community projects. * Wikipedia - http://en.wikipedia.org/wiki/Wikipedia_administrator * Wikipedia FAQ http://en.wikipedia.org/wiki/Wikipedia:Administration_FAQ * Wikipedia Reading List on Administrator Responsibilities[http://en.wikipedia.org/wiki/Wikipedia:Administrators%27_reading_list] * Wiktionary - http://en.wiktionary.org/wiki/Wiktionary:Administrators The wiktionary model seems small and perhaps applicable to our early days. I could find no specific guidelines or policy so perhaps they relying on Wikipedia's early model of you can have administrator priveleges until you screw up enough the community wants you out for a while until you learn the responsibilities better and skills at meeting them improve. [[User:Mirwin|Mirwin]] 08:29, 18 August 2006 (UTC) * Wiki Commons - http://commons.wikimedia.org/wiki/Commons:Administrators The Wiki Commons looks like a fairly excellent one page self contained writeup lacking only a couple of quantitative criteria to be entirely suitable for Wikiversity at this time. == Draft below is tailored from Wikipedia Admin FAQ == For the moment the words Administrator and Custodian refer to the same position of responsibility within the Wikiversity project. All other Wikimedia Foundation sponsored wiki project currently use the terms <b>Administrator</b> or <b>Sysop</b> interchangeably for what Wikiversity may refer to as </b>Custodian</b>. ''See also:'' [[Wikiversity:Administrators]] for current list of administrators. ==What is a Custodian? What is an administrator? What is a sysop?== Three words for the same thing ("sysop" = "system operator" = "administrator" = "admin" = "Custodian"). An Custodian is simply a member of the Wikiversity community who can access a small number of restricted software functions: deleting, protecting (and unprotecting) articles and files, and blocking (and unblocking) user accounts or IP addresses. The software internally uses the string "sysop" to flag their accounts, perhaps one reason that term is used. They are friendly folks that are willing to help you if you post a message on their "talk page" or [[Wikiversity:Request administrator action|request assistance]]. See the [[Wikiversity:Administrators|current list of custodians]]. == Responsibilities of an Custodian == A Custodian keeps current with Wikiversity policy and applies it with caution and [[Wikiversity:Civility|civility]]. A custodian should try to answer requests for assistance promptly, though please bear in mind that they are all volunteers and may not be available to help immediately. ==How can I Become an Custodian?== First, you'll need a user account. Then, start to contribute to Wikiversity - its content, and, hopefully, [[Wikiversity:Policies|policies]] or other ''modus operandi''. In this way, you demonstrate to the community that you are here in good faith as you absorb the local policy, culture and procedures. After a period of useful contribution, you can add your name to [[Wikiversity:Requests for Custodianship]]. Voilà! Be sure to read the [[Wikiversity:Administrators' reading list|Administrators' reading list]], [[Wikiversity:Administrators]], [[Wikiversity:deletion policy|deletion policy]], [[Wikiversity:protection policy|protection policy]], and [[Wikiversity:blocking policy|blocking policy]], and use your new "powers" with '''caution and civility'''. For initialization purposes at en.wikiversity.org people may use experience at other Wikimedia supported wiki communities to meet the three months of experience requirement. People wishing to be administrators in the nearterm should be participating in helping create policies and procedures here at en.wikiversity.org by at least periodically reading and voting in the straw polls. ==Who Monitors the Conduct of an Custodian?== Custodians monitor each other; nearly all custodial powers are completely reversible by any other custodian including: <b>[[Special:Log/delete|page deletions]]</b>, <b>[[w:Wikipedia:Protection policy|lockings]]</b>, and <b>[[Special:Ipblocklist|IP bannings]]</b>. At the current time the only way to have custodial status of a user[http://meta.wikimedia.org/wiki/Help:Administration] removed is to request this action of a [[m:Stewards|Wikimedia Steward]]. All Wikiversity participants are encouraged to approach another Custodian for assistance in evaluating the case against a Custodian and preparation for presentation to a Wikimedia Foundation Steward. It is worth a little extra local effort and caution to avoid overloading the Stewards and prevent unnecessary hard feelings within the Wikiversity community via mistaken charges being lodged against our Custodians. We much prefer to media and resolve problems locally at Wikiversity if that is at all possible. ==What if I have a Problem with an Custodian?== It is a good starting point to discuss the problem with another Custodian to see if it can be resolved locally. Probably wise to try several if the first few feel unable to assist or you are dissatified by their response. After this the only effective action is to begin working way through the sets of Bureaucrats and Stewards. One could also try joining the Wikiversity-L mailing list and asking for assistance. At each point in the chain it would be wise to consider whether the perceived problem is really large enough to justify all this effort at resolution. As a community we do value your contribution so please stick around even if some specific persistent problems are irresolvable. We have a very large and growing knowledge base so perhap you can avoid problems with specific individuals which cannot be resolved satisfactorily with reasonable effort at this time. ==How can I Get Help From an Custodian?== Wikiversity participants can go request assistance from an Custodian here. [[Wikiversity:Request administrator action|Request Custodial Action]] Please use our Custodial resources sparingly, many controversies can be resolved with a little extra effort applied to a little extra [[Wikiversity:Civility|civility]] ==How is Persistent Inappropriate Behavior from Custodians Handled?== The members of the community approach a Steward of the Wikimedia Foundation and request that Custodial status be removed. This step is untaken cautiously and rarely so be prepared to document the problem with the misbehaving Custodian and make your case that this merits disciplinary action on the part of the Steward. 2011 22519 2006-09-02T04:36:52Z Digitalme 39 from wp <includeonly><div style="position:relative; width:{{{width}}}; height:{{{height}}}; overflow:hidden;"><div style="position:absolute; font-size:{{{height}}}; overflow:hidden; line-height:{{{height}}}; letter-spacing:{{{width}}};">[[{{{link}}}|<span title="{{{title|{{{link}}}}}}" style="text-decoration:none;">&nbsp; &nbsp;</span>]]</div>[[Image:{{{image}}}|{{{width}}}|{{{title|{{{link}}}}}}]]</div></includeonly> <noinclude> This template attempts to superimpose an invisible link on an image. It doesn't work in [[w:Safari (web browser)|Safari]], in text-only browsers, and in screen readers for the disabled, and possibly other situations. The technique of using [[w:Cascading Style Sheets|CSS]] to change page content also completely breaks an article's [[w:web accessibility]] by contravening a [[w:WAI]] priority-one checkpoint.[http://www.w3.org/TR/WAI-WEBCONTENT/#tech-order-style-sheets] Please try to avoid using this template unless absolutely necessary. </noinclude> 2012 7406 2006-08-18T07:38:15Z Masterhomer 117 Redirecting to [[School:Jewish Studies]] #REDIRECT [[School:Jewish Studies]] 2014 7413 2006-08-18T07:51:45Z David Levy 118 copied from Wikipedia <br style="clear:both" /> {| align="CENTER" style="background-color:#fcfcfc; border:2px solid #8888aa; padding:5px;" | [[Image:Wikimedia-logo.svg|50px|The Wikimedia Logo]]<br /> [[Image:Red_copyright.svg|50px|Copyrighted]] | <center>''This image is [[w:Copyright|copyrighted]] by the '''[[wikimedia:|Wikimedia Foundation]]'''. It is one of the official logos or designs used by the Wikimedia foundation or by one of its projects.'' '''''Notwithstanding any other statement on this page this image has not been licensed under the GFDL.'''''<br />'''&copy; & &trade; All rights reserved, Wikimedia Foundation, Inc..'''<br><br>'''Wikipedia®''' is a registered trademark of Wikimedia Foundation, Inc.</center> 2015 21939 2006-08-31T12:45:58Z JWSchmidt 20 [[Category:Wikimedia project logo images]] {{Copyright by Wikimedia}} [[Category:Wikimedia project logo images]] 2016 21940 2006-08-31T12:46:26Z JWSchmidt 20 [[Category:Wikimedia project logo images]] {{Copyright by Wikimedia}} [[Category:Wikimedia project logo images]] 2017 21941 2006-08-31T12:46:48Z JWSchmidt 20 [[Category:Wikimedia project logo images]] {{Copyright by Wikimedia}} [[Category:Wikimedia project logo images]] 2018 21942 2006-08-31T12:47:08Z JWSchmidt 20 [[Category:Wikimedia project logo images]] {{Copyright by Wikimedia}} [[Category:Wikimedia project logo images]] 2019 21936 2006-08-31T12:44:12Z JWSchmidt 20 [[Category:Wikimedia project logo images]] {{Copyright by Wikimedia}} [[Category:Wikimedia project logo images]] 2020 21943 2006-08-31T12:47:26Z JWSchmidt 20 [[Category:Wikimedia project logo images]] {{Copyright by Wikimedia}} [[Category:Wikimedia project logo images]] 2021 21944 2006-08-31T12:47:47Z JWSchmidt 20 [[Category:Wikimedia project logo images]] {{Copyright by Wikimedia}} [[Category:Wikimedia project logo images]] 2022 21945 2006-08-31T12:48:08Z JWSchmidt 20 [[Category:Wikimedia project logo images]] {{Copyright by Wikimedia}} [[Category:Wikimedia project logo images]] 2023 21947 2006-08-31T12:48:40Z JWSchmidt 20 [[Category:Wikimedia project logo images]] {{Copyright by Wikimedia}} [[Category:Wikimedia project logo images]] 2027 7475 2006-08-18T10:25:04Z Sebmol 14 <small>(''The preceding [[w:Wikipedia:Sign your posts on talk pages|unsigned]] comment was added by'' [[User:{{{1}}}|{{{1}}}]] ([[User talk:{{{1}}}|talk]] • [[Special:Contributions/{{{1}}}|contribs]]) {{{2|}}}.)</small> 2031 8939 2006-08-20T05:26:52Z Messedrocker 35 [[School:Engineering/Statics]] moved to [[School:Engineering and Technology/Statics]]: Let's give this page a home that isn't a redirect ==Statics== Wikibook in progress: http://en.wikibooks.org/wiki/Statics == Links to Applicable Online Notes == Please note these materials are offsite with their own copyright policy: * K12 Introduction to Statics http://www.glenbrook.k12.il.us/gbssci/phys/class/vectors/u3l3c.html * http://em-ntserver.unl.edu/NEGAHBAN/EM223/Intro.htm * http://www.ent.ohiou.edu/~statics/ * http://web.umr.edu/~oci/frame1.html This site has lecture notes and self quizzes available. * http://www.eng.iastate.edu/efmd/statics.htm * http://physics.uwstout.edu/StatStr/indexfbt.htm#STATICS%20&%20STRENGTH%20OF%20MATERIAL * MIT OpenCourseWare Homepage for downloadable course involving building structures, includes statics and demos below: http://ocw.mit.edu/OcwWeb/Architecture/4-463Fall-2004/CourseHome/index.htm * Point and click java demos at MIT's OpenCourseWare site above. Excellent for assistance with designing quiz questions and practice exercises. Demos allow varying the loads and lines of force via click and drag with realtime updates of the resultant static forces. http://ocw.mit.edu/ans7870/4/4.463/f04/module/Start.html 2038 17088 2006-08-27T15:05:21Z JWSchmidt 20 /* Requests for Custodianship */ moving to list of probationary custodians {{shortcut|[[WV:CC]]}} ''Please add your request for [[Wikiversity:Custodianship|custodianship]] here. Include a short summary of <u>why</u> you think you should be given custodianship privileges and references to your <u>involvement</u> in other Wikimedia projects. If you have [[wikipedia:Category:Wikipedia functionaries|sysop/bureaucrat]] status at a sister project, please indicate so as well.'' In a wiki, trust arises from good editing of webpages and "good editing" is what advances the project. If you have a record of good editing then you are likely to be trusted and be granted the power to protect pages from vandalism and block vandals and delete useless pages. Having those powers really just means you have to do more work -dull and boring work- for the community. See [[b:MediaWiki Administrator's Handbook|MediaWiki Administrator's Handbook]] for some details on what options are available for custodians. '''Note''': Candidates can request a mentor from those listed at [[Wikiversity:List of custodian mentors]]; the requested mentor must agree. == Requests for Custodianship == ==={{User|Masterhomer}}=== Requesting admin privilege. I plan on being very active in this project, and want to do anything to best of my ability to insure it's success. [[User:Masterhomer|Masterhomer]] 06:36, 18 August 2006 (UTC) ;Custodians offering mentorship: ''To the candidate: Please indicate who you will accept for your mentorship'' * none yet ==={{User|Oliver}}=== I would like to request administrator status on the wikiversity project. I plan to be a major contributor to the site. My credentials are as follows : I have a degree from the University of London in Computer Engineering (1st Class Honours) and am about to commence a PhD which involves assisting Undergraduates and marking coursework. I therefore will be able to assist in most Engineering and Technical subjects as I have actually done or doing the courses. [[User:Oliver|Oliver]] 11:49, 18 August 2006 (UTC) *'''Comment''' - I would like to say that I appreciate your enthusiasm and would like to thank you for applying for adminship here. I would also like to point out that there is much you can do simply as a "registered user" here where your contributions will be taken seriously. The primary purposes of "adminship" is mainly a protection of the project against those who would do harm. Significant tools available for those with "sysop" status include user blocking, page protection, and page deletion/undeletion, all of which are mainly to stop those who would try to "vandalize" this project and add content that is decidedly inappropriate. Those individuals currently with this "privilege" are mainly those who have been involved with Wikiversity for some time and have been known among the organizers of Wikiversity. With one exception, everybody has also been an admin on other projects and brings considerable experience from the other Wikimedia projects to here as well. That said, becoming an admin is not supposed to be a big deal. --[[User:Robert Horning|Robert Horning]] 13:46, 18 August 2006 (UTC) ;Custodians offering mentorship: ''To the candidate: Please indicate who you will accept for your mentorship'' * None yet === {{User|Deon555}} === Hi :) I request Custodianship on Wikiversity. I have been on English Wikipedia for quite a while, and have around 1,500 edits. I have my own wiki that I mess with and test things on, so I am familiar with the tools. I have Vandalproof and Rollback priv's on english wp, so I am trustworthy. I would be happy to be under the full watch of a mentor or two, and am happy to learn new things. I would mainly watch Recent Changes, New pages etc for vandalism; and would protect pages and temp block users where necessary. Thankyou. --[[User:Deon555|Deon555]] 03:54, 20 August 2006 (UTC) ;Custodians offering mentorship: ''To the candidate: Please indicate who you will accept for your mentorship'' * None yet === {{User|Geo.plrd}} === I request Custodianship on Wikiversity. I have some personal wikis and am trustworthy. I am a active contributor to other Wikimedia Projects. i will be focusing on vandalism, deleting garbage, and protecting MVPs. Thanks [[User:Geo.plrd|Geo.plrd]] 01:35, 25 August 2006 (UTC) Custodians offering mentorship ''To the candidate: Please indicate who you will accept for your mentorship'' * I will accept anyone, I would prefer Robert Horning though. == Nominations for Custodianship == == Nominations for Bureaucratship == ==={{User|JWSchmidt}}=== One of Wikiversity's finest. [[User:Cormaggio|Cormaggio]] 17:05, 19 August 2006 (UTC) ---- I am willing to take on the responsibility of Wikiversity bureaucratship on two conditions:<BR> 1) There is 5 day period for community discussion of candidates for bureaucratship<BR> 2) The current [[Wikiversity:Custodianship|process]] for evaluating new custodians is modified to include a 5 day period for community discussion of users who are newly nominated for custodianship.<BR> I support the rest of the current suggested policy on custodianship. In particular, I support the idea of a mentoring system for "temporary custodians". In general, custodianship should be no big deal. However, I think that the policy needs to be firm and clear that a mentor of a "temporary custodian" has the power, at any time during the trial period, to ask the [[m:Stewards|Stewards]] to terminate the custodianship of a "temporary custodian" that the mentor is advising. I will put more information about myself on [[User:JWSchmidt|my user page]]. --[[User:JWSchmidt|JWSchmidt]] 17:42, 19 August 2006 (UTC) ==={{User|Robert Horning}}=== Has been instrumental in moving Wikiversity through the Wikimedia hoops. [[User:Cormaggio|Cormaggio]] 17:05, 19 August 2006 (UTC) :I accept this nomination on the condition that I be formally voted in by the members of the Wikiversity community. With 194 registered users and 9 administrators (after less than one week, no less), I don't see the need for an emergency Bureaucrat at the moment. We will need a few bureaucrats to help with the single log-in feature for Wikimedia projects that appears to be coming, as there may be a need to help rename some accounts. That shouldn't be too much of a problem, however, and I don't anticipate that taking too much time. :In addtion, I believe that the 5 day discussion period is slightly small and from experience with other small Wikimedia projects like Wikibooks and Wikisource, we may want to have even more time to discuss the merits of people becoming a custodian or bureaucrat. Still, this is an honor to be nominated. When I got involved with the Wikiversity VfD (on Wikibooks) a little more than a year ago, I had no idea I would be doing what I'm doing today. --[[User:Robert Horning|Robert Horning]] 23:04, 19 August 2006 (UTC) ::{{pro}} Robert has been exemplary at wikibooks and in pushing policy formation uphill for all new Wikimedia Foundation projects with quietly expressed skill and grace. Based upon my observations over a year and a half exclusive cabals are much less likely to form in any group where he participates. [[User:Mirwin|Mirwin]] 04:58, 21 August 2006 (UTC) ==={{User|Sebmol}}=== Fantastic new contributor to Wikiversity. Full support. [[User:Cormaggio|Cormaggio]] 17:05, 19 August 2006 (UTC) :I accept the nomination. About myself, I'm most active on [[w:de:|German]] Wikipedia with about 9,100 edits, about a quarter of which in Wikipedia namespace. I started originally on [[w:en:|English]] Wikipedia about two years ago but moved over to the German in March, where I'm also a mediator. I'm a software developer by profession, one of my tasks was writing extensions for the [[w:Mediawiki|Mediawiki]] software to turn it into a bug tracking system. As a result, I have a lot of experience with the internal workings of the software. :To me, a bureaucrat, like a custodian and really every user, has to have the goals of the project and the development of the community as the highest priority. He's a servant of the project who should decide based on consensus and what is best for the project. :The most important goal for us right now is to create and maintain high quality content. To make that happen, our second most important goal has to be building a community of Wikiversity enthusiasts that can carry the content, attract more users, and further develop the project. We have a host of sister projects whose experience with community building we can use for Wikiversity, both the good and the bad. So, let's use that experience to do things right and well. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 14:02, 20 August 2006 (UTC) == See also == *[[Wikiversity:List of custodian mentors|List of custodian mentors]] *[[Wikiversity:Probationary custodians|List of probationary custodians]] [[Category: Wikiversity administration]] 2039 13935 2006-08-25T13:24:11Z Reswik 82 Redirecting to [[Wikiversity:Education]] #REDIRECT [[Wikiversity:Education]] 2040 7564 2006-08-18T13:15:29Z Guillom 48 "REDIRECT [[Wikiversity:What is Wikiversity?]] #REDIRECT [[Wikiversity:What is Wikiversity?]] 2041 7597 2005-08-15T04:09:32Z Geocachernemesis rv bah! [[User:{{{1}}}|{{{1}}}]] ( [[User talk:{{{1}}}|talk]] | [[Special:Emailuser/{{{1}}}|email]] | [[Special:Contributions/{{{1}}}|contribs]] ) 2045 21392 2006-08-30T03:01:32Z JWSchmidt 20 [[Category:Wikiversity schools]] Welcome to the Wikiversity School of Education The school of education is intended to help teachers teach, and as such contains a large amount of material to support people teaching on wikiversity. === Biblography === [[w:Lev Vygotsky]] - wikipedia article on Lev Vygotsky Cambridge Encyclopedia of Expertise and Expert Learning - http://www.psy.fsu.edu/faculty/ericsson.dp.html === Guides === [[Physics teaching]] [[Wikiversity:Teacher advising|Notes on models for structuring courses]] [[Wikiversity:Case_studies|Case studies on projects similar to wikiversity]] [[MOO Universities|The Rise and Fall of MOO Universities]] ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning meaterials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * [[/Educational Practice on School Education/]] * [[/Educational Research on School Education/]] * [[/Social Education/]] * [[/Lifelong Learning/]] * [[/Becoming a teacher/]] * [[/Teaching Students/]] * [[/History of Education/]] * [[/Modern Education/]] * [[/Home Education/]] ** [[/Democratic Education/]] * [[/Unschooling/]] * [[/Adult Education/]] * [[/Higher Education/]] * [[/Educational Leadership/]] * [[/Instructional Technology/]] * [[/Research Administration/]] * [[/Pedagogical Techniques at Wikiversity/]] * [[/Other Online resources for Educators/]] * [[/The Advancement of Tertiary Teaching and Learning/]] ** [[/The Advancement of Tertiary Teaching and Learning/E-Learning|E-Learning]] ** [[/The Advancement of Tertiary Teaching and Learning/Scholarship of teaching|Scholarship of teaching]] ** [[/The Advancement of Tertiary Teaching and Learning/Theory of learning|Theory of learning]] ** [[/The Advancement of Tertiary Teaching and Learning/Free Knowledge Communities and FLOSS in Education|Free Knowledge Communities and FLOSS in Education]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). *Kfitton * ... ==Related Wikibooks== :''See [[Wikibooks:Education bookshelf]] for a complete list.'' * [[b:Instructional Technology]] * [[b:TeachersToolbox]] - Inspirational introductions to teaching methods. ==School news== * '''Date founded''' - School founded! [[Category:Social Sciences]] [[Category:Education]] [[Category:Wikiversity schools]] 2048 9900 2006-08-20T12:00:07Z Sebmol 14 Redirecting to [[Wikiversity:Custodianship]] #REDIRECT[[Wikiversity:Custodianship]] 2049 7868 2006-08-19T00:36:25Z Rayc 57 Notes from the Rise and Fall of MOO Universities These are some notes about the rise and fall of MOO Universities which is a historical capsule of some of the experiences I went through in the early 1990's. Wikiversity is the second time I've been involved in creating an online university, and there are a lot of lessons that I've learned. If there is someone out there who is skilled at interviewing and wants to create a dissertation out of this, this would be really useful. [[User:Roadrunner|Roadrunner]] 15:34, 18 August 2006 (UTC) * Start. The MOO was the key social element. Created by MediaMOO (Amy Bruckman) and LambdaMOO (Pavel Curtis). Just a note. The idea of having multiple interacting corporations is something that worked well in the "first era of online internet universities." What happened was that you just had too many personality conflicts if you tried to fit everyone under one roof, so it worked much better to have several interacting non-profits (Globewide Network Academy, Diversity University, BioMOO, and Virtual Online University). The interesting thing was that each non-profit was basically organized around a single "queen bee" (me, Jeanne McWhorter, Gustavo Glusman, and William Painter). * Decline What killed the era of the MOO universities was that we didn't have the funds to match people like Yahoo and MSN who eventually developed chat and discussion facilities which attracted ordinary people and eventually killed the communities. * Lessons ** You have to develop a sustainable open source technical infrastructure ** Cooperate with people who are willing to cooperate with you. ** Mentors are important ** Shared values are important [[Category:Education]] 2050 19316 2006-08-28T17:52:45Z 82.46.32.32 /* The role of play in learning */ ==The role of playing in learning== [http://scholar.google.com/scholar?q=The+role+of+play+in+learning&ie=UTF-8&oe=UTF-8&hl=en&btnG=Search Google scholar] ==Efforts to integrate play into education== Wikiversity is a place for playing with ideas. [[Category:Learning theory]] 2051 7685 2006-08-18T15:41:28Z JWSchmidt 20 subcat [[Category:Education]] 2052 19218 2006-08-28T15:51:58Z JWSchmidt 20 header Wikiversity is an education-oriented website. This category is for Wikiversity pages that explicitly examine education and particularly how to use wiki technology to support education. [[Category:Wikiversity]] 2053 8109 2006-08-19T12:46:37Z Sebmol 14 link fix #REDIRECT [[Wikiversity:Candidates for Custodianship]] 2054 8111 2006-08-19T12:47:05Z Sebmol 14 Redirecting to [[Wikiversity:Candidates for Custodianship]] #REDIRECT [[Wikiversity:Candidates for Custodianship]] 2055 22714 2006-09-02T23:47:40Z JWSchmidt 20 /* Deletion and restoration of pages */ link to [[Wikiversity:Welcome templates]] {{Proposed policy|[[WV:CUST]]}} A Wikiversity '''custodian''' is an experienced and trusted user who can protect, delete and restore pages as well as block users from editing as prescribed by policy and community concensus. On other [[w:Wikimedia|Wikimedia]] projects, custodians are also known as admins, bibliotecarios, and moderators. == How does one become a custodian? == Any Wikiversity user can become a custodian. If you have a record of good editing then you are likely to be trusted and be granted the privileges custodians have. But make sure you understand what it means to be a custodian: you will be expected to do a lot of work&mdash;sometimes dull and boring work&mdash;for the community. If you are still interested in custodianshipe, here is the process it takes: {| style="border-collapse: collapse; border-color: #888; background-color: white" border="1" cellpadding="4" | style="padding: 10px; text-align: center" | I | ;Request You must request or be nominated for custodianship at [[Wikiversity:Candidates for Custodianship|Candidates for Custodianship]]. State your reasons for seeking this position and in what areas you are or would like to be active. You may also refer to your contributions at other projects and indicate whether you have a similar status on a sister project. |- | style="padding: 10px; text-align: center" | II | ;Mentorship If a mentor (see: [[Wikiversity:List of custodian mentors]]) you accept agrees to be your mentor then you will be approved for [[w:Probation (workplace)|probationary]] custodianship under the mentorship of an experienced custodian. During your mentorship period of four weeks, you will have all the technical privileges described below. You will be expected to use your privileges in accordance with established policy and community consensus. If you have questions, your mentor will be your first person to contact. |- | style="padding: 10px; text-align: center" | III | ;Evaluation At the end of your mentorship period, you will be evaluated based on how well you used your privileges and how you conducted yourself within Wikiversity. If your mentor evaluates you fit for permanent custodianship, a request for comment will be submitted at [[Wikiversity:Candidates for Custodianship|Candidates for Custodianship]] for a period of five days. During that period, other community members can comment on the request and express their support. |- | style="padding: 10px; text-align: center" | IV | ;Custodianship Five days after the request has been listed, a bureaucrat will make the final decision based on the arguments provided in the discussion. If you are approved, you will be a [[#Notes|permanent custodian]]. If you are not approved, you are free to request another mentorship or withdraw your request. |} == What can custodians do? == === Deletion and restoration of pages === [[Image:Sysop buttons.png|thumb|300px|Buttons "protect" and "delete" on article pages]] Custodians can delete pages including images, categories, templates, etc. Deletion is subject to [[Wikiversity:Policies|policy]]. Deletion requests may be submitted by any user at [[Wikiversity:Requests for Deletion]]. Deleting a page does not actually remove it from the database. It is merely invisible to non-custodians and can be restored at request, which may be submitted at [[Wikiversity:Requests for Deletion]]. Page deletions and restorations can be monitored by viewing the [[Special:Log/delete|deletion log]]. Custodians can also delete individual versions of a page. This is particularly useful to remove materials that violate [[Wikiversity:Copyrights|copyrights]] or other applicable law. Before you delete page, read: [[Wikiversity:Welcome templates]]. === Edit and move protection of pages === Custodians can [[Wikiversity:Page protection|protect pages]] to prevent editing. There are two types of page protection: semi-protection, which prevents anonymous and new users from editing, and full protection, which prevents all non-custodians from editing. A page can also be protected to prevent moving. Page protection can be lifted by any custodian upon request, which may be submitted at [[Wikiversity:Requests for Unprotection]]. Page protections and unprotections can be monitored by viewing the [[Special:Log/protect|protection log]]. === Rollback === [[Image:Rollback button.png|thumb|300px|Rollback button]] Custodians have a ''rollback tool'' to revert the last change or group of changes made to a page by the same user. There is no option to provide a change summary when using this tool. Instead, a text similar to "Reverted edits by User:Foo; changed back to last version by User:Bar" will be used automatically. This tool is primarily used to respond to obvious vandalism. For other edit reversions, the rollback button should not be used and a good edit summary should be provided. === User blocks === Custodians can block users from editing by specifying a username, an IP address or range of addresses. Bans can be temporary or permanent. Most frequently, blocking occurs in response to obvious and repeated vandalism. When blocking a user, a reason for blocking must be provided which is displayed in the [[Special:Log/block|block log]]. It is also possible to block IP addresses from creating new user accounts. === Editing MediaWiki namespace === Custodians are able to edit the standard texts that are used by the MediaWiki software. Examples of these texts are the aforementioned message for reverts and the global and skin-dependent [[w:Cascading style sheets|style sheets]]. == How are Custodians expected to act? == Custodians are supposed to follow the same principles as every other uses, including being [[Wikiversity:Civility|being civil]], [[Wikiversity:Assume Good Faith|assuming good faith]], and understanding [[Wikiversity:What is Wikiversity?|what Wikiversity is]]. They are expected to act professionally. == Notes == * Custodianship is a responsibility, not a right. While everyone is encouraged to apply for custodianship, the position is not suited for everyone. Please also note that in all instances not listed above, custodians have no more power or weight than other users. "Custodianship is not a big deal." * Custodians can lose their status for eggregious violations of policies and community consensus. A specific policy is still being discussed. ==See also== *[[Wikiversity:Custodian requests]] [[Category:Wikiversity policy]] [[Category: Wikiversity administration]] 2057 8348 2006-08-19T18:48:42Z JWSchmidt 20 example {{Proposed policy}} Wikiversity allows creation of subpages for articles in the [[Wikiversity:Namespaces|main namespace]]. Subpages are given names such as "Page/subpage". Subpages are used to help organise individual [[Portal:Learning Projects|projects]] such as courses, seminars, and research projects. [[Link|Example]] of a main namespace page with a [[Link/Subpage test|subpage]]. ==Courses== Courses are learning projects that can be joined at any time. Courses need subpages like: *Source materials (texts and articles) *help desk (for list of "tutors") *participants (students) *quizzing and testing materials *papers, etc. **papers by student ==Classes== Classes are guided by instructors. These take place over a certain time frame. (Maybe not needed) *Source materials *Instructors *Sessions **participants *quizzing and testing *papers, etc. **Papers by student ==Seminars== Seminars are student-led, though instructors advise. These are split into projects, which may or may not have time limits. *Instructors *Projects **Source materials **Other materials (for art projects, etc.) **Submission and critique [[Category: Wikiversity policy]] 2061 14916 2006-08-26T06:51:31Z Graham87 488 fix redirect (page moved because of spelling) #REDIRECT [[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy]] 2063 8104 2006-08-19T12:44:00Z Sebmol 14 Redirecting to [[Wikiversity:Candidates for Custodianship]] #REDIRECT [[Wikiversity:Candidates for Custodianship]] 2066 10070 2006-08-20T16:33:28Z JWSchmidt 20 [[Wikiversity:Support staff]] #REDIRECT [[Wikiversity:Support staff]] 2067 7772 2006-08-18T21:01:17Z JWSchmidt 20 [[Wikiversity:Administrator notices]] moved to [[Wikiversity:Notices for custodians]]: custodian = sysop #REDIRECT [[Wikiversity:Notices for custodians]] 2068 7774 2006-08-18T21:05:06Z JWSchmidt 20 [[Wikiversity:Request administrator action]] moved to [[Wikiversity:Request custodian action]]: trying "custodian" rather than "administrator" #REDIRECT [[Wikiversity:Request custodian action]] 2072 7789 2006-08-18T22:22:48Z Digitalme 39 Redirecting to [[Wikiversity:Blocking policy]] (shortcut) #REDIRECT [[Wikiversity:Blocking policy]] 2074 21309 2006-08-29T23:09:19Z Dr jkl 628 corrected the spelling of 'necessary' {{Proposed policy|[[WV:BLOCK]]}} '''Editor's note:''' most of this is inspired by the [[w:en:WP:BLOCK|blocking policy]] at Wikipedia. '''Blocking''' is the means by which a [[WV:A|Wikiversity Custodian]] may prevent editing from an IP address or user account for any length of time. ==When blocks may be used== A user may be blocked whenever it is necessary to protect the content or prevent disruption of Wikiversity. ===Vandalism=== Custodians may block the IP addressess or usernames whose users repeatedly vandalise Wikiversity after having been warned to stop. Custodians may also excercise discretion to block IP addresses and usernames if they believe that the user has no intention of ceasing to vandalise after one warning is given. Custodians should seek a second opinion on the block as soon as is feasible. <!-- ===Excessive reverts===--> === Professionalism === Blocks may be placed on accounts or IP addresses which have consistently demonstrated a lack of professionalism and respect for the editing environment on Wikiversity. ===Posting of personal information=== Users/IPs posting personal information about any editor without that editor's express consent may be blocked for any length of time, depending on the severity of the incident. ===Disruption=== Any user/IP disrupting the normal functioning of Wikiversity may be blocked. ==Expiry times== As a general rule, most first offenses earn a block of <[[Wikiversity talk:Blocking policy#Block_time|time to be determined]]>, unless the severity merits a longer block. Repeat offenders should be blocked for longer periods, as a general rule, doubling the last block time works well. Avoid esoteric blocking times. [[Category:Wikiversity policy]] 2075 9902 2006-08-20T12:00:24Z Sebmol 14 Redirecting to [[Wikiversity:Custodianship]] #REDIRECT [[Wikiversity:Custodianship]] 2084 10560 2006-08-21T07:26:34Z HappyCamper 193 [[Learn Piano]] moved to [[Piano]]: just piano is fine I think [[w:Piano]] == Case study == * Edvard Grieg's [[Wedding-Day at Troldhaugen]] (Bryllupsdag pa Troldhaugen). To participate in this case study, one should have the music readily available. ==See also== This page was requested at [[Wikiversity:Requests]] [[Category:Music]] 2085 8056 2006-08-19T09:36:45Z JWSchmidt 20 link to [[School:Music]] A main Wikiversity page for music is: [[School:Music]] [[Category:Humanities]] 2086 17317 2006-08-27T15:34:46Z HappyCamper 193 maybe remove them, I can't make sense of the patterns [[w:Violin]] == Rudiments == Good posture is important for the violin. The bow is held in the right hand, the violin in the left. As an approximation to holding it properly, hold your left hand straight out, and grab the neck of the violin. Then, rotate it about 90 degrees to the left, and rest it on your left shoulder, with the chin on the chin rest. Your body should be relaxed and comfortable. == Beginner violin == The notes which the strings of the violin sound, are from highest to lowest, E, A, D and G. == Fingering == This is all for the left hand # First finger - index finger # Second finger - middle finger # Third finger - ring finger # Fourth finger - pinky When the left hand is placed as far away from the bridge as possible while holding the neck, this is called '''first position''' == Bowing == The bow should be drawn so that it is approximately parallel to the bridge. There are rather subtle aspects to bowing, but for beginners, it is a good idea to aim for proper control. Aim to draw the bow across the strings to produce a clear, resonant tone. == Scales == Depending on pedagogy, scales are either played on a routine basis as separate exercises, or pieces are chosen so that technical and artistic ability are developed side by side. == Preparatory exercises == ==See also== This page was requested at [[Wikiversity:Requests]] [[Category:Music]] 2087 7840 2006-08-19T00:05:51Z JWSchmidt 20 start page [[w:Russian Revolution of 1917]] ==See also== This page was requested at [[Wikiversity:Requests]] [[Category:History]] 2088 23880 2006-09-04T22:12:37Z Trevor MacInnis 99 move to more appropriate category [[Category:Humanities]] 2089 7844 2006-08-19T00:11:12Z JWSchmidt 20 [[Wikiversity:Requests]] moved to [[Wikiversity:Page creation requests]]: more specific #REDIRECT [[Wikiversity:Page creation requests]] 2096 21864 2006-08-31T03:58:43Z JWSchmidt 20 /* [[Portal:Learning Materials|Learning materials]] */ [[Wikiversity:Introduction]] Introduction to wiki editing and wiki communities. ==Summary== This project aims to function as a service project for the Wikiversity community and provide learning resources that will aid new Wikiversity editors. ==[[Portal:Learning Materials|Learning materials]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Wikiversity:Introduction|Editing tutorial]] <-- New to wiki? Start here. * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==Readings== Each activity has a suggested associated background reading selection. *Reading 1. *ect. ==References== Additional helpful readings include: [[Category:{{PAGENAME}}| ]] ==See also== *[[Wiki 101]] - project devoted to the task of providing new Wikiversity editors with everything they need to start editing Wikiversity pages, probably should be merged into this page. *[[Wiki]] - a project devoted to learning how to use wiki technology to facilitate online learning. *[[Wikiversity:Adding content]] *[http://en.wikipedia.org/wiki/Wiki_markup How to edit Wiki Pages] (*WikiText article from Wikipedia) *[[Help:Editing]] (The "Editing Help" link next to the save/preview/show buttons when you are editing a page.) [[Category:Computer_Science]] 2101 23539 2006-09-04T10:03:01Z JWSchmidt 20 /* Schools */ add to legend: Schools with few departments do not need Divisions. {{Proposed policy|[[WV:NC]]}} There are three special Wikiversity [[Wikiversity:Namespaces|namespaces]]. They are called '''School:''', '''Topic:''', and '''Portal:'''. There is also the main namespace. Some '''naming conventions''' have been suggested to keep information on Wikiversity organized properly in these four namespaces. == Synopsis == Use of the "School:", "Topic:" and "Portal:" namespaces is not required. If you are not interested in the details of organizing Wikiversity content, simply read the section called [[#Main namespace|Main namespace]], below and then get started adding content to Wikiversity. If you want to quickly organize some Wikiversity educational content pages in a novel and unconventional way, skip down and read about [[#The flexibility of Portals|Portals]] and [[#Categories|Categories]]. Portals and categories allow you to quickly create very flexible organizational structures in any way you desire. For anything not covered on this page, use [[w:Wikipedia:Naming conventions|Wikipedia conventions]]. [[Image:Schooldivdeptstructure.png|thumb|right|400px|Hierarchy of Wikiversity schools and topics. Wikiversity has relatively few [[Wikiversity:Schools|major schools]]. Wikiversity has '''many''' topics of study. A Wikiversity page in the '''Topic:''' [[Wikiversity:Namespaces|namespace]] can refer to itself as a "Division" or a "Department" or "Center", "Institute", "Area", etc.]] == Main namespace == The main namespace is intended for the educational content of Wikiversity. Pages in the main namespace are given names with '''NO''' prefix, for example: [[Cell Biology]]. If you want to add content right now, just [[Help:Editing|create]] main namespace pages and start typing in your information. If you are concerned about how to ''organize'' Wikiversity content pages, read the rest of the page, below. ===Organizing main namespace content=== ====Conceptual maps==== The following table maps the Wikiversity namespaces onto things that people may be more familiar with. Each item is contained by the item on its left. {| border="1" ! Wikiversity [[Wikiversity:Namespaces|namespaces]]) ! Portal: !! School: || colspan="2" | Topic: !! colspan="2" | Main namespace (no prefix) |- ! Terms used on this page !! Portal !! School !! Division & subdivision || Department !! colspan="2" | Learning projects and learning materials |- | British || Division || Faculty || Department || Subject || Topic || Lesson |- | U.S.A. || Portal || School || Division || Department || || Lesson |- | Australia || Faculty || School || || Department || Unit || Lesson |- | Example || The [[Portal:Life Sciences|Life Sciences Portal]] || [[School:Biology|School of Biology]] || || [[Topic:Evolutionary Biology]] || [[Science as Religion]] learning project |} ---- Wikiversity's educational content can be described by the general term "learning resources". Learning resources can be roughly divided into [[Portal:Learning Materials|learning materials]] and [[Portal:Learning Projects|learning projects]]. Some learning resources are "lessons". All lessons, learning activities, learning materials, and educational content belongs on pages of the main Wikiversity namespace. See [[Wikiversity:Namespaces]] for a description of how the main namespace relates to all the other Wikiversity namespaces. In the future, Wikiversity will have '''many''' learning resources. This page describes a way to organize learning resources according to a hierarchy of conventional academic topics. Note that this hierarchical organizing system was created in order to systematically arrange the [[b:Wikiversity:Wikiversity Schools|Wikiversity pages that were developed at Wikibooks]]. This hierarchy of schools and topics may also serve visitors to Wikiversity who are familiar with conventional academic topics and how they are often organized in universities. There is no single best way to organize academic topics, so the system used at Wikiversity has arbitrary elements. To aid in this organization of academic topics, Wikiversity uses three meta-discussion namespaces: the "School:", "Topic:" and "Portal:" namespaces. These three namespaces serve to organize the efforts of Wikiversity participants while they develop the educational content of Wikiversity in the main namespace. Educational content such as lessons and learning activities '''DOES NOT''' go into pages of the "School:", "Topic:" and "Portal:" namespaces. The "School:", "Topic:" and "Portal:" namespaces help Wikiversity participants organize their efforts. The functions of the "School:", "Topic:" and "Portal:" namespaces are described below. In general, the "School:" and "Topic:" namespaces are used to produce a hierarchical organizing system for academic topics. The "Portal:" namespace is used in a more flexible way in order to organize areas of study that are hard to fit into a conventional hierarchy of academic topics. In particular, feel free to make use of the "Portal:" namespace to organize inter-disciplinary areas of study that do not fit into single conventional academic disciplines. Remember, the "School:", "Topic:" and "Portal:" namespaces are used by Wikiversity participants to discuss and organize the many pages of educational content that are in the main namespace. Each type of Wikiversity page (school, topic lesson, etc) that is discussed in the sections below can be created by cloning the boilerplate. This happens when you put eg. <nowiki>{{subst:Template:School boilerplate}}</nowiki> on the page, and save it. ==Schools== [[Image:SchDivDeptProj.png|thumb|right|400px|Hierarchy flow chart. Wikiversity divisions help organize large schools that contain many departments. Schools with few departments do not need Divisions.]] * '''Boilerplate:''' [[Template:School boilerplate]] Wikiversity '''schools''' are part of a three-level system for the organization of Wikiversity content. Schools on Wikiversity are specialized portals that organize the efforts of many related divisions and departments. Wikiversity schools, divisions and departments are intended to organize the activity of Wikiversity participants. Wikiversity schools organize large academic topic areas. Wikiversity schools can promote collaboration between Wikiversity participants from several more narrowly defined academic divisions. Schools at Wikiversity are large organizational units such as [[School:Business|Business]]. The main page for schools should link to their smaller organizational divisions and/or departments. A school does not contain other schools. The goal is to have relatively few Wikiversity schools. Note: more than one Wikiversity school can 'contain' (link to) the same department; those schools should cooperate to develop the departments that they have in common. The name for a school page '''always''' starts with the [[Wikiversity:Namespaces|School:]] prefix. For example, [[School:Business]]. Note: categories are not schools, but there should be a category corresponding to each school. ==Topics== Pages in the topic namespace are meta-discussion pages to help Wikiversity participants plan the development of main namespace educational content. Educational content such as lessons do '''NOT''' go in the topic namespace. As discussed [[#Main namespace|above]], the educational content of Wikiversity goes in the main namespace. Link from "Topic:" namespace pages to educational resources that are on main namespace pages. "Topic" is a generic term at Wikiversity with a special meaning: "Wikiversity schools organize learning materials that are related to a large number of specialized academic topics." For example, the Wikiversity school of [[School:Mathematics|Mathematics]] is concerned with academic '''topics''' such as Applied Mathematics, Combinatorics, Pure Math, Statistics and so on. In order to organize the many topics in the Mathematics School, use is made of pages in the [[Wikiversity:Namespaces|Topic: namespace]]. These pages can serve as divisions, subdivisions or departments. These Wikiversity organizational units are described below. The "Topic" namespace is for organization of the work of Wikiversity content producers. The names of topic pages always start with the "Topic:" prefix. Pages in the "Topic:" namespace can serve as special portals that organize Wikiversity content for specific academic topics of study. Divisions can contain (link to) subdivisions and departments. Subdivisions contain (link to) departments. Departments contain (link to) educational content that exists in the main namespace. Departments are the smallest organizational units at Wikiversity. '''school > division > subdivision > department''' Example of a topic page: [[Topic:Cell Biology]]. [[Image:Namespacehierarchy.png|thumb|right|400px|The [[Wikiversity:Namespaces|Wikiversity namespace]] hierarchy. Any department can be 'contained' by several schools. Any learning project can be 'contained' (linked to) by several departments. Most schools are so large that they make use of "divisions" to organize their many departments. In other words, large schools often link indirectly to their departments by way of intermediary organizational units called divisions (not shown in this diagram).]] ===Divisions and Sub-Divisions=== * '''Boilerplate:''' [[Template:Division boilerplate]] Large Wikiversity schools with many departments can make use of divisions to help organize related departments. A division can contain subdivisions and/or departments, as well as some learning resources. However, as described below, most learning resources are associated with departments. Subdivisions provide a way of organizing smaller divisions (subdivisions) within larger divisions. Note, a page for a division can list some lessons, if needed. Most lessons should be listed on the pages for departments. An example of a division is [[Topic:Computer Science|Computer Science]] The names of pages for divisions start with the "Topic:" prefix. There is '''no''' "Division:" prefix. Divisions do not contain schools. Note, categories are not divisions, but there should be a category corresponding to each division. ===Departments=== * '''Boilerplate:''' [[Template:Department boilerplate]] Departments are contained in either a school, a division, or a subdivision. Departments are the smallest organizational units of Wikiversity and concern themselves with a narrowly defined topic of study. * Departments do organise and link to: ** [[#Degree plan|Degree plans]] ** [[#Stream plan|Stream plans]] ** [[#Learning projects|Learning projects]]. * Departments do '''not''' contain: ** Divisions ** Subdivisions ** Schools Note, categories are not departments, but there should be a category corresponding to each department. An example of a department is [[Topic:Computer Programming|computer programming]]. The names of pages for departments start with the "Topic:" prefix. There is '''no''' "Department:" prefix. ===Name flexibility=== All of the examples on this page have used a '''school > division > department''' naming system. This is the default system for naming Wikiversity organizational units and it is ''suggested'' for use by the school, division, and department templates. '''Note''': the ''only'' names that are '''enforced''' are the namespace names and their corresponding prefixes, "School:", "Topic:" and "Portal:". Pages in the school, topic and portal namespace can describe themselves using any desired terms. You can call your organizational unit a "faculty", an "area", a "college", a "center", a "program" an "institute" or whatever you like. For example, [[Topic:Wiki business ventures]] describes itself as a "center". ===The flexibility of Portals=== As described above, the "School:" and "Topic:" namespaces are used to organize academic topics into a hierarchy. This hierarchy will provide a window into Wikiversity for those from the outside who are used to hierarchical arrangements of conventional academic disciplines. The hierarchical system used at Wikiversity will not fully satisfy everyone, and with time it will become increasingly unimportant to Wikiversity. As is the case at [[w:Wikipedia|Wikipedia]], the "Portal:" namespace is available for Wikiversity participants to use freely in any way that they want so as to build non-hierarchical networks of learning resources. If you feel frustrated by the limitations of the "School:" and "Topic:" hierarchy, leave it behind. Create your own categories to contain pages that are related in any way you like. Any category can have a portal that serves to organize and discuss the content of that category. ==Categories== Each portal, school, division and department should have its own [[Special:Categories|category]]. In addition, Wikiversity schools, divisions, departments and learning resources can be combined as needed into additional "inter-disciplinary" categories. If you need a main page organizational page for an inter-disciplinary category, create a portal page in the "Portal:" namespace. The portal namespace is particularly useful for organizing Wikiversity learning materials that are hard to fit into traditional academic disciplines. ==Learning Projects== * '''Boilerplate:''' [[Template:Learning project boilerplate]] <div style="background-color:#FFF594; padding:10px; border:1px solid black;">'''Where are the courses?'''<BR>There is nothing that prevents Wikiversity participants from creating and attending conventional courses within Wikiversity. However, the wiki user interface is not well-suited for a conventional course format. The Wikimedia Foundation Board of Trustees has directed the Wikiversity community away from courses (the [[Wikiversity:Original proposal#Evaluation of the old proposal|Board's comments]]). Wikiversity participants are encouraged to innovate and create learning experiences that take full advantage of the wiki format of online community interactions. Non-traditional '''[[Wikiversity:Learning projects|Learning Projects]]''' that are oriented towards learning about [[Wikiversity:Browse|conventional course subjects]] are encouraged within Wikiversity. See: [[Wikiversity:Learning]] and [[Portal:Education]].</div> [[Portal:Learning Projects|Learning Projects]] replace what in traditional universities are called "courses", "units", and the like. In a Wikiversity context, it consists of a study guide and a collection of other [[#Learning Resources|learning resources]], and some information about the collection. More than one Wikiversity department can 'contain' (link to) the same learning project; those departments should cooperate to develop the learning projects that they have in common. ===Degree planning=== ====Degree plan==== * '''Boilerplate:''' [[Template:Degree boilerplate]] A degree plan is a curriculum that serves as a "howto" for getting a degree or certificate in a particular topic. Among other things indicates which streams to follow. ====Stream plan==== * '''Boilerplate:''' [[Template:Stream boilerplate]] A collection of learning projects about a particular topic. If you follow a stream plan far enough, it would be equivalent to a major or minor. For example, within a Computer Science degree plan, you might have 4 streams, "Core", "Programming", "Information Systems", and "Software "Development". Everyone completing any kind of Computer Science degree would require all the learning projects from Core and at least one of the other streams. Anyone minoring in computer science would be required to do the same, but only up to a certain level. ====Learning project codes==== For those inclined to give "course codes" (ie. learning project codes), they should conform to this scheme. Each learning project will have an 8+ character course code. These will '''not''' be used in Wikiversity page names, as the page names will be descriptive. Learning project codes will conform to the following scheme. ====General Scheme==== {| border="1" ! Characters !! Example !! Indicatee |- | 1 || S (Science) || [[Wikiversity:Major portals|Major Portal]] |- | 1 || C (Computing & Mathematics) || School |- | 1-2 || || These exist only if Divisions and Subdivisions exist |- | 1 || C (Computing) || Department |- | 1 || - || Separator dash |- | 2 || U1 (First-year tertiary) || Material target level |- | 1 || - || Separator dash |- | 4+ || 101 || Individual course codes as assigned by department (see suggestions below) |} Portal codes are assigned below. Each major portal will have a list of School codes. Each school will assign the department codes. It is recommended that the individual learning project codes be assigned in a way that reserves a certain number of digits for the stream, and a certain number of digits to uniquely identify the learning project. For example, the Computer Science department, which is unlikely to ever have more than 36 streams (26 letters, 10 numbers), could safely use a single digit for the Stream identifier. The Language Aquisition department, on the other hand, may have hundreds of streams, so they would require three digits. ====[[Wikiversity:Major portals|Portals]] and codes==== * '''A:''' Arts and Humanities * '''E:''' Science and Engineering * '''S:''' Social Sciences ====Material Target Level codes==== {| border="1" ! Category !! Years !! Name |- | P || 3 || Preschool |- | J || 5 (0-4) || Junior School |- | M || 4 || Middle School |- | S || 4 || Senior School |- | U || 3+ || Undergraduate |- | G || || Postgraduate |} ====Examples==== * SCC-U1-S1: Introduction to Software Engineering (suggestion -- use S instead of 0) * SCC-M3-C4: Basic computing (First year Secondary (Year 7/Form 1) level core computing learning project) * ALA-U1-ENG01: Basic english learning project (ie. English as a Second Language) ==Learning Materials== Learning resources are the lowest level in the hierarchy. Two types of learning resources are lessons and research projects. Lessons and research projects are placed into pages in the [[Wikiversity:Namespaces|main namespace]] (these page names have no prefix). Learning resource pages are linked to from divisions, subdivisions, or departments. More than one Wikiversity department can 'contain' (link to) the same learning material; those departments should cooperate to develop the learning materials that they have in common. ===Study guide=== A study guide is a list of hints and learning resources for a particular topic. A study guide can include :* links to resources (textbooks and the like) :* hints for studying a topic :* information on converting material learning into academic credit :* names of people interested in tutoring a particular topic ===Lessons=== Lessons are where most of the teaching material will be located. Course numbers should not be used to indicate the name of a lesson. The name of a lesson should describe the topic being taught, so instead of saying "Wiki 101", the name of the lesson should be "Introduction to Wiki". Lesson pages are defined as "main namespace pages that serve to be read and to educate and provide information." Lessons should not be subpages of schools (see below). Each lesson should have a unique title, for example [[The rise of the Roman Empire]] and [[The Fall of Rome]], instead of the named Part 1 and Part 2-type titles listed above. Such title types are okay as temporary measures, or if a better name is not possible (for example, splitting a large lesson into two parts). ===Research Projects=== Research projects are pages in the main namespace as well, only involve collaborative research to achieve a certain goal. Unlike lessons, the different pages relating to a research project should be subpages; for example, [[Project]], [[Project/Evidence A]], [[Project/Evidence B]], etc. While lessons can be learned independently, research projects should stick to one similar title. == See also == *[[Wikiversity:Namespaces]] <-- information on how different types of Wikiversity pages should be placed in the available namespaces. *[[Portal:Education]] - The Wikiversity e-learning model. [[Category:Wikiversity]] 2102 7924 2006-08-19T01:27:01Z Messedrocker 35 REDIRECT [[Wikiversity:Naming conventions]] #REDIRECT [[Wikiversity:Naming conventions]] 2103 24239 2006-09-05T21:30:44Z 148.208.239.240 '''Hello, world!''' is a classic "first program" one creates when learning a new programming language. The objective of the application is the same; to print the text "Hello, world!" to the screen in some form, be it console output or a dialog. In many cases, the statement required to do this is a single line. It seemed appropriate that our introduction to Computer Science occupied this title. As a student, the first choice to make is to decide ''what kind of knowledge you are looking for''. Of course, this depends upon your needs. You might be: * A learned computer scientist or professional eager to contribute research and course material * Computer professional seeking an alternative to expensive commercial certification * Adult non-computer professional or entrepreneur who could benefit from academic/practical knowledge of computing * College-eligible (or not) student considering a degree * Casual user trying to to catch/spread the next [[wikipedia:Computer virus|virus]] * Hobbyist or computer gamer looking to get the most out of your computing experience * Complete newbie looking for a place to start This is an exciting time for education, and for those of us wishing to collaborate and share knowledge, skills and experience. At present, we are only limited by the sky, and some very large hard drives in a server farm somewhere. == Examples of ''Hello, world!'' == === Intellivision Basic === ''As used on a Mattel Intellivision, ca. 1983'' <code><pre>10 PRINT "HELLO, WORLD!"</pre></code> === Commodore BASIC === ''As used on a Commodore 64, ca. 1984'' <code><pre>10 ? "Hello, world!"</pre></code> === FreeBASIC and QuickBASIC === <code><pre>PRINT "Hello, World!" SLEEP</pre></code> === C === <code><pre>#include <stdio.h> int main( int argc, char *argv[] ) { printf( "Hello, world!\n" ); }</pre></code> === C# === <pre> using System; public static class Program { public static void Main() { Console.WriteLine("Hello, World!"); } } </pre> === C++ === <code><pre>#include <iostream> int main( int argc, char *argv[] ) { std::cout << "Hello, world!" << std::endl; return 0; }</pre></code> Another variation of the same code for Borland C++: <code><pre>#include <iostream.h> void main( ) { cout << "Hello, world!" <<endl; }</pre></code> === Delphi === <pre> begin Writeln('Hello, World!'); end. </pre> === Java === <pre>public class HelloWorld { public static void main( String args[] ) { System.out.println( "Hello, world!" ); } }</pre> === OCaml === <pre>print_endline "Hello, World!"</pre> === Perl === <code><pre>print "Hello, world!\n";</pre></code> === PHP === <code><pre>Hello, world</pre></code> or <code><pre><?php echo "Hello, world!"; ?></pre></code> === Assembly === ''x86 compatible'' title Hello World Program dosseg .model small .stack 100h .data hello_message db 'Hello, World!',0dh,0ah,'$' .code main proc mov ax,@data mov ds,ax mov ah,9 mov dx,offset hello_message int 21h mov ax,4C00h int 21h main endp end main === Python=== <code><pre>#!/usr/bin/python print 'Hello, World!'</pre></code> === Ruby === <code><pre> puts 'Hello, World!'</pre></code> === BASH === <code><pre> #!/bin/bash echo "Hello, World!" </pre></code> === ASP === <code><pre>Hello, World!</pre></code> or <code><pre><% Response.Write "Hello, World!" %></pre></code> or <code><pre><%="Hello, World!"%></pre></code> === Batch === <code><pre>@ECHO OFF echo Hello, World!</pre></code> === COBOL === <code><pre>000100 IDENTIFICATION DIVISION. 000200 PROGRAM-ID. HELLOWORLD. 000300 000400* 000500 ENVIRONMENT DIVISION. 000600 CONFIGURATION SECTION. 000700 SOURCE-COMPUTER. RM-COBOL. 000800 OBJECT-COMPUTER. RM-COBOL. 000900 001000 DATA DIVISION. 001100 FILE SECTION. 001200 100000 PROCEDURE DIVISION. 100100 100200 MAIN-LOGIC SECTION. 100300 BEGIN. 100400 DISPLAY " " LINE 1 POSITION 1 ERASE EOS. 100500 DISPLAY "Hello world!" LINE 15 POSITION 10. 100600 STOP RUN. 100700 MAIN-LOGIC-EXIT. 100800 EXIT.</pre></code> === Fortran === <code><pre> PROGRAM HELLO DO 10, I=1,10 PRINT *,'Hello World' 10 CONTINUE STOP END</pre></code> === Visual Basic 6 === <code><pre>Sub Main() MsgBox "Hello, World!" End Sub</pre></code> == Assignment == Create a '''Hello, world!''' program in a language not listed above, then edit this page and add it to the collection. == More about Computer Programming == [[Topic:Computer Programming]] [[Category:Computer Science]] 2105 16498 2006-08-27T05:43:23Z TimNelson 352 The German word meaning "to be" is '''sein'''. Notice that, like most other unconjugated German verbs, sein ends with the letter n. The conjugation of sein is as follows. <center> {| style="background:#F0F0F0" |- ! colspan="3" style="background:#e2e4c0" | infinitive | colspan="5" | sein |- ! colspan="3" style="background:#e2e4c0" | past participle | colspan="5" | gewesen |- ! colspan="2" rowspan="2" style="background:#C0C0C0" | person ! colspan="3" style="background:#C0C0C0" | singular ! colspan="3" style="background:#C0C0C0" | plural |- ! style="background:#C0C0C0;width:12.5%" | first ! style="background:#C0C0C0;width:12.5%" | second ! style="background:#C0C0C0;width:12.5%" | third ! style="background:#C0C0C0;width:12.5%" | first ! style="background:#C0C0C0;width:12.5%" | second ! style="background:#C0C0C0;width:12.5%" | third |- ! rowspan="3" style="background:#c0cfe4" | indicative ! style="background:#c0cfe4" colspan="1" | ! style="background:#c0cfe4" | ich ! style="background:#c0cfe4" | du ! style="background:#c0cfe4" | er, sie, es ! style="background:#c0cfe4" | wir ! style="background:#c0cfe4" | ihr ! style="background:#c0cfe4" | sie |- ! style="height:3em;background:#c0cfe4" | present | bin | bist | ist | sind | seid | sind |- ! style="height:3em;background:#c0cfe4" | past | war | warst | war | waren | wart | waren |- ! rowspan="3" style="background:#c0e4c0" | subjunctive ! style="background:#c0e4c0" | ! style="background:#c0e4c0" | ich ! style="background:#c0e4c0" | du ! style="background:#c0e4c0" | er, sie,es ! style="background:#c0e4c0" | wir ! style="background:#c0e4c0" | ihr ! style="background:#c0e4c0" | sie |- ! style="height:3em;background:#c0e4c0" | I | sei | seiest | sei | seien | seiet | seien |- ! style="height:3em;background:#c0e4c0" rowspan="1" | II | wäre | wärest | wäre | wären | wäret | wären |} </center> [[Category:German]] 2106 10104 2006-08-20T17:57:28Z MichaelFrey 137 Wikipedia Links [[w:Integrated development environment|Integrated Development Environment (IDE)]] (Wikipedia) [[Category:Computer Science]] 2109 17108 2006-08-27T15:11:18Z JWSchmidt 20 /* List of experienced custodians who are available for mentoring new custodians */add as mentored; [[User:SB Johnny]] Candidate Wikiversity custodians should select a mentor. Please make sure that the mentor you select is willing to mentor you. To make that completely clear, for each pair of a mentor and a custodian candidate, each must accept the other. ==List of experienced custodians who are available for mentoring new custodians== *{{custodian|JWSchmidt}} Notes: right now, Wikiversity mainly needs people who can contribute to building Wikiversity content; for example, by working on [[Portal:Learning Projects|learning projects]]. I think that custodian candidates should demonstrate (by good editing) their commitment to the Wikiversity project before expecting to become a custodian. **JWSchmidt is mentoring {{custodian|SB Johnny}} -August 27 start ---- *{{custodian|sebmol}} **sebmol is mentoring {{custodian|Digitalme}} - August 19 start **sebmol is mentoring {{custodian|Atrivedi}} - August 19 start ---- *{{custodian|Robert Horning}} == Notes == "'''experienced custodians'''" - this means Wikiversity custodians who have at least 3 months of experience as a sysop ("administrator" = "custodian") on Wikimedia Foundation projects. ==See also== *[[Wikiversity:Probationary custodians]] *[[Wikiversity:Candidates for Custodianship]] *[[Wikiversity:Custodianship]] [[Category:Wikiversity administration]] 2114 7981 2006-08-19T03:30:38Z JWSchmidt 20 From Wikiversity <div class="notice metadata" id="disambig">[[Image:Disambig gray.svg|35px|left]]''This is a [[Wikipedia:disambiguation|disambiguation]] page: a list of articles associated with the same title. If an [[Special:Whatlinkshere/{{NAMESPACE}}:{{PAGENAME}}|internal link]] referred you to this page, you may wish to change the link to point directly to the intended article.''<br clear="all" /></div><noinclude> [[Category:Disambiguation and redirection templates|Disambig]] 2116 7983 2006-08-19T03:32:24Z JWSchmidt 20 subcat [[Category:Templates]] 2117 19331 2006-08-28T18:34:39Z Trevor MacInnis 99 add pic [[Image:Crochets modèle.png|thumb|right|Template logo]] [[Category:Wikiversity]] 2118 7991 2006-08-19T04:07:29Z Masterhomer 117 [[Judaism 101]] moved to [[Introduction to Judaism]]: For non-American students who may get confused about the title. #REDIRECT [[Introduction to Judaism]] 2121 8292 2006-08-19T17:05:47Z Guillom 48 typo {| class="messagebox standard-talk" id="talkheader" align="center" style="text-align:center;background-color: #F8FCFF;" |- ! colspan="2" style="border-bottom:1px solid #C0C090; background-color: #F8EABA;" | This is the [[Wikipedia:Talk page|Talk page]] for discussing the [[{{FULLPAGENAME}}|{{PAGENAME}}]] school''' |- | style="background-color: #F8FCFF;text-align:left;" | Please sign your comments using four tildes (&#126;&#126;&#126;&#126;), and give comments that start a new topic <nowiki>==A Descriptive Header==</nowiki>, placing them at the bottom of the page. This page is used for general discussion for the {{PAGENAMEE}} school, proposed courses and subpages as well as the layout of the main page in general. For discussion on a particular subpage, please use its talk page. |[[Image:Wiki.png|60px|none|Wiki<!---->media Foundation]] |} 2124 24108 2006-09-05T12:53:31Z Trevor MacInnis 99 [[Wikiversity:Wikiversity mission]] moved to [[Wikiversity:Mission]]: simpler/proper name ==Refining the mission statement== This is a space in which to develop further a community Wikiversity mission statement. This can (amongst other things) help us to clarify our complex vision and help us to come up with a catchy motto that can be used with our logo on the front page of sister projects. ===Current mission statements=== Mission statement from [[Wikiversity:Approved Wikiversity project proposal|Approved Wikiversity project proposal]]: :"Wikiversity is a centre for the creation and use of free learning materials and activities. Its primary priorities and goals are to: ::-Create and host a range of free-content, multilingual learning materials/resources, for all age groups in all languages ::-Host scholarly/learning projects and communities that support these materials ::-Complement and develop existing Wikimedia projects (eg. a project devoted to finding good sources for Wikipedia articles)" Mission statement from top of front page (as of August 20): :"Wikiversity is a space for the creation and use of free learning materials and activities. Its primary goals are to: ::- Create and host free content, multimedia learning materials, resources, and curricula for all age groups in all languages ::- Develop collaborative learning projects and communities around these materials :"Wikiversity supports both learning and teaching." ==Refining mission statement(s)== The current mission statement versions are longish; the second sentence of the project proposal mission has a main clause and three subclauses. Perhaps that length is necessary. Perhaps not. Can we create a more elegant statement for general readers which inspires participation and evokes the depth, breadth and power of the innovative aspects of Wikiversity that are discussed in the proposal, such as issues relating to e-learning and research? Using a flexible [[w:Delphi method|Delphi method]] (see discussion below) is suggested for generating alternate mission statements and arriving at a synthesis. ==Step 1: Develop Mission Statement Alternates== Method tips: If edits are substantial, please create a new alternate. Please feel free to copyedit any of these (except the current statements which are for reference). Please discuss merits of alternates on talk page. Thanks. Note: I grouped these by a simple emergent category system -- based on length. Other categorizations can and probably should be used in the synthesizing in step 2. [[User:Reswik|Reswik]] 15:20, 20 August 2006 (UTC) ===Shorter mission statements=== Short Alternate 1 - Focus on our piece of Wikimedia Foundation's goals. :Wikiversity develops free learning materials, processes, and knowledge to help all people access all free human knowledge. ::Footnote for posterity: People = Sentient Short Alternate 2 - Focus on key words in a short sentence :Wikiversity is a community collaboration based shared learning resource for all. Short Alternate 3 - Focus on collaborative cyber-campus and sharing learning resources :Wikiversity is a collaborative cyber-campus commited to sharing learning resources at all levels with all people. -- [[User:Smithgrrl|Smithgrrl]] Short Alternate 4 :Wikiversity is an open educational environment that facilitates the integration of learners, teachers, and community builders everywhere. -- [[User:Aldenis|Aldenis]] Short Alternate 5 :Wikiversity celebrates the love of learning, sharing openly all knowledge everywhere with everyone. -- Anon. Short Alternate 6 :To boldly go where no University has gone before. -- [[User:Hillgentleman|Hillgentleman]] ===Longer mission statements=== Long Alternate 1 - Focus on collaborative learning :Wikiversity will provide the world with quality, multilingual, multimedia learning resources as well as a space for collaborative learning for all education levels to all people. :Long Alternate 2 - Focus on community and learning resources :Wikiversity is a diverse community of learners, teachers, and researchers. Wikiversity is space for creating and using free content, multimedia learning resources for all ages groups in all languages. Long Alternate 3 - Focus on university/diversity, learning and scholarship :Wikiversity is a free university [alternately, "free diversity"] which creates quality, multilingual, multimedia learning resources and facilitates collaborative scholarship and learning for all education levels to all people. While Wikiversity fosters creating and sharing free knowledge, it does not grant degrees or titles at this time. Long Alternate 4 - Focus on free space and network, learning and scholarship :Wikiversity is a free space and network of scholars for creating quality, multilingual, multimedia learning resources and facilitating collaborative scholarship and learning for all education levels to all people. Long Alternate 5 - Multiple focus :Wikiversity is an open educational environment that facilitates the integration of learners, teachers, and community builders everywhere. :We learn by collaborating in the development of free instructional resources. :Everyone already involved in any wikimedia project is learning all the time. We are all learning about specific topics, but also about the general nature of collaborative knowledge production within a highly dynamic community. Wikiversity focus on education makes it the best place to explore the larger implications of this model. Our instructional materials should explicitly benefit from the fact that they were born over a network, were raised in a virtual village, and can be used by everyone. This is a new way of doing curriculum development, and we all need to learn it. :We teach new ways of implementing the collective use of these resources. :All wikimedia projects are based on an innovative model of open collaboration that results in the creation of rather conventional repositories of information. Our encyclopedias, dictionaries, databases, and archives are designed to replace and/or complement their closed, expensive, copyrighted, or plainly useless equivalent. Wikiversity is different. Producing great free content is only part of our mission. We want to deliver instructional resources in ways that promotes collaboration among users of these resources. A network of collective users would be the perfect counterpart of our network of collaborative producers. :We build a dynamic interface between virtual communities of free content creators and the pedagogical infrastructure of the physical world. :Wikiversity is a hybrid network. We create instructional materials that make use of the wealth of resources generated by all wikimedia projects. We deliver these materials in ways that encourage their collective use. We promote further collaboration by designing educational assignments geared toward the development of all wikimedia projects. Our ultimate goal is to harness the power of existing learning communities, erasing the distinction between producers and consumers of free information worldwide. Deploying wikiversity resources in every brick-and-mortar classroom is one of the best ways to bring new contributors back to wikimedia. ==Step 2: Synthesize Mission Statements into New Alternates== When we have a number of alternates above (over five or ten), we can start synthesizing the best features of these into a small number of options. Then, we can discuss them (on talk page). If necessary, we can repeat the synthesis process another time. Step 2, if repeated, could lead to whole process taking a few weeks or a month or more. Hopefully quality and broad(er) agreement will result. ==Step 3: Select Mission Statement(s)== When a group of editors active here have generated what seem to be final synthesized versions then we can call the community for choosing, per some process discussed below. ==Statement Development: [[w:Delphi method|Delphi method]]== One way of working with collbaratively evolving and synthesizing differing ideas or theories is known as the [[w:Delphi method|Delphi method]]. In essence, we can develop "themed" alternates and edit existing alternates. Favored alternates can be synthesized, possibly dropping points that are most problematic or unworkable. Then, hopefully we can arrive at one or a few synthesized choice(s). There is usually a facilitator in this method, but we could just do this all together in these steps: Step 1. We could develop "themed" alternates and edit existing alternates per the "focus" of the alternates. Step 2. We can synthesize the alternates to generate a separate smaller set of more agreeable and elegant alternates. Step 3. Iterate until we have one or a few polished alternates. If we arrive at several distinct alternates, we can choose from amongst favored alternates to use. Or, we could have a few mission statements for the time being. This application of the Delphi method deviates from the "traditional" method in several ways. Group facilitation is suggested, not one facilitator. There is not an explicit mention of using steps of developing a thesis, antithesis, and synthesis (though this can be implicit in developing various alternates). There is not an intention for buy in at each stage of a new synthesis (though we can repeatedly look at and edit versions or generate new versions from different points of view). Hence, this is a flexible or loose version of the Delphi method focusing on generating diverse options and interatively synthesizing and refining those. (Note that the delphi method might be helpful in some planning contexts in Wikiversity. Perhaps it would be interesting to try working with both a formal version of the Delphi method and with the more flexible method discussed here.) ==Source Documents== 1. Some key passages '''from [[Wikiversity:Approved Wikiversity project proposal]]''': *"Wikiversity is a centre for the creation and use of free learning materials and activities. Its primary priorities and goals are to: **Create and host a range of free-content, multilingual learning materials/resources, for all age groups in all languages **Host scholarly/learning projects and communities that support these materials **Complement and develop existing Wikimedia projects (eg. a project devoted to finding good sources for Wikipedia articles)" *Regarding learning/e-learning: :"The Wikiversity e-Learning model. Existing "bricks and mortar" universities began as meeting places for scholarly individuals seeking knowledge and those with mastery of a subject who could act as teachers to guide the learning process. Wikiversity will be a virtual meeting place for masters and scholars, a wiki that hosts and promotes a flexible online learning environment. :"Conventional universities evolved to have classrooms, collections of courses, grades, fees for students, pay for teachers, the granting of degrees, the certification of teachers and accreditation of universities. That entire structure grew out of the need to concentrate expensive resources (people and facilities) at a particular location in the physical world. The Wikiversity e-Learning model abandons all aspects of conventional universities that arise from the need to focus people and facilities in one place and time. The Wikiversity e-Learning model grows out of the power of the wiki user environment to liberate learning from conventional constraints of time and place. See Wikiversity:Learning for more. :"Learning groups :"It is natural for the wiki format to develop "learning groups" (creating and maintaining learning trails; interest portals; project or task artifacts) where all participants can discuss and learn collaboratively." *Regarding resources: :"Resources will include teaching aids, lesson plans, curricula, links, reading lists, etc. Each subject area (or 'course', 'project'), essentially, each community, creates a web of resources that would form the basis of discussions and activities within that field of Wikiversity..." *Regarding research: :"In the fulfillment of its mission, other tasks and goals may be initiated and developed by participants to support learning and the creation of new content. In particular, guidelines will be developed during the beta phase of Wikiversity's development on hosting and fostering research based in part on existing resources in Wikiversity and other Wikimedia projects." ... :"Finally, research may one day take place based on materials in Wikiversity (eg. materials on sociology prompt a survey of attitudes), and also based on Wikimedia projects. Wikiversity could act as a repository of research carried out by the Wikimedia Research Network or other people involved in wiki-based research, and could also host the proceedings of Wikimania. Guidelines for what would be appropriate research will be developed during the beta phase of the project, and reviewed after six months. :Whether or not Wikiversity will ever host original research in addition to secondary research is the subject of debate (see talk page.)" 2. Keep in mind the [http://meta.wikimedia.org/w/index.php?title=Wikiversity/Modified_project_proposal&oldid=395364#Scope_of_Wikiversity scope] of beta stage of Wikiversity. ==Choosing== When this mission statement is well-enough developed... *Signing: We, the community, sign the statement as a kind of act of solidarity? It might be nice to have something that we can present to the world at this stage (even if our mission has been worked on on Meta for quite some time :-)) [[User:Cormaggio|Cormaggio]] 08:04, 19 August 2006 (UTC) *Voting: If there is not one option, we could vote or rest with several statements for awhile. ==Related Projects== *'''[[m:Wikiversity/logo|Logo contest]]''' for Wikiversity on meta. *'''[[Wikiversity:Motto contest|Motto and slogan contest]]''' - Please list your suggestions and help select a motto and a slogan. == Sexism in Educational Spaces and Sexist Language == Wikiversity needs to stress this aspect of education. I've already seen sexist language used as what a user ''thought'' was the purpose of Wikiversity. I realize I am going to take so much flak for saying this. I've already tried asking the Freemasons on WikiP why they don't allow women, only to be attacked and silenced. I want to make sure this worldly educational environment is free of that. I know you can't correct every post a person makes... well, you can... but I mean in a more general sense of how Wikiversity is run and structured. I think this has to be front and center as part of your policy and mission statement. It has to be pointed out or I'll keep reading sexist language at a phenomenal rate on these WIKI sites and then it's not living up to what true education is. Maybe Wikiversity can finally point this out in a clear manner and maybe the other WIKI's can BE BOLD and add it to their main policy. I want it in a visible place because it's such a visible problem. For too long have women been marginalized, unheard, and it's time that things change. We are not in Post-Feminism. I repeat-- We are NOT in Post-Feminism. So please create this space for women too. It has been studied and supported that women learn differently than men. All of these things have to be taken into consideration if you want to state that Wikiversity is a global educational space. Otherwise, you are only considering 48% of the population. [[User:OneWomanArmy]]--[[User:OneWomanArmy|Diana]] 01:32, 5 September 2006 (UTC) 2125 8069 2006-08-19T10:00:12Z JWSchmidt 20 bug report This page should be about how the Wikiversity search function (side bar) works. Was the Wikiversity search function ever correctly initialized? Search results should look like [http://www.wikia.com/wiki/Special:Search?search=wikiversity&go=Go this]. [http://bugzilla.wikimedia.org/show_bug.cgi?id=7066 Bug report] - August 19, 2006 ---- ===See: [[Wikiversity:Help desk]]=== This was the original content of this page: dear mam or sir i want 10th class cbse board solved english sample paper if you can help me in this i am greatful to you aayush [[Category:Wikiversity]] 2127 8041 2006-08-19T08:55:54Z JWSchmidt 20 start page as requested at [[Wikiversity:Page creation requests]] #REDIRECT [[College Algebra]] 2128 24180 2006-09-05T15:58:35Z JWSchmidt 20 /* Copied from [[Wikiversity:Talk page]] */ from Wikipedia : ''see also: [[Help Desk|Engineering Help Desk]]'' <big>This page is for general knowledge questions (about anything other than how to use Wikiversity). e.g. "What country has the world's largest fishing fleet?" <big>To ask a question about Wikiversity, and its technical and policy issues see: [[Wikiversity:Colloquium|Colloquium]]. <big>If you are new to [[wiki]], see: [[Help:Editing]]. <big>If you have a question related to Wikiversity custodians, see: [[Wikiversity:Custodian feedback|Custodian feedback]]. <big>Answers are not provided by e-mail. [http://en.wikiversity.org/w/index.php?title=Wikiversity:Help_desk&action=edit Add] your question to the list, below. ==Questions== ===Courses in Japanese=== Hi, I've been interested in studying Japanese at university for a while, but I can't seem to find any universities that offer a course in the language in Scotland. Am I just not looking hard enough or in the wrong places? Thanks, Martin ===O level physics help=== I need some help in physics for o levels.can u please suggest something on your site?? :Physics is forming at http://en.wikiversity.org/wiki/Topic:Physics you could probably ask some questions there or at the participants discussion pages. There is an excellent Physics Portal[http://en.wikipedia.org/wiki/Portal:Physics] at Wikipedia. There are also 2545 pages resulting from a physics search at Wikibooks[http://en.wikibooks.org/wiki/Special:Search?search=physics&fulltext=Search]. <<-- Click on previous reference link for the search at Wikibooks. Hope this helps. [[User:Mirwin|Mirwin]] 13:56, 23 August 2006 (UTC) ===english sample paper=== dear mam or sir i want 10th class cbse board solved english sample paper if you can help me in this i am greatful to you [[User:61.2.186.46|aayush]] 08:16, 19 August 2006 :aayush, this project is fairly new and may not have detailed information such as you request yet. There are at least two research papers at Wikibooks, one on Sharks submitted for 12th grade biology requirement in U.S. and one on use of Asteroidal nickel-iron steel compared to kapton and other common materials created for a 321 Materials Science class at Oregon State University. Both papers received A's and may serve as an adequate example of a "research" paper. You may need assistance from an administrator to recover them as they were not textbooks and may have been deleted. I hope you find them useful. [[User:Mirwin|Mirwin]] 09:41, 23 August 2006 (UTC) == May i know, which is the best Universtiy in USA to study MBA? == :There are many excellent Universities in the U.S. providing MBA programs. You will need to provide further criteria before a meaningul choice can be made. If money is no object you can rub elbows with future presidential candidate at Yale or Harvard. If you like to ski I would recommend you check out Colorado. If you must work your way through earning money to pay tuition then I would recommend either the East or West Coast or Texas. They all have large economies and excellent public school systems. Several widely circulated magazines such as Time or U.S. News provide annual comparisons of various schools. I suggest you check with a local library to find out if it has such a guide. [[User:Mirwin|Mirwin]] 09:41, 23 August 2006 (UTC) ::Agreed. Start with the Ivy Leagues. [[User:Rayshan|Rayshan]] 18:08, 24 August 2006 (UTC) == Short term interest rates == I need a list by country of short-term interest rates. This should be current short-term interet rates or within the past 3 months. Can you help me get such a list? Thanks, Byron Shoulton * http://www.findarticles.com/p/articles/mi_m4456/is_2002_Dec/ai_98032802 * http://unstats.un.org/unsd/mbs/table_list.asp See item 50. == Anon question (moved from top) == I wish to do my undergraduate course in the USA or in the UK, what am I to do, to get a sponsor? [[User:202.122.20.6]] 06:46, August 25, 2006 ==Lesson Plan== How do you write a Lesson plan? Any resources or advice to be found anywhere? [[User:Dev920|Dev920]] 14:16, 27 August 2006 (UTC) :http://www.ask.com/web?q=developing+lesson+plans&qsrc=0&o=0&l=dir ::This was a useful looking site but they were incredibly slow. I suspect a 386 with a 9600 baud modem servicing the entire planet. http://www.teachnet.org/ :::Concisely, a lesson plan is an outline of material you intend to present to a group; put down a date, set of learning objectives, a concise introduction to arouse interest and then a list of key talking points and procedures (issue handouts, tune your computer to this URL, turn on overhead, etc.) and then a summary of key points to discuss, finally a wrapup or summary conclusion. I have seen this paraphrased as: Tell them what you are going to tell them, tell them, and then tell them what you told them. The lesson plan outlines the material so you do not get way off track or mix yourself up in what is essentially a public presentation. ::::Detailed instructions here:http://www.humboldt.edu/~tha1/hunter-eei.html :::::Excellent, thankyou. Now it just remains to be seen if I can do with a single url what my teacher spent two years at university learning to do! :D [[User:Dev920|Dev920]] 23:49, 29 August 2006 (UTC) ==Copied from [[Wikiversity talk:About]]== Hi I am really new to Wiki. I am very much interested in Wikiversity. I read somethin regarding getting a degree/job. Can someone please enumerate on this. kind regards Arunkumaran Varadharajan ==Copyright== Is it copyright or plagarism to write down everything a teacher says and does in a lesson and then turn that into a lesson plan? I don't think it is, because you never even saw the original material, let alone copied it, but, I don't know... [[User:Dev920|Dev920]] 23:51, 29 August 2006 (UTC) :Some instructors and schools claim to own their course materials. Check with your instructor. --[[User:JWSchmidt|JWSchmidt]] 00:31, 30 August 2006 (UTC) ::Ah, but can it count if you never actually *saw* any course material, you merely consumed it? [[User:Dev920|Dev920]] 10:44, 3 September 2006 (UTC) ==Copied from [[Wikiversity:Talk page]]== how can i obtain shrubbery from the state to filter off highway pollution? My front door is appr. 15ft. to the hwy. {{unsigned|216.78.63.11}} - [[User:Trevor MacInnis|Trevor MacInnis]] 16:00, 30 August 2006 (UTC) [[Image:1904 Russian Tsar-Stop your cruel oppression of the Jews-LOC hh0145s.jpg|thumb|280px|In the aftermath of the first [[w:Kishinev pogrom|Kishinev pogrom]], Theodore Roosevelt tells [[w:Nicholas II of Russia|Nicholas II]]: "Stop your cruel oppression of the Jews."]] i am studying russian history and the romanovs. someone told me that tsar nicholas would send troops in to slaughter villages of jews if he "woke up on the wrong side of the bed." i find this hard to believe, is there any documentation to back it up? [[User:Tkfusco1466|Tkfusco1466]] 07:42, 4 September 2006 (UTC) :Here is an image from [[w:History of the Jews in Russia and the Soviet Union|History of the Jews in Russia and the Soviet Union]] at Wikipedia: [[Category:Community discussions]] 2129 8049 2006-08-19T09:26:08Z Jechasteen 168 Very rudimentary logo created for the school of music. Very rudimentary logo created for the school of music. 2130 20882 2006-08-29T14:01:57Z JWSchmidt 20 explain wiki A '''wiki''' is a type of [[w:Website|website]] that allows users to easily add, remove, or otherwise [[Help:Editing|edit]] and change the content of the webpages. The openness and ease of editing page content makes a wiki an effective tool for [[w:collaborative writing|collaborative authoring]]. Welcome to the '''Wiki''' learning project. This Wikiversity [[Portal:Learning Projects|learning project]] is devoted to learning how to use '''[[w:Wiki|wiki]]''' technology to facilitate online learning. ==Project description== Short description. ==Project news== * '''Date founded''' - Department founded! ==[[Portal:Learning Materials|Learning materials]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Learning materials are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! [Copy and then revise above text for your department's needs, if you wish.] ==References== [Optional section] ===Wikipedia=== *[[w: __Article Name__ ]] ===Wikibooks=== Works in progress - these texts are currently at [[Wikibooks:__Department Name___]]: * [[Wikibooks:__Textbook Name___]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this project, you can list your name here (this can help small projects grow and the participants communicate better; for large projects a list of active participants is not needed). * [[User:Rayc]] --working on creating tests * [[User:JWSchmidt]] - I am currently interested in starting some exciting community-wide projects for Wikiversity [[Category:{{PAGENAME}}| ]] ==See also== *[[Wikiversity:Wiki as a tool for learning|Wiki learning project]] - Investigation of the implications of wiki technology for online learning. *[[Introduction to Wiki]] - this project aims to function as a service project for the Wikiversity community and provide learning resources that will aid new Wikiversity editors *[[Portal:Education]] ==External links== * Read about [[w:Wiki|wiki]] technology at Wikipedia. * [[w:Wiki|Web 2.0]] 2137 24094 2006-09-05T12:30:05Z JWSchmidt 20 /* What are usernames used for? */ fix links Choose a neutral username with which you'll be happy. ''See also'': [[w:Wikipedia:How to log in]] and [[w:Wikipedia:Changing username]] When you create a new account, so you can log in, one of the things you'll have to do is pick a '''username'''. This page gives some advice on this. == What are usernames used for? == Your user name will be attached to all your edits, while you're logged in. This is partly for reasons of [[Wikiversity:accountability|accountability]]. It's also helpful from a copyright perspective: see [[Wikiversity:Copyrights|Wikiversity copyright]]. Other reasons can be found at [[Wikiversity:Why create an account]]. == Choosing a username == The best username is typically your [[MeatBall:RealName|real name]], a longstanding Internet [[MeatBall:PenName|pen name]], or a new name that you use only for Wikiversity, depending on how much of your anonymity you want to preserve while editing. Please pick a username is helpful in a learning environment. That means picking a name that you're comfortable writing under, but it also means picking a name that others are comfortable seeing and collaborating with. Remember that a controversial name may color other users' perspective on your own credibility or political viewpoint. In addition, Wikiversity is a world-wide source book and learning environment, so please take care to avoid anything that might cause offense to someone from a different culture, religion, or ethnic group. Wikiversity recommends that users avoid # names of politicians, military or religious figures or events; # any other names that may be seen as potentially offensive, or endorsing or opposing the politics, policies or beliefs of a public figure. # names that might be interpreted by Wikiversity participants as indicating a position of authority within the Wikiversity community. Examples: names including "professor", "prof", "teacher", "instructor", "mentor", "president", "dean", etc. People should be able to judge you purely on your contributions, not an emotional response to a potentially controversial nickname. Avoiding such names is in your own interest. So do please be careful. Remember you are working as part of a community. Show everyone else the respect for their beliefs that you expect them to show yours. ===Real names versus pseudonyms=== Historically, many wikis have encouraged users to use their real name as their user name, e.g., [[MeatBall:UseRealNames]], in their belief that a user will offer constructive contributions to the project if they are more likely to be accountable for their actions. Most other Wikimedia Foundation project users choose to use pseudonyms, although many disclose their real names on their user pages. Wikimedia Foundation project editors, especially administrators, have occasionally been subject to harassment outside of their projects due to their contributions or vandal-fighting activities on the projects. Some people have ended up switching from their real name to a pseudonym and perhaps regretting not using an untraceable pseudonym from the start. If you choose not to use your real name, you are welcome to use a name-like pseudonym instead (avoid impersonating any well-known persons or fictional characters, though). If you wish to use your real name, but it appears that it might violate any of the rules on [[#Inappropriate usernames|inappropriate usernames]], please contact a custodian. A mutually acceptable solution can very likely be found. ===Username capitalization=== Wikimedia software based project usernames are [[case sensitivity|case sensitive]] and, for consistency, the first letter of all usernames will be capitalized when you create an account. This means that if you request the username "'''your name'''", the account created will instead be: "'''Your name'''". If your username will consist of more than one name, and you'd like your signature to be internally consistent, you might prefer to capitalize each one when you create the account. This conforms to the widely accepted rules of [[capitalization]]: usernames are, after all, [[proper noun]]s. Examples would be "'''Your Name'''", "'''Your Middle Name'''", and "'''Your M. Name'''". {{Associations/Wikipedia Bad Things}} == Inappropriate usernames == Inappropriate usernames include both clear and masked names. Fairly or unfairly, the line between acceptable and unacceptable user names is drawn by those who find the username inappropriate, not by the creator of the name. Please don't try to find this line. Wikiversity ''does not allow'' certain types of usernames, including the following: '''Confusing, misleading, or troublesome usernames:''' * Names that can be confused with other contributors. (If someone else is using a nickname that you wish to use, please consider using either an alternative pseudonym or your real name instead, or simply do not use a nickname. In the unlikely event that someone else is editing Wikipedia with your real name, please add a middle name or initial or some other way of distinguishing between you and the existing contributor) * Names that include commonly used Wikimedia software or Wikiversity community terms, or imply an official position on Wikiversity. Prohibited username components include, but are not limited to words resembling the following: **"Custodian","Administrator", "Admin", "System operator", "Sysop", "Moderator", or any other name which implies an official role or role greater than that of a standard user. **"Rollback" or "Revert", "Edit war", "POV", etc. **"Delete", "Upload", "Pagemove", "Redirect", or other editing processes or abstractions **"Vandal", "Hacker", "Spammer", "Troll", or other names that may give the impression that you intend to cause trouble **"Bot", "Robot", "Script", "Initialize", "Automated", "Daemon", etc., unless the name is intended as a designated [[WP:BOT|bot account]]. Names that imply bot accounts may be blocked, and the user may be requested to contact an administrator to confirm that the account is indeed a bot account. **Any visible toolbar buttons, namespaces, or other technical terms which may be confusing to inexperienced users or otherwise imply a capacity different than that of a normal user. * Also, beware that the letters capital i and lower case L, and the numeral 1 look exactly the same (I/l/1) in certain fonts, as do upper/lower case O and the numeral 0 (O/o/0). This should be taken into account, and creative use of one in place of the other (I where L would be expected and vice versa) is discouraged, given its past misuse, an infamous example of which can be read about [[Wikipedia:Long term abuse/The Doppleganger|here]]. * '''Names of well-known living or recently deceased people''' (e.g. [[Chuck Norris]], [[Kenneth Lay|Ken Lay]]) unless you '''are''' that person. If you are, say so on your [[WP:User page|user page]]. (See [[User:Stephencolbert]] and [[User:Nskinsella]] and [[Notable_Wikipedians]]) * Names that are extremely lengthy '''Inflammatory usernames:''' Wikiversity ''does not allow'' potentially inflammatory or offensive user names. Inflammatory usernames are needlessly discouraging to other contributors, and disrupt and distract from our task of creating an effective learning environment. This includes, but is not limited to: * Names that promote or imply<!-- [[racial]]/[[ethnic]]/[[national]]/[[religious]]/[[ideological]]/[[homophobia|homophobic]] --> [[hate|hatred]] or violence * Names that are recognised as<!-- racial/ethnic/national/religious/ideologic/homophobic/generic --> [[Term of disparagement|slurs]] or insults * Names that refer to symbols of<!-- racial/ethnic/national/religious/ideologic/homophobic --> hatred, including historical figures or events that are widely associated with such * Names that refer to or imply [[sexual act]]s or [[genitalia]], including [[sexual slang|slang]], [[innuendo]], and [[double entendre]] * Names that refer to or allude to reproductive or excretory functions of the body * Names that promote or refer to [[violence|violent]] or otherwise illegal real-world actions (e.g [[terrorism]], [[organized crime]]) * Names mentioning or referring to illnesses, disabilities, or conditions (e.g. [[AIDS]], [[Amputation]], [[Asperger syndrome]], etc.) * Names that contain [[profanity]], obscenities, or other potentially offensive language (including non-English profanities) * Names of religious figures such as "[[God]]", "[[Jehovah]]", "[[Buddha]]", or "[[Allah]]", which may offend other people's beliefs * Names that promote a controversial or potentially inflammatory point of view * Misspellings, or spellings of any of the types of names above with "[[Leet|cr34+1v3 sub5717u710nz]]" (creative substitutions) '''Harassing or defamatory usernames:''' Harassment and defamation in any form is inappropriate at Wikiversity; your username is not an exception. In particular, your username is not a vehicle to attack other users with whom you have a disagreement. Your username should not be used to insult or mock other users, usernames, articles, or actions. Additionally, a username should not be used to defame other people, companies or groups, regardless of whether they edit Wikiversity. Nor should usernames divulge the personal information of other users. This can include parts of a name formatted similarly to a [[telephone number]], [[social security number]], or [[street address]]. '''Names with non-[[Latin alphabet|Latin]] characters:''' Unfortunately, most of your fellow editors will be unable to read a name written in Cyrillic, Chinese, Japanese, Korean, or other scripts. Many of them will also be additionally burdened, as such names may be displayed for them only as question marks ("??? ??"), squares ("□□□ □□"), replacement characters ("��� ��") or worse, nonsense or [[mojibake]] ("Ã!%ôs*"). If your name is usually written in a non-Latin script, please consider [[Transliteration|transliterating]] it to avoid confusion, and allow easier access to your talk page by typing your name in the search field or URL bar. '''Usernames that closely resemble any used by notorious [[Wikiversity:Vandalism|vandal]]s:''' Any usernames that are similar to those that have been used in the past by [[:Category:Wikiversity vandals|notable vandals]] will likely be blocked on sight. Generally, such names are difficult to choose accidentally, but if you are concerned, click on [[Wikipedia:Username/Types of usernames used by vandals|this link]] to be taken to a list of types of usernames that are discouraged due to their past use by prolific vandals. '''Usernames intended for spamming or advertisement:''' Accounts with usernames that advertise a particular website, company, etc. (e.g. "visit [name of url]" ) are discouraged and may be blocked. '''E-mail addresses:''' Using your e-mail address as your username is not a good idea. FDL'ed Wikimedia Foundation project content is extensively copied and the sites themselves are some of the most visited sites in the world. Any edit you make on a Wikimedia Foundation project will have your username attached to it, and using your email address will make you a tempting target for [[E-mail spam|spammers]]. Additionally, usernames containing "____@wikiversity.org", etc. are blocked on sight, as such a name may misleadingly imply that a user is a member of the [[Wikimedia Foundation]]. There is no official policy regarding whether to block non-"wikiversity" email addresses, so it is left to the discretion of the blocking admin. Note to [[Special:Log/newusers|new user]] patrollers: you may use the template {{tl|WelcomeEmail}} to recommend a username change to such users, or {{tl|UsernameBlockedEmail}} to inform them of a block. '''Trademarked <!--sports team -->names:''' Trademarked names, especially sports teams like the [[Miami Heat]], the [[Carolina Hurricanes]], and the [[New York Yankees]] (whether it's whole or just the team) should not be used in a username. === Rationale === The primary purpose of usernames is to identify and distinguish contributors. This facilitates communication and record-keeping. The username is not a forum to be offensive or make a statement. No one has a right to any particular username. While colorful, interesting, or expressive names may add to the pleasure of Wikiversity, they are not essential. This might include legitimate names and long-established internet pseudonyms that can be misconstrued. === Signatures === Through the [[Special:Preferences|Preferences]], one can choose a nickname used in signatures, independent of the actual user name (connected to a User: page). In general, the same rules apply for signatures as for usernames. A signature should not be misleading. For more information on signatures, read the official guideline at '''[[Wikiversity:Sign your posts on talk pages]]'''. === Changing inappropriate usernames === If enough people complain about your user name (through talk pages or the [[Wikiversity:Mailing lists|mailing list]]s the [[Wikiversity:Bureaucrats|bureaucrats]] will change it. Neither complaints nor name changes should be arbitrary, but user names that are offensive to a significant number of people will be changed, not without notice, but without appeal. Co-operative contributors should normally just be made aware of our policy via a post on their talk page. Voluntary changes (via [[Wikiversity:Changing username]]) are preferred: users from other countries and/or age groups may make mistakes about choosing names -- immediate blocking or listing on RfC could scare off new users acting in good faith. Where a change must be forced, we first discuss it. This can take place on either (A) the user's talk page, (B) a subpage of the user's talk page, or (C) a sub page of [[Wikiversity:Requests for comment]]. It should be listed on [[Wikiversity:Requests for comment]] in the appropriate section. The user should also be made aware of the discussion by posting a civil notification message on their talk page. For uncontroversial cases where the user is actively editing, the decision can be taken in a day or two. For more controversial cases where the user is less actively editing, a week is more appropriate. For highly controversial cases, or cases where the user has left Wikiversity, discussion might well take a month. After an appropriate time for discussion, a custodian can take a judgement on the name in question. They should only take action if their judgement is that a "rough [[Wikiversity:Consensus|consensus]]" has arisen that the username is inappropriate. This will involve blocking the inappropriate username, for which see [[Wikiversity:Blocking policy]]. However, custodians may block inappropriate usernames on sight. Reports of obviously offensive usernames should be posted at [[Wikiversity:Custodian intervention against vandalism]]. Where inappropriate or borderline inappropriate usernames are coupled with vandalism, the username may be blocked indefinitely on sight: again, see [[Wikiversity:Blocking policy]]. Usernames that are designed to impersonate legitimate users may be blocked immediately. The IP address of these users should be left autoblocked. ==Using multiple user accounts== It is recommended that users not edit under multiple usernames, unless they have a very good reason. See [[Wikiversity:Sock puppet]]. ==Deleting your user account== Accounts with contributions cannot be deleted since this would allow another user to create the account, and claim authorship of those edits. It is not possible for your edits to be removed entirely. They can only be reassigned to something else so as not to violate the [[GNU Free Documentation License]]. If you decide after creating an account, particularly if you did so using your real name, that you would rather be anonymous, you can have your account renamed. You can request this at [[Wikiversity:Changing username]], or by contacting a [[Wikiversity:Bureaucrats|Bureaucrat]] with the ability to change usernames. When this is done, your contributions list will be assigned to the new user name. You may also request your user and talk page be deleted as explained at [[Wikiversity:User page]]. Any talk pages that you have signed will still display your former user name. These need to be changed manually by editing the pages concerned. If you feel strongly about your name no longer appearing on the site, you can edit these pages to remove your signature. The easiest way to find these is by clicking "what links here" from your user page. There is currently no means of removing signatures from old revisions in the [[Wikiversity:page history|page history]]. :''See also: '' [[m:Right to vanish|Right to vanish]] == See also == * [[Wikiversity:Changing username]] * [[Wikiversity:How to log in]] * [[Wikiversity:Policies and guidelines]] * [[Wikiversity:Blocking policy]] [[Category:Wikiversity policy]] 2139 12031 2006-08-22T23:36:50Z HappyCamper 193 [[Faculty club]] moved to [[Organizational behaviour]]: the subject is refering to organizational behaviour Hi The subject Organizational Behavior is not represented on the Wikiversity site. welcome the students of OB to generate authentic, interesting, usable OB material as a collaborative project. Cheers! Margie 2140 8101 2006-08-19T12:43:32Z Sebmol 14 [[Wikiversity:Requests for Custodianship]] moved to [[Wikiversity:Candidates for Custodianship]]: not really a request page #REDIRECT [[Wikiversity:Candidates for Custodianship]] 2142 8108 2006-08-19T12:45:57Z Sebmol 14 Redirecting to [[Wikiversity:Candidates for Custodianship]] #REDIRECT [[Wikiversity:Candidates for Custodianship]] 2144 8125 2006-08-19T13:05:51Z Sebmol 14 [[User:{{{1|}}}|{{{1|}}}]] ([[User talk:{{{1}}}|Talk]]) – <small>[{{fullurl:Special:Log/delete|user={{urlencode:{{{1}}}}}}} D] | [{{fullurl:Special:Log/protect|user={{urlencode:{{{1}}}}}}} P] | [{{fullurl:Special:Log/block|user={{urlencode:{{{1}}}}}}} B] | [{{fullurl:Special:Contributions|target={{urlencode:{{{1}}}}}&offset=0&limit=100&namespace=8}} C]</small> 2148 18820 2006-08-28T07:05:34Z TimNelson 352 Redirecting to [[Topic:Literary Studies]] #REDIRECT [[Topic:Literary Studies]] 2149 8204 2006-08-19T15:31:19Z SB Johnny 61 category ''This is a proposal. Feel free to edit, or discuss on the discussion page.'' Data collection for the bloom clock is quite easy to do, and does not require submission on a regular schedule. The current idea is to simply sign (using 4 tildes) under the heading for a particular plant that is blooming that day. The only real requirement for participation is to be able to correctly identify plants. Currently the project should concentrate on perennial plants (both herbaceous and woody), as these aren't tied to germination dates. Participants need to sign up on the Participants List, with information about their location. Any weblinks to nearby growing degree day clocks would also be helpful (this will be explained in further detail later). Common names should be avoided, as they differ from region to region, and in fact common names may often refer to two or more species. [[Category:Bloom clock project]] 2150 19059 2006-08-28T12:23:04Z SB Johnny 61 add bloom data This is the list of data from 2006. Please add yourself to the participants list before signing under plants. Instructions: sign with four tildes (<nowiki>~~~~</nowiki>), below the name of any plants you notice in bloom on a particular day. There is no need to do this every day, nor is it absolutely necessary to record ''every'' plant you've seen in bloom. I you are unsure what a plant is, ask about it on the talk page. If you're unsure of the scientific name (common names change from region to region, so aren't as useful), try searching for the common name on [[w:wikipedia|wikipedia]]. Plants by scientific name: ;''[[w:Ambrosia artemisiifolia|Ambrosia artemisiifolia]]'' (Common ragweed) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 12:23, 28 August 2006 (UTC) ;''[[w:Ambrosia trifida|Ambrosia trifida]]'' (Giant ragweed) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 12:23, 28 August 2006 (UTC) ;''[[w:Cichorium intybus|Cichorium intybus]]'' (Wild chicory) *----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 16:27, 19 August 2006 (UTC) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 12:23, 28 August 2006 (UTC) ;''[[w:Clematis virginiana|Clematis virginiana]]'' (Devil's darning-needle): *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 14:59, 19 August 2006 (UTC) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 12:23, 28 August 2006 (UTC) ;''[[w:Phlox paniculata|Phlox paniculata]]'' (Garden phlox) *----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 16:27, 19 August 2006 (UTC) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 12:23, 28 August 2006 (UTC) ;''[[w:Eupatorium purpureum|Eupatorium purpureum]]'' (Joe Pye weed) *----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 16:27, 19 August 2006 (UTC) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 12:23, 28 August 2006 (UTC) ;''[[w:Rudbeckia laciniata|Rudbeckia laciniata]]'' (Brown-eyed Susan) *----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 16:27, 19 August 2006 (UTC) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 12:23, 28 August 2006 (UTC) ;''[[w:Rudbeckia triloba|Rudbeckia triloba]]'' (Green-headed coneflower) *----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 16:27, 19 August 2006 (UTC) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 12:23, 28 August 2006 (UTC) ;''[[w:Rudbeckia fulgida|Rudbeckia fulgida]]'' (Black-eyed Susan, Orange coneflower): *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 14:54, 19 August 2006 (UTC) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 12:23, 28 August 2006 (UTC) ;''[[w:Vernonia noveboracensis|Vernonia noveboracensis]]'' (New York ironweed) *----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 16:27, 19 August 2006 (UTC) *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 12:23, 28 August 2006 (UTC) [[Category:Bloom clock project]] 2155 8182 2006-08-19T15:04:28Z Rayc 57 And one for projects {| class="messagebox standard-talk" id="talkheader" align="center" style="text-align:center;background-color: #F8FCFF;" |- ! colspan="2" style="border-bottom:1px solid #C0C090; background-color: #F8EABA;" | This is the [[Wikipedia:Talk page|Talk page]] for discussing the [[{{FULLPAGENAME}}|{{PAGENAME}}]] ''' |- | style="background-color: #F8FCFF;text-align:left;" | Please sign your comments using four tildes (&#126;&#126;&#126;&#126;), and give comments that start a new topic <nowiki>==A Descriptive Header==</nowiki>, placing them at the bottom of the page. This page is used for general discussion for the {{PAGENAMEE}}. For discussion on a particular subpage, please use its talk page |[[Image:Wiki.png|60px|none|Wiki<!---->media Foundation]] |} 2159 8247 2006-08-19T16:10:08Z Dom0803 176 <includeonly><div style="float:{{{float|right}}};clear:{{{float|right}}};width:{{#expr:{{{width|240}}}+4}}px;padding:4px;border:solid silver 1px;margin:4px;background:white"> <div style="position:relative;border:solid silver 1px;padding:0px;width:{{{width|240}}}px">[[Image:{{Location map {{{1}}}|image}}|{{{width|240}}}px]]<br/><div style="position:absolute;z-index:200; top:{{#expr:100*({{Location map {{{1}}}|top}}-{{{lat}}}) / ({{Location map {{{1}}}|top}}-{{Location map {{{1}}}|bottom}}) round 1}}%; left:{{#expr:100*({{{long}}}-{{Location map {{{1}}}|left}}) / ({{Location map {{{1}}}|right}}-{{Location map {{{1}}}|left}}) round 1}}%;height:0;width:0;margin:0;padding:0;"> <div style="position:relative;top:-4px;left:-4px;width:8px;text-align:center;z-index:201">[[Image:{{{mark|Red_pog.svg}}}|8x8px]]</div> {{#switch:{{{position|right}}} |right=<div style="font-size:90%;line-height:110%;position:relative;top:-1.5em;left:0.5em;text-align:left;width:6em;z-index:202;"> |left=<div style="font-size:90%;line-height:110%;position:relative;top:-1.5em;left:-6.5em;width:6em;text-align:right;z-index:202;"> }}<span style="padding:1px;background:{{{background|none}}}">{{{label}}}</span> </div> </div> </div> <div style="font-size:90%">{{{caption|{{{label}}} on the map of {{Location map {{{1}}}|name}}}}}</div> </div></includeonly> <noinclude> This is the template page for the [[Locator map]]. The chances are that Loactor map page isn't created yet, so please keep checking back. It is my duty to create that page with a guide to the Locator map. Here is what a Location map looks like. It is dynamic, and changes with manual input. {{Location map|Ireland|float=right|label=Belfast|lat=54.59|long=-5.93|position=left|width=150}} </noinclude> 2161 8237 2006-08-19T16:02:27Z Dom0803 176 '''Country:''' [[Ireland]] [[Template:Location map|template]]. '''Author:''' [[User:Dom0803]] '''License:''' GFDL '''Created using:''' Demis Mapper '''Country:''' [[Ireland]] [[Template:Location map|template]]. '''Author:''' [[User:Dom0803]] '''License:''' GFDL '''Created using:''' Demis Mapper 2162 8242 2006-08-19T16:06:40Z Dom0803 176 {{#switch:{{{1}}}| |name=Ireland |top=55.45 |bottom=51.38 |left=-10.71 |right=-5.33 |image=TemplatemapIreland.jpg }}<noinclude>see {{tl|Location map}}</noinclude> 2179 8287 2006-08-19T17:01:04Z Dom0803 176 This is an example for my [[Locator map]] article. Author: [[User:Dom0803]] This is an example for my [[Locator map]] article. Author: [[User:Dom0803]] 2181 22098 2006-09-01T00:45:36Z Michaelnelson 310 /* Schools, Divisions and Departments */ Added web design topic <center><big>'''Welcome to the Engineering and Technology Portal!'''</big></center> The Engineering and Technology Portal serves to organize everything in the [[:Category:Engineering and Technology|Engineering and Technology category]]. This Portal is a large organizational structure which can contain various schools, departments and divisions. The schools, departments and divisions should be listed in the schools departments and divisions section. In general, Portals do not contain many learning resources. A portal can link to some [[Portal:Learning Projects|projects]] that are important for developing [[Portal:Learning Materials|learning resources]] that are related to the topics covered by the portal. ==Schools, Divisions and Departments== Schools, divisions and Departments of this Portal exist on pages in "School:" or "Topic:" namespaces. Start the names of schools with the "School:" prefix. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning meaterials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * [[School:Engineering]] * [[Topic:Engineering|General Engineering Subjects]] * [[Topic:Computer Science|Division of Computer Science]] * [[Topic:Aeronautical Engineering|Department of Aeronautical Engineering]] * [[Topic:Audio Engineering|Department of Audio Engineering]] * [[Topic:Civil Engineering|Department of Civil Engineering]] * [[Topic:Electrical and Electronic Engineering|Department of Electrical and Electronic Engineering]] * [[Topic:Information Studies|Department of Information Studies]] * [[Topic:Industrial Engineering|Department of Industrial Engineering]] * [[Topic:Materials Science|Department of Materials Science]] * [[Topic:Mechanical Engineering|Department of Mechanical Engineering]] * [[Topic:Web Design]] * [[School:Mechanics|School of Mechanics]] * [[School:Robotics|School of Robotics]] * ... ===Organizing main namespace content=== '''conceptual maps''':<BR> (conceptual, British) Portal -> Division -> Subject -> Topic -> Lesson<BR> (conceptual, U.S.A.) Portal -> School -> Division -> Department -> Lesson<BR> (Wikiversity [[Wikiversity:Namespaces|namespaces]]) Portal: namespace -> School: namespace -> Topic: namespace -> Lessons in the main namespace (no prefix) ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in developing this portal, you can list your name here (this can help new portals grow and the participants communicate better; for [[w:Portal:History|mature portals]] a list of participants is not needed). * Maurice Quinn - Structural Engineer ==Portal news== * '''Date founded''' - School founded! ==See also== *What a mature portal looks like: [[w:Portal:Technology]]. [[Category:Wikiversity portals|{{PAGENAME}}]] [[Category:Engineering and Technology| ]] 2186 23741 2006-09-04T19:58:07Z 83.229.117.75 /* School news */ <center><big>'''Welcome to the Electronic Engineering School!'''</big></center> <center>''Part of [[:Category:Engineering and Technology|Engineering and Technology]]''</center> '''[[w:Electronic engineering|Electronic engineering]]''' is a professional engineering discipline that deals with the emission, behavior, and effects of electrons (as in electron tubes and transistors) and with electronic devices, systems or equipment. Topics covered within the field of Electronic engineering include circuit theory, analogue and digital circuit design, component modelling, power electronics, instrumentation engineering, telecommunications, control and semiconductor circuit design amongst many others. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * '''[[User:Kosala|Kosala]] (electronic engineering)''' * '''[[User:Rashu|Rashu]] (electronic engineering)''' * '''[[User:RobLevy|RobLevy]] (electronic engineering)''' * '''[[User:RobertLutz|RobertLutz]] (electronic engineering)''' * '''[[User:TkdApe|TkdApe]] (electronic engineering)''' * '''[[User:Wolfgrab|Wolfgrab]] (electronic engineering)''' * '''[[User:Electroguy|Electroguy]] (electronic engineering)''' * '''[[User:Beeflobill|Beeflobill]]''' ==School news== * '''August 19, 2006''' - School founded! * '''August 19, 2006''' - First participants, TkdApe, joins! * '''September 4, 2006''' -- Second participant - Ebuka Kammelu! ==Lessons== Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! *[[Ohm's Law]] *[[Kirchhoff's Current Law]] *[[Kirchhoff's Voltage Law]] *[[Shannon's Law]] ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' [[Category:Electronic engineering| ]] [[Category:Engineering and Technology|{{PAGENAME}}]] [[Category:Wikiversity schools|{{PAGENAME}}]] [[Fourier Transforms]] 2194 13493 2006-08-24T11:02:14Z JWSchmidt 20 Category:Wikiversity screenshots screen shot, edited by John Schmidt, {{GFDL-self}} [[Category:GFDL images]] [[Category:Wikiversity screenshots]] 2195 13112 2006-08-23T23:07:44Z Guillom 48 +Category:Self-published work <!-- License: GFDL, transcluded from Template:GFDL --> <div class="boilerplate" style="margin:0.5em auto;width:80%;background-color:#f7f8ff;border:2px solid #8888aa; padding:4px;font-size:85%;min-height:64px;vertical-align:center; color: #000" id="imageLicense"> <div style="float:left" id="imageLicenseIcon">[[Image:Heckert GNU white.svg|64px|GFDL]]</div> <div style="text-align:center;margin-left:68px" id="imageLicenseText"> I, the creator of this work, hereby grant the permission to copy, distribute and/or modify this document under the terms of the '''[[Wikiversity:GNU Free Documentation License|GNU Free Documentation License]]''', Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts.<br/>Subject to [[Wikipedia:general disclaimer|disclaimers]]. </div> </div> <includeonly>[[Category:GFDL documents|{{PAGENAME}}]] [[Category:Self-published work|{{PAGENAME}}]]</includeonly> <noinclude> [[Category:Document copyright tags|{{PAGENAME}}]] </noinclude> 2196 13036 2006-08-23T21:58:48Z Guillom 48 cleaned cat [[Category:Document copyright tags]] 2201 14836 2006-08-26T05:28:36Z Rayc 57 cat Potentially useful links for starters (not intending to suggest any particular affiliations). http://www.ogre3d.org/ http://www.thedarkmod.com ''Discuss'' [[Talk:3DTheater.org]] [[Category:Learning projects]] 2202 24129 2006-09-05T13:47:27Z Physchim62 798 /* Courses organized by topic */ moving to [[School:Chemistry]] Welcome to the '''Department of Analytical Chemistry''', part of the [[School:Chemistry|School of Chemistry]]. Chemistry is the study of matter at the atomic and molecular scale. The '''Department of Analytical Chemistry''' is interested in developing course materials and sustainable communities for Analytical Chemistry. Textbook resources can be found on Wikibooks. Here, the focus is on developing course notes to supplement textbooks. Participants in online learning should look at the modules listed below and see which ones they are interested in. == Active participants == Feel free to join in! Things will be evolving as we go along. Feel free to make changes as you see fit! * [[User:HappyCamper|HappyCamper]] 21:12, 21 August 2006 (UTC) * [[User:MartinY|MartinY]] 27 August 2006 * [[User:Physchim62|Physchim62]] 09:05, 4 September 2006 (UTC) ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ===Wikiresources=== [[Topic:Chemistry/Wikiresources|Resources on wikimedia pages]] == Preliminaries == These topics constitute the essentials of chemistry. Knowledge of these topics should be mastered. [[Chemical element]] == Course notes == <div style="background-color:#FFF594; padding:10px; border:1px solid black;">'''Where are the courses?'''<BR>There is nothing that prevents Wikiversity participants from creating and attending conventional courses within Wikiversity. However, the wiki user interface is not well-suited for a conventional course format. The Wikimedia Foundation Board of Trustees has directed the Wikiversity community away from courses (the [[Wikiversity:Original proposal#Evaluation of the old proposal|Board's comments]]). Wikiversity participants are encouraged to innovate and create learning experiences that take full advantage of the wiki format of online community interactions. Non-traditional '''[[Wikiversity:Learning projects|Learning Projects]]''' that are oriented towards learning about [[Wikiversity:Browse|conventional course subjects]] are encouraged within Wikiversity. See: [[Wikiversity:Learning]].</div> There are two sets of course notes. One set is specific for a certain text. Another, is a synthesis of all the notes on a related topic. == Courses organized by topic == * [[Basic instrumentation]] [[Category:Analytical Chemistry]] 2204 8460 2006-08-20T00:08:07Z 75.2.76.210 The study of classical vocal performance is split into several sub-divisions :[[Operatic]] :[[Oratorio]] :[[Art Song]]/[[Lied]]/[[Melodie]] :[[Chorus]] and [[Choral]] Each of these disciplines requires certain skill sets and a certain "tradition" or mores connected with the performance of these genres. Closely related areas of study to classical vocal performance would include those of :[[Musical Theater]] :[[Jazz Vocals]] - this is usually used as a catch all for any type of music of the jazz, pop, rock, and R&B 2207 17104 2006-08-27T15:08:10Z JWSchmidt 20 /* Probationary custodians */ add [[User:SB_Johnny]] ==Probationary custodians== When probationary custodians have a mentor, they will be listed on this page, starting their one month probationary period. If the mentor is satisfied with the performance of the probationary custodian, members of the community will be able to participate in a comment period at the end of the month-long probation period. ---- ==={{User|Atrivedi}}=== I did a whole lot of work in the old School of Literature and English Studies and if I'm going to be doing the same level of work here officially, I figure an admin role might be helpful. Thanks, [[User:Atrivedi|Atrivedi]] 21:11, 17 August 2006 (UTC) * {{custodian|sebmol}} : Accept [[User:Atrivedi|~ATrivedi]] * {{custodian|Atrivedi}} was made a probationary custodian on 19 August 2006; mentor = sebmol. ---- ==={{User|Digitalme}}=== I'm requestion adminsh-err... custodianship here, because I think that I can be an asset to the project in that role. I am a very experienced Wikipedia contributor, and I hope to be able to carry that over here. I am knowledgable about the tools, and the workings of Mediawiki as I run my own wiki. I like the idea behind this project, and I really want to see it succeed.--[[User:Digitalme|digital_me]]<sup>[[User_talk:Digitalme|talk]]</sup> 22:43, 18 August 2006 (UTC) * {{custodian|sebmol}} : I accept sebmol for my mentorship --[[User:Digitalme|digital_me]]<sup>[[User_talk:Digitalme|talk]]</sup> 13:22, 19 August 2006 (UTC) * {{custodian|Digitalme}} was made a probationary custodian on 19 August 2006; mentor = sebmol. ---- ==={{User|SB_Johnny}}=== I'm an admin on wikibooks, and an old-school vandal/spam fighter and newpage patroller on en-WP. I'd be happy to help out with the pagemove process, etc., then help keep an eye on things later. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 13:27, 27 August 2006 (UTC) *{{custodian|JWSchmidt}} : JWSchmidt be a wonderful mentor, thanks.--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 13:36, 27 August 2006 (UTC) * {{custodian|SB_Johnny}} was made a probationary custodian on 27 August 2006; mentor = JWSchmidt. ---- == See also == *[[Wikiversity:Candidates for Custodianship]] *[[Wikiversity:List of custodian mentors|List of custodian mentors]] [[Category:Wikiversity administration]] 2209 10019 2006-08-20T14:32:27Z 132.161.154.127 double redirect fix #REDIRECT [[Foundations of Calculus]] 2213 15745 2006-08-26T23:20:09Z JWSchmidt 20 link to [[b:Wikiversity:School of Chemistry]] Please integrate this [[b:Wikiversity:School of Chemistry|material from Wikibooks]] with [[School:Chemistry]]. {{nav|Wikiversity}} =Courses= == History of Chemistry == *[[Basics of Chemistry]] *[[Precursors of Chemistry (-1800)]] *[[Early Chemistry (1800-1900)]] *[[Recent Chemistry (1900-)]] *[[Chemistry for the Hardknocks(1900-)]] == Branches of Chemistry == *[[Analytical Chemistry]] *[[Biochemistry]] *[[Inorganic Chemistry]] *[[Organic Chemistry]] *[[Physical Chemistry]] *[[Quantum Chemistry]] == Basic Chemistry == *<b>Concepts in Chemistry</b> **[[Matter and Measurements]] **[[Atoms, Molecules, and Ions]] **[[Formulas, Equations, and Reactions]] **[[Mass relations in Chemistry and Stoichiometry]] *<b>Chemical Behavior</b> **[[Electronic Structure]] **[[Ionic Bonding]] **[[Covalent Bonding]] **[[Thermochemistry]] **[[Quantum Theory of the Atom]] *<b>States of Matter</b> **[[Gases and Gas Laws]] **[[Solids]] **[[Liquids]] *<b>Reactions and Equilibrium</b> **[[Rates of Reaction - Kinetics]] **[[Chemical Equilibrium]] **[[Acids and Bases]] **[[Acid-Base Equilibrium]] **[[Solubility and Complex-Ion Equilibrium]] **[[Thermodynamics and Equilibrium]] *<b>Other Essential Concepts in Chemistry</b> **[[Fundamental Electrochemistry]] **[[Fundamental Nuclear Chemistry]] **[[Fundamental Organic Chemistry]] == Miscellaneous == *[[Organometallic Chemistry]] *[[Talk:Wikiversity:Chemistry_Help | Wikiversity:Chemistry Help]] = Other languages = *[http://es.wikibooks.org/wiki/Wikiversidad:Departamento_de_Qu%C3%ADmica Wikiversidad:Departamento de Química] [[Category:School of Chemistry]] [[es:Wikiversidad:Departamento_de_Química]] == External Resources == The two links below have some excellent data and animations of various chemical structures and important molecules: * http://www.compchemwiki.org/index.php?title=Main_Page * http://www.compchemwiki.org/index.php?title=CompChemWiki:Community_Portal 2215 14857 2006-08-26T05:38:35Z Rayc 57 {{nav2|Wikiversity|Wikiversity:School of Chemistry}} Chemistry, a science with several hundred years of history, is the study of matter. In chemistry, you will study the composition of matter, the structure of matter, and the properties of matter. These three components- composition, structure, and properties- have been classified in such a way that scientists have been able to distinguish hundreds of different materials. Chemistry is a field that deals with questions that are often difficult to answer using direct observation. For example, the question "What is that material made of?" may seem easy to answer, but when one wants to investigate the problem fully, for example, to answer the question "What is its makeup and internal arrangement?", one must often infer the answer from observations. In chemistry, you will learn how to analyze results to get conclusions about what is happening at a molecular level. [[Category:Chemistry]] 2216 8571 2006-04-08T00:23:54Z 24.28.121.150 {{nav2|Wikiversity|Wikiversity:School of Chemistry}} <br/> {{nav2|Wikiversity|Wikiversity:School of Medicine}} Organic chemistry is the study of carbon molecule interactions, including bonding and interactions with other carbon atoms, ions (called carbocations or carbanions), molecules (called organic molecules), and other inorganic atoms, molecules, and catalysts. * [[/Organic naming|Nomenclature: Naming in Organic Chemistry]] * [[/Polarity/]] * [[/Molecular charge/]] * [[/Stereochemistry/]] * [[/Acid/Base chemistry/]] * [[/Reactions/]] ** [[/Reductions/]] ** [[/Oxidations/]] * [[/Mechanisms/]] {{Stub}} [[Category:School of Chemistry]] 2217 8583 2006-04-18T00:40:10Z 66.177.78.168 {{nav2|Wikiversity|Wikiversity:School of Chemistry}} Inorganic Chemistry is the study of substances that are not organic, and thus are largely compounds with no carbon. As such, many very important products can be made of substances defined as inorganic. Silicon chips, transistors, LCD screens, fiber-optic cables, and many catalysts are the result of reseach in inorganic chemistry. Inorganic chemical reactions are divided into 4 categories: combination reactions, decomposition reactions, single displacement reactions, and double displacement reactions. Combination reactions involve a reaction where there is only 1 product, while there are 2 or more reactants. An example of this is the formation of water vapor when hydrogen and oxygen gas is reacted. Both hydrogen and oxygen combine to make water as the sole product. 2H<sub>2</sub> + O<sub>2</sub> → 2H<sub>2</sub>O Decompostion reactions involve the breaking down of a complex molecule into numerous simpler molecules. Such as the decomposition of Calcuim Carbonate into Calcium Oxide and Cabon Dioxide gas: CaCO<sub>3</sub> → CaO + CO2 Single replacement reactions involve the replacement of one atom in a compound by another atom. This is usually written as A + BX → AX + B An example is the substitution of sodium for calcium in calcium chloride. CaCl<sub>2</sub> + 2Na → Ca + 2NaCl Double replacement reactions involve two elements switching out of compounds to replace each other. CaCl<sub>2</sub> + 2 AgNO<sub>3</sub>⇒ Ca(NO<sub>3</sub>)<sub>2</sub> + 2 AgCl<sub></sub> [[Category:School of Chemistry]] 2218 8590 2006-06-29T16:06:27Z 65.194.65.242 {{nav2|Wikiversity|Wikiversity:School of Chemistry}} Matter is everything. Matter constructs every object in the known universe, from individual atoms to the largest galaxies. Matter can be defined as anything that takes up space and has mass. Mass is very similar to a property of matter called Inertia (resistance to a change in motion), but for our purposes, it is a measurement of matter. The vast majority of known matter comes in the form of atoms. Atoms are thus called the building block of the universe. An atom is the smallest unit of an element that still maintains the properties of that element. An element is pure substance made of only one type of atom. For example, the air around you is largely nitrogen gas. Nitrogen is an atom, and no two nitrogen atoms are distinguishable from one another. They have identical properties. They are thus the same element. [[Category:School of Chemistry]] 2219 13327 2006-08-24T03:30:08Z HappyCamper 193 categorize as chemistry == Formulas == In studying chemistry, we represent the composition of a substance through the use of the <b>chemical formula</b>. The chemical formula of a given substance conveys to us the elements that the substance contains through the use of atomic symbols, and is sometimes marked with numerical subscripts that show the relative proportion of each element to the other elements in the substance. Let's use the formula for magnesium chloride, MgCl<sub>2</sub>. If we interpret this, it shows us that for every one magnesium atom in the compound, there are two chlorine atoms (thus the subscript "2" attached to the Cl). Now consider the formula for carbon tetrachloride, CCl<sub>4</sub>. Once again, we interpret this as there being one carbon atom for every four chlorine atoms. But now we need to look at the two main types of substances: ionic and molecular. === Ionic Substances and Ionic Nomenclature === An <b>ion</b> is defined as <i>an electrically charged particle that has acquired an overall (net) charge by losing or gaining electrons</i>. One of the most familiar examples of an ionic substance (a substance composed of ions) is sodium chloride, NaCl, commonly known as "table salt". Let's take copper for example: copper is normally found in a neutral state, meaning there are no extraneous electrons hanging around, nor does it need to gain any electrons to become neutral. However, in a reaction with hydrochloric acid, HCl, copper will normally lose an electron to chlorine when bonding to it, and become CuCl<sub>2</sub>, or copper(II) chloride. In this process, copper has become a <b>cation</b>. A cation is <i>an atom that loses an electron to become <b>positive</b></i>. We would denote this by showing coppers atomic symbol with a superscript denoting it's charge - Cu<sup>+2</sup>. This symbol shows that copper has lost two electrons to become positively charged. Other atoms, such as sodium in the case with sodium chloride, become Na<sup>+</sup>, denoting that it has lost one electron. Yet in the same process with CuCl<sub>2</sub>, chlorine has gained one electron, making it an <b>anion</b>. An anion is <i>an atom that has gained an extra electron to become <b>negative</b>.</i>. This we denote with the atomic symbol for chlorine, and place a superscript "-1" or just "-", shown as Cl<sup>-</sup> or Cl<sup>-1</sup>. So now it only seems logical that when you place cations and ions together (that will presumably react), you get what is called an <b>ionic compound</b>. You've already been shown two such compounds: NaCl and CuCl<sub>2</sub>. Now let's discuss the <b>formula unit</b>. The formula unit is <i>the group of atoms explicitly present in the compound</i>. For example, NaCl denotes one Na atom for every Cl atom, nothing more, nothing less. The same goes with CaCl<sub>2</sub>, which denotes one Ca atom for every two Cl atoms. A formula unit is the smallest unit for each of these substances. But how do we write these formulas? Simple enough. Take the reaction between Fe<sup>+3</sup> and SO<sub>4</sub><sup>-2</sup>. When you place them together - assuming that they will, in fact, react - we take the superscripts and place them as subscripts. Here's a more visual example: [[Image:Ionicformula.jpg]] [[Category:Chemistry]] 2220 8605 2006-06-29T18:16:14Z 65.194.65.242 == The Mole Concept == To begin with chemical relations to mass, perhaps the most important idea to understand is the <i>mole concept</i>. We begin by looking at an example from the periodic table: {| border=0 cellspacing=0 cellpadding=5 | [[Image:carbonpertable.jpg]] | The symbols are simple enough: <ul> <li> the <b>6</b> located at the top-center portion of the box is the atomic number for the corresponding element. As a basic rule for the periodic table, atomic numbers are always represented as whole numbers. </li> <li> the <b>C</b> situated in the center is the element's own specific symbol; in this case, Carbon. </li> <li> the number <b>12.0107</b> is what is known as the element's <i>atomic mass</i> (also commonly known as the <i>molecular</i> or <i>molar mass</i>. </li> </ul> |} The atomic mass is our primary concern here. By definition, a <b>mole</b> (symbolized as <b>mol</b>) is <i>the quantitative amount of any given substance that contains as many <b>atoms, molecules, or formula units</b> as the number of atoms in exactly 12 g of carbon-12.</i> This number is known as <b>Avogadro's number</b> (usually symbolized as <i>N</i><sub>A</sub>), and has recently been given the value of 6.0221367 × 10<sup>23</sup>. In this sense then, we might equate the term <i>mole</i> to dozen. With previous experience, we know that in a carton of a dozen eggs, you get twelve individual eggs. The same is said with the mole: for every 1 mole of a given substance, you have approximately 6.022 × 10<sup>23</sup> atoms/formula units/molecules in the sample amount. As you will learn later, the mole is very important in many calculations involving concentrations of substances, osmotic pressure, chemical kinetics, and equilibrium. The main idea that must be understood is that for 1 mole of <i>any</i> substance, we have Avogadro's number of molecules, atoms, or formula units. Consider the chemical formula for water, H<sub>2</sub>O. If we have one mole of H<sub>2</sub>O, then we have approximately 6.022 × 10<sup>23</sup> different H<sub>2</sub>O molecules. To continue further, we notice that there are two hydrogen atoms for every one oxygen atom in one formula unit of water, therefore we can say that there are approximately 6.022 × 10<sup>23</sup> oxygen atoms and 2 × 6.022 × 10<sup>23</sup> (1.204 × 10<sup>24</sup>) hydrogen atoms present in one mole of water. So how do we calculate the molar mass of H<sub>2</sub>O? Simple. This is where the atomic mass is most important. On the periodic table we retrieve the atomic masses of hydrogen and oxygen, which are 1.00794 amu and 15.9994 amu respectively. (Note that "amu" stands for <i>atomic mass units</i> and has the units of <sup>g</sup>/<sub>mol</sub>). The atomic mass for a given substance is equal to one mole, and therefore contains roughly Avogadro's number of atoms/molecules/formula units. With this in mind, we add the following: <blockquote>2(Atomic Mass of Hydrogen) + Atomic Mass of Oxygen = Molecular Mass of H<sub>2</sub>O <br>2(1.00794) + 15.9994 = 18.0152 <sup>g</sup>/<sub>mol</sub></blockquote> If you understood that, congratulations - you've completed your first stoichiometric calculation. == Stoichiometry == Chemistry is a wonderful thing - and one of it's least wonderful, yet most important concepts, is stoichiometry. <b>Stoichiometry</b> is <i>the calculation of quantities of reactants and products involved in a chemical reaction</i>. Too wordy? Let's make peanut butter and jelly sandwiches. Think of how you make a PB&J sandwich - do you just slop the stuff together and hope it turns out right? Of course not! You take two pieces of bread, a tablespoon of peanut butter, and a table spoon of jelly, and there you have it. This is what stoichiometry is about: <i>it's the recipe that counts, too</i>. So if we had an equation for a peanut butter and jelly sandwich, it might look like this: Pb + J + 2Bread → PbJBread<sub>2</sub> However, let's look at a real <i>balanced</i> chemical equation: 2C<sub>3</sub>H<sub>8</sub> + 10O<sub>2</sub> → 6CO<sub>2</sub> + 8H<sub>2</sub>O What are those numbers in front of the compounds? In chemistry, we call these numbers <i>coefficients</i> which serve to balance out the amount of each individual type of atom on both sides (for example, there must be the same number of carbon atoms on the left side as there are on the right side of the equation). So back to our equation: 2C<sub>3</sub>H<sub>8</sub> + 10O<sub>2</sub> → 6CO<sub>2</sub> + 8H<sub>2</sub>O The easiest way to read it would be: "When you have two propane molecules (C<sub>3</sub>H<sub>8</sub>) and ten molecules of diatomic oxygen (O<sub>2</sub>), you get six molecules of carbon dioxide (CO<sub>2</sub>) and eight water molecules (H<sub>2</sub>O)". Just like a recipe. Remember that in this scenario, molecules could possibly even be replaced with <i>moles</i> as well. Now for an example. Let's take the same reaction with propane and oxygen: <b>if you have 10 g of propane, how much carbon dioxide do you produce?</b> Believe it or not, this problem is very easy, and with some practice, you could become a professional at this. First, we look at the ratio of propane to carbon dioxide - which is 2 propanes for every 6 carbon dioxides, or in fraction: <sup>2</sup>/<sub>6</sub> (do not reduce). Let's start the calculation: <table width="0%" > <tr> <td><div style="text-align: center;"><u>10 g C<sub>3</sub>H<sub>8</u></div></td> <td rowspan="2">×</td> <td><div style="text-align: center;"><u>1 mol C<sub>3</sub>H<sub>8</sub></u></div></td> <td rowspan="2">×</td> <td><div style="text-align: center;"><u>6 mol CO<sub>2</sub></u></div></td> <td rowspan="2">×</td> <td><div style="text-align: center;"><u>44.01 g</u></div></td> <td rowspan="2">=</td> <td rowspan="2">29.99 g of CO<sub>2</sub></td> </tr> <tr> <td><div style="text-align: center;">1</div></td> <td><div style="text-align: center;">44.03 g</div></td> <td><div style="text-align: center;">2 mol C<sub>3</sub>H<sub>8</sub></div></td> <td><div style="text-align: center;">1 mol CO<sub>2</sub></div></td> </tr> </table> Notice the ratio of moles of propane to moles of carbon dioxide. This is called the <i>key step</i>. One might consider this part of the calculation a sort of "stepping stone" from one compound to the next. Let's see how much H<sub>2</sub>O we can get from 10 g of propane: <table width="0%" > <tr> <td><div style="text-align: center;"><u>10 g C<sub>3</sub>H<sub>8</u></div></td> <td rowspan="2">×</td> <td><div style="text-align: center;"><u>1 mol C<sub>3</sub>H<sub>8</sub></u></div></td> <td rowspan="2">×</td> <td><div style="text-align: center;"><u>8 mol H<sub>2</sub>O</u></div></td> <td rowspan="2">×</td> <td><div style="text-align: center;"><u>18.02 g</u></div></td> <td rowspan="2">=</td> <td rowspan="2">16.37 g of H<sub>2</sub>O</td> </tr> <tr> <td><div style="text-align: center;">1</div></td> <td><div style="text-align: center;">44.03 g</div></td> <td><div style="text-align: center;">2 mol C<sub>3</sub>H<sub>8</sub></div></td> <td><div style="text-align: center;">1 mol H<sub>2</sub>O</div></td> </tr> </table> Now suppose <b>we have 15 g of H<sub>2</sub>O - how many grams of oxygen are there?</b> Even though H<sub>2</sub>O is a product, we can still work the problem the same way, but in reverse: <table width="0%" > <tr> <td><div style="text-align: center;"><u>15 g H<sub>2</sub>O</u></div></td> <td rowspan="2">×</td> <td><div style="text-align: center;"><u>1 mol H<sub>2</sub>O</u></div></td> <td rowspan="2">×</td> <td><div style="text-align: center;"><u>10 mol O<sub>2</sub></u></div></td> <td rowspan="2">×</td> <td><div style="text-align: center;"><u>32.00 g</u></div></td> <td rowspan="2">=</td> <td rowspan="2">33.30 g of O<sub>2</sub></td> </tr> <tr> <td><div style="text-align: center;">1</div></td> <td><div style="text-align: center;">18.02 g</div></td> <td><div style="text-align: center;">8 mol H<sub>2</sub>O</div></td> <td><div style="text-align: center;">1 mol O<sub>2</sub></div></td> </tr> </table> <blockquote>Note: you may have noticed that the molecular mass for O<sub>2</sub> is 32.00 rather that 15.999. There's a reason for this: gaseous oxygen is <i>diatomic</i>, meaning that in it's gaseous state, each oxygen molecule is comprised of two oxygen atoms that have been covalently bonded together. There are several different diatomic elements, and a simple way of memorizing them is through the acronym "BrINClHOF" (pronounced "brinkle-hoff"), which represents the seven diatomic molecules. <ul> <li> Br<sub>2</sub> - Bromine </li> <li> I<sub>2</sub> - Iodine </li> <li> N<sub>2</sub> - Nitrogen </li> <li> Cl<sub>2</sub> - Chlorine </li> <li> H<sub>2</sub> - Hydrogen </li> <li> O<sub>2</sub> - Oxygen </li> <li> F<sub>2</sub> - Fluorine </li> </ul> </blockquote> From here, stoichiometry only gets more complicated (but not necessarily more difficult). As said before - with practice, these calculations can become second nature. 2221 15382 2006-08-26T17:27:18Z Rayc 57 {{nav2|Wikiversity|Wikiversity:School of Chemistry}} Electrons were believed to be particles until Louis de Broglie in 1924 suggested they have wavelike properties as well. A few years later Schrödinger calculated the energy of an electron in a hydrogen atom by using an equation that treated the electron like a wave. He obtained a series of energy levels, instead of a single energy — which means we can't tell where exactly an electron is located. We can only know where the electron is likely to be. '''Classical (Newtonian) Structure'''<br> The basic electronic structure of atoms is that of energy levels, also called shells. These levels are certain distances away from the nucleus of the atom; the higher the level, the higher the energy of the electrons. The first energy level can hold up to two electrons, the second can hold up to eight, the third can hold 18, the fourth can hold 32, the fifth can hold 18, the sixth can hold 8. For neutral atoms (those with no charge), the number of electrons is equal to the atomic number of the atom. [[Category:Chemistry]] 2222 8616 2006-04-07T21:55:24Z 24.195.249.41 ==Ionic Bonding== Ionic bonding occurs when an element actually transfers an electron to another element. This transfer the of the negative makes the receiving element have a negative charge, and the transferring element a positive charge. The elements, now having opposite charges, are attracted to each other, thus forming an ionic bond. 2223 15380 2006-08-26T17:25:42Z Rayc 57 {{nav2|Wikiversity|Wikiversity:School of Chemistry}} When two atoms are in need of extra electrons to fill their outer valence electron shell, they will often share an electron. The most common example that most people are familiar with is water. The oxygen in water forms a covalent bond with the hydrogen, thus filling the hydrogen's outer shell with 2 electrons. While oxygen now has 7 valence electrons, it needs 8 to fill the shell, and so it bonds with another hydrogen to form H<sub>2</sub>O. Covalent bonding does not produce electrons, it simply pairs them so that each atom has 1 more valence electron than before the bond. Covalent bonding occurs between atoms with similar electronegativity, and thus most often occurs between non-metals. [[Category:Chemistry]] 2224 15402 2006-08-26T17:47:31Z Rayc 57 == Gases and their Properties == ---- A gas is one of the states of matter. As such, it has unique physical properties. Gases assume the volume and the shape of their container and as such mix evenly and completely. In addition, a gas is the most compressible state of matter (having the lowest density). The individual molecules which make up a gas can make collisions with the edges of their containers. As such, they exert a force on the container. We call this force the pressure of a gas. == Ideal vs. Real Gas Behavior == ---- Ideally, we'd like to think of gases as exhibiting the following four characteristics. 1. A gas molecule has negligle volume, and is separated from other molecules in a gas by distances far greater than its own size. 2. A gas molecule travels in random directions and frequently collide with other gas molecules. These collisions are perfectly elastic. 3. Gases exult neither attractive nor repulsive forces on one another. 4. The average kinetic energy of the molecules is proportional to the temperature of the gas. However, gases do exult forces on one another: that is how they can condense into liquids. And a gas does have volume which is not negligible. This is deviation from ideal behavior (real gas behavior). == Gas Laws == ---- The following gas laws assume ideal behavior: Avogadro's Law: If temperature and pressure are constant, then the amount of moles of gas in a system is directly proportional to the volume of the system. :<math>\qquad {n}</math> represents the number of moles in the system. <math>\qquad {V}</math> represents the volume of the system. :<math>\frac{n_1}{V_1} = \frac{n_2}{V_2}</math>. Boyle's Law: If temperature and the number of moles of gas are constant, then the pressure of a system is inversely proportional to the volume of the system. :<math>\qquad {P}</math> represents the pressure of the system. <math>\qquad {V}</math> represents the volume of the system. :<math> \qquad P_1V_1 = P_2V_2</math> Charles's Law: If pressure and the number of moles are constant, then the volume of a system is directly proportional to the temperature of the system. :<math>\qquad {T}</math> represents the temperature of the system. <math>\qquad {V}</math> represents the volume of the system. :<math>\frac{V_1}{T_1} = \frac{V_2}{T_2}</math>. Gay-Lussac's Law: If volume and the number of moles of gas are constant, then the pressure of a system is directly proportional to the tmpreature of the system. :<math>\qquad {T}</math> represents the temperature of the system. <math>\qquad {P}</math> represents the pressure of the system. :<math>\frac{P_1}{T_1}=\frac{P_2}{T_2}</math> The Ideal Gas Law: When we combine together the above laws, we get the ideal gas equation, where P is pressure, V is volume, n is moles, T is temperature, and R is the gas constant, which has various values depending on the unit on pressure: <math>\qquad PV=nRT</math> However, if we take into account some real behavior, we can get an improved version of the Ideal Gas Law. The observed pressure is less than the ideal gas law predicts because the molecules do have interactions with each other, and when they do, it will reduce collisions with the container, and low pressure. The volume is bigger than it should be, because the molecules take up space, which must be accounted for. So, the corrected equation, known as the van der Waals equation, is <math>(P+a\frac{n^2}{V^2})(V-bn)=nRT</math> The value of a depends on how strong the interactions are between molecules. The value of b has a rough correlation with molecular size. [[Category:Chemistry]] 2225 8630 2006-05-09T16:46:15Z 80.195.172.37 /* Reaction Rates */ == Chemical Kinetics == When we say "chemical kinetics", we mean that we are studying the rates of reaction, and what effects the rates. Chemists have been able to establish a fairly accurate way of predicting <i>how long</i> it will actually take for a reaction to move to completion (meaning there is no reaction going in the direction of the products. To visualize this, we look at the decomposition of N<sub>2</sub>O<sub>5</sub>: 2N<sub>2</sub>O<sub>5</sub> (<i>g</i>) → 2NO<sub>2</sub> (<i>g</i>) + O<sub>2</sub> (<i>g</i>) So when we say "move to completion", we mean how long it takes for all possible NO<sub>2</sub> and O<sub>2</sub> to be formed from the reaction process. === Reaction Rates === So what affects reaction rates? First, it might do us well to remember what is required for a chemical reaction to take place: {| border=0 cellspacing=0 cellpadding=5 | [[Image:Moreuseful.JPG]]<br>Useful<br>[[Image:Notuseful.JPG]]<br>Not useful | <ul> <li> Two or more chemicals must hit </li> <li> They must hit with enough kinetic energy to react. We associate this with the activation energy (denoted as E<sub>a</sub>). </li> <li> They must hit as a useful angle. A rather crummy example would be water and water (to the left). </li> </ul> |} To improve the rate of a reaction, these conditions can be altered. To improve the likelyhood of a collision, you increase the concentration, pressure or surface area. To increase the kinetic energy of the reactants then you can increase the temperature. 2226 14895 2006-08-26T06:34:59Z 555 15 rev [[w:Thermodynamics|Thermodynamics]] (from the Greek thermos meaning heat and dynamis meaning power) is a branch of physics that studies the effects of changes in temperature, pressure, and volume on physical systems at the macroscopic scale by analyzing the collective motion of their particles using statistics. Heat is something that is observed by everyone. Warmth and coolness, combustion and - but Modern thermodynamics is concisely the understanding that heat is the result of the motion of molecules. Thermodynamics became the unification of the concept of heat with the motion of molecules from investigations of the problem of how increase the efficiency of early steam engines. It resulted in the understanding of statistical principles of molecules that are profound. For the purposes of an instructive text, it will be useful to study story of efficiency in heat engines along with examples from physical chemistry in parallel. ==The Heat Engine== It turns out that all engines and many other devices that do work are also heat engines. That is they can be seen as functioning by transferring heat from one place to another or generating heat while generating heat. It not only turns out that engines are the subject of thermodynamics, but also chemical reactions too. ===A Simple Steam Engine=== To get started, we will focus only on steam engines and see that modern thermodynamics can be seen from this example. We'll start with a steam engine designed to pump water. You have a closed vessel of water over a flame - when the water boils, steam is produced and goes from the water vessel through a hose to a cylinder. When the steam expands into the cylinder, it will push the cylinder along from a closed to open position, from a small volume to a larger volume. We'll put a stick on the end of the cylinder and use that to turn a wheel on a pump to pump the water. When the cylinder has gone to its furthest open position (i.e. it has expanded enough) we'll also have the wheel release the steam and push the cylinder back to its starting (or closed) position, close the valve and allow more steam to come in, we need the momenutum of the wheel to close the piston. When the piston has returned to its original position, the valve moves to allow in more steam and the cycle starts again. Looking at this arrangement, we can see that what is driving the piston is the hot steam. When the steam is hotter, the piston will drive with more force and pump more water. The reason that this engine works is the difference in the temperature of the steam to that of the outside world. We often forget that if the temperature outside the piston were the same as inside, ===A Combustion Engine=== ===Chemical Thermodynamics=== ==The Three Laws of Thermodynamics== ===Conservation of Energy=== Heat is a form of energy and energy is conserved. This may seem obvious to some of us - Because heat can come from chemical reactions, like the flame from combustion, it can appear to come from nowhere. ===Entropy=== The spontaneous flow of heat from one body to another always goes in the same direction, from warmer to colder bodies. When we understand that heat is the result of molecular motion, we can express the flow of thermal energy as the expansion of entropy. ===Zero Temperature=== A profound result of the understanding of thermal energy as molecular motion is that there is a condition where there is no molecular motion. ==Chemical thermodynamics== ===Phase properties of water=== ===Phase properties of other substances=== 2227 13328 2006-08-24T03:30:30Z HappyCamper 193 categorized as chemistry related = Material Covered in [http://chem241.wikispaces.com CHEM241 Organic Chemistry I] = '''Instructor: Jean-Claude Bradley at Drexel University''' '''Type of content: vodcast, podcast, PDF, transcript''' == Electronic Configuration == Pauli Exclusion Principle: -Only 2 electrons per orbital (opposite spin) -Electrons like to be unpaired if possible Types of bonds: covalent and ionic Valence Periodic Table Solving Lewis Structures Resonance Hybrids and curved arrow formalism Lewis, skeletal and condensed structural formulas Molecular and empirical formulas Acids and Bases Lowry-Bronsted Acid: PROTONS (H+) Lewis Base: Lone pair of electrons Molecular Orbitals and Functional Groups Atomic and Molecular Orbitals: the geometry of electron probability distribution s, p, Hybrid orbitals sp, sp2, sp3 2 groups of electrons linear sp 3 groups of electrons trigonal planar (120o) sp2 4 groups of electrons tetrahedral (109o) sp3 Pi and Sigma bonds-the ethylene example Rigidity of Double Bonds Isomerism- structural isomers and stereoisomers (geometrical isomers) Bond polarity and dipole moment Molecule Polarity: sum of dipole moments Intermolecular Forces Dipole-Dipole interaction (e.g. CH3COCH3 acetone) Hydrogen bonding (e.g. HF, H2O) NEED F,O or N and H van der Waals forces (e.g. He, CH4) Structure and physical properties Melting point (higher for stronger intermolecular forces) Boiling point (higher for stronger intermolecular forces) Solubility (like dissolves like) Alkanes, Alkenes, Alkynes, Alcohols, Ethers, Aldehydes and Ketones, Carboxylic Acids Acid Chlorides, Esters, Amides, Amines == Hydrocarbons == Let’s count to 10: methane, ethane, propane, butane, pentane, hexane, heptane, octane, nonane, decane Nomenclature: isopropyl, isobutyl, n-butyl, sec-butyl, t-butyl, Primary, Secondary, Tertiary, Quaternary centers Reactions of Alkanes 1) combustion 2) cracking 3) halogenation Conformations of ethane, propane, butane Newman projections Steric Hindrance Cycloalkanes Cis-trans isomerism of cycloalkanes Chair and boat configurations of cyclohexane Axial and Equatorial positions == Halogenation of alkanes == Bromination of methane Bond Dissociation Energy Homolysis and Heterolysis Transistion State (Predicting the geometry using the Hammond Postulate) Rate-limiting step Bromination of propane Chlorination of propane (loss of selectivity) Free-radical stabilities Carbocations/Carbanions == Chirality == R and S configurations Optical activity: dextrorotatory and levorotatory Specific rotation Racemic mixture Fisher Projection Diastereomers and Enantiomers Reactions involving chiral centers == Alkyl halides == Nomenclature Preparation 1) Free-radical halogenation 2) Hydrohalogenation of alkenes 3) From alcohols 4) From other alkyl halides Reactions 1) elimination 2) nuleophilic substitution SN1 and SN2 reactions Solvent effects on nucleophilicity Walden inversion Rearrangements in SN1 reactions (hydride and methyl shifts of carbocations) E-1 and E-2 Reactions Satyzeff Rule == Alkenes == Unsaturation Nomenclature Z and E, cis and trans 8 Carbon Rule Preparation 1) Dehydrohalogenation 2) Dehalogenation 3) Dehydration of alcohols 4) Catalytic cracking of alkanes 5) Wittig synthesis Reactions 1) elimination 2) nuleophilic substitutionSN1 and SN2 reactions Solvent effects on nucleophilicity Walden inversion Rearrangements in SN1 reactions (hydride and methyl shifts of carbocations) E-1 and E-2 Reactions Saytzeff's Rule Alkenes Unsaturation Nomenclature Z and E, cis and trans 8 Carbon Rule Preparation 1) Dehydrohalogenation 2) Dehalogenation 3) Dehydration of alcohols 4) Catalytic cracking of alkanes 5) Wittig synthesis Reactions: Electrophilic addition Markovnikov’s rule Anti-Markovnikov addition Hydration of Alkenes Anti-Markovnikov hydration by hydroboration Catalytic hydrogenation Simmons-Smith reaction Halogenation Hydrohalogenation Epoxidation Permanganate hydroxylation (cold, dilute) Permanganate (warm, concentrated) Ozonolysis OsO4 Carbenes == Alkynes == Nomenclature Acidity of alkynes Preparation From dihalides From acetylides Reactions Hydrogenation Partial hydrogenation (Lindlar’s catalyst) Halogenation Markovnikov addition of HBr Hydration to ketones Permanganate (cold, dilute) Permanganate (warm, concentrated) [[Category:Chemistry]] 2228 22741 2006-09-03T01:15:23Z 69.153.247.77 made list Enzymology is the study of enzymes, their kinetics, structure, and function, as well as their relation to each other. ==Wikipedia== *[[w:Enzymology]] *[[w:Enzyme inhibitor]] *[[w:Enzyme kinetics]] {{stub}} [[Category:Chemistry]] 2230 11194 2006-08-22T03:58:46Z HappyCamper 193 based on IUPAC Naming in Organic chemistry is necessary for the discussion of chemicals and chemical reactions. These are based on IUPAC recommendations. = Naming parent chains = == Nomclemature == Organic Carbon-Compound Prefixes "Meth" 1 Carbon<br> "Eth" 2 Carbons<br> "Prop" 3 Carbons<br> "But" 4 Carbons<br> "Pent" 5 Carbons<br> "Hex" 6 Carbons<br> "Sept" 7 Carbons<br> "Oct" 8 Carbons<br> "Non" 9 Carbons<br> "Dec" 10 Carbons<br> "Undec" 11 Carbons<br> "Dodec" 12 Carbons<br> == Alkanes == Alkanes are chemicals with carbon backbones which only have carbon-carbon single bonds and are named according to the number of carbons they have. They combust to produce water and carbon dioxide in air. Alkanes such as propane are used in petrol engines. Alkanes with greater than 4 carbons can form different chain isomers, that is they can become "branched". The more branches a smaller alkane has the higher it's "octane rating". By having a high octane rating an alkane is less likely to auto-ignite which can cause problems in combustion engines by causing "knocking"; igniting under pressure before the spark and causing the piston to "knock" as it has not yet fully descended. General Alkane Formula: C<sub>n</sub>H<sub>2n+2</sub> Suffix: "ane" Example: <b>CH<sub>3</sub>CH<sub>2</sub>CH<sub>3</sub></b> - Propane == Alkenes == Alkenes, like Alkanes, have carbon backbones but contain at least one carbon-carbon double bond. Double bonds are reactive and can be reduced to single bonds using hydrogen gas, pressure, and a catalyst, such as Pd or Pt. Alternatively, Alkenes can be reduced to Alkanes by reacting with Hydrogen gas over a Nickel catalyst. Nickel acts as a heterogenous surface catalyst, weakening the H-H bonds in hydrogen, thus speeding up the reaction. General Alkene Formula: C<sub>n</sub>H<sub>2n</sub> Suffix: "ene" Example: <b>CH<sub>2</sub>CH<sub>2</sub></b> - Ethene == Alcohols == General Alcohol Formula: C<sub>n</sub>H<sub>2n+1</sub>OH Suffix: "ol" Example: <b>CH<sub>3</sub>CH<sub>2</sub>OH</b> - Ethanol == Alkynes == Alkynes have carbon-carbon triple bonds. Like alkenes, Alkynes are reactive and can be brought down to either double or single bonds. If excess hydrogen is used, and they are allowed to react, they will become single bonds. If a poison catalyst (such as Pd/CO3, palladium with carbonate) is used instead of a regular catalyst, the alkynes will be selectively reduced to alkenes. == Ketones == Ketones are carbonyl compounds. Thus they contain the C=O group. This group is responsible for the typical peak present in the mass spectrometer profiles for carbonyl compounds. The suffix "-one" is added to the alkane name to indicate a ketone. Ketones, if formed from alcohols, must be formed from secondary alcohols as you need to have two groups either side of the "carbonyl" carbon. General Ketone Formula: C<sub>n</sub>H<sub>(2(n-1)+2)</sub>O Suffix: "one" Examples of ketones include: '''CH<sub>3</sub>COCH<sub>3</sub>''' Name: ''propanone''. This is the lowest member of the series. '''CH<sub>3</sub>COCH<sub>2</sub>CH<sub>3</sub>''' Name: ''butanone''. '''CH<sub>3</sub>CH<sub>2</sub>COCH<sub>2</sub>CH<sub>3</sub>''' Name: ''pentan-3-one''. The "-3-" indicates the position of the C=O (carbonyl) group. It shows that the carbonyl group is present on the third carbon atom in the chain. Such naming is essential in ketones (except propanone and butanone). For example, an isomer of pentan-3-one is pentan-2-one, which has a different structural formula. == Ethers == In Ethers the functional group is -O-. The General Formula of ethers is R-O-R or R-O-R'. R-O-R are simple ethers. Whereas R-O-R' represents mixed ethers. R and R' are different alkyl groups. According to IUPAC they are called Alkoxy Alkanes (O-R is alkoxy group). For Example, CH3-O-CH3 is a simple ether whose common name is Dimethyl ether and the IUPAC name is Methoxy Methane. C2H5-O-CH3 is a mixed ether whose common name is methyl ethyl ether and the IUPAC name is methoxy ethane. == Esters == Carbon Compunds consisting of a carbonyl carbon adjacent to an ether (-COO-). Esters are often characterized by a unique smell or taste. Esters are used by manufacturers due to their unique smells and tastes. == Aldehydes == Aldehydes are carbonyl compounds with a C=O and a H bonded to the same carbon. The suffix attached to a aldehyde is "al". The quickest way to form a aldehyde is to oxidise a primary alcohol using potassium dichromate. Suffix: "al" General formula: C<sub>n</sub>H<sub>2n-1</sub>CHO Functional Group: CHO Examples of aldehydes: '''CH<sub>3</sub>CH<sub>2</sub>CHO''' Ethanal '''CH<sub>3</sub>CH<sub>2</sub>CH<sub>2</sub>CHO'''Propanal == Carboxylic Acids == Carboxylic acids are [[carbonyl]] compounds containing a C=O and an -OH group bonded to the same carbon. They can be obtained by oxidising a aldehyde or a primary alcohol using potassium dichromate (K<sub>2</sub>Cr<sub>2</sub>O<sub>7</sub>) with concentrated sulphuric acid. Suffix: "oic acid" General formula: C<sub>n</sub>H<sub>2n-1</sub>COOH Functional Group: COOH Examples of carboxylic acids: '''CH<sub>3</sub>COOH''' Ethanoic Acid '''CH<sub>3</sub>CH<sub>2</sub>COOH''' Propanoic Acid == Benzenes == = Naming as substituents = == Phenyls == == Allyls == == Vinyls == [[Category:School of Chemistry]] 2231 8706 2006-08-12T20:16:41Z 72.146.13.228 Fixed spelling (definition). Acid/Base chemistry began with the Bronsted-Lowry model of acids and bases. This model states molecules containing hydrogen ions are acids, while molecules containing hydroxyl (-OH) functional groups are bases. This is not necessarily true. The current definition of an acid and a base is based upon how the substance ionizes in water. Acids produce positivley charged molecules, while bases produce negativley charged molecules. This definition allows for bases such as Ammonia which does not contain an hydroxide ion. The relative strength of acids and bases is measured by their respective ion concentrations once dissolved. The product of the positive ion concentration times the negative ion concentration equals 1*10 to the -14th power. The pH is equal to the negative antilog of the positive ion concentration. The poH is equal to the negative antilog of the negative ion concentration. Thus, pH is measured on a scale of 0 to 14, with 7(th pH of water) as neutral. Each "step" below 7 is ten times more acidic (since it was derived from a power of ten). While rare, substances can have pH levels below 0 or above 14. However, the pH plus poH of a substance will always equal 14. Reactions between acids and bases always produce water and a salt. Reactions between acids and metal always produce a salt and Hydrogen gas. [[Category:School of Chemistry]] 2232 8709 2006-05-24T16:15:27Z 82.38.192.237 Reduction is the loss of oxygen from a molecule or the gaining of one or more electrons. A reduction reaction is seen from the point of view of the molecule being reduced, as when one molecule gets reduced another gets oxidised. The full reaction is known as a [[Redox]] reaction. In the case of [[Organic Chemistry]] it is usually the case of the gaining/loss of Oxygen/Hydrogen In [[Inorganic Chemistry]] the term refers to the change in [[oxidation state]] of the metal center. 2233 8716 2006-02-20T12:46:55Z Jguk [[Oxidations]] moved to [[Wikiversity:Organic Chemistry/Oxidations]]: formatting Oxidation is a process where a substance: a) loses one or more electrons; or b) gains oxygen atom/s; or c) loses hydrogen atom/s; or d) gains an increase in its oxidation number. [[Category:School of Chemistry]] 2234 8721 2006-08-20T02:13:33Z JWSchmidt 20 [[School:MediaWiki]] moved to [[Topic:MediaWiki]]: please follow the rules at [[Wikiversity:Namespaces]] #REDIRECT [[Topic:MediaWiki]] 2241 8937 2006-08-20T05:25:07Z Messedrocker 35 [[School:Engineering/Engineer-In-Training Review]] moved to [[School:Engineering and Technology/Engineer-In-Training Review]]: let's give this page a home that's not a redirect Return to [[b:Wikiversity:School of Engineering]] Welcome! The Wikiversity is just emerging. I propose that we review the necessary material by helping get various general and specific engineering curriculum material compiled, tutoring, mentoring, and (of course) some studying and evaulation of existing materials. Simultaneously we can draft a core critical minimum of review material with links to the more exhaustive materials used by the current participants pursuing initial studies of rudimentary and advanced material. This will allow each of us to individually address our weaknesses while all of us benefit from our aggregate strengths. General Engineering Fundamental Core Classes List [[b:Wikiversity:School of Engineering]] General U.S. Fundamentals Exam Oregon defers/refers to the National Board of Engineering Examiners [http://www.ncees.org/] Specific Disciplines or Specialties According to each U.S. State P.E. exams. * Oregon :Systems Engineering - I will contact the state to get the specific guidance available on the current state of the testing or associated state or Federal exams and licenses that are applicable according to the Oregon Engineering Board of Examiners. [[User:Lazyquasar|Lazyquasar]] 03:21, 28 November 2005 (UTC) :Online starting point. [http://www.osbeels.org/] :Ouch! Looks like HP41CV may be out due to primitive word processing capabilities.[http://www.osbeels.org/docs/OR%20Specific%204hour%20Calculator%20Policy.pdf] May have to spring for a straight sliderule with RPN and get started practicing with it. I just hope one on approved list is RPN.[http://www.osbeels.org/docs/Calculator%20Policy%2011.05.pdf] 2245 8941 2006-08-20T05:27:11Z Messedrocker 35 [[School:Engineering/Help Desk]] moved to [[School:Engineering and Technology/Help Desk]]: Let's give this page a home that isn't a redirect <small>Wikiversity:School of Engineering</small> Current draft process. Add your question at the botton. This process is asynchronous so please do not use it for emergencies. If truly urgent feel free to duplicate question on my user page, I use it for a class navigation utility and likely will see the question there a few hours faster than here. Of course this level of personal service means that you will owe me a favor and as a former bureacrat I keep score. 8) [[User:Lazyquasar|Lazyquasar]] 02:25, 28 November 2005 (UTC) Check back here for your answer and/or see your talk page if you signed your question by using the four ~ (tilda) suffix/macro command. Append four tilda's without quotes at the end of the paragraph, remember to leave a space between the last character of the paragraph and the four ~'s. The Wikimedia software creates your signature with a time stamp and link to your user page and replaces the four tilda's with it. Very nice! Our volunteer Wikimedia developers take good care of us! 8) ===Where is the EIT review class?=== :Answer, right here [[Wikiversity:School of Engineering:Engineer-In-Training Review]] just as soon as you, I, or we create it. See Beginners Guides and orientation materials regarding editing [[http://en.wikipedia.org/wiki/Wikipedia:Introduction]] Wikipedia [[w:wikipedia.org]] for applicable guidance until Wikiversity has tailored and published similar FDL'ed material for local use. ===Where are the review classes for the U.S. P.E. exam for Systems Engineering in Oregon?=== :Answer, we are encouraging specific disciplines at the Wikiversity:School of Engineering [[http://en.wikibooks.org/wiki/Wikiversity:School_of_Engineering]] to setup their own study courses as participation becomes available. Your participation in any of our participatory courses is welcome at any level you feel is appropriate. We are developing some learning processes we intend to be useful asynchronously by self and mutual study participants with differing levels of previous exposure and expertise. Please be gentle and patient with others as you learn to navigate our prototype web learning resources. ===How do I upload scanned images for class use?=== Get or create your image on your internet browser accessible system. Use the Upload file, menu item at the right under toolbox. It is fairly self explanatory. It will be helpful to have a naming convention for your file so that it is unique and associated with the course materials or class/team pages you intend for it. We probably need to get with the technical developers and writeup some suggested procedures after our URL namespace is sorted out. For now I have been prepending wikiversity:school of xxxxx:class title: in the filename to make our inevitable cleanup transition phase a bit easier. See http://en.wikipedia.org/wiki/Uploaded_file for basics of how this is handled on the wikipedia. ===Where is the Recreation Center?=== :Please feel free to start one or initate discussion lists regarding what a virtual support center for home, learning center, vacation etc. recreational or edutainment facilities should or could look like. Bring the appropriate portal back here. ==Where can I find reliable quantitative data on Pacific Fisheries?== * http://en.wikipedia.org/wiki/Fisheries This article has good general information, is crosslinked to further different general and specific information, and has many useful links at the bottom including links to governing regulatory bodies which put out reports and scientific analysis in support of past, current and future policy. ==Where can I get help developing the pros and cons and other arguments regarding specific questions or issues I need to use in my lesson plans?== Maybe here, rather new still developing resource: *http://wikireason.net/wiki/Forum_Entrance 2248 8786 2006-08-20T02:35:19Z HappyCamper 193 [[Foundations of calculus]] moved to [[Foundations of Calculus]]: same as before #REDIRECT [[Foundations of Calculus]] 2249 8801 2006-08-20T02:58:59Z JWSchmidt 20 [[School:Quantitative finance]] moved to [[Topic:Quantitative finance]]: please follow the rules at [[Wikiversity:Namespaces]] #REDIRECT [[Topic:Quantitative finance]] 2253 8812 2006-08-20T03:08:37Z 71.68.88.137 About Comp Sci Bachelor--jlguinn When the School of Computer Science approaches a curriculum capable of conferring an academic degree, an announcement will be made from within the school. Until that time, anticipate an open array of lessons covering all possible topics related to Computer Science. When appropriate, levels of achievement may be introduced. As is the case with all studies, the true reward comes in the knowledge and experience gained. 2254 8828 2006-08-20T03:45:06Z JWSchmidt 20 category [[Category:Biology]] 2255 8829 2006-08-20T03:45:33Z JWSchmidt 20 subcat [[Category:Life Sciences]] 2256 8833 2006-08-20T03:46:36Z Digitalme 39 [[Wikiversity:Job hunting]] moved to [[Job hunting]]: belongs in mainspace [[Wikiversity:Namespaces]] #REDIRECT [[Job hunting]] 2259 8846 2006-08-20T04:17:05Z JWSchmidt 20 [[School:Audio Engineering]] moved to [[Topic:Audio Engineering]]: see [[Wikiversity:Namespaces]] #REDIRECT [[Topic:Audio Engineering]] 2261 21050 2006-08-29T17:12:32Z JWSchmidt 20 /* [[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]] */ link to [[Creation science and NPOV]] <center><big>'''Welcome to {{PAGENAME}}'''</big></center> <center>''Part of [[School:Biology|The School of Biology]]''</center> '''Evolutionary Biology''' is concerned with the origin of species and other similar changes in populations that are due to genetic changes in organisms. See: [[Wikipedia:Evolutionary biology]]. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... *[[User:Ryan|<font color="blue">'''Ryan'''</font>]]: The first in hopefully a long line of people who see the importance of biology and want to share their wisdom with others. ==School news== * '''August 17, 2006''' - School founded. ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Creation science and NPOV]] - exploration of Creation Science as an example of a topic the presents challenges to the conventional Wikimedia "Neutral point of view" policy *[[Science as Religion]] - Is [[w:Darwinism|Darwinism]] a religion? * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==Resources== Know any good resources for scholars of this topic? Add them here. *[[b:Evolutionary Biology]] - Wikibooks textbook [[Category:Evolutionary Biology]] 2263 23765 2006-09-04T20:09:10Z Az1568 793 Fixed double redirect #REDIRECT [[Topic:Evolutionary Biology]] 2264 19083 2006-08-28T13:31:52Z JWSchmidt 20 [[Category:Human biology]] <center><big>Welcome to the '''Division of Human Biology'''</big></center> <center>''Part of the [[School:Biology|School of Biology]]''</center> Biology is the study of life. The Wikiversity Division of Human Biology is specifically concerned with human biology. ==Active Participants== Are you knowledgable in this topic? Would you like to create instruction material and help out with people studying this topic? Sign up to become an advisor &mdash; all it takes is adding your username to this list! *[[User:Ryan|<font color="blue">'''Ryan'''</font>]]: The first in hopefully a long line of people who see the importance of biology and want to share their wisdom with others. * [[User:JWSchmidt|JWSchmidt]] - I am interested in the [[Human Genetic Uniqueness Project]]. ==School news== * '''August 17, 2006''' - School founded. ==Departments== * [[Topic:Human diseases|Human diseases]] * [[Topic:Human evolution|Human evolution]] * [[Topic:Human brain and behavior|Human brain and behavior]] ==Lessons== Get to work writing lessons. Simply make a link to the name of the lesson (lessons are independent pages) and start writing. [[The Human Body]]: Most likely this will be a large part of the biology department. It will have many subsections and numerous articles for each one. ==Resources== Know any good resources for scholars of this topic? Add them here. [[Category:Human biology]] 2266 23949 2006-09-04T23:56:32Z EulerGamma 816 /* Active participants */ <center><big>'''Welcome to the School of Mathematics!'''</big></center> [[Image:Hypercube star.png|right|300px|thumb|Hasse diagram of a poset of four elements and subset inclusion]] ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * [[Topic:Actuarial Mathematics|Department of Actuarial Mathematics]] * [[Topic:Applied Mathematics|Department of Applied Mathematics]] * [[Topic:Combinatorics and Optimization|Department of Combinatorics and Optimization]] * [[Topic:Computer Science|Division of Computer Science]] - this division is for study of the mathematical aspects of computer science (See also: [[School:Computer Science]]) * [[Topic:Pure Math|Division of Pure Mathematics]] * [[Topic:Mathematical Physics|Department of Mathematical Physics]] * [[Topic:Statistics|Department of Statistics]] * [[Topic:Philosophy of Mathematics|Philosophy of Mathematics]] * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). *[[User:Tastymangojuice|Tastymangojuice]] (Computer Science) *[[User:ehremo|ehremo]] *[[User:Deltinu|Deltinu]] *[[User:EulerGamma|EulerGamma]] * ... ==School news== * '''August 20, 2006''' - School founded! * '''August 21, 2006''' - Added various departments ==Pre-university courses== *[[Applied Math Basics|Math Basics]] <small>(numbers, arithmetic, fractions, decimals)</small> *[[School of Mathematics:Primary School Mathematics|Primary School Mathematics]] <small>(numbers, arithmetic, pre-algebra)</small> *[[School of Mathematics:High School Mathematics|High School Mathematics]] <small>(algebra, pre-calculus, calculus)</small> ==Undergraduate-level study== ===Study guides=== Not sure where to start? Consult the following guides to help you make a study plan and determine which prerequisites you might be missing. *[[School of Mathematics:Course guide|Course guide]] *[[School of Mathematics:Facultative courses|Facultative courses]] ===Course categories=== *[[School:Mathematics/Undergraduate/Applied Mathematics|Applied Mathematics]] <small>(mathematical methods, mathematical physics)</small> *[[School:Mathematics/Undergraduate/Pure Mathematics|Pure Mathematics]] <small>(foundations, algebra, analysis, calculus, discrete math)</small> *[[School:Mathematics/Undergraduate/Probability and Statistics|Probability and Statistics]] *[[School_of_Mathematics:Course_Catalog|All Courses]] == Resources == *[[Wikibooks:Mathematics bookshelf|Mathematics bookshelf]] for online mathematics textbooks. *[http://www.math.gatech.edu/~cain/textbooks/onlinebooks.html A large list of cost-free online mathematics textbooks] *[[School of Mathematics:Software|Math Software]] == International Relations == *[[:it:Wikiversità]] - [[:it:Wikiversità:Facoltà di Matematica|Facoltà di Matematica]] [[Category:Mathematics]] [[Category:Wikiversity schools|Mathematics]] 2270 24130 2006-09-05T13:48:05Z Physchim62 798 /* Miscellaneous */ moving from [[Topic:Chemistry]] <center><big>'''Welcome to the School of Chemistry!'''</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. (See : [[Topic:Chemistry/Import]] <-- material imported from Wikibooks) * ... == History of Chemistry == *[[Basics of Chemistry]] *[[Precursors of Chemistry (-1800)]] *[[Early Chemistry (1800-1900)]] *[[Recent Chemistry (1900-)]] *[[Chemistry for the Hardknocks(1900-)]] == Branches of Chemistry == *[[Topic:Analytical Chemistry|Department of Analytical Chemistry]] *[[Biochemistry]] *[[Inorganic Chemistry]] *[[Organic Chemistry]] *[[Physical Chemistry]] *[[Quantum Chemistry]] == Basic Chemistry == * [[Fundamentals of chemistry]] *:Introduction to nomenclature, stoichiometry, equilibria, acid/bases, oxidation/reduction reaction, kinetics, bonding. * [[Properties of matter]] *:Stoichiometry, Ideal gas law, periodicity, electronic structure, chemical reactivity, inorganic and organic compounds. * [[Chemical Reactions]] *:Liquids, solutions, principles of chemical equilibria, solubility, electrochemical processes, kinetics. *<b>Concepts in Chemistry</b> **[[Matter and Measurements]] **[[Atoms, Molecules, and Ions]] **[[Formulas, Equations, and Reactions]] **[[Mass relations in Chemistry and Stoichiometry]] *<b>Chemical Behavior</b> **[[Electronic Structure]] **[[Ionic Bonding]] **[[Covalent Bonding]] **[[Thermochemistry]] **[[Quantum Theory of the Atom]] *<b>States of Matter</b> **[[Gases and Gas Laws]] **[[Solids]] **[[Liquids]] *<b>Reactions and Equilibrium</b> **[[Rates of Reaction - Kinetics]] **[[Chemical Equilibrium]] **[[Acids and Bases]] **[[Acid-Base Equilibrium]] **[[Solubility and Complex-Ion Equilibrium]] **[[Thermodynamics and Equilibrium]] *<b>Other Essential Concepts in Chemistry</b> **[[Fundamental Electrochemistry]] **[[Fundamental Nuclear Chemistry]] **[[Fundamental Organic Chemistry]] == Miscellaneous == *[[Formulas, Equations, and Reactions]] === Inorganic chemistry === * [[Bonding and chemical structure]] *:Symmetry elements in atoms, molecules, solids. * [[Acid-base chemistry]] * [[Reduction and oxidation reactions]] === Organic chemistry === * [[Naming in organic chemistry]] === Electronic structure theory === * [[Fundamentals of computational chemistry]] *[[Organometallic Chemistry]] *[[Talk:Wikiversity:Chemistry_Help | Wikiversity:Chemistry Help]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * [[User:HappyCamper|HappyCamper]] 15:46, 27 August 2006 (UTC) * [[User:Physchim62|Physchim62]] 13:42, 5 September 2006 (UTC) * ... ==School news== * '''Date founded''' - School founded! [[Category:{{PAGENAME}}| ]] [[Category:Wikiversity schools|Chemistry]] 2272 8892 2006-08-20T05:03:36Z Messedrocker 35 [[School:Astronomy/Wikiresources]] moved to [[Topic:Astronomy/Wikiresources]]: per naming guidelines This is the Wikiresources page for the school of Astronomy. It list all current resources from all other wikimedia projects not including this one that may be of use. In the future it may be nessisary to split this page, as for now it is all listed here. ==Wikibooks== [[b:Category:Astronomy]] ==Wikipedia== [[w:Astronomy]] ==Wikisource== ?? ==Wikiquote== [[q:Astronomy]] ==Wikinews== [[n:Category:Space]] 2273 8885 2006-08-20T05:02:32Z Messedrocker 35 [[School:Communication]] moved to [[Topic:Communication]]: per naming guidelines #REDIRECT [[Topic:Communication]] 2277 8893 2006-08-20T05:03:36Z Messedrocker 35 [[School:Astronomy/Wikiresources]] moved to [[Topic:Astronomy/Wikiresources]]: per naming guidelines #REDIRECT [[Topic:Astronomy/Wikiresources]] 2278 8894 2006-08-20T05:03:39Z Ryan 208 *[[Circulatory system]]: Blood circulations with heart and blood vessels. *[[Digestive system]]: Processing food with mouth, stomach and intestines. *[[Endocrine system]]: Communicating within the body using hormones. *[[Immune system]]: Defending against disease-causing agents. *[[Integumentary system]]: Skin, hair and nails. *[[Lymphatic system]]: Structures involved in the transfer of lymph between tissues and the blood stream. *[[Muscular system]]: Moving the body. *[[Nervous system]]: Collecting, transferring and processing information with brain and nerves. *[[Reproductive system]]: The sex organs. *[[Respiratory system]]: The organs used for breathing, the lungs. *[[Skeletal system]]: Structural support and protection through bones. *[[Urinary system]]: The kidneys and associated structures involved in the production and excretion of urine. 2279 8897 2006-08-20T05:05:31Z Messedrocker 35 [[School:Chemistry/Import]] moved to [[Topic:Chemistry/Import]]: keeping in line with the parent page #REDIRECT [[Topic:Chemistry/Import]] 2282 8904 2006-08-20T05:06:36Z Messedrocker 35 [[School:Department of Literary Studies]] moved to [[Topic:Literary Studies]]: per naming guidelines #REDIRECT [[Topic:Literary Studies]] 2284 23773 2006-09-04T20:14:02Z Az1568 793 Fixed double redirect #REDIRECT [[Topic:Writing Center]] 2286 23737 2006-09-04T19:54:29Z Az1568 793 Fixed double redirect #REDIRECT [[School:Psychology]] 2288 8916 2006-08-20T05:09:41Z Messedrocker 35 [[School:Department of Psychology/Psy 1001]] moved to [[Introduction to Psychology]]: per naming guidelines #REDIRECT [[Introduction to Psychology]] 2293 23922 2006-09-04T22:36:48Z 88.217.33.40 /* School news */ <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></br> ''Part of [[Portal:Engineering and Technology|Engineering and Technology]].</center> '''[[w:Engineering|Engineering]]''' is the application of scientific and technical knowledge to solve human problems. Engineers use imagination, judgment and reasoning to apply science, technology, mathematics, and practical experience. The result is the design, production, and operation of useful objects or processes. A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. For specific questions why not consult the [[Engineering Help Desk]]? We also have an [[Portal:Engineering_Discussions|engineering specific discussion portal]] to help get those technical details straight or just enjoy shooting the breeze with other technically interested people. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning meaterials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * [[Topic:Engineering|Engineering]] - this is where [[b:Wikiversity:School of Engineering|the material from Wikibooks]] ended up. * [[Topic:Aerospace Engineering|Aerospace Engineering]] * [[Topic:Agricultural Engineering|Agricultural Engineering]] * [[Topic:Biomedical Engineering|Biomedical Engineering]] * [[Topic:Chemical Engineering|Chemical Engineering]] * [[Topic:Civil Engineering|Civil Engineering]] * [[Topic:Computer Science|Computer Science]] * [[Topic:Computer Engineering|Computer Engineering]] * [[Topic:Ecological Engineering|Ecological Engineering]] * [[Topic:Electrical Engineering|Electrical Engineering]] * [[Topic:Electronic Engineering|Electronic Engineering]] * [[Topic:Mechatronics Engineering|Mechatronics Engineering]] * [[Topic:Quantitative finance|Financial Engineering]] * [[Topic:Industrial Engineering|Industrial Engineering]] * [[Topic:Instrumentation Engineering|Instrumentation Engineering]] * [[Topic:Materials Engineering|Materials Engineering]] * [[Topic:Mechanical Engineering|Mechanical Engineering]] * [[Topic:Microelectronic Engineering|Microelectronic Engineering]] * [[Topic:Nuclear Engineering|Nuclear Engineering]] * [[Topic:Petroleum engineering|Petroleum Engineering]] * [[Topic:Software Engineering|Software Engineering]] * [[Topic:Security Engineering|Security Engineering]] * [[Topic:Structural Engineering|Structural Engineering]] * [[Topic:Systems Engineering|Systems Engineering]] * [[Topic:Telecommunications|Telecommunications]] * [[Topic:Ocean Engineering and Naval Architecture|Ocean Engineering and Naval Architecture]] * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). See: [[School:Engineering/Participants|List of participants]] ==School news== * '''Date founded''' - School founded! [[de:Wikiversity:Campus]] [[Category:Engineering]] [[Category:Engineering and Technology]] [[Category:Wikiversity schools|Engineering]] 2295 8933 2006-08-20T05:19:24Z Messedrocker 35 [[School:Department of Psychology/Psy 2065]] moved to [[Abnormal Psychology]]: per naming guidelines #REDIRECT [[Abnormal Psychology]] 2296 8935 2006-08-20T05:20:03Z Messedrocker 35 [[School:Department of Psychology/Psy 3025]] moved to [[Advanced Psychology]]: per naming guidelines (and what I think this page will eventually be) #REDIRECT [[Advanced Psychology]] 2298 8938 2006-08-20T05:25:07Z Messedrocker 35 [[School:Engineering/Engineer-In-Training Review]] moved to [[School:Engineering and Technology/Engineer-In-Training Review]]: let's give this page a home that's not a redirect #REDIRECT [[School:Engineering and Technology/Engineer-In-Training Review]] 2299 8940 2006-08-20T05:26:52Z Messedrocker 35 [[School:Engineering/Statics]] moved to [[School:Engineering and Technology/Statics]]: Let's give this page a home that isn't a redirect #REDIRECT [[School:Engineering and Technology/Statics]] 2300 8942 2006-08-20T05:27:11Z Messedrocker 35 [[School:Engineering/Help Desk]] moved to [[School:Engineering and Technology/Help Desk]]: Let's give this page a home that isn't a redirect #REDIRECT [[School:Engineering and Technology/Help Desk]] 2301 23770 2006-09-04T20:10:29Z Az1568 793 Fixed double redirect #REDIRECT [[Topic:Language Acquisition]] 2305 8955 2006-08-20T05:32:02Z Messedrocker 35 [[School:Library and Information Science]] moved to [[Topic:Library and Information Science]]: per naming guidelines #REDIRECT [[Topic:Library and Information Science]] 2309 14309 2006-08-26T00:50:11Z JWSchmidt 20 send to [[School:Mathematics]] #REDIRECT [[School:Mathematics]] 2310 9015 2006-06-17T21:56:12Z Jguk __NOTOC__ ==WIKIVERSITY SCHOOL OF MATHEMATICS== Welcome to the [[Wikiversity]] School of Mathematics, a collection of lesson plans and related materials to assist in the learning of mathematics. === Pre-university level course areas === {{:Applied_Math_Basics}} {{:School_of_Mathematics:Primary_School_Mathematics}} {{:School_of_Mathematics:High_School_Mathematics}} {{:Algebra/Function_graphing}} {{:Algebra/Systems_of_simultaneous_equations}} {{:Algebra/Solving_equations}} {{:Algebra/Solving_linear_inequalities}} {{:Calculus/Functions}} {{:Algebra/Quadratic_functions}} {{:Algebra/Trigonometry}} {{:Algebra/Polynomials}} {{:Algebra/Factorization_of_polynomials}} {{:Calculus/Limits}} {{:Calculus/Differentiation}} {{:Calculus/Integration}} See http://en.wikibooks.org/wiki/High_school_mathematics_extensions for more High School Mathematics info and http://en.wikibooks.org/wiki/Wikiversity:School_of_Mathematics#WIKIVERSITY_SCHOOL_OF_MATHEMATICS for more links and courses. Print version created by: [[User:Witerhawk|writerhawk]] 23:34, 30 May 2006 (UTC) 2314 12041 2006-08-22T23:45:54Z Trevor MacInnis 99 fix double redirect #REDIRECT [[Topic:Aircraft Components]] 2315 9051 2006-08-20T05:40:34Z Messedrocker 35 [[School:School of Education/Unschooling]] moved to [[Unschooling]]: per naming guidelines #REDIRECT [[Unschooling]] 2316 9053 2006-08-20T05:42:06Z Messedrocker 35 [[School:School of Mental Freedom]] moved to [[Topic:Mental Freedom]]: per naming guidelines #REDIRECT [[Topic:Mental Freedom]] 2317 14453 2006-08-26T02:49:00Z Timrem 484 fix link {{nav2|Wikiversity|Wikiversity:School of Mathematics}} This section of the [[School:Mathematics|School of Mathematics]] focuses on high school mathematics. Progression should continue through each section. Each section may be instructed or learnt thoroughly per year, or can be tailored to a custom study plan. See also: [[Wikiversity:Primary_School_Mathematics]] == Building basic mathematical knowledge == * [[b:OLPC_-_Algebra_1_in_Simple_English|Algebra 1 in Simple English]] (recent) * [[b:Algebra/Function graphing|Function graphing]] * [[b:Algebra/Systems of simultaneous equations|Systems of Simultaneous Equations]] * [[b:Algebra/Solving equations|Solving equations]] * [[b:Algebra/Solving linear inequalities|Solving linear inequalities]] * [[b:Calculus/Functions]] == Further algebra and calculus == * [[b:Algebra/Quadratic functions|Quadratic functions]] * [[b:Algebra/Trigonometry|Trigonometry]] * [[b:Algebra/Polynomials|Polynomials]] * [[b:Algebra/Factorization of polynomials|Factorization of polynomials]] * [[b:Calculus/Limits|Limits]] * [[b:Calculus/Differentiation|Differentiation]] * [[b:Calculus/Integration|Integration]] == Extensions == * [[b:High school mathematics extensions|High school mathematics extensions]] contains numerous topics not covered in the standard high school curriculum. [[Category:School of Mathematics]] [[Category:Mathematics]] 2319 9075 2006-08-20T05:45:17Z Messedrocker 35 [[School:School of Mental Freedom/Media Analysis]] moved to [[Media Analysis]]: to keep in line with parent page #REDIRECT [[Media Analysis]] 2320 9077 2006-08-20T05:45:33Z Messedrocker 35 [[School:School of Mental Freedom/Internet publication]] moved to [[Internet Publication]]: per naming guidelines #REDIRECT [[Internet Publication]] 2321 9114 2006-08-20T05:48:15Z Robert Horning 22 fixing links {{nav2|Wikiversity|Wikiversity:School of Mathematics}} This section of the [[Wikiversity:School_of_Mathematics|School of Mathematics]] focuses on primary school mathematics, not for students but for parents and teachers. It is assumed that no calculators are used, to encourage mental arithmetic. == Getting started == * [[b:Primary mathematics:Numbers|Numbers]] * [[b:Primary mathematics:Adding numbers|Adding numbers]] * [[b:Primary mathematics:Subtracting numbers|Subtracting numbers]] * [[b:Primary mathematics:Multiplying numbers|Multiplying numbers]] * [[b:Primary mathematics:Dividing numbers|Dividing numbers]] * [[b:Primary mathematics:Fractions|Fractions]] * [[b:Primary mathematics:Working with fractions|Working with fractions]] * [[b:Primary mathematics:Probability|Probability]] * [[b:Primary mathematics:Factors and Primes|Factors and Primes]] * [[b:Primary mathematics:Method for Factoring|Method for Factoring]] == Beginning algebra == * [[b:Algebra/Arithmetic|Arithmetic]] * [[b:Algebra/Simple symbolic manipulation|Simple symbolic manipulation]] == Taking it further == * [[b:Algebra/Further arithmetic|Further arithmetic]] * [[b:Algebra/Functions|Functions]] ''Move on to [[Wikiversity:High School Mathematics]]'' [[Category:School of Mathematics]] [[Category:Mathematics]] 2322 9095 2006-08-20T05:45:46Z Messedrocker 35 [[School:School of Mental Freedom/Intellectual Property]] moved to [[Intellectual Property]]: per naming guidelines #REDIRECT [[Intellectual Property]] 2323 9097 2006-08-20T05:46:02Z Messedrocker 35 [[School:School of Mental Freedom/Independent Print Publication]] moved to [[Independent Print Publication]]: per naming guidelines #REDIRECT [[Independent Print Publication]] 2324 9098 2004-10-05T12:42:48Z Dysprosia Wikiversity:Primary School Mathematics moved to School of Mathematics:Primary School Mathematics #REDIRECT [[School of Mathematics:Primary School Mathematics]] 2325 9102 2006-08-20T05:46:52Z Messedrocker 35 [[School:School of Mental Freedom/Cognitive Liberation]] moved to [[Cognitive Liberation]]: per naming guidelines #REDIRECT [[Cognitive Liberation]] 2326 9106 2005-12-16T16:18:17Z Juliusross these navlinks should not appear in print version <div class="noprint"><small>< [[{{{1}}}]] < [[{{{2}}}]]</small></div> <noinclude> ---- ==See also== * {{tl|Return}} * {{tl|Nav}} * {{tl|Nav2}} * {{tl|Nav3}} * {{tl|Nav4}} </noinclude> 2327 9109 2006-08-20T05:47:30Z Messedrocker 35 [[School:School of Mental Freedom/Micro-Radio]] moved to [[Micro-Radio]]: per naming guidelines #REDIRECT [[Micro-Radio]] 2328 9111 2006-08-20T05:47:42Z Messedrocker 35 [[School:School of Mental Freedom/Neurochemical Liberation]] moved to [[Neurochemical Liberation]]: per naming guidelines #REDIRECT [[Neurochemical Liberation]] 2329 9113 2006-08-20T05:47:55Z Messedrocker 35 [[School:School of Mental Freedom/Psychiatric Liberation]] moved to [[Psychiatric Liberation]]: per naming guidelines #REDIRECT [[Psychiatric Liberation]] 2330 9116 2006-08-20T05:48:17Z Messedrocker 35 [[School:School of Practical Human Life]] moved to [[Topic:Practical Human Life]]: per naming guidelines #REDIRECT [[Topic:Practical Human Life]] 2331 9117 2004-10-05T12:42:43Z Dysprosia Wikiversity:High School Mathematics moved to School of Mathematics:High School Mathematics #REDIRECT [[School of Mathematics:High School Mathematics]] 2332 9125 2006-08-14T02:02:48Z 200.232.226.29 {{nav2|Wikiversity|Wikiversity:School of Mathematics}} Arithmetic Algebra Geometry (- Introductory Euclidean ) Trigonometry Elementary Logic Elementary Set Theory Introduction to Infinitesimals Introduction to Limits Introduction to Calculus Introduction to Cartesian Geometry Introduction to Non-Euclidian Geometry Introductry Statistics Introduction to Finite Mathematics [[Category:School of Mathematics]] 2334 14550 2006-08-26T03:03:28Z Timrem 484 fix link {{nav2|Wikiversity|Wikiversity:School of Mathematics}} ''On this page will be listed additional [[w:mathematics|math]] courses for [[Wikiversity]] [[School:Mathematics|School of Mathematics]], which are not part of the obligatory University program but may be either reasonably added to University program in the future either be taught in a [[w:university|University]] as useful [[w:facultative|facultative]] courses, as well as special courses for particular specializations.'' ===Abstract mathematics=== ====Category theory==== ''Additional courses in the field of [[w:category theory|category theory]]:'' '''Category of Endomorphisms''' (Currently not a part of [[w:university|University]] program but is thought to be recommended to be added even as an obligatory course for certain specializations.) [http://www.mathematics21.org/pseudomorphisms-category.xml Category of Endomorphisms]. [[w:Endomorphism|Endomorphisms]] of any [[w:category theory|category]] are [[w:category theory|objects]] of certain [[w:category theory|categories]]. This produces a rather elaborate [[w:theory|theory]], especially in the case if the [[w:category theory|morphisms]] of the given category are [[w:partial order|partially ordered]]. Study of these categories is important for specialists in [[w:mathematical logic|mathematical logic]], [[w:computer science|computer science]], [[w:abstract algebra|abstract algebra]], and some other fields of [[w:mathematics|mathematics]]. [[Category:School of Mathematics]] 2336 22423 2006-09-01T23:04:54Z Ehremo 728 [[School of Mathematics:Actuarial Mathematics]] moved to [[Topic:Actuarial Mathematics]] {{nav2|Wikiversity|Wikiversity:School of Mathematics}} == Actuarial Mathematics == Actuarial mathematics deals with the mathematics of uncertainty and risk. Some of the key areas where actuarial mathematics is principally applied are mortality studies, financial risk, risk and ruin theory, credibility, demography, reliability study and graduation of data. == Sources and Links == [http://www.soa.org Society of Actuaries]<br> [http://www.beanactuary.org Be An Actuary.org]<br> [http://www.actuary.org American Academy of Actuaries]<br> [http://www.casact.org Casualty Actuarial Society]<br> [http://www.actuaries.asn.au Institute of Actuaries of Australia]<br> [http://www.actauries.org.uk Institute / Faculty of Actuaries, UK]<br> [[Category:Mathematics | Finance]] {{msg:stub}} 2337 23427 2006-09-04T04:28:46Z Trevor MacInnis 99 fix double redirect #REDIRECT[[Topic:Actuarial Mathematics]] 2338 21994 2006-08-31T14:52:44Z Trevor MacInnis 99 move to subcat <div class="notice metadata; plainlinks">[[Image:Puzzle stub.png|left|32px|Stub]] <noinclude>''This {{MediaWiki:Article}}</noinclude><includeonly>The {{PAGENAME}} module</includeonly> is a '''[[Project:stub|stub]]'''. You can help Wikiversity by [{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} expanding it].''<br> </div><includeonly> [[Category:Stubs]] </includeonly> <noinclude> ''This adds page to [[:Category:Stubs]].'' [[nl:Sjabloon:Beg]] [[Category:Stub templates]] </noinclude> 2340 22823 2006-09-03T09:19:40Z Ehremo 728 [[Image:Zeta function.png|400px|thumb|Riemann Zeta function, depicted, the modulus of &zeta;(1/2 + ''x''i). This function &mdash; specifically, its zeros &mdash; are at the basis of Riemann's hypothesis, an unsolved problem in pure mathematics]] Broadly speaking, '''pure mathematics''' is mathematics motivated entirely for reasons other than application. From the eighteenth century onwards, this was a recognised category of mathematical activity, sometimes characterised as ''speculative mathematics'', and at variance with the trend towards meeting the needs of navigation, astronomy, physics, engineering and so on. == Courses == * [[School:Mathematics/Undergraduate/Foundations of Pure Mathematics|Foundations of Pure Mathematics]] * [[School of Mathematics:Foundation of mathematical concepts]] * [[School of Mathematics:Introductory Real Analysis]] * [[School of Mathematics:Introduction to Graph Theory]] * [[School of Mathematics:Calculus]] ''more needs to be added here'' === Texts for reference === ==== [[Algebra]] ==== * [[Algebra/Proofs|Proofs]] * [[Algebra/Complex numbers|Complex numbers]] * [[Algebra/Vectors|Vectors]] * [[Algebra/Matrices|Matrices]] * [[Algebra/Vector spaces|Vector spaces]] * [[Algebra/Linear transformations|Linear transformations]] * [[Algebra/Eigenvalues and eigenvectors|Eigenvalues and eigenvectors]] ===== [[Abstract algebra]] ===== * [[Abstract algebra/Groups|Groups]] * [[Abstract algebra/Rings, fields and modules|Rings]] * [[Algebra/Matrices|Matrices]] ** [[Algebra/Eigenvalues and eigenvectors|Eigenvalues and eigenvectors]] * [[Algebra/Vector spaces|Vector spaces]] * [[Algebra/Linear transformations|Linear transformations]] ** [[Algebra/Inner product spaces|Inner product spaces]] * [[Algebra/Proofs|Proofs]] ==== Analysis ==== * [[Real analysis]] * [[Topology]] ==== [[Calculus]] ==== * [[Calculus/Functions|Functions]] * [[Calculus/Limits|Limits]] * [[Calculus/Differentiation|Differentiation]] * [[Calculus/Differentiation/Applications/Contents|Applications of Derivatives]] * [[Calculus/Higher Order Derivatives|Higher Order derivatives]] * [[Calculus/Differentiation rules i|More differentation rules]] * [[Calculus/Summation notation|Summation notation]] * [[Calculus/Integration|Integration]] * [[Calculus/Vectors|Vectors]] * [[Calculus/Applications|Applications]] ==== [[Discrete mathematics]] ==== * [[Discrete mathematics/Set theory|Set theory]] <!-- complete --> * [[Discrete mathematics/Functions and relations|Functions and relations]] <!-- complete --> * [[Discrete mathematics/Number theory|Number theory]] <!-- complete --> * [[Discrete mathematics/Logic|Logic]] * [[Discrete mathematics/Enumeration|Enumeration]] * [[Discrete mathematics/Graph theory|Graph theory]] * [[Discrete mathematics/Recursion|Recursion]] * [[Discrete mathematics/Number representations|Number representations]] <!-- complete --> * [[Discrete mathematics/Modular arithmetic|Modular arithmetic]] * [[Discrete mathematics/Polynomials|Polynomials and number theory]] * [[Discrete mathematics/Finite fields|Finite fields]] ==== [[Differential geometry]] ==== * [[Study guide:Lie algebra|Lie Algebras]] * [[Study guide:Information geometry|Information geometry]] ==== Foundations ==== * [[Set Theory]] |} [[Category:School of Mathematics]] [[it:Wikiversità:Facoltà di Matematica/Matematica pura]] [[Category:Mathematics]] 2342 23338 2006-09-04T02:12:47Z Trevor MacInnis 99 /* Courses */ fix the redirects that already exist, the rest need to be renamed in a better format before they are created '''Part of the [[School:Philosophy|School of Philosophy]]''' ==Introduction and descripton== Welcome to the Department of Philosophy at Wikiversity. The question "[[w:Metaphilosophy|what is philosophy]]" is itself a philosophical question that has yet to be settled. If you would like some direction, you can start with [[Wikt:philosophy|definitions]], or see [[Q:Philosophy|what prominent philosophers have called this process of inquiry]]. The term "philosophy" comes from two [[w:Greek language|Greek]] root words: φιλοσ; [[w:Latin alphabet|or]] "philos" meaning a (brotherly) love, and σοφία (or "sophia"); meaning wisdom. Philosophers are lovers of wisdom, and more than that, they are persons who never lose the capacity to be amazed, whose biases are always open to review, and who strive to live the [[w:Meta-ethics|Good Life]] and find the [[w:Meaning of life|meaning of life]]. Philosophy can be understood as a process by which anyone can understand any other field of study or phenomenon, so there are [[w:philosophy of science|philosophies of science]] and [[w:philosophy of history|philosophy of history]]. Basic branches of philosophy include [[w:Aesthetics|aesthetics]], [[w:Ethics|ethics]] (which are sometimes grouped together as [[w:Axiology|axiology]]), and [[w:Metaphysics|metaphysics]]. These fields respectively ask questions about what is [[w:Beauty|beautiful]], [[w:Goodness and evil|good]], and [[w:Truth|true]]. By taking a philosophy course, you invite yourself to challenge and refine any and all of your beliefs. You will be presented tools for critical thinking that can open up new worlds in the life of the mind. ==Courses== *[[Philosophy 1000]] - [[w:Philosophy|Introduction to Philosophy]] *[[Philosophy 1100]] - [[w:Ethics|Introduction to Ethics]] *[[/Phil 2000/]] - [[w:Logic|Introduction to Logic]] *[[/Phil 2100/]] - [[w:Metaphysics|Introduction to Metaphysics]] *[[/Phil 2200/]] - [[w:Aesthetics|Introduction to Aesthetics]] *[[/Phil 2300/]] - [[w:Eastern philosophy|Eastern Philosophy]] *[[/Phil 2400/]] - [[w:Western philosophy|Western Philosophy]] *[[/Phil 2500/]] - [[w:History of philosophy|History of Philosophy]] *[[/Phil 2600/]] - [[w:Mathematical logic|Symbolic Logic]] *[[/Phil 2700/]] - [[w:Philosophy of religion|Philosophy of Religion]] *[[/Phil 2800/]] - [[w:Philosophy of science|Philosophy of Science]] *[[/Phil 2900/]] - [[w:Philosophy of language|Philosophy of Language]] and [[w:Linguistics|Linguistics]] *[[/Phil 3000/]] - [[w:Ontology|Ontology]] *[[/Phil 3100/]] - [[w:Mind|Mind]] *[[/Phil 3200/]] - [[w:Person|Personhood]] and [[w:Identity|Identity]] *[[/Phil 3300/]] - [[w:Metaphysics|Introduction to Metaphysics]] *[[Philosophy 3400]] - [[w:Epistemology|Introduction to Epistemology]] *[[/Phil 3500/]] - [[w:Political philosophy|The State]] and [[w:Philosophy of law|Law]] *[[/Phil 3600/]] - History of philosophy series: **[[/Phil 3610/]] - [[w:Pre-Socratic philosophy|Pre-Socratic]] and [[w:Ancient philosophy|Ancient]] **[[/Phil 3620/]] - [[w:Medieval philosophy|Medieval]] **[[/Phil 3630/]] - [[w:Renaissance philosophy|Early modern]] and [[w:Age of Enlightenment|Enlightenment]] **[[/Phil 3640/]] - [[w:19th-century philosophy|19th-century]] **[[/Phil 3650/]] - [[w:20th-century philosophy|20th-century]] **[[/Phil 3660/]] - [[w:Contemporary philosophy|Contemporary]] *[[/Phil 3700/]] - [[w:Paradox|Paradoxes]] *[[/Phil 3800/]] - [[w:God|God]] and [[w:Theology|Theology]] *[[/Phil 3900/]] - Contemporary Ethical Issues *[[/Phil 4000/]] - Individual studies series: **[[/Phil 4000/]] - [[w:Socrates|Socrates]] and [[w:Plato|Plato]] **[[/Phil 4001/]] - [[w:Aristotle|Aristotle]] **[[/Phil 4002/]] - [[w:Augustine of Hippo|Augustine of Hippo]] **[[/Phil 4003/]] - [[w:Anicius Manlius Severinus Boethius|Anicius Manlius Severinus Boethius]] **[[/Phil 4004/]] - [[w:Thomas Aquinas|Thomas Aquinas]] **[[/Phil 4005/]] - [[w:René Descartes|René Descartes]] **[[/Phil 4006/]] - [[w:David Hume|David Hume]] **[[/Phil 4007/]] - [[w:Immanuel Kant|Immanuel Kant]] **[[/Phil 4008/]] - [[w:John Locke|John Locke]] **[[/Phil 4009/]] - [[w:Georg Wilhelm Friedrich Hegel|Georg Wilhelm Friedrich Hegel]] **[[/Phil 4010/]] - [[w:John Stuart Mill|John Stuart Mill]] **[[/Phil 4011/]] - [[w:Søren Kierkegaard|Søren Kierkegaard]] **[[/Phil 4012/]] - [[w:Friedrich Nietzsche|Friedrich Nietzsche]] **[[/Phil 4013/]] - [[w:John Dewey|John Dewey]] **[[/Phil 4014/]] - [[w:Bertrand Russell|Bertrand Russell]] **[[/Phil 4015/]] - [[w:Ludwig Wittgenstein|Ludwig Wittgenstein]] **[[/Phil 4016/]] - [[w:Jean-Paul Sartre|Jean-Paul Sartre]] *[[/Phil 4100/]] - [[w:Philosophical movement|Philosophical schools series]]: **[[/Phil 4101/]] - [[w:Empiricism|Empiricism]] **[[/Phil 4102/]] - [[w:Existentialism|Existentialism]] **[[/Phil 4103/]] - [[w:Platonism|Platonism]] **[[/Phil 4104/]] - [[w:Postmodern philosophy|Postmodernism]] (includes [[w:Critical theory|Critical theory]], [[w:Deconstruction|deconstructivism]], and [[w:Poststructuralism|Poststructuralism]]) **[[/Phil 4105/]] - [[w:Rationalism|Rationalism]] **[[/Phil 4106/]] - [[w:Skepticism|Skepticism]] **[[/Phil 4107/]] - [[w:Utilitarianism|Utilitarianism]] and [[w:Consequentialism|Consequentialism]] *[[/Phil 4200/]] - Religious philosophy series: **[[/Phil 4201/]] - [[w:Buddhist philosophy|Buddhist]] **[[/Phil 4202/]] - [[w:Chinese philosophy|Chinese]] ([[w:Confucianism|Confucian]] and [[w:Taoism|Taoist]]) **[[/Phil 4203/]] - [[w:Christian philosophy|Christian]] **[[/Phil 4204/]] - [[w:Indian philosophy|Indian]] (including [[w:Hinduism|Hindu]], [[w:Jainism|Jain]], and [[w:Sikhism|Sikh]]) **[[/Phil 4005/]] - [[w:Islamic philosophy|Islamic]] **[[/Phil 4006/]] - [[w:Jewish philosophy|Jewish]] *[[/Phil 4300/]] - [[w:Ideologies of parties|Political Ideologies]] *[[/Phil 4400/]] - [[w:Free will|Free Will]] ==Related courses in other departments== *[[Wikiversity:School of Mathematics/Philosophy of Mathematics|Philosophy of Mathematics]], from the [[Wikiversity:School of Mathematics|School of Mathematics]] ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... ==External resources== ===Books=== ===Publications=== ===Websites=== *[http://www.earlham.edu/~peters/gpi/index.htm Guide to Philosophy on the Internet] *[http://www.utm.edu/research/iep/ The Internet Encyclopedia of Philosophy] *[http://www.philosophypages.com/dy/index.htm Philosophical Dictionary] *[http://plato.stanford.edu/ Stanford Encyclopedia of Philosophy] *[http://dir.yahoo.com/Arts/Humanities/Philosophy/ Yahoo!'s philosophy directory] *[http://www.google.com/search?hl=en&q=Philosophy&btnG=Google+Search Search Google for philosophy] ===[[w:Wikimedia Foundation|Wikimedia projects]]=== ====[[w:Wikimedia Commons|Commons media]]==== Media such as images, sounds, and video are collected at the Commons. *'''[[commons:Category:Philosophy|Main Categories: Philosophy]] and [[commons:Category:Philosophers|Philosophers]]''' ====[[w:Wikibooks|Wikibooks]]==== Philosophy is a part of the [[b:Wikibooks:Humanities bookshelf|Humanities bookshelf]]. *'''[[b:Introduction to Philosophy|Main Module:Introduction to Philosophy]]''' ====[[w:Wikipedia|Wikipedia]]==== Get started at the [[w:Portal:Philosophy|Philosophy portal]], and the [[w:Category:Philosophy|Philosophy category]]. Editors are collaborating at the [[w:Wikipedia:WikiProject Philosophy|Philosophy WikiProject]]. *'''[[w:Philosophy|Main Article: Philosophy]]''' ====[[w:Wikiquote|Wikiquote]]==== See quotes from [[q:Category:Philosophers|individual philosophers]], regarding [[q:Category:Philosophy|philosophy in general]] or [[q:Category:Proverbs|proverbs]] *'''[[q:Philosophy|Main Page: Philosophy]]''' ====[[w:Wikisource|Wikisource]]==== Wikisource has dozens of original documents related to philosophical inquiry. *'''[[S:Category:Philosophy|Main categories: Philosophy]] and [[S:Category:Philosophers|Philosophers]]''' ====[[w:Wiktionary|Wiktionary]]==== Get definitions of various terms at the Wiktionary. *'''[[Wikt:philosophy|Main term: Philosophy]] ===Other wikis=== *[[w:Wikia|Wikia's]] [[Wikia:Philosophy:Main Page|Wikia of Philosophy]] [[Category:Humanities|Philosophy]] [[Category:Philosophy|*]] 2343 9245 2006-07-21T17:01:20Z Jguk {{nav3|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Pure Mathematics}} {| |- |bgcolor="#E6CFDD" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| <h2>Foundation of mathematical concepts</h2><br /> <h3>An [[School of Mathematics:Courses by level|introductory course]] [[Wikiversity:School of Mathematics|from the School of Mathematics]]</h3> |- |bgcolor="#F4E3F3" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| This course aims to ensure that the student will have a practical and theoretical basis for the application of mathematical knowledge in fields that require it or in future mathematics courses. == Course requirements == To start this course, you should have: * knowledge of basic [[calculus]], how to [[Calculus/Outline#Differentiation|differentiate]], [[Calculus/Outline#Integration|integrate]], evaluate [[Calculus/Outline#Limits|limits]], etc. * knowledge of basic [[algebra]], manipulation of [[w:equations|equations]], solving [[w:quadratic equation|quadratic equation]]s, etc. * knowledge of basic [[geometry]], [[trigonometry]], trigonometric identities, geometric proofs, etc. == Lecture series == ''not available yet'' == Examinations == ''not available yet'' I am here looking for a chance to learn. Any teachers here ? [[Category:School of Mathematics]] 2345 23283 2006-09-04T00:05:39Z Digitalme 39 /* Course requirements */ interwiki {{nav3|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Pure Mathematics}} {| |- |bgcolor="#E6CFDD" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| <h2>Foundation of mathematical concepts</h2><br /> <h3>An [[School of Mathematics:Courses by level|introductory course]] [[Wikiversity:School of Mathematics|from the School of Mathematics]]</h3> |- |bgcolor="#F4E3F3" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| This course aims to provide a thorough introduction to the subject of real analysis. == Course requirements == The following knowledge is required or desirable on commencement of study of this course: * knowledge of basic [b:en:Mathematical_Proof methods of proof] == Course outline == This course will essentially follow Wikibooks' [http://en.wikibooks.org/wiki/Topology/Real_analysis Real Analysis textbook]. Additional readings may be assigned from various online textbooks. * Introductory material * The Real Numbers * Basic Topology of Metric Spaces * Sequences and Series * Continuity * Differentiation * Integration * Power Series == Lecture series == ''not available yet'' == Assignments == ''not available yet'' == Examinations == ''not available yet'' == Recommended student evaluation scheme == ''not available yet'' == Sign Up List == If you are interested in taking this course, please indicate so here. I'm as serious as you are: *jayjayhales@gmail.com *math@bhiggins.mailshell.com *spam@strangeplaces.us - stranger104 on wikipedia/books *yloizides@yahoo.ca *ajfriend@gmail.com *joe_ghata@yahoo.com *themonkeyking@comcast.net *fritzcaterwall@sbcglobal.net *iammikeordway@yahoo.com *jessicalynnpeck@gmail.com *boo13@cox.net *andrada@hackermail.com *paulmay@buffaloo.edu *tlockney@gmail.com *gfl207@gmail.com *calculate1@verizon.net *smithsburg_leopards_flute@yahoo.com *jhamptongoodwin@gmail.com *krista.teh.kitten@gmail.com *ummsulaim1427@yahoo.co.uk *nickjames8806@gmail.com *[[User_Talk:Deltinu|Deltinu]] [[Category:School of Mathematics]] 2346 14746 2006-08-26T03:39:11Z Timrem 484 [[Synthetic division]] {{nav2|Wikiversity|Wikiversity:School of Mathematics}} This is a list of the courses provided by the [[Wikiversity]] [[School:Mathematics|School of Mathematics]], sorted by course level == Introductory - Level I == * [[School of Mathematics:Foundation of mathematical concepts]] * [[Synthetic division]] == Level II == *[[School of Mathematics:Introductory Real Analysis]] *[[School of Mathematics:Calculus]] == Level III == == Level IV == [[Category:School of Mathematics]] 2347 9312 2006-04-29T11:25:18Z Jguk {{nav3|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Pure Mathematics}} {| |- |bgcolor="#E6CFDD" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| <h2>Introduction to Graph Theory</h2><br /> <h3>An [[School of Mathematics:Courses by level|introductory course]] [[Wikiversity:School of Mathematics|from the School of Mathematics]]</h3> |- |bgcolor="#F4E3F3" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| This course aims to provide a thorough introduction to the subject of graph theory. == Course requirements == The following knowledge is required or desirable on commencement of study of this course: * knowledge of basic [[Algebra/Proofs|methods of proof]] * knowledge of basic [[Wikiversity:Statistics_101|probability]] == Course outline == This is an approximate depiction of the course: * Definitions * Bipartite Graphs * Hamilton Cycles and Eulerian Circuits * Planar Graphs ** Statement of Kuratowski's Theorem * Matchings in Bipartite Graphs ** Hall's Theorem * Connectivity ** Menger's Theorem * Extremal Graph Theory ** Hamilton and other cycles ** Turan's Theorem * Ramsey's Theorem * Graph Colourings ** Chromatic Polynomial ** Vizing's Theorem ** Four-Colour and Five-Colour Theorems *** Extensions to other surfaces * Eigenvalues ** Applications to Strongly Regular Graphs * The Probabilistic Method ** Lower bounds for Ramsey numbers ** Graphs with large girth and chromatic number == Lecture series == *[[School of Mathematics:Introduction to Graph Theory:Lecture 1|Lecture 1]] Introduction and Definitions *[[School of Mathematics:Introduction to Graph Theory:Lecture 2|Lecture 2]] Bipartite Graphs and Trees *[[School of Mathematics:Introduction to Graph Theory:Lecture 3|Lecture 3]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 4|Lecture 4]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 5|Lecture 5]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 6|Lecture 6]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 7|Lecture 7]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 8|Lecture 8]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 9|Lecture 9]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 10|Lecture 10]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 11|Lecture 11]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 12|Lecture 12]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 13|Lecture 13]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 14|Lecture 14]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 15|Lecture 15]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 16|Lecture 16]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 17|Lecture 17]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 18|Lecture 18]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 19|Lecture 19]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 20|Lecture 20]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 21|Lecture 21]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 22|Lecture 22]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 23|Lecture 23]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 24|Lecture 24]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 25|Lecture 25]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 26|Lecture 26]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 27|Lecture 27]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 28|Lecture 28]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 29|Lecture 29]] ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Lecture 30|Lecture 30]] ''not available yet'' [[School of Mathematics:Introduction to Graph Theory:Glossary|List of Definitions]] == Assignments == *[[School of Mathematics:Introduction to Graph Theory:Problems 1|Problems 1]] (on Lectures 1-5) ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Problems 2|Problems 2]] (on Lectures 6-10) ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Problems 3|Problems 3]] (on Lectures 11-15) ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Problems 4|Problems 4]] (on Lectures 16-20) ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Problems 5|Problems 5]] (on Lectures 21-25) ''not available yet'' *[[School of Mathematics:Introduction to Graph Theory:Problems 6|Problems 6]] (on Lectures 26-30) ''not available yet'' == Examinations == ''not available yet'' == Recommended student evaluation scheme == ''not available yet'' [[Category:School of Mathematics]] 2348 9356 2006-07-21T17:02:36Z Jguk {{nav4|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Pure Mathematics|School of Mathematics:Introduction to Graph Theory}} == Introduction == Although Graph Theory, and Combinatorics in general, has very few prerequisites, an introductory course must unfortunately start with many definitions. This lecture may therefore be a little dry, but it will provide the necessary backbone for the rest of the course. == What is a graph? == A lot of situations from the real world can usefully be described by means of a diagram consisting of a set of points together with various lines joining certain pairs of these points. For example, if you are planning a wedding, the points could represent your guests, with the lines representing pairs of people who it would be bearable to have sitting together. Another example is the [[Wikipedia:Six Degrees of Kevin Bacon|Kevin Bacon Graph]], in which points represent Hollywood actors, and lines represent collaborations between actors. Yet another example is a computer network, in which the points could represent the computers and printers, with lines representing physical and wireless connections. The abstract mathematical object which represents these situations is a ''graph''. Formally a graph <math>G</math> consists of a ''vertex set'' <math>V(G)</math>, and an ''edge set'' <math>E(G)</math>. The edge set <math>E(G)</math> consists of 2-element subsets of <math>V(G)</math>. The industry standard method of depicting graphs is by means of a picture, in which the elements of <math>V(G)</math> are represented by points, and the members of <math>E(G)</math> by lines or curves joining the two elements. === Examples === Let <math>V(G)=\{a,b,c,d,e\}</math>, and let <math>E(G)=\{ab,bc,cd,de,ae\}</math>. (The edges are usually written as <math>ab</math> rather than <math>\{a,b\}</math> for ease of notation.) This can be depicted by the following picture: [[Image:C5Graph.png|First example of a graph]]. For another example, let <math>V(G)=\{1,2,3,4,5\}</math>, and let <math>E(G)=\{12,13,25,34,45\}</math>. This can be depicted by the following picture: [[Image:C5GraphAlternate.png|Second example of a graph]]. == Isomorphism == Given a particular graph, it can be depicted in countless ways, and there is usually no "best" way of depicting a graph. For example the second graph could also be depicted in the following way: [[Image:C5GraphAlternateAsCycle.png|Second example with vertices moved]]. Note that this is still the same graph - the location of the vertices and edges in the diagram makes no difference to the graph. This rearrangement of the vertices has shown a connection between our two graph examples. If we relabel the vertices of this new drawing in such a way that <math>a=1</math>, <math>b=2</math>, <math>c=5</math>, <math>d=4</math> and <math>e=3</math>, we get the first diagram. In the vast majority of Graph Theory examples and results, the choice of labels for the vertices are pretty much irrelevant, and most graph theorists would see these two graphs as being the same. The relationship between these two graphs is an ''isomorphism'', and they are said to be ''isomorphic''. Formally, an isomorphism from graph <math>G</math> to graph <math>H</math> is a mapping <math>\phi:V(G)\to V(H)</math> which is one-to-one (<math>\phi(u)=\phi(v)\iff u=v</math>) , onto (for all <math>h\in V(H)</math>, there exists <math>g\in V(G)</math> such that <math>\phi(g)=h</math>), and such that for any vertices <math>u,v\in V(G)</math>, the edge <math>uv</math> is contained in <math>E(G)</math> if and only if the edge <math>\phi(u)\phi(v)</math> is contained in <math>E(H)</math>. Graphs <math>G</math> and <math>H</math> are said to be isomorphic if there is an isomorphism from <math>G</math> to <math>H</math>. Unless specified, we will not distinguish between isomorphic graphs. Note that it is by no means easy to tell if two graphs are isomorphic. See [[School of Mathematics:Introduction to Graph Theory:Problems 1|Problem 1]] on the problem sheet for examples. == Necessary Definitions == There are various terms relating to the vertices and edges of a graph which, although obvious, need to be defined. Given vertices <math>u,v</math> and edge <math>uv</math> of graph <math>G</math>, edge <math>uv</math> is said to ''join'' the vertices <math>u</math> and <math>v</math>, which are called the ''endvertices'' of the edge. <math>u</math> and <math>v</math> are ''neighbouring'' or ''adjacent'' vertices of <math>G</math>, and are ''incident'' with edge <math>uv</math>. The ''order'' of <math>G</math> is the number of vertices, whereas the ''size'' is the number of edges. == The Degree Sequence == Given a vertex <math>v\in V(G)</math>, the ''degree'' of <math>v</math> (denoted by <math>d_G(v)</math>) is the number of edges incident with <math>v</math>. The smallest degree of the vertices of <math>G</math> is called the ''minimum degree'' of <math>G</math> and is denoted by <math>\delta(G)</math>. The ''maximum degree'' is denoted by <math>\Delta(G)</math>. In the examples above, each vertex has degree 2, so the minimum and maximum degree are 2. A graph in which every vertex is of degree <math>k</math> is called ''<math>k</math>-regular'', and a graph is called ''regular'' if it is <math>k</math>-regular for some <math>k</math>. We now have our first theorem of the course. It is the belief of many proponents of Combinatorics that the best way to teach it is through problems. To that end, the theorems are not provided with full proofs in the lectures, but instead with a roadmap with which the student can find the proof themselves. At the end of each theorem a link is provided to a proof page. '''Theorem 1''': The sum of the degrees of the vertices of a graph <math>G</math> is precisely twice the size of <math>G</math>. '''Proof Roadmap''': Let <math>S=\{(v,e):v\in V(G), e\in E(G), v</math> incident with <math>e\}\!\,</math>. By considering how many elements of <math>S</math> each vertex <math>v</math> is part of, count the number of elements of <math>S</math>. Count the number of elements of <math>S</math> again, this time by considering how many elements each edge <math>e</math> is part of. '''QED''' ([[School of Mathematics:Introduction to Graph Theory:Proof of Theorem 1|Full Proof]]) If the graph <math>G</math> has vertices <math>v_1,v_2,\ldots,v_n</math>, then the ''degree sequence'' of <math>G</math> is the sequence <math>(d_G(v_1), \ldots, d_G(v_n))</math>. For ease of notation, this sequence is often written in increasing order. == Common graphs == In the same way that the alternating, cyclic, dihedral and symmetric groups occur so often that it is useful to have fixed notation for them, similarly there are various graphs which it is useful to be able to describe easily. === Empty Graphs === The empty graph <math>E_n</math> has <math>V(E_n)=\{1,\ldots,n\}</math> and <math>E(E_n)=\emptyset</math>. That is to say that is has <math>n</math> vertices and 0 edges. It is called the ''empty graph on <math>n</math> vertices''. [[Image:E5Graph.png|Empty Graph on 5 Vertices]] === Complete Graphs === In contrast to the empty graph, the complete graph <math>K_n</math> has every edge. That is to say that <math>V(K_n)=\{1,\ldots,n\}</math> and <math>E(K_n)=\{ij: 1\le i\le j\le n\}</math>. It has <math>n</math> vertices and <math>\frac{n(n-1)}2</math> edges. It is called the ''complete graph on <math>n</math> vertices''. [[Image:K5Graph.png|Complete Graph on 5 Vertices]] === Paths === The path graph <math>P_n</math> has <math>V(P_n)=\{1,\ldots,n\}</math> and <math>E(P_n)=\{12,23,34,\ldots,(n-1)n\}</math>. It has <math>n</math> vertices and <math>n-1</math> edges. It is called the ''path on <math>n</math> vertices'' or simply the ''n-path''. [[Image:P5Graph.png|Path Graph on 5 Vertices]] === Cycles === For <math>n\ge 3</math>, the cycle graph <math>C_n</math> has <math>V(C_n)=\{1,\ldots,n\}</math> and <math>E(C_n)=\{12,23,\ldots,(n-1)n,1n\}</math>. It has <math>n</math> vertices and <math>n</math> edges It is called the ''cycle on <math>n</math> vertices'' or simply the ''n-cycle''. [[Image:C5Graph2.png|Cycle on 5 Vertices]] == Subgraphs == A question of common importance in Graph Theory is to tell, given a complicated graph <math>G</math>, whether we can, by removing various edges and vertices, show the presence of a certain other graph <math>H</math>. In this case <math>H</math> is said to be a ''subgraph'' of <math>G</math>. Formally, given graphs <math>G, H</math> with <math>V(G)\subseteq V(H)</math>, <math>G</math> is a subgraph of <math>H</math> if <math>E(G)\subseteq E(H)</math>. The subgraph is said to be ''spanning'' if <math>V(G)=V(H)</math>, and ''induced'' if <math>E(H)</math> consists of every edge of <math>G</math> with both vertices in <math>V(H)</math>. === Cliques, Cycles and Paths === There are a few examples of subgraphs which are particularly important. These correspond to the special graphs mentioned above. Examples in this section will be subgraphs of the Kevin Bacon graph mentioned above. ==== Cliques ==== If subgraph <math>H</math> of <math>G</math> is isomorphic to a complete graph <math>K_n</math> for some <math>n</math>, then <math>H</math> is said to be a ''clique'' of <math>G</math>. Note that all cliques are induced subgraphs. A trivial example in the Kevin Bacon graph would be a subgraph H consisting of the entire cast of some film, with all edges present. Clique 1 is such an example with the film Who's Afraid of Virginia Woolf? (1966). Cliques can also arise in other ways. For example, in Clique 2 each edge corresponds to a different film. [[Image:BaconCliques.png|Cliques in the Kevin Bacon Graph]] The size of the largest clique in graph <math>G</math> is the ''clique number'' of <math>G</math>. The largest clique in the Kevin Bacon Graph probably consists of the largest cast of any film. ==== Independent Sets ==== If induced subgraph <math>H</math> of <math>G</math> is isomorphic to an empty graph <math>E_n</math> for some <math>n</math>, <math>H</math> is said to be an ''independent set'' of <math>G</math>. In other words, an independent set is a set of vertices between which no edges lie. For example, Angelina Jolie, Catherine Zeta-Jones, Drew Barrymore, Dennis Hopper, Eddie Murphy, Kevin Bacon, Kevin Spacey, Madonna, Mel Gibson and Shirley Maclaine form an independent set in the Kevin Bacon graph. The size of the largest independent set in graph <math>G</math> is the ''independence number'' of <math>G</math>. In the case of the Kevin Bacon graph this probably consists of a collection of extras who have each appeared in one movie, these movies being different. ==== Cycles ==== If subgraph <math>H</math> is isomorphic to a cycle <math>C_n</math> for some <math>n</math>, then <math>H</math> is a ''cycle'' of <math>G</math>. Here is an example of a cycle in the Kevin Bacon Graph which is currently an induced subgraph. [[Image:BaconCycle.png|An Induced Cycle in the Kevin Bacon Graph]] The size of the smallest cycle in a graph <math>G</math> is the ''girth'' of <math>G</math>. The size of the largest cycle is the ''circumference'' of <math>G</math>. For the Kevin Bacon graph, the girth is 3, as Robert De Niro, Jodie Foster and Joe Pesci can attest. The circumference is a much harder question, but probably will consist of most of the vertices on the graph of degree at least 2. ==== Paths ==== If subgraph <math>H</math> is isomorphic to a path <math>P_n</math> for some <math>n</math>, then <math>H</math> is a ''path'' of <math>G</math>. Here is an example of a path in the Kevin Bacon Graph which is currently an induced subgraph. [[Image:BaconPath.png|An Induced Path in the Kevin Bacon Graph]] If the vertices at the end of the path are <math>u,v</math>, it is called a <math>u,v</math>-path. If there exists a path between <math>u</math> and <math>v</math>, the ''distance'' between <math>u</math> and <math>v</math> is the length (number of edges) of the shortest <math>u,v</math>-path. The diameter of a graph is the longest distance between two points. If, as is commonly suggested, every actor can be connected to Kevin Bacon with at most 6 links, the diameter must be at most 12. == r-partite Graphs == A graph <math>G</math> is said to be ''bipartite'' with vertex classes <math>V_1</math> and <math>V_2</math> if the vertex set of <math>G</math> is the disjoint union of <math>V_1</math> and <math>V_2</math>, and each edge joins a vertex of <math>V_1</math> to a vertex of <math>V_2</math>. Similarly <math>G</math> is ''r-partite'' with vertex classes <math>V_1, V_2, \ldots, V_r</math> iff the vertex set is the disjoint union of the <math>V_i</math>, and no edge goes between vertices in the same class. == Connected Components == If graph <math>G</math> has the property that for each pair of vertices <math>u, v</math>, there is some <math>u,v</math>-path, then <math>G</math> is said to be connected. If <math>G</math> is not connected, then it breaks down uniquely into several connected subgraphs. A maximal connected induced subgraph of <math>G</math> is called a component. A vertex whose deletion increases the number of components is called a ''cutvertex'', whilst an edge with the same property is called a ''bridge''. == Conclusion == This lecture contained a necessary initial set of definitions and concepts, along with some examples to simplify understanding. Next time we will ground these by investigating properties of bipartite graphs, and of a particular kind of graph called a tree. [[Category:School of Mathematics]] [[Category:Mathematics]] 2350 9365 2006-07-21T17:02:42Z Jguk {{nav4|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Pure Mathematics|School of Mathematics:Introduction to Graph Theory}} == Introduction == It is useful, and indeed vital, to have the collection of definitions that were doled out in the last lecture. Nevertheless, in order to get a feel for what these definitions '''mean''', one must actually get one's hands dirty. Today we start investigating the consequences of these definitions. We start by investigating graphs with no cycles. == What is a forest? == A graph is said to be a ''forest'' if it contains no cycles (this property is also called being ''acyclic''). A sample forest from the Kevin Bacon Graph is given below. The vertices have been placed in order to give some idea as to the reason for the name forest. [[Image:BaconForest.png]] It is time for the second theorem of the course. To reiterate what was said in the first lecture, proofs to the theorems will not be given in the main body of the lecture. Instead, there will be a "roadmap" of the proof, for the student to fill in himself. At the end of each theorem there is a link to a proof page. '''Theorem 2''': A graph is a forest if and only if for every pair of distinct vertices <math>u,v</math>, there is at most one <math>u,v</math>-path. '''Proof Roadmap''': * Suppose you have a graph <math>G</math> which is not a forest. ** What must G contain? ** Take an example of the thing that is in all non-forest graphs. ** Choose two vertices from your example, and try to find two paths between them. * Suppose you have a graph <math>G</math> with two vertices <math>u,v</math> with two <math>u,v</math>-paths. ** By drawing a picture, allowing your paths to cross over each other many times, attempt to see why this graph cannot be a forest. ** Now formalise this argument, making certain that what you construct uses no vertex more than once. '''QED''' ([[School of Mathematics:Introduction to Graph Theory:Proof of Theorem 2|Full Proof]]) If a forest is connected, it is called a ''tree''. This naming may seem a little counterintuitive, but note that forests consist of a collection of trees. If deforestation were to continue to the extent that Sherwood Forest was reduced to having only one plant in it, then the forest may well be renamed Sherwood Tree. The previous theorem has the following easy corollary. '''Corollary 3''': A graph is a tree if and only if for every pair of distinct vertices <math>u,v</math>, there is exactly one <math>u,v</math>-path. '''Proof Roadmap''': * Suppose you have a graph <math>G</math> which is not a forest. ** Use Theorem 2 to show that there is some pair of vertices <math>u,v</math> for which there is not exactly one <math>u,v</math>-path. * Suppose you have a graph <math>G</math> which is a forest, but is not a tree. ** What property must <math>G</math> fail to have? ** Looking back at the definition in the previous lecture, if necessary, show that this means that there is some pair of vertices <math>u,v</math> for which there is not exactly one <math>u,v</math>-path. * Now suppose you have a graph <math>G</math> which is a tree. ** Use Theorem 2 and the same definition to show that for every pair of vertices <math>u,v</math>, there is exactly one <math>u,v</math>-path. '''QED''' ([[School of Mathematics:Introduction to Graph Theory:Proof of Corollary 3|Full Proof]]) As a tree is such a useful concept, we will give (in the following theorem) two alternative characterisations of trees. '''Theorem 4''': For a graph <math>G</math>, the following are equivalent: * <math>G</math> is a tree * <math>G</math> is a minimal connected graph, in the sense that the removal of any edge will leave a disconnected graph. * <math>G</math> is a maximal acyclic graph, in the sense that the addition of any missing edge will create a cycle. '''Proof Roadmap''' * Suppose <math>G</math> is a tree, and let <math>uv</math> be an edge not in <math>G</math>. ** Use Corollary 3 to show that adding <math>uv</math> to <math>G</math> will create a cycle. * Suppose <math>G</math> is a tree, and let <math>uv</math> be an edge of <math>G</math>. ** Find two vertices such that the graph <math>G-uv</math> can have no path between them. * Suppose <math>G</math> is a minimal connected graph, but is not a tree. ** From the definition of a tree, what else does this mean that G is not? ** Therefore, what must <math>G</math> contain? ** Find an edge you can remove from <math>G</math> without disconnecting the graph. * Suppose <math>G</math> is a maximal acyclic graph, but is not a tree. ** Since acyclic graphs and forests are the same thing, what property does <math>G</math> not have? ** Using this, show that there are two non-adjacent vertices which can be joined without creating a cycle. '''QED''' ([[School of Mathematics:Introduction to Graph Theory:Proof of Theorem 4|Full Proof]]) We will need one more theorem about trees here. It is not immediately obvious that all trees have one fewer edge than vertex. The proof, as you shall see, is easy. '''Theorem 5''': A tree of order <math>n</math> has <math>n-1</math> edges. '''Proof Roadmap''' * Prove this by induction on <math>n</math>. * Prove this first (by experimenting) for <math>n=1,2,3</math>. Find all trees for these values of <math>n</math>. * Now let <math>T</math> be a tree of k vertices, and suppose it is true for all <math>n<k</math>. Remove an edge from T. ** By Theorem 4, the new graph cannot be connected. Can it have three or more components? ** What must each component be? ** How many vertices are there in total in the components? ** Therefore, using the induction statement, how many edges must there be? '''QED''' ([[School of Mathematics:Introduction to Graph Theory:Proof of Theorem 5|Full Proof]]) == Spanning Trees == == Bipartite Graphs and Odd Cycles == == Conclusion == [[Category:School of Mathematics]] [[Category:Mathematics]] 2351 9368 2005-07-21T09:14:07Z LukePebody Picture of a five cycle Picture of a five cycle 2352 9371 2005-12-16T16:18:34Z Juliusross these navlinks should not appear in print version <div class="noprint"><small>< [[{{{1}}}]] < [[{{{2}}}]] < [[{{{3}}}]] < [[{{{4}}}]]</small></div> <noinclude> ---- ==See also== * {{tl|Return}} * {{tl|Nav}} * {{tl|Nav2}} * {{tl|Nav3}} * {{tl|Nav4}} </noinclude> 2353 9374 2005-07-21T09:27:08Z LukePebody Another picture of a five cycle. Another picture of a five cycle. 2354 9376 2005-07-21T11:35:31Z LukePebody Third depiction of the five cycle. Third depiction of the five cycle. 2355 9380 2005-07-21T13:06:35Z LukePebody 2356 9382 2005-07-21T13:06:16Z LukePebody 2357 9384 2005-07-21T13:05:45Z LukePebody 2358 9386 2005-07-21T13:07:48Z LukePebody 2359 9388 2005-07-21T23:29:55Z LukePebody 2360 9390 2005-07-21T14:36:20Z LukePebody 2361 9395 2005-11-03T09:35:25Z Zondor {{nav4|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Pure Mathematics|School of Mathematics:Introduction to Graph Theory}} {{nav4|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Pure Mathematics|School of Mathematics:Introduction to Graph Theory}} ; Forest : [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|A graph with no cycles. ]] ; Tree : [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|A connected graph with no cycles. ]] [[Category:School of Mathematics]] 2363 9422 2006-08-19T23:49:37Z Fephisto {{nav3|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Pure Mathematics}} __NOEDITSECTION__ {| |- |bgcolor="#E6CFDD" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| <h2>Calculus</h2><br /> <h3>An [[School of Mathematics:Courses by level|introductory course]] [[Wikiversity:School of Mathematics|from the School of Mathematics]]</h3> |- |bgcolor="#F4E3F3" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| This course aims to provide a thorough introduction to calculus. == Course requirements == The following is required or desirable before commencement of study of this course: * Knowledge of basic [[algebra]] * Knowledge of [[trigonometry]] * ''For those who want a formal treatment of Calculus, basic [[Topology/Set Theory | Set Theory]] is required.'' == Course outline == As starting July 8th until I decide to quit (probably later this summer) I'll help anyone interested in learning basic Calculus (primarily Calculus I, but I can try helping out I-III). Right now I'm looking for people interested and then we'll go from there. There are no grades, I might test you from time to time in order to see your progress and suggest what you should do, there is no specific point or concept I'm looking for people to get to before I end, if you only learn limits or derivatives, then you only learn limits or derivatives. You get what you put in. If you have questions, feel free to put them on my discussion page. Later on I might include contact information on my main page (e-mail, I'm not comfortable with people coming to my doorstep or calling me, of course). I will use the [[calculus]] book often, or other sources. As you learn these things by yourself you become accostumed to the book that taught you, so I may show some pages from one of my calculus textbooks. How I'm thinking about doing this is once you contact me (send me a pretest and any questions/comments on my discussion page), I'll make lecture pages, assignments, exams, etc. for you exclusively and you can come here to answer/ask questions directly on these pages. Looking forward to this experiment. [[User:Fephisto|Fephisto]] 03:41, 9 July 2006 (UTC) ===Update=== I've ended this class now, since it looks like it has ended, hope the very very few that were in this program found it helpful, I may do it again next year, for now I'll leave it here as an open program for those interested, I won't be adding new stuff (probably), but if you need help, want to ask something, or have something checked, leave it on my discussion page. Chau! [[User:Fephisto|Fephisto]] 23:49, 19 August 2006 (UTC) ==People Signed Up== [[User:Vitalij_zad|Vitalij_zad]] [[User:Superwiki|Superwiki]] == Lectures == [[Building up to the Riemann-Darboux Definition]] [[The Riemann-Darboux Integral, Integrability criterion, and monotone/Lipschitz function]] [[Integrability of monotone/Lipshitz functions, Linearity of the Integral, and The Dirichlet Everywhere Non-integrable Function]] == Assignments == They're on the lecture pages, but if you want to keep track, feedbacked is pretty much the same thing as done, I'm not going to stop you if you've got what ideas you've wanted to take from the exercise.: ===Vitalij=== Pre-test (Ok) In Building up to the Riemann-Darboux Definition: *A Small Exercise (feedbacked) (Added stuff about the Archimedean Property to the module) *Summing Exercise (feedbacked) *Exercise (feedbacked) *Approxiamation Property Proof exercise *Return of the summing exercise In The Riemann-Darboux Integral, Integrability criterion, and monotone/Lipschitz function: *Yet ANOTHER return of that summing exercise *Integrability criterion proof ===Super-Wiki=== Pre-test (Waiting) == Examinations == [[Calculus pre-test]] == Recommended student evaluation scheme == ''not available yet'' [[Category:School of Mathematics]] 2364 10105 2006-08-20T17:59:25Z MichaelFrey 137 Looks better ;-) =General Questions= What are you looking to get out of this course? What would you say is your general knowledge of math? Would you like a formal treatment of Calculus (very heavy, requires set theory), or an intuitive treatment of Calculus? What times do you have available/would prefer for lectures? Any other comments? =Pre-Calculus= # What is a function? # What is an inverse function? # What is a logarithm? # What is a radian? # What is a trigonometric function? # Name a trigonometric identity. # What is a parametric equation? # What is a slope-intercept equation. # What does it mean for something to be proportional? # What does injective, surjective, and bijective mean? =Calculus I= # I will accept an intuitive or formal answer for this, although a formal answer is obviously preferred, what is a limit? # What is a one-sided limit? # What does it mean for a function to be continuous? Is it possible for a function to be discontinuous everywhere? # What is a derivative? # What is the product rule? # What is the relation between differentiability and continuity? # What is the chain rule? # What is the relation between a local extrema and a derivative of a function? # What is the mean value theorem? # What is L'Hôpital's rule? =Calculus II= # What is an integral? # What is a Riemann Sum? # What is the Fundamental Theorem of Calculus? # What is the substitution method? # What is the difference between a definite and indefinite integral? [[Category:Calculus]] 2366 9441 2006-07-21T17:02:57Z Jguk {{nav4|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Pure Mathematics|School of Mathematics:Introduction to Graph Theory}} == Statement == The sum of the degrees of the vertices of a graph <math>G</math> is precisely twice the size of <math>G</math>. == Proof == Let <math>S=\{(v,e):v\in V(G), e\in E(G), v</math> incident with <math>e\}\!\,</math>. We will count the number of elements of <math>S</math> in two different ways, using the method of [[w:Double counting|double counting]]. The degree of a vertex is [[School of Mathematics:Introduction to Graph Theory:Lecture 1#The Degree Sequence|defined]] to be the number of edges incident with that vertex. Therefore vertex <math>v</math> is the vertex-part of precisely <math>d(v)</math> elements of <math>S</math>. Thus the number of elements of <math>S</math> is the sum of the degrees of the vertices. The other obvious way to count the number of elements of <math>S</math> is in terms of the edges. Clearly each edge is incident with precisely two vertices. Therefore edge <math>e</math> is the edge-part of precisely 2 elements of <math>S</math>. Thus the number of elements of <math>S</math> is twice the number of edges. Since a set has the same number of elements, regardless of how you count them (unless, of course, you ''miscount'' them), it follows that the sum of the degrees of the vertices is twice the number of edges. == Alternate Proof == In combinatorics, you can prove most results a number of different ways. Here is an alternate [[w:Mathematical induction|proof by induction]] on the number of edges <math>m</math>. If <math>m=0</math>, there are no edges and hence each degree is 0, so the total of the degrees is indeed twice the number of edges. Now suppose that we have proved the theorem for all graphs with <math>m-1</math> edges, and that graph <math>G</math> has <math>m</math> edges. Let <math>uv</math> be an edge of <math>G</math>. Denote by <math>G-uv</math> the graph identical to <math>G</math> in all respects, save the omission of the edge <math>uv</math>. Then clearly <math>G-uv</math> has <math>m-1</math> edges, and so its degrees sum to <math>2m-2</math>. <math>G</math> has identical degrees to <math>G-uv</math>, except for an increase by one at the vertices <math>u</math> and <math>v</math>. Thus the sum of the degrees of <math>G</math> is <math>(2m-2)+2=2m</math>, proving the theorem by induction. == Comments == The method of double counting is often used in Combinatorics, and is worth getting to know well. [[Category:School of Mathematics]] [[Category:Mathematics]] 2367 9447 2006-07-21T17:03:19Z Jguk {{nav4|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Pure Mathematics|School of Mathematics:Introduction to Graph Theory}} == Statement == A graph is a forest if and only if for every pair of distinct vertices <math>u,v</math>, there is at most one <math>u,v</math>-path. == Proof == Suppose you have a graph <math>G</math> which is not a forest. Since a forest is [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|defined]] to be a graph containing no cycles, it is clear that <math>G</math> must have a cycle <math>C</math>. All cycles have at least three vertices. Let <math>v_1, v_2, \ldots, v_n</math> (with <math>n/ge 3</math>) be the vertices on <math>C</math> in order. Then there are two distinct <math>v_1,v_2</math>-paths, namely <math>v_1v_2</math> and <math>v_1v_nv_{n-1}\ldots v_3v_2</math>. Now suppose that <math>G</math> is not a forest, but has two distinct <math>u,v</math>-paths, namely <math>ua_1a_2\ldots a_nv</math> and <math>ub_1b_2\ldots b_mv</math>. We would like to say that these create a cycle <math>ua_1\ldots a_nvb_mb_{m-1}\ldots b_1u</math>. However, a cycle can only include each vertex once, and it is possible that one of the <math>b_i</math> is equal to one of the <math>a_j</math>. To that end, write <math>a_0=b_0=u</math> and <math>a_{n+1}=b_{m+1}=v</math>. Let <math>i</math> be the largest value of <math>i<=n</math> such that <math>a_i=b_j</math> for some <math>j</math>. Then we find a cycle, namely <math>a_ia_{i+1}\ldots a_nvb_mb_{m-1}\ldots b_j</math>. By our choice of <math>i</math>, clearly no vertex appears more than once. == Comments == [[Category:School of Mathematics]] [[Category:Mathematics]] 2368 9450 2006-07-21T17:02:49Z Jguk {{nav4|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Pure Mathematics|School of Mathematics:Introduction to Graph Theory}} == Statement == A graph is a tree if and only if for every pair of distinct vertices <math>u,v</math>, there is exactly one <math>u,v</math>-path. == Corollary of == [[School of Mathematics:Introduction to Graph Theory:Proof of Theorem 2|Theorem 2]]: A graph is a forest if and only if for every pair of distinct vertices <math>u,v</math>, there is at most one <math>u,v</math>-path. == Proof == A tree is [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|defined]] to be a connected forest. Furthermore, a graph is [[School of Mathematics:Introduction to Graph Theory:Lecture 1#Connected Components|defined]] to be connected if and only if for every pair of distinct vertices <math>u,v</math>, there is at least one <math>u,v</math>-path. The proof should now be evident, but for completeness: If graph <math>G</math> is not a tree, it is either not a forest, or not connected. If <math>G</math> is not a forest, by [[School of Mathematics:Introduction to Graph Theory:Proof of Theorem 2|Theorem 2]], there exists a pair of vertices <math>u,v</math> with more than one <math>u,v</math>-path. If <math>G</math> is not connected, there exists a pair of vertices <math>u,v</math> with no <math>u,v</math>-path. Thus if <math>G</math> is not a tree, it is not the case that each pair of vertices has precisely one <math>u,v</math>-path. If graph <math>G</math> is a tree, fix a pair of vertices <math>u,v</math>. As G is a forest, by [[School of Mathematics:Introduction to Graph Theory:Proof of Theorem 2|Theorem 2]], there exists at most one <math>u,v</math>-path. Since <math>G</math> is connected, there is at least one <math>u,v</math>-path. Thus there is exactly one <math>u,v</math>-path. Since we have proved this for any fixed pair of vertices <math>u,v</math>, it follows that if G is a tree, each pair of vertices has precisely one path. == Comments == [[Category:School of Mathematics]] [[Category:Mathematics]] 2369 9455 2006-07-21T17:05:56Z Jguk {{nav4|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Pure Mathematics|School of Mathematics:Introduction to Graph Theory}} == Statement == For a graph <math>G</math>, the following are equivalent: * <math>G</math> is a tree * <math>G</math> is a minimal connected graph, in the sense that the removal of any edge will leave a disconnected graph. * <math>G</math> is a maximal acyclic graph, in the sense that the addition of any missing edge will create a cycle. == Corollary of == [[School of Mathematics:Introduction to Graph Theory:Proof of Corollary 3|Corollary 3]]: A graph is a tree if and only if for every pair of distinct vertices <math>u,v</math>, there is exactly one <math>u,v</math>-path. == Proof == Suppose <math>G</math> is a tree, and let <math>uv</math> be an edge not in <math>G</math>. By [[School of Mathematics:Introduction to Graph Theory:Proof of Corollary 3|Corollary 3]], there is exactly one <math>u,v</math>-path. If this path is <math>ux_1\ldots x_kv</math>, then adding the edge <math>uv</math> will create the cycle <math>ux_1\ldots x_kvu</math>. As a tree is [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|defined]] to be a connected forest and a forest is [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|defined]] to be acyclic. A tree is therefore a maximal acyclic graph. Now suppose <math>G</math> is a tree, and let <math>uv</math> be an edge of <math>G</math>. By [[School of Mathematics:Introduction to Graph Theory:Proof of Corollary 3|Corollary 3]], there is exactly one <math>u,v</math>-path. This path is clearly just the edge <math>uv</math>. Thus, in the graph <math>G-uv</math>, there is no <math>u,v</math>-path, and hence <math>G-uv</math> is disconnected. Since a tree is [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|defined]] to be a connected forest, a tree is therefore a minimal connected graph. Now suppose <math>G</math> is a maximal acyclic graph, but is not a tree. Since an acyclic graph is [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|called]] a forest, and a tree is [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|defined]] to be a connected forest, <math>G</math> must be disconnected. Thus there exists vertices <math>u,v</math> such that there is no <math>u,v</math>-path in <math>G</math>. In particular <math>uv</math> is not an edge of <math>G</math>. As <math>G</math> is a maximal acyclic graph, <math>G+uv</math> must have a cycle. Since <math>G</math> has no cycle, this cycle must include the edge <math>uv</math>. Let this cycle be <math>ux_1\ldots x_kvu</math>. Then <math>ux_1\ldots x_kv</math> is a <math>u,v</math>-path in <math>G</math>. This contradiction shows that maximal acyclic graphs are trees. Finally, suppose <math>G</math> is a minimal connected graph, but is not a tree. As a tree is [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|defined]] to be a connected forest, it follows that <math>G</math> is not a forest, and hence (by [[School of Mathematics:Introduction to Graph Theory:Lecture 2#What is a forest?|definition]]), <math>G</math> must have a cycle. Let <math>u,v</math> be adjacent vertices on the cycle, and let the cycle be <math>ux_1\ldots x_kvu</math>. As <math>G</math> is a minimal connected graph, <math>G-uv</math> must be disconnected. Consider any vertex <math>x</math>. In <math>G</math>, there was a path from <math>x</math> to <math>v</math>. If the path went through the edge <math>uv</math>, then in <math>G-uv</math>, there is clearly an <math>x,u</math>-path. Otherwise, there is clearly an <math>x,v</math>-path in <math>G-uv</math>. Either way, the connected component of <math>G-uv</math> contains either <math>u</math> or <math>v</math>. Since <math>ux_1\ldots x_kv</math> is a <math>u,v</math>-path in <math>G-uv</math>, the connected component containing <math>u</math> also contains <math>v</math>. Thus every vertex in <math>G-uv</math> is contained in the same connected component, meaning that <math>G-uv</math> is connected. This contradiction shows that minimal connected graphs are trees. == Comments == [[Category:School of Mathematics]] [[Category:Mathematics]] 2370 9462 2006-07-21T17:06:03Z Jguk {{nav4|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Pure Mathematics|School of Mathematics:Introduction to Graph Theory}} == Statement == A tree of order <math>n</math> has <math>n-1</math> edges. == Corollary of == [[School of Mathematics:Introduction to Graph Theory:Proof of Theorem 4|Theorem 4]]:For a graph <math>G</math>, the following are equivalent: * <math>G</math> is a tree * <math>G</math> is a minimal connected graph, in the sense that the removal of any edge will leave a disconnected graph. * <math>G</math> is a maximal acyclic graph, in the sense that the addition of any missing edge will create a cycle. == Proof == For <math>n=1</math>, all graphs have <math>0=n-1</math> edges. For <math>n=2</math>, there are two graphs, one with an edge and one without. The graph without an edge is disconnected, and therefore is not a tree, whereas the one with an edge is connected and has no cycles and therefore is a tree. For <math>n=3</math>, there are 4 graphs, one each with 0, 1, 2 or 3 edges. The graphs with 0 and 1 edges are disconnected, while the graph with 3 edges has a cycle. The graph with 2 edges is connected and has no cycle, so the theorem is proved for <math>n\le 3</math>. Now suppose we have proved this theorem for all <math>n<k</math>, and let <math>T</math> be a tree of order <math>k</math>. Remove an edge <math>e</math> from <math>T</math> to form a new graph <math>T-e</math>. By Theorem 4, <math>T</math> is a minimal connected graph, and hence <math>T-e</math> is disconnected. Any connected component of <math>T-e</math> (by the connectedness of <math>T</math>) must have one of the vertices of <math>e</math> in it, and hence <math>T-e</math> has exactly two components. The two components are connected, and have no cycles, and are therefore trees. Let there be <math>n_1, n_2</math> vertices in the two components of <math>T-e</math>. Then <math>n_1+n_2=k</math>. Further, there are <math>n_1-1, n_2-1</math> edges in the components, so <math>T-e</math> has <math>k-2</math> edges in total. Therefore, putting edge <math>e</math> back into the graph, <math>T</math> has <math>k-1</math> edges. == Comments == [[Category:School of Mathematics]] [[Category:Mathematics]] 2371 22411 2006-09-01T22:59:32Z Ehremo 728 [[School of Mathematics:Applied Mathematics]] moved to [[School:Mathematics/Undergraduate/Applied Mathematics]] {{nav2|Wikiversity|Wikiversity:School of Mathematics}} {| |- valign="top" |bgcolor="#E5C3E6" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| ==[[Wikiversity:School of Mathematics|WIKIVERSITY SCHOOL OF MATHEMATICS]] - APPLIED MATHEMATICS== '''Applied mathematics''' is a branch of mathematics that concerns itself with the application of mathematical knowledge to other domains. Such applications include numerical analysis, mathematics of engineering, linear programming, optimization and operations research, continuous modelling, mathematical biology and bioinformatics, and many others. <br />&nbsp; |rowspan=2 bgcolor="#EDCEEB" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"|[[Image:Bessel_functions.png|thumb|300px|Bessel functions of the first kind. These functions are important in studying differential equations]] |- valign="top" |bgcolor="#FED9FF" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| === Structured courses === * [[School of Mathematics:Foundation of mathematical concepts]] ''more needs to be added here'' === Texts for reference === |} [[Category:Mathematics]] [[es:Wikiversidad:Departamento de Matemática Aplicada]] 2374 22476 2006-09-02T02:25:30Z Deltinu 736 {{nav2|Wikiversity|Wikiversity:School of Mathematics}} {{stub}} Engineering is an area in which mathematics is applied to actual real world problems. The basic fundamentals of Engineering all require Calculus to understand. The more advanced topics require knowledge of both ordinary and partial differential equations. Actual applications require the usage of multiple forms of mathematics in tandem with each other. Frequently, multiple partial differential equations are solved at the same time. To solve these equations effectively, a combination of linear algebra and differential equations is used. One example is in solving the gas equation in chemistry. Standard equations of the "ideal" gas law is PV=nRT. Engineers understand that the "ideal" gas does not exist in reality, and a compression ratio must usually be used. As such the equation is often used as "PV=znRT" where z is used as a compression ratio. The compression ratio though is a mathematically derived constant which is based on experimental data. The data is taken and has curvefitting applied to it. Basic algebraic curve fitting does not do an adequate job, so a differential approach is applied to it. In order to do this Maxwell's equations must be applied to get the ideal Gas law into a partial differential format. One of Maxwell's equations is: <math> T = \left( \frac{\partial h}{\partial s} \right) _p </math> Where T is temperature, h is enthalphy, s is entropy, and p is pressure. So, in essence, the temperature is equal to the change in enthalpy with respect to the change in entropy, assuming that pressure is constant. The <math>\partial</math> operator states that the enthalpy (h) is dependent on multiple variables (s,p) and that s is just one of them. By making pressure a constant, the derivative of h just depends on s, and not on p. By making substitutions like this into the ideal gas equation, the compression factor "z" can be determined for each gas. [[Category:School of Mathematics]] 2375 22444 2006-09-01T23:31:35Z Ehremo 728 [[Topic:Philosophy of Mathematics]] moved to [[School:Mathematics/Philosophy of Mathematics]] {{nav2|Wikiversity|Wikiversity:School of Philosophy}} '''This is intended to become the script for a course on the Philosophy of Mathematics.''' It may then serve as basis for books and other materials as well as discussions and research. ''Also see the discussion page of this module.'' ==About Philosophy of Mathematics== This is an introductory meta chapter on the topic and the course of Philosophy of Mathematics (PhilM). It might be helpful for deciding on taking this course as well as for understanding its approach. ===The Shape=== ====[[/Scope|The Scope]]==== * '''The Topic PhilM:''' What is Mathematics? How is Philosophy seen here? Who is PhliM for? What is PhilM about? * '''The Course PhilM:''' didactics, boundaries, ... ====[[/Structure|The Structure]]==== * '''The Topic PhilM:''' What are the structuring principles? How does the structure look like? * '''The Course PhilM:''' didactics, approach, ... ===The Basics=== *[[/Defining Mathematics/]] - The subject usually called Mathematics. *[[/Other Basics|Other Basics used within the course]] - misc. basics can be added here ... ===The History=== Understanding the historical development of PhilM ... ==Philosophy of Supplying Mathematics== Our Mathematician is thinking about her degrees of freedom she has while doing her job. Finally she starts to question the foundations of the Mathematician's job. ===Questioning the Method=== Judging mathematical work beyond right and wrong: How to do the Mathematician's every day job? How to exploit the degrees of freedom a Mathematician has in doing a Proof, judging the importance of Sentences and overthrowing Theories? *[[/Instance of Proof|Questioning the Instance of Proof]] - The Exam Situation. Why do I do my Proof the way I do? What is a good or bad proof? Is a proof an explaination? ... *[[/Sentence|Questioning the Sentence]] - Normal Science. What Sentece to proof? What is a more or less important Sentence? ... *[[/Instance of Proof|Questioning the Theory]] - Revolutionary Science. How do Theories interrelate? What is a more or less important Theory? ... ===Questioning the Foundations=== How well-founded is Mathematics? Is there a better Mathematics than the one we employ today? *[[/Instance of Proof|Questioning the Concept of Proof]] - Meta Mathematics. Is there a mathematical Definition of a mathematical Proof? *[[/Instance of Proof|Questioning the Language]] - Meta Mathematics. What can and what can't be expressed with the usual mathematical Language? Are there more expressive alternatives? Does increased expressiveness come for free? ... ==Philosophy of Applying Mathemathics== Questons concerning justification and use: * How can a Theorem/Theory be of any use in general? * How beneficiary is the Theorem/Theory, esp. to science and engineering? * Where and how may one apply this Theorem/Theory? Further Questions: {{stub}} [[Category:School of Mathematics]] 2376 9569 2006-05-21T01:24:11Z Hagindaz 37 [[Philosophy of Mathematics - The Scope]] moved to [[Wikiversity:School of Mathematics/Philosophy of Mathematics/Scope]] {{nav|School of Mathematics:Philosophy of Mathematics}} This is an introductory meta chapter on the topic. It answers the basic questions about the scope of the course and gives information for deciding on taking the course or not. ===Why studying Philosophy of Mathematics?=== This is not about either studying PoM or doing (i.e. studying) nothing at all, the question is not 'to study or not to study'. In fact it's about 'this to study or that to study'. * PoM is better than taking another Maths course, since ** just doing sth without questioning it is like a hamster in a running wheel that never asks what's outside ** the valuation of mathematical results itself is not done mathematically ** communications with nonmathematicians from time to time is unavoidable ( such is life ;o) * PoM is better than taking another Philosophy of xyz course, since ** mathematics is THE apriorical science, so here one learns more about the a priori then anywhere else ** the concept of 'theory' is an elementary one in epistemology, mathematics is where it is defined ** when talking about mathematics many people appear unconfident, here is clarified what one can and can't expect from it ===What does a Philosophy of Mathematics contain?=== When doing mathematics 'the usual way' one can easily find that it's not a purely formal science at it's rock bottom. So it can be thought of a mathematical foundation of mathematics. This is usually referred to as '''metamathematics'''. Also one can question the formal method of mathematics at all from a '''cognitive''' point of view: is it really better to write confusing lines of symbols then e.g. writing a poem about the stuff? Moreover a mathematician is not alone. There is a whole mathematical '''community''' out there and although the results are formal, doing mathematics is highly creative and valuating these results as well as deciding about directions of research is primarily a social problem. Similarly when thinking about the '''application''' mathematics in science, engineering etc. one can take the same two approaches: modelling the situation mathematically and examining the cognitive and community aspects. The application of mathematics can and can't be seen as part of the subject of philosophy of mathematics. Here it is included, but when reasons should appear to source it out to another course this could be done easily. '''Exclusions''': What it does NOT contain: * an introduction to logic or model theory * an introduction to epistemology * an introduction to cognitive science (should it?) * an introduction to social science or game theory (should it?) * any training of mathematical abilities or capabilities * any issues of non-formal linguistics * aesthetics of mathematics (as a standalone subject), since this is truly art and not only a subchapter of philosophy. Although it might appear as part of some philosophical considerations. ===How is this course structured?=== '''Problem''': Philosophers make statements in epistemology and theory of science. Scientists ignore them mainly or even be annoyed about them (or do you know any formal scientist who loves T.S.Kuhn?). But actually Scientists are interested in the philosophical background of their job as well as Philosophers are interested in the justification of their Theories. '''Approach''': Structuring the whole subject from the perspective of a questioning Mathematician. Such a course structure may be build up along the following questions, expanding the underlying Model of the 'Mathematician's job' step by step. So the course will be beneficial for Scientists AND Philosophers as well as it enables both sides also to participate in EDITING the content - leveraging the cooperative spirit of [[Wikiversity]]! 2377 9575 2006-05-21T01:24:24Z Hagindaz 37 [[Philosophy of Mathematics - The Structure]] moved to [[Wikiversity:School of Mathematics/Philosophy of Mathematics/Structure]] {{nav|School of Mathematics:Philosophy of Mathematics}} The subject is primarly structured from the perspective of the reader, i.e. other perspectives like the ones of philosophical schools, people or history are secondary. Since the main group adressed are people that are doing Maths or interesting in the work of people doing Maths the subject is seen from the perspective of a Mathematician that is questioning what he is doing. The further structuring is done mainly by analysing the elements of a mathematical result and expanding the notion of the environment in which the mathematical work takes place. ===Structuring by the elements of the mathematical result=== This questioning takes place step-by-step from 'how to reasonably exploit certain degrees of freedom the Mathematician has' to 'questioning the fundamentals required for the Mathematicians work'. Hereby the steps are structured along the elements of a mathematical result, starting with the Proof that is being delivered, the Sentence that is chosen to be proven and the underlying Theory and finally the concept of Proof used above as well as the Language of Mathematics itself. So 'questioning' means deciding on how to use the remaining degrees of freedom like 'I have different ways to do my Proof - is principally one better than the other?' or getting to the bottom of things like 'my Language has some restrictions in expression - what is the cost of choosing a more expressive one?' Thus we get the following structure: * Questioning the Instance of Proof * Questioning the Sentence * Questioning the Theory * Questioning the Concept of Proof * Questioning the Language ===Structuring by notions of the working environment=== Metamathematical results can be obtained without considering the circumstances under which the mathematical results are found. Above this the nature of PhilM is to go beyond these purely (meta-)mathematical results, i.e. asking questions like '.' or '.'. So it expands the pure mathematical view on how results are achieved with further aspects. These aspects are achieved by expanding the notion of the Mathematician who is doing the job. First by presuming computational costs for performing Proofs etc, then by taking human aspects like cognition and understanding into account and finally by considering the Scientific Community as a whole. This results in questions like 'Where do Definitions make sense?' and 'How does information access influent the development of Theories?' that bring in different cognitive, social and efficiency perspectives etc. Thus we get the following structuring: * Metamathematics & Computability * Human-Cognition & -Thinking * Scientific Communities and their Principals ===Joining result-based and enviromental structuring=== The above structuring approaches are compatible. They are joined in the following way: * Questioning the Instance of Proof ** Metamathematics & Computability ** Human-Cognition & -Thinking ** Scientific Communities and their Principals * Questioning the Sentence ** Metamathematics & Computability ** ... * Questioning the Language ** Metamathematics & Computability ** Human-Cognition & -Thinking ** Scientific Communities and their Principals Although the focus of the single areas may vary. While in sections on judgement of mathematical work (using degrees of freedom) human and social issues are more in the centre of interest the focus in questioning the mathematical fundamentals is likely more on mathematical & compuntational issues. 2378 22414 2006-09-01T23:00:45Z Ehremo 728 [[School of Mathematics:Statistics]] moved to [[School:Mathematics/Undergraduate/Probability and Statistics]] {{nav2|Wikiversity|Wikiversity:School of Mathematics}} This curriculum reflects a hybrid between the typical undergraduate and graduate programs in Statistics. It aspires to provide a strong foundation in '''both''' the applied and theoretical branches of Statistics. Generally an "undergraduate statistics program" is functionally a math major with an emphasis in some statistical topics. (Rarely will an undergraduate student have the desire or foresight to focus on the field of Statistics quite this much.) That's okay! Mentioned in this curriculum is the idea of a "statistics minor" which might be a stats emphasis on a math degree ''or'' perhaps someone in the applied physical sciences (physics, chemistry, biology, geology, or even psychology) wants to have a strong foundation in experimental design to supplement a research-oriented career. In these cases the student would want to tailor her curriculum with classes up through the fourth semester. If the student wishes, however, to pursue a real professional career in Statistics, or is considering graduate school, the fifth semester and on will provide an excellent preparation. If anyone actually mastered this entire curriculum, he or she would be on par with any modern graduate student. A full-fledged thesis is expected, and the student will be expected to prepare ''well in advance'' starting in the sixth semester so the thesis does not fall under that ''hurried, last minute'' curse. Additionally the student will be expected to write a shorter summary paper for submission to two academic journals. ==Semester 0: Preparations and Review== ''Semester 0'' is conceptually a collection of preparatory pre-classes intended to give the student a good working foundation before he or she starts the study of Statistics in earnest. These would probably qualify as "half-credit" classes at most. Some students already possessing a strong background in mathematics may opt to test out of these classes and proceed directly to the [[Wikiversity:Statistics#Semester 1|first semester]]. *[[Wikiversity:Statistics_001 | Fundamentals of Probability, Statistics, Experiments and Data]] This discusses the history and nature of "What are Probability and Statistics?" The nature of data (types of data—discrete versus continuous, categorical, etc.) is discussed, as well as topics of problems in data gathering, unintended outside forces getting confounded with the data, etc. *[[Wikiversity:Statistics_002 | Combinatorics]] This class doesn't require any "fancy high-level math" but it ''is'' computationally intensive. Lots of problems will exercise the student's brain, developing that muscle that is expected to understand and visualize issues in probability in later semesters. "Pump it up and feel the burn!" *[[Wikiversity:Statistics_003 | Pre-Statistics Topics in Math, Introduction to Computing with R]] This is both a review of all the math that will be expected in the first semester (don't worry, it's pre-calculus at best) and an introduction to using R, the Open Source statistical package and programming language that is used in most academic institutions on the graduate level! ==Semester 1: Introducing Probability== The first semester provides an introduction to Probability in its true mathematical context. This class attempts to introduce strong foundations while avoiding too much mathematical rigor. (The Probability 2 and Statistics 2 classes will pick up with material that assumes a strong understanding of Calculus.) *[[Wikiversity:Statistics_101 | Introduction to Probability]] Probability defines the concepts of probability spaces, random variables, distributions, density and distribution functions. Independent and IID (independent identically distributed) random variables are also discussed. It ends with the introduction of expected values, attempting to provide an introduction that is accessible to a student who has not quite yet had a course in calculus. *[[Wikiversity:Statistics_102 | Research Methods and Library Science]] In today's age so many students don't know how to use a library. The student will be introduced to some of the primary statistical journals and will learn how to conduct research, including modern "interlibrary loan" systems and other means for accessing materials when we don't have a major research library nearby! This class is really intended for the serious student who plans to complete the full major program and attempts to prepare her for the research that will be necessary for thesis work. Fact: you can't just look it all up on the Internet! ==Semester 2: Introducing Statistics and Linear Models== The second semester is a continuation under the same pace as the previous semester, with an attempt to establish some foundations and familiarity with statistical and mathematical notation, while avoiding the rigor that requires calculus. (That will come soon enough!) The second half of ''Regression and Linear Models'' with attempt to reinforce and restate some of the theory from ''Introduction to Statistical Analysis'' in the context of lineal algebra. *[[Wikiversity:Statistics_103 | Introduction to Statistical Analysis]] Statistical Analysis reviews some fundamental summary statistics and then begins to relate sample statistics with their parallel components in probability. (Sample mean to probability mean, sample variance to variance, etc.) Concepts of confidence intervals and hypothesis testing are introduced with simple examples of each. *[[Wikiversity:Statistics_104 | Regression and Linear Models]] Theory of regression is presented in the context of Linear Models with a strong emphasis for example. Optional modules that give a solid proficiency in the R computer package are encouraged. Topics from the previous semester's introductory Probability and Statistics courses will be reiterated in the context of Linear Models. ==Semester 3: Completing the Basics== These courses complement each other, focusing on a different aspect of the field of Statistics. Whereas ''Statistics for Experimenters'' is very "applied" and data-oriented for the experimental or "laboratory" statistician, the time series course will appeal to the pure mathematician and theorist. These classes can be taken concurrently. *[[Wikiversity:Statistics_201 | Statistics for Experimenters]] This is mostly a review course, discussing all previous material in the context of real-world scientific research. Addition topics will include: best practices for using statistics in "thesis work" in any of the other disciplines, effective writing and presentation in papers and journals, application of the R package, best practices in data gathering. A preview of Sampling and Design of Experiments will hopefully encourage serious researchers to also take those [[Wikiversity:Statistics#Semester 4|Semester 4]] classes. *[[Wikiversity:Statistics_202 | Stochastic Processes and Intro to Time Series]] Not for the weak of heart, a Statistics Major will now be expected to understand material presented with heavy mathematical notation. Topics in probability are extended into the time-dimension. Concepts of stationarity, ARMA and ARIMA and introduced. The semester ends with an introduction to the kalman filter. ==Semester 4: Applied Statistics Topics for Researchers== This semester is very heavy in the "applied statistics" arena. A student pursuing a ''minor'' in Statistics would conclude with one of these classes as his or her final class. (One of these classes will be a more natural fit depending on what the specific major program is.) *[[Wikiversity:Statistics_203 | Design of Experiments]] Class uses the foundations built in ''Statistics 103: Regression and Linear Models'' to explore experimental design. This is an example-heavy class with a large amount of work done in R with pre-designed data sets. *[[Wikiversity:Statistics_204 | Sampling]] All main sampling designs are explored, from Simple Random Sampling to Stratified and Importance Sampling. *[[Wikiversity:Statistics_205 | Categorical Methods and GLIM]] This class is most useful to students in the social sciences, psychology and pre-med. Contingency tables, Logistical Regression and GLIM will be introduced. This class is also very computer-intensive with sample analyses being performed using R. ==Semester 5: Advanced Probability== These classes are not considered for a ''minor'' study in Statistics. ''Probability 2'' is a required course for a Statistics major and approaches the level of a first-semester graduate course. From this point all students are expected to have a solid grasp of Calculus. *[[Wikiversity:Statistics_301 | Probability 2]] "The rest of probability," this class looks at cumulative distribution functions, moment generating functions, calculation of expectation, conditional probability and random vectors. *[[Wikiversity:Statistics_302 | Computational Statistics]] Computer modeling, monte-carlo design, kernel density estimation, and other advanced topics. ==Semester 6: Advanced Statistics and Thesis Preparation== More of the same: Statistical Analysis 2 has plenty of mathematical rigor. The ''Advanced Topics'' are purely considered electives. The student at this point is expected to prepare for a final project, consulting with an advisor and fulling documenting the experimental or sampling design. *[[Wikiversity:Statistics_303 | Statistical Analysis 2]] If this class doesn't kill you, nothing will. All the theory leading up to this point will be brought to bear on topics of minimal sufficient statistics, maximum likelihood, confidence intervals and hypothesis testing. *[[Wikiversity:Statistics_310 | Advanced Topics: Clinical Trials]] An introduction to the application of statistics to clinical trials in the pharmaceutical industry. Includes discussions of Phase I-IV clinical trials. Some independent reading of literature (ie. statistical journals) will be expected. *[[Wikiversity:Statistics_311 | Advanced Topics: Consulting Lab]] This class is geared to prepare a statistical consultant to help outside experimenters seeking help. Case studies will examine common problems and misconceptions, communication issues, and differences between being brought in early (for planning and design) and being brought in late (a.k.a. "help bring meaning to my worthless data") and everything in between. *[[Wikiversity:Statistics_399 | Thesis Design and Preparation]] An idea, design, and acceptable levels of background research must be presented to the advisor. Bibliographies of all "background research" materials must be prepared in advance. A detailed calendar must be presented and checked off by the advisor. ==Semester 7: Advanced Time Series and Thesis Work== Time Series 2 returns to the time-oriented data with the application of all the Probability and Statistics that has been acquired so far. This semester is generally where the student is supposed to perform the thesis work that had been planned out in the previous semester, including any mid-experiment analysis. *[[Wikiversity:Statistics_401 | Time Series 2]] More math analysis and proofs of theorems. Applied examples and outside readings will show how the theory can be applied and developed for various "real world" problems. *[[Wikiversity:Statistics_410 | Advanced Topics: Bayesian Statistics]] Examination of Bayesian theory and its controversies. The class will discuss instances where a Bayesian approach has the most advantages. *[[Wikiversity:Statistics_411 | Advanced Topics: Spacial Analysis]] Theories and testing for regularity and clustering, etc. *[[Wikiversity:Statistics_420 | Thesis Work]] The outline, introduction and background material and most of the bibliography must be completed before the end of the semester. A draft of the journal paper must be in a similar state of preparedness. ==Semester 8: Multivariate and Thesis Defense== The student will defend a thesis during this semester, based on the (guided) planning and execution over the previous two semesters. *[[Wikiversity:Statistics_480 | Multivariate Statistics]] Everything we've done in Statistics 2 is taken to the n-dimension with an extension from random variables to random vectors. Techniques for analyzing eigenvalues and eigenvectors, transforming into orthogonal axes, etc. *[[Wikiversity:Statistics_490 | Mathematical Statistical Theory]] A purely optional class extending "Probability and Statistics 2" to the next step. The proofs of advanced concepts like the Weak and Strong Laws of Large Numbers and introduction of Measure Theory are approached. This class can really only aspire to set the foundation for a real class in this arguably doctoral level material. *[[Wikiversity:Statistics_499 | Thesis Defense]] Student will defend the thesis ''by mid-semester'', perform revisions, and will submit a condensed review of work to at least two industry journals. (They just have to be submitted, but accepted.) [[Category:School of Mathematics]] 2379 9632 2006-07-21T17:07:15Z Jguk [[Wikiversity:School of Mathematics]] ==Free mathematics software== The below are open source tools and mostly available on GNU/Linux, and can run on other platforms too: * Kig[http://edu.kde.org/kig] A GUI based geometry editor. Includes some analytical functions and conic sections. Exports to several formats including SVG. * [http://www.flat502.com/newt Newt] - free graphing program for windows * [http://maxima.sourceforge.net Maxima] - open source symbolic maths program, like Mathematica and Maple * [http://axiom-developer.org/ Axiom] - another open source symbolic maths program * [http://mathforge.net/index.jsp?page=DownloadAction&fileId=22 pdf document] - Other OS math software * [http://cran.r-project.org r]- open source version of S-plus, a statistics program * [http://www.texmacs.org TeXmacs] - WYSIWYG LaTeX * [http://www.emacswiki.org/cgi-bin/wiki/AdvancedDeskCalculator Calc] - an interactive RPN calculator package for numerical and symbolic calculations in Emacs * [http://www.graphcalc.com/ GraphCalc] - A free, open source 2D/3D graphing application. (Windows) * [http://padowan.dk Graph] - Graph is an open source application used to draw mathematical graphs in a coordinate system (Windows) * [http://www.octave.org GNU Octave] - Matlab clone * [http://www.stsci.edu/resources/software_hardware/numarray Python numarray], powerful numerical calculations in a powerful programming language * [http://www.scilab.org scilab] - Matlab clone * [http://qalculate.sourceforge.net Qalculate] - Multipurpose and very powerful desktop calculator * [http://www.scipy.org/ SciPy] - SciPy is an open source library of scientific tools for Python ==Non-free software== *[http://www.wolfram.com/ Mathematica 5.2] - Advanced commercial math program. (Linux, Macintosh, Windows) *[http://www.maplesoft.com/ Maple] - Mature commercial math program. (Linux, Macintosh, Windows) *[http://maplenet.maplesoft.com/maplenet/worksheet/mapleprimes/1422_maple_studio.mw Maple Studio] Free online worksheet for plotting, based on Maple. (Browser with Java-Plugin like Mozilla, Internet Explorer, Safari) *[http://research.mupad.de/ MuPad] - Another advanced math program with free versions available. (Linux, Macintosh, Windows) *[http://magma.maths.usyd.edu.au/ Magma] - Powerful package for solving computational problems in algebra. *[http://www.mathworks.com/ Matlab] *[http://www.mathsoft.com/ MathCAD] [[Category:School of Mathematics]] 2380 9635 2005-11-03T09:23:34Z Zondor {{nav3|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Statistics}} {{nav3|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Statistics}} == Bayesian vs. Frequentist Statistics == == Resampling vs. Bayesian Computation == [[Category:School of Mathematics]] 2381 9641 2005-11-03T09:23:28Z Zondor {{nav3|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Statistics}} {{nav3|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Statistics}} == Kernel Density Estimation == This is a very useful yet very simple technique for Exploratory Data Analysis. It is easiest to think about it in one dimension, where you have a group of measurements of a single variable. The idea is closely related to smoothing, but will create a density function from a group of independent measurements where there may only be one data point at any given value of <math> X </math>. Like smoothing, Kernel Density Estimation relies on the choice of a ''kernel function''. == Generalized Linear Models == == Resampling == === The Permutation Test === === The Bootstrap === [[Category:School of Mathematics]] 2382 9643 2006-06-21T01:53:38Z 67.191.118.37 A process of change governed by probabilities. 2383 9735 2006-08-09T10:51:53Z 82.5.170.104 {{nav3|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Statistics}} == Preamble == Statistics is permeated by probability. An understanding of basic probability is critical for the understanding of the basic mathematical underpining of statistics. Most statistical procedures use probability to make a statement about the relationship between the independent variables and the dependent variables. Typically, the question one attempts to answer using statistics is that there is a relationship between two variables. To demonstrate that there is a relationship the experimenter must show that when one variable changes the second variable changes and that the amount of change is more than would be likely from mere chance alone. There are two ways to figure the probability of an event. The first is to do a mathematical calculation to determine how often the event can happen. The second is to observe how often the event happens by counting the number of times the event could happen and also counting the number of times the event actually does happen. The use of a mathematical calculation is when a person can say that the chance of the event rolling a one on a six sided die is one in six. The probability is figured by figuring the number of ways the event can happen and divide that number by the total number of possible outcomes. Another example is in a well shuffled deck of cards, what is the probability of the event of drawing a three. The answer is four in fifty two since there are four cards numbered three and there are a total of fifty two cards in a deck. The chance of the event of drawing a card in the suite of diamonds is thirteen in fifty two (there are thirteen cards of each of the four suites). The chance the event of drawing the three of diamonds is one in fifty two. Sometimes, the size of the total event space, the number of different possible events, is not known. In that case, you will need to observe the event system and count the number of times the event actually happens versus the number of times it could happen but doesn't. For instance, a warranty for a coffee maker is a probability statement. The manufacturer calculates that the probability the coffee maker will stop working before the warranty period ends is low. The way such a warranty is calculated involves testing the coffee maker to calculate how long the typical coffee maker continues to function. Then the manufacturer uses this calculation to specify a warranty period for the device. The actual calculation of the coffee maker's life span is made by testing coffee makers and the parts that make up a coffee maker and then using probability to calculate the warranty period. == Experiments, Outcomes and Events == The easiest way to think of probability is in terms of experiments and their potential outcomes. Many examples can be drawn from everyday experience: On the drive home from work, you can encounter a flat tire, or have an uneventful drive; the outcome of an election can include either a win by candidate A, B, or C, or a runoff. '''Definition:''' The entire collection of possible outcomes from an experiment is termed the ''sample space'', indicated as '''<math>\Omega</math>''' The simplest (albeit uninteresting) example would be an experiment with only one possible outcome, say <math>A</math>. If we remember our set theory from elementary school, we can express the sample space as follows: <math>\Omega = \{ A \} </math> A more interesting example is the result of rolling a six sided dice. The sample space for this experiment is: <math>\Omega = \{ 1,2,3,4,5,6 \}</math> We may be interested in ''events'' in an experiment. '''Definition:''' An ''event'' is some subset of outcomes from the ''sample space'' In the dice example, events of interest might include<br> a) the outcome is an even number<br> b) the outcome is less than three<br> These events can be expressed in terms of the possible outcomes from the experiment: <br> a) : <math> \{2,4,6\} </math> b) : <math> \{ 1,2 \}</math> We can borrow definitions from set theory to express events in terms of outcomes. Here is a refresher of some terminology, and some new terms that will be important later: <br> <math> \cup </math> represents the Union of two events<br> [[Image:[http://en.wikipedia.org/wiki/Image:Venn_A_union_B.png]]]<br> <math> \cap </math> represents the Intersection of two events<br> [[Image:[http://en.wikipedia.org/wiki/Image:Venn_A_intersect_B.png]]]<br> <math>\{\cdots\}^{c}</math> represents the complement of an event. For instance, "the outcome is an even number" is the complement of "the outcome is an odd number" in the dice example.<br> <math> A \backslash B </math> represents ''difference'', that is, <math>A</math> ''but not'' <math>B</math>. For example, we may be interested in the event of drawing the queen of spades from a deck of cards. This can be expressed as the event of drawing a queen, but not drawing a queen of hearts, diamonds or clubs.<br> <math>\varnothing</math> or <math>\{\}</math> represent an ''impossible event''<br> <math>\Omega</math> represents a ''certain event'' <br> <math>A</math> and <math>B</math> are called ''disjoint events'' if <math>A\cap B = \varnothing</math> == Probability == Now that we know what events are, we should think a bit about a way to express the likelihood of an event occuring. The classical definition of probability comes from the following. If we can perform our experiment over and over in a way that is repeatable, we can count the number of times that the experiment gives rise to event <math>A</math>. We also keep track of the number of times that we perform the same experiment. If we repeat the experiment a large enough number of times, we can express the probability of event <math>A</math> as follows:<br> <math>P(A) = \frac{N_{A}}{N} </math> <br> where <math>N_{A}</math> is the number of times event <math>A</math> occurred, and <math>N</math> is the number of times the experiment was repeated. As <math>N</math> approaches infinity, the fraction above approaches the true probability of the event <math>A</math>. The value of <math>P(A)</math> is clearly between 0 and 1. If our event is the ''certain event'' <math>\Omega</math>, then for each time we perform the experiment, the event <math>\Omega</math> is observed; <math>N_{\Omega} = N</math> and <math>P(\Omega)=1</math>. If our event is the ''impossible event'' <math>\varnothing</math>, we know <math>N_{\varnothing}=0</math> and <math> P(\varnothing) = 0</math>. If <math>A</math> and <math>B</math> are ''disjoint events'', then whenever event <math>A</math> is observed, then it is impossible for event <math>B</math> to be observed simultaneously. Then<br> <math>N(A\cup B) = N(A) + N(B)</math><br> Given our definition of probability, we can arrive at the following:<br> <math>P(A\cup B) = P(A) + P(B)</math><br> At this point it's worth remembering that all events are not disjoint events. I was originally confused by events and outcomes, and this was the source of many misunderstandings. For events that are not disjoint, we end up with the following probability definition.<br> <math> P(A\cup B) = P(A) + P(B) - P(A\cap B)</math><br> How can we see this from example? Well, let's consider drawing from a deck of cards. I'll define two ''events'': "drawing a Queen", and "drawing a Spade". We can tell off the bat that these are not disjoint events, because you can draw a queen that is also a spade. There are four queens in the deck, so if we perform the experiment of drawing a card, putting it back in the deck and shuffling (what statisticians refer to as ''sampling with replacement'', we will end up with a probability of <math>\frac{1}{13}</math> for a queen draw. By the same argument, we obtain a probability for drawing a spade as <math>\frac{1}{4}</math>. The expression <math>P(A\cup B)</math> here can be translated as "the chance of drawing a queen or a spade". If we assume naively (as I used to) that for this case <math>P(A\cup B) = P(A) + P(B)</math>, we can simply add our probabilities together for "the chance of drawing a queen or a spade" as <math>\frac{1}{13}+\frac{1}{4}</math>. If we were to gather some data experimentally, we would find that our results would differ from the prediction -- the probability observed would be slightly less than <math>\frac{1}{13}+\frac{1}{4}</math>. Why? Because we're counting the queen of spades twice in our expression, once as a spade, and again as a queen. We need to count it only once, as it can only be drawn with probability of <math>\frac{1}{52}</math>. [[Still confused?]] <br> '''Proof:''' If <math>A</math> and <math>B</math> are not disjoint, we have to avoid the double counting problem by exactly specifying their union.<br> <math>A \cup B = A \cup (B \backslash A) </math> so <br> <math>P(A \cup B) = P(A \cup (B \backslash A)) </math><br> <math>A</math> and <math>B \backslash A</math> are disjoint sets. We can then use the definition of disjoint events from above to express our desired result:<br> <math>P(A \cup B) = P(A) + P(B \backslash A)</math><br> We also know that<br> <math>P(B \backslash A) = P(B) - P(B\cap A)</math><br> so<br> <math> P(A \cup B) = P(A) + P(B) - P(B\cap A)</math><br> Whew! Our first proof. I hope that wasn't too [[dry]]. == Conditional Probability == Many events are conditional on the occurance of other events. Sometimes this coupling is weak. One event may become more or less probable depending on our knowledge that another event has occured. For instance, the probability that your friends and relatives will call asking for money is likely to be higher if you win the lottery. In my case, I don't think this probability would change. Let's get formal for a second and remember our original definition of probability.<br> <math>P(A) = \frac{N_{A}}{N}</math> Consider an additional event <math>B</math>, and a situation where we are only interested in the probability of the occurance of <math>A</math> when <math>B</math> occurs. A way at this probability is to perform a set of experiments (''trials'') and only record our results when the event <math>B</math> occurs. In other words<br> <math> \frac{N_{A\cap B}}{N_{B}} </math><br> We can divide through on top and bottom by <math>N</math> the total number of trials to get <math>P(A\cap B)/P(B)</math>. We define this as ''''conditional probability'''':<br> <math>P(A|B) = \frac{P(A\cap B)}{P(B)}</math> <br> which when spoken, takes the sound "probability of <math>A</math> given <math>B</math>." [[/A Totally Confusing Problem that Shows how Difficult it is to Conquer Intuition/]] === Bayes' Law === An important theorem in statistics is '''Bayes' Law''', which states that <br> <math> P(B|A) = \frac{P(A|B)P(A)}{P(B)}</math>,<br> It is easy to prove. We start with identical expressions for <math>P(A\cap B)</math>.<br> We know that: <math> P(A\cap B) = P(B\cap A) </math>,<br> <math> P(A\cap B) = \frac{P(A|B)}{P(B)}</math>, and<br> <math> P(B\cap A) = \frac{P(B|A)}{P(A)}</math>.<br> Since <math> P(A\cap B) = P(B\cap A) </math>,<br> <math>\frac{P(A|B)}{P(B)} = \frac{P(B|A)}{P(A)}</math>.<br> A Simple rearrangement of above line gives us '''Bayes' Law'''. == Independence == Two events <math>A</math> and <math>B</math> are called ''independent'' if the occurence of one has absolutely no effect on the probability of the occurence of the other. Mathematically, this is expressed as:<br> <math>P(A\cap B) = P(A)P(B)</math>.<br> == Random Variables == It's usually possible to represent the outcome of experiments in terms of integers or real numbers. For instance, in the case of conducting a poll, it becomes a little cumbersome to present the outcomes of each individual respondant. Let's say we poll ten people for their voting preferences (Republican - R, or Democrat - D) in two different electorial districts. Our results might look like this:<br> <math>\{RRRDRRDRRR\}</math> and <math>\{DDDDDRDDDD\}</math><br> But we're probably only interested in the overall breakdown in voting preference for each district. If we assign an integer value to each outcome, say 0 for Democrat and 1 for Republican, we can obtain a concise summary of voting preference by district simply by adding the results together. == Discrete and Continuous Random Variables == There are two important subclasses of random variables: discrete random variable (DRV) and continuous random variable (CRV). Discrete random variables take only countably many values. It means that we can list the set of all possible values that a discrete random variable can take, or in other words, the number of possible values in the set that the variable can take is finite. If the posible values that a DRV X can take are a0,a1,a2,...an, the probability that X takes each is p0=P(X=a0), p1=P(X=a1), p2=P(X=a2),...pn=P(X=an). All these probabilites are greater than or equal zero. For continuous random variables, we cannot list all possible values that a continuous variable can take because the number of values it can take is extremely large. It means that there is no use to calculate the probability of each value seperately because the probability that the variable takes a particular value is extremely small and can be considered zero P(X=x)=0). == Distribution Functions == == Expectation Values == [[Category:School of Mathematics]] 2384 21362 2006-08-30T02:01:38Z Trevor MacInnis 99 /* Divisions and Departments */ Topic:High School Physics <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> Please coordinate with [[Portal:Physics and Astronomy]]. A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. *[[Topic:Physics]] *[[Topic:High School Physics]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Category:{{PAGENAME}}| ]] [[Category:Wikiversity schools|Physics]] 2387 19168 2006-08-28T15:10:18Z Trevor MacInnis 99 [[Wikiversity:Statistics 003]] moved to [[Pre-Statistics Topics in Math, Introduction to Computing with R]]: proper namespace/title {{nav3|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Statistics}} == Downloading R == Visit [http://www.r-project.org the R Project home page]. == Books that are Helpful When Learning R == [http://www.amazon.com/exec/obidos/tg/detail/-/0761922806/qid=1120080970/sr=8-1/ref=sr_8_xs_ap_i1_xgl14/102-4931179-0813738?v=glance&s=books&n=507846 An R and S-Plus Companion for Applied Regression]<br> [http://www.biostat.ku.dk/~pd/ISwR.html Introductory Statistics with R]<br> [http://wwwmaths.anu.edu.au/~johnm/r/usingR.pdf Using R for Data Analysis and Graphics: Introduction, Code and Commentary]<font size=-2>, by J. H. Maindonald (PDF)</font><br> [http://cran.r-project.org/doc/manuals/R-intro.pdf An Introduction to R]<font size=-2>, by W. N. Venables, D. M. Smith, and the R Development Core Team (PDF)</font><br> [[Category:School of Mathematics]] 2388 19166 2006-08-28T15:09:54Z Trevor MacInnis 99 [[Wikiversity:Statistics 002]] moved to [[Combinatorics]]: proper namespace/title {{nav3|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Statistics}} == Pigeonhole Principle == [http://en.wikipedia.org/wiki/Pigeonhole_principle Wikipedia Definition] == Memoization == [http://www.nist.gov/dads/HTML/memoize.html External Definition] [[Category:School of Mathematics]] 2389 19164 2006-08-28T15:09:17Z Trevor MacInnis 99 [[Wikiversity:Statistics 001]] moved to [[Fundamentals of Probability, Statistics, Experiments and Data]]: proper namespace/title {{nav3|Wikiversity|Wikiversity:School of Mathematics|School of Mathematics:Statistics}} ==Why statistics are used.== Statistics provide a way to describe the behavior of a person or thing or a collection of persons or things. For instance, sport statistics are used to describe the sports performance of players of the sport. Knowing that one baseball player is a .300 hitter while another player is batting .210 can help a baseball coach know which player needs additional help to improve their batting average. Statistics provide a way for a person to make decisions when the person is uncertain about the things or quantities involved in the decision. For instance, statistics are used in the insurance industry to make decisions about insurability of people or things as well as to determine the rate to charge the insured for the insurance. Statistics are used in determining the length of product warranties. Statistics are used to track how good are players of sports and to make decisions about which players are kept on the team and which players aren't. ==History of Statistics== ==History of Probability== ==Variables and Measurements== There are two basic concepts for a person studying statistics to know and understand: what is a variable and what is a measurement. A '''variable''' represents something which can change. For instance, if we are wanting to determine the batting average of a baseball player, two variables would be (1) number of hits and (2) number of times at bat. To calculate the batting average for a baseball player you must observe the desired behavior, ability to hit the ball successfully, and take measurements of the behavior. In this case the ability to hit the ball is computed by taking measurements of two variables, the number of times the baseball player is batting and the number of times when the baseball player is able to hit the ball successfully. Different players will have different measurements or counts for these two variables. Some players will hit more often than other players. Some players may miss games due to illness or injury so have fewer times at bat. Other examples of variables are: * number of meals served in a restaurant * price of houses in a neighborhood * miles driven per gallon of gas consumed * number of students in a classroom * type of pie served in a restaurant * high and low temperature for the day Notice that of this list of variable examples, the types of measurements are different. Some such as number of meals served in a restaurant are counts, the meals are counted. Some such as price of houses in a neighborhood are financial figures or amounts, the amount of money someone paid for a particular house. Some, such as type of pie served in a restaurant, are types meaning that they are not really numbers at all but are classifications of objects (apple pie, chocolate pie, banana cream pie). There are four different kinds of measurements. Each of these different kinds have different uses in statistical procedures. Some types of statistical procedures are used only with certain kinds of measurements. The four kinds of measurements [[http://en.wikipedia.org/wiki/Level_of_measurement]] are: * '''Nominal measurement'''. The numbers are actually placeholders for names, can be replaced by names, and usually are. Nominal measurements can be compared to see if they are equal or unequal, the same or different. There is no other kind of comparison that can be made with nominal measurements. This type of measurement can be remembered as "nominal means named". * '''Ordinal measurement'''. The numbers are like nominal measurements with another added feature, ordinal measurements have rank or order. Ordinal measurements can be compared to see if they are equal or unequal. They can also be compared to see if one is less than or greater than the other. However, two ordinal measurements can not be added to each other or subtracted from each other. Ordinal measurements do not have standard intervals. This type of measurement can be remembered as "ordinal means ordered nominal". * '''Interval measurement'''. The numbers are like ordinal measurement with another added feature, interval measurements are separated by the same interval. This means that interval measurements are based on a standard scale making arithmetic such as addition and subtraction possible. Interval measurements can be compared to see if they are equal or unequal. They can also be compared to see if one is less than or greater than the other. In a comparison, not only can you say one is greater than the other but that you can say how many units greater. This type of measurement can be remembered as "interval means ordinals with intervals". * '''Ratio measurement'''. The numbers are like interval measurements with another added feature, ratio measurements have ratios between the possible measurement values. This means that ratio measurements are based on a standard scale which has a fixed zero point in which the zero point means zero amount. To better explain the differences, lets take a look at examples of each of these different levels of measurements. In some of these cases we will also convert one level of measurement to another to help you understand the differences between the levels of measurements. Examples of nominal measurements are: * type of pie served in a restaurant. The pies served in the restaurant have different names such as chocolate pie, banana cream pie, apple pie (remember nominal means named) * religious preference of students in a class. Each student has a particular religious preference such as Catholic, Baptist, Muslim, Hindu (remember nominal means named) Examples of ordinal measurements are: * finish position in a horse race. Each horse finishes in a sequence, first place, second place, third place (remember ordinal means ordered nominal) * taste comparison of drinks. Flavor of drinks are compared and ranked in order of preference, first choice, second choice, third choice (remember ordinal means ordered nominal) Examples of Interval measurements are: * temperature in degrees Celsius. Because the Celsius temperature scale has an arbitrary zero point, the freezing point of water, you can compare 5 degrees Celsius to 10 degrees Celsius to see which is greater. Examples of ratio measurements are: * gallons of water used in flushing toilets. The scale for gallons of water has a non-arbitrary and specific zero point. * number of slices of pizza eaten. The scale for number of slices of pizza eaten has a non-arbitrary and specific zero point. ==Central Tendency and Descriptive and Inferential Statistics== There are two basic kinds of statistics. The first kind is descriptive statistics which are used to describe a sample or a population from which the sample is drawn. The second kind is inferential statistics which are used to infer from a sample characteristics of the population from which the sample is drawn. '''Central tendency''' is the tendency or direction of a sample or a population. The central tendency is usually expressed as the mean though there are other statistics used to express central tendency. For instance a student's Grade Point Average (GPA) is a measure of central tendency, in this case the tendency of the student's ability to be a good student. '''Descriptive statistics''' are the basic computations which we all know and learn quite early. The descriptive statistics can be divided into two major types, descriptions of the '''central tendency''' and descriptions of how much the measurements vary, the variance. Descriptions of central tendency are the arithmetic mean, the mode, and the median. Descriptions of variance are the variance, the standard deviation, and the range. [[Category:School of Mathematics]] 2395 13719 2006-08-24T22:33:09Z SBJohnny 436 /* An intuitive illustration */ According to modern set theory, originally based on Cantor's seminal ideas, the union of two infinite disjoint classes, such as the odd and even natural numbers, has the same number of members as either constituent class. This violates the logical principle that the union of two disjoint classes is a distinct class, with a distinct cardinal number. The resulting theory of infinite classes is, therefore, constructed at the cost of abandoning this and related logical principles. This casting aside of readily understood 'intuitive' principles in favour of a system of axioms and definitions constitutes the very foundation of modern mathematics, and largely precludes any challenge to the basis of Cantorian and subsequent theories of infinite classes or numbers. The danger of such a state of affairs is that the foundations of mathematics cannot be radically altered, thus precluding any advances which might result from a reappraisal of Cantor's theory of infinity. ==An intuitive illustration== While this might seem "counter-intuitive" at first, a simple thought experiment can provide us with a feel for Cantor's theorem. The "trick" is to simply count all of the odd (or even) natural numbers: :1 &rarr; 1 :2 &rarr; 3 :3 &rarr; 5 :4 &rarr; 7 :... :n &rarr; 2n-1 :n+1 &rarr; 2(n+1) -1 :... What you'll realise over time (when you're tired of counting) is that you'll never run out of odd numbers to count, and that for any odd number n, it will appear at (n+1)/2 in the counting order. A notable exception to this rule is that a set made up of infinitely many infinite sets will in fact be larger than any of the member sets, according to [[w:Hilbert's paradox of the Grand Hotel|Hilbert's paradox of the Grand Hotel]]. 2396 9792 2006-06-04T14:23:53Z Hagindaz 37 [[Gödel's Incompleteness Theorem]] moved to [[Wikiversity:School of Mathematics/Philosophy of Mathematics/Gödel's Incompleteness Theorem]] Austrian mathematician Kurt Gödel showed that any mathematical system complicated enough to include arithmetic must be incomplete. What does this mean? Simply that there are theorems in the system that are true but cannot be proven true from within the system. It may be possible to prove the theorem from outside the system. A lot of nonsense has been written about this topic by nonmathematicians, including assertions that we can never know anything. Some mathematical systems ARE complete, including ordinary geometry and propositional logic. ---- What Godel showed is that we can never have a complete knowledge of mathematics, and in the 1930's he shook the math world at its core when he proved this. Any Mathematical theory has axioms from which everything in the theory is derived. It is impossible to prove the axioms of a theory by using the theory, you have to go to a more fundamental theory to prove the axioms of the first theory. The problem is that you then have to go to an even more fundamental theroy to prove the axioms of the fundamental theory. The problem with that is you have to go to a more ...... ad infinitum. We can never prove the fundamental axioms and laws of mathematics on which everything is based and thus our knowledge will necessarily always be incomplete. 2397 9799 2006-06-04T14:24:12Z Hagindaz 37 [[Cardinality]] moved to [[Wikiversity:School of Mathematics/Philosophy of Mathematics/Cardinality]] Given the set {10, 56, 29, 72}, I ask you: how many elements are in this set? In order to answer this question, you likely looked at the element "10" and thought "1", for "56", "2", and so on, until you ended up with the set {1, 2, 3, 4}. From this you concluded that the set had four elements. Recall a common construction for the natural numbers: *&empty; is 0 *{&empty;} is 1 *{&empty;, {&empty;}} is 2 *{&empty;, {&empty;}, {&empty;, {&empty;}}} is 3 and so on. This construction is convienent precisely because the number of elements, that is, the 'cardinality' of the set is identical to our intuiton of what a natural number is. So then, the symbols |A|=|B| mean that there exists a one-to-one mapping from A onto B. <pre> {10, 56, 29, 72} | | | | v v v v { 1, 2, 3, 4} </pre> This is the meaning of the notion of cardinality. === Infinite Sets === It seems obvious that we can find a cardinality for any finite set. But what of infinite sets? The procedure for proving two infinite sets have the same cardinality involves setting up a mapping between the two sets and proving that it is one-to-one. For example: Prove |Q|=|N|, if Q is the set of rational numbers and N is the set of natural numbers. Recall that the rational numbers are the set of all numbers in the form <math>-1^n \frac{a}{b}</math> Since n, a, and b are all natural numbers, we can use a G&ouml;del numbering scheme to map each rational number onto a natural number: <math>f(n, a, b): N^3 \rightarrow N = 2^n 3^a 5^b</math> And such a mapping is one-to-one by the fundamental theorem of arithmetic. This is a rather powerful result. It should be clear that any set whose elements can be totally expressed as a finite set of natural numbers has the same cardinality as that of the natural numbers. Because of this, the cardinality of the natural numbers has a special name, <math>\aleph_0</math> (Aleph-Null). Sets that have cardinality <math>\aleph_0</math> are called ''countable'' or ''denumerable''. Some sets have even greater cardinality than N, however. The set of real numbers, for instance, is even greater. 2398 9802 2006-06-04T14:24:19Z Hagindaz 37 [[Hermann Weyl]] moved to [[Wikiversity:School of Mathematics/Philosophy of Mathematics/Hermann Weyl]] "In the natural numbers, the problem of cognition presents itself to us in its simplest form." 2400 23779 2006-09-04T20:16:34Z Az1568 793 Fixed double redirect #REDIRECT [[School:Mathematics/Philosophy of Mathematics]] 2401 10140 2006-08-20T20:44:13Z WAvegetarian 211 add online places to play Welcome to '''History and Strategy of Competitive Scrabble'''. This interdisciplinary course is designed to introduce the student to the basic strategies of competitive [[:w:Scrabble|Scrabble]] in the context of [[:w:Probability theory|probability theory]] and to provide a background in the social climate in which the game developed. == Course Summary == In History and Strategy of Competitive Scrabble you will have an opportunity to learn the ins and outs of playing America’s favorite word game in the context of the games economic history and the development of the Scrabble playing community. No prior Scrabble playing experience is necessary. During the first part of the course there will be focus on readings and discussion with others on these topics. Throughout the course there are progressive skill development puzzles including board position analysis (like “black checkmates in three” stuff in chess), vocabulary building puzzles, anagramming practice and other puzzles like those found in ''The Official Scrabble Puzzle Book''. Students should use the talk pages of course sessions to discuss readings. Actually playing scrabble practice learned skills is required and can be done electronically as discussed below. This interdisciplinary course covers aspects of history, economics, sociology, mathematics, and psychology. It begins by tracing the game’s development from invention in 1931 to its current commercial form. You will be looking at how the rights to the game made their way from inventor to corporation and discussing this transfer in the context of other American inventors and how much recognition and profit they received. You will also take a sociological look at development of competitive Scrabble as separate from the “living room game” and the self-organized community and structure that developed around the competitive game. After you have covered the historical and social aspects of the game you will move on to strategy and tactics. Sessions include tricks for learning new words and some key lists you will memorize by the end of the course (like the 101 acceptable two letter words), anagramming skills, and other techniques to increase your personal ability. Competitive tactics topics will include the proper use of nonwords (“phoneys”) by psychological analysis of your opponent, how to maximize your chances of bingoing through balancing your rack, how to play the probability numbers game to accurately predict the likelihood your drawing specific tiles or achieving specific outcomes with your plays, and how to control the pace of the game. == Course Outline == ;[[/Course Outline | Course Outline]] == Sessions == == Reading and Materials == === Required === ; ''Everything Scrabble'', by [[:w:Joe Edley|Joe Edley]] and John D. Williams Jr. 2001, Pocket Books. ISBN 0671042181. ; [http://www2.scrabble-assoc.com/sublinks.asp?id=39&sid=103 The Official Tournament Rules] ; [http://zyzzyva.net/ The Zyzzyva computer program] === Suggested Reading === ; ''[[:w:Word Freak (book)|Word Freak]]'', by Stefan Fatsis. 2001, Penguin. ISBN 0618015841. ; ''The Big Book of Scrabblegrams''. 2005, Sterling. ISBN 1402728530. ; ''The Official Scrabble Puzzle Book'', by Joe Edley. 1997, Pocket Books. ISBN 0671569007. === Electronic Play === Finding a right place to play electronically can be difficult. There are many options with many different features. Being able to create buddy lists of other users and having automatic scoring is fairly standard. The place you choose should have ways to set time limits. There should be a way to review your old games play by play. Standard competitive word sources should be used. (The sites listed below include all these features and allow for play both with the standard North American word list and the British/international standard.) *[http://www.isc.ro Internet Scrabble Club (ISC)] *:After downloading the multi-platform standalone [[:w:Java programming language|Java]] program WordBiz you can connect to their game server. The ISC has a large international community of players of all ability levels from beginner to expert. It is the site favored by the world's top competitive players. It has a feature that allows you to observe the games of high rated players. It has 24 hour help available through the in-program chat interface. ISC allows you to familiarize yourself with the notation system for recording Scrabble games. If you pay a small membership fee you can get access to more features like computer analysis of games. The downside to ISC program is that it has largely text based. It has an interface similiar to [[:w:Internet relay chat|IRC]]. If you aren't familiar with text based interfaces you will probably be better off at the next site. *[http://www.scrabulous.com Scrabulous] *:This is a web-based and graphics heavy [[:w:Java applet|Java applet]]-based Scrabble site. The interface for this site is easier to navigate than ISC which is much more text based. It has 24 hour help available through the site's chat interface, by email, and by telephone. It has a large number of users, however it doesn't have the same high level of play that ISC does. It also currently lacks the ability to play phoneys, which is an integral skill for competitive scrabble. This feature is supported on other sites, but the other features this site has balances this out. ==Projects== * using Scrabble to learn math * using scrabble to learn vocabulary and spelling [[Category:Interdisciplinary Studies]] 2402 9823 2006-08-20T07:41:36Z Messedrocker 35 [[School:Department of Philosophy]] moved to [[Topic:Philosophy]]: per naming guidelines #REDIRECT [[Topic:Philosophy]] 2411 10167 2006-08-20T21:38:52Z JWSchmidt 20 [[Category:Wikiversity policy]] {{proposed policy}} [[Image:Laputa-robot-ghibli.jpg|150px|right]] '''Robots''' or '''bots''' are semi-automatic or automatic [[w:process (computing)|processes]] that interact with Wikiversity as though they were a human editor. They are used to manage systematic or boring tasks. Please read the guidelines below before designing and implementing any bot on Wikiversity. == Summary == Simply put, a bot is something that can do repetitive tasks in a predictable fashion, and it can be done in such a way as to be healthy for the community. ==Expectations== The operation of a bot requires approval. Any user can submit a request at [[Wikiversity:Bots/Status]] to obtain bot status, which prevents cluttering [[Special:Recentchanges|recent changes]]. Bot status is given by [[m:Bureaucrat|Bureaucrats]] about seven days after the request has been made, provided there has been no objection to the request by another user. The decision lies with the bureaucrats. The burden of proof is on the bot-maker to demonstrate that the bot: * is harmless * is useful * is not a server hog * has been approved '''Bot operators ''must'':''' # create a separate account for bot operation # indicate on their bot's user page: #* which program / language is used ([[meta:Using the python wikipediabot|Pywikipedia]], Ruby, javascript...) #* who the owner is # not make more than three edits per minute # discuss with other Wikiversity editors before running their bot. Any bot request has to reach consensus to be fulfilled. # log in with their own user account when talking to other users. '''Bot operators ''should'':''' * choose a name containing the word "bot" so that editors realize they are dealing with an automaton '''Bot operators ''may'':''' * run their bot without the bot status '''only''' during its request for approval '''and''' if asked so by another editor to check how the bot works. When testing, bot operators must delay 30-60 seconds between edits. ==Currently running bots== {| border="0" align="center" rules="all" cellpadding="3px" style="border: 1px solid #999; background-color:#FFFFFF;" |-align="center" bgcolor="#CCCCCC" |'''Name of the bot''' |'''Contributions''' |'''Operator''' |'''Functions''' |- | | | | |- |} This manual list may not be up-to-date. You can look at the [http://en.wikiversity.org/w/index.php?title=Special%3AListusers&group=bot&username= automatic list]. ==Request help from a bot== Please see [[Wikiversity:Bots/Requests]] ==Currently bot candidates== Please see [[Wikiversity:Bots/Status]] [[Category:Wikiversity policy]] 2412 9878 2006-08-20T11:15:35Z Guillom 48 fix link '''''[[Wikiversity:Bots|Bots]]''' are processes helping editors to make systematic tasks on Wikiversity. You can request help from a bot on this page.'' '''Please don't forget to:''' * be the clearest possible when asking * balance the time saved by using a bot and the time required from the bot operator to code/operate it. Sometimes manual edits are faster. * make sure your request respects all [[Wikiversity:Policies|Wikiversity policies]] and reaches consensus from the community. [http://en.wikiversity.org/w/index.php?title=Wikiversity:Bots/Requests&action=edit&section=new Add a new request.] 2413 11525 2006-08-22T16:09:25Z Guillom 48 Bureaucrats are able to give and remove bot status using the [[Special:Makebot]] feature. ''This page allows bot operators to ask the authorization to use it on the English-language Wikiversity.'' '''Please read [[Wikiversity:Bots|Wikiversity policy]] about bots first.''' Bureaucrats are able to give and remove bot status using the [[Special:Makebot]] feature. ==[[User:Bot]]== * '''Bot operator:''' * '''Aim of the bot:''' * '''Script used:''' * '''Already used on, with bot status:''' * '''Already used on, without bot status:''' * '''Remarks:''' 2416 10076 2006-08-20T16:41:49Z Sebmol 14 Redirecting to [[Wikiversity:Support staff]] #REDIRECT [[Wikiversity:Support staff]] 2417 10077 2006-08-20T16:41:56Z Sebmol 14 Redirecting to [[Wikiversity:Support staff]] #REDIRECT [[Wikiversity:Support staff]] 2419 9945 2006-08-20T12:31:39Z Dario vet 222 This is dario_vet This is dario_vet 2422 23426 2006-09-04T04:28:14Z Trevor MacInnis 99 fix double redirect #REDIRECT[[Topic:Aircraft Components]] 2425 21950 2006-08-31T12:51:52Z JWSchmidt 20 [[Category:Wikiversity screenshots]] buttons available to sysops screenshot, License: CC-by-SA [[Category:Wikiversity screenshots]] 2426 10012 2006-08-20T14:23:09Z Sebmol 14 rollback button available to users with sysop status, screenshot, license: CC-by-SA rollback button available to users with sysop status, screenshot, license: CC-by-SA 2427 13555 2006-08-24T13:43:42Z JWSchmidt 20 more specific category [[Category:Page creation templates]] 2430 10045 2006-08-20T15:35:29Z JWSchmidt 20 start page This page is for custodians who request a change in their sysop status. Probationary custodians can ask to be removed from the custodian ranks at any time. Probationary custodians can request that a bureaucrat make them a permanent custodian. When a probationary custodian has completed the one month probationary period and the five day community comment period is complete, a bureaucrat will make the final decision based on the arguments provided in the discussion. If a probationary custodian is not approved as a permanent custodian within 10 days, the probationary custodian can request another one month mentorship. ==Requests== Custodians can make their requests here. Newer requests at the bottom, please. * ... ==Requests that have been acted on== ==={{User|mirwin}}=== I request adminship and sysop status. I was an early administrator on English Wikipedia[http://en.wikipedia.org/wiki/User:Mirwin][[http://en.wikipedia.org/wiki/User:Lazyquasar] until nonparticipation triggered reversion to regular user status. As http://en.wikibooks.org/wiki/User:Lazyquasar at Wikibooks for the express purpose of participating with Wikiversity, I have been active in discussion and debate regarding Wikiversity on all applicable sites and the foundation mailing list. I have contributed a fair bit to the Engineering section at the Wikibooks prototype. I intend to be doing a fair amount of work with Wikiversity and feel I can be an efficient and fair administrator. I also have some interest in seeing Wikimedia ported to Java and interfaced to some distributed technologies. I owned/operated a computer consultanting firm for eight years and have a clear understanding of "first do no harm" when given access to mission critical servers. As owner it was my responsibility to train the systems analysts I dispatched to client site in the art of doing no harm that could not be repaired or recovered efficiently. --[[User:Mirwin|Mirwin]] *'''Support''' - Michael has been a very long-time supporter of Wikiversity during much of the phase while this project was before the WMF board of trustees, and has helped contribute a major portion of the content that is already here on this project as well even before en.wikiversity became live. I would love to see him become the first "official" admin (not done on a temp basis just to get thing going). He certainly understands the mission of Wikiversity and wants to make some very meaningful contributions, and would be very useful for the vandalism patrol as well. --[[User:Robert Horning|Robert Horning]] 13:38, 18 August 2006 (UTC) ::I no longer require custodialship, please put me on the list to be stripped of this responsibility at earliest opportunity. I will be limiting my participation for a while to tutoring algebra if my nephew or other people need it from Robert's Algegra Environment. Thanks! [[User:Mirwin|Mirwin]] 06:14, 20 August 2006 (UTC) [http://meta.wikimedia.org/w/index.php?title=Requests_for_permissions&diff=413117&oldid=413014 Request for permissions change] [[Category:Wikiversity administration]] 2431 10054 2006-08-20T16:01:28Z JWSchmidt 20 [[Wikiversity:Staff]] moved to [[Wikiversity:Support staff]]: I like "support staff" because for many people who have only gone to grade school, staff means teachers #REDIRECT [[Wikiversity:Support staff]] 2432 10088 2006-08-20T17:06:33Z JWSchmidt 20 [[Category:Social Sciences]] [[Category:Social Sciences]] 2434 21487 2006-08-30T04:58:28Z TimNelson 352 Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALAU101: * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Humanities * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Language Aquisition]] * '''Stream''' [[German Stream]] * '''Level:''' Beginner ==Content summary== ==Intended outcome== ==Unit materials== * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ==== How to type German characters into the computer ==== Typing German characters on a PC * For ü, hold down Ctrl, and press the numbers 1, 2, 9 on the keypad. Then release the Ctrl button. * For ß, hold down Ctrl, and press the numbers 2, 2, 5 on the keypad. Then release the Ctrl button. Typing German characters on a Mac * For ü, ö, and ä, hold down option-u, release, and type u, o, or a. * For ß type option-s. ==== Vocabulary ==== =====Numbers===== eins (1), zwei (2), drei (3), vier (4), fünf (5), sechs (6) sieben (7), acht (8), neun (9), zehn (10), elf (11), zwölf (12) dreizehn (13), vierzehn (14), fünfzehn (15), sechszehn (16) siebzehn (17), achtzehn (18), neunzehn (19), zwanzig (20), einundzwanzig (21), zweiundzwanzig (22), dreiundzwanzig (23) vierundzwanzig (24), fünfundzwanzig (25), sechundzwanzig (26) siebundzwanzig (27), achtundzwanzig (28), neunundzwanzig (29) dreißig (30), vierzig (40), fünfzig (50), sechzig (60) siebzig (70), achtzig (80), neunzig (90), einhundert (100) =====Sports===== Fußball (Soccer) ==== Important verbs ==== Verb tables below *[[Sein]] *[[Haben]] ===Assignments=== ==Active participants== *[[User:metalrobot | metalrobot]] *[[User:Mjvp13 | MjVP13]] *[[User:Daniel M. Roberts | Daniel M. Roberts]] *[[User:HappyCamper|HappyCamper]] [[Category:Language Acquisition|{{PAGENAME}}]] [[Category:German]] 2441 10124 2006-08-20T19:31:53Z Chun-hian 239 Redirecting to [[Wikiversity:Sandbox]] #REDIRECT [[Wikiversity:Sandbox]] 2445 19232 2006-08-28T16:12:06Z 24.13.253.255 /* Syllabus */ spelling == Introduction == The scope of this learning experience is to study basic mathmatical concepts that are required for a general liberal arts education on a college or university level. Topic covered will include number theory, mathmatical proofs, geometry, polynomial equations, and functions. == Study Materials == Instruction will occur primarily out of the (admittedly incomplete) Algebra Wikibook: *[[b:Algebra|Algebra Wikibook]] Additional resources will be obtained from existing Algebra texts listed below: *[http://www.msc.uky.edu/ken/ma110/ University of Kentucky Math 110 Textbook] == Syllabus == This will be a learning experience that will last for between 10-15 weeks, with a weekly topic that will be studied by the class and discussed through a number of different channels. Cooperation between students is going to be necessary here to help each other out with these topics. Join us on [irc://irc.freenode.net/wikiversity-en #wikiversity-college-algebra](on Freenode) for a live chat of this topic. More formal get-togethers will happen on scheduled times for this chat channel. Weekly topics include the following: *[[/Introduction and WikiTeX markup/]] *[[/Basic Number Theory/]] *[[/Theorems, Postulates, and Proofs/]] *[[/Geometry/]] *[[/FOIL and algebraic manipulation/]] *Other topics as suggested by students and other participants with this learning experience == Homework == Homework will be associated with each topical outline, and it is expected that students participating will be completing that homework within the week of that topic. While you might be able to "catch up" and do previous week's homework, getting seriously behind may force you to wait until the next cycle of the course where we will begin all over again. Assistance for completing homework assignments can be found at the [[/Help Desk/]]. == Self Quizes == [[/GrammarQuiz|The grammar of algebra quiz]]: for use with [[b:Algebra/Grammar| The grammar of algebra]] == Interested Participants == If you wish to participate with this course, please add your name below after registering an account on Wikiversity with your account signature by editing this page and adding '''<nowiki>*~~~~</nowiki>''' === Instructors === *[[User:Robert Horning|Robert Horning]] 19:21, 17 August 2006 (UTC) === Teaching assistants === * [[User:Hypermorphism|Hypermorphism]] - I can hopefully motivate and conceptualize algebra for the non-math major consistently. A rock solid grasp of algebra is extremely important for understanding the modern world. == Tutors == *[[User:Mirwin|Mirwin]] 09:39, 18 August 2006 (UTC) I can help out with some mentoring or tutoring where materials are difficult to understand and possibly help fill gaps in available materials. I have a B.S. in Engineering Physics so I have done quite a bit of practical algebra even if it is a bit rusty in spots. Participants drop queries or requests for assistance on my talk page and we will create some appropriate space from there to work from. *--[[User:MarkyParky|MarkyParky]] 22:58, 25 August 2006 (UTC) I can help out when people are stuck on some problem, or just need something explained from a different perspective. === Students === *[[User:Reads4fun|Reads4fun]] 01:31, 19 August 2006 (UTC) [[Category:Mathematics]] [[Category:Courses]] 2446 21983 2006-08-31T14:35:13Z JWSchmidt 20 add image Wikiversity should have both "featured content" and "featured participants" on the Main Page. [[Image:GALEXintro.png|thumb|381px|right|Image from the [[Galactic evolution]] project.]] ==Featured content== Wikiversity needs to show-off its best examples of [[Portal:Learning Materials|learning materials]] and [[Portal:Learning Projects|learning activities]]. ===Wikiversity content: candidates for featured content=== List Wikiversity learning resources here. *[[Astronomy Project]] - project participants access public astronomy databases and explore outer space *[[Bloom clock project]] - participants record bloom times of wildflowers and other plants *[[War Seminar]] - study of the causes of war and the history of attempts to limit the number and destructiveness of wars ==Featured participants== Wikipedia functions as a place where people drop by and unload what they know. Wikipedia has a factory approach to project participants: each contributor must adapt to Wikipedia, not the other way around. Wikiversity is an attempt to support open scholarly collaboration with the goal of helping individuals reach their personal learning goals. The search for ways to promote individualized learning is an inherently social process that must focus not only what is learned but also who is learning. Because of our educational mission, it is useful for Wikiversity to put more emphasis on participants as individuals. Wikiversity participants need information so that they can know who they can trust when they are looking for help on a learning project and finding new people to interact with. A fundamental component of [[Wikiversity:Scholarly ethics|good scholarship]] is feedback and peer review. "Featured participants" can be part of a rich system for Wikiversity participant feedback. [[Category:Wikiversity]] 2455 22585 2006-09-02T14:18:30Z Trevor MacInnis 99 /* General information, guides & help */ sp <big>'''Welcome to Wikiversity!'''</big> Wikiversity is a multilingual space for the creation and use of [[Wikiversity:Copyrights|free]] [[Portal:Learning Materials|learning materials]] and [[Wikiversity:Learning projects|activities]]. All content is being written in a collaborative fashion on this web site, using [[Wikipedia:wiki|wiki]] software - and anyone is welcome to take part. Feel free to dive in, and create or amend any page you think warrants improvement. [[Wikiversity:Be bold|Be bold!]] You don't need to [{{fullurl:Special:Userlogin|type=signup}} create an account] to contribute, but it will help identify you to others as a regular editor. If you have educational content you feel could be useful, or want to develop your own, you might find it useful to read our page on [[Wikiversity:Adding content|adding content]] before doing so. Perhaps you might also like to take a '''[[Wikiversity:Guided tour|guided tour]]''' to find your way around Wikiversity, or check out [[Wikiversity:Introduction]] for the basics. == What's this all about? == :'''Wikiversity is a learning community.''' Learning is a major part of life and never ceases. Wikiversity is a [[meta:Wikimedia Foundation|Wikimedia Foundation]] project which aims to further the discovery and distribution of knowledge in a very natural way, by helping each other to learn. You can use Wikiversity to find information, ask questions, or learn more about a subject. You can explore knowledge in Wikiversity through advanced study and research. You can also use it to share your knowledge about a subject and to build learning materials around that knowledge. For a longer description, see [[Wikiversity:What is Wikiversity?|What is Wikiversity?]] == What's going on? == === Changes === Change happens. On wikis, it happens all the time. Right now, pages are being created and improved, and edits are being published. Take a look at the [[Special:Recentchanges|recent changes log]] and see for yourself! Since our launch on August 15th, 2006, we've created '''{{NUMBEROFARTICLES}}''' content pages. For other statistics, see [[Special:Statistics]]. Right now, the project is being actively built by people like you; as you read this, it is very likely someone will be editing or previewing changes to one or more pages on this site. === Discussion === As a project in the early stages of development, Wikiversity is undergoing a huge amount of discussion relating to policies, technical issues, and establishing an initial content infrastructure and general layout. The main forum for discussions is the [[Wikiversity:Colloquium|Colloquium]] - take a look there and feel free to drop a reply to anything which interests you. You might want to, for example, take a look at or contribute to our various [[Wikiversity:Policies|policies]] == Your user page == Consider initializing your individual user page accessible by a tab named with your registered account name (it is at the top of your browser display with other options) with whatever background you wish others to have about you as you play, learn, or work at Wikiversity. The <b>my talk</b> tab accesses a page intended for messages between you and others here at Wikiversity. Every registered user has a talk page accessible by this type of URL: "http://en.wikiversity.org/wiki/User_talk:<b>account name</b>" where you may leave a message. == See also == === General information, guides & help === *[[Wikiversity:What is Wikiversity?|About the project]] *[[Wikiversity:Scope]] *[[Help:Contents|Help pages]] &mdash; help on editing, starting new articles, and many other topics. *[[Wikiversity:FAQ|Wikiversity FAQs]] &mdash; frequently asked questions about the site. *[[Wikiversity:Glossary|Glossary]] &mdash; a glossary of common Wikiversity terms. *'''[[Wikiversity:Help desk|Where to ask questions]]''' &mdash; a list of departments where volunteers answer questions, any question you can imagine.<br> *[[Wikiversity:What Wikiversity is not|What Wikiversity is not]] *[[Wikiversity:Policies|Policies and guidelines for contributors]] *[[Wikiversity:Introduction]] - very basic introduction to Wikiverity *[[Wikiversity:Manual of Style|Manual of Style]] ====Overarching principles==== *''[[Wikiversity:Civility|Civility]]'' *''[[Wikiversity:Learning|Learning]] *''[[Wikiversity:Adding content|Contributing]]'' *''[[Wikiversity:Neutral point of view|Neutral point of view]]'' === The Wikiversity community === *[[Wikiversity:Wikiversity community]] *[[Wikiversity:Participants|Participants]] &mdash; a listing of regular contributors; you may add yourself if you wish. *[[Wikiversity:Community Portal]] is a gateway to the community, to find out what's happening. ==See also== *[[Wikiversity:Guided tour]] *[[Wikiversity:Welcome templates|Templates used to welcome new users]] [[Category:Wikiversity culture]] 2456 11197 2006-08-22T04:02:13Z JWSchmidt 20 link to [[Wikiversity:List of custodians]] Please leave comments/suggestions/complaints/questions below. If you have a question about the action(s) of a particular [[Wikiversity:List of custodians|custodian]], the first place to go is that custodian's user talk page. ==Feedback== * ... [[Category:Wikiversity administration]] [[Category:Community discussions]] 2457 17661 2006-08-27T17:37:25Z JWSchmidt 20 add [[User:SB Johnny]] ==Directory== '''NOTE: The current custodians are temporary while we get Wikiversity started. There will be evaluation of custodians by the community when the community has a functioning evaluation system in place.''' {| cellspacing="3" style="width:100%" |- style="background-color:#ccccee;" !User !Role !Appointed !Time Zone !Babel/Other notes |- style="background-color:#eeeeff;" |[[User:Atrivedi|Atrivedi]] |[[Wikiversity:Custodianship|Custodian]] |August 19, 2006 | | |- style="background-color:#eeeeff;" |[[User:Cormaggio|Cormaggio]] |[[m:Bureaucrat|Bureaucrat]] |August 15, 2006 |BST (UTC+1) |en, es-2 |- style="background-color:#eeeeff;" |[[User:Digitalme|Digitalme]] |[[Wikiversity:Custodianship|Custodian]] |August 19, 2006 |MDT (UTC-6:00) |en, fr-1 |- style="background-color:#eeeeff;" |[[User:JWSchmidt|JWSchmidt]] |[[Wikiversity:Custodianship|Custodian]] |August 15, 2006 |Arizona (UTC-7:00) | |- style="background-color:#eeeeff;" |[[User:Messedrocker|Messedrocker]] |[[Wikiversity:Custodianship|Custodian]] |August 16, 2006 | | |- style="background-color:#eeeeff;" |[[User:Robert Horning|Robert Horning]] |[[Wikiversity:Custodianship|Custodian]] |August 15, 2006 |MST (UTC-7:00) |en, pt-3, de-2, es-2, ru-1 |- style="background-color:#eeeeff;" |[[User:SB Johnny|SB Johnny]] |[[Wikiversity:Custodianship|Custodian]] |August 27, 2006 | | |- style="background-color:#eeeeff;" |[[User:Sebmol|Sebmol]] |[[Wikiversity:Custodianship|Custodian]] |August 15, 2006 |CEST (UTC+2) |de, en-4, fr-2 |- style="background-color:#eeeeff;" |[[User:WiseWoman|WiseWoman]] |[[Wikiversity:Custodianship|Custodian]] |August 15, 2006 |CEST (UTC+2) | |} For a canonical list of Wikiversity [[Wikiversity:Support staff|support staff]], see [[Special:Listusers]]. ==See also== *[[Wikiversity:Notices for custodians|Notices for custodians]] [[Category:Wikiversity administration]] 2458 14905 2006-08-26T06:43:50Z Graham87 488 spelling Wikiversity will offer opportunities for service and learning development in a variety of contexts. Scholars are sometimes described as existing in an "[[w:Ivory Tower|Ivory Tower]]" and in a state of detachment from real world concerns. Yet, members of a university often apply their learning and experience to practical problems in their communities and in society in general. ==Meaning of service== In the context of learning communities, ''service'' means working to improve the common good. Service work aims to contribute to the welfare of others, to somehow help and benefit others, through education, research and community activities. In an international context, education and research services are of fundamental importance in [[w:Development aid|development aid]] and [[w:Sustainable development|sustainable development]]. Research and knowledge of experts are also important aspects in organizing [[w:Humanitarian aid|humanitarian aid]] and . ==Service projects== ''Please help Wikiversity to develop service projects by adding your ideas below.'' Some of the projects that Wikiversity may develop include supporting: *the development of curricula and instruction services for learning in poor communities *the development of free software to assist in free learning contexts *research by learners and scholars in solving social problems *translation of foreign language texts for educational purposes ==Serving Wikimedia== One area that Wikiversity will focus on initialy in service are sister Wikimedia projects. See '''[[Service community]]'''. ==Related links== *[[Service community]] - about serving Wikimedia sister projects 2460 13300 2006-08-24T02:57:21Z Messedrocker 35 includeonly and noinclud <center class="metadata"> <table style="width: 60%; background:#fee; border: 1px solid #aaa; padding: 0.5em;"><tr> <td style="width: 70px;">[[Image:W21-1a.png|60px|logo]]</td> <td>This page needs to be '''renamed''' to comply with our [[WV:NC|naming conventions]].</small></td> </tr></table> </center> <includeonly>[[Category:Wikiversity pages needing to be renamed]]</includeonly> <noinclude>This categorizes pages into [[:Category:Wikiversity pages needing to be renamed]] 2461 23608 2006-09-04T16:32:53Z 75.2.81.13 /* The Mouthpiece */ == The Saxophone == Saxophones come in many different sizes, but most beginners will usually start on alto. The small mouthpiece of the soprano is very susceptible to changes of the embouchure and therefore the pich is difficult to control. Conversly, while the tenor and baritone saxophones are somewhat easier to control, the amount of air needed to produce a tone is much higher than needed for the alto. The alto is a good beggining instrument because the pitch is fairly even and more importantly, the air needed is not a problem for the youngest of players to utilize. == The Reed == For the beginner, a reed of strength 2 is desirable. As the embouchure becomes stronger, a reed of higher strength can be purchased to compensate. Buying a reed of higher strength can improve your tone and increase your volume. Be sure to take the reed off and keep it in a protector to keep it from warping when not in use. == The Mouthpiece == Any mouthpiece that comes with the saxophone is suitable for the beginner. A few good beginning mouthpieces are: *Selmer S80 *Yamaha 3 If you like a certain performer and know what kind of mouthpiece he uses, DO NOT buy that one; you're sound is up to you and the work you put into it. . Mouthpieces are made out of different materials, and the one you buy should depend on what type of music you will be playing. A metal mouthpiece is desirable only for jazz music while hard rubber should be purchased for classical or jazz. Seek assistance from a private music teacher or your school music teacher when looking for a mouthpiece and try before you buy! == The Ligature? == Is not very important. Some argue that a ligature can change the worl but very few ligatures have that effect. Keep it simple on this one. == The Embouchure == The saxophone embouchure, when formed correctly, should feel natural and comfortable. When forming the embouchure, take the following steps: 1. Cover gently the lower teeth with the lower lip, and bring this set to the reed. make sure the reed is wet! 2. Place your top teeth on the mouth piece and place on the top (biteplate) of the mouthpiece. Do not bite hard but make sure you have a hold on the mouthpiece 3. Relax and blow easily == Producing a tone == After forming the embouchure as described above, blow. It is that simple. If the resulting tone is not beautiful, that makes sense. Saxophone tone is difficult to develop, like all istruments, but get with a private teacher and you will be well in your way to playing the saxophone. [[Category:Music]] 2462 10232 2006-08-20T23:52:13Z SB Johnny 61 [[School:Applied Mathematics]] moved to [[School:Mathematics]]: I have not idea wy it came out that way. #REDIRECT [[School:Mathematics]] 2470 10273 2006-08-21T01:01:44Z JWSchmidt 20 subcategory [[Category:Mathematics]] 2472 10291 2006-08-21T02:17:09Z Reswik 82 This originated as a comment on the NPOV policy talk page. This will be expanded into a discussion of MPOV from MPOV including '''MPOV or NPOV''' as discussed below. NPOV has problematic assumptions but it is a useful principle for a first approximation of a critical approach to appreciating multiplicity of perspectives. I expect that over time that Wikiversity scholars may evolve NPOV into an MPOV (multiple points of view) principles which calls for the appreciation, based on in depth study, of how it is possible to vary the number of positions, interpretation, balance, level of coverage and summary conclusions offered for different points of view -- such that there are very many mixes of points of view possible that would all seem to satisfy NPOV. For some wikischolars studying multiples schools of thought, reducing bias might perhaps be not an aim as much as developing ever more depth of appreciation of the biases and presuppositions of varying perspectives and their contrasts -- a richer and richer MPOV, one could say. Differing scholars and schools of scholars would have differing MPOVs. An MPOV policy would be a meta-position beyond NPOV which calls for the comparison and evaluation of differing MPOVs. MPOV would call for increasing depth in critical understanding of and comparison of varying MPOVs rather than decrease in bias ever more closely towards NPOV. I think NPOV as written assumes one root balanced POV is possible in the future as the endpoint of NPOV work of including and balancing various views. MPOV does not assume this -- it assumes that an MPOV is always constructed from an POV and can not escape this, hence there are always MPOVs and MPOVs may expand and not contract in further MPOV work. We do not know which position is correct, an NPOV endpoint or an expanding set of MPOVs. In part, it is an item of metaphysical belief to assume NPOV or MPOV as so described here. A meta position requires contrasting NPOV and this MPOVs. Note that the MPOV perspective may be more relevant to a number of schools of thought in the social sciences and humanities than to the natural sciences. Social theorists are underrepresented perhaps in Wikipedia discussions. I hope that is not the case in Wikiversity. (One could argue that the MPOV idea is present in seed form in one way of interpreting the NPOV concept, but I think it could be elaborated here or somewhere in Wikiversity space.) A closing thought: I think it is reasonable to take a position in between their being one NPOV possible and many MPOVs as probable (between modernity and postmodernity if you will) which is that a small finite set of kinds of MPOVs are possible -- I actually favor this at times -- but it would require multiple writings from multiple MPOVs to construct that theory space - not one multidimensional writing/text/MPOV-NPOV but a finite group of MPOV texts with differing MPOV perspectives. [[User:Reswik|Reswik]] 01:52, 21 August 2006 (UTC) 2473 14135 2006-08-25T18:44:23Z Stevenfruitsmaak 392 /* Participants */ added myself This page is a learning resource of the [[Topic:Cell Biology|Department of Cell Biology]]. ---- Cells have existed on Earth for about 4,000,000,000 years. In that time, many proteins have evolved that allow cells to accomplish amazing things; in particular, cells make humans possible. One of the major current scientific efforts is to discover how the cells of the human brain make possible our perceptions, memories and complex social behaviors such as language. This course is about how to understand biology from the perspective of the cellular components of living organisms. [[Image:3cellcomponents.png|thumb|100px|right|'''Figure 1.''' Microscopy of dog ('''A and B''') or mouse ('''C''') cells. In '''Panels A and B''', green shows the location of DNA in cell nuclei. Red shows the position of a cell surface protein ('''A''') or a cytoskeletal protein ('''B'''). '''Panel C''' shows a mititotic cell with condensed chromosomes.]] ==To the Student; Before Cell Biology== '''Cell Biology''' is a sub-discipline of [[Topic:Biology|Biology]]. A Cell Biology course is typically one of the specialty courses taken by students after they have had a general introduction to modern Biology. If you have never had a good introduction to Biology, you should probably do that before trying to study Cell Biology. The [[b:General Biology|General Biology]] textbook at Wikibooks is still under construction. At this time (2005) it may be best to use an electronic resource such as [http://faculty.fmcc.suny.edu/mcdarby/default.htm Michael McDarby]'s [http://faculty.fmcc.suny.edu/mcdarby/Majors101Book/site_map.htm Online Introduction to Biology] as an introduction to Biology. However, Cell Biology is fundamental to all of Biology, and can serve as a reasonable starting point for students starting to explore Biology. All biological organisms have cells as fundamental structural/functional components. [[wikipedia:Cell (biology)|Cells]] are at an intermediate level of the structural hierarchy of living things. Cells are composed of molecules and multicellular organisms such as humans are composed of many types of cells that cooperate to form tissues and organs. A student who is learning about Cell Biology should integrate that learning with study of the chemistry of living organisms and study of whole organism Biology. The important functions of cells are understood in terms of the chemistry of cells, traditionally students have a good introduction to [[wikipedia:Chemistry|chemistry]] before attempting serious study of Cell Biology. However, many of the key concepts of Cell Biology can be understood without any deep analysis of chemical details. You can use the Wikiversity [[Topic:Biochemistry|Biochemistry]] resources to provide the basic information you should have about the chemistry of living organisms. For more extensive online information about Biochemistry, there is an [http://www.ncbi.nlm.nih.gov/books/bv.fcgi?call=bv.View..ShowTOC&rid=stryer.TOC&depth=2 online textbook] available through the PubMed system. ==Cell Biology Textbooks== Wikibooks has a textbook for [[b:Cell Biology|Cell Biology]] that is under construction. There are excellent traditional Cell Biology textbooks that have been made available for free electronic access. See the resources listed at [[b:Cell Biology]]. The Cell Biology textbook at wikibooks makes use of hypertext links to [[wikipedia:Cell Biology|Wikipedia]] articles. The [[wikipedia:Cell biology|Cell biology]] article at Wikipedia is a starting point for exploration of the many wikipedia articles in the [[wikipedia:Category:Cell biology|Cell biology]] category. The Cell Biology wikibook also needs to become a portal to the peer-reviewed primary and secondary literature of Cell Biology. Many published articles about Cell Biology can be accessed through the free [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?CMD=search&DB=pmc PubMed] system. In addition, two of the most commonly used Cell Biology textbooks, [http://www.ncbi.nlm.nih.gov/books/bv.fcgi?call=bv.View..ShowTOC&rid=mboc4.TOC&depth=2 Molecular Biology of the Cell] (Alberts et al) and [http://www.ncbi.nlm.nih.gov/books/bv.fcgi?call=bv.View..ShowTOC&rid=mcb.TOC Molecular Cell Biology] (Lodish et al) are freely available via Pubmed's [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=Books Bookshelf] service. ==Topics in Cell Biology== Cell Biology is concerned with the structure and function of cells. "Structure" and "function" are two different ways of looking at the same thing; structures exist to accomplish certain functions and we account for biological function in terms of the structural components of living organisms. [[wikipedia:Microscopy|Microscopy]] is an important technique in Cell Biology that reveals cell structure and guides us towards an understanding of how cells function. Most cells are too small to be seen by the naked eye and the spatial distributions of molecular components in cells can only be revealed by microscopy. ([http://micro.magnet.fsu.edu/primer/techniques/fluorescence/gallery/cells/index.html Cell Microscopy Art Gallery].) The functions of cells are mostly made possible by the [[wikipedia:Protein|protein]] molecules of cells. The images shown to the right (Figure 1) illustrate microscopy of the cellular locations of two specific proteins. The human genome project has found that humans have genes that provide instructions for about 20,000 different proteins. In Panel A, the red color shows the location of a protein called beta-catenin. Much of the beta-catenin of cells is located at the cell surface where it functions to promote normal [[wikipedia:Cell adhesion|cell adhesion]]. Most cells of the body are part of solid tissues. Many cells of solid tissues have special cell surface proteins that allow adjacent cells to adhere tightly to each other. The structural integrity of cells depends on proteins that form the [[wikipedia:Cytoskeleton|cytoskeleton]]. One of the major types of cytoskeletal proteins is [[wikipedia:Keratin|keratin]]. Panel B (Figure 1) shows the cellular location of a type of keratin protein inside these dog kidney epithelial cells. In panels A and B, the green color shows the location of [[wikipedia:DNA|DNA]] inside the [[wikipedia:Cell nucleus|cell nuclei]]. DNA is the genetic molecule of cells that carries the molecular instructions used by cells to make protein molecules. Cells, as the basic functional components of living organisms, have the capacity to reproduce and divide into daughter cells. During cell reproduction, the cell nucleus disintegrates and the DNA molecules are packaged as condensed mitotic [[wikipedia:Chromosome|chromosomes]]. Panel C (Figure 1) shows two sets of mouse chromosomes ready to be packaged into the two daughter cells of a dividing parental cell. A large part of Cell Biology is the study of how biological molecules (mainly proteins and [[wikipedia:Nucleic acid|nucleic acids]] like DNA) account for the structure and function of cells. Cell Biologists also work to account for the structure and function of multicellular organisms in terms of their cellular components. The human body has many specialized cell types that cooperate to provide all of the functions of the human body. Cell biologists are very much concerned with the [[wikipedia:Hormone|hormonal]] and other [[wikipedia:Signal transduction|chemical signals]] that pass between cells and coordinate the activities of the trillions of cells in a human body. ===Cell Biology and Medicine=== Many diseases can be understood and treated at the cellular level. For example, [[wikipedia:Cancer|cancers]] are diseases caused by abnormal cell growth or other forms of abnormal "antisocial" behavior by cells. The protein beta-catenin (Figure 1A) is a [[wikipedia:Oncogene|proto-oncogene]] that when mutated or abnormally regulated inside cells can contribute to cancers such as [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=16042571&query_hl=2 colon cancer]. Mutated keratin (Figure 1B) genes can cause skin [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=16098032&query_hl=5 blistering diseases]. Abnormal keratins and abnormal [[wikipedia:Autoimmune diseases|autoimmune]] attacks on proteins that cooperate with keratins to hold skin cells together can cause diseases in humans such as [[wikipedia:Pemphigus|Pemphigus]]. Many common medical diagnosis methods such as the [[wikipedia:Pap smear|Pap smear]] use microscopy of cells to identify cancerous and pre-cancerous cells. An area of medical research that has been in the news lately (2005) is the study of [[wikipedia:Stem cell|stem cells]]. The cells shown in Figure 1C are embryonic stem cells that have the capacity to [[wikipedia:Cellular differentiation|differentiate]] into neurons. There is much interest in the idea that diseases such as [[wikipedia:Parkinson's disease|Parkinson's disease]] can be treated by transplantation of stem cells. ==Learning about Cell Biology== This page is designed to assist Wikiversity participants to learn about Cell Biology, mainly by exploring the topic in the independent study format. Feel free to contact [[User:JWSchmidt]] for help to design a plan of study. ===Assignments=== Wikiversity has a '''[[Cell biology improvement drive]]'''<BR> The course assignments can initially involve the construction of new Wikiversity pages for this course. This "Cell biology improvement drive" includes the creation of new cell biology-related Wikipedia pages, improvement of existing Wikipedia pages ([[w:Wikipedia:WikiProject Cell Signaling|for example]]) and developmet of the Wikibooks [[b:Cell Biology|cell biology textbook]]. This is a collaborative effort between students and instructors. If you have another idea for what you would like to do, discuss it with an instructor. My view is that the best measure of learning within a Wiki-format university is the construction of wiki pages. * You can pick a topic in Cell Biology that interests you and start reading. As you discover interesting information, add what you have learned to a wiki page about the topic you are learning. Keep a record of what you read and what you write.<BR> Topic example: the regulation of cell survival is a fundamental process that helps control the number of cells in a tissue. Textbook introduction: [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Search&db=books&doptcmdl=GenBookHL&term=apoptosis+AND+cooper%5Bbook%5D+AND+166036%5Buid%5D&rid=cooper.section.2281#2285 Cooper textbook].<BR> Recent review article: [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=16094707&query_hl=11 Regulation of cell death]. Wikipedia reading<BR> Introduction to Science and biology. [[w:Category:Science|Science]], [[w:Biology|Biology]], [[w:Cell theory|Cell theory]]<BR> Introduction to Cell Biology. [[w:Cell biology|Cell Biology]], [[w:Category:Cell biology|Topics in Cell biology]], [[w:Cell membrane|Cell membrane]], [[w:Organelle|Organelle]], [[w:Signal transduction|Signal transduction]], [[w:Cell adhesion|Cell adhesion]], [[w:Gene expression|Gene expression]], [[w:Cell cycle|Cell cycle]] ==Participants== If you are a student in this course, sign in so that we can try to develop a community. Maybe there can be some group projects. * [[User:Lazyquasar|Lazyquasar]] 05:36, 29 November 2005 (UTC) Weak preparation. Interested in fundamentals. May shift abrubtly to lower level course or drop as personal activities progress. ** Personally, I think one of the most interesting things about cells is how they make it possible for us to learn. I'd suggest that you try to identify some aspect of biology that is of particulat interest to you, all the "fundamentals" can be learned about in the context of what you find most interesting about life/behavior/biology. --[[User:JWSchmidt|JWSurf]] 22:51, 30 November 2005 (UTC) * [[User:JedOs|JedOs]] 02:26, 9 December 2005 (UTC) I am Biology major student at college working on my Bachealors in Biology. I am hard worker yet I have areas of frustration. I'm not sure how this free course thing works, so please tell me at my talk page, http://en.wikipedia.org/wiki/User:JedOs * [[User:Lukner|Lukner]] 16:15, 19 February 2006 (UTC). I am a second-career pre-med student at the University of Texas at Austin. I have a Ph.D. in Chemical Engineering, and I'm taking a few classes to satisfy my pre-med requirements. I am taking a Cell Biology course at UT, and this online course might provide some additional material to supplement the course I'm already taking. ** What biology/medicine topics are you interested in? --[[User:JWSchmidt|JWSurf]] 04:13, 17 March 2006 (UTC) * [[User:SrinivasKulkarni|Srinivas]] 06:13, 7 April 2006 (UTC) I am interested in learning molecular cell biology. I have post graduate degree in computer science and mathematics. I am using my long term cancer treatment (vacation!) time in learning new subjects. Thank you for maintaining this free course. I have high school knowledge of biology. Hopefully as I progress, I will find out which fundamental concepts I need to refresh in order to catch up with the course. * --[[User:PJC|PJC]] 12:54, 10 May 2006 (UTC) I'm a third year Biochemistry student at the University of Nottingham (UK). I'm interested in how cells participate to form the brain (as mentioned above), particularly the role of the ubiquitin-proteasome system (UBS). I'm also interested in the regulation of transcription by the SRE-SRF-TCF complex; and the cellular basis of cancer. (note: all of the above were added when this page existed at [[b:Cell Biology|Wikibooks]]) *[[User:JWSchmidt]] - See: [[Cell Biology/JWSchmidt]] for my thoughts about cell biology and learning. *[[User:Stevenfruitsmaak|Steven Fruitsmaak]] ---- ==See also== *[[M:Cell biology improvement drive|Wikiversity Cell biology improvement drive]] *[[Human Genetic Uniqueness Project]] - students search for genes that make humans different from other apes. *[[w:Wikipedia:WikiProject Molecular and Cellular Biology#Cell type info box|Project to improve Wikipedia coverage of cells]] *The Cell Biology course of Wikiversity is participating in the Wikiversity "core service course" known as the [http://education.wikicities.com/wiki/Wikiversity:_Biomedical_Research_Project Biomedical Research Project]. [[Category:Page moved from Wikibooks]] [[Category:Cell biology]] [[Category:Cell biology learning projects]] 2474 10341 2006-08-21T02:39:12Z JWSchmidt 20 subcategory [[Category:Biology]] 2475 13035 2006-08-23T21:57:51Z Guillom 48 [[Category:GFDL images]] I made this for [[Cell Biology]] {{GFDL-self}} [[Category:GFDL images]] 2476 24095 2006-09-05T12:30:41Z 216.185.64.126 /* Department news */ Welcome to the Wikiversity Department of Cell Biology. [[Image:Plant cell structure svg.svg|thumb|right|400px|Diagram showing key parts of a plant cell.]] ==Department description== The Department of Cell Biology is where Wikiversity participants can organize efforts that attempt to facilitate explorations of cells as fundamental components of organisms. The Department needs to develop more Cell Biology-related [[Portal:Learning Projects|activities]] that Wikiversity participants can use as learning resources. ==Department news== * August 20, 2006 - School founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== [[Image:3cellcomponents.png|thumb|100px|right|Microscopy of cells.]] Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Stem Cells]] - What are stem cells? Why is stem cell research regulated by some governments? *[[Cell Biology]] - Exploring cell biology. Independent study with projects. * .. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==References== Key resources for Cell Biology ===Wikipedia=== * [[w:Cell biology]] ===Wikibooks=== Works in progress - these texts are currently at Wikibooks: * [[Wikibooks:Cell biology]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * [[User:JWSchmidt]] - see: [[Cell Biology]] [[Category:Cell biology]][[Category: Basic sciences]] 2478 13427 2006-08-24T06:16:55Z A thing 407 /* Courses */ This is a placeholder page for graphic design relating to computers. The department of graphic design with computers is contained within the division of Computer Science. This department will contain lessons on 2d graphic design, 3d graphic design, graphic design with animations, as well as SDL+OpenGL and creating 2d/3d graphic engines. ==Courses== *[[Blender]] [[Category:Computer Science]] 2482 22818 2006-09-03T06:54:58Z 66.219.200.236 /* ActionScript */ ''This is a placeholder page for computer programming, and is far from being complete.'' ==Department description== '''Computer programming''' is a department under the division of [[Topic:Computer_Science|computer science]]. This will contain lessons on learning programming languages, learning software abstraction, algorithms, data structures, as well as different stages to computer programming, including design, testing, and maintenance. ==Department news== * '''August 20, 2006''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! === Introduction and Concepts === * [[Introduction to Computer Programming]] * [[Object-Oriented Programming]] * ... === Learning Projects === * [[MediaWiki Project]] - from introductory HTML to advanced [[m:MediaWiki|MediaWiki]] hacking.... participants develop new MediaWiki features for the Wikiversity community. * [[Personal Website Project]] <!-- Coming soon: user Aepex is currently writing the first draft of this... --> === Computer Programming Courses === {{Template:Courses}} ====ActionScript==== * ''No content is currently available'' <!-- I'm working on it! ~~~~--> ====Assembly==== * [[Introduction to Assembler]] - Otherwise known as machine <em>agnostic</em> asm. more specific areas devoded to each platform can be created as well. ====C==== * ''No content is currently available'' ====C++==== * ''No content is currently available'' ====C#==== * ''No content is currently available'' ====Lisp==== * ''No content is currently available'' ====HTML==== * [[Introduction to HTML]]<!-- Coming soon: user Aepex is currently writing the first draft of this... -- See talk page for XHTML.--> ====Java==== * ''No content is currently available'' ====Javascript==== * ''No content is currently available'' ====OCaml==== * [[Introduction to OCaml]] -- for 3-year olds and up :-) ====Perl==== * [[Introduction to Perl]] ====PHP==== * [[Introduction to PHP]] - Let's get started ====Python==== * ''No content is currently available'' ====Ruby==== * ''No content is currently available'' ====SQL==== * ''No content is currently available'' ====Visual Basic==== * [[Introduction to VB6]] - Design a simple application * [[Variables and Types in VB6]] - Store and manipulate values * [[Functions and Subroutines in VB6]] - Segment your programs<!-- More lessons to come from Senthryl... see User:Senthryl for more information.--> ====XML==== * ''No content is currently available'' ==References== ===Wikipedia=== *[[w: Programming]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). *[[User:Aepex|Aepex]] (Computer Science) [[Category:Computer Programming]] 2484 11210 2006-08-22T04:16:16Z JWSchmidt 20 add category Wikiversity participants with an interest in [[b:Wikiversity:Cell_Biology#Assignments|Cell biology]] can participate in the "Cell biology improvement drive". This [[Portal:Learning Projects|Learning Project]] is a service-oriented Wikiversity project devoted to improvement of Cell biology articles at Wikipedia and development of the Wikibooks textbook about Cell biology. Participants in the project can become involved in the construction of new Wikiversity pages that are concerned with Cell biology. This "Cell biology improvement drive" also includes improvement of existing Wikipedia pages ([[w:Wikipedia:WikiProject Cell Signaling|for example]]) and developmet of the Wikibooks [[b:Cell Biology|cell biology textbook]]. This project supports the idea of learning within a Wiki-format university by active participation in the construction of wiki pages. You can pick a topic in Cell Biology that interests you and start reading. As you discover interesting information, add what you have learned to a wiki page about the topic you are learning. Keep a record of what you read and what you write. ==Project priorities== *Create a turtorial about how to mine exisitng biomediacl research databases and other online resources for Cell biology-related information. *Create a tutorial about how to make [[w:C-Raf|illustrations]], including animations. ==Current project participants== *[[User:JWSchmidt|John Schmidt]] ==See also== *The main Wikiversity [[Topic:Cell_Biology|Cell biology page]] {{WikiversityUsers}} [[Category:Cell biology]] [[Category:Page moved from Meta]] [[Category:Cell biology learning projects]] 2485 15385 2006-08-26T17:28:06Z Rayc 57 cat :''see also: [[Wikiversity:Help desk]]''. Procedure: Add your question to the bottom of the list, below. * Another place to ask a question about Wikiversity is: [[Wikiversity:Colloquium|Colloquium]]. * If you are new to [[wiki]], see: [[Help:Editing]] Feel free to ask questions below or at the following volunteers talk page: :[[user:mirwin]][http://en.wikiversity.org/wiki/User_talk:Mirwin] Questions: == Where are the files I contributed six months ago? == Answer: Probably still at Wikibooks[http://en.wikibooks.org/wiki/Main_Page] or lost in the link maze locally. Only a few Custodians have been appointed and it will take a while to sort out the elements of the database being moved from Wikibooks to the new dedicated name spaces at permanent URL http://en.wikiversity.org. Please try a search either here or at Wikibooks. == Can I request special attention for the files I need to get started? == Answer: Yes. Request the files be transwiki'd here: http://en.wikiversity.org/wiki/Wikiversity:Import it may take a few hours as there are only a few appointed Custodians (synonmous with administrator, sysop). [[Category:Community discussions]] [[Category:Engineering]] 2486 13031 2006-08-23T21:56:31Z Guillom 48 +[[Category:GFDL images]] Made by [[User:Aepex]] and modified by me (JOhn Schmidt) for Wikiversity. {{GFDL-self}} [[Category:GFDL images]] 2487 10437 2006-08-21T05:15:20Z JWSchmidt 20 /* See also */ [[Image:SchDivDeptProj.png]] Tastymangojuice's paint version of the hierarchy of objects for wikiversity. Please someone remake this using a flow chart tool. This is generic UML. ==See also== *[[:Image:SchDivDeptProj.png]] *[[:Image:Schooldivdeptstructure.png]] 2488 23551 2006-09-04T10:28:59Z Electroguy 350 /* The Law */ === Purpose === Understand Ohm's law in the context of electronics, and the meaning of Voltage, Current, and Resistance in the law. ===The Law=== :<math>V = I \cdot R </math> Voltage = Current multiplied by Resistance Based on the work of [[Wikipedia:Georg_ohm|Georg Simon Ohm]], Ohm's law is one of three fundamental laws which begin the study of electronics, in partnership with Kirchhoff's [[voltage Law|voltage]] and [[Kirchhoff's Current Law|current]] laws. These three laws form the frame on which the rest of electronics is constructed. It's important to note that these laws don't apply everywhere, but definitly apply with great pericision in wires, which are used to connect most the electronic parts together in a circuit. Thoghe individual parts may or may not be analzysed by Ohm's law, their relationship to the circuit can be. Any student completing a course in electronics should be capable of quoting Ohm's law in his or her sleep. Not because they learn it once, but because it's used repeatedly in conjunction with almost every other task in electronics. <!-- It would be nice to have a graph of a line labled with v,r,&i--> Ohm's law is linear and therefore assumes linearity in the electronic part. It's easy to think of the law in terms of the line equation <math> y = mx </math> considering resistance to be the constant m, current as the independent variable x, and voltage as the dependent variable y. In this way a proportionate relationship between voltage and current is established. Of course, Ohm's law may be rearranged in three valid and easly derivable ways. It's important to be familiar with each of these and comfortable in recognising and switching between them. <!-- Not sure how to best arrange these formulas to make them look good --> :<math> V = I \cdot R </math> <br> :<math> I = \frac{V}{R} </math> <br> :<math> R = \frac{V}{I} </math> <br> Note that negative resistance is not going to happen; though, negative voltage and current happen all the time. Example: {{ABCD | Question = '''If you have one amp (1A) of current flowing through a 2 Ohm resistor, how much voltage will be across it?''' | Atext = 1 Volt | Aanswer = '''Try again''' using Ohm's law | Btext = 2 Volts | Banswer = '''Correct''', I=1, R=2, I*R=V | Ctext = 1/2 a Volt | Canswer = '''Try again''', did you switch current and voltage? | Dtext = 3 Volts | Danswer = '''Try again''', do not add them together, use I*R=V }} ===Understanding Voltage, Current, and Resistance=== ====Water Flow Analogy==== Electrons flow throgh wires like water flowing through pipes. Understanding the similarity helps one begin to appriciate voltage, current, and resistace in the context of Ohm's law. Fortunitly, understanding Ohm's law is more easy than water, because Ohm's law is liner while the laws governing water flow, are not.<br> By imagining water flowing out of a water tower to some destination, it's clear that the weight of the water at the top of the tower pushes all of the water through the pipes to it's various destinations. In this example, the water can't flow as fast threw all of the pipes as others, because the pipes arn't equal. Some pipes are really skinny, others go up hills, and some are filled with unsightly gunk. Notwithstanding all of the causes of resistance in the pipes, one can imagine that the harder the water is pushed, the faster it's going to flow in the pipes.<br> Voltage, denoted by v, is the push of electrons through a wire, and is measured in volts, denoted by V. When voltage is applied to a wire it would unwise to simply touch it, but without voltage it would be harmless. In the water flow analogy voltage is analogous the the weight of water in the tower pushing down through all the pipes.<br> Current, denoted by I, is the flow of electrons through a wire, and is measured in Amperes, denoted by A. Current is caused by voltage, and is not to be confused with voltage. When doing calculations with Ohm's law the cause and effect of voltage and current is not apparent, but remebering the basic cause and effect will prevent confusion. In the water flow analogy, the current is the movement of water. Water may be measued by some volume of water per time. Likewise the measure of current, the Ampere, is defined in terms of electrons per time.<br> Resistance, denoted by R, slows the electron flow in a wire, and is measured in Ohms, denoted by Ω. Resistance is caused by anything and everything in a wire, but it is all simply measured in Ohms. In the water flow analogy the resistance is caused by the restriction in pipes, hills, and unsightly dark matter.<br> [[Category:Electronic engineering]] 2490 13032 2006-08-23T21:57:11Z Guillom 48 [[Category:GFDL images]] Made by John Schmidt for Wikiversity {{GFDL-self}} [[Category:GFDL images]] 2491 21612 2006-08-30T13:41:10Z JWSchmidt 20 /* See also */ Wikiversity service projects beyond Wikimedia '''The role of service activities in Wikiversity''' This page focuses on services that Wikiversity can provide to the larger Wikimedia community. Wikiversity exists within the WikiMedia family of projects that is dominated by Wikipedia but which includes other projects such as Wikibooks and Wikinews. Wikiversity strives to provide useful services to WikiMedia sister projects. A continual problem facing Wikipedia, Wikibooks, and Wikinews is finding good sources to cite. Wikiversity is a center for scholarship in finding and critically evaluating sources. Wikiversity encourages its participants to take part in Learning Projects that support the improvement of WikiMedia sister projects by finding and evaluating sources and providing verifieable references for Wikipedia and Wikinews articles and Wikibooks textbook modules. ==See also== *[[Wikiversity and Wikibooks services]] *[[Wikiversity and Wikipedia services]] *[[Wikinews and Wikipedia services]] *[[Wikiversity:Service]] - Wikiversity service projects beyond Wikimedia == External links == * [http://wikibooks.org/ Wikibooks]: developing and disseminating textbooks * [http://collaboration.wikia.com/wiki/Wikiversity The relationship between Wikiversity and Wikibooks] {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Page moved from Meta]] 2492 23546 2006-09-04T10:15:29Z 89.110.205.233 [[Study guide:Linear algebra]] Linear algebra. Material covered in these notes are designed to span over 12-16 weeks. Each subpage will contain about 3 hours of material to read through carefully, and additional time to properly absorb the material. == Introduction - linear equations == Let us illustrate through examples what linear equations are. We will also be introducing new notation whereever appropriate. For example: :<math> a_{11} x_1 + a_{12} x_2 = b_1 </math> :<math> a_{21} x_1 + a_{22} x_2 = b_2 </math> What is illustrated, is two linear equations, each with two unknowns. The unknowns are the <math>x_1</math> and <math>x_2</math>. The variables <math>a</math> are fixed numbers. As an example, consider the following: :<math> 2 x + y = 11 </math> :<math> 3 x - y = 14 </math> If you add these equations two equations together, you can see that the ''y'''s cancel each other out. When this happens, you will get <math>5x = 25</math>, or <math>x = 5</math>. Substituting back into the above, we find that y = 1. Note that this is the only solution to the system of equations. 2493 14782 2006-08-26T03:45:24Z Timrem 484 [[:Category:Mathematics]] Synthetic division is a shortcut method of performing polynomial long division. These notes constitute an overview of the topic. == Introduction == Synthetic division is commonly used when dividing a polynomial (such as <math>x^3+8x^2-3x+6</math>) by a binomial (such as <math>x-2</math>). The first step is to set the binomial equal to zero and solve for <math>x</math> (<math>x-2=0</math>, <math>x=2</math>). The next step is to set up the synthetic division using this solution and the coefficients of the polynomial. In this case, the setup would look like this: <pre> 2 | 1 8 -3 6 ___| ------------------------- </pre> It is important to make sure all the numbers are correctly positive or negative depending on the polynomial. Also, if the exponents of the polynomial do not decrease by one from one term to the next, a coefficient of zero must be included. For example, the setup for <math>x^3-3x+6</math> would use the coefficients 1, 0, -3, and 6. The next step is to bring down the first coefficient, like this: <pre> 2 | 1 8 -3 6 ___| ------------------------- 1 </pre> After that, the number at the bottom is multiplied by the solution from the binomial (in this case, <math>2*1=2</math>): <pre> 2 | 1 8 -3 6 ___| 2 ------------------------- 1 </pre> The two numbers above each other are then subtracted: <pre> 2 | 1 8 -3 6 ___| 2 ------------------------- 1 6 </pre> Again, the new number at the bottom is multiplied by the solution of the binomial: <pre> 2 | 1 8 -3 6 ___| 2 12 ------------------------- 1 6 </pre> The two numbers are subtracted: <pre> 2 | 1 8 -3 6 ___| 2 12 ------------------------- 1 6 -15 </pre> Again, multiplication: <pre> 2 | 1 8 -3 6 ___| 2 12 -30 ------------------------- 1 6 -15 </pre> And subtraction: <pre> 2 | 1 8 -3 6 ___| 2 12 -30 ------------------------- 1 6 -15 36 </pre> These numbers are the coefficients of the new polynomial. The highest exponent of this new polynomial is one less than that of the original polynomial, so since the original polynomial started with <math>x^3</math>, the new one will begin with <math>x^2</math>. The final term is obtained in a slightly different way. The remaining coefficient (in this case, 36) is divided by the original binomial to obtain the last term. Therefore, the final answer is <math>x^2+6x-15+36/(x-2)</math>, or: <math>(x^3+8x^2-3x+6)/(x-2)=x^2+6x-15+36/(x-2)</math> This may seem like a long process, but it is much simpler than long polynomial division. [[Category:Mathematics]] 2495 11216 2006-08-22T04:23:54Z JWSchmidt 20 [[Category:Learning projects]] The '''Citing Sources''' [[Portal:Learning Projects|Learning Project]] functions as a workshop on how to improve the quality of cited sources in WikiMedia projects. Citing sources is a basic skill for wiki editors. This is a support project for the Wikiversity [[Service community]]. Covered topics: #How to set up or participate in Wikiversity projects that seek to improve the cited sources for WikiMedia project articles. #Single source verification. Making sure that a source really supports the statement made in a WikiMedia project article that cites that source. #Multiple source verification. Just because a cited source makes a claim, that does not mean that the claim has a factual basis. Tracking claims made in sources to verifiable data. #When are there too few or too many sources cited? How to start and run a campaign to find more sources. How to "off-load" and archive excess sources to Wikiversity. ==See also== *[[m:WikiTextrose]] *[[w:Wikipedia:Citing sources|Wikipedia:Citing sources]] *[[w:Wikipedia:Research resources|Wikipedia:Research resources]] *[[w:Wikipedia:Version 1.0 Editorial Team|Wikipedia:Version 1.0 Editorial Team]] * list of past and current source/verification projects at Wikipedia **[[w:Wikipedia:WikiProject Unreferenced GA|Wikipedia:WikiProject Unreferenced GA]] **[[Wikipedia:WikiProject Fact and Reference Check|Wikipedia:WikiProject Fact and Reference Check]] **[[m:Wikicite]] (was [[w:Wikipedia:WikiProject Wikicite|Wikipedia:WikiProject Wikicite]]) ==External links== *[http://owl.english.purdue.edu/workshops/hypertext/EvalSrcW/index.html Evaluating Sources of Information] - Hypertext Workshop *[http://www.ipl.org/div/aplus/infosearch.htm Searching for information] {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Page moved from Meta]] [[Category:Learning projects]] 2496 17514 2006-08-27T15:59:03Z Trevor MacInnis 99 hmm {| padding="0" cellspacing="0" border="0" style="background:none; width:100%; margin-top:-20px" | | width="32%" height="15px" class="radius_top" style="padding-left:30px; valign:bottom; font-size:90%; background:#FFFFFF; border:2px solid #E6D8C1; border-bottom:0" | <div style="margin-top:-10px">&nbsp;</div> |- | style="text-align:center; padding:.5em 30px .5em 0em; background-color:#F9F9F3; border:2px solid #E6D8C1; border-right:0" | <h1 style="font-family:Helvetica;font-size:180%; border:none; margin:0; padding:0"> '''{{{title}}}''' </h1> <div style="position:relative; top:.25em; font-size:95%">'''{{{subtitle}}}'''</div> | style="align:left; padding:0 .5em .5em 30px; font-size:95%; background:#F1FAFF; border-top:2px solid #C6E4F2; border-bottom:2px solid #C6E4F2; border-left:1px solid #C6E4F2;border-right:2px solid #E6D8C1" | {{{right box}}} |- | valign="top" rowspan="25" style="padding:1em 30px 0 0" | <div style="margin:auto; margin-bottom:1em; text-align:center; width:80%; font-size:90%; font-weight:bold"> {{{introduction}}} </div> {{{content}}} | style="font-family:Verdana, Arial, Helvetica, sans-serif; background:#ffffff; border:2px solid #E6D8C1; border-top:0; border-bottom:0; padding:.5em .5em .5em .5em" | <div style="z-index:3; position:absolute; float:left; margin-left:-53px">{{{Sidebar}}} 2497 17593 2006-08-27T16:06:57Z Trevor MacInnis 99 oops <includeonly>{| class="radius" cellspacing=0 cellpadding=0 style="background:#F1FAFF; margin-top:.5em" | width="1%" height="5px" style="border-left:2px solid #C6E4F2; border-top:2px solid #C6E4F2" | <div style="margin-top:-12px">&nbsp;</div> | style="border-top:2px solid #C6E4F2; border-right:2px solid #C6E4F2" | <div style="margin-top:-12px">&nbsp;</div> |- | style="border-left:2px solid #C6E4F2; padding-left:.2em; padding-right:.2em" | [[image:{{{logo|Pix.jpg}}}|{{{px|23}}}px|{{{caption|Icon}}}]] | style="background:#F9F9F3; border:1px solid #E6D8C1; border-right:2px solid #C6E4F2; padding-left:.5em" | <span style="padding:0 3px 0 3px; float:right; font-size:80%"><font style="color:#{{{font_color|BAA68E}}}">[http://en.wikipedia.org/w/index.php?title={{{link}}}&action=edit edit]</font></span>'''{{{title|Insert a title}}}''' |- | colspan="2" style="border:2px solid #C6E4F2; border-top:0; padding:.2em; padding-top:6px; font-size:{{{font_size|95}}}%" | <div style="margin-bottom:2px; padding:.5em; background:#FFF; border:1px solid #C6E4F2"> {{{content|Insert content}}}</div> |}</includeonly><noinclude>{{esoteric}} This template {{tl|TrevorMainPageBox}} lays out pagination for the several sections of the [[Main Page]]. It makes use of a sintassi conditions them, for which some of the parameters it does not specify to you from the customer do not come visualizes to you. Although the use of the template ones is rather simple, the way in which is realized "behind the scenes" enough is complicated: ''not to modify the code if not six perfectly aware of that you are making''. == Guide to using template == In order to use the template TrevorMainPageBox just copy the text contained in following riquadro and to compile it (you see the [[Template:TrevorMainPageBox|Example]] of indicated use more under). {|style="background:transparent; width:100%" |width=50%| <div style="padding:0.5em 1em; border: 1px dotted gray; background: #EFE; font-size:90%"> <tt><nowiki> {{TrevorMainPageBox</nowiki><br><nowiki> |title=</nowiki><br><nowiki> |link=</nowiki><br><nowiki> |logo=|px=|caption=</nowiki><br><nowiki> |content=</nowiki><br><nowiki> }}</nowiki></tt></div> | {{TrevorMainPageBox |title=<font color=red solid>[title]</font> |link=<font color=red solid>[link]</font> |logo=<font color=red solid>[logo]</font>|px=<font color=red solid>[px]</font>|caption=<font color=red solid>[caption]</font> |content=<font color=red solid>[content]</font> }} |} ==Example== {|style="background:transparent" |width=50%| <div style="padding:0.5em 1em; border: 1px dotted gray; background: #EFE; font-size:90%;"> <tt><nowiki> {{TrevorMainPageBox</nowiki><br><nowiki> |title=</nowiki><font color=red solid>[[Template:In the news|In the news]]</font><br><nowiki> |logo=</nowiki><font color=red solid>Nuvola apps filetypes.png</font><br><nowiki> |link=</nowiki><font color=red solid>In the news</font><br><nowiki> |content=</nowiki><font color=red solid><nowiki>{{In the news}}</nowiki></font><br><nowiki> }}</nowiki></tt></div> | {{TrevorMainPageBox |title=[[Template:In the news|In the news]] |logo=Nuvola apps filetypes.png |link=template:In_the_news |content={{In the news}} }} |} ==Related templates== *[[Template:FinestraHome]] *[[Template:FinestraHome1]] *[[Template:FinestraHome2]] *[[Template:Finestra]] *[[Template:Cartella]] *[[Template:TrevorMainPageBox2]] </noinclude> 2500 10538 2006-08-21T07:05:58Z HappyCamper 193 /* Bars 31 - 47 */ actually, it's 48 This is a rather light sounding piano piece, composed in an A B A format. This is an in-depth analysis of the piece. When playing this piece, aim for good contrast between staccato and non-staccato notes. == Bars 1 - 20 == In the first 10 bars, the theme is introduced. Note how the first time the theme is stated, the ending chords involve seventh chords. This is present in bar 4. Afterwards, this is nicely resolved the next time in bar 6. Bars 11-20 is a restatement of the theme, but an octave higher. Note how it is marked as pp, as opposed to p. == Bars 31 - 48 == These series of 16th notes form a bridge or transition type series. Observe how Grieg alternates playing the notes on the left and right hand, and how the chords are slightly syncopated from the bar lines. This creates interest in the music. One more thing to observe, are the partial use of whole tone scales. This of course, is characteristic of the era. The scales first start on D flat and increase in tone after the pattern is repeated. Another interesting element are the bars 45-48 - the chords are dissonant with respect to the left hand. The large range of the notes also increases the sense of excitement in the music. 2501 17115 2006-08-27T15:19:07Z Trevor MacInnis 99 oops {{switch|{{{1|}}} |case: Picture= </div> [[Image:South African classroom.jpg|200px|center]] |case: Find Content= </div> '''[[Wikiversity:Browse|Browse]]''' our subject areas. [[:Category:Engineering and Technology|Engineering and Technology]] - [[:Category:Humanities|Humanities]] - [[:Category:Interdisciplinary Studies|Interdisciplinary Studies]] - [[:Category:Life Sciences|Life Sciences]] - [[:Category:Physical Sciences|Physical Sciences]] - [[:Category:Professions|Professions]] - [[:Category:Social Sciences|Social Sciences]] |case: blank1= Info |case: Proposals and Background= [[Image:kcoloredit.jpg|Arte, letteratura, lingue, musica]] </div> * [[Wikiversity:Approved Wikiversity project proposal|Approved Wikiversity project proposal]] * [[Wikimedia:Resolution Wikiversity|Wikimedia Foundation approval of the project]] * [[Wikipedia:Wikiversity|Wikiversity article on Wikipedia]] * [[meta:Category:Wikiversity|Wikiversity category on Meta]] * [[meta:Wikiversity|Wikiversity page on Meta]] * [[Wikiversity:Scope|Wikiversity scope]] |case: Empty2= [[Image:atlantik.jpg|Hobby e società]] </div> content2 |case: Empty3= [[Image:kmycomputer.jpg|Tecnologia e scienze applicate]] </div> content3 |case: Empty4= [[Image:kwrite.jpg|Indici]] </div> content4 }} 2502 10713 2006-08-21T15:31:48Z Trevor MacInnis 99 fix noinclude error {{{case: {{{1|}}}|{{{default|}}}}}}<noinclude>[[Category:If templates|Switch]]</noinclude> 2503 21485 2006-08-30T04:58:14Z TimNelson 352 This page deals with developing resources for English as a Second Language (ESL) students. [[Category:Language Acquisition]] 2505 10544 2006-08-21T07:10:23Z HappyCamper 193 accessibility issues? In addition to developing resources for the sighted, Wikiversity also develops learning resources to address various accessibility issues. 2508 10553 2006-08-21T07:18:12Z JWSchmidt 20 #REDIRECT [[Wikiversity:Example]] #REDIRECT [[Wikiversity:Example]] 2510 10559 2006-08-21T07:26:21Z HappyCamper 193 [[Learn Violin]] moved to [[Violin]]: just violin is fine I think #REDIRECT [[Violin]] 2511 10561 2006-08-21T07:26:34Z HappyCamper 193 [[Learn Piano]] moved to [[Piano]]: just piano is fine I think #REDIRECT [[Piano]] 2514 23325 2006-09-04T01:36:11Z JWSchmidt 20 header <center><big>Welcome to the '''School of Linguistics'''</big>, part of [[Portal:Social Sciences|Social Sciences]].</center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning meaterials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. *[[Topic:History of Linguistics|History of Linguistics]] * ... === Languages and Language Families === See [[:Category:Languages and Language families]] === Approach to Linguistics === ==== Generative Approach ==== ==== Formal Linguistics ==== ==== Functional Linguistics ==== ==== Cognitive Linguistics ==== === Areas of Study === In the scientific practice of linguistics, several distinct areas of study are recognized. Each represents a different aspect or level of abstraction. These range from [[Phonetics]]--the study of the acoustic, anatomical, and other such aspects of the physical production or qualities of vocal sounds; to syntax--the study of the rules and organization of words and the relationships existing between them. See also [[:Category:Lingustics/Levels of Speech]] ==== Pragmatics ==== The study of the use of language in a social context. ==== Stylistics ==== ==== Language Acquisition ==== ==== Language Disorders ==== ==== Prescriptivism vs. Descriptivism ==== ==== Diachronics ==== ===Historical Linguistics=== ==== Language Change and Evolution ==== ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Category:Wikiversity schools]] [[Category:Linguistics]] 2523 22803 2006-09-03T05:57:01Z Deltinu 736 /* Writing Units */ <center>''This lesson is a part of the [[Topic:Physics|School of Physics]]''</center> <hr /> In order to understand physics and work with physical theory accurately, there must first be a consistent understanding of the conventions and procedures of working out quantities and numbers. ==Units== Most quantities that can be measured must be expressed in the correct '''units'''. The unit differentiates between whether one is talking about a measure of time, or a measure of distance, or several other fundamental types of observables that have come to light during our study of the universe. ===Standard Prefixes=== You already use units in everyday conversation. When you want to purchase something, the price of the item is measured in some combination of monetary units. In the U.S., these units are usually dollars and cents. In this system, a dollar is equivalent to 100 cents, although very few people would pay for an item using hundreds of cents. The American dollar is a simple example of a multiplicative unit. When reading the price of an item that costs more than 99 cents, you will most likely read it in terms of dollars, as that is the most convenient term to use. Seldom is the case where one reads an item priced at 10 dollars as being "a thousand cents". Similarly, scientists must use appropriate types of scale when talking about large and small quantities. You would not want to talk about the mass of the Earth in the same unit as the mass of a few subatomic particles, for example, unless making a pointed comparison. One of the technical reasons for this is simple accuracy. It is just not feasible to be as accurate in talking about the mass of the Earth as one would be in measuring the mass of a few salt crystals. While the salt crystals can easily be measured to the nearest gram, the Earth's mass to the nearest gram is changing constantly (due to atmospheric evaporation and bombardment by radiation, particles, and tiny meteorites). Scientists have developed a standard for referring to large and small quantities of units by referring to them as multiples of powers of ten. Each power is referred to by appending a prefix to the standard unit. The most common prefixes are listed below: <center> {|border=0 cellspacing=5 cellpadding=5 |'''Multiple''' |'''SI Prefix''' |'''SI Abbreviation''' |- |10<sup>12</sup> |tera |T |- |10<sup>9</sup> |giga |G |- |10<sup>6</sup> |mega |M |- |10<sup>3</sup> |kilo |k |- |10<sup>2</sup> |hecto |h |- |10<sup>1</sup> |deka |da |- |10<sup>-1</sup> |deci |d |- |10<sup>-2</sup> |centi |c |- |10<sup>-3</sup> |milli |m |- |10<sup>-6</sup> |micro |µ |- |10<sup>-9</sup> |nano |n |- |10<sup>-12</sup> |pico |p |- |10<sup>-15</sup> |femto |f |- |10<sup>-18</sup> |atto |a |} </center> In terms of dollars and cents, we would then call a dollar a hectocent and if we used c as the unit abbreviation for cents, we would write 2000 c = 2 hc. We generally don't go around talking about dollars and cents in this manner, but these prefixes are great way to quantify the myriad units we will encounter in the physical sciences. You may already be familiar with the kilogram as a unit of mass, and from the list above, you know that each kilogram is 1000 grams. You might purchase a few kilograms of cement or add a few grams of salt to a recipe, but you wouldn't want to add a few kilograms of salt to a recipe. This is again just an example of what physicists call order of magnitude. ===Types of Units=== The units of length and distance may seem obvious to you from everyday experience, but there are many other important units (ie., how would you measure the color of an object? We will learn more about color when we study electromagnetism), and there are ways of relating what may seem like completely different types of units to each other in a standard manner, including time and distance. Finding out that some units are really just products or multiples of some familiar unit is part of the allure of discovering new physics. Units, most often the '''SI Unit Standard''' signify first and foremost what the quantity is relevant to. All SI units can themselves be expressed in terms of the seven ''SI base units'' below: * length, measured in ''metres'', expressed as the symbol '''m''' * mass, measured in ''kilogrammes'', expressed as the symbol '''kg''' * time, measured in ''seconds'', expressed as the symbol '''s''' * [[electric current]], measured in ''amperes'', expressed as the symbol '''A''' * [[Basic thermodynamics#Thermodynamic variables#Temperature|temperature]], measured in ''kelvin'', expressed as the symbol '''K''' * [[amount of substance]], measured in ''moles'', expressed as the symbol '''mol''' * [[luminous intensity]], measured in ''candela'', expressed as the symbol '''cd''' ''The bold script indicating the symbols above is for emphasis; no special format is required when hand-writing these quantities provided that they are written clearly and in the correct case as shown.'' There are many other SI units which have their own symbol, but every one of them is a shorthand for some '''product''' of the base units shown above (or equivalently, a product of other SI units which themselves are equivalent to some other product of base units, and so on). SI units are given their own symbol for two reasons; firstly, that the product they represent might be long and awkward to write, and secondly that units relevant to important scientific discoveries may be renamed and given a symbol of their own to honour their creator if the theory which uses them is a particularly significant discovery. ===Writing Units=== Many units belonging to quantities we can measure in physics are '''products''' of other units. As you know from mathematics, a product can include ''dividing'' one term by another - and from the '''Law of Indices''' we can also show that this is equivalent to multiplying the [[numerator]] by a negative power of the [[denominator]]. So, as an example, if we take a measurement of the ''velocity'' of an object, we express this in ''metres per second'' which we can write as: * <math>m / s</math> Or equivalently as: * <math>ms^{-1}</math> According to the the BIPM (''Bureau Internationale de Poids et Measures''), the international authority responsible for standardising systems of measurement, either of these methods is acceptable in scientific literature ''as long as the form of the unit is clear and unambiguous''. ==Significant figures and Uncertainty== We will frequently be using measured quantities (which will be expressed as some number or collection of numbers) in equations and formulas in order to relate them to quantities we wish to predict the value of. In all of these cases, it will be very important to pay attention to the precision of the numbers that we have actually measured, as it is very easy to get lots of meaningless numbers from applying basic formulas, all the while forgetting that we did not measure the observables with the precision that we are getting out of blindly applying the formulas. ===Instrument Precision=== As an example, when you measure the length of something short with a ruler, you may notice that between the centimeter marks, there are ten marks, allowing you to eyeball measurements like 2.64 cm. However, note that the 0.04 cm in the previous measurement is not a precise measure (it is not infallible). The ruler does not give markings down to hundredths of a centimeter; you can really only say that "It looks like the length is 2.64, but my instrument can only report the length as being between 2.60 and 2.70 cm somewhere close to that measurement." You have no hard evidence to support the 0.04; you only hypothesize that its somewhere around the 4 hundredths mark. It could actually be near the 3 hundredths mark or near the 5 hundredths mark, if there were such markings, but it definitely would not be around the 6 hundredths mark. All numerical measurements have this sort of error involved and scientists include the instrumental precision in every measurement by using the notation <math>2.64 \pm 0.01</math> cm which means the object you measured is between 2.63 and 2.65 centimeters in length. That is definitely a statement you can support using your ruler. More advanced instruments also have statistical fluctuations in either the property they are measuring or the process/physical properties of the parts being used to measure the phenomenon and they all report (either live or in the manual) statistical uncertainty. Check your scale at home for its uncertainty. While you may expect your scale to tell whether you have sneakers on or not, it may not be able to tell whether you got a haircut today. Unqualified measurements, those without explicit errors written in, are usually assumed to have a unit error in the most precise digit unless otherwise stated. Ie., if you see a measurement given as 5.4 g, it is usually meant as a shorthand for <math>5.4 \pm 0.1</math> g. ===Significant Figures=== As we have seen above, all instruments have some finite precision. Significant figures are a method of keeping track of the order of magnitude of the error involved in a calculation. For example, You might read 3.26 cm off of a ruler. We say that such a measurement has 3 significant digits, which means all 3 digits present were measured on the ruler, implying the last digit, 6, is uncertain by some amount. Suppose you measure something to be 0.05 cm using the same ruler. This measurement has only one significant digit (we didn't measure those two zeroes; they are only placeholders, an artifact of our decimal system), and it is uncertain, making it a very weak measurement (you wouldn't use this type of ruler to measure the thickness of paper). If you are ever confused about whether the digits in a measurement are significant and the context does not specify, simply write the measurement in scientific notation. The number of digits in the multiple of the power of ten are the number of significant digits. Above, 0.05 cm becomes 5 x 10<sup>-2</sup> cm, with one significant digit. ====Addition and Subtraction==== For simple calculations, it is important to recognize that you can't get more information from a formula than the information contained by the weakest measurement you put into the formula. Ie., if you measure one object with a normal centimeter ruler and a larger object with a meter ruler, the smallest marking of which is one centimeter, and then add the lengths together, you should not expect to get a length that is precise down to the hundredth of a centimeter. Why not? Because you don't know how many hundredths of centimeters may be present in the length of the larger object. It could be anywhere from none at all to hundreds, which would make your overly precise sum quite nonsensical. This yields the following rule when dealing with addition: '''The result of an addition or subtraction of two measurements is only as precise as the least precise of the two measurements.''' For example, if we have 3.4 g of water and 5.504 g of salt, we expect to get 8.9 g of salt water when we mix them together, not 8.904 g. We do not know what's going on in the hundredths and thousandths place of the mass of the water, only that it's between 3.3 g and 3.5 g of water that we have. For all we know, we may get 8.813 g of salt water as measured by a more precise instrument. As you can see, the 0.004 g carries no useful information. ====Multiplication and Division==== For reasons similar to the above, if one is taking the product or quotient of two numbers, the result is always rounded to the precision of the least precise measurement involved. Suppose a car is measured by a radar gun to be travelling at 10 m/s (accurate to the nearest meter per second), and you time the car as taking 10.7 seconds to go between point A and point B at that speed. As we will learn later, we can get the distance travelled by the car by multiplying the speed by the time taken. We do this and get 107 m. Rounding to account for the least precise measurement, which only has 2 significant digits, we get 110 m as the approximate distance between A and B. In this last value, note that the trailing 0 is only a placeholder and is not significant. ''Some texts will denote whether the trailing zeroes are significant or not by placing a decimal point after the last zero. This can get rather pedantic, so whenever the trailing zero is significant, we will simply alert the reader to the precision of the measurement, as in the radar gun measurement above.'' We round to 110 m in order to give the correct impression of the uncertainty of the result. The value of 107 m has 3 significant digits, misleading one to believe there is only an error in the units place. If one looks at the possible range of distances (from 95.4 m to 118.8 m using the lowest possible and highest possible values for the underlying measurements, respectively), one sees how inaccurate that would be. ===Propagation of Error=== ==References== ''The NIST Reference on Constants, Units and Uncertainty'', http://physics.nist.gov/cuu/Units/units.html, retrieved 21.08.06 2526 10620 2006-08-21T12:14:16Z Robchurch 13 [[HelloWorld]] moved to [[Hello, world!]]: We aren't limited to CamelCase #REDIRECT [[Hello, world!]] 2530 10656 2006-08-21T13:16:38Z JWSchmidt 20 start page There is nothing that prevents Wikiversity participants from leading and attending '''conventional courses''' within Wikiversity. Wikiversity participants will do what they think is best for the project. ==Where are the courses?== However, the wiki user interface is not well-suited for conventional courses and the Wikimedia Foundation Board of Trustees has directed the Wikiversity community away from courses (the [[Wikiversity:Original proposal#Evaluation of the old proposal|Board's comments]]). Wikiversity participants are encouraged to innovate and create learning experiences that take full advantage of the wiki format for online community interactions. Non-traditional [[Wikiversity:Learning projects|Learning Projects]] and other projects oriented towards learning about [[Wikiversity:Browse|conventional course subjects]] are encouraged within Wikiversity. See: [[Wikiversity:Learning]]. ==See also== *[[Wikiversity:Wikiversity community]] [[Category:Wikiversity]] 2531 13033 2006-08-23T21:57:25Z Guillom 48 [[Category:GFDL images]] Made by me (John Schmidt) for Wikiversity. {{GFDL-self}} [[Category:GFDL images]] 2532 23402 2006-09-04T03:39:57Z Digitalme 39 Reverted edits by [[Special:Contributions/Digitalme|Digitalme]] ([[User_talk:Digitalme|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] Start the page name for a department with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Wikiversity departments can be "contained" (linked to) by multiple schools. If two schools link to the same department they should cooperate to develop the department. See: [[Wikiversity:Naming conventions]]. ==Department description== Short description. ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 2533 13553 2006-08-24T13:39:39Z JWSchmidt 20 more specific category [[Category:Page creation templates]] 2534 23939 2006-09-04T22:54:11Z Trevor MacInnis 99 recat Start the name of divisions with the "Topic:" prefix; divisions reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Divisions help schools with many departments organize related departments. See: [[Wikiversity:Naming conventions]]. ==Division news== * '''Date founded''' - Division founded! * ... ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... [[Category:Boilerplate]] 2535 13556 2006-08-24T13:45:05Z JWSchmidt 20 more specific category [[Category:Page creation templates]] 2536 23930 2006-09-04T22:42:22Z Trevor MacInnis 99 recat Start the name of subdivisions with the "Topic:" prefix; subdivisions reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Subivisions help divisions with many departments organize related departments. See: [[Wikiversity:Naming conventions]]. ==Subdivision news== * '''Date founded''' - Subdivision founded! * ... ==Departments== Subdivisions contain several departments. Departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this subdivision, you can list your name here (this can help small subdivisions grow and the participants communicate better; for large subdivisions a list of active participants is not needed). * ... [[Category:Boilerplates]] 2537 10681 2006-08-21T14:49:47Z JWSchmidt 20 subcategory [[Category:Templates]] 2539 10688 2006-08-21T14:58:33Z Trevor MacInnis 99 [[School:School of Aviation]] moved to [[School:Aviation]]: [[Wikiversity:Naming conventions]] #REDIRECT [[School:Aviation]] 2542 10698 2006-08-21T15:08:11Z Trevor MacInnis 99 [[Aircraft Components]] moved to [[Topic:Aircraft Components]]: [[Wikiversity:Naming conventions]] #REDIRECT [[Topic:Aircraft Components]] 2543 10709 2006-08-21T15:27:34Z Trevor MacInnis 99 fixup <noinclude>{| align=right padding=0 cellspacing=0 width=32% style="background:none"</noinclude> |- | style="align:center; padding:0 .8em 0em 30px; font-size:95%; background:#F9F5F3; border:2px solid #EBD0CF; font-weight:bold" | [[Wikimedia:Our_projects|Other Wikimedia projects]] |- | style="font-size:92%; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; border-bottom:1px solid #C6E4F2; padding:0 .8em .8em 30px" | Wikipedia is hosted by the [[Wikimedia Foundation|Wikimedia foundation]], a non-profit organization that also hosts a range of other projects: <div style="z-index:3; position:absolute; float:left; margin-top:-5px; margin-left:-52px"> [[Image:WikibooksL.jpg|40px]] </div> [[b:|'''Wikibooks''']]<br />Manuali e libri di testo liberi |- | style="font-size:92%; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; border-bottom:1px solid #C6E4F2; padding:.8em .8em .8em 30px" | <div style="z-index:3; position:absolute; float:left; margin-left:-52px"> [[Image:WikiquoteL.jpg|40px]] </div> [[q:|'''Wikiquote''']]<br />Una raccolta di citazioni |- | style="font-size:92%; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; border-bottom:1px solid #C6E4F2; padding:.8em .8em .8em 30px" | <div style="z-index:3; position:absolute; float:left; margin-left:-52px"> [[Image:WikisourceL.jpg|40px]] </div> [[s:|'''Wikisource''']]<br />Documenti di pubblico dominio |- | style="font-size:92%; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; border-bottom:1px solid #C6E4F2; padding:.8em .8em .8em 30px" | <div style="z-index:3; position:absolute; float:left; margin-left:-52px"> [[Image:WikispeciesL.jpg|40px]] </div> [[Wikispecies:Pagina principale|'''Wikispecies''']]<br />Catalogo delle specie |- | style="font-size:92%; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; border-bottom:1px solid #C6E4F2; padding:.8em .8em .8em 30px" | <div style="z-index:3; position:absolute; float:left; margin-left:-52px"> [[Image:WikinotizieL.jpg|40px]] </div> [[n:|'''Wikinotizie''']]<br />Fonte di notizie a contenuto aperto |- | style="font-size:92%; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; border-bottom:1px solid #C6E4F2; padding:.8em .8em .8em 30px" | <div style="z-index:3; position:absolute; float:left; margin-left:-48px"> [[Image:CommonsL.jpg|40px]] </div> [[commons:Pagina_principale|'''Commons''']]<br />Risorse multimediali condivise |- | style="font-size:92%; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; border-bottom:1px solid #C6E4F2; padding:.8em .8em .8em 30px" | <div style="z-index:3; position:absolute; float:left; margin-left:-52px"> [[Image:meta-wikiL.jpg|40px]] </div> [[m:Pagina_principale|'''Meta-Wiki''']]<br />Coordinamento dei progetti Wikimedia |- | style="font-size:92%; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; border-bottom:1px solid #C6E4F2; padding:.8em .8em .8em 30px" | <div style="z-index:3; position:absolute; float:left; margin-left:-52px"> [[Image:WikizionarioL.jpg|40px]] </div> [[wikt:|'''Wikizionario''']]<br/>Dizionario e lessico |- | class="radius_bottom" style="font-family:Verdana, Arial, Helvetica, sans-serif; font-size: x-small; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; padding:0 .8em 0 30px" | '''[[Wikiversity:Help|Help]] · [[Wikiversity:Contact|Contact]]''' |- | &nbsp; |} 2544 23738 2006-09-04T19:54:51Z Az1568 793 Fixed double redirect #REDIRECT [[School:Sociology]] 2545 17171 2006-08-27T15:23:46Z Trevor MacInnis 99 fix border color <noinclude>{| align=right padding=0 cellspacing=0 width=32% style="background:none"</noinclude> |- | style="align:center; padding:0 .8em 0em 30px; font-size:100%; background:#F9F9F3; border:2px solid #E6D8C1; font-weight:bold" | {{{title}}} |- | style="font-size:92%; background:#ffffff; border:2px solid #E6D8C1; border-top:0; border-bottom:0; padding:0 .8em .8em 30px" | {{{content}}}<noinclude>|}</noinclude> 2547 16608 2006-08-27T11:26:59Z Sojourner001 174 /* References */ Part of the [[Topic:Physics|Department of Physics]] ''This class provides a basic overview requiring very little prior mathematical knowledge besides basic algebra. For a more involved discussion of thermodynamics which includes detailed derivations of these laws from first principles, please see the class page [[Study guide:Statistical mechanics|Statistical Mechanics]].'' '''Thermodynamics''' is the study of temperature, chemical energy and the properties of matter as a consequence of its [[Basic atomic physics|atomic]] nature. In the discipline of thermodynamics, two areas of interest are most significant: macroscopic thermodynamics, which deals with the properties of bulk matter; that is, large quantities of matter on a 'human' scale of understanding, and [[Study guide:Statistical mechanics|statistical mechanics]] which relates the macroscopic behavior of matter to microscopic behavior. ==Heat and Temperature== First of all, we must make clear some important definitions which may be different to the kind of language you are used to. In normal conversation, the words ''heat'' and ''temperature'' are used interchangably. To 'warm' or 'heat' something up is to increase its temperature. One might say 'that fire has a lot of ''heat'' in it'. In physics however, the word ''heat'' has a very distinct meaning. Heat is a form of ''energy'' which is held in matter by the constant jostling of its particles. In macroscopic thermodynamics, heat can be thought of as a massless, invisible substance that can flow from one region to another, but it is very important to remember that this is NOT a real or accurate description of heat, merely a tool to help you visualise how matter and the energy contained within it behaves in the 'real world' as we see it. In reality, heat is an effect of the movement of particles - whether they be [[atoms]], [[ions]], [[molecules]], [[electrons]], [[photons]] or any kind of fictional 'magic' particle you could care to imagine. Particles transfer heat between one another by colliding with one another, and over time this will cause heat to flow around in large bodies of matter where it allowed to. Heat is represented in a [[formula]] by the symbol '''Q''', and its [[units]], like other forms of [[energy]], are ''Joules'', which have the symbol '''J''' Example: The amount of heat in an object is measured in an experiment to be ten Joules; so we would write this result as '''Q = 10J''' Temperature, on the other hand, is one of a number of [[measurements]] we can make, called '''thermodynamic variables''', of real systems that we study using the laws of thermodynamics. ==Thermodynamic variables== Thermodynamic variables are those properties of a real system which can be observed by simple apparatus on a scale that can be readily understood by human beings. These contrast to ''statistical'' variables which by and large are estimations and inferred quantities relevant to the atoms within a material, whose existence is not relevant to macroscopic thermodynamics. At this point we make no hypothesis whatsoever on the nature of the material itself, as the laws of macroscopic thermodynamics are concerned only with large quantities of (usually) [[homogenous]] matter. ===Temperature=== ===Pressure=== ===Volume=== ==The Gas Laws== ==The Ideal Gas== The Ideal Gas is a simple model for a [[gas]] derived from the gas laws above. The Ideal Gas Equation relates pressure, temperature and volume in all possible combinations for a [[model]] gas which has the following properties, making it unlike the 'real' thing: *The particles in the gas have no size *The particles in the gas do not interact - that is, they cannot 'bounce off' one another, only the walls of the container, and do not exert any [[forces]] on one another As a consequence of these points, further properties emerge that are still important in themselves: *The gas never changes state (never liquefies or alters its properties) and cannot chemically react The Ideal Gas is described by a single equation: PV=NRT Where: *P=Pressure in ''Pascals'' (Pa) *V=Volume in ''cubic metres'' (m^3) *T=Temperature in ''Kelvin'' (K) N is the number of [[moles]] of gas in the volume R is a constant, the ''Molar Gas Constant''. This is not important to know the details of at this stage, except that is approximately equal to 8.31 ==Book list and study hints== [[Study guide:Statistical mechanics]] ==References== Carrington, G; ''Basic Thermodynamics'', Oxford University Press 1994, ISBN 0-19-851747-5 [[Category:Physical Sciences|Physics]] 2548 10746 2006-08-21T16:00:24Z JWSchmidt 20 Contact me ===Pep Talks and Orientation=== Currently (just starting out!) there is only one person, [[User:JWSchmidt|John Schmidt]], who has been working on this Wikiversity learning resource. <BR>John Schmidt has a Ph. D. in pharmacology and has published original research in journals such as *[http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=2425982&query_hl=4 Cell] *[http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=1370835&query_hl=7 Journal of Cell Biology] *[http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=2443496&query_hl=4 The Journal of Biological Chemistry] ====Review Article in the area of Cell Biology==== *[http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=8347833&query_hl=7 Seminars in Cell Biology] ====Teaching Experience==== John Schmidt has taught biology courses at the undergraduate and graduate levels including: Introductory Biology, Biochemistry, Developmental Biology, Cell Biology, Neurobiology, Physiology and Microbiology. ====Education Philosophy==== There are a few things people want to know: *Who we are *Where we come from *Where we are going *How to get there We can make use of the tools of science to explore these issues as we work towards a coherent and unified understanding of the human condition. A good way to learn science topics is to start with the question about the world that most puzzles you. Wikiversity participants can be a guide to help a student take that first step on their personal journey of learning and then provide help as that journey continues on through the entire scope of human knowledge. ====Research Interests==== *The role of synaptic adhesion proteins in learning and memory *The role of dis-regulated cell adhesion in cancer *Mathematical models of neuronal networks ==Contact me== If you have a question about cell biology, leave a message at my [[User talk:JWSchmidt|user talk page]]. [[Category:Cell biology participant subpages]] 2549 10742 2006-08-21T15:57:10Z JWSchmidt 20 subcategory [[Category:Cell biology subpages]] 2550 10743 2006-08-21T15:57:39Z JWSchmidt 20 subcategory [[Category:Cell biology]] 2552 13347 2006-08-24T03:56:00Z Reswik 82 redir to school:sociology #REDIRECT [[School:Sociology]] 2554 10814 2006-08-21T18:12:40Z Reswik 82 redirect #REDIRECT [[Wikiversity:Network naming conventions]] 2558 10813 2006-08-21T18:10:04Z Reswik 82 creating page {{Proposed policy|[[WV:NNC]]}} To keep pages of different varieties organized on Wikiversity, a series of '''naming conventions''' has been suggested. This page is proposed as an alternative to the [[Wikiversity:Naming conventions]] page. This page proposes a simplified ''three-level network system'' for the organization of all Wikiversity content, the network level elements being: school, area and learning project. For anything not covered on this page, use [[w:Wikipedia:Naming conventions|Wikipedia conventions]]. Wikiversity has just a few schools. Wikiversity has many topics. A Wikiversity topic can be an area or space or field or sub-field . ==Schools== Schools are part of a ''three-level system'' for the organization of Wikiversity content. Schools on Wikiversity are specialized portals that organize the efforts of many topic areas. Schools can promote collaboration between Wikiversity participants from many related areas. Schools at Wikiversity are large organizational units such as [[School:Life Sciences|life sciences]]. The main page for schools should link to their smaller study areas. A school does not contain other schools. More than one Wikiversity school can 'contain' the same area. Those schools should cooperate to develop the areas that they have in common. Groups of study areas may form interdisciplinary areas. The name for a school page always starts with the [[Wikiversity:Namespaces|School:]] prefix. For example, [[School:Life Sciences]]. The main page for each Wikiversity school can be started with [[Template:School boilerplate]]. ==Topic namespace== "Topic" is a generic term at Wikiversity; pages in the [[Wikiversity:Namespaces|Topic: namespace]] can serve as areas and interdislinary areas or learning spaces. The "Topic" namespace is for organization of the work of Wikiversity content producers. The names of topic pages always start with the "Topic:" prefix. Example of a topic page: [[Topic:Cell Biology]]. ==Areas== Areas and Interdisciplinary areas can not contain other areas, but can refer to groups of topics in areas as well as learning resources and projects. The names of pages for areas start with the "Topic:" prefix. There is '''no''' "Area:" prefix. The main page for each Wikiversity area can be started with [[Template:Area boilerplate]]. Any learning project can be 'contained' (linked to) by various areas. For instance, [[Collaborative writing]]. It is advised that nested areas include topics at lower nesting levels. Areas contain only learning resources and projects. Also note, categories are not areas and can contain related areas. An example of an area is [[Topic:Sociology|Sociology]] Note: There is '''no''' "Department:" or "Area:" prefix. The main page for each Wikiversity departments can be started with [[Template:Area boilerplate]]. ==Learning Resources== Learning resources are the lowest level in the hierarchy. Two types of learning resources are lessons and research projects. Lessons and research projects are placed into pages in the main namespace (these page names have no prefix). Learning resource pages are linked to from areas. More than one Wikiversity area can 'contain' (link to) the same learning resource; those areas should cooperate to develop the learning resources that they have in common. Note: learning resources are of two main types, "materials" and "projects"; see [[Portal:Learning Projects]]. ===Lessons=== Lessons are elements in Learning Resources. Lessons are where most of the teaching material will be located. Course numbers should not be used to indicate the name of a lesson. The name of a lesson should describe the topic being taught, so instead of saying "Wiki 101", the name of the lesson should be "Introduction to Wiki". Lesson pages are defined as "main namespace pages that serve to be read and to educate and provide information." Lessons should not be subpages of schools. Each lesson should have a unique title, for example [[The rise of the Roman Empire]] and [[The Fall of Rome]], instead of the named Part 1 and Part 2-type titles listed above. Such title types are okay as temporary measures, or if a better name is not possible (for example, splitting a large lesson into two parts). ===Research Projects=== Research projects are pages in the main namespace as well, only involve collaborative research to achieve a certain goal. Unlike lessons, the different pages relating to a research project should be subpages; for example, [[Project]], [[Project/Evidence A]], [[Project/Evidence B]], etc. While lessons can be learned independently, research projects should stick to one similar title. == See also == *[[Wikiversity:Namespaces]] <-- information on how different types of Wikiversity pages should be placed in the available namespaces. [[Category:Wikiversity]] 2561 10840 2006-08-21T19:29:06Z Robchurch 13 Sort key <div style="margin-left: auto; margin-right: auto; width: 90%; border: 2px solid #66CC00; background-color: #CCFFCC; padding: 3px;">'''Note:''' Please don't place actual bug reports here. <u>All</u> software issues and site configuration requests need to be posted at the Wikimedia BugZilla installation, which can be found at http://bugzilla.wikimedia.org.</div> == Found a bug? == This web site is powered by the [[wikipedia:MediaWiki|MediaWiki]] software, which is the same product that runs our sister projects, Wikipedia, Wikinews, etc. and the Wikimedia Commons. For precise details on what's in use, see [[Special:Version|the version information]]. As with all software, it is quite possible that there are several undiscovered and/or unresolved issues in MediaWiki which might interrupt use of the site at a particular time. If you discover a bug, it's extremely helpful to report it on [http://bugzilla.wikimedia.org our bug tracker]. Once a report has been filed, the development team can begin to track and address the issue. == Before reporting a bug == # Check that it's a bug. Make sure that the problem can be reproduced under the same conditions. # Check that it's not a known issue. Search the bug tracker using the [http://bugzilla.wikimedia.org/query.cgi?format=specific search tool] to avoid posting duplicate bugs. # Gather the required information. We'll need to know where the bug happened, what happened (and when it's not obvious, why this is the ''wrong'' behaviour) and how to reproduce the problem for ourselves. If the problem requires a particular platform and operating system to reproduce, include this in the report - and make sure you select it when entering the bug. == When reporting a bug == When reporting an issue, provide as much detail as possible, and keep it relevant to the problem. If more than one problem is encountered, and the two are ''not'' related, please open ''separate'' bug reports for each. For advice on effectively communicating problems, the following resources might be useful: * [http://bugzilla.wikimedia.org/page.cgi?id=bug-writing.html BugZilla Bug-Writing Guidelines] * "[http://www.catb.org/~esr/faqs/smart-questions.html How to Ask Smart Questions]"; a useful guide for communicating problems to technical people * "[http://www.chiark.greenend.org.uk/~sgtatham/bugs.html How to Report Bugs Effectively]"; an excellent guide on what to include in a bug report == After reporting a bug == Once the bug has been filed, the core developers and other subscribers to the ''wikibugs-l'' mailing list will receive email summarising the bug, and several things could happen. * One or more fields might be changed to categorise the bug in a more effective manner * A developer might assign the bug to themselves * The bug might be resolved INVALID or WORKSFORME * You might be asked to provide further details of the problem * The bug might be resolved FIXED As the bug reporter, BugZilla will ensure that you are emailed whenever the bug status changes (the aforementioned mailing list also receives such messages) so that you can see what's happening to your bug. A good percentage of bugs are addressed within a week, and it's not uncommon to spot a bug being corrected a short time after it is reported. More involved reports might be placed on the "back burner" to await further improvements. I wish Wikiversity the best of luck, and hope that any technical issues you encounter are resolved as soon as possible. :) '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 19:27, 21 August 2006 (UTC) __NOTOC__ [[Category:Help|R]] 2562 13429 2006-08-24T06:22:15Z A thing 407 '''Course Objective:''' To first teach the basics of using blender and 3D computer graphics using material already available, then to assign a series of assignments gradually increasing in complexity that make the reader able to use blender professionaly. Some assignments will be done by groups of people and all assignments will have a deadline to simulate a real work situation. [[Category:Computer Science]] 2563 16236 2006-08-27T00:26:40Z HappyCamper 193 add == Resources == [[wikibooks:Calculus/Differentiation]] ==Prelude== Arithmetic is about what you can do with numbers. Algebra is about what you can do with variables. Calculus is about what you can do with functions. Just as in arithmetic there are things you can do to a number to give another number, such as square it or add it to another number, in calculus there are two basic operations that given a function yield a new and intimately related function. The first of these operations is called differentiation, and the new function is called the ''derivative'' of the old. This set of notes deals with the fundamentals of differentiation. For information about the second functional operator of calculus, visit [[introduction to integration]] after completing this unit. Before we dive in, we will warm up with an excursion into the mathematical workings of interest in banking. ===Compound Interest=== Let us suppose that we deposit an amount <math>A_0</math> in the bank on New Year's Day, and furthermore that every year on the year the amount is augmented by a rate <math>r</math> times the present amount. Then the amount <math>A</math> in the bank on any given New Year's <math>t</math> years after the first is given by the expression :<math>A=A_0(1+r)^t\,\!</math>. Unfortunately, if we withdraw the money three days before the New Year, we don't get any of the interest payment for that year. A fairer system would involve calculating interest <math>n</math> times a year at the rate <math>r/n</math>. In fact this gives us a slightly different value even if we take our money out on a New Year's Day, because every time we calculate interest, we receive interest on our previous interest. The amount <math>A</math> we receive with this improved system is given by the expression :<math>A=A_0(1+\frac{r}{n})^{nt}.</math> With this flexible system, we could set <math>n</math> to <math>12</math> to compound every month, or to <math>365</math> to compound every day or to about <math>31536000</math> to compound every second. But why stop there? Why not compound the interest every ''moment''? What is really meant by that is this: as we increase <math>n</math> does the value for <math>A</math> approach some reasonable quantity or does it get ever greater with <math>n</math>? If the latter is the case, then it is meaningful to ask, "What does <math>A</math> approach?" As we can see from the following table with sample values, this is in fact the case. :{| | <math>n</math> | <math>A</math> |- | 1 | 1.02500 |- | 12 | 1.02529 |- | 365 | 1.02531 |- | 31536000 | 1.02532 |- | 100000000 | 1.02532 |- ! colspan="2" | <math>A_0=1</math>, <math>r=.025</math>, <math>t=1</math> |} As we can see, as <math>n</math> goes off toward infinity, <math>A</math> approaches a finite value. Taking this to heart, we may come to our final system in which we define <math>A</math> as follows: :<math>A=\lim_{n\rightarrow \infty}A_0(1+\frac{r}{n})^{nt}.</math> Thus we set <math>A</math> now not to <math>A_0(1+\frac{r}{n})^{nt}</math> evaluated for some large <math>n</math>, but rather to the ''limit'' of that value as <math>n</math> approaches infinity. This is the formula for ''continually'' compounded interest. To clean up this formula, note that neither <math>A_0</math> nor <math>t</math> "interfere" in any way with the evaluation of the limit, and may consequently be moved outside of the limit without affecting the value of the expression: :<math>A=A_0B^t\,\!</math>, where :<math>B=\lim_{n\rightarrow \infty}(1+\frac{r}{n})^n.</math> We can see from the form of the expression that <math>A</math> increases exponentially with <math>t</math> much as it did in our very first equation. The difference is that the original base <math>(1+r)</math> has been replaced with the base <math>B</math> which we have yet to simplify. Take a moment to step back and do the following exercises: #Without looking back, see if you can write down the expressions that represent #*yearly interest #*semiannual interest #*monthly interest #*interest <math>n</math> times a year #*continually compounded interest #Think about how much money you have. Figure out how long you would have to leave your money in a bank that compounds interest monthly before you became a millionaire, with a yearly interest rate of #*.02 (common for a savings account) #*.07 (average gain in the US stock market over a reasonably long period). ===Finding the Base=== In order to shed some light on the expression whose value we call <math>B</math>, we shall make use of the following expansion, known as the Binomial Theorem: :<math>(a + b)^n = a^n + na^{n-1}b + \frac{n(n-1)}{2}a^{n-2}b^2 + \dots + \frac{n(n-1)(n-2)\dots(n-(k-1))}{k!}a^{n-k}b^k + \dots + nab^{n-1} + b^n.</math> By applying it to our limit, we get :<math>B=\lim_{n\rightarrow \infty}(1+\frac{r}{n})^n = \lim_{n\rightarrow \infty}(1+n(\frac{r}{n})+\frac{n(n-1)}{2}(\frac{r}{n})^2 +\frac{n(n-1)(n-2)}{3!}(\frac{r}{n})^3 + \dots) =1+r+\frac{r^2}{2}+\frac{r^3}{3!}+\frac{r^4}{4!}+\dots</math>. This last step may seem mystifying at first. What happened to the limit? And where did all of the <math>n</math>'s go? In fact it was the evaluation of the limit that allowed us to remove the <math>n</math>'s. More exactly, as <math>n\rightarrow\infty</math>, so too <math>n(n-1)\rightarrow n^2</math>, <math>n(n-1)(n-2)\rightarrow n^3</math>, etc., so that the top left and bottom right of each term cancel to produce the last expression. Take a moment to look over the following exercises. Take the time to follow the trains of thought that are newest to you. {| | #The Pascal triangle, one of the world's most famous number patterns, popularized by the Seventeenth-Century mathematician Blaise Pascal, is shown on the right. What does this have to do with the Binomial Theorem? #The factorial (!) may seem like a silly operation to have its own name, but as it turns out it is one of the most common operations in both statistics and pure math. #*What is <math>100!/98!</math>? #*Which is bigger <math>1000!</math> or <math>2^{1000}</math>? #The Binomial Theorem is sometimes stated <math>(a+b)^n=\sum_{k=0}{n}\frac{n!}{k!(n-k)!}a^{n-k}b^k</math>. Is this the same as the formula we used? #In the proof, we made use of the fact that <math>\lim_{n\rightarrow\infty}\frac{n(n-1)\dots(n-(k-1))}{k!}\frac{r^k}{n^k}=\frac{r^k}{k!}</math>. Does this make sense based on what you know about limits? #*What is <math>\lim_{x\rightarrow\infty}\frac{x^5+x^4+x^3+x^2+x+1}{x^5}</math>? #Without looking back, can you remember how it is that we used binomial expansion to show that <math>\lim_{n\rightarrow \infty}(1+\frac{r}{n})^n = 1+r+\frac{r^2}{2}+\frac{r^3}{3!}+\frac{r^4}{4!}+\dots</math>? | <center> {|border=0 cellpadding=2 align=center style="font-size: 8pt" !colspan="6" | !colspan="2" | 1 !colspan="6" | |- !colspan="5" | !colspan="2" | 1 !colspan="2" | 1 !colspan="5" | |- !colspan="4" | !colspan="2" | 1 !colspan="2" | 2 !colspan="2" | 1 !colspan="4" | |- !colspan="3" | !colspan="2" | 1 !colspan="2" | 3 !colspan="2" | 3 !colspan="2" | 1 !colspan="3" | |- !colspan="2" | !colspan="2" | 1 !colspan="2" | 4 !colspan="2" | 6 !colspan="2" | 4 !colspan="2" | 1 !colspan="2" | |- !colspan="1" | !colspan="2" | 1 !colspan="2" | 5 !colspan="2" | 10 !colspan="2" | 10 !colspan="2" | 5 !colspan="2" | 1 !colspan="1" | |- !colspan="2" | 1 !colspan="2" | 6 !colspan="2" | 15 !colspan="2" | 20 !colspan="2" | 15 !colspan="2" | 6 !colspan="2" | 1 |} </center> |} ===The Birth of <math>e</math>=== Now comes a real surprise. As it turns out, the infinite polynomial above is in fact ''exponential'' in <math>r</math>. That is, <math>B = 1+r+\frac{r^2}{2}+\frac{r^3}{3!}+\frac{r^4}{4!}+\dots = b^r</math>, for some <math>b</math>. In order to show this far-from-obvious fact, I offer the following. :<math>1+r+\frac{r^2}{2}+\frac{r^3}{3!}+\frac{r^4}{4!}+\dots = \lim_{n\rightarrow \infty}(1+nr(\frac{1}{n})+\frac{nr(nr-1)}{2}(\frac{1}{n})^2 +\frac{nr(nr-1)(nr-2)}{3!}(\frac{1}{n})^3 + \dots)</math> :<math> = \lim_{n\rightarrow\infty}(1+\frac{1}{n})^{nr} = (\lim_{n\rightarrow\infty}(1+\frac{1}{n})^n)^r = (1+\frac{1}{2}+\frac{1}{3!}+\frac{1}{4!}+\dots)^r</math> To this last infinite series of numbers, define the quantity to be <math>e</math>: :<math>e=1+\frac{1}{2}+\frac{1}{3!}+\frac{1}{4!}+\dots</math>. <math>e</math>, an irrational (and in fact transcendental) number, has the approximate value 2.71828, which you may easily verify on a standard pocket or graphing calculator. There are a few things to think about. #The first line in the preceding derivation was motivated by my knowledge of the outcome. ##Convince yourself that the two expression are in fact equal to one another. ##*Evaluate the term <math>\frac{nr(nr-1)(nr-2)}{3!}(\frac{1}{n})^3</math> for <math>r=.02</math> and <math>n=10000</math>. How does that compare to <math>\frac{r^3}{3!}</math>? How about with <math>n=10000000</math>? ##Now that you have convinced yourself that I ''may'' do it, ask yourself why I would do it. ##*Using the reverse Binomial Theorem, do you understand how it leads to the next expression? #Is the equation <math>1+r+\frac{r^2}{2}+\frac{r^3}{3!}+\frac{r^4}{4!}+\dots = 1+\frac{1}{2}+\frac{1}{3!}+\frac{1}{4!}+\dots</math> something that one would predict merely from the rules of exponents or distribution? #What makes certain seemingly uninteresting numbers so profoundly central to mathematics, such as <math>0</math>, <math>1</math>, <math>\pi</math>, and <math>e</math>? ===Back to the Start=== From here, everything cascades back to our original goal, namely to find a usable formula for continually compounded interest. <math>B = e^r \rightarrow A=A_0(e^r)^t \rightarrow A=A_0e^{rt}</math>. And there she is. Take a moment to do the following exercises. #Think about how much money you have. How long will it take to become millionaire if you leave the money in a bank with yearly interest of .025 #*that compounds interest yearly? #*that compounds interest continually? #Seeing as the values with and without continually compounded interest are very close to one another, what does that tell you about the two equations used? #*Both formulas are of the form <math>A=A_0(</math>_____<math>)^t</math>. Compare the various values that we have put in this blank, especially the in the equations for yearly and continually compounded interest. #*How close in value is <math>(1+r)</math> to <math>e^r</math>? Does that surprise you? #*Now look at the infinite series version of the function <math>e^r</math>. Does it still surprise you that <math>(1+r)</math> and <math>e^r</math> are so close in value? ===Commentary=== The formula itself, however, is quite forgettable. In fact, as you may have guessed, the importance of compounded interest pales in comparison to the importance of the ideas we stumbled upon on the way, namely limits and <math>e</math>. It is these two things that beg for us to go further into the heart of the life and being of functions. That wish is called calculus. And it all starts rather innocently with the derivative… == Notion of secant, slope, == ==The Derivative== === Definition === Given a function <math>y = f(x)</math>, we define the derivative :<math>f'(x)=\lim_{h\rightarrow 0}{\frac{f(x+h)-f(x)}{h}}</math>. This definition is motivated by the proportion <math>\frac{\Delta y}{\Delta x}=\frac{f(x+h)-f(x)}{h}</math>, which for any ''h'' defines the slope of a line, when ''f'' is linear. Because of the nature of the calculation, the derivative can be figuratively thought of as the ratio between an infinitesimal ''dy'' and an infinitesimal ''dx'' and is often written <math>\frac{dy}{dx}</math>. Both functional notation <math>\left ( f'(x) \right )</math> and infinitesimal or Leibniz notation <math>\left ( \frac{dy}{dx} \right )</math> have their virtues. In operator theory, the derivative of a function <math>f</math> is sometimes written as <math>D_x f \,\!</math>. #Using the definition above, what is <math>\frac{d(x^2)}{dx}</math>? #*Note that this is a short way of asking, if <math>f(x)=x^2</math>, what is <math>f'(x)</math>? One may also ask, what is <math>[x^2]'</math>? #If you have trouble remembering the definition of the derivative, it's much more important to know what it means, that is, ''why'' it's defined how it is. Remember it like this: #*<math>f'(x)=\frac{dy}{dx}=\lim_{\Delta x\rightarrow 0}\frac{\Delta y}{\Delta x}=\lim_{\Delta x\rightarrow 0}\frac{f(x+\Delta x)-f(x)}{(x+\Delta x) - x}</math>. #*From this we get the definition as stated above, <math>f'(x)=\lim_{h\rightarrow 0}{\frac{f(x+h)-f(x)}{h}}</math>. #What kinds of functions have derivatives? What would a function need to have, for it ''not'' to have a derivative at some point? === Properties === The derivative satisfies a number of fundamental properties ==== Linearity ==== An operator <math>L</math> is called ''linear'' if <math>L(f(x)+g(x))=L(f(x)) +L(g(x))</math> and <math>L(kf(x))=kL(f(x))</math> for any constant <math>k</math>. To show that differentiation is a linear operator, we must show that <math>[f(x)+g(x)]'=f'(x)+g'(x)</math> and <math>[kf(x)]'=kf'(x)</math> for any constant <math>k</math>. :<math>[f(x)+g(x)]'=\lim_{h\rightarrow 0}\frac{(f(x+h)+g(x+h))-(f(x)+g(x))}{h}</math> :<math>=\lim_{h\rightarrow 0}(\frac{f(x+h)-f(x)}{h}+\frac{g(x+h)-g(x)}{h})=\lim_{h\rightarrow 0}\frac{f(x+h)-f(x)}{h} + \lim_{h\rightarrow 0}\frac{g(x+h)-g(x)}{h}=f'(x)+g'(x)</math>. In other words, the differential operator (e.g., <math>\frac{d}{dx}</math>) ''distributes'' over addition. :<math>[kf(x)]'=\lim_{h\rightarrow 0}\frac{kf(x+h)-kf(x)}{h}=k\lim_{h\rightarrow 0}\frac{f(x+h)-f(x)}{h}=kf'(x)</math>. In other words, multiplication before and after doing differentiation are equivalent. ==Fundamental Rules of Derivation== Along with linearity, which is so simple that one hardly thinks of it as a rule, the following are essential to finding the derivative of arbitrary functions. ===The Product Rule=== It may be shown that for functions ''f'' and ''g'', <math>[f(x)g(x)]'=f(x)g'(x) + f'(x)g(x)</math>. Like the other two rules, this one is not a new axiom: it is directly provable from the definition of the derivative. <math>[f(x)g(x)]'=\lim_{h\rightarrow 0}\frac{f(x+h)g(x+h) - f(x)g(x)}{h} = \lim_{h\rightarrow 0}\frac{f(x+h)g(x+h) - f(x+h)g(x) + f(x+h)g(x) - f(x)g(x)}{h}</math> <math>= \lim_{h\rightarrow 0}(f(x+h)\frac{g(x+h)-g(x)}{h} + g(x)\frac{f(x+h)-f(x)}{h})</math> <math> = f(x)(\lim_{h\rightarrow 0}\frac{g(x+h)-g(x)}{h}) + g(x)(\lim_{h\rightarrow 0}\frac{f(x+h)-f(x)}{h}) = f(x)g'(x) + g(x)f'(x)</math>. ===Chain Rule=== It may be shown that for functions ''f'' and ''g'', <math>[f(g(x))]'=f'(g(x))g'(x)</math>, a relation more obviously stated as <math>\frac{df}{dx}=\frac{df}{dg}\frac{dg}{dx}</math>. The proof makes use of an alternate but patently equivalent definition of the derivative, <math>f'(x) = \lim_{p\rightarrow x}\frac{f(p)-f(x)}{p-x}</math>. <math>[f(g(x))]'=\lim_{p\rightarrow x}\frac{f(g(p))-f(g(x))}{p-x} =\lim_{p\rightarrow x}\frac{f(g(p))-f(g(x))}{g(p)-g(x)}\frac{g(p)-g(x)}{p-x}</math> <math>=\lim_{g(p)\rightarrow g(x)}\frac{f(g(p))-f(g(x))}{g(p)-g(x)}\lim_{p\rightarrow x}\frac{g(p)-g(x)}{p-x}=f'(g(x))g'(x).</math> Notice the change in the first limit from <math>p\rightarrow x</math> to <math>g(p)\rightarrow g(x)</math>. This is valid because if ''g'' is continuous at ''x'', which it must be to have a derivative at ''x'', then of course as ''p'' approaches ''x'' the value of ''g(p)'' approaches that of ''g(x)''. This formula is remarkably useful in differentiating nested functions, which occurs very frequently. ===The Power Rule=== We may now readily show the relation <math>\frac{d(x^n)}{dx} = n x^{n-1}</math> as follows: <math>\frac{d(x^n)}{dx} = \lim_{h\rightarrow 0}\frac{(x+h)^{n}-x^n}{h} = \lim_{h\rightarrow 0}\frac{(x^n+nx^{n-1}h+\frac{n(n-1)}{2}x^{n-2}h^2+\cdots)-x^n}{h}</math> <math>= \lim_{h\rightarrow 0}(nx^{n-1}+\frac{n(n-1)}{2}x^{n-2}h+\cdots)=nx^{n-1}+0=nx^{n-1}.</math> While this derivation assumes that <math>n</math> is an positive integer, it turns out that the same rule holds for all real <math>n</math>. For example, <math>\frac{d}{dx}[\frac{1}{x}]=\frac{d(x^{-1})}{dx}=(-1)x^{-2}=-\frac{1}{x^2}</math>. Take a moment to do the following exercises. #Using the <math>x^n</math> rule and linearity, find the derivatives of the following: ##<math>x^{14} + 8</math> ##<math>3x^2+x^5</math> ##<math>\frac{1}{\sqrt{x}}</math> #What functions have the following derivatives? ##<math>3x^2</math> ##<math>15x^{14} + 2x</math> ##<math>x^2</math> == Exponentials and logarithms == Exponentials and logarithms involve a special number denoted ''e''. ===Differentiating <math>e^x</math>=== Now, recall that <math>e^x = 1 + x + \frac{x^2}{2} + \frac{x^3}{3!} + \frac{x^4}{4!} + \cdots.</math> Using the three basic rules established above we can differentiate any polynomial, even one of infinite degree: <math>\frac{d}{dx}e^x = 0 + 1 + \frac{2x}{2} + \frac{3x^2}{3!} + \frac{4x^3}{4!} + \cdots = 1 + x + \frac{x^2}{2} + \frac{x^3}{3!} + \cdots = e^x.</math> <math>e^x</math> is the remarkable function that is its own derivative. In other words, <math>e^x</math> is an ''eigenfunction'' of the differential operator. These concepts are useful in quantum mechanics, for example. ===Differentiating <math>\ln(x)</math>=== The natural logarithm is the function such that if <math>e^y=x</math> then <math>y=\ln(x)</math>; in other words, it is the inverse function of <math>e^x</math>. We will make use of the chain rule (marked by the brace) in order to find its derivative: <math>y=\ln(x) \rightarrow x=e^y \rightarrow \frac{dx}{dx}=\frac{d(e^y)}{dx} \rightarrow 1=\underbrace{\frac{d(e^y)}{dy}\frac{dy}{dx}}=e^y\frac{dy}{dx}=e^{\ln(x)}\frac{dy}{dx}=x\frac{dy}{dx} \rightarrow \frac{1}{x}=\frac{dy}{dx}=\frac{d(\ln(x))}{dx}.</math> This conclusion, that the derivative of <math>\ln(x)</math> is <math>\frac{1}{x}</math>, is remarkable: it ties together two seemingly unrelated functions. === Differentiating functions which are not immediately related to base e === ==== Exponentials ==== Supppose we have the function :<math>y = 3^x \,\!</math> To differentiate this, we rewrite this as :<math>y = 3^x = \left ( e^{\ln 3} \right )^x = e^{x \ln 3}</math> Since <math>\ln 3</math> is a constant, :<math>\frac{dy}{dx} = e^{x \ln 3} \cdot \ln 3 = 3^x \ln 3.</math> In other words, for a constant ''a'', we have :<math>\frac{dy}{dx} = a^x \ln a </math> whenever <math>y = a^x \,\!</math> This re-enforces the special place that Euler's number has in calculus - it is the unique number for which the constant <math>\ln a</math> is precisely equal to one. ==== Logarithms ==== === Implicit Differentiation === Let's suppose that :<math>y(x) = \frac{x^3 + x^2 + 1}{2x^5 -x^4 +2} </math> One could find <math>\frac{dy}{dx}</math> with the quotient rule, but for more complicated functions, it may be better to use what is called "implicit differentiation". In this case, we take the logarithm of both sides, to obtain :<math>\ln y = \ln \left ( \frac{x^3 + x^2 + 1}{2x^5 -x^4 +2} \right ) = \ln \left( x^3 + x^2 + 1 \right ) - \ln \left( 2x^5 -x^4 +2 \right )</math> or, in other words, just simply :<math>\ln y = \ln \left( x^3 + x^2 + 1 \right ) - \ln \left( 2x^5 -x^4 +2 \right )</math> Differentiating the left and right hand side, we get :<math>\frac{1}{y} \frac{dy}{dx} = \frac{3x^2+2x}{x^3 + x^2 + 1} - \frac{10x^4 - 4x^3}{2x^5 -x^4 +2 }</math> Now, multiply both sides by y, which we know is just <math>y(x) = \frac{x^3 + x^2 + 1}{2x^5 -x^4 +2} </math> to obtain the answer: :<math>{dx \over dy} = \frac{x^3 + x^2 + 1}{2x^5 -x^4 +2} \left ( \frac{3x^2+2x}{x^3 + x^2 + 1} - \frac{10x^4 - 4x^3}{2x^5 -x^4 +2 } \right )</math> which of course can be simplified further. You should verify that this result agrees with the quotient rule. Differentials of logarithms of functions occur frequently in places like [[statistical mechanics]]. === General exponentials and logarithms === Consider the function :<math>y(x) = u(x)^{v(x)} = e^{v(x) \ln u(x)} \,\!</math> It can be immediately seen that :<math>y'(x) = u^v \left ( \frac{v}{u} \frac{du}{dx} + \ln u \frac{dv}{dx} \right ) = v u^{v-1} \frac{du}{dx} + u^v \ln u \frac{dv}{dx} </math> Compare this result to the chain rule and power rule results. The first term results in treating v constant. The second term results in treating u constant. == Trigonometric functions == == Hyperbolic functions == == Other transcendental functions == * Inverse trigonometric and hyperbolic functions, derivations, examples. 2564 22915 2006-09-03T15:24:25Z JWSchmidt 20 punctuation Wikiversity's '''Entrepreneurial businesses''' program provides content and a community that enable entrepreneurs to design and launch successful new ventures based on technologies such as [[w:Web 2.0|Web 2.0]]. ==News== * August 21, 2006 - Division founded! * August 23, 2006 - merged with [[School:Business|Business School]] ==Subdivisions== The Entrepreneurship program is a Wikiversity Division. The program can grow to have subdivisions and departments as pages in the [[Wikiversity:Namespaces|Topic namespace]] (their names must start with the "Topic:" prefix). Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. * [[Topic:Wiki business ventures|Wiki business ventures]] - Center for Wiki Business Ventures is devoted to helping Wikiversity participants launch new wikis. ==Major Curriculum== In order to form a good basic understanding of business, it is recommended for students to visit [[Topic:Business General Studies|General Studies of Business Administration]] and study the core business curriculum as prerequisites for the following courses. Level 1000 courses are recommended prerequisites of level 1010 courses: * [[Principles of Entrepreneurship]], ENT 1001 * [[Strtegic Selling]], ENT 1002 * [[Social Entrepreneurship]], ENT 1003 Level 1010 courses: * [[New Venture Planning]], ENT 1011, cornerstone course, discussing the creation of new ventures, from business plan creation to raising capital ==Business plans== Here you can find sample business plans created by the students of Wikiversity. * [http://www.rayshan.com/WordPress/nfblog/?page_id=14 Aqua Vista Realty Business Plan and Presentation] by [[user:Ray Shan|Ray Shan]] ==Recommended readings== ==Affiliates== *[[School:Engineering|School of Engineering]] *[[School:Medicine|School of Medicine]] *[[School:Entrepreneurship|School of Entrepreneurship]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * [[User:JWSchmidt]] * [[User:Ray Shan]] [[Category:{{PAGENAME}}| ]] 2565 10851 2006-08-21T19:54:33Z JWSchmidt 20 subcategory [[Category:Business]] 2569 10886 2006-08-21T20:25:37Z JWSchmidt 20 add project to list of learning resources The '''Center for Wiki Business Ventures''' is devoted to helping Wikiversity participants launch new wikis. ==Center description== The Center for Wiki Business Ventures used a "learn by doing" approach. Participants go through the process of starting a new wiki-based business. ==Center news== * August 21, 2006 - Center founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. The Center for Wiki Business Ventures is functionally like a department. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Wikiversity NPC]] - participants create a nonprofit corporation that will produce Wikiversity content * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! [Copy and then revise above text for your department's needs, if you wish.] ==References== *[http://andrewhargadon.com/wiki/index.php?title=Main_Page UC Davis Center for Entrepreneurship Wiki] ===Wikipedia=== *[[w:Wiki|wiki]] ===Wikibooks=== Works in progress - these texts are currently at [[Wikibooks:__Department Name___]]: * [[Wikibooks:__Textbook Name___]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this Center, you can list your name here (this can help small centers grow and the participants communicate better; for large centers a list of active participants is not needed). * [[User:JWSchmidt]] - I am interested in the [[Wikiversity NPC]] project * ... [[Category:{{PAGENAME}}| ]] [[Category:Program for entrepreneurship]] 2571 23408 2006-09-04T03:50:43Z JWSchmidt 20 update as part of the school Welcome to the '''Department of Philosophy of History''', part of the [[School:History|School of History]]. History is the study of systematically collected [[w:information|information]] about the [[w:past|past]]. When used as the name of a [[w:field of study|field of study]], ''history'' refers to the study and interpretation of the record of [[w:human|human]]s, [[w:family history|families]], and [[w:society|societies]] as preserved primarily through written sources. History is thus usually distinguished from [[w:prehistory|prehistory]] by the widespread adoption of writing in the area under study. [[w:Knowledge|Knowledge]] of history is often said to encompass both knowledge of past events and [[w:historical thinking|historical thinking]] skills. Traditionally, the study of history has been considered a part of the [[Portal:Humanities|humanities]]. However, in modern [[w:academia|academia]], history is increasingly classified as a [[w:social science|social science]], especially when [[w:chronology|chronology]] is the focus. == History's Vital Themes and Narratives == ''Originally Published by the Staff of the Bradley Commission on History in Schools in '''History Matters!''' Volume II. Posted with permission from the National Council for History Education'' This series of articles appeared between August 1989 and January 1990. The articles expand upon the Vital Themes identified by the Bradley Commissioners in their booklet, '''Building A History Curriculum: Guidelines for Teaching History in Schools'''.<ref>http://www.nche.net/BAHC.pdf</ref> The Commissioners believe these themes should be goals in any history course, regardless of its specific content or time period. All history study aims at these Vital Themes, albeit reached through different means and at varying levels of sophistication in different courses. The themes have been particularly helpful to curriculum committees in schools because they serve as goals, provide a directional compass, and give guidance when deciding what to leave out or what to put in: does the content or topic under consideration help us illustrate one of the six vital themes, or is it peripheral, non-illustrative, or marginal? In addition, the six themes have been used in the "spiral curriculum development" approach, where a different example of each of the six themes is developed at each grade level, Kindergarten through Grade Twelve, resulting in a cumulative history curriculum that does not suffer from the ailment of redundancy for which many past curricula were faulted. Yet, while distinct in their emphasis, the themes reflect the basic integration of the human experience, for example the "Civilizations" in theme #1 will not be fully understood without reference to "geography and technology" in theme #2 and the "values, ideas, and institutions" of theme #3. Each theme is a matter of emphasis and there will always be overlap among the Vital Themes. ==='''Civilization, Cultural Diffusion, and Innovation'''=== ''Bradley Commissioner, '''[http://en.wikipedia.org/wiki/William_H._McNeill William H. McNeill],''' discusses implications of the theme "Civilization, Cultural Diffusion, and Innovation."'' The central theme of human history on earth is the accumulation of human skills and power over nature and over one another. This is the overriding theme of the history of the world. I believe history is the story of how one group of humans invented-then exploited-new techniques and ideas to attain superior power; of how that spread to other peoples across time until some new people, somewhere else, bringing new skills and ideas to bear, improved upon the first model and became in turn a center of radiation of their patterns of skill-and so on ad infinitum, with a plurality of centers arising very soon within the varied face of the earth, down to our own time. And now we have seen first the U.S. and then Japan take industrial primacy-and may be about to see Japan dethroned in its turn by other Pacific Rim countries. This theme of the accumulation of human skills and power, of Civilization, Cultural Diffusion, and Innovation, must be included in any history course. It is the human story on Earth. The story is relatively straightforward: human beings first became the most efficient hunters and moved to the top of the food chain in ancient Africa by learning to use tools-and, probably, by using languages to assure cooperation and to sharpen observation. Next they learned to use animal skins to keep warm in colder climates, and so spread rapidly round the earth. This was a geographic shift without parallel in biological evolution. Then, in agriculture human being in different parts of the world began to acquire knowledge of various plants and skills of cultivation. A noticeable series of improvements in agriculture occurred thereafter: from slash-and-burn to permanent fields with the plow and fallowing. Then there was the diffusion of crops from one part of earth to another, including as the most dramatic, the spread of American food crops after 1500. The story of human expansion within the ecosystem is quite familiar. However, it is necessary to put the main landmarks together into a time pattern, and explain how they fit together into a pattern of increasing human power over nature, allowing larger and larger numbers of human beings to live at the same time on the surface of the earth. Yet it is also a story with setbacks, for instance: the salting of early irrigation fields or the erosion of the Mediterranean. A goal of history is to show the consequences that flowed when people and ideas crossed previously insulating barriers from time to time. Of course other dimensions of human experience in the natural world could be added: the impact of infectious disease, for instance; the diffusion of skills; or the emergence first of a series of civilizations, then of an ecumenical interactive whole, beginning about 1,000 A.D. '''An Example of how ''Civilization, Cultural Diffusion, Innovation'' might be stranded through the Elementary:''' '''K: Children of Other Lands and Times''' Colonial children in America, pioneer children, children in Ancient Egypt, children in medieval Europe '''1. Families Now and Longo Ago''' Sumerian family, Roman family, family in feudal Europe and Japan, modern families in USA '''2. Local History: Neighborhoods and Communities''' (adapt to your location) historic landmarks, oral history, field trips to historical museums '''3. Urban History: How Cities Began and Grew''' life in colonial communities in NE, MW, SE, SW, FW; life in rural community in 1800s; growth of cities, suburbs; historical past of selected cities in USA today; history of selected cities of the world '''4. State History and Geography: Continuity and Change''' early colonization of our state, growth of cities in our state, innovations in our state that have spread to other states, ideas from other cultures that have come to our state '''5. National History and Geography: Exploration to 1865''' cultures of American Indian groups, early American colonial settlements, growth of cities in our country, ideas explorers and colonists brought with them '''6. World History and Geography: The Growth of Civilization''' Aztecs, Mayas, Incas; ancient Sumer, Egypt, Indus River Valley; Greece and Rome; development of cities in Indus Valley, Latin America, Sumer; Songhai, Mali, Benin of Africa; medieval civilizations of Europe, Africa, Asia. ==='''Human Interaction With The Environment'''=== ''In this article '''Paul A. Gagnon''', Principal Investigator for the Bradley Commission, discusses the theme “Human Interaction With The Environment,” placing history and geography in an inseparable matrix of time and place.’'' Early in its report, the Bradley Commission set a major challenge for historians and teachers of history everywhere. Historical study, it said, should have as its principal aim the development of modes of thoughtful judgment, “habits of mind” that embodied, but also reached well beyond, the skill of critical thinking. One of these habits was to understand and to apply to history’s turning points, the close relationship between geography and history as a “matrix of time and place,” a context for events. And again, under “Vital Themes and Narratives,” the Commission set forth human interaction with the environment as one of the six fundamental themes to be developed in the study of American History, Western Civilization, and World History. In all three areas, the Commission said, students should first grasp the choices made possible (and limited) by climate, resources, and location, and then explore how the choices actually made were affected by the given society’s particular culture, values, interests, and ways of decision-making, and how certain choices were encouraged or excluded by other, sometimes outside, forces at work, even by the vagaries of powerful individual personalities. It is easy enough to state this proposition in general terms, and even to win agreement for using the marriage of history and geography as the continuing core of the social studies in our schools. But it is sometimes not so obvious how one may apply it to particular courses, grade by grade. Perhaps a few examples will help. In the early grades, the student of very different ways of life of Native American groups can most memorably be rooted in the different environments to which they had to adapt, even in locations relatively close to each other, not to mention the vast differences between plains and woodlands. In the early history of the United States, subgroups of the history class may “settle” the different colonies, and lay out the promising and unpromising geographical features of their respective locations. One outgrowth of such an exercise is to explain those conditions of climate, soil, resources and population that encouraged the spread of slave labor in the American South and helped to discourage it in the North. The long consequences of that are enormous, and tragic, down to our own day. Tracing the routes of the explorers, and reliving their adventures, is a continuing confrontation with geography and the elements on one side and human will (and often frail technology) on the other. An extension of this exercise is to trace the routes of immigrants from their homes of origin to the New World and to the localities of their settlement. Which of the students’ ancestors (or present day families) were able to find new homes very like their old homes in climate and resources? Which were unable to, and why? Student military buffs will want to analyze the geographical advantages and disadvantages of North and South in the Civil War, and how well or badly the governments and commanders exploited them. What of a crucial battlefield such as Gettysburg or Vicksburg? What part was played by roads, rivers, and terrain, given the weapons, transport and communications of those days? In the realm of economic development, what geographical advantages did American industry enjoy in its remarkable expansion after the Civil War? Do contemporary developing nations enjoy any of the same? How does one account for great economic contrasts between societies which have largely similar geographical conditions? Such questions are particularly useful in following world history. What forces and choices allowed island peoples like the British and Japanese to develop world power seemingly out of proportion to their resources at hand? In ancient history, the significance of river valleys is a fundamental starting-point, to be followed by the sharp contrasts between different cultures’ adaptation to them. Other questions abound. How did their geographical location affect the fate and outlook of the Jewish people, and how are these reflected in the Old Testament? How were climate, soil, resources and geography instrumental in the decline and fall of Rome? How did these both help and obstruct the unification of Chinese empires? And mainly obstruct the unification of Europe up to modern times? What was the role of geography in the rise of Renaissance Italy, and in its subsequent decline and insecurity? Why did Prussia and Poland develop such different political and military systems in response to very similar geographical problems? Why Charles XII, Napoleon and Hitler all fail to grasp the problems posed by Russian geography and climate? What are the chances for human choice and ingenuity to overcome those forces of climate and geography that produce famine? Are there lessons to be learned from the past? Can particular human responses to environmental crises in history help us to frame sensible questions and choices in an era of unprecedented ecological problems across the globe? That these questions are but a tiny few among all those we could ask as we study the past is proof enough that human life is caught up in the “matrix of time and place,” as a never-ending drama of human interaction with the environment that we shall all have to understand much better if we are to preserve our freedom of choice and exercise it responsibly. ==='''Values, Beliefs, Political Ideas and Institutions'''=== ''This is the third in the series of Vital Themes; Bradley Commissioner '''[http://en.wikipedia.org/wiki/Michael_Kammen Michael Kammen]''' discusses the importance of the theme “Values, Beliefs, Political Ideas and Institutions.” While examples are drawn from U.S. History, they could have been from World History as well.'' Careful study of these concepts is essential for two inseparable reasons: their substantive significance and what they can teach our students about history as a process, that is, a fascinating pattern of change over time. Take, for example, American assumptions about the proper role of government in society. Back when America was first colonized, the Puritans assumed that government had a responsibility to regulate the economy and closely scrutinize the public and private behavior by individuals. Less than two centuries alter, however, Thomas Jefferson developed a notion that was diametrically the opposite – that government is best which governs least – and his understanding gained very wide credence for about 140 years. Franklin D. Roosevelt’s New Deal resulted in an ideological revolution and the revived expectation that government should have an activist role – a persuasion that many (but not all) Americans have doubted during the past decade. How and why those important transformations in American political values have occurred over the past 360 years is critical to any informed understanding of political culture in the United States. The study of these ideas and institutions is also crucial in helping students appreciate certain anomalies in our culture as well as gaps between our ideals and realities. With respect to prevailing orthodoxies about government intervention, for instance, one must note that shrewd Puritan mercahnts invariably invested in those endeavors least regulated at any given moment by colonial government. And during the nineteenth-century age of laissez-faire, railroad entrepreneurs demanded and expected all sorts of favors from government: land grants, tax breaks, other forms of permission and encouragement. Values and realities have often been out of synch; and the historical impact of one acting upon the other provides a dramatics narrative. For a final example I turn to the famous utterance by James Madison in Federalist paper number 51 (1778): ''Justice is the end of government. It is the end [ultimate goal] of civil society. It ever has been, and ever will be pursued, until it be obtained, or until liberty be lost in the pursuit.'' We traditionally view trial by jury as a vital component of our system of justice. Yet many people believe that the jury system is, in fact, too slow and cumbersome for our litigious society; and that a tribunal of professional judges is more likely to “do justice” than twelve amateurs. Be that as it may, my own recent experience as a juror in a complex murder trial did much to restore my own faith in the venerable jury system in general. I have reason to believe that I am not alone in undergoing a shift from skepticism to belief. There is great educational potential inherent in that sort of “conversion”: the gap between what we read in books and in the press, and what we experience as participants in the process of government – in this case the administration of justice. Before we ever get to such gaps, however, students must understand how the jury system evolved; how it has worked in the recent decades; how American attitudes towards justice have varied, from Madison’s statement in Federalist 51 to the harsh application of “Judge Lynch” in frontier America. All of these historical issues, anomalies, and problems provide a rich menu for teachers to offer their students: readings, classroom discussions, simulated situations, and assignments to be explored in th students’ home communities. American values, beliefs, political ideas and institutions are always undergoing change. The best way to comprehend that phenomenon in our own time is to come to grips with it historically. '''Examples of episodes form which the theme ''Values, Beliefs, Political Ideas and Institutions'' might be drawn in American History Courses:''' '''Pre-Colonial:''' European and Indian ideas about land ownership; th estory of the House of Burgesses in Virginia. '''Revolution and Constitution:''' James Otis, PAtrick Henry and opposition to the Stamp Actl a biography of Thomas Jefferson with special focus on May-to-August, 1776. '''Early 19th Century:''' Role of 2nd Great Awakening in abolition, temperance, suffrace, public education movements; story of Jackson vs. the Bank of the U.S. '''Civil War and Reconstruction:''' Relationship between the Missouri Compromise, the Kansas-Nebraska Act, and the beginning of the Republican Party; the political implicaitons of the Battle of Antietam; Lincoln's Second Inaugural Address and the course of Reconstruction. '''Late 19th Century:''' Immigration and E. Lazarus' poem on the State of Liberty; the story of the Oklahoma land rush, story of the Pendleton Act/Civil Service. '''20th Century:''' War with Spain; the story of the Progressive Party; neutrality, isolation, involvement and leadership in foreign affairs from G. Washington to T. Roosevelt to Wilson to FDR; story of th eauto in American society. ==='''Conflict and Cooperation'''=== ''Bradley Commissioner, '''Robert H. Ferrell''', discusses the theme “Conflict and Cooperation.” Examples show where this theme could be developed in the elementary school years, but their development and reinforcement would continue in grades 7 through 12 as well.'' A look into any era of the human story reveals two recurring patterns of behavior. Conflict between cooperation among individuals and societies are themes that are as basic to history as they are to human nature. Although they appear to be mutually exclusive, we can see again and again that certain cooperative efforts can result in conflict (for example the sstem of alliances in pre-World War I Europe), and conflict can draw humans into cooperative efforts. We may today be in the midst of such cooperation growing out of conflict (or at leasts potential conflict). For two generations now the primary problem of world politics has been rapidly escalating danger of nuclear accident or war, which could cause deaths numbering from tens of thousands to tens of millions. Since July16, 1945, when the United States at Alamogordo, New Mexico, detonated a plutonium nuclear device, the peoples of the world have been in danger. The new regime in Russia promises a lessening of the balance of terror, butt it is too early to place more than a modicum of faith in developments there. The hope of eliminating the nuclear problem lies in the study of history, of how we got to here from there, in the belief that we then can take measures to lessen the danger. This entails going back at least to the era of the Renaissance and Reformation and the rie of the nation states, then of nationalism beginning with the American and French revolutions. Here American history offers remarkable instruction. People came to America for reasons of religion and economics (that is, land), but many came to escape Europe’s wars, what President George Washington described as the Continents’s ordinary combinations and collisions. For them the harried voyage from the Old World to the New removed them from despotism with its wars into a new Eden of republicanism, democracy, and peace. Throughout the nineteenth century, with exception of the War of 1812, America as the Englishman James Bryce wrote, sailed on the summer sea. As the present-day historian C. Vann Woodward described what happened, America enjoyed free security, made possible by geography and the British navy. But then came the 20th century in which Europe’s troubles inexorably spread to America. It no longer was possible, as Jeffersonians had hoped, to make America as isolated from Europe as was China. Since 1945 nuclear weapons have spread to at least six nations. Non-nuclear wars have broken out regionally. Technologically they have advanced rapidly, using the latest non-nuclear explosives and carriers. How to resolve, in peace, the intense danger of nuclear escalation of human conflicts? This is an essential question facing the human race today. We know from studying history that human beings will have conflicts. But we also know from studying history that humans have solved problems by cooperating in times of conflict. Conflict and cooperation are vital themes of human nature that we learn from history. Never in history has it been so important that we understand both. '''An example of how Conflict and Cooperation might be stranded through the Elemenatry Pattern B from Building a History Curriculum:''' '''K: Learning and Working Now and Long Ago''' Children learn to help in ancient cultures; tales from the Brothers Grimm; myths/legends/folktales (Arabian Nights, Paul Bunyon, Casey Jones); Aesops fables '''GR 1: Child’s Place in Time and Space''' Stories of children in ancient China; pages/squires in Medieval times; read-aloud stories such as Little House in the Big Woods, by Laura Ingalls Wilder '''GR 2: People Who Make A Difference''' Biographies of Nobel Peace Prize winners and how they met challenges of conflict (Theodore Roosevelt, Mother Theresa, Martin Luther King Jr., others); stories of our grandparents and ancestors '''GR 3: Continuity and Change: Local and National History''' How/why people form and settle local communities, cooperation within and among communities (e.g. history of the United Way project, history of transportation); how/why people divided labor in early communities '''GR 4: A Changing State''' Organizing early settlements of our state; role of our state in national conflicts; our state in interacting with other regions of the world '''GR 5: U.S. History and Geography: Making a New Nation''' Religion/economics/politics in colonial America; the Revolution; writing the Constitution; opening the frontier; biographies of Paul Revere, George Washington, John Hancock '''GR 6: World History and Geography: Ancient Civilization''' Building cities in ancient Sumer, Egypt, Indus River Valley; polis of Athens; Incas, Mayas, Aztecs; biography of Alexander the Great ==='''Comparative History of Major Developments'''=== ''This is the fifth in a series of articles in which the historians of the Bradley Commission elaborate on the meaning of the six vital themes; '''[http://en.wikipedia.org/wiki/Gordon_A._Craig Gordon A. Craig]''' discusses the theme: Comparative History of Major Developments.” Comparison is a particularly useful tool of analysis, and, it is hoped, will become a “habit of the mind.”'' As these lines are being written, one of the most remarkable developments since the end of the Second World War is taking place, the transformation of Eastern Europe, as the various Warsaw Pact nations turn from totalitarian government to reform regimes and democratic socialism. The future historians of this process will depend heavily upon the comparative method to explain it, for it will be by means of careful description of the various totalitarian governments and a careful assessment of similarities and differences between them that they will be able to weigh the importance of such things as the role of nationality , bureaucratic structure, economic performance and vulnerability, ideological conviction, generational attitudes, and external influences (Western television, for example, or perestroika) in determining their relative susceptibility to pressure for reform and the reasons why the ruling party in Hungary, for example, reacted differently from that in East Germany. Comparison is a useful tool of analysis for both political scientists and historians, although they tend to use it differently. Political scientists are more interested in the similarities that it reveals than the differences, and have demonstrated, by the use of structured comparative analysis of similar phenomena, that correlations between variables may have causal significance or predictive value. Historians are apt to be more interested in differences. They are willing to admit that revolutions in history have so many common factors that one may speak, somewhat loosely to be sure, of there being an anatomy of a revolution. But they are still interested in asking why, despite their similarities, the French Revolution issued in a military dictatorship and the Russian Revolution did not, and why the American Revolution was so different from either of the others, and to what extent this was true because its leaders were taking as their model the English Revolution of the seventeenth century. Comparison is a highly effective means of restoring precise meaning to terms that have lost it through slipshod usage. One has a clearer understanding, for example, of the course of international affairs in the nineteenth century and the coming of the First World War if one realizes that between the Congress of Vienna and 1914 the nature of the European balance of power was not constant but variable, moving from a flexible system of interpenetrating combinations of lightly armed powers, to a complicated network of secret alliances controlled by the manipulations of a single power (the Bismarck system), to a polarized but highly unstable system of armed coalitions that was constantly threatening to collapse and finally did. Comparison of the relative weight of armamaments, military systems, economic competition, and nationalist feeling and ideological zeal in the three different systems also throws light on the progressive weakening of the supports of peace. Comparison is no less important in illuminating aspects of social, economic and cultural history. It is well known that the extension of education to the masses was one of the great achievements of nineteenth century liberalism, but it is nevertheless instructive o compare the record of the liberal paries of Switzerland, France and Great Britain in this respect and to note the relative foot-dragging that took place in the last case and the different arguments that were put forward for education bills in the three countries, for this tells us a good deal about their values, their economic requirements in the industrial age, and even their systems of social stratification. Similarly, a comparison of the emergence of the social welfare state in Germany, Great Britain, and the United States raises the interesting question of why the most democratic of these three societies has been most reluctant to grant social security to its citizens, also a cultural question but one, in addition, that involves analysis of the relationship between the state and the individual in the three countries. It is because comparative history raises provocative questions of this nature that it is such an admirable tool of classroom instruction, constantly inviting students not merely to accept the past but to engage actively in the process of seeking to understand it. ==='''Patterns of Social and Political Interaction'''=== ''Bradley Commissioner '''[http://en.wikipedia.org/wiki/Leon_F._Litwack Leon Litwack]''' discusses Historians and “The Inarticulate,” a topic stimulated by the theme “Patterns of Social and Political Interaction.” He shows how the study of American history should result in an understanding of social patterns and of the political relationships that interact with the social. Professor Litwack also indicates the need to include a wide variety of cultural documentation to learn about both sides of such interactions.'' When the Bradley Commission noted “the new prominence of women, minorities, and the common people in the study of history, and their relation to political power and influential elites,” it acknowledged the far reaching changes in writing, teaching, and documentation of the American past. Until recently, the American history the typical student learned in high school or college was the history of exceptional people, mostly white, literate men. If wmen, racial minorities, or common people appeared at all, it was largely as picturesque appendages, not as active shapers of their own history; their experience was not only peripheral but said to be impossible to reclaim, because traditional methods of historical scholarship emphasized the importance of records and documents which the “inarticulate”—working class racial and ethnic communities – have not usually kept. Historians played a significant role in creating, shaping, and reinforcing racial, gender, and ethnic biases; they succeeded in miseducating several generations of Americans. The history they wrote did have consequences. The ways in which the past is interpreted often have had a profound impact on the present. The traditional view of Reconstruction in American history, for example, as a period of unrelieved debauchery and black rule, helped to explain why blacks were unfit to participate in political life and why the South needed to eliminate them as voters and office-holders; it not only rationalized the South’s denial of constitutional rights to black people but northern acquiescence in that denial. And for nearly a century this distorted image of Reconstruction shaped white southern responses to any threat to white supremacy, to any proposal to end segregation and readmit blacks as voters. To provide a deeper understanding of the cultural and racial diversity of American society, the quality, depth, and resourcefulness of the response of racial minorities, women, and ordinary people to their place in that society, it becomes necessary to reassess the traditional documentation of the past, to appreciate the diverse ways in which the “inarticulate” have related their experiences and communicated their feelings. It has often been their music, in their folk beliefs and proverbs, in their humor, in their hero traditions, in their language and dialect, in their superstitions, in their art and dances that people have expressed their innermost thoughts and preoccupations, their sorrows, frustrations, and joys, their triumphs and defeats. That scholars and teachers neglected these sources revealed not only a lack of historical imagination but ethnocentric complacency and racial chauvinism. In the conclusion of his work DEEP BLUES, Robert Palmer asked, “How much thought can be hidden a few short lines of poetry? How much history can be transmitted by pressure on a guitar string?” And he answered, “The thought of generations, the history of every human being who’s ever felt the blues come down like showers of rain.” In that spirit, teachers need to instill in their students an appreciation of the complexities and varieties of cultural documentation, the enormous possibilities those documents afford us to bring into our historical consciousness people ordinarily left outside the framework of history. The kinds of records found in most documentary readers – state papers, legislative enactments, court decisions, speeches and proclamations – reveal only a fragment of the past and do little to illuminate the character and culture of a people, the range and depth of the human experience. History is not a set of indigestible facts and “great events” arrayed in chronological order – no sooner memorized than forgotten. Students need to be able to feel the facts to which they are exposed; they need to be engaged in the social complexity and diversity of the past. Teachers face an equally formidable task in helping their students to overcome racial and ethnic stereotypes and cultural parochialism. That challenge has seldom taken on such critical proportions as it does today. Racism remains the most debilitating virus in the American system, deeply embedded in our culture and politics (as graphically revealed in the last presidential election), and its consequences spill over into almost every facet of American life. It is nourished by historical and cultural illiteracy. ''Professor Litwack uses examples from U.S. History in his preceding essay; however, this theme can be used in World History as well. Here are examples of topics from which the theme Patterns of Social and Political Interaction might be drawn in World History courses: The evolution and distinctive characteristics of major Asian, African, and American pre-Columbian societies; Varying patterns of resistance to or acceptance of industrialization and its accompanying effects, in representative European and non-European societies; The interplay of geography and local culture in the responses of major societies to outside forces of all kinds; Medieval society and institutions; relations with Islam; feudalism and the evolution of representative governement; The European ideologies of the 19th and 20th centuries and their global influence: liberalism, republicanism, social democracy, Marxism, nationalism, Communism, Fascism, Nazism; The new 19th century imperialism, ultimate decolonization, and the consequences of both for colonizers and colonized; The rise of Islam as a movement not just of the Middle East but of te whole region of arid lands stretching from Iberia to India; and the surge of Islamic expansion in Eurasia and in Africa in the 16th century; The near industrial revolution in China under the Sung Dynasty and its effects all across Eurasia.'' == History's Habits of the Mind== ''Developed by the National Council for History Education and posted with their permission.'' '''Courses in history, geography, and government should be designed to take students well beyond formal skills of critical thinking, to help them through their own active learning to:''' * Understand the significance of the past to their own lives, both private and public, and to their society. *Distinguish between the important and the inconsequential, to develop the discriminating memory needed for a "discerning judgment" in public and personal life. * Perceive past events and issues as people experienced them at the time, to develop historical empathy as opposed to present-mindedness. * Acquire at the same time a comprehension of diverse cultures and shared humanity. * Understand how things happen and how things chance, how human intentions matter, but also how their consequences are shared by the means of carrying them out, in a tangle of purpose and process. * Comprehend the interplay of change and continuity, and avoid assuming that either is somehow more natural, or more to be expected, than the other. * Prepare to live with uncertainties and exasperating, even perilous, unfinished busines, realizing that not all problems have solutions * Grasp the complexity of historical causation, respect particularity, and avoid excessively abstract generalizations. * Appreciate the often tentative nature of judgments about the past, and thereby avoid the temptation to seize upon particular "lessons" of history as a cure for present ills. * Recognize the importance of individuals who have made a difference in history, and the significance of personal character for both good and ill. * Appreciate the force of the non-raational, the irrational, and the accidental, in history and human affairs. * Understand the relationship between geography and history as a matrix of time and place, and as a context for events. * Read widely and critically in order to recognize the difference between fact and conjecture, between evidence and assertion, and thereby frame useful questions. == How to Write History Better == ''In the April, 2000, issue of '''History Matters!''' National Council for History Education member and prize-winning historian, William E. Leuchtenburg shared three tips in response to the question: Do you have any advice that would help students write history better? Here are Prof. Leuchtenburg's as well as others. Used with permission from NCHE.'' ===Tips On Writing History=== ====Prof. William E.Leuchtenburg, University of North Carolina, Chapel Hill==== I do not want to be presumptuous because I am certainly not the source of all knowledge on this. As a matter of fact I can boil down everything I know about writing into three sentences: 1. Check every single verb on each page of your manuscript mechanically to eliminate the passive voice, if at all possible. 2. Avoid repeated words, not only in the same sentence or paragraph, but within the entire paper. 3. Make sure your topic sentence is what the paragraph is about. ====Prof. Mary Beth Norton, Alger Professor of American History, Cornell University==== 1) Read everything aloud to yourself. Such a strategy helps you to "hear" awkward constructions and word repetitions. 2) Do not use weak transitional words and phrases, such as "however" and "we see that. . ." 3) Avoid the "this-it syndrome"--that is, the use of vague terms without obvious referants. Especially avoid the "lonely this," as in "she wanted this above all" or "this is. . ." ====Byron Hollinshead, President, American Historical Publications==== One should always look for exactly the right verb to describe an action, rather than picking out any old verb and adding an adjective or adverb to it; e.g. try "stroll" instead of "walk leisurely." ====Will Fitzhugh, Editor and Publisher of The Concord Review==== To write history well, make it a practice to read good historical writing. A good place to start would be the essays in The Concord Review. ====Thomas M. Preisser, Professor and Chair, Department of Humanities, Government, and Modern Languages, Sinclair Community College, Dayton (OH)==== Make sure your manuscript has a thesis which you develop and support. ====Stephen Webre, Chair, Dept. of History, Louisiana Tech University==== 1) Write with nouns and verbs. Consider all adjectives and adverbs guilty until proven innocent. Use them only when they make a necessary contribution to meaning. One adverb that fails this test is "very." Avoid it. 2) Keep the noun and verb close together. 3) Place the time reference (for example, the date of the event being discussed), at the beginning of the sentence or the clause. 4) You need a clearly stated thesis, but you also need what Alfred Hitchcock used to call a "MacGuffin." The MacGuffin is the thing the paper is about. Know what it is and do not lose sight of it. If there's something in your paper that's not about the MacGuffin, take it out. Know the difference between a thesis and a MacGuffin. <references/> [[Category:History]] 2572 23431 2006-09-04T04:33:51Z Trevor MacInnis 99 redirect to an article and not a category #REDIRECT[[Introduction to German]] 2573 10892 2006-08-21T20:28:44Z JWSchmidt 20 subcategory [[Category:Program for entrepreneurship]] 2574 22572 2006-09-02T13:46:33Z JWSchmidt 20 /* External links */ Bill & Melinda Gates Foundation Participants in the '''Wikiversity NPC''' project create a nonprofit corporation (NPC) that will produce Wikiversity content. ==Learning project== The Wikiversity NPC learning project allows Wikiversity participants to learn how to create and manage a nonprofit corporation. The corporation will be entirely oriented around the use of MediaWiki technology for the promotion of education. ==Business plan== The goal of this nonprofit corporation (note, a name for the corporation needs to be selected) is to hire experts who will be employed to produce learning resources for Wikiversity. The corporation will also hire experts to write grant proposals for both itself and for the [http://en.wikipedia.org/wiki/Wikimedia_Foundation Wikimedia Foundation]. Any profits made by this NPC will be donated to the Wikimedia Foundation. The corporation will be a strictly educational entity with no purpose other than to advance education asmade possible by the Wikimedia Foundation's Wikiversity project. The corporation will engage in commercial activites such as providing the services of certified educators who specialize in teaching by making use of Wikiversity-derived learning resources. Income derived from fees charged for these services will fund grant writing and the creation of new Wikiversity learning resources. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this project, you can list your name here (this can help small projects grow and the participants communicate better; for large projects a list of active participants is not needed). * [[User:JWSchmidt]] - I am interested in the [[Wikiversity NPC]] project * ... ==External links== *[http://www.not-for-profit.org/page2.htm What is a Nonprofit Corporation?] - The nonprofit resource center. **[http://www.gatesfoundation.org/Education/ Bill & Melinda Gates Foundation] - committed to raising the high school graduation rate and helping students get ready for college and work. [[Category:Wiki business ventures]] [[Category:Business learning projects]] [[Category:Grant support]] 2578 23664 2006-09-04T18:55:11Z JWSchmidt 20 link to [[Wikiversity:Colloquium]] <noinclude> {| class="messagebox protected" style="border:2px solid #99B; padding:0px; font-size:0.9em;" |- | valign="top" | [[Image:Padlock.svg|45px| ]] | '''This page should NOT be used for ''testing purposes''.''' This page acts ''only'' as a transclusion for [[Wikiversity:Sandbox]]. For that reason, testers who wish to experiment should test their edits at [[Wikiversity:Sandbox]], ''not'' here. This page should ''only'' be edited if the ''Sandbox Header'' needs modification(s). |} </noinclude><includeonly> {| style="background-color: transparent; border:1px dotted #000000;padding:2px;margin:2px;" | ''Welcome to the '''Wikiversity Sandbox'''! This page allows you to carry out experiments. To edit, click '''[{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} here]''' or '''edit this page''' above (or the views section for obscure browsers), make your changes and click the '''Save page''' button when finished. Content will '''not''' stay permanently; this page is '''cleaned''' occasionally.'' ''Please do not place copyrighted, offensive, slanderous, or libelous content in the sandbox(es). If you have any questions regarding [[Wikiversity]], please ask them at the [[Wikiversity:Help desk|help desk]] or the [[Wikiversity:Colloquium|Wikiversity Colloquium]]. Thanks!'' :''This page is a virtual sandbox on Wikiversity. For uses of sandboxes, see the Wikipedia article [[w:sandbox]]. | {| style="background-color: transparent;" |- |{{Shortcut|[[WV:SB]]<br>[[WV:SAND]]}} |- |<div style="border: 1px solid black; text-align: center; padding:5px; font-size: small; background: #eeeeee; white-space: nowrap;"> More info:<br> [[Wikiversity:Introduction|Introduction to Wikiversity]]<br> [[Wikiversity:About the Sandbox|About the Sandbox]]<br> [[Wikiversity:Tutorial|Editing tutorial]]<br> </div> |} |} </includeonly> 2580 11951 2006-08-22T21:38:03Z Reswik 82 /* Prerequisites */ adding link ==Summary== ''Institutional ethnography'' is a research method that emphasizes the study of the social organization of everyday life. This project involves extensive observation of social settings and writing about experiences and events in such. Institutional ethnography was developed by the Canadian Sociologist [[w:Dorothy E. Smith|Dorothy Smith]]. This project is based on Smith's writings and ''Mapping Social Relations'' by Campbell and Gregor. ==Prerequisites== *Completing an introductory course in [[Topic:Sociology|Sociology]] or [[Topic:Anthropology|Anthropology]] is recommended. *Completing the learning project [[Introduction to ethnography]] is recommended. *Close reading of the [[meta:Wikimedia Research Network Privacy Policy|WRN Privacy Policy]] and Wikiversity [[w:Research ethics|research ethics]] pages is required before or early on in the course. *If you intend to do social research, reviewing one of these free online courses is recommended: **[http://www.fhi.org/training/en/Retc/ Research Ethics Training Curriculum] prepared by [[w:Family Health International]] (FHI). **[http://cme.cancer.gov/clinicaltrials/learning/humanparticipant-protections.asp National Cancer Institute Human Subjects Research Tutorial]. ==Goals== This learning project offers learnings activities to explore the practice of institutional ethnography. After doing these activities, the learner should have started to develop the ability to: *take field notes *identify ones social location in relation to various social contexts *analyze problems that arise in everyday life *analyze social groups and processes sociologically *organize an ethnography research project Concepts to learn include: [[/concepts]] ==Activities== *Activity 1. *Activity 2. *etc. ==Readings== Each activity has a suggested associated background reading selection. *Reading 1. *ect. ==References== *[[w:Ethnography]] Additional helpful readings include: [[Category:Learning projects]] [[Category:Research]] [[Category:Sociology]] 2581 22773 2006-09-03T03:33:17Z JWSchmidt 20 subcat These projects and pages are relevant to the study of [[Topic:Sociology|Sociology]]: [[Category:Social Sciences]] 2583 10957 2006-08-21T22:12:33Z Trevor MacInnis 99 #redirect[[Wikiversity:Sandbox]] #redirect[[Wikiversity:Sandbox]] 2584 10958 2006-08-21T22:12:37Z Trevor MacInnis 99 #redirect[[Wikiversity:Sandbox]] #redirect[[Wikiversity:Sandbox]] 2586 19187 2006-08-28T15:18:52Z Trevor MacInnis 99 rm incorect message {| class="messagebox" |- | [[Image:Green check.png|30px]] | '''This page is an [[Wikiversity:Policies|official policy]] on the English Wikiversity.''' It has wide acceptance among editors and is considered a standard that all users should follow. When editing this page, please ensure that your revision reflects [[Wikiversity:Consensus|consensus]]. When in doubt, discuss first on the [[{{TALKPAGENAME}}|talk page]]. |{{shortcut|{{{1|}}}}} |}<includeonly>[[Category:Wikiversity policy|{{PAGENAME}}]]</includeonly><noinclude> ---- To include shortcut(s), pass a parameter: <code>{&#123;{{PAGENAME}}|[&#91;WP:SHORT&#93;]&#125;}</code> For related [[:Category:Wikiversity header templates|Wikiversity header templates]] see [[Wikiversity:Template messages/Project namespace|Template messages/Project namespace]]. [[Category:Wikiversity header templates|{{PAGENAME}}]][[Category:Templates]]</noinclude> 2587 19184 2006-08-28T15:16:33Z Trevor MacInnis 99 -cat <div class="infobox" style="float:right;"> <div style="float: left;">[[Image:Wiktionary-logo-en.png|50px|none|Wiktionary|]]</div> <div style="margin-left: 60px;">Look up '''''[[wiktionary:{{{1|Special:Search/{{lc:{{PAGENAME}}}}}}}|{{{2|{{{1|{{PAGENAME}}}}}}}}]]''''' in <br />[[w:Wiktionary|Wikitionary]], the free dictionary.</div> </div> <noinclude> [[Category:Interwiki link templates|{{PAGENAME}}]] </noinclude> 2588 19182 2006-08-28T15:15:48Z Trevor MacInnis 99 rm parent cat <div class="infobox sisterproject">[[Image:Wikiquote-logo-en.png|left|50px| ]]<div style="margin-left: 60px;">[[W:Wikiquote|Wikiquote]] has a collection of quotations related to:<div style="margin-left: 10px;"> '''''[[Wikiquote:{{{1|Special:Search/{{PAGENAME}}}}}|{{{2|{{{1|{{PAGENAME}}}}}}}}]]''''' </div></div></div> <noinclude> [[Category:Interwiki link templates|{{PAGENAME}}]] </noinclude> 2589 19183 2006-08-28T15:16:04Z Trevor MacInnis 99 -cat <div class="infobox sisterproject">[[Image:Wikisource-logo.svg|left|50px| ]] <div style="margin-left: 60px;">[[w:Wikisource|Wikisource]] has original text related to this article: <div style="margin-left: 10px;">'''''[[wikisource:{{{1|Special:Search/{{PAGENAME}}}}}|{{{2|{{{1|{{PAGENAME}}}}}}}}]]'''''</div> </div> </div> <noinclude> [[Category:Interwiki link templates|Wikisource]] </noinclude> 2590 19181 2006-08-28T15:15:24Z Trevor MacInnis 99 fix cats {| border="2" class="noprint" class="toccolours" style="clear:right; float:right; background: #f9f9f9; width: 250px;" cellspacing="3" cellpadding="3" rules="none" |- |[[Image:Wikimedia.png|50px|none|Wikimedia|<nowiki></nowiki>]] |Look up ''[[Wiktionary:{{PAGENAME}}|{{PAGENAME}}]]'' in [[w:Wiktionary|Wiktionary]], the free dictionary. |Look up ''[[Wikinews:{{PAGENAME}}|{{PAGENAME}}]]'' in [[w:Wikimedia|Wikinews]], the free news. |Look up ''[[Wikiquote:{{PAGENAME}}|{{PAGENAME}}]]'' in [[w:Wikiquote|Wikiquote]], the free quotations. |Look up ''[[Wikibooks:{{PAGENAME}}|{{PAGENAME}}]]'' in [[w:Wikibooks|Wikibooks]], the free books. |Look up ''[[Wikisource:{{PAGENAME}}|{{PAGENAME}}]]'' in [[w:Wikisource|Wikisource]], the free source. |Look up ''[[Commons:{{PAGENAME}}|{{PAGENAME}}]]'' in [[w:Wikimedia Commons|Commons]], the free repository. |Look up ''[[Wikispecies:{{PAGENAME}}|{{PAGENAME}}]]'' in [[w:Wikispecies|Wikispecies]], directory of species. |} <noinclude> [[Category:Interwiki link templates]] </noinclude> 2591 10973 2006-08-21T22:31:37Z SB Johnny 61 category [[Category:Humanities]] 2592 19179 2006-08-28T15:14:45Z Trevor MacInnis 99 -cat {| id="toc" class="toc" summary="Contents" ! {{MediaWiki:Toc}}: | [[#top|Top]] - [[#0–9|0–9]] [[#A|A]] [[#B|B]] [[#C|C]] [[#D|D]] [[#E|E]] [[#F|F]] [[#G|G]] [[#H|H]] [[#I|I]] [[#J|J]] [[#K|K]] [[#L|L]] [[#M|M]] [[#N|N]] [[#O|O]] [[#P|P]] [[#Q|Q]] [[#R|R]] [[#S|S]] [[#T|T]] [[#U|U]] [[#V|V]] [[#W|W]] [[#X|X]] [[#Y|Y]] [[#Z|Z]] __NOTOC__ |} <noinclude> [[Category:TOC templates]] [[Category:Navigational templates]] </noinclude> 2593 19178 2006-08-28T15:14:34Z Trevor MacInnis 99 -cat {| id="toc" class="toc" summary="Contents" ! {{MediaWiki:Toc}} |- | align="center" | [[#A|A]] [[#B|B]] [[#C|C]] [[#D|D]] [[#E|E]] [[#F|F]] [[#G|G]] [[#H|H]] [[#I|I]] [[#J|J]] [[#K|K]] [[#L|L]] [[#M|M]] [[#N|N]] [[#O|O]] [[#P|P]] [[#Q|Q]] [[#R|R]] [[#S|S]] [[#T|T]] [[#U|U]] [[#V|V]] [[#W|W]] [[#X|X]] [[#Y|Y]] [[#Z|Z]] __NOTOC__ [[#top|Top of page]] — [[#See also|See also]] — [[#External links|External links]] |}<noinclude> [[Category:TOC templates|{{PAGENAME}}]] [[Category:Navigational templates]] </noinclude> 2594 11479 2006-08-22T15:20:56Z Trevor MacInnis 99 +cat {| class="messagebox" id="pnutshell" |- |style="text-align: center"| This [[Wikiversity:Policies|policy]] in a nutshell: |- |style="text-align: left"| [[Image:Walnut02.jpg|right|50px|Mmm, nuts!]] '''{{{1}}}''' |}<noinclude> This template is used to provide a very quick summary of policies for the casual reader. These summaries are also collected at [[Wikiversity:Policies]]. ;See also : [[Template:Guideline in a nutshell]] :[[Template:Naming convention in a nutshell]] [[Category:Templates]] </noinclude> 2595 19186 2006-08-28T15:18:13Z Trevor MacInnis 99 rm incorect template {| class="messagebox" |- | [[Image:Blue check.png|30px]] ||'''This page is considered a [[Wikiversity:Policies|guideline]] on Wikipedia.''' It has general acceptance among editors and is considered a standard that all users should follow. However, it is not set in stone and should be treated with common sense and the occasional exception. When editing this page, please ensure that your revision reflects [[Wikiversity:Consensus|consensus]]. When in doubt, discuss first on the [[{{TALKPAGENAME}}|talk page]]. |{{shortcut|{{{1|}}}}} |}<includeonly>{{{category|[[Category:Wikiversity guidelines|{{PAGENAME}}]]}}}</includeonly><noinclude> ---- To include shortcut(s), pass a parameter: <code>{&#123;{{PAGENAME}}|[&#91;WP:SHORT&#93;]&#125;}</code> For related [[:Category:Wikiversity header templates|Wikiversity header templates]] see [[Wikiversity:Template messages/Project namespace|Template messages/Project namespace]]. [[Category:Wikiversity header templates|Guideline]] </noinclude> 2596 11004 2006-08-21T22:49:37Z Trevor MacInnis 99 create {| class="messagebox protected" style="border:1px solid #88A; padding:0px; font-size:0.9em;" |- | valign="top" | [[Image:Padlock.svg|45px| ]] | '''This [[Wikiversity:High-risk templates|high-risk template]] has been [[Wikiversity:This page is protected|protected]] from editing to prevent [[Wikiversity:dealing with vandalism|vandalism]].''' Please discuss changes on the [[{{NAMESPACE}} talk:{{PAGENAME}}|talk page]]. You may use {{tl|editprotected}} on the [[{{NAMESPACE}} talk:{{PAGENAME}}|talk page]] to ask for an administrator to make an edit for you. |} [[Category:Protected templates]]<noinclude>[[Category:Protection templates]]</noinclude> 2597 11007 2006-08-21T22:55:07Z Trevor MacInnis 99 create template for archive organization <!-- Template:Archive_box begins --> <div class="infobox" style="width: 315px"> <div style="text-align: center">[[Image:Vista-file-manager.png|50px|Archive]]<br /> <span style="font-size: smaller">[[Wikiversity:How to archive a talk page|Archives]]</span> </div> ---- {{{1}}} </div><!-- Template:Archive_list ends --><noinclude> {{Template:Archive box/manual}} [[Category:Archival templates|{{PAGENAME}}]] [[Category:General talk header templates|{{PAGENAME}}]] </noinclude> 2598 11008 2006-08-21T22:55:46Z Trevor MacInnis 99 instructions == Usage == Include the archive box in the article by adding <pre>{{Archive box|[[/archive]]}}</pre> to where you want the archive box to appear. Make sure to add the forward slash '/' to the archive name to make it a subpage of the page where the archive box is placed. How you present a list of archive pags is up to you. You can seperate them with commas, pipes (vertical lines: '|') or as lists. See [[#Examples]] below. === Placement === The box uses a style that makes it "float" to the right. This means that where it appears in the page it will be aligned to the right edge of the page (more accurately: the containing box, but that is an unnecessary detail) and all following content will flow around it. === Examples === For actual examples of the use of this template, use the [[Special:Whatlinkshere/Template:Archive_box|what links here]] link in the toolbox on the sidebar, near the top on the left side of this page (unless you are using an uncenventional skin ... in which case you probably know what you are doing). {| class="wikitable" ! Wikitext !! Appearance |- |<pre>{{archive box| [[/archive1]], [[/archive2]], [[/december 2005 - January 2006]] and [[/Deletion discussion]]}}</pre> |{{archive box| [[/archive1]], [[/archive2]], [[/december 2005 - January 2006]] and [[/Deletion discussion]]}} |- |<pre>{{archive box| [[/archive1]]<br /> [[/archive2]]<br /> [[/december 2005 - January 2006]]<br /> [[/Deletion discussion]]}}</pre> |{{archive box| [[/archive1]]<br /> [[/archive2]]<br /> [[/december 2005 - January 2006]]<br /> [[/Deletion discussion]]}} |- |<pre>{{archive box| : [[/archive1]] : [[/archive2]] : [[/december 2005 - January 2006]] : [[/Deletion discussion]]}}</pre> |{{archive box| : [[/archive1]] : [[/archive2]] : [[/december 2005 - January 2006]] : [[/Deletion discussion]]}} |- |<pre>{{archive box| * [[/archive1]] * [[/archive2]] * [[/december 2005 - January 2006]] * [[/Deletion discussion]]}}</pre> |{{archive box| * [[/archive1]] * [[/archive2]] * [[/december 2005 - January 2006]] * [[/Deletion discussion]]}} |- |<pre>{{archive box| # [[/archive1]] # [[/archive2]] # [[/december 2005 - January 2006]] # [[/Deletion discussion]]}}</pre> |{{archive box| # [[/archive1]] # [[/archive2]] # [[/december 2005 - January 2006]] # [[/Deletion discussion]]}} |} 2599 11010 2006-08-21T23:00:26Z JWSchmidt 20 start page Consensus usually means that a large majority of community members who have discussed a proposal have provided good reasons for either adopting or rejecting the proposal. [[Category:Wikiversity]] 2600 22751 2006-09-03T01:54:09Z JWSchmidt 20 /* Readings */ spelling Please see [[Template_talk:Learning_project_boilerplate#Directions for use|Directions for use]] for more information. ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' ==Content summary== [Describe this learning project in a sentence or two.] ==Goals== This learning project offers learnings activities to ____. *etc. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:]] <---include subject name [[Category:{{PAGENAME}}|{{PAGENAME}}]] <noinclude>[[Category:Boilerplates]]</noinclude> 2601 22479 2006-09-02T02:41:15Z Deltinu 736 Changed the pipestemmed link for analysis. It didn't fit in with the other links The division of pure mathematics contains departments that would appeal to a mathematics major. Many of these topics are the places where beautiful theorems of mathematics were worked out. Why not help out and develop learning materials about them here? ==Division news== * '''August 21, 2006''' - Pure Math division founded! ==Subdivisions and Departments== * [[Topic:Mathematical Logic & Foundations]] * [[Topic:Introductory Algebra and Geometry]] * [[Topic:Linear Algebra]] * [[Topic:Analysis]] * [[Topic:Graph Theory]] * [[Topic:Topology]] * [[Topic:Higher Algebra]] * [[Topic:Algebraic Geometry]] * [[Topic:Number Theory]] * [[Topic:Category theory]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 2604 19143 2006-08-28T14:17:28Z Hypermorphism 285 dept. link <center><i>This is a subdivision of the [[Topic:Pure Math|Division of Pure Mathematics]]</i></center> <hr/> just for now: *[[Linear algebra]] *[[College Algebra]] 2605 24078 2006-09-05T10:40:04Z JWSchmidt 20 [[Category:Wikiversity]] This page discusses of referring to Wikiversity as a ''multiversity''. Scholars do more than teach and learn. Scholar teach, learn, research, serve and play. To embrace this holistic nature of scholarship, we should use the term university or multiversity in our mission statement and other introductory pages. Wikiversity could take ownership of the implications of its name and the creative members of the community who vision Wikiversity as a university by exploring various meanings and derivations of university. Many scholars could join in this project. The concept "multiversity" allows more than one university to grow within the Wikiversity space. There can be a learning project university here and that can grow first. But there is so much more than can happen. An online community of independent scholarship networks university can grow here. There can be a development service university here. An interface amongst wiki-literate groups in many academic communities, universities, and associations can evolve here. Calling it a multiversity doesn't mean that degree granting mechanisms have to be put in place. That can be in abeyance. The change from univesity to multiversity allows us to reconceptualize what is a university and bring free culture efforts in learning, research/discovery, and service amongst many communities into focus. I think this community could greatly benefit and advance by dropping Wikiversity is not a university as a concept (and this limit is not in the scope statement of the approval--just not granting degrees is) and embrace Wikiversity, appropriately for the vision and possibility of wikiversity, as a multiversity. See [[Wikiversity talk:Multiversity]] for discussion. [[Category:Wikiversity]] 2607 16662 2006-08-27T13:12:49Z Cormaggio 8 /* Wikipedia and research ethics */ Wikipedia >> Wikiversity The ethical guidelines for scientific research in the developed world are well established by governmental agencies, professional societies, universities, and journal publishers. ===Institutional review boards=== The ethics of research have partly been institutionalized in in the United States and some other countries. If you want to do any research on individual humans or animals, you are often required to get research approval from an institutional review board (IRB). If research hasn't gone through an IRB, you can't get funding, and most co-authors and journals won't touch the research. ===Protecting humans, animals, and nature=== The role of the IRB is to protect research subjects by ensuring that researchers respect and consider the agency (through informed consent), well being (benefits and costs--such as maintaining confidentiality whenever personal information is obtained), and backgrounds of persons (relating to social justice issues) that may become research subjects. [A note to make here on environmental impact statements - use or lack of.] ===IRB Exemptions=== There are exceptions to the need for IRB review. One example is research on classroom activities, if there is no intent for publication of findings. The use of aggregate data (without any personal information being obtained) may be exempt. For exempt kinds of research, one may still need to state to an IRB the nature and intent of ones research. ===Wikiversity and research ethics=== Wikiversity can do various things in relation to IRB requirements. Wikiversity can: *collect and facilitate discussions of ethical issues in research, especially topics not not addressed by IRBs. *present IRB guidelines to the general public. *provide researchers with detailed information about IRB processes *connect researchers with IRB services *provide descriptions of research guidelines to the developing world. Moving research that couldn't possibly get approval in the developed world to the developing world is a major problem. *create an IRB (which would be necessary for any Wikipedia sponsored research involving gathering personal information from research subjects). ===References for researchers on human subjects=== '''Recommended for researchers - take one of these courses''': <br>These are free, online course with information about the rights and welfare of human participants in research. Anyone who is concerned with the ethics and good practice of research involving human subjects, and who has not taken similar courses, can benefit from taking one of these online courses. *[http://www.fhi.org/training/en/Retc/ Research Ethics Training Curriculum] prepared by [[w:Family Health International]] (FHI). *[http://cme.cancer.gov/clinicaltrials/learning/humanparticipant-protections.asp National Cancer Institute Human Subjects Research Tutorial]. (If you are not involved with research that involves medical treatment and have not take a similar course, you can benefit from the coverage here of some of the general issues relating to all research involving human subjects.) More ethics links: *[[meta:Wikimedia Research Network Privacy Policy]] *[[w:Institutional review board]] *[[Wikiversity:Scholarly ethics]] [[Category:Research]] 2625 11095 2006-08-22T00:26:02Z 202.81.18.30 redir to school of maths #REDIRECT [[School:Mathematics]] 2645 22437 2006-09-01T23:24:30Z Trevor MacInnis 99 cleanup Please see [[Template_talk:Learning_project_boilerplate#Directions for use|Directions for use]] for more information. ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' ==Content summary== [Describe this learning project in a sentence or two.] ==Goals== This learning project offers learnings activities to teach people how to use Adobe Photoshop, a graphics editing program for Windows and Macintosh platforms. Starting with the very basics, people will learn the various functions of the program through a series of hands-on tutorials, and learn how to use them together to create different results. *etc. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *ect. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:{{PAGENAME}}|{{PAGENAME}}]] [[Category:Computer Science]] 2648 22319 2006-09-01T22:04:20Z Ehremo 728 [[Topic:Real and Complex Analysis]] moved to [[Topic:Analysis]] <center><i>This is a subdivision of the [[Topic:Pure Math|Division of Pure Mathematics]]</i></center> <hr/> ==Subdivision news== * '''Monday, August 21, 2006''' - Subdivision founded! ==Departments== Analysis is a very broad area of research, and ranges from the established theorems of analysis to the sprawling body of work still being developed under differential geometry. The departments below are not listed in any particular order, as it is perfectly possible to study real analysis and algebraic topology side by side. The departments of Calculus, Real Analysis, and Complex Analysis will no doubt be referencing each other quite a bit, although their goals are different. * [[Topic:Calculus]] * [[Topic:Real Analysis]] * [[Topic:Complex Analysis]] * [[Topic:Ordinary Differential Equations]] * [[Topic:Partial Differential Equations]] * [[Topic:Differential Geometry]] [[Category:{{PAGENAME}}| ]] 2650 13127 2006-08-23T23:31:35Z Hypermorphism 285 /* [[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]] */ ==Department description== The goal of the department of calculus is to familiarize the student with the tools of modern calculus from developing the analytical machinery of limits, derivatives and integration to our use of set theory and basic topology to apply single-variable calculus to more general spaces to the development of the language of differential forms. The student should be prepared to study differential geometry from any modern introductory text at the conclusion of their study of calculus. The inspiration for our style of teaching comes from the texts of Courant, Apostol and Spivak, of whom all mathematicians are undoubtably familiar. A good mix of analysis (this is a course in pure mathematics, so don't hold back proofs) and application with well-chosen exercises and problems is what we should strive for in our lessons. ==Department news== * '''Monday, August 21, 2006''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! *[[Our Playground: The Real Numbers and Their Development]] *[[Sequences and Series]] *[[Introduction to differentiation]] ==Offsite Learning Materials== *[http://ocw.mit.edu/OcwWeb/Mathematics/18-01Fall2003/CourseHome/index.htm Single variable calculus] *[http://ocw.mit.edu/OcwWeb/Mathematics/18-022Fall-2005/CourseHome/index.htm Calculus II] ==Recommended Reading Material== If you want to learn calculus the way mathematicians do, you will need to read and complete the exercises in at least one of the following books. While this site provides a supportive community of peers and teachers, nothing beats having a well-organized and well-written text that you can study anywhere to learn from the masters. Mathematics is not a spectator-sport. You must '''do''' mathematics to learn it. *[[w:Michael Spivak|Spivak, Michael]]. (1994). ''Calculus'' Publish or Perish. ISBN 0914098896 *[[w:Michael Spivak|Spivak, Michael]]. (1965). ''Calculus on Manifolds: A Modern Approach to Classical Theorems of Advanced Calculus'' Publish or Perish. ISBN 0805390219 *[[w:Richard Courant|Courant, Richard]]. (1992). ''Differential and Integral Calculus'' Wiley-Interscience. ISBN 0471588814 *[http://kr.cs.ait.ac.th/~radok/math/mat6/startdiall.htm Differential and Integral Calculus, Vol. I by Richard Courant]. Accessed Monday, August 21, 2006. *[http://kr.cs.ait.ac.th/~radok/math/mat9/startall.htm#Differential%20and%20Integral%20Calculus Differential and Integral Calculus, Vol. II by Richard Courant]. Accessed Monday, August 21, 2006. *[[w:Tom Apostol|Apostol, Tom]]. (1967). ''Calculus, Vol. 1: One-Variable Calculus with an Introduction to Linear Algebra'' Wiley. ISBN 0471000051 *[[w:Tom Apostol|Apostol, Tom]]. (1969). ''Calculus, Vol. 2: Multi-Variable Calculus and Linear Algebra with Applications'' Wiley ISBN 0471000078 ===Wikipedia=== *[[w: Calculus ]] ===Wikibooks=== Works in progress: * [[Wikibooks:Calculus]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * [[User:Hypermorphism|Hypermorphism]] 02:46, 22 August 2006 (UTC) * [[User:HappyCamper|HappyCamper]] 03:20, 22 August 2006 (UTC) [[Category:{{PAGENAME}}| ]] 2651 11168 2006-08-22T03:14:33Z Rayc 57 wikiresources ==Wikipedia== [[w:Chemistry]] [[w:Category:Chemistry]] ==Wikinews== [[n:Category:Science and technology topics]] ==Wikibooks== *[[b:A-level Chemistry]] *[[b:Alchemy]] *[[b:Biochemistry]] *[[b:Chemical synthesis]] *[[b:Computational chemistry]] *[[b:Crystallography]] *[[b:General Chemistry]] *[[b:IB Chemistry]] *[[b:Inorganic Chemistry]] *[[b:Nanowiki - The opensource handbook of nanoscience]] *[[b:Organic Chemistry]] *[[b:Physical Chemistry]] *[[b:Proteomics]] *[[b:VCE Chemistry]] ==Commons== [http://commons.wikimedia.org/wiki/Chemistry Chemistry ] 2653 11177 2006-08-22T03:31:06Z Rayc 57 resourse ==Wikipedia== [[w:Physics]] [[w:Category:Physics]] ==Wikinews== [[n:Category:Physics]] ==Wikibooks== *[[b:Physics]] ==Commons== [http://commons.wikimedia.org/wiki/Physics Physics] 2654 11180 2006-08-22T03:36:12Z Reswik 82 Wikiversity is setting a number of helpful services. Wikiversity can help you: * [[Wikiversity:Career services|get a job]] :Note: Wikiversity does not have employees * [[Wikiversity:Library services|get library services]] * [[Wikiversity:Homeschool|home school my kids]] * [[Wikiversity:Getting a degree|learn about degrees]] :Note: [[Wikiversity:What Wikiversity is not|Wikiversity does not confer academic degrees]] (yet) * [[Wikiversity:Case studies|learn about similar universities]] * [[Wikiversity:Personals|list a learning need]] * [[Wikiversity:Financial services|manage my academic finances]] * [[Wikiversity:Alumni services|network with other people]] * [[Wikiversity:Sponsored projects|research grants]] * [[Wikiversity:Teacher advising|teach a course]] * [[Wikiversity:Multilingual kids|teach my kids languages]] * [[Wikiversity:Travel services|travel academically]] 2655 23559 2006-09-04T12:16:21Z JWSchmidt 20 /* Wikimedia Foundation approval */ link to Wikiversity launch instructions ==Introductions== * [[Wikiversity:Welcome, newcomers|Welcome, newcomers]]! * [[Wikiversity: What is Wikiversity?|What is Wikiversity?]] == Origin of Wikiversity == '''Wikiversity''' started developing on [[Wikibooks:|Wikibooks]] several years ago. The Wikibooks' [[b:Wikiversity|Wikiversity]] section was [[b:Wikibooks:Votes for deletion/Wikiversity|proposed for deletion]] from Wikibooks in August 2005. Soon after that, there was a [[m:Proposals for new projects#Wikiversity|proposal]] to make Wikiversity an independent WikiMedia project. In addition to the information on the proposed projects page, information about the original proposal was described in a [http://mail.wikimedia.org/pipermail/foundation-l/2005-August/003857.html mailing list post] and on the [[Wikiversity|Wikiversity page]] of the WikiMedia meta-wiki. == Background and proposals == In November 2005 the [[m:Wikimedia Foundation|Wikimedia Foundation]] Board of Trustees [http://wikimediafoundation.org/wiki/Meetings/November_13%2C_2005 rejected] the first [http://meta.wikimedia.org/wiki/Wikiversity Wikiversity project proposal] and [[Wikiversity:Original proposal#Evaluation of the old proposal|instructed]] the Wikiversity community to modify the proposal to "exclude online-courses". The [[Wikiversity:Original proposal#Evaluation of the old proposal|Board requested]] that the Wikiversity community "clarify [the] concept of e-learning" that will guide Wikiversity. The [[Wikiversity:Approved Wikiversity project proposal|modified Wikiversity project proposal]] that was approved by the Board calls for two major components of Wikiversity:<BR>1) [[Portal:Learning Materials|learning materials]]<BR>and<BR>2) [[Portal:Learning Projects|learning activities]].<BR>The Wikiversity model for e-learning is discussed at [[Portal:Education|the Wikiversity Education Portal]]. ==Wikimedia Foundation approval== * [[Wikimedia:Resolution Wikiversity|Wikimedia Foundation approval of Wikiversity]] * [http://mail.wikimedia.org/pipermail/foundation-l/2006-August/009074.html Wikiversity launch instructions] from the Wikimedia Foundation Board of Trustees. * [[Wikibooks:Wikibooks:Staff lounge#Wikiversity has been approved|Discussion on Wikibooks]] of the project's approval and plans for migration of Wikiversity content from Wikibooks to Wikiversity. == Next steps == As a project in the early stages of development, Wikiversity is undergoing a huge amount of discussion relating to policies, technical issues, and establishing an initial content infrastructure and general layout. The main forum for discussions is the [[Wikiversity:Colloquium|Colloquium]] - take a look there and feel free to drop a reply to anything which interests you. Your viewpoint on longer term organizational issues is also welcome at [[Organizing Self Management For Wikiversity]]. == Reports == *[http://beta.wikiversity.org/wiki/Wikiversity:Reports/En 3 September 2006 – Report from the English language Wikiversity] == Related links == * [[Wikipedia:Wikiversity|Wikiversity article]] at Wikipedia * [[meta:Category:Wikiversity|Wikiversity category]] on Meta * [[meta:Wikiversity|Wikiversity page]] on Meta * [http://collaboration.wikia.com/wiki/Wikiversity History of Wikiversity] at the collaboration wikia. [[Category:History of Wikiversity]] 2656 11211 2006-08-22T04:16:57Z JWSchmidt 20 subcat [[Category:Biology learning projects]] 2657 21915 2006-08-31T12:16:16Z JWSchmidt 20 [[Category:Biology]] [[Category:Learning projects]] [[Category:Biology]] 2658 11218 2006-08-22T04:25:06Z JWSchmidt 20 subcat [[Category:Learning projects]] 2665 13257 2006-08-24T01:53:55Z Jlguinn 127 added History of AI == Artificial Intelligence == Artificial Intelligence has been defined in a number of ways, few of the most suitable ones can be summed up as: "AI is the science of making machines do things that require intelligence if done by men." -'''Minsky, 1968'''. "AI is that part of computer science concerned with designing intelligent computer systems, i.e. systems that exhibit the characteristics which we associate with intelligence in human behaviour - e.g. understanding language, learning, reasoning, solving problems, etc." -'''Feigenbaum, 1981'''. "Artificial Intelligence is the study of ideas that enable computers to be intelligent"- '''Winston, in Artificial Intelligence, 2nd Edition, 1984'''. "Artificial Intelligence is the study of mental faculties through the use of computational models" -'''Charniak and McDermott, 1985'''. "A field of study that seeks to explain and emulate intelligent behaviour in terms of computational processes" -'''Schalkoff, 1990'''. "The study of the techniques for solving exponentially hard problems in polynomial time by exploiting knowledge about the problem domain" -'''Rich & Knight, in E. Rich & K. Knight: Artificial Intelligence, McGraw-Hill, New York, 2nd edition, 1991'''. "The study of the computations that make it possible to perceive, reason, and act" -'''Winston, 1992'''. The conclusion of all the above definitions gives the four possible goals to pursue AI as: ''Systems that think like humans.'' ''Systems that think rationally.'' ''Systems that act like humans.'' ''Systems that act rationally.'' So AI is an interdisciplinary field which aims at understanding principles behind the intelligent behaviors of the natural or artificial systems and then develops methods for the design and implementation of useful, intelligent artifacts. Understanding AI as a field of Computer Science involves a thorough understanding of following topics: #[[History of AI]] #[[Intelligent Agents]] #[[Search techniques]] #[[Constraint Satisfaction]] #[[Knowledge Representation and Reasoning]] #[[Logical Inference]] #[[Reasoning under Uncertainty]] #[[Decision Making]] #[[Learning and Neural Networks]] 2667 11273 2006-08-22T08:47:19Z Sebmol 14 [[/Statics/]] moved to [[Statics]]: no slashes please [[Lesson:Free Body Diagram]] 2671 11424 2006-08-22T14:42:37Z JWSchmidt 20 [[Topic:Engineering:Participants]] moved to [[School:Engineering/Participants]]: better name return to http://en.wikiversity.org/wiki/Topic:Engineering The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in any engineering topic or school, you may list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * [[User:Mirwin|Mirwin]] 08:55, 22 August 2006 (UTC) 2672 12589 2006-08-23T11:20:54Z Mirwin 47 add category tag engineering return to: http://en.wikiversity.org/wiki/Topic:Engineering An introductory overview of Statics[http://en.wikipedia.org/wiki/Statics] at Wikipedia. Useful prior knowledge: * algebra http://en.wikiversity.org/wiki/Algebra_One * trignometry http://en.wikibooks.org/wiki/Algebra/Trigonometry * vector analysis http://www.math.hmc.edu/calculus/tutorials/vectoranalysis/ Possibly useful online texts: http://en.wikibooks.org/wiki/Statics Lessons available or in work: *[[Lesson:In Statics the Sum of the Forces is Equal to Zero]] *[[Lesson:Always Draw a Freebody Diagram]] [[Category:Engineering]] 2673 12587 2006-08-23T11:12:55Z Mirwin 47 add category tag Lesson:In Statics the Sum of the Forces is Equal to Zero The term <b>statics</b> refers to an object or system in static equilibrium. That is it is motionless because all of the forces balance to zero. Newton's Second Law: The sum of the forces is equal to the mass times the acceleration, tells us that if the object or system is motionless .... acceleration is equal to zero ... then the sum of the vector forces must be equal to zero. Consider a table with four legs and a 200kg object resting motionless in the center of the table. Object 200kg down ______________ | | Weight of table W = (kg * g) down | | ^ ^ | | F<sub>up</sub> on each leg is what ? Then the force upward on the legs is found by balancing these forces in the equation given by Newton's Law: sum F=MA = 0 = - 200kg X 9.81 meters/sec<sup>2</sup> - W + Force<sub>leg</sub> X 4 so Force<sub>leg</sub> = (200kg X 9.81 meters/sec<sup>2</sup> + W ) / 4 Notice that it is critical that a consisent sign convention is followed throughout an entire analysis effort. The sign convention is typically chosen in more complex problems to ease the total amount of algebra necessary to analyze the equations in the x, y, and z axis. [[Category:Engineering]] 2681 22568 2006-09-02T13:37:00Z JWSchmidt 20 [[Category:Research collaboration]] Welcome to the '''Astronomy Learning Project'''. [[Image:GALEXintro.png|thumb|381px|right|Image from the [[Galactic evolution]] project.]] ==Content summary== Project participants access public astronomy databases and explore outer space. ==Goals== This learning project offers learnings activities that allow Wikiversity participants to learn astronomy "on the job" by participating in analysis of astronomical observations. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Galactic evolution]] - participants analyze data from the Galaxy Evolution Explorer (GALEX) Mission (launched April 28, 2003). * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *ect. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' ==External links== *[http://galexgi.gsfc.nasa.gov/ Galaxy evolution data analysis] [[Category:{{PAGENAME}}|{{PAGENAME}}]] [[Category:Astronomy learning project]] [[Category:Research collaboration]] 2685 22110 2006-09-01T02:17:18Z Michaelnelson 310 /* Activities */ [[image:William_Kingdon_Clifford.jpg|thumb|150px|William Kingdon Clifford (1845-1879)]][[Wikipedia:Geometric algebra|Geometric algebra]] has been around since the work of [[Wikipedia:William Clifford|William Clifford]] in the 19th Century but was relatively unknown until a resurgence in the 1980's through the work of [[Wikipedia:David Hestenes|David Hestenes]]. Since then, [[Wikipedia:Geometric algebra|Geometric algebra]] has become a popular way of describing many problems in physics and other areas<ref>[[Wikipedia:Geometric algebra]], Accessed on 27th August 2006.</ref>. Unfortunately [[Wikipedia:Geometric algebra|Geometric algebra]] is often introduced using many terms and symbols that are foreign to most people, the result being that it remains inaccessible to many without a sufficient background in Mathematics. The primary goal of this learning project is to introduce Geometric Algebra in an accessible and fun way for people with a high school background in Maths and Physics. == Project Summary == === Project Goals === This learning project aims to: * introduce you to Geometric Algebra within our familiar three-dimensional space. === Target participants === This learning project is targetted at people with an interest in maths or Physics. If you're interested in either topic, then you might enjoy learning, participating, contributing, editing, simplifying or just helping me understand my mistakes. === Assumed background knowledge/skills === You can start learning Geometric Algebra with a high school level of algebra and geometry. For this [[Wikiversity:Learning projects|learning project]], if you can answer the following without too much effort (and without a calculator!), then you should be fine: * What is the value of <math>x</math> if <math>\frac{x^{2}}{3} = 12</math>? * Expand <math>(x + 3y)(2x + y)</math>. * What shape is created by tracing out the points p1=(2,0,0), p2=(2,1,0), p3=(0,1,0), p4=(0,0,0)? * What is the distance between the points p1=(1,1) and p2=(0,-1)? * What is the value of <math>\cos{(60^{\circ})}</math> (Hint: You'll need to draw an equilateral triangle with sides of length 2 and remember [[Wikipedia:Trigonometric function#Mnemonics|SOH-CAH-TOA]])? * What is the value of <math>\sin{\frac{\pi}{2}}</math>? * Is <math>\cos{(100^{\circ})}</math> positive or negative ('''A'''ll '''S'''tations '''T'''o '''C'''entral or '''A'''ll '''S'''tudents '''T'''ake '''C'''alculus) If you any of the above difficult then you may want to revise some of your algebra or geometry, otherwise you are ready to start! The following skills, although not essential, will be very helpful for understanding Geometric Algebra: * A good mental model of 3 dimensional vectors: if you can visualise the dot and cross product of two vectors it will help you visualise Geometric Algebra. (TODO: reword into a skill) == An introduction to Geometric Algebra == === Cartesian coordinates: Starting with the familiar === [[Image:Coord planes color point.svg|250px|thumb|right|Fig. 2 - Three dimensional Cartesian coordinate system with the z-axis pointing ''towards'' the observer.]]Two dimensional [[Wikipedia:Cartesian coordinate|cartesian coordinate's]] are usually familiar to those of us with a high school Mathematics background. Typical uses of Cartesian Coordinates in high school is to plot [[Wikipedia:Parabola|parabolas]] such as <math>f(x) = x^{2}</math> and visualising where they intersect the x and y-axis, or simply to draw two dimensional geometric shapes such as triangles or parallelograms. A three dimensional cartesian coordinate system can be created quite easily by simply adding an extra z-axis that is perpindicular to the x and y-axis and pointing out of the page. (add ref about Right-hand-rule). Any point in a 3D space can then be represented using the coordingates along the x, y, and z axis respectively as: <math>a = (a_{x},a_{y},a_{z})</math>. Using an extension of [[Wikipedia:Pythagorean theorem|Pythagoras' theorem]] (called the [[Wikipedia:Euclidean distance|Euclidean distance]]), the square of the distance between the point <math>a</math> and the origin is: <math>|a|^2 = a_{x}^{2} + a_{y}^{2} + a_{z}^{2}</math> ==== Challenges ==== * What is the distance between the point <math>p=(1,2,2)</math> and the origin? * What is the distance between the points <math>p=(1,2,2)</math> and <math>q=(1,-1,-2)</math>? * Define the points to describe a cube centred on the origin, with a side-length of 2 units. === Vectors in 3-dimensional space === [[Image:Coord planes color vector.svg|250px|thumb|right|Fig. 2 - Three dimensional vector space with the z-axis pointing ''towards'' the observer.]]The geometry of three-dimensional space can be represented similarly using three basis vectors <math> \mathbf{x}, \mathbf{y} </math> and <math> \mathbf{z}</math><ref>Include a note about alternative basis vectors <math> \mathbf{i}, \mathbf{j} </math> and <math> \mathbf{k},</math>, as well as <math>\mathbf{e}_{1},\mathbf{e}_{2},\mathbf{e}_{3}</math>, or <math>\mathbf{\hat{i}}, \mathbf{\hat{j}}, \mathbf{\hat{k}}</math>.</ref>, one along each of the <math>x,y</math> and <math>z</math>-axis, where each basis vector has a length of 1 unit. Any three-dimensional vector can then be represented as a combination of these basis vectors, <math> \mathbf{a} = a_{x}\mathbf{x} + a_{y}\mathbf{y} + a_{z}\mathbf{z} </math> as shown in Figure 2. Traditionally, there are two ways that you can multiply vectors: the dot product, and the cross product. It will be helpful at a later point to visualise the dot and cross product as they reveal themselves in Geometric Algebra (maybe a separate Learning Project: [[Visualizing vector products]]?), but for the moment it is enough to note that in Euclidean space, where our basis vectors are all perpendicular to each other (orthogonal) and of length 1 (normal), there is a strong relationship between the dot product and the length of a vector. For a vector '''a''', : <math> \mathbf{a} \cdot \mathbf{a} = a_x^2 + a_y^2 + a_z^2</math> which is equivalent to the definition of <math>|\mathbf{a}|^{2}</math> for Cartesian coordinates above. Activities: Define 3 vectors, calculate various dot products, answer lengths. Include x.x and x.y. === Multiplying two vectors === The multiplication of two such vectors can then be written as <math>\mathbf{ab} = (a_{x}\mathbf{x} + a_{y}\mathbf{y} + a_{z}\mathbf{z})(b_{x}\mathbf{x} + b_{y}\mathbf{y} + b_{z}\mathbf{z})</math> evaluating as <math> \mathbf{ab} = a_{x}b_{x}\mathbf{x}^{2} + a_{y}b_{y}\mathbf{y}^{2} + a_{z}b_{z}\mathbf{z}^{2} + a_{y}b_{z}\mathbf{y}\mathbf{z} + a_{z}b_{y}\mathbf{z}\mathbf{y} + a_{z}b_{x}\mathbf{z}\mathbf{x} + a_{x}b_{z}\mathbf{x}\mathbf{z} + a_{x}b_{y}\mathbf{x}\mathbf{y} + a_{y}b_{x}\mathbf{y}\mathbf{x} </math> but to go any further, we need to define the geometric product for our basis vectors to evaluate '''xx''' and '''xy''' etc. === The Geometric Product === If we define the length-squared of a vector to be equal to the vector squared: :<math>\mathbf{a}^2 = |\mathbf{a}|^{2} = a_{x}^{2} + a_{y}^{2} + a_{z}^{2}</math> (TODO: Make the following an activity) then calculating <math>\mathbf{a}^{2}</math>, <math> \mathbf{a}^{2} = a_{x}^{2}\mathbf{x}^{2} + a_{y}^{2}\mathbf{y}^{2} + a_{z}^{2}\mathbf{z}^{2} + a_{y}a_{z}\mathbf{y}\mathbf{z} + a_{z}a_{y}\mathbf{z}\mathbf{y} + a_{z}a_{x}\mathbf{z}\mathbf{x} + a_{x}a_{z}\mathbf{x}\mathbf{z} + a_{x}a_{y}\mathbf{x}\mathbf{y} + a_{y}a_{x}\mathbf{y}\mathbf{x} </math> For our definition of length to hold, :<math>\mathbf{x}^{2} = \mathbf{y}^{2} = \mathbf{z}^{2} = 1</math> which, according to our definition simply means that our basis vectors are of unit length (normal), and :<math>\mathbf{x}\mathbf{y} = -\mathbf{y}\mathbf{x}</math>, :<math>\mathbf{y}\mathbf{z} = -\mathbf{z}\mathbf{y}</math>, :<math>\mathbf{z}\mathbf{x} = -\mathbf{x}\mathbf{z}</math>, which implies that our basis vectors are all at right-angles to one another (orthogonal). Get to: :<math>\mathbf{a}\mathbf{b} = \mathbf{a}\cdot\mathbf{b} + (\mathbf{a}\times\mathbf{b})\mathbf{x}\mathbf{y}\mathbf{z}</math> == Rotating vectors in 3D space == == References == <!--This section uses the Cite.php citation mechanism. If you would like more information on how to add references to this article, please see http://meta.wikimedia.org/wiki/Cite/Cite.php --> <references /> 2689 21916 2006-08-31T12:18:39Z JWSchmidt 20 subcategory Part of [[Topic:Electrical and Electronic Engineering]]. [[Category:Engineering]] 2690 23411 2006-09-04T03:56:20Z Rayc 57 /* Basic Physical Properties and Concepts */ See [[Study guide:Introduction to physics]] ==The Underpinnings of Physics== In its purest sense, physics is the study of the way matter and energy interact in nature. Since early civilization, humans have sought to describe the workings of the world around them. Physics attempts to predict the outcome of an event by knowing certain conditions beforehand. For example, physics can predict how long it will take for a rock to fall down a well, or how fast a pendulum can swing. ==Basic Physical Properties and Concepts== All things in the universe have basic properties that describe the ways they act and interact with other bodies. *'''Motion''' is when an object changes position relative to another. In Newtonian physics, all motion is relative. For example, two balls sitting next to each other on a moving train are said to be at rest with respect to each other, but are ''in motion'' relative to a stationary observer on the ground. This ties in very closely with the next concept. *'''Velocity''' describes how fast something is going and further, describes the direction of the object's motion. The difference between velocity and '''speed''' is that velocity always answers "how fast and in what direction?" while speed only answers "how fast?". More formally, speed describes the magnitude (hence, you can never have negative speed, even if you are going "backwards") of the velocity of an object. An example of a speed is the reading on a car's speedometer. A velocity might include the reading on the dashboard compass in addition to the speedometer. * A '''frame of reference''' is a point of view of a physical situation. Relative motion and rest will change if you change your frame of reference. Even though your chair may seem like it is at rest to you, it is actually rotating around the earth at several hundred kilometers per hour. If you take another step back in your frame of reference, you will see that even the earth is not stationary; it is rotating around the sun. And the sun is in turn rotating around the center of our galaxy. This may seem confusing, but you will usually be using a very small part of the Earth as your frame of reference; that is, things not moving relative to the ground are said to be "at rest". * An '''inertial frame of reference''' is a sort of mental box we draw around a situation where Newton's law of inertia holds true. The importance of using these frames is that all physical events can be described from an inertial frame of reference using Newton's laws. We will learn about these laws in the next lesson. *'''Acceleration''' describes the ''change'' in velocity, much like velocity describes the change in distance. If an object does not change its speed, and does not change its direction, then its acceleration is 0. Note that since acceleration describes the change in velocity, which has a direction associated with it, acceleration also has a direction. This is different from the way the word is used in everyday language, which describes only the magnitude of acceleration. Ie., you hear that a car can go "Zero to sixty in three seconds", not "zero to sixty northwest in three seconds", because in that case, the direction doesn't really matter. In an inertial frame of reference, acceleration is ''always'' associated with a force. *'''Mass''' answers the question of "how hard is it to change the motion of this object?". Given the same force, an object with a small mass will accelerate much faster than an object with a large amount of mass. Think of pushing a car versus pushing a shopping cart. The shopping cart (hopefully!) responds to your efforts quite easily, so it must have less mass than the car, which will take a while to get up to the same speed as your shopping cart under a similar effort. *'''Energy''' is associated with physical changes. Formally, energy is a ''force applied over a distance''. There are many different forms of energy and they can be converted to other forms, but they all have the ability to cause some type of change. In general, there are two kinds of energy: '''Potential''' energy and '''Kinetic''' energy. Potential energy is energy that is ready to be released, like a rock on a cliff. Once the rock is pushed off the cliff, it begins to fall and loses potential energy. This loss in potential energy is compensated with a gain in kinetic energy. Once the rock hits the ground, all of the kinetic energy is transfered to the ground, perhaps causing an indentation in the ground or a fracture in the rock. Energy in the universe is ''always'' conserved; that is, it never disappears. However, a system can "lose" energy to heat. Example: {{ABCD | Question = A rock sitting on the top of a hill has Potential energy. When pushed, this energy is converted into other forms. In what can this energy not be made into? | Atext = Mass | Aanswer ='''Yes''', Potential Energy cannot be transfered into mass | Btext = Kinetic energy | Banswer ='''No''', Potential Energy can be lost in the form of Kinetic energy | Ctext = Heat | Canswer ='''No''', Potential Energy can be lost in the form of Heat | Dtext = Acoustic vibrations | Danswer ='''No''', Potential Energy can be lost in the form of Acoustic, or sound, energy. }} ==Topics== *'''Newtonian Physics''' #[[Vectors]] #[[Motion in one dimension]] #[[Motion in two dimensions]] #[[Newton’s laws and their applications]] #[[Newton's universal gravitation law]] #[[Work and energy]] #[[Conservation of energy]] #[[Momentum and motion of systems]] #[[Static equilibrium of rigid bodies]] #[[Rotation and angular momentum]] *'''Basics of Electricity and Magnetism''' #[[Coulomb's law and the electric field]] #[[Gauss' law]] #[[Electric potential]] #[[Capacitance]] #[[Electric energy]] #[[And properties of insulators]] #[[Current and resistance]] #[[Energy and current in DC circuits]] #[[The magnetic field]] #[[Sources of the magnetic field]] #[[Faraday's law]] #[[Inductance]] #[[Magnetic fields in matter]] #[[Electromagnetic oscillations and AC circuits]] #[[Maxwell's equations and electromagnetic waves]] [[Category:Physics]] 2692 11369 2006-08-22T13:23:51Z Muhammad 325 Constructed by two fundamental parts: * [[Topic:Electronic Engineering]] * [[Topic:Electrical Engineering]] 2694 11384 2006-08-22T13:47:35Z JWSchmidt 20 exploration and active learning Wikiversity will always strive to keep a [http://nostalgia.wikipedia.org/wiki/Jimbo_Wales/Statement_of_principles culture of thoughtful diplomatic honesty].<BR>Wikiversity participants should [[Wikiversity:Assume Good Faith|Assume Good Faith]], particularly when dealing with new editors. Take the time to help new Wikiversity participants become well-informed [[Wikiversity:Scholarly ethics|scholarly]] editors. Welcome and guide new editors into the Wikiversity culture of exploration and active learning. [[Category:Wikiversity]] 2695 22710 2006-09-02T23:33:42Z JWSchmidt 20 add {{Template:Welcome and expand}} At Wikiversity we should [[Wikiversity:Assume Good Faith|Assume Good Faith]] and be welcoming to new editors. This page provides a list of templates that can be used to welcome new editors to Wikiversity. ==Welcome templates== === {{tl|Welcome}} === This template can be placed on the [[Wikiversity:Namespaces|user talk page]] of new Wikiversity editors ---- === {{tl|Main welcome}} === This template can be added to blank pages, particularly pages in the [[Wikiversity:Namespaces|main namespace]]. ---- === {{tl|Welcome and expand}} === This template can be added to pages with very little content, particularly pages in the [[Wikiversity:Namespaces|main namespace]]. ==Related templates== ==={{tl|Moved page}}=== This template can be placed on redirect pages with a bad page name (Lesson1, 101) after their content has been moved to a page with a more specific name. ==={{tl|Uncategorized}}=== Add to pages that need to be categorized. [[Category:Wikiversity culture]] 2696 12290 2006-08-23T04:14:38Z HappyCamper 193 Quantum mechanics doesn't have to be that weird === Mathematical background === To have a working quantum mechanics, you will need a working knowledge of calculus, and linear algebra. Students who have a stronger mathematical background tend to appreciate the topic better, but this should not discourage anyone from learning the material. === How to understand quantum mechanics === Some of the results in quantum mechanics are not intuitive at first - the approach used in this study guide is to introduce many relevant analogies to familiar things so that the concepts can be conveyed in a clearer manner. === Resources === http://ocw.mit.edu/OcwWeb/Physics/8-04Spring-2006/CourseHome/index.htm [[Topic:Physics]] 2697 11475 2006-08-22T15:19:24Z Hypermorphism 285 /* Recommended Texts */ [[Topic:Physics]] === Class number === This page is intended to be a study guide for the following courses: MIT 8.033 === Mathematical background === To use this study guide, you will need to understand basic algebra. === Study hints === The key to understanding special relativity is to master the space-time diagram and think of the metric between the points as a "weird distance." Pretty much any problem in special relativity can be solved by graphing it on a piece of graph paper. === Resources === http://www.astro.ucla.edu/~wright/relatvty.htm http://ocw.mit.edu/OcwWeb/Physics/8-033Fall2003/CourseHome/index.htm ===Recommended Texts=== * [[w:Edwin Taylor|Taylor]] and [[w:John Archibald Wheeler|Wheeler]]. (1992). ''Spacetime Physics'' W. H. Freeman. ISBN 0716723271 - One of the great things about this text is that it uses real problems, ie., it refers the reader to several research papers in reference to the problems given as exercises, and yet the exercises do not need anything more than a basic high school education to solve. An amazing accomplishment. 2698 12234 2006-08-23T03:25:01Z Hypermorphism 285 spelling === Course equivalences === MIT 8.08 === Mathematical background === The most important new concept for classical mechanics are the Euler-Lagrange equations. === Bulletin board === I have the Landau and Thornton texts listed on the MIT required texts page. Are there any online texts for students who don't currently have these? Thanks for this study guide! [[User:Hypermorphism|Ron]] 15:04, 22 August 2006 (UTC) === Study hints === The basic study hint is to start with the Langrangian and just mechanically do with Euler-Langrange calculations until it is second nature. One thing that I found useful is to just skim the theory and the proofs, and focus on the mechanics of how to work out the problem. [[User:Roadrunner|Roadrunner]] 15:29, 22 August 2006 (UTC) The other problem is that Classical mechanics courses tend to take a historical approach and they leave out a lot of cool stuff like [[Study guide:Chaos theory]]. Something useful to look at is ynamics, the Geometry of Behavior from http://www.aerialpress.com/, which is my model for what a physics textbook should look like. [[User:Roadrunner|Roadrunner]] 15:42, 22 August 2006 (UTC) :What about the classical text by Goldstein? That might be useful too. --[[User:HappyCamper|HappyCamper]] 17:12, 22 August 2006 (UTC) === Resources === http://ocw.mit.edu/OcwWeb/Physics/8-09Fall-2004/CourseHome/index.htm http://mitpress.mit.edu/SICM/book.html - Structure and Interpretation of Classical Mechanics - Just a note, this is a good text, but it does not have enough worked out problems. 2700 12606 2006-08-23T13:02:22Z Hypermorphism 285 /* Help wanted */ === Resources === [http://ocw.mit.edu/OcwWeb/Mathematics/18-755Fall-2004/CourseHome/index.htm MIT 18.755 Introduction to Lie Groups] === Study hints === What is useful for me is to start by thinking of the most simple Lie Group that I can think of which is a translation left and right. Imagine a group G, whose elements are all "shifts left and right." The Lie Algebra which corresponds to the Lie group is just a unit vector pointing left, and a unit vector pointing right. Once I've gotten some initution regarding this, the I make the group a little more complicated by allowing for arbritrary translations. === Help wanted === I think I have a good picture in my mind of what a fiber bundle is, but I need some one to illustrate what a principle fiber bundle looks like. [[User:Roadrunner|Roadrunner]] 14:16, 22 August 2006 (UTC) :A fiber bundle is like a generalized vector field. Instead of attaching vectors to each point of a space, we attach fibers, which allows us to talk about different types of behavior. In technical terms, a fiber bundle is a triple (B, T, p) where B is the base space, the space we are interested in, T is the total space: the space created by attaching fibers to each element of B, and p is the surjective projection function that maps fibers in T onto points in B such that the pre-image of a given neighborhood N of each point in B is homeomorphic to the space NxB. This assures us that the bundle "behaves nicely and each fiber gets along with the other fibers" locally. :For example, in differential geometry, we study vector bundles, a fiber bundle where the fiber is a vector space. It is usually the case that the base space is a smooth manifold, such as R<sup>n</sup> or S<sup>1</sup>. One example of a vector bundle over R<sup>n</sup> is to just attach a copy of R<sup>n</sup> to each point. A less trivial example is to attach copies of R to each point of S<sup>1</sup> in a way such that you can define a section of the total space to be the Moebius band (take S<sup>1</sup> as the meridian circle of the band). Basically, just draw lines through each point of S<sup>1</sup> so that the lines vary continuously and you can trim the lines to resemble the Moebius band. A trivial vector bundle is the cylinder over S<sup>1</sup>. :An example of a principal fiber bundle over a manifold is to, instead of attaching copies of R to S<sup>1</sup>, attach copies of S<sup>1</sup> itself. If this is done in a trivial manner, you get a space homeomorphic to S<sup>1</sup>xS<sup>1</sup> = T<sup>2</sup>. Hopf attached copies of S<sup>1</sup> to each element of S<sup>2</sup> to accomplish the amazing [http://www.mathematik.uni-bielefeld.de/birep/top/hopf/hopf-fib.htm Hopf fibration]. If you're attaching finite groups to the space, you can imagine little polygons attached to each point. :I'm only giving one (inexperienced) opinion of the mathematical picture, though. I'm not sure what you use these for physically. :-) :PS. [http://mathworld.wolfram.com/PrincipalBundle.html Mathworld] gives good examples.<br/> :PPS. Actually, now that I think about it, Feynman describes photons in his QED as particles with a rapidly rotating vector attached (dependent on energy). Perhaps one can attach copies of S<sup>1</sup> to each point in space and once one chooses a path, a section of that bundle would correspond to the vector orientations for a photon of a certain energy, and one can integrate over the section to get the probability vector! Eh, overkill. :D <br/> [[User:Hypermorphism|Ron]] 12:41, 23 August 2006 (UTC) :I'd like to know what SU(m,n) generators look like. --[[User:HappyCamper|HappyCamper]] 19:23, 22 August 2006 (UTC) 2701 11415 2006-08-22T14:35:00Z JWSchmidt 20 [[School:Engineering and Technology]] moved to [[Portal:Engineering and Technology]]: so this large organizational unt can contain schools #REDIRECT [[Portal:Engineering and Technology]] 2702 19333 2006-08-28T18:39:14Z Trevor MacInnis 99 +pic [[Image:Portal.gif|thumb|right|Portal Logo]] This category is for [[Wikiversity:Major portals|the most important Portals of Wikiversity]].<BR>Major portals are the section names used at this page: [[Wikiversity:Schools]] '''and''' the learning materials and learning projects portals.<BR>Important portals organize many Wikiversity pages.<BR>Less important portals (they organize relatively few pages) are in [[:Category:Portal]].<BR>Portals in this category can be listed at [[Wikiversity:Browse]]. [[Category:Wikiversity]] 2704 22069 2006-08-31T23:42:21Z JWSchmidt 20 spelling <div style="margin-left: auto; margin-right: auto; width:80%"> <div style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [[Image:Crystal Clear action easymoblog.png|left|50px|Please help]] This page was created{{#if:{{{1|}}}|&nbsp;by [[User:{{{1}}}|{{{1}}}]]}}, but no [[Wikiversity:Useful content|useful content]] has been added. Everyone is invited to help add [[Portal:Learning Projects|educational content]] to Wikiversity. If you need help learning how to add content, see the [[Wikiversity:Editing tutorial|editing tutorial]]. </div> </div> <noinclude> In may cases, this template can be used in place of [[Template:Delete]]. [[Wikiversity:Welcome templates|Assume Good Faith]] from new editors. If you find a page that has no useful content, but it could become a useful page, blank the page and add this template. This template is for use on '''blank''' pages, see: [[Wikiversity:Welcome templates]]<BR> '''Note''': when you use this template, if the page was created by a registered user, please include the username of the creator of the page as an [[w:Parameter (computer science)|argument]] of the template. If the page was created by someone editing from an IP address (xxx.xxx.xxx.xxx), provide the IP address, e.g. : <nowiki>{{Main welcome|guillom}}</nowiki> or <nowiki>{{Main welcome|xxx.xxx.xxx.xxx}}</nowiki> ==See also== *[[Template:Moved page]] [[Category:Wikiversity culture]] [[Category:Templates]] </noinclude> [[Category:Empty pages|*]] 2705 11425 2006-08-22T14:42:37Z JWSchmidt 20 [[Topic:Engineering:Participants]] moved to [[School:Engineering/Participants]]: better name #REDIRECT [[School:Engineering/Participants]] 2706 12549 2006-08-23T09:57:03Z Mirwin 47 fix punctuation The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in engineering, you may list your name here; this can help [[Topic:Engineering|Engineering]] grow and the participants communicate better. * [[User:Mirwin|Mirwin]] 08:55, 22 August 2006 (UTC) [[Category:Engineering]] 2707 11440 2006-08-22T14:52:56Z Roadrunner 63 Part of the [[Topic:Physics|Department of Physics]] === Resources === [[http://ocw.mit.edu/OcwWeb/Physics/8-044Spring-2004/CourseHome/index.htm MIT 8.044]] [[http://ocw.mit.edu/OcwWeb/Physics/8-08Spring-2005/CourseHome/index.htm MIT 8.08]] === Study hints === Traditionally statistical mechanics has been taught after themodynamics, but there is a another approach which starts with statistical mechanics and then builds on those rules to derive the themodynamical equations. This method is often much easier for physics students to understand, because you see a lot of the physical principles involved rather than just memorizing equations. Some key concepts that you will need to know are * manipulating partial differential equations. Some exercises on formal manipulation are useful so that you understand the rules. In particular the chain rule for PDE's is very important in thermo. === Texts === Kittel and Kromer's Thermal Physics is a very gentle introduction into the topic 2708 11446 2006-08-22T14:54:53Z Roadrunner 63 [[Study guide:Relativity]] moved to [[Study guide:Special relativity]] #REDIRECT [[Study guide:Special relativity]] 2709 18254 2006-08-27T23:59:38Z Trevor MacInnis 99 +cat See [[Topic:Physics]] [[School:Education]] === MIT Model === The MIT model of physics teaching involves creating very strong student groups that teach each other physics. The actual teaching takes place not in the lecture hall, and late at night in a dorm room around a problem set which is hand graded. The problem set doesn't consist of a large fraction of the grade, and consists of very difficult problems, making it generally impossible for an individual to complete the problems on their own. There are a lot of subtle things that contribute to this working. It is not in the student's interest to just copy the answers and hand them in, even though this is theoretically possible. It's not in the student's interest, because if they do that, then they will get killed in the test and final examinations which form most of the grade. Also, because the student gets very detailed feedback in the problem sets, it's to the students benefit to know what their weaknesses are. The other important thing is that the pass rate is extremely high, and the grades are against some more or less objective standard. Because the pass rate is very high, there is no disincentive in helping someone else learn the material. One other component is that tests and finals are also all hand graded, with very generous partial credit. The emphasis is placed on understanding the concept rather than getting the right answer. [[Category:Education]] 2710 11471 2006-08-22T15:17:18Z Trevor MacInnis 99 +cat These are templates designed to direct reader to other projects for associated material. [[Category:Templates]] 2711 22772 2006-09-03T03:32:35Z JWSchmidt 20 subcat Templates for use on protected pages. [[Category:Templates]] 2712 22771 2006-09-03T03:31:22Z JWSchmidt 20 subcat Templates containing one or more optional parameters. [[Category:Templates]] 2713 11917 2006-08-22T19:42:57Z Roadrunner 63 [[Topic:Physics]] see also [[Study guide:Classical mechanics]] === Resources === http://cnls.lanl.gov/People/nbt//Book/node1.html [http://ocw.mit.edu/OcwWeb/Earth--Atmospheric--and-Planetary-Sciences/12-006JFall-2005/CourseHome/index.htm Non-linear dynamics I] === Textbooks === http://www.vismath.org/ - By far the most gentle introduction I've seen is "Dynamics the Geometry of Behavior" 2717 11531 2006-08-22T16:24:44Z Reswik 82 /* Portal Description */ copyedit '''Welcome to Wikiversity's Sociology Theory Portal''' :If you have questions, please make a note on the discussion page. ==Portal Description== This portal and related pages are a space for the planning and creation of collaborative learning and discussion projects about social theory across the humanities and social sciences. Social theory is a very broad area, comprising many discourses about society, humans and human social action, touching on most philosophical issues. There are many types of social theory, some of which are grounded in research applications. There are specific types of social theory, such as anthropological theory, economic theory and political theory. There are holistic types of theory such as various types of critical theory. All of these can be explored here. Note: The [[Portal:Social Research]] portal is specifically for learning and research projects related to social research. There may be overlaps between portals. ==Social theory news== *This area was founded on August 22, 2006 ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== ===Current projects=== *[[Ethnography]] ===Suggested projects=== *[[Critical theory]] ===On developing projects=== Wikiversity has adopted a "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. In social theory topics, learning materials and learning projects may be used by multiple departments. Please list social theory projects above. Note on creating resources: Learning resources and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the resource and start writing! ==Related links and references== ===Wikiversity portals=== *[[Portal:Social Research]] ===Related Wikiversity schools=== *[[School:Social Sciences]] *[[School:Humanities]] ===Wikipedia=== *[[w:Social theory]] *[[w:Social research]] [[Category:Portal]] [[Category:Social Theory]] [[Category:Social Research]] 2718 21928 2006-08-31T12:30:51Z JWSchmidt 20 link to [[Wikiversity:Introduction]] A tutorial has been started at [[Wikiversity:Introduction]]. ==See also== *[[Help:Contents]] *[[Wikiversity:Browse]] browse traditional subject categories *[[Wikiversity:Namespaces]] <-- information on how different types of Wikiversity pages should be placed in the available namespaces. *[[Wikiversity:Naming conventions]] <-- Explains how different types of Wikiversity pages should be named. [[Category:Tutorials]] 2719 23879 2006-09-04T22:10:08Z Trevor MacInnis 99 move to more appropriate subcat [[Category:Help]] 2720 11535 2006-08-22T16:34:36Z Reswik 82 /* Social theory news */ copyedit '''Welcome to Wikiversity's Social Research Portal''' :If you have questions, please make a note on the discussion page. ==Portal Description== Social research is a very broad area, comprising many methods for researching society, humans and human social action. There are many types of social research methods. This portal and related pages are a space for the planning and creation of collaborative learning projects about social research, and research projects, covering methods used across the humanities and social sciences. Cooperating across fields of study to developing learning projects about social research is one aim of this portal. Another aim is to facilitate networking and discussions amongst social researchers about their work, especially but certainly not exclussively as it relates to social research of wikis and the free culture movement. Please see the [[Wikiversity:Research]] page for an outline of general Wikiversity research issues. Note: The [[Portal:Social Theory]] portal is specifically for learning projects related to social theory. There may be overlaps between portals. ==Social research news== *This area was founded on August 22, 2006. ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== ===Current projects=== *[[Ethnography]] ===Suggested projects=== *[[Discourse analysis]] ===On developing projects=== Wikiversity has adopted a "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. In social theory topics, learning materials and learning projects may be used by multiple departments. Please list social research projects above. Note on creating resources: Learning resources and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the resource and start writing! ==Related links and references== ===Wikiversity portals=== *[[Portal:Social Theory]] ===Wikiversity schools=== *[[School:Social Sciences]] *[[School:Humanities]] ===Wikipedia=== *[[w:Social research]] *[[w:Social theory]] [[Category:Portal]] [[Category:Social Research]] [[Category:Social Theory]] 2722 11950 2006-08-22T21:36:32Z Reswik 82 /* Summary */ copyedits ==Summary== ''Ethnography'' is a research approach that uses a number of research methods to study holistic the interplay of social life, social structure, and culture. A primary ethnographic method is [[w:fieldwork]], the direct observation of, and participation, in social life. However, other qualitative methods and even quantitative methods are used, including interviews, focus groups, surveys, and more. Ethnography developed as a method of investigation along with the rise of travel and anthropological literature in the nineteenth century. It is a widely used research pespective. This project includes background information and orienting exercises for introductory and advanced ethnography learning projects, including [[Introduction to ethnography]], [[Institutional ethnography]], and [[Virtual ethnography]]. Texts for ethnography learning projects include ''Essential Ethnographic Methods'' by Schensul et al, ''Mapping Social Relations'' by Campbell and Gregor, and ''Viritual Ethnography'' by Hine. ==Prerequisites== *Completing an introductory course in [[Topic:Sociology|Sociology]] or [[Topic:Anthropology|Anthropology]] is recommended. *Close reading of the [[meta:Wikimedia Research Network Privacy Policy|WRN Privacy Policy]] and Wikiversity [[w:Research ethics|research ethics]] pages is required before or early on in the course. *If you intend to do social research, reviewing one of these free online courses is recommended: **[http://www.fhi.org/training/en/Retc/ Research Ethics Training Curriculum] prepared by [[w:Family Health International]] (FHI). **[http://cme.cancer.gov/clinicaltrials/learning/humanparticipant-protections.asp National Cancer Institute Human Subjects Research Tutorial]. ==Goals== This learning project offers background reading and learnings activities to explore ... Concepts to learn include: [[/concepts]] ==Readings== Each activity has a suggested associated background reading selection. *Reading 1. *ect. ==Activities== *Activity 1. *Activity 2. *etc. ==References== *[[w:Ethnography]] *[[w:Virtual ethnography]] Additional helpful readings include: * [[Category:Learning projects]] [[Category:Research]] [[Category:Ethnography]] [[Category:Social Research]] [[Category:Social Theory]] 2723 12369 2006-08-23T04:55:08Z JWSchmidt 20 [[Category:Social Sciences]] This category lists various methods of [[Portal:Social Research|social research]] and related pages: [[Category:Social Sciences]] 2724 11547 2006-08-22T16:57:49Z JWSchmidt 20 subcategory [[Category:Wikiversity portals]] 2725 11549 2006-01-22T19:44:19Z 62.101.186.132 <div style="float:left;border:solid #FFB3B3 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#FFE0E8" | style="width:45px;height:45px;background:#FFB3B3;text-align:center;font-size:14pt" | '''en-0''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | This person <b style="color:#FF0000;">[[:Category:User en-0|does not understand English]]</b> (or understands it with considerable difficulties). |} [[Category:User en-0]]<noinclude>[[Category:User en]]</noinclude> </div> 2726 11556 2006-05-09T18:47:49Z Redux Adjusting color code of template for level 1 proficiency. <div style="float:left;border:solid #C0C8FF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#F0F8FF"><tr> <td style="width:45px;height:45px;background:#C0C8FF;text-align:center;font-size:14pt">'''en-1'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">This user is able to contribute with a '''[[:Category:User en-1|basic]]''' level of '''[[:Category:User en|English]]'''.[[Category:User en-1|{{PAGENAME}}]]</td> </tr></table></div> 2727 11564 2006-05-09T14:10:18Z Redux Adjusting color code of template for level 2 proficiency. <div style="float:left;border:solid #77E0E8 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#D0F8FF"><tr> <td style="width:45px;height:45px;background:#77E0E8;text-align:center;font-size:14pt">'''en-2'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">This user is able to contribute with an '''[[:Category:User en-2|intermediate]]''' level of '''[[:Category:User en|English]]'''.[[Category:User en-2|{{PAGENAME}}]]</td> </tr></table></div> 2728 11569 2005-06-02T04:17:01Z Aphaia Reverted edits by Phoenix-forgotten to last version by Aphaia <div style="float:left;border:solid #99B3FF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#E0E8FF"><tr> <td style="width:45px;height:45px;background:#99B3FF;text-align:center;font-size:14pt">'''en-3'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">This user is able to contribute with an '''[[:Category:User en-3|advanced]]''' level of '''[[:Category:User en|English]]'''.[[Category:User en-3|{{PAGENAME}}]]</td> </tr></table></div> 2729 11578 2006-05-21T23:26:56Z Shibo77 <div style="float:left;border:solid #CCCC00 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#FFFF99"><tr> <td style="width:45px;height:45px;background:#FFFF00;text-align:center;font-size:14pt">'''en-4'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">This user is able to contribute with a '''[[:Category:User en-4|near-native]]''' level of '''[[:Category:User en|English]]'''. [[Category:User en|{{PAGENAME}}]][[Category:User en-4|{{PAGENAME}}]]</td> </tr></table></div> 2730 11580 2005-05-17T22:48:16Z Phoenix-forgotten redir: user en #REDIRECT [[Template: User en]] (native speaker of en) 2732 11787 2006-08-22T17:05:28Z Sebmol 14 <div style="float:left;border:solid #6EF7A7 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#C5FCDC"><tr> <td style="width:45px;height:45px;background:#6EF7A7;text-align:center;font-size:14pt">'''de'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Dieser Benutzer spricht '''[[:Category:User de|Deutsch]]''' als '''[[:Category:User de-N|Muttersprache]]'''.[[Category:User de|{{PAGENAME}}]]</td> </tr></table></div> 2733 11605 2006-05-19T22:22:24Z Steinbach well, it was funny but it gave entirely the wrong impression ("doesn't want to acquire knowledge of German or is too lazy to learn more of it") <div style="float:left;border:solid #FFB3B3 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#FFE0E8"><tr> <td style="width:45px;height:45px;background:#FFB3B3;text-align:center;font-size:14pt">'''de-0'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Dieser Benutzer hat <b style="color:#FF0000;"> [[:Category:User de-0|keine]] [[:Category:User de|Deutschkenntnisse]]</b> (oder versteht die Sprache nur mit großer Schwierigkeit).[[Category:User de-0|{{PAGENAME}}]]</td> </tr></table></div> 2734 11608 2006-05-09T18:50:19Z Redux Adjusting color code of template for level 1 proficiency. <div style="float:left;border:solid #C0C8FF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#F0F8FF"><tr> <td style="width:45px;height:45px;background:#C0C8FF;text-align:center;font-size:14pt">'''de-1'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Dieser Benutzer hat '''[[:Category:User de-1|grundlegende]] [[:Category:User de|Deutschkenntnisse]]'''.[[Category:User de-1|{{PAGENAME}}]]</td> </tr></table></div> 2735 11612 2006-05-09T14:06:26Z Redux Adjusting color code of template for level 2 proficiency. <div style="float:left;border:solid #77E0E8 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#D0F8FF"><tr> <td style="width:45px;height:45px;background:#77E0E8;text-align:center;font-size:14pt">'''de-2'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Dieser Benutzer hat '''[[:Category:User de-2|fortgeschrittene]]''' '''[[:Category:User de|Deutschkenntnisse]]'''.[[Category:User de-2|{{PAGENAME}}]]</td> </tr></table></div> 2736 11614 2005-02-23T16:10:25Z Aphaia copy from [[Commons:Template:User de-3]] a bit modefied <div style="float:left;border:solid #99B3FF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#E0E8FF"><tr> <td style="width:45px;height:45px;background:#99B3FF;text-align:center;font-size:14pt">'''de-3'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Dieser Benutzer hat '''[[:Category:User de-3|sehr gute]]''' '''[[:Category:User de|Deutschkenntnisse]]'''.[[Category:User de-3|{{PAGENAME}}]]</td> </tr></table></div> 2737 11618 2005-09-26T17:26:29Z Korg 31 reformulation <div style="float:left;border:solid #6EF7A7 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#C5FCDC"><tr> <td style="width:45px;height:45px;background:#6EF7A7;text-align:center;font-size:14pt">'''fr'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Cet utilisateur a pour '''[[:Category:User fr|langue maternelle]]''' le '''[[:Category:FR|français]]'''.[[Category:User fr|{{PAGENAME}}]]</td> </tr></table></div> 2738 11623 2006-08-11T13:31:07Z Korg 31 màj <div style="float:left;border:solid #FFB3B3 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#FFE0E8" | style="width:45px;height:45px;background:#FFB3B3;text-align:center;font-size:14pt" | '''fr-0''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | Cet utilisateur '''[[:Category:User fr-0|ne comprend pas]]''' le '''[[:Category:User fr|français]]''', ou seulement avec des difficultés notables. |} [[Category:User fr-0|{{PAGENAME}}]]<noinclude>[[Category:User fr]]</noinclude> </div> 2739 11626 2006-05-09T19:27:51Z Redux Adjusting color code of template for level 1 proficiency. <div style="float:left;border:solid #C0C8FF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#F0F8FF"><tr> <td style="width:45px;height:45px;background:#C0C8FF;text-align:center;font-size:14pt">'''fr-1'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Cette personne peut contribuer avec un niveau '''[[:Category:User fr-1|élémentaire]]''' de '''[[:Category:User fr|français]]'''.[[Category:User fr-1|{{PAGENAME}}]]</td> </tr></table></div> 2740 11629 2006-05-09T14:12:03Z Redux Adjusting color code of template for level 2 proficiency. <div style="float:left;border:solid #77E0E8 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#D0F8FF"><tr> <td style="width:45px;height:45px;background:#77E0E8;text-align:center;font-size:14pt">'''fr-2'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Cette personne peut contribuer avec un niveau '''[[:Category:User fr-2|intermédiaire]]''' de '''[[:Category:User fr|français]]'''.[[Category:User fr-2|{{PAGENAME}}]]</td> </tr></table></div> 2741 11631 2005-02-23T17:01:14Z Aphaia copy from [[Commons:Template:User fr-2]] a bit modefied <div style="float:left;border:solid #99B3FF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#E0E8FF"><tr> <td style="width:45px;height:45px;background:#99B3FF;text-align:center;font-size:14pt">'''fr-3'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Cette personne peut contribuer avec un niveau '''[[:Category:User fr-3|avancé]]''' de '''[[:Category:User fr|français]]'''.[[Category:User fr-3|{{PAGENAME}}]]</td> </tr></table></div> 2742 11637 2005-11-19T08:36:24Z Sajasaze <div style="float:left;border:solid #99B3FF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#E0E8FF"><tr> <td style="width:45px;height:45px;background:#99B3FF;text-align:center;font-size:14pt">'''fr-4'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">Cette personne peut contribuer avec un niveau '''[[:Category:User fr-4|très avancé]]''' de '''[[:Category:User fr|français]]'''.[[Category:User fr-4|{{PAGENAME}}]]</td> </tr></table></div> 2743 11641 2006-07-16T09:59:00Z Ft1 no wikilink as for the other language templates <div style="float:left;border:solid #FFFF99 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#FFFF99" | style="width:45px;height:45px;background:#FFFF00;text-align:center;font-size:14pt" | '''de-4''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | Dieser Benutzer hat '''[[:Category:User de-4|mit einem Muttersprachler vergleichbare]] [[:Category:User de|Deutschkenntnisse]]'''. [[Category:User de|{{PAGENAME}}]] [[Category:User de-4|{{PAGENAME}}]] |} </div> 2744 11646 2006-08-10T17:31:27Z SWojczyszyn <div style="float:left;border:solid #CC0000 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#FF5555;" | style="width:45px;height:45px;background:#FF0000;text-align:center;font-size:14pt" | '''de-5''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | Dieser Benutzer beherrscht die [[:Category:DE|deutsche Sprache]] wie ein professioneller Schreiber.'''[[Category:DE|{{PAGENAME}}]][[Category:User de-5|{{PAGENAME}}]] |}</div> 2745 11650 2006-08-10T17:33:45Z SWojczyszyn <div style="float:left;border:solid #CC0000 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#FF5555;" | style="width:45px;height:45px;background:#FF0000;text-align:center;font-size:14pt" | '''en-5''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | This user is able to contribute with a '''[[:Category:User en-5|professional]]''' level of '''[[:Category:User en-N|English]]'''.[[Category:User en|{{PAGENAME}}]][[Category:User en-5|{{PAGENAME}}]] |}</div><noinclude><br clear="all"/> * [[Template:User en-4|previous level]] * [[Template:User en|next level]] </noinclude> 2746 11676 2006-01-22T19:41:37Z 62.101.186.132 <div style="float:left;border:solid #6EF7A7 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#C5FCDC"><tr> <td style="width:45px;height:45px;background:#6EF7A7;text-align:center;font-size:14pt">'''en'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">This user is a '''[[:Category:User en-N|native]] [[:Category:User en|English]]''' speaker.[[Category:User en|{{PAGENAME}}]][[Category:User en-N|{{PAGENAME}}]]</td> </tr></table></div> 2747 11688 2006-04-02T10:39:59Z Pathoschild Recategorised to [[:Category:Users by language|Users by language]] from [[:Category:Users|Users]] {| style="float: right; margin-left: 1em; margin-bottom: 0.5em; width: 272px; border: #99B3FF solid 1px; text-align: center" |- | '''[[Meta:Babel templates]]''' |- | <div style="float:left;border:solid #6EF7A7 1px;margin:1px"> <table cellspacing="0" style="width:268px;background:#C5FCDC"><tr> <td style="width:45px;height:45px;background:#6EF7A7;text-align:center;font-size:14pt">'''en'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">These users are '''native [[:Category:User en|English speakers]]'''.</td> </tr></table></div> |} This category lists '''native''' English speakers. The other levels of English knowledge are: *[[:Category:User_en-0|'''0''' for not knowledge]] *[[:Category:User_en-1|'''1''' for basic knowledge]] *[[:Category:User_en-2|'''2''' for intermediate knowledge]] *[[:Category:User_en-3|'''3''' for advanced or fluent knowledge]] For a list of language specific tags, see [[Meta:Babel templates]]. [[Category:Users by language|en]] 2748 11700 2006-08-11T13:25:45Z Korg 31 Reverted edits by [[Special:Contributions/148.122.27.197|148.122.27.197]] to last version by CHV <div style="float:left;border:solid #FFB3B3 1px;margin:1px"> {| cellspacing="0" style="width:238px;background:#FFE0E8" | style="width:45px;height:45px;background:#FFB3B3;text-align:center;font-size:14pt" | '''en-0''' | style="font-size:8pt;padding:4pt;line-height:1.25em" | These users '''[[:Category:User en-0|do not speak]]''' '''[[:Category:User en|English]]'''(or understand it with considerable difficulties). |} </div> [[Category:User en|*0]] 2749 11705 2006-01-22T19:42:40Z 62.101.186.132 {| style="float: right; margin-left: 1em; margin-bottom: 0.5em; width: 272px; border: #99B3FF solid 1px; text-align: center" |- | '''[[Meta:Babel templates]]''' |- | <div style="float:left;border:solid #99B3FF 1px;margin:1px"> <table cellspacing="0" style="width:268px;background:#E0E8FF"><tr> <td style="width:45px;height:45px;background:#99B3FF;text-align:center;font-size:14pt">'''en-1'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">These users are able to contribute with a '''[[:Category:User en-1|basic]]''' level of '''[[:Category:User en|English]]'''.</td> </tr></table></div> |} [[:Category:User en-N]]: Users whose native language is English<br/> [[:Category:User en-3]]: Users with advanced and fluent level of English<br/> [[:Category:User en-2]]: Users with intermediate level of English<br> [[:Category:User en-1]]: Users with basic level of English<br/> [[Category:User en|*1]] 2750 11711 2006-01-22T19:42:56Z 62.101.186.132 {| style="float: right; margin-left: 1em; margin-bottom: 0.5em; width: 272px; border: #99B3FF solid 1px; text-align: center" |- | '''[[Meta:Babel templates]]''' |- | <div style="float:left;border:solid #99B3FF 1px;margin:1px"> <table cellspacing="0" style="width:268px;background:#E0E8FF"><tr> <td style="width:45px;height:45px;background:#99B3FF;text-align:center;font-size:14pt">'''en-2'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">These users are able to contribute with an '''[[:Category:User en-2|intermediate]]''' level of '''[[:Category:User en|English]]'''.</td> </tr></table></div> |} [[:Category:User en-N]]: Users whose native language is English<br/> [[:Category:User en-3]]: Users with advanced and fluent level of English<br/> [[:Category:User en-2]]: Users with intermediate level of English<br> [[:Category:User en-1]]: Users with basic level of English<br/> [[Category:User en|*2]] 2751 11717 2006-01-22T19:40:40Z 62.101.186.132 {| style="float: right; margin-left: 1em; margin-bottom: 0.5em; width: 272px; border: #99B3FF solid 1px; text-align: center" |- | '''[[Meta:Babel templates]]''' |- | <div style="float:left;border:solid #99B3FF 1px;margin:1px"> <table cellspacing="0" style="width:268px;background:#E0E8FF"><tr> <td style="width:45px;height:45px;background:#99B3FF;text-align:center;font-size:14pt">'''en-3'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">These users are able to contribute with an '''[[:Category:User en-3|advanced]]''' level of '''[[:Category:User en|English]]'''.</td> </tr></table></div> |} [[:Category:User en-N]]: Users whose native language is English<br/> [[:Category:User en-3]]: Users with advanced and fluent level of English<br/> [[:Category:User en-2]]: Users with intermediate level of English<br> [[:Category:User en-1]]: Users with basic level of English<br/> [[Category:User en|*3]] 2752 11725 2006-01-22T19:57:39Z CHV <div style="float:left;border:solid #99FFFF 1px;margin:1px"> <table cellspacing="0" style="width:238px;background:#E0FFFF"><tr> <td style="width:45px;height:45px;background:#99FFFF;text-align:center;font-size:14pt">'''en-4'''</td> <td style="font-size:8pt;padding:4pt;line-height:1.25em">This user is able to contribute with a '''[[:Category:User en-4|very advanced]]''' level of '''[[:Category:User en|English]]'''.</td> </tr></table></div> [[category:User en|*4]] 2753 11731 2006-04-02T10:34:53Z Pathoschild Recategorised to [[:Category:Users by language|Users by language]] from [[:Category:Users|Users]] Die Kategorie '''User de''' enthält die Benutzerseiten deutschsprechender ''Meta Wikimedia'' Benutzer. Für die Kategorisierung Eurer Benutzerseite verwendet Ihr am Besten diese Vorlagen: *[[Template:User de]]: <nowiki>{{User de}}</nowiki> &ndash; Benutzer mit Kenntnissen als Muttersprache in Deutsch *[[Template:User de-3]]: <nowiki>{{User de-3}}</nowiki> &ndash; Benutzer mit fließenden Kenntnissen in Deutsch *[[Template:User de-2]]: <nowiki>{{User de-2}}</nowiki> &ndash; Benutzer mit erweiterten Kenntnissen in Deutsch *[[Template:User de-1]]: <nowiki>{{User de-1}}</nowiki> &ndash; Benutzer mit Grundkenntnissen in Deutsch [[Category:Users by language|de]] 2754 11735 2006-04-02T10:33:09Z Pathoschild Recategorised to [[Category:User de|User de]] from [[Category:Users|Users]] [[Category:User de]] 2755 11738 2005-02-27T06:55:05Z Aphaia +cat Die Kategorie '''User de''' enthält die Benutzerseiten deutschsprechender ''Meta Wikimedia'' Benutzer. Für die Kategorisierung Eurer Benutzerseite verwendet Ihr am Besten diese Vorlagen: *[[Template:User de]]: <nowiki>{{User de}}</nowiki> &ndash; Benutzer mit Kenntnissen als Muttersprache in Deutsch *[[Template:User de-3]]: <nowiki>{{User de-3}}</nowiki> &ndash; Benutzer mit fließenden Kenntnissen in Deutsch *[[Template:User de-2]]: <nowiki>{{User de-2}}</nowiki> &ndash; Benutzer mit erweiterten Kenntnissen in Deutsch *[[Template:User de-1]]: <nowiki>{{User de-1}}</nowiki> &ndash; Benutzer mit Grundkenntnissen in Deutsch Die Artikel auf Deutsch findet man in der Kategorie [[:Category:DE|DE]]. [[Category:User de|*1]] 2756 11741 2005-02-27T06:57:30Z Aphaia +cat Die Kategorie '''User de''' enthält die Benutzerseiten deutschsprechender ''Meta Wikimedia'' Benutzer. Für die Kategorisierung Eurer Benutzerseite verwendet Ihr am Besten diese Vorlagen: *[[Template:User de]]: <nowiki>{{User de}}</nowiki> &ndash; Benutzer mit Kenntnissen als Muttersprache in Deutsch *[[Template:User de-3]]: <nowiki>{{User de-3}}</nowiki> &ndash; Benutzer mit fließenden Kenntnissen in Deutsch *[[Template:User de-2]]: <nowiki>{{User de-2}}</nowiki> &ndash; Benutzer mit erweiterten Kenntnissen in Deutsch *[[Template:User de-1]]: <nowiki>{{User de-1}}</nowiki> &ndash; Benutzer mit Grundkenntnissen in Deutsch Weitere Information von diesen Vorlagen sieht [[Meta:Babel templates]]. Die Artikel auf Deutsch findet man in der Kategorie [[:Category:DE|DE]]. [[Category:User de|*2]] 2757 11744 2005-02-27T06:59:44Z Aphaia +cat Die Kategorie '''User de''' enthält die Benutzerseiten deutschsprechender ''Meta Wikimedia'' Benutzer. Für die Kategorisierung Eurer Benutzerseite verwendet Ihr am Besten diese Vorlagen: *[[Template:User de]]: <nowiki>{{User de}}</nowiki> &ndash; Benutzer mit Kenntnissen als Muttersprache in Deutsch *[[Template:User de-3]]: <nowiki>{{User de-3}}</nowiki> &ndash; Benutzer mit fließenden Kenntnissen in Deutsch *[[Template:User de-2]]: <nowiki>{{User de-2}}</nowiki> &ndash; Benutzer mit erweiterten Kenntnissen in Deutsch *[[Template:User de-1]]: <nowiki>{{User de-1}}</nowiki> &ndash; Benutzer mit Grundkenntnissen in Deutsch Weitere Information von Vorlagen: [[Meta:Babel templates]]. Die Artikel auf Deutsch findet Ihr in der Kategorie [[:Category:DE|DE]]. [[Category:User de|*3]] 2758 11746 2006-07-16T09:57:31Z Ft1 Die Kategorie '''User de''' enthält die Benutzerseiten deutschsprechender ''Meta Wikimedia'' Benutzer. Für die Kategorisierung Eurer Benutzerseite verwendet Ihr am Besten diese Vorlagen: *[[Template:User de]]: <nowiki>{{User de}}</nowiki> &ndash; Benutzer mit Kenntnissen als Muttersprache in Deutsch *[[Template:User de-3]]: <nowiki>{{User de-3}}</nowiki> &ndash; Benutzer mit fließenden Kenntnissen in Deutsch *[[Template:User de-2]]: <nowiki>{{User de-2}}</nowiki> &ndash; Benutzer mit erweiterten Kenntnissen in Deutsch *[[Template:User de-1]]: <nowiki>{{User de-1}}</nowiki> &ndash; Benutzer mit Grundkenntnissen in Deutsch Weitere Information von Vorlagen: [[Meta:Babel templates]]. Die Artikel auf Deutsch findet Ihr in der Kategorie [[:Category:DE|DE]]. [[Category:User de|*4]] 2759 11761 2006-04-02T10:38:20Z Pathoschild Recategorised to [[:Category:Users by language|Users by language]] from [[:Category:Users|Users]] {{UsersSpeak|fr|French|Ces utilisateurs parlent [[fr:français|'''français''']]}} Cette catégorie est pour les francophones. Il y a quatre sous-catégories. # [[Template:User fr-1]] <nowiki>{{user fr-1}}</nowiki> # [[Template:User fr-2]] <nowiki>{{user fr-2}}</nowiki> # [[Template:User fr-3]] <nowiki>{{user fr-3}}</nowiki> # [[Template:User fr-4]] <nowiki>{{user fr-4}}</nowiki> La catégorie <nowiki>{{user fr}}</nowiki> elle-même recense les utilisateurs ayant pour langue maternelle le français. [[Category:Users by language|fr]] 2760 11764 2006-04-25T18:43:08Z Pathoschild + [[Category:User fr]] Here are all Users who cannot speak French [[Category:User fr]] 2761 11769 2005-12-15T04:17:33Z Korg 31 ortho, typo Liste des utilisateurs pouvant contribuer avec un '''niveau simple''' de '''français'''. *[[:Category:User fr|fr]] <nowiki>{{User fr}}</nowiki> : Utilisateur ayant pour langue maternelle le français. *[[:Category:User fr-4|fr-4]] <nowiki>{{User fr-4}}</nowiki> : Utilisateur pouvant contribuer avec un niveau très avancé de français. *[[:Category:User fr-3|fr-3]] <nowiki>{{User fr-3}}</nowiki> : Utilisateur pouvant contribuer avec un niveau avancé de français. *[[:Category:User fr-2|fr-2]] <nowiki>{{User fr-2}}</nowiki> : Utilisateur pouvant contribuer avec un niveau intermédiaire de français. On trouve les documents francophones dans la catégorie [[:Category:FR|FR]]. [[Category:User fr|*1]] 2762 11773 2005-12-15T04:17:24Z Korg 31 ortho, typo Liste des utilisateurs pouvant contribuer avec un '''niveau intermédiaire''' de '''français'''. *[[:Category:User fr|fr]] <nowiki>{{User fr}}</nowiki> : Utilisateur ayant pour langue maternelle le français. *[[:Category:User fr-4|fr-4]] <nowiki>{{User fr-4}}</nowiki> : Utilisateur pouvant contribuer avec un niveau très avancé de français. *[[:Category:User fr-3|fr-3]] <nowiki>{{User fr-3}}</nowiki> : Utilisateur pouvant contribuer avec un niveau avancé de français. *[[:Category:User fr-1|fr-1]] <nowiki>{{User fr-1}}</nowiki> : Utilisateur pouvant contribuer avec un niveau simple de français. On trouve les documents francophones dans la catégorie [[:Category:FR|FR]]. [[Category:User fr|*2]] 2763 11779 2005-12-15T04:17:15Z Korg 31 ortho, typo Liste des utilisateurs pouvant contribuer avec un '''niveau avancé''' de '''français'''. *[[:Category:User fr|fr]] <nowiki>{{User fr}}</nowiki> : Utilisateur ayant pour langue maternelle le français. *[[:Category:User fr-4|fr-4]] <nowiki>{{User fr-4}}</nowiki> : Utilisateur pouvant contribuer avec un niveau très avancé de français. *[[:Category:User fr-2|fr-2]] <nowiki>{{User fr-2}}</nowiki> : Utilisateur pouvant contribuer avec un niveau intermédiaire de français. *[[:Category:User fr-1|fr-1]] <nowiki>{{User fr-1}}</nowiki> : Utilisateur pouvant contribuer avec un niveau simple de français. On trouve les documents francophones dans la catégorie [[:Category:FR|FR]]. [[Category:User fr|*3]] 2764 11782 2005-12-15T04:17:49Z Korg 31 ortho, typo Liste des utilisateurs pouvant contribuer avec un '''niveau très avancé''' de '''français'''. *[[:Category:User fr|fr]] <nowiki>{{User fr}}</nowiki> : Utilisateur ayant pour langue maternelle le français. *[[:Category:User fr-3|fr-3]] <nowiki>{{User fr-3}}</nowiki> : Utilisateur pouvant contribuer avec un niveau avancé de français. *[[:Category:User fr-2|fr-2]] <nowiki>{{User fr-2}}</nowiki> : Utilisateur pouvant contribuer avec un niveau intermédiaire de français. *[[:Category:User fr-1|fr-1]] <nowiki>{{User fr-1}}</nowiki> : Utilisateur pouvant contribuer avec un niveau simple de français. On trouve les documents francophones dans la catégorie [[:Category:FR|FR]]. [[Category:User fr|*4]] 2765 11785 2005-08-22T06:15:35Z Schaengel89 Die Kategorie '''User de-N''' enthält die Benutzerseiten deutschsprechender ''Meta Wikimedia''-Muttersprachler (N für Native). Für die Kategorisierung Eurer Benutzerseite verwendet Ihr am Besten diese Vorlagen: *[[Template:User de]]: <nowiki>{{User de}}</nowiki> &ndash; Benutzer mit Kenntnissen als Muttersprache in Deutsch *[[Template:User de-3]]: <nowiki>{{User de-3}}</nowiki> &ndash; Benutzer mit fließenden Kenntnissen in Deutsch *[[Template:User de-2]]: <nowiki>{{User de-2}}</nowiki> &ndash; Benutzer mit erweiterten Kenntnissen in Deutsch *[[Template:User de-1]]: <nowiki>{{User de-1}}</nowiki> &ndash; Benutzer mit Grundkenntnissen in Deutsch Die Artikel auf Deutsch findet man in der Kategorie [[:Category:DE|DE]]. [[Category:User de|*1]] 2766 11801 2006-08-22T17:09:49Z Sebmol 14 List of Wikiversity users (by language) [[Category:Users]] 2768 11799 2006-07-07T01:39:06Z Omniplex report unsupported language {{#ifeq:{{#language:{{{1|und}}}}}|{{{1|und}}}|<div class="lang-und" lang="und" xml:lang="und">'''<font color="red">{{#language:{{{1|und}}}}}</font>'''|<div class="lang-{{{1|und}}}" lang="{{{1|und}}}" xml:lang="{{{1|und}}}">'''{{#language:{{{1|und}}}}}'''}}: {{{2}}}</div><noinclude> See [[Meta:Language select]]. </noinclude> 2769 11840 2006-08-22T17:11:30Z Sebmol 14 [[Category:Wikiversity culture]] 2775 11864 2006-08-22T18:14:43Z HappyCamper 193 add This page deals with various hobbies and pastimes. Please feel free to add them to the list below, and help out developing learning materials around those ideas! == Arts and crafts == * [[Crochet]] * [[Knitting]] * [[Sewing]] * [[Origami]] == Sports related == * [[Fishing]] * [[Kayaking]] * [[Ice climbing]] 2776 11862 2006-08-22T18:12:15Z Cascari 289 Portrait of me. Author: Anneke Wolf. Berlin 2006. All rights permittet. Portrait of me. Author: Anneke Wolf. Berlin 2006. All rights permittet. 2777 11871 2006-08-22T18:25:10Z JWSchmidt 20 start article Wikiversity's educational content can be described by the general term "learning resources". Learning resources can be roughly divided into [[Portal:Learning Materials|learning materials]] and [[Portal:Learning Projects|learning projects]]. Some learning resources are "lessons". Repeating: all lessons, learning activities, learning materials, and educational content belongs on pages of the main Wikiversity namespace. == Main namespace == The main namespace is intended for the educational content of Wikiversity. Pages in the main namespace are given names with NO prefix, for example: [[Cell Biology]]. If you want to add content right now, just create main namespace pages and start typing in your information. If you are concerned about how to ''organize'' Wikiversity content pages, read the rest of the page, below. See [[Wikiversity:Namespaces]] for a description of how the main namespace relates to all the other Wikiversity namespaces. In the future, Wikiversity will have '''many''' learning resources. Wikiversity needs a way to organize learning resources according to a hierarchy of conventional academic topics. To aid in this organization, Wikiversity uses three meta-discussion namespaces: the "School:", "Topic:" and "Portal:" namespaces. These three namespaces serve to organize the efforts of Wikiversity participants while they develop the educational content of Wikiversity in the main namespace. Educational content such as lessons and learning activities '''DOES NOT''' go into pages of the "School:", "Topic:" and "Portal:" namespaces. The "School:", "Topic:" and "Portal:" namespaces help Wikiversity participants organize their efforts. The functions of the "School:", "Topic:" and "Portal:" namespaces are described at: [[Wikiversity:Naming conventions]]. ==See also== *[[Wikiversity:Adding content]] [[Category:Wikiversity]] 2778 12887 2006-08-23T18:09:00Z JWSchmidt 20 link header to Template:Moved page This category provides a list of all the pages that have been marked with [[Template:Main welcome]] or [[Template:Moved page]]. [[Category:Wikiversity]] 2779 11884 2006-08-22T18:46:11Z JWSchmidt 20 {{Template:Main welcome|JWSchmidt}} {{Template:Main welcome|JWSchmidt}} 2780 11889 2006-08-22T18:55:17Z JWSchmidt 20 Please do not delete this page {{Template:Main welcome|JWSchmidt}} 2781 11891 2006-08-22T18:56:31Z JWSchmidt 20 please do not delete this page {{Template:Main welcome|JWSchmidt}} 2784 18265 2006-08-28T00:21:31Z Trevor MacInnis 99 the toc gives that info Hello, and welcome to Wikiversity! This is a guided tour of the place - it gives you a quick summary of: == Who is running the show == For starters, this is Wiki - this means, that it's open essentially to ''anybody''. You can jump right in, and edit any of the pages here as you see fit - but of course, make changes that seem reasonable and make sense. == What we are trying to do == We're trying to build learning materials from the ground up. That means, if you're interested in learning about something, or if you know something and you want to teach someone, this is the place for it. This is a really young project, so how these learning materials will be best presented will be left at your discretion. You are encouraged to look at existing projects and emulate good ideas which will help with the presentation and dissemination of educational materials. The idea is, we want to build online, cohesive, supportive communities around these learning materials. Questions and comments are a valuable, yet often scarce, resource. Please try to leave a visible interaction with the materials and/or the community before you leave. This will assist in making rapid improvement to this very new community based project. Note that our community policy is to [[Wikiversity:Be_bold|edit boldly]]. Experienced participants are ready and willing to help fix mistakes or discuss correct methods at the [[Wikiversity:Colloquium]]. Note that <b>errors</b> in confusing wiki syntax may be easily backed out or avoided by hitting the cancel button on the submittal screen. == Where everything is happening == Take a look at [[Wikiversity:Community Portal]]. == When things need to be done == Since this is a Wiki, there is no "timeline" - you can learn at your own pace, although many learning materials have recommended timelines to help you pace yourself. Things to do: *You can participate in a [[Wikiversity:Learning projects|Learning project]] *You can vote on our [[Wikiversity:Policies|proposed policies]] *You can [[Wikiversity:Adding content|add content]] or [[Wikiversity:Page creation requests|request pages be made.]] *Ask a specific question at the [[Wikiversity:Help_desk]] or [[Wikiversity:Colloquium]] == How you can join, and help us out! == For starters, you can create an account. You can do this, by clicking [[Special:Userlogin|here]]. When you are finished and successfully logged in you can set account preferences or go to your home page or discussion page via tabs along the top or side of your browser screen. The user page is generally used for a little background on you and your current interests. The discussion page is where other users often leave you messages. The typical practice is to click on their signature and go reply at their user page. ==Pop Quiz== {{ABCD | Question = '''Who runs Wikiversity?''' | Atext = The [[Wikiversity:Custodianship|Custodians]] | Btext = [[w:Jimbo Wales|Jimbo Wales]] | Ctext = You | Dtext = Professional Paid Users | Aanswer = Custodians are trusted user who can protect, delete and restore pages. However, they don't offically run Wikiversity. '''Try Again!''' | Banswer = Jimbo Wales may be the head of the [[w:Wikimedia Foundation|Wikimedia Foundation]], but that doesn't mean he runs the projects. '''Try Again!''' | Canswer = '''Correct!''' You better [[Special:Userlogin|get to work]]! | Danswer = Sometimes professional, but never paid. '''Try again!''' }} 2786 13324 2006-08-24T03:25:27Z Messedrocker 35 uncategorized {{uncategorized}} Etiquette and manners Here are some learning materials for modern etiquette and manners. 2787 19735 2006-08-29T03:59:36Z Mirwin 47 link to a self study java course Computer engineering is an interdisciplinary field at the interface between [[computer science]] and [[electrical engineering]]. A self study java course: http://www.duke.edu/~trc7/cps/ 2790 11924 2006-08-22T19:48:36Z Roadrunner 63 === Applications === Linear algebra is crucial for [[Study guide:Quantum Mechanics II|Quantum mechanics II]] === Resources === [http://ocw.mit.edu/OcwWeb/Mathematics/18-06Spring-2005/CourseHome/index.htm MIT Linear Algebra course] 2791 23478 2006-09-04T06:32:31Z 212.107.205.99 /* Active participants */ <center><big>'''Mechanical Engineering'''</big></center> <center>''Part of the [[:School:Engineering|School of Engineering]]''</center> Mechanical engineering is a very broad field that involves the application of physical principles for analysis, design, manufacturing, and maintenance of mechanical systems. It is made up of a number of subdisciplines concerned with the mechanics, kinematics (movement), and energy of physical objects. Practitioners of mechanical engineering, known as mechanical engineers, use principles such as heat, force, and the conservation of mass and energy in contributing to the design of vehicles and aircraft, heating & cooling systems, buildings and bridges, industrial equipment and machinery, and much more. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * '''Moses Omogusii''' * '''Jasmine Stock''' * '''Brian Hujung Romadona''' * '''Vladimir Likhatskiy''' ==School news== * '''August 22, 2006''' - School founded! ==Lessons== Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' 2792 11927 2006-08-22T20:27:03Z Javier Carro 199 +[[Category:Images by copyright status]] [[Category:Images by copyright status]] 2793 13017 2006-08-23T21:32:56Z Guillom 48 modified cat [[Category:Document copyright tags]] [[Category:Document copyright tags]] [[Category:Wikiversity images]] 2794 11970 2006-08-22T22:12:46Z Trevor MacInnis 99 +cat [[Category:Wikiversity|Images]] [[Category:Images]] 2796 11952 2006-08-22T21:40:48Z JWSchmidt 20 Please make responsible use of "user" templates In a learning project like Wikiversity is relevant to know the interests of other users. '''The userboxes''' can be a useful way to introduce yourself to the community. Please make responsible use of these templates to develop the Wikiversity community. Templates that are counter to the educational mission of Wikiversity or otherwise disrupt the community will be deleted. == Involvement of learners == {{NLP}} [[Category:Wikiversity culture]] 2797 11946 2006-08-22T21:34:13Z Javier Carro 199 <div style="float: left; border: solid #6ef7a7 1px; margin: 1px;"> {| cellspacing="0" style="width: 238px; background: #c5fcdc;" | style="width: 45px; height: 45px; background: #6ef7a7; text-align: center; font-size: 10pt;" | '''NLP''' | style="font-size: 8pt; padding: 4pt; line-height: 1.25em;" | This user participates in the learning project '''[[Topic:Computational linguistics|Computational linguistics]]'''.[[Category:Learner of NLP|{{PAGENAME}}]][[Category:Learners|{{PAGENAME}}]] |}</div> <noinclude>[[Category:Learning involvement user templates|NLP]]</noinclude> 2798 11954 2006-08-22T21:48:55Z Trevor MacInnis 99 +cat [[Category:Templates]] 2826 22165 2006-09-01T11:45:21Z JWSchmidt 20 +L The '''MediaWiki Project''' guides participants from introductory [[w:HTML|HTML]] to advanced [[m:MediaWiki|MediaWiki]] hacking.... participants develop new MediaWiki features for the Wikiversity community. ==Project description== Short description. ==Project news== * '''22 August, 2006''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. The MediaWiki Project centers on learning activities for Wikiversity participants that are directed towards the goal of improving the Wikiversity user interface. Learning materials and learning projects can be used by multiple Wikiversity departments. Cooperate with other departments that use the same learning resource. * [[Threaded discussions]] - integration of [[w:Threaded discussion|threaded discussions]] into Wikiversity. * [[Test and Quiz]] - integration of systems for testing into Wikiversity. See: [[m:Quizzes]]. * [[Video discussions]] - integration of [[w:IChat|video chat]] into Wikiversity Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==References== *[http://www.mediawiki.org/wiki/MediaWiki MediaWiki] - MediaWiki.org ===Wikipedia=== *[[w:MediaWiki]] ===Wikibooks=== * [[Wikibooks:Category:Programming]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * [[User:JWSchmidt]] - I know PHP, I want to learn how the MediaWiki software works and how to extend it. (protect individual page sections from editing, add threaded discussions) * [[User:HappyCamper|HappyCamper]] - I'd like to learn how to write useful bots for Wiki projects. [[Category:MediaWiki Project]] 2827 21489 2006-08-30T04:58:42Z TimNelson 352 Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALAU1??1 * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Humanities * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Language Aquisition]] * '''Stream''' [[Portuguese stream]] * '''Level:''' ==Content summary== ==Intended outcome== ==Unit materials== * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: [[My first Portuguese lesson]] * Lesson 2: [[Portuguese Alphabet]] * Lesson 3: [[Portuguese Pronunciation]] * Lesson 4: [[Portuguese Grammar]] * Lesson 5: [[Portuguese Phrases]] * Lesson 6: [[Portuguese Proverbs]] * Lesson 7: [[Portuguese Slang]] * Lesson 8: [[Conversational Portuguese]] ===Assignments=== ==Active participants== {{user|Trevor MacInnis}} [[Category:Language Acquisition|{{PAGENAME}}]] [[Category:Portuguese|{{PAGENAME}}]] 2828 12028 2006-08-22T23:34:48Z JWSchmidt 20 subcategory [[Category:Computer Science]] 2829 12029 2006-08-22T23:35:43Z JWSchmidt 20 subcategory [[Category:Computer Programming]] 2831 12046 2006-08-22T23:49:21Z Jmabel 344 /* Notable strengths of Wikipedia */ ''The following article was originally a copy of the [[Wikipedia:Wikipedia|Wikipedia]] project page [[Wikipedia:Wikipedia:Researching with Wikipedia|Wikipedia:Researching with Wikipedia]]. In this new context, we will probably want to evolve it toward being a more general discussion on encyclopedias as research tools.'' [[Wikipedia:Wikipedia|Wikipedia]] can be a great tool for learning and researching information. However, like all sources, not everything in Wikipedia is accurate, comprehensive, or unbiased. Many of the general rules of thumb for conducting research apply to Wikipedia, including: * Always be wary of any one single source, or of multiple works that derive from a single source. * Where articles have references to external sources (whether online or not) read the references and check whether they really do support what the article says. *Many times, an encyclopedia may not constitute an acceptable source for a research paper. However, because of Wikipedia's unique nature, there are also some rules for conducting research that are special to Wikipedia, and some general rules that do not apply to Wikipedia. ==Notable strengths of Wikipedia== :''Main Wikipedia article: [[Wikipedia:Wikipedia:Why Wikipedia is so great|Wikipedia:Why Wikipedia is so great]]'' Wikipedia has certain advantages over other reference works. Being [[Wikipedia:World Wide Web|web]]-based and having a very large number of active writers and editors, it provides fast coverage of many topics and provides [[Wikipedia:hyperlinking|hyperlinking]], unavailable in slower media. Also, it often provides access to subject matter that is otherwise inaccessible in non-native languages. Since English Wikipedia editors come from all around the world, the relative lack of non-Western topics found in many Western publications is significantly less noticeable on Wikipedia. Wikipedia often produces excellent articles about newsworthy events within days of their occurrence, such as ''[[Wikipedia:11 March 2004 Madrid attacks|11 March 2004 Madrid attacks]]'', ''[[Wikipedia:2004 Indian Ocean earthquake|2004 Indian Ocean earthquake]]'', ''[[Wikipedia:Hurricane Katrina|Hurricane Katrina]]'' or the ''[[Wikipedia:2005 civil unrest in France|2005 civil unrest in France]]''. Similarly, it is one of the few sites on the web even attempting neutral, objective, encyclopedic coverage of popular culture, including [[Wikipedia:Category:Television series|television series]] or [[Wikipedia:Category:Science fiction|science fiction]]. It is also developing across-the-board global coverage of subject areas where for one reason or another existing sources are highly fragmented, including sports such as football (soccer) and golf. In comparison with most other web-based resources, Wikipedia's open approach tremendously increases the chances that any particular factual error or misleading statement will be promptly corrected. As Wikipedia is a collaborative, ongoing project, one may also ask questions of an article's authors. And thanks to its extensive [[Wikipedia:hyperlink|hyperlinks]] usage wiki can be an excellent guide to other related material, both on and off Wiki. ==Notable weaknesses of Wikipedia== :''Main Wikipedia article: [[Wikipedia:Wikipedia:Why Wikipedia is not so great|Wikipedia:Why Wikipedia is not so great]]'' Wikipedia's most dramatic weaknesses are closely associated with its greatest strengths. Wikipedia's radical openness means that any given article may be, at any given moment, in a bad state: for example it could be in the middle of a large edit or it could have been recently vandalized. While blatant vandalism is usually easily spotted and rapidly corrected, Wikipedia is certainly more subject to subtle vandalism than a typical reference work. Also, much as Wikipedia can rapidly produce articles on timely topics, it is also subject to remarkable oversights and omissions. There is no systematic process to make sure that "obviously important" topics are written about, so at any given time Wikipedia may be wildly out of balance in the relative attention paid to two different topics. For example, it is far more likely that the English-language Wikipedia will have at least some material about any given small U.S. village than about a given moderately sized city in sub-Saharan Africa. Another closely related issue is that particular Wikipedia articles (or series of related articles) are liable to be incomplete in ways that would be unusual in a more tightly controlled reference work. Sometimes this is obvious (as with a [[Wikipedia:Wikipedia:Find or fix a stub|stub article]]) but other times it may be subtle: one side of a controversial issue may be excellently presented, while the other is barely mentioned; a portion of someone's life (not always the most notable portion) may be covered in detail, while other aspects may be presented only sketchily or not at all; coverage of a country's history may focus on the incidents that drew international attention, or may simply reflect the interest and expertise of some individual writer. Another problem with a lot of content on Wikipedia is that many contributors do not cite their sources, something that makes it hard for the reader to judge the credibility of what is written. ==Article quality in Wikipedia== :''Main Wikipedia article: [[Wikipedia:Reliability of Wikipedia|Reliability of Wikipedia]] Wikipedia is a [[Wikipedia:wiki|wiki]]—a collaborative, open-source medium. Articles are never "complete and final". Just as human knowledge evolves, so does our wiki coverage of it. Wiki articles are continually edited and improved over time, and in general this results in an upward trend of quality, and a growing consensus over a fair balanced representation of information. It will tend to gain citations, new sections, and so forth. Dubious statements tend to be removed over time, but they may have a long life before they are removed. However, few articles are of encyclopaedic quality from the start. Indeed, many articles commence their lives as partisan drafts, and it may take a long process of discussion, debate and argument, to yield a consensus form. Other articles may, for a while, become caught up in a heavily unbalanced viewpoint, and it can take some time&mdash;months, perhaps&mdash;to restore a balanced consensus. Wikipedia has various processes to reach consensus about an article, including mechanisms to bring in broader participation to controversial articles. The [[Wikipedia:Wikipedia:What is a featured article|''ideal'' Wikipedia article]] is neutral, referenced and encyclopaedic, containing notable, verifiable knowledge. An increasing number of articles reach this standard over time, and many already have. Because this is an open wiki, there is no guarantee that a featured article retains its quality over time, and of course an older featured article does not magically improve as Wikipedia's standards generally rise. As of August 2006, [[Wikipedia:Wikipedia:Former featured articles|19% of onetime feature articles]] either degraded (or failed to rise with the general standards) to the point of losing their featured status. Keep in mind that an encyclopedia is intended to be a ''starting point'' for serious research, not an endpoint. Though many casual inquiries will be satisfied merely by referring to Wikipedia, you will learn more by accessing the print and online resources we reference. Wikipedia encourages you to verify its content by using [[Wikipedia:independent sources|independent sources]]. Wikipedia also invites you to contribute back by fixing any errors you may find, and adding relevant material that will be of interest to future researchers. == Special research considerations concerning Wikipedia == === Use multiple independent sources === Because Wikipedia is licensed under the [[Wikipedia:GFDL|GFDL]], its content is [[Wikipedia:Wikipedia:Mirrors and forks|often reproduced]], especially online. Researchers should be especially careful of the [[Wikipedia:FUTON bias|FUTON bias]] and ensure that a second article appearing to confirm a Wikipedia article is not (for example) simply a copy of an earlier version. === Examine an article's history === :''Main Wikipedia article: [[Wikipedia:Wikipedia:How to read an article history|Wikipedia:How to read an article history]] The process of creating Wikipedia is radically open. As a result, unlike most reference works it is possible that even for a generally excellent and stable article, the latest version at any given moment may be the subject of recent edits which are not of the same quality as the rest of the article. However, unlike most reference works, you can access the [[Wikipedia:Wikipedia:Page history|history of the article]] (previous versions and change comments) and the [[Wikipedia:Wikipedia:Talk pages|discussion]] between the editors who created it. Often, if you have questions about an article or are looking to do in-depth research on a subject, reading the history and talk pages gives you further insight into why the article says what it says and which points of the article (if any) are in dispute and may particularly merit further research. ===Internal links=== Wikipedia breathes new life into one of the initial dreams of the [[Wikipedia:World Wide Web|World Wide Web]]: [[Wikipedia:hyperlinks|hyperlinks]]. Hyperlinks allow Wikipedia authors to link any word or phrase to another Wikipedia article, often providing annotations of great value. Background information to an article no longer needs to be limited or even produced by the author of the article. This method has proved to have major limitations on the [[Wikipedia:Internet|Internet]], because for a variety of reasons links are prone to quickly become obsolete. However, internal links within Wikipedia can be made with confidence, and so Wikipedia serves a web of mutually supporting information. Some articles are probably over-linked with important links liable to be lost like needles in a haystack. Also, someone may have linked a word without looking to see whether it leads to anything useful: you may follow up a link and find nothing more than what you just read, or even find an article on an unrelated meaning of the same word. In general, this problem is less common in the English-language Wikipedia than in Wikipedias in some other languages. === Categories === Wikipedia has had its own [[Wikipedia:Wikipedia:Category|user defined category system]] ([[Wikipedia:folksonomy|folksonomy]]) since the beginning of 2004. The category system is a collaborative categorization system using freely chosen keywords by all contributors to Wikipedia. This feature allows researchers to navigate Wikipedia via categories which can be very useful. However, the current quality of the category system is highly variable. In some topic areas contributors have created detailed and well organised categorisation; in other topic areas categorisation either has not occurred or has been poorly done. In all categorized articles, you should be able to find a list of its categories at the very bottom. === Take advantage of "what links here" === One of the lesser known, but extremely useful techniques for researching with Wikipedia is the effective use of the "[[Wikipedia:Wikipedia:What links here|What links here]]" link which appears on the left side of the screen, as the first item in the box marked "toolbox". This will give you a complete list of other Wikipedia articles which link to the current article. Even if the article you are looking at is a [[Wikipedia:Wikipedia:stub|stub]] &mdash; or, more remarkably, if it is a blank article that has not yet been started &mdash; numerous related articles may be easily accessible through this feature. Sometimes these backward links will show you ways in which the article you started from is incomplete in one area or another. === Take advantage of "printable version" === Another feature of the "toolbox" is the "Printable version". Use it whenever you want to print articles for a printer-friendly version of the article. Browsers, such as [[Wikipedia:Mozilla Firefox|Mozilla Firefox]], that recognize the media print <!-- what is meant by "the media print"?--> will automatically apply the printable version when printing with the default [[MediaWiki:Monobook.css|Monobook]] [[Wikipedia:Cascading Style Sheets|stylesheet]]. === Understand Wikipedia's biases === No good scholar expects any given reference work to be truly unbiased. Instead, one comes to understand the expected bias of a particular work. For example, in looking at the ''[[Wikipedia:1911 Encyclop&aelig;dia Britannica|1911 Encyclop&aelig;dia Britannica]]'', one expects to find some [[Wikipedia:Anglocentrism|Anglocentric]] perspectives and attitudes about race, ethnicity, sex, and sexuality that by today's standards seem [[Wikipedia:prudery|prudish]] and perhaps [[Wikipedia:bigotry|bigoted]]. In using ''[[Wikipedia:Collier's Encyclopedia]]'', one should expect a rather [[Wikipedia:Americentrism|Americentric]] perspective (and probably a lesser degree of scholarship than in ''Britannica'', but a more easily readable style). Unlike some reference works, Wikipedia's biases are inconsistent. Wikipedians come from all over the world and all walks of life. While we strive to have articles fit a [[Wikipedia:Wikipedia:Neutral point of view|neutral point of view]], many articles are not yet there. In fact, two articles on related subjects may have been written by different people and reflect different biases. Even within a single article radically different or conflicting biases may be found. It is also a matter of contention whether certain views are described in a neutral manner. In this respect, Wikipedia is more like a library (or like the [[Wikipedia:World Wide Web]] itself) than like a typical reference work. The mere fact that a book is in the library is no guarantee against bias or misinformation. The same can be said of Wikipedia articles. This does not make libraries (or Wikipedia) useless, it just means that they should be approached differently than one approaches a typical reference work. === Use Wikipedia's social process === :''Main Wikipedia article: [[Wikipedia:Wikipedia:Who writes Wikipedia|Wikipedia:Who writes Wikipedia]], [[Wikipedia:Wikipedia:A researcher's guide to discussion pages|Wikipedia:A researcher's guide to discussion pages]]'' Wikipedia is not just an encyclopedia; it is also an immense community of active contributors, or [[Wikipedia:Wikipedia:Wikipedians|Wikipedians]]. In the history section of each article, you can find out which users contributed what material to an article. In addition, each article has a talk page. If you have questions about the article, asking on its talk page or the talk page of the users who contributed the text will often get your question answered. Then, you and the contributor may update the article to make it clearer for the next researcher. Probably the most general approach to this is to first put your question on the talk page of the appropriate article, then put a note on the talk page of the relevant contributor or contributors calling their attention to your question. Questions like this are often very useful to the refinement of articles. If you have a relevant question that was not answered by the article, there is a fair chance that others will need this information also, and it should be added to the article. In general, you should not expect Wikipedians to contact you by email. Instead, check back to the talk page periodically to see if your question has been answered. We strongly recommend that if you want to participate in the Wikipedia community you [[Wikipedia:Wikipedia:Why create an account?|create a Wikipedia account]] (it's free, you don't need to provide any personal or contact information, and there won't be any spam). If you log in, and if you sign your posts on talk pages with <nowiki>~~~~</nowiki>, that will be saved on the talk page as an account signature and a timestamp. Posting to talk pages with an account is not only a local social norm, but it makes it possible for you to retain your identity across multiple editing sessions, and avoid being confused with others. === Look for comprehensive review === A small number of English-language Wikipedia articles &mdash; most notably, [[Wikipedia:Wikipedia:featured articles|featured articles]] &mdash; have had broad, systematic [[Wikipedia:Wikipedia:Peer review|review]]. These articles usually remain at a high level of quality, but it is possible (although unlikely) that a previously reviewed article may have deteriorated since the time it received that level of attention. [[Wikipedia:Wikipedia:WikiReader|WikiReader]] discusses one of the more ambitious schemes to bring a comparable level of scrutiny to a large number of articles. As of August 2006, there have been no [[Wikipedia:Wikipedia:WikiReader|English-language WikiReaders]] published, although several have been issued in [[Wikipedia:German language|German]], and a number of English-language WikiReaders are in progress. Another proposed approach to formally reviewing more articles can be found at [[Wikipedia:Wikipedia:WikiProject Fact and Reference Check|Wikipedia:WikiProject Fact and Reference Check]]; however, this project is still in its infancy, as is [[Wikipedia:Wikipedia:Forum for Encyclopedic Standards|Wikipedia:Forum for Encyclopedic Standards]]. Despite this shortage of formal review, many articles have had enormous scrutiny. Again, this can often be identified informally by browsing the history and discussion associated with the article. ==Citing Wikipedia== ''Main Wikipedia article: [[Wikipedia:Wikipedia:Citing Wikipedia|Wikipedia:Citing Wikipedia]]'' First you should question the appropriateness of citing any encyclopedia as a source or reference. This is not simply a Wikipedia-specific issue, as most secondary schools and institutions of higher learning do not consider encyclopedias, in general, a proper citable source. Citation of Wikipedia in research papers has been known to result in a grade of F [http://www.theregister.co.uk/2006/05/28/apple_vs_does/] [http://www.theregister.co.uk/2006/06/15/wikipedia_can_damage_your_grades/]. This does not mean Wikipedia is not useful: Wikipedia articles contain many links to newspaper articles, books with [[Wikipedia:ISBN|ISBN]] numbers, radio programming, television shows, Web-based sources, and the like. It will usually be more acceptable to cite those ''original sources'' rather than Wikipedia since it is by nature, a ''secondary source.'' At the same time, simple academic ethics means that you should actually read the work that you cite: if you do not actually have your hands on a book, you should not misleadingly cite it as your source. There are cases where contributions to Wikipedia are considered original and important enough on topics not covered in other works, so as to be considered a primary source. (For example, the article "[[Wikipedia:fuck|fuck]]" was used in a Colorado court of law to illustrate the vernacular use of that term.) Owing to the radical openness of Wikipedia, decisions about referencing articles must be made on an article-by-article basis. If one does choose to cite a Wikipedia article, references should identify a specific version of an article by providing the date and time it was created. This can be found in the edit history of the article. If you decide to cite Wikipedia, remember that its articles are constantly changing: cite exact time, date and version of the article version you are using. [[Wikipedia:Wikipedia:Page history|Page history]] and toolbox "permanent link" features are very useful for finding that information. [[Wikipedia:Wikipedia:Wikipedia as an academic source|Wikipedia:Wikipedia as an academic source]] pages contains examples of academic publications that used Wikipedia as a source. ==See also== * [[Wikipedia:Reliability of Wikipedia|Reliability of Wikipedia]] - assessments of reliability * [[Wikipedia:Wikipedia:Wikipedia in academic studies|Wikipedia:Wikipedia in academic studies]] - list of studies * [[Wikipedia:Wikipedia:Wikipedia as an academic source|Wikipedia:Wikipedia as an academic source]] - list of cited uses * [[Wikipedia:Wikipedia:Academic use|Wikipedia:Academic use]] - considerations for using Wikipedia as an source for academic work (including a mention that some schools object to citing encyclopedias in general and Wikpedia in particular). * [[Wikipedia:Wikipedia:Academic resources|Wikipedia:Academic resources]] - collection of useful resources (links to journals, etc.) * [[Wikipedia:Wikipedia:No original research|Wikipedia:No original research]]/[[Wikipedia:Wikipedia:Verifiability|Wikipedia:Verifiability]] - Wikipedia is not the place to publish new, original research or find research which has not yet been recognized by credible sources * [[Wikipedia:Wikipedia:Reference desk|Wikipedia:Reference desk]] - Wikipedia's help desk, feel free to ask any questions * [[Wikipedia:Wikipedia:Replies to common objections|Wikipedia:Replies to common objections]] * [[Wikipedia:Wikipedia:School and university projects|Wikipedia:School and university projects]] - Wikipedia as a teaching tool * [[Wikipedia:Wikipedia:Why Wikipedia is not so great|Wikipedia:Why Wikipedia is not so great]], [[Wikipedia:Criticism of Wikipedia|Criticism of Wikipedia]] and [[Wikipedia:Wikipedia:Criticisms|Wikipedia:Criticisms]] list some additional issues about Wikipedia (and what we try to do to mitigate them) * [[Wikipedia:Wikipedia:WikiProject Wikidemia|Wikipedia:WikiProject Wikidemia]] - a project dedicated to academic research about Wikipedia *[[Wikipedia:Wikipedia:General disclaimer|Wikipedia:General disclaimer]] *[[Wikipedia:Wikipedia:Risk disclaimer|Wikipedia:Risk disclaimer]]: Use Wikipedia at your own risk. *[[Wikipedia:Wikipedia:Medical disclaimer|Wikipedia:Medical disclaimer]]: Wikipedia does not give medical advice *[[Wikipedia:Wikipedia:Legal disclaimer|Wikipedia:Legal disclaimer]]: Wikipedia does not give legal opinions *[[Wikipedia:Wikipedia:Content disclaimer|Wikipedia:Content disclaimer]]: Wikipedia contains content you may find objectionable; it also contains spoilers *[[Wikipedia:Wikipedia:Patent nonsense|Wikipedia:Patent nonsense]]: At any given time, a Wikipedia article may contain nonsense. *[[Wikipedia:Wikipedia:Vandalism|Wikipedia:Vandalism]]: At any given time, a Wikipedia article may be vandalized. *[[Wikipedia:Wikipedia:Point of view|Wikipedia:Point of view]]: At any given time, a Wikipedia article may not have a neutral point of view. *[[Wikipedia:Wikipedia:Edit war|Wikipedia:Edit war]]: At any given time, a Wikipedia article may be involved in an "edit war". ==External links== * [http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html Evaluating Web Pages: Techniques to Apply & Questions to Ask] from the [[Wikipedia:University of California, Berkeley|University of California, Berkeley]] * [http://www.library.cornell.edu/olinuris/ref/research/skill26.htm Critically Analyzing Information Sources] from [[Wikipedia:Cornell University|Cornell University]] * Roy Rosenzweig, [http://chnm.gmu.edu/resources/essays/d/42 Can History be Open Source? Wikipedia and the Future of the Past], Center for History and New Media. Originally published in ''The Journal of American History'' Volume 93, Number 1 (June, 2006): 117-46. 2832 21706 2006-08-30T19:07:08Z 217.72.60.223 == Basic Types == Every element in OCaml has is associated with a specific ''type''. The consept of types is a very powerfull feature of OCaml, but for now we will just mention some predefined types: * Strings (formal name: <code>string</code> example: <code>"this is a string"</code>) * Integers (formal name: <code>int</code> example: <code>5</code>) * Floats (formal name: <code>float</code> example: <code>11.4</code>) * Booleans / Truth values (formal name: <code>bool</code> example: <code>true</code>) The formal names are what we call the types when we are talking with the OCaml system. == Hello World == Ok, let's see some action: <pre>print_endline "Hello World"</pre> This will print the text "Hello World" on the screen. Why do we write <code>print_endline</code> and not just print? Well, actually there is no thing called just "print" in ocaml, but there is something called <code>print_string</code> (there are <code>print_int</code> and <code>print_float</code> too). The difference is most obvious when we print several things: If we do <code>print_string "hey"</code> followed by <code>print_string "you"</code>, the output will be: <pre>heyyou</pre> While if we do the same thing using <code>print_endline</code> the output would be: <pre>hey you</pre> So when we use <code>print_string</code> every string is printed on the same line right next to each other, while with <code>print_endline</code> every string gets it's own line. <code>print_endline</code> could be read as "print this string and then end the line", so what this really means is that the ''next'' thing we print (regardless of how) will be on a new line, while the current string might or might not be on it's own line depending on if there already is anything there. == Yeah, but how do i make that text actually print something on my screen? == So your not satisfied with just reading what's happening? Want to see it for yourself? :-) You will have to install the OCaml developent environment from here: [[http://caml.inria.fr/ocaml/release.en.html official page]], exactly what you install and how you use it depends on your computer and operating system. At the moment there are two components of interest to us - there's the compiler and the interactive environment. The compiler takes a text file and makes an executable of it that you can run just like any other program, and the interactive environment lets you communicate directly with the system. We will focus at the later as it is more suited for learning and experimenting. === Assignment === * Install the OCaml developement environment * Find out how to get the interactive system up and running Got it running now? Inside the interactive system you will be presented with a ''prompt'' that looks like this: '''#''' . You comunicate with the system by typing things after the prompt followed by <code>;;</code> as well as enter. Hitting enter without the semicolons will let you continue on a new line without "sending" your message to the system. When the system recieves the message it will parse and ''evaluate'' it and answer you with it's version of the message. Lets try something, computers are quite mathematical beings so maybe it would like to talk about maths? Personaly i like the number 5 so lets se what ocaml has to say about it: <pre># 5;; - : int = 5</pre> A bit strange looking answer maybe? <code>int</code> means that the ''type'' of our message was integer, and whats after the <code>=</code> means that the value of our message was <code>5</code>. Not very usefull, no? Lets try something else: <pre># 5 + 2 * 3 - 1;; - : int = 10</pre> So, it can do something usefull after all :-). == So is this some kind of interactive calculator or what? == I is a very powerfull calculator mind you :-). And it is a lot more, but let look at the calculator side of things a bit. Assume we want to now the answer of: "32 - (8 - 7 * 23) + 2 * (8 - 7 * 23)" (don't ask me why '^^). Notice how "8 - 7 * 23" appears two times? Feel lazy? I do, it is such a bother to type the same thing two times i'd do anything to avoid it. Fortunately i don't need to find my own typing-slave, because OCaml will come to my aid: <pre># let a = 8 - 7 * 23 in 32 - a + 2 * a;; - : int = -121</pre> Nifty, isn't it? The important part is: <code>let .. = .. in ...</code> This will let us name an expression for use inside an other expression. We can also save something for later use: <pre># let my_favorite_number = 5;; val my_favorite_number : int = 5</pre> This will let me use the name "my_favorite_number" to refer to 5 anytime. 2834 12056 2006-08-23T00:10:43Z Trevor MacInnis 99 create from Wikipedia article The official '''Portuguese alphabet''' consists of the main letters of the [[Latin alphabet]] minus K, W, and Y: :A, B, C, D, E, F, G, H, I, J, L, M, N, O, P, Q, R, S, T, U, V, X, Z :''See [[Portuguese orthography#Letters|Portuguese Othography]] for the name and pronunciation of each letter, and [[Portuguese phonology|Portuguese Phonology]] for further information on the pronunciation of Portuguese.'' Although not found in vernacular terms, the letters K, W, Y appear in personal names, and in words derived from them. Apart from these letters, Portuguese makes use of the following [[accent mark|accented characters]]: :À, Á, Â, Ã, Ç, É, Ê, Í, Ó, Ô, Õ, Ú, Ü And of the following [[digraph (orthography)|digraphs]]: :[[Ch (digraph)|CH]], GU, [[Lh_%28digraph%29|LH]], [[Nh (digraph)|NH]], [[Ou (digraph)|OU]], QU, RR, SS However, accented letters and digraphs are not counted as separate characters for [[collation]] purposes. ==Portuguese-language typewriters== Typewriters in Portuguese-speaking countries generally have a separate extra key for "Ç", and a [[dead key]] for each diacritic except the cedilla; so that "Á" is obtained by typing first the acute accent, then the letter "A". The same thing happens with computer keyboards, although in some older versions, to type "Ç" one should first type the acute accent and then the letter "C". ==See also== *[[Orthography of Portuguese]] *[[Spelling reforms of Portuguese]] *[[Alphabets derived from the Latin]] [[Category:Portuguese]] 2835 12069 2006-08-23T00:32:50Z 71.230.249.42 great debates in media literacy A review of some of the arguments within the media literacy community. 2836 22590 2006-09-02T15:02:58Z Cormaggio 8 adding Wikiversity the Movie A resource for scholars and others interested in media literacy '''What is Media Literacy?''' '''Why is Media Literacy Important?''' Consider and discuss the following quote: :''"For media production in order to become really emancipatory, it is necessary that the means of production, the media infrastructure, is controlled by the public"'' (Ebersbach & Glaser, 2004, p. 74) '''What does Media Literacy Look Like in K-12 Settings?''' In some schools, teachers believe that block scheduling provides a more conducive environment for the viewing and discussion components of media literacy. '''Intellectual Traditions of Media Literacy''' '''Key Themes and Ideas''' [[Great Debates in Media Literacy]] '''Research on Media Literacy''' ==Activities on Wikiversity== *[[Wikiversity the Movie]] - a proposal to create a video/film about learning on Wikiversity ==Online Resources for Learning More== *PODCASTS: Learn about Reel Vision[http://www.teachingforthefuture.com], the Boston filmmaking group that works with young people (Episode 15) *ORGANIZATIONS: European Centre for Media Literacy [http://ecml.pc.unicatt.it] Alliance for a Media Literate America [http://amlainfo.org] ==References== *Ebersbach, A., Glaser, M. (2004) Towards emancipatory use of a medium: the wiki, International Journal of Information Ethics, Vol. 2, November 2004, pp. 70-77. Available online from: http://www.i-r-i-e.net/issue_2.htm *Hobbs, R. (in press). ''Reading the media: Media literacy in high school English''. New York: Teachers College Press. [[Category:Media literacy]] 2838 12093 2006-08-23T01:03:31Z JWSchmidt 20 /* Ramanujan modular functions */ fix link This Wikiversity learning project allows participants to explore why some physicists have speculated that our universe might have 10 dimensions. =Source= This project started at [[w:Why 10 dimensions?|Wikipedia]]. It needs to be adapted to Wikiversity. ---- In our personal [[wikipedia:human|human]] experiences, we seem to exist in a [[wikipedia:universe|universe]] with three spatial [[wikipedia:dimension|dimension]]s. Some [[wikipedia:physical theory|theories in physics]], including [[wikipedia:string theory|string theory]], include the idea that there are additional spatial dimensions. Such theories suggest that there may be a specific number of spatial dimensions such as 10. The question, "'''Why 10 dimensions'''?" arises from these theories. ==Why 10, 11, or 26 physical dimensions in string theory?== This is one of the questions discussed by [[w:Michio Kaku|Michio Kaku]] in his book ''[[w:Hyperspace (book)|Hyperspace]]''. That book is an attempt to translate the mathematics of [[w:hyperspace theory|hyperspace theory]] into ordinary language that can be understood by a wide audience. This article is devoted to the same goal, leaving the details of the mathematics to the hyperspace theory article. Kaku traces the number of dimensions to [[w:Srinivasa Ramanujan|Srinivasa Ramanujan]]'s [[w:modular form|modular functions]], but this article will start with some fundamentals and work its way into the mathematics. The goal here is to use ordinary language when possible and be careful to clearly define [[w:Jargon|jargon]]istic terms that come to us from the mathematics and physics of hyperspace. ==Foundation: let's be clear what we are talking about== All in one place: short definitions * [[#Spatial dimensions|what are spatial dimensions]]? * [[#String theory|what is string theory]]? * [[#Hyperspace|what is hyperspace]]? * [[#Strings|what is a string]]? * [[#modular functions|what is a modular function]]? * [[#What is the connection between modular functions and string theory?|Modular functions and string theory]] * [[#Ramanujan modular functions|Ramanujan modular functions]] ===Spatial dimensions=== [[w:Macroscopic|Macroscopic]] physical objects such as people are free to move in three different directions, so we conclude that there are three spatial [[w:dimension|dimension]]s. Theoretical physicists have speculated that there might be additional spatial dimensions that escape our notice because they are [[w:Compact_dimension|too small]]. Some theoretical objects like [[w:strings|strings]] are small enough that they would be able to vibrate in the compact dimensions while moving through the familiar three extended dimensions. ===String theory=== String theory is a [[w:Theoretical_physics#Proposed theories|proposed physical theory]]. There are several versions or types of [[w:String theory|string theory]]. Attempts are being made to discover which version of the theory (if any) is in agreement with observations of the physical universe. All string theories include the idea of a [[w:Hyperspace|hyperspace]] of more than three spatial dimensions. The "extra" spatial dimensions are theoretically [[w:Compact dimension|"compact" or "collapsed" dimensions]]. This means that they are not as extended in space as the three familiar spatial dimensions. The collapsed dimensions are too small to observe directly. It is not clear how many collapsed dimensions are required for a string theory that is in best agreement with observations of the physical universe, but mathematical constraints currently favor string theories with 10, 11, or 26 dimensions. ===Hyperspace=== What explanatory power comes from including "extra" [[w:Compact dimension|compact]] dimensions in a physical theory? Since the time of the first written speculations about the possible existence of an [[w:Atom|atom]], a goal of physics has been to understand the fundamental physical components of the universe. Unfortunately, many [[w:subatomic particles|subatomic particles]] (each subject to some combination of the [[w:Fundamental force|four fundamental forces]]) have been observed and so attention has turned to theoretical attempts to describe the diversity of subatomic particles in an elegant physical theory. Why are there so many different particles? Why do they have the physical properties that they are observed to have? Have things always been this way or have the properties of subatomic particle changed since the formation of our universe? Do they continue to change? Some theoretical physicists are exploring the idea that the diversity of subatomic particle can be accounted for in terms of [[w:Spontaneous symmetry breaking|symmetry breaking]]. Maybe under the high energy conditions of the [[w:Big Bang|early universe]] all particles were initially indistinguishable, a condition called [[w:Supersymmetry|supersymmetry]]. As the universe cooled, some spatial dimensions compacted and particles distributed themselves among the available stable energy states provided by three extended spatial dimensions and six or more compact dimensions. This line of reasoning suggests that it might be possible to explain the diversity of subatomic particles and fundamental forces in terms of a theory of how an original hyperspace "broke" into two "parts"; our extended 4 dimensional [[w:Space-time|space-time]] and an "invisible" group of several additional compact spatial dimensions. String theory is a popular hyperspace theory in part because it easily accommodates [[w:Gravity|gravity]] in terms of a [[w:Spin (physics)|spin]]=2 [[w:graviton|graviton]]. ===Strings=== Within string theory, a string is a one-dimensional object. These hypothetical one-dimensional strings are very small, on the order of the [[w:Planck length|Planck length]] (about 1.6 × 10<sup>-35</sup> meters ). String theory explores the implications of strings that are either open (they have free ends) or closed (they form loops and have no free ends). Within string theory, the stable vibrational states of strings are taken to correspond to physical particles like the graviton. When a string moves through spacetime it sweeps out a 2-dimensional surface called a worldsheet. One of the features of string theory that has appeal to physicists is that when particle interactions are thought of in terms of interacting worldsheets it is possible to overcome some of the mathematical problems confronted when considering particles as points. ==Recap before getting to the mathematics== String theory grew out of attempts to find a simple and elegant way to account for the diversity of particles and forces observed in our universe. The starting point was to ''assume'' that there might be a way to account for that diversity in terms of a single fundamental physical entity (string) that can exist in many "vibrational" states. The various allowed vibrational states of string could theoretically account for all the observed particles and forces. Unfortunately, there are many potential string theories and no simple way of finding the one that accounts for the way things are in our universe. <div style="float:right;margin:0 0 1em 1em;">[[Image:Buckfull.jpg|buckminsterfullerene]]</div>One way to make progress is to ''assume'' that our universe arose through a process involving an initial hyperspace with supersymmetry that, upon cooling, underwent a unique process of symmetry breaking. The symmetry breaking process resulted in conventional 4 dimensional extended space-time AND some combination of additional compact dimensions. What can mathematics tell us about how many additional compact dimensions might exist? ===Modular functions=== Modular functions are a subclass of the more general [[w:Modular form|modular form]]s. An example of a modular function is the [[w:Dedekind eta function|Dedekind eta function]], given by the [[w:Infinite product|infinite product]] :<math>e^{\pi iz/12}\prod_{m=1}^\infty \left(1-e^{2\pi imz}\right).</math> Like other modular forms, this function is defined over the [[w:Domain (mathematics)|domain]] of [[w:Complex number|complex number]]s ''z'' = ''x'' + ''iy'' where ''x'' and ''y'' are [[w:Real number|real]] and ''y'' > 0. Remember that for complex numbers ''[[w:Imaginary number|i]]'' is the [[w:Square root|square root]] of &minus;1. In the function, ''e'' is [[w:E (mathematical constant)|Euler's number]] (2.71828....) and <math>\pi</math> is [[w:Pi|pi]] (3.14159....). ===What is the connection between modular functions and string theory?=== Modular functions are used in the mathematical analysis of [[w:Riemann surface|Riemann surface]]s. Riemann surface theory is relevant to describing the behavior of strings as they move through space-time. When strings move they maintain a kind of symmetry called "[[w:Conformal field theory|conformal]] invariance" Conformal invariance (also called "[[w:scale invariance|scale invariance]]") is related to the fact that points on the surface of a string's [[w:World sheet|world sheet]] need not be evaluated in a particular order. As long as all points on the surface are taken into account in any consistent way, the physics should not change. Equations of how strings must behave when moving involve the Ramanujan function. ===Ramanujan modular functions=== <div style="float:right;margin:0 0 1em 1em;">[[Image:Worldsheet.png|Worldsheet]]</div> 1968 "Veneziano model" [[w:Beta function|Euler beta function]] describes the [[w:Strong nuclear force|strong nuclear force]]. When a [[w:Superstring theory|string]] moves in space-time by splitting and recombining (see [[w:World line|worldsheet]] diagram at right), a large number of mathematical identities must be satisfied. These are the identities of [[w:Ramanujan|Ramanujan]]'s [[w:Modular form|modular function]]. The KSV loop diagrams of interacting strings can be described using modular functions. The "Ramanujan function" (an elliptic modular function? satisfies the need for "conformal symmetry") has 24 "modes" that correspond to the physical vibrations of a [[w:Boson|boson]]ic string. When the Ramanujan function is generalized, 24 is replaced by 8 (8 + 2 = 10) for [[w:Fermion|fermion]] strings. ==See also== * [[w:Superstring theory#Number of dimensions|Superstring theory]] * [[w:M-theory|M-theory]] * [[w:M-theory (simplified explanation)|M-theory (simplified explanation)]] ==External links== * [http://doc.cern.ch//archive/electronic/other/ext/ext-2004-121.pdf Why hyperspace?] * [http://doc.cern.ch/archive/electronic/cern/preprints/open/open-2004-037.pdf Examination of Fernando Loup's Macroscopic shortcut article] [[Category:Physics]] 2839 23894 2006-09-04T22:26:38Z Mr Music 809 /* Active participants */ This is a community-wide project to produce a promotional DVD that illustrates and describes Wikiversity. ==Project description== Time frame: burn final DVDs on 15 January, 2007. Content: The DVD will illustrate how the Wikiversity community functions to produce learning resources. The DVD will feature examples of great original Wikiversity content in advance of the end of the 6 month Wikiversity beta period. ==Project news== * '''23 August, 2006''' - Project founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Wikiversity the Movie/Script]] - participants create the [[w:Screenplay|script]] for the movie *[[Machinima movies]] - tutorial - participants make a movie using [[w:Machinima|Machinima]] *[[Wikiversity shorts]] - participants create short (15 to 60 seconds) promotional videos for Wikiversity *[[Wikiversity the Movie/music]] - participants help make the sound track, including original music *[[Wikiversity the Movie/multi-lingual]] - participants make the voice track and any text elements for all the [http://beta.wikiversity.org Wikiversity project languages]. * .. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==References== [Optional section] ===Wikipedia=== *[[w:Machinima|Machinima]] - A method for making the movie *[[w: __Article Name__ ]] ===Wikibooks=== Works in progress - these texts are currently at [[Wikibooks:__Department Name___]]: * [[Wikibooks:__Textbook Name___]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this project, you can list your name here (this can help small projects grow and the participants communicate better; for large projects a list of active participants is not needed). * [[User:JWSchmidt]] - also interested in a version for podcasting ([http://en.wikiversity.org/wiki/User_talk:JWSchmidt#Wikinews_podcasts info about Wikinews podcasts]) * [[User:Cormaggio|Cormaggio]] - this is a fantastic idea - there's so much potential.. * [[User:HappyCamper|HappyCamper]] - yes!! * [[User:Guillom|guillom]] - I have (co-)written several theatre plays (some of which I have also directed and/or played in), so I'd be glad to take part in this project. * [[User:jlguinn|jlguinn]] * '''[[user:Mr Music|Mr Music]]''' <small>''[[user talk:Mr Music|play a note]]''</small> I can help with the soundtrack. [[Category:{{PAGENAME}}| ]] [[Category:Learning projects]] [[Category:Internet Moving Images]] 2840 12117 2006-08-23T01:49:52Z JWSchmidt 20 fix header This category is for all the pages related to '''Wikiversity the Movie'''. [[Category:Wikiversity community projects]] 2841 12119 2006-08-23T01:50:29Z JWSchmidt 20 heading This category is for projects of interest to the entire Wikiversity community. [[Category:Wikiversity]] 2846 15747 2006-08-26T23:30:06Z 4.225.16.14 wikify This page gives a summary of various education topics as they relate to Wikiversity. ==Nature of Education== '''Education''' is the development of individuals' capacity to realize various cultural goods and become a successful member of a society. Formally it encompasses [[w:teaching]] and [[w:learning]] specific [[w:knowledge]], [[w:belief]]s, and [[w:skill]]s. Informally, it is the process of embibing ways of living and knowledge that are taught by parents and other members of the student's culture. **Inquiry and discovery **Collaboration and dialog **Online learning ==Levels of Education== **Preschool through high school **Undergraduate **Graduate **Continuning education ==Wiki Pedagogy== **Learning projects **Diological and critical learning ==Education Communities== ==Education and Service== ==Education Research== **Evaluation **Participation and co-learning **Action research [[Category:Education]] 2847 12144 2006-08-23T02:17:49Z JWSchmidt 20 [[School:Social Sciences]] moved to [[Portal:Social Sciences]]: changing to a portal; includes several schools #REDIRECT [[Portal:Social Sciences]] 2849 23674 2006-09-04T19:09:49Z RobertLutz 226 Nicer link to Wikipedia ===The Law=== [[Wikipedia:Gustav_Robert_Kirchhoff|Kirchhoff's]] Voltage Law states that the sum of the [[voltage]]s around a [[closed circuit path]] must be zero. Mathematically, it is given by :<math>\sum_nv_n = 0</math> For reference, this law is sometimes called '''Kirchhoff's Second Law''', '''Kirchhoff's Loop Rule''', and '''Kirchhoff's Second Rule'''. ===An Example=== [[Image:KVL.png|framed|The sum of all the voltages around the loop is equal to zero. <math>v_4 + v_1 + v_2 + v_3 = 0</math>]] We observe five voltages in the image at right: v<sub>4</sub> across a voltage source, and the four voltages v<sub>1</sub>, v<sub>2</sub>, v<sub>3</sub> and v<sub>5</sub> across the resistors R<sub>1</sub>, R<sub>2</sub>, R<sub>3</sub> and R<sub>5</sub>, respectively. The voltage source and resistors R<sub>1</sub>, R<sub>2</sub> and R<sub>3</sub> comprise a closed circuit path, thus the sum of the voltages v<sub>4</sub>, v<sub>1</sub>, v<sub>2</sub> and v<sub>3</sub> must be zero: :<math>\sum_nv_n = v_4 + v_1 + v_2 + v_3 = 0</math> The resistor R<sub>5</sub> is outside the closed path in question, and thus plays no role in the calculation of Kirchhoff's Voltage Law for this path. (Note that alternate closed paths can be defined which include the resistor R<sub>5</sub>. In these cases, the voltage v<sub>5</sub> across R<sub>5</sub> must be considered in calculating Kirchhoff's Voltage Law.) Now, if we take the point ''d'' in the image as our reference point and arbitrarily set its voltage to zero, we can observe how the voltage changes as we traverse the circuit clockwise. Going from point ''d'' to point ''a'' across the voltage source, we experience a voltage increase of v<sub>4</sub> volts (as the symbol for the voltage source in the image indicates that point ''a'' is at a positive voltage with respect to point ''d''). On travelling from point ''a'' to point ''b'', we cross a resistor. We see clearly from the diagram that, since there is only a single voltage source, current must flow from it's positive terminal to its negative terminal--clockwise around the circuit path. Thus from [[Ohm's Law]], we observe that the voltage drops from point ''a'' to point ''b'' across resistor R<sub>1</sub>. Likewise, the voltage drops across resistors R<sub>2</sub> and R<sub>3</sub>. Having crossed R<sub>2</sub> and R<sub>3</sub>, we arrive back at point ''d'', where our voltage is zero (just as we defined). So we experienced one increase in voltage and three decreases in voltages as we traversed the circuit. The implication from Kirchhoff's Voltage Law is that, in a simple circuit with only one voltage source and any number of resistors, the voltage drop across the resistors is equal to the voltage applied by the voltage source: :<math>v_4 = v_1 + v_2 + v_3</math> Kirchhoff's Voltage Law can easily be extended to circuitry that contains capacitors. ===References=== *[[w:James W. Nilsson|Nilsson, James W.]] and [[w:Susan A. Riedel|Riedel, Susan A.]] ''Electric Circuits (5th ed.).'' Addison-Wesley. (1996). ISBN 020155707X 2850 24231 2006-09-05T19:02:08Z RobertLutz 226 Added reference section. ===The Law=== [[Wikipedia:Gustav_Robert_Kirchhoff|Kirchhoff's]] Current Law states that the sum of the [[current]]s entering a particular point must be zero. Mathematically, it is given by :<math>\sum_ni_n = 0</math> Note that a positive current leaving a point is considered to be a negative current entering that point. For reference, this law is sometimes called '''Kirchhoff's first law''', '''Kirchhoff's point rule''', '''Kirchhoff's junction rule''', and '''Kirchhoff's first rule'''. ===An Example=== [[Image:KCL.png|framed|The total current entering any point is zero. <math>i_1 + i_2 + i_3 + i_4 = 0</math>]] We observe four currents "entering" the junction depicted as the bold black dot in the image at right. Of course, two currents are actually exiting the junction , but for the purposes of circuit analysis it is generally less restrictive to consider what are in actuality positive currents flowing out of a junction to be negative currents flowing into that junction (mathematically the same thing). Doing so allows us to write Kirchhoff's law for this example as: :<math>\sum_ni_n = i_1 + i_2 + i_3 + i_4 = 0</math> It may not be clear at this point why we insist on thinking of negative currents flowing into a junction instead of positive currents flowing out. But note that the image at right privides us with more information that we generally can expect to get when analysing circuits, namely the helpful arrows indicating the direction of current flow. If we don't have such assistance, we generally should not pass judgment on the direction of current flow (i.e., placing a negative sign before our current variable) until we calculate it, lest we confuse ourselves and make mistakes. Nevertheless in this case we have the extra information of directional arrows in the image at right, so we should take advantage of it. We know that currents i<sub>2</sub> and i<sub>3</sub> flow into the junction and the currents i<sub>1</sub> and i<sub>4</sub> flow out. Thus we can write :<math>i_1 + i_4 = i_2 + i_3</math> Kirchhoff's Voltage Law as written is only applicable to steady-state current flow (i.e., no alternating current, no signal transmission). It can be extended to include time-dependent current flow, but that is beyond the scope of this section. ===References=== *[[w:James W. Nilsson|Nilsson, James W.]] and [[w:Susan A. Riedel|Riedel, Susan A.]] ''Electric Circuits (5th ed.).'' Addison-Wesley. (1996). ISBN 020155707X 2851 12168 2006-08-23T02:33:19Z JWSchmidt 20 [[School:Physical Sciences]] moved to [[Portal:Physical Sciences]]: changing to a portal because it contains schools #REDIRECT [[Portal:Physical Sciences]] 2854 12202 2006-08-23T02:54:32Z JWSchmidt 20 link to [[Wikiversity:Scholarly ethics]] See: [[Wikiversity:Scholarly ethics]] [[Category:Wikiversity]] 2855 12205 2006-08-23T02:56:09Z Roadrunner 63 === Resources === http://www.maths.manchester.ac.uk/~kd/PREPRINTS/InfoGeom.pdf - Topics in Information Geometry http://www.mth.kcl.ac.uk/research/finmath/articles/Appl_Info_Geom_IR.pdf - Applications of information geometry to interest rate theory 2856 12398 2006-08-23T05:13:19Z JWSchmidt 20 fix link This category contains all of the largest categories that have an associated portal. These major portals should be listed at [[Wikiversity:Browse]]. [[Category:Wikiversity]] 2859 12233 2006-08-23T03:25:00Z Michael 251 this is only a test this is only a test 2868 24037 2006-09-05T04:46:18Z JWSchmidt 20 spelling Welcome to the '''screensaver project''', an effort to expand the reach and popularity of [[w:List of distributed computing projects|distributed computing projects]]. Wikiversity research is all about letting normal users such as yourself participate in and learn from scholarly research. Don't know what [[w:Protein folding|protein folding]] is? Don't know what [[w:Gravitational radiation|gravitational waves]] are? You can still help in researching them! More appropriately, your computer's screensaver can! ==What is Distributed computing?== Distributed computing is decentralized and parallel computing, using two or more computers communicating over a network to accomplish a common objective or task. Think [[w:Seti@home|Seti@Home]] , only with other research projects. ==How can I help?== Pick a distributed computing project from the list below that interests you, download it, install it, and let your computer run constantly. When the screensaver turns on, the software will begin to process data, periodically returning results and getting more instructions from the project's main server. ==List of Distributed computing projects== *[http://boinc.berkeley.edu/ Berkeley Open Infrastructure for Network Computing] *[http://einstein.phys.uwm.edu/ Einstein@home] *[http://boinc.bakerlab.org/rosetta/ Rosetta@home] *[http://www.grid.org/ Human Proteome Folding Project] *(add more) ==Note== Though it is a Wikiversity research page, all projects are offsite and not affiliated with Wikiversity. This is considered secondary research. The scope of this page is to inform and better coordinate efforts, such as the establishment of offsite teams and promotion. External links can be added to bad sites, though this is normally caught and reversed before any harm is done. Be forewarned. [[Category:Secondary Research]] 2869 21935 2006-08-31T12:42:03Z JWSchmidt 20 more specific category This category lists English speakers. [[Category:User en]] 2871 13272 2006-08-24T02:27:29Z JWSchmidt 20 /* Schools, Divisions and Departments */ Medicine '''It has been proposed that the content of this Portal does not relate to the name "Professions". Please join the [http://en.wikiversity.org/wiki/Portal_talk:Professions discussion].''' This Portal is a large organizational structure which can contain various schools, departments and divisions. The schools, departments and divisions should be listed in the schools departments and divisions section. In general, Portals do not contain many learning resources. A portal can link to some [[Portal:Learning Projects|projects]] that are important for developing [[Portal:Learning Materials|learning resources]] that are related to the topics covered by the portal. ==Schools, Divisions and Departments== Schools, divisions and Departments of this Portal exist on pages in "School:" or "Topic:" namespaces. Start the names of schools with the "School:" prefix. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning meaterials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. *[[School:Business|School of Business]] * accounting * law * nursing * [[School:Medicine|School of Medicine]] * finance * clergy * engineering * ... ===Organizing main namespace content=== '''conceptual maps''':<BR> (conceptual, British) Portal -> Division -> Subject -> Topic -> Lesson<BR> (conceptual, U.S.A.) Portal -> School -> Division -> Department -> Lesson<BR> (Wikiversity [[Wikiversity:Namespaces|namespaces]]) Portal: namespace -> School: namespace -> Topic: namespace -> Lessons in the main namespace (no prefix) ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in developing this portal, you can list your name here (this can help new portals grow and the participants communicate better; for [[w:Portal:History|mature portals]] a list of participants is not needed). * ... ==Portal news== * '''Date founded''' - School founded! [[Category:Professions]] [[Category:Wikiversity portals]] 2877 19141 2006-08-28T14:12:39Z Hypermorphism 285 dep. link <center><i>This is a subdivision of the [[Topic:Pure Math|Division of Pure Mathematics]]</i></center> <hr/> This subdivision is dedicated to bridging the gap between the mathematical layperson and the student who is ready to learn calculus and higher mathematics or to take on any other endeavour that requires an understanding of basic algebra and (at least Euclidean) geometry. ==Subdivision news== * '''Tuesday, August 22, 2006''' - Subdivision founded! ==Departments== * [[Topic:College Algebra]] * [[Topic:Geometry]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this subdivision, you can list your name here (this can help small subdivisions grow and the participants communicate better; for large subdivisions a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 2878 12280 2006-08-23T04:04:43Z JWSchmidt 20 [[Category:Physical Sciences]] The main article in this category is [[Topic:Chemistry|Chemistry]]. [[Category:Physical Sciences]] 2879 23941 2006-09-04T23:09:16Z Trevor MacInnis 99 update with new parser function [http://en.wikiversity.org/w/index.php?title=Test_and_Quiz&action=purge Purge page] [[User:Trevor MacInnis]] came up with this little system, all I did was put the parts together. Still, it only updates every minute. <div class="NavFrame" style="clear:left; text-align: right; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left">1. '''What is {{ #expr: {{CURRENTDAY}}*{{ #time:is}}*{{{seed2|53}}}}} +{{ #expr: {{CURRENTDAY}}*{{ #time:is}}*{{{seed2|52}}} }}?'''</div> <div class="NavContent" style="text-align:left"> {{ #expr: {{CURRENTDAY}}*{{ #time:is}}*{{{seed2|53}}} + {{CURRENTDAY}}*{{{seed2|52}}}*{{ #time:is}} }} </div> </div> <div class="NavEnd">&nbsp;</div> <div class="NavFrame" style="clear:left; text-align: right; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left">2. '''What is {{ #expr: {{CURRENTDAY}}*{{ #time:is}}*{{{seed2|53}}}}} +{{ #expr: {{CURRENTDAY}}*{{ #time:is}}*{{{seed2|52}}} }}?'''</div> <div class="NavContent" style="text-align:left"> {{ #expr: {{CURRENTDAY}}*{{ #time:is}}*{{{seed2|53}}} + {{CURRENTDAY}}*{{{seed2|52}}}*{{ #time:is}} }} </div> </div> <div class="NavEnd">&nbsp;</div> <br clear="all" /> (If someone imports multicolum from wikipedia, this will work--[[User:Rayc]]) '''Which one is C?''' {{MultiCol}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> A</div> <div class="NavContent" style="text-align:left"> Wrong </div> </div> <div class="NavEnd">&nbsp;</div> {{ColBreak}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> B</div> <div class="NavContent" style="text-align:left"> Wrong </div> </div> <div class="NavEnd">&nbsp;</div> {{ColBreak}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> C</div> <div class="NavContent" style="text-align:left"> Right - you win a WikiCookie! :-) </div> </div> <div class="NavEnd">&nbsp;</div> {{ColBreak}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> D</div> <div class="NavContent" style="text-align:left"> Wrong </div> </div> <div class="NavEnd">&nbsp;</div> {{EndMultiCol}} {{ABCD | Question = Question goes here | Atext = A text goes here | Btext = B text goes here | Ctext = C text goes here | Dtext = D text goes here | Aanswer = Answer for A goes here | Banswer = Answer for B goes here | Canswer = Answer for C goes here | Danswer = Answer for D goes here }} <div style="background: #F9F9F9; font-size: 90%; border: 1px solid #E9E9E9; margin: 0 0 1em 0; padding: 0.3em 1em; text-align: left;"> [[Image:Geographylogo.png|20px|]] '''[[Test and Quiz]]''' – {{ #ifexist: {{{1}}}/En | <span lang="en">[[{{{1}}}/En|English]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/De | <span lang="de">[[{{{1}}}/De|Deutsch]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Es | <span lang="es">[[{{{1}}}/Es|Español]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Eo | <span lang="eo">[[{{{1}}}/Eo|Esperanto]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Fi | <span lang="fi">[[{{{1}}}/Fi|Suomi]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Fr | <span lang="fr">[[{{{1}}}/Fr|Français]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/It | <span lang="it">[[{{{1}}}/It|Italiano]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/He | <span lang="he">[[{{{1}}}/He|עברית]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Ja | <span lang="ja">[[{{{1}}}/Ja|日本語]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Ko | <span lang="ko">[[{{{1}}}/Ko|한국어]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/No | <span lang="no">[[{{{1}}}/No|Norsk nynorsk]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Pl | <span lang="pl">[[{{{1}}}/Pl|Polski]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Pt | <span lang="pt">[[{{{1}}}/Pt|Português]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Ru | <span lang="ru">[[{{{1}}}/Ru|Русский]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Sq | <span lang="sq">[[{{{1}}}/Sq|Shqip]]</span> &nbsp;·&nbsp; }}{{ #ifexist: {{{1}}}/Zh | <span lang="zh">[[{{{1}}}/Zh|中文]]</span> &nbsp;·&nbsp; }} </div> <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > test </div> -on betat this gives buttons... 2880 19022 2006-08-28T11:40:48Z TimNelson 352 Doesn't belong in Topic namespace #REDIRECT [[Brazilian Portuguese]] 2882 12304 2006-08-23T04:21:30Z JWSchmidt 20 [[School:Life Sciences]] moved to [[Portal:Life Sciences]]: making it a portal so that it can contain schools #REDIRECT [[Portal:Life Sciences]] 2884 12317 2006-08-23T04:27:10Z Smithgrrl 186 The School of Foreign Language Learning aims to present learners at all levels with audio-visual materials to assist them in acquiring writing, speaking, and listening mastery of the target langauge. L'ecole de langues entreprend de vous aider a apprendre la langue qui vous interesse. Die Sprachschule der Wikiversitaet will Dir helfen, eine Fremdsprache zu lernen. 2886 12328 2006-08-23T04:34:53Z JWSchmidt 20 subcategory [[Category:Categories]] 2887 12334 2006-08-23T04:37:28Z JWSchmidt 20 [[School:Humanities]] moved to [[Portal:Humanities]]: change to a portal so that it can contain schools #REDIRECT [[Portal:Humanities]] 2889 12344 2006-08-23T04:39:33Z JWSchmidt 20 [[Topic:Law]] moved to [[School:Law]]: Humanities is now a portal #REDIRECT [[School:Law]] 2891 12355 2006-08-23T04:46:35Z JWSchmidt 20 [[School:Interdisciplinary Studies]] moved to [[Portal:Interdisciplinary Studies]]: Wikiversity should come to have many Interdisciplinary Studies; making room. #REDIRECT [[Portal:Interdisciplinary Studies]] 2892 12366 2006-08-23T04:54:19Z JWSchmidt 20 [[Category:Social Sciences]] [[Category:Social Sciences]] 2893 12583 2006-08-23T11:06:38Z Mirwin 47 Query the engineers when you want a real answer. Portal for Engineering Discussions This is a place for pickup discussions regarding engineering. Question and answer, imagineering, requirements analysis, specific technical problems,etc. Any discussion related to engineering is appropriate and since this page is FDL'ed may easily be ported into appropriate lessons or other places in the Wikiversity Engineering databases. Anybody know how to fix Windows XP to work with Adobe PDF reader version 6 or 7 without a complete reinstall? [[User:Mirwin|Mirwin]] 11:06, 23 August 2006 (UTC) [[Category:Portal]] [[Category:Engineering Discussions]] 2895 12376 2006-08-23T05:00:27Z Hypermorphism 285 ==Department description== The goal of the department of college algebra is to formalize the algebra that a student may or may not have learned in a previous school or for those coming back to mathematics after an extended absence so that they can confidently apply that algebra to other university-level courses. This is the introductory point for a prospective math or science student with a high school education. ==Department news== * '''Monday, August 21, 2006''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! *[[College Algebra]] ==Offsite Learning Materials== *[http://www.tpub.com/math1/index.htm Introduction to Mathematics and Algebra] *[http://www.cut-the-knot.org Cut-the-Knot: Interactive Mathematics Miscellany and Puzzles] ==Recommended Reading Material== The following books contain motivational works by mathematicians that put mathematics into context or exercises that illuminate the study of mathematics that are accessible to someone with a high school education. While this site provides a supportive community of peers and teachers, nothing beats having a well-organized and well-written text that you can carry around and study anywhere to learn from. *[[w:Ian Stewart|Stewart, Ian]]. (2006). ''Letters to a Young Mathematician'' Perseus Books Group. ISBN 0465082319 *[[w:Ian Stewart|Stewart, Ian]]. (1995). ''Concepts of Modern Mathematics'' Dover Publications. ISBN 0486284247 *[[w:Richard Courant|Courant, Richard]]. (1996). ''What Is Mathematics?: An Elementary Approach to Ideas and Methods'' Oxford University Press. ISBN 0195105192 ===Wikipedia=== *[[w:Algebra]] ===Wikibooks=== Works in progress: * [[Wikibooks:Algebra]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 2896 12379 2006-08-23T05:01:21Z Mirwin 47 fix typo [[Ohm's Law]] 2898 21919 2006-08-31T12:19:32Z JWSchmidt 20 [[Category:Discussions]] [[Category:Engineering]] [[Category:Discussions]] 2899 12417 2006-08-23T05:33:50Z JWSchmidt 20 [[School:Practical Arts and Sciences]] moved to [[Portal:Practical Arts and Sciences]]: Make this a portal so that it can contain schools #REDIRECT [[Portal:Practical Arts and Sciences]] 2901 12436 2006-08-23T06:04:07Z Michael 251 2902 12449 2006-08-23T06:41:36Z Messedrocker 35 starting off ==2006== * '''[[Wikiversity:Colloquium/archives/August 2006|August 2006]]''' 2903 14811 2006-08-26T04:33:42Z Messedrocker 35 adding more to the archive =15 August 2006= == Administrators == Request [[Wikiversity:Administrators|administrator]] action for protecting and deleting pages and blocking vandals at: [[Wikiversity:Request administrator action|Request administrator action]]. One thing we need to do for now is to nominate some sysops/admins who can start putting this site together (and monitor it from an early flood of vandalism). Apparently we need to set up an RfA-type process - we can do so here temporarily (or you can move it to a page of its own, if you like). I would like to nominate the following for a start: *[[User:JWSchmidt|JWSchmidt]] (admin on en.Wikipedia) *Robert Scott Horning (admin on en.Wikibooks) [[User:Cormaggio|Cormaggio]] 13:56, 15 August 2006 (UTC) :I accept the nomination, at least on a temporatry basis. I'm going to make a formal request for temporary adminship on meta from the stewards (and ask for bureaucrat status as well for the time being) so we can get some stuff put together. --[[User:Robert Horning|Robert Horning]] 14:08, 15 August 2006 (UTC) :I'd like to volunteer. As to my credentials, I'm active on the English and German Wikipedia ([http://tools.wikimedia.de/~interiot/cgi-bin/count_edits?user=sebmol&dbname=dewiki_p about 9,100 edits]), Wikisource (de), Commons and Meta. I also run the Mediawiki-installation we use in the office and have written numerous extensions for it so I have a lot of the experience with some of the behind-the-scenes-features, template programming, mediawiki-messages, user rights, etc. I've also started the template and category projects on German Wikipedia. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 15:03, 15 August 2006 (UTC) :I'll help as an admin if needed. I'm an admin on en:wp. --[[User:Fang Aili|Fang Aili]] 15:49, 15 August 2006 (UTC) :I'd like to be an admin. I plan on being very active in this project. [[User:Masterhomer|Masterhomer]] 06:33, 18 August 2006 (UTC) :I am willing to have my history of wiki behavior be evaluated so that the community can decide if I can be trusted to be protecting and deleting pages and blocking vandals at the English language Wikiversity. I am an administrator on the English Wikipedia. --[[User:JWSchmidt|JWSchmidt]] 16:00, 15 August 2006 (UTC) :I'll help admin if needed, based on much experience facilitating academic and media projects outside the sphere of wikimedia. [[User:Doug|Doug]] 19:56, 15 August 2006 (UTC) I've created [[Wikiversity:Administrators]]. List yourself if you are one. Cheers. --[[User:Fang Aili|Fang Aili]] <sup>[[User talk:Fang Aili|talk]]</sup> 17:58, 15 August 2006 (UTC) :Thanks for doing that. What do you mean by the heading "group"? -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 18:21, 15 August 2006 (UTC) ::I copied it from [http://en.wiktionary.org/wiki/Wiktionary:Administrators/List_of_administrators Wiktionary]. They use "group" for extra designations like "steward" or "bureucrat". We may or may not find all the columns useful. --[[User:Fang Aili|Fang Aili]] <sup>[[User talk:Fang Aili|talk]]</sup> 19:02, 15 August 2006 (UTC) ==Communication== There's an [[Wikiversity:Chat|iRC channel]] at [irc://irc.freenode.net/wikiversity-en #wikiversity-en](on Freenode) for anyone who's interested. We'll need a mailing list soon also - this was requested months ago, but still isn't set up. [[User:Cormaggio|Cormaggio]] 14:15, 15 August 2006 (UTC) :I signed up for a wikiversity mailing list today so I gather it does exist. [[User:Sebmol|Sebmol]] 14:52, 15 August 2006 (UTC) :Never mind, it's the German one. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 14:58, 15 August 2006 (UTC) :I was looking for a mailing list too. --[[User:Fang Aili|Fang Aili]] 15:37, 15 August 2006 (UTC) :I thought that there was a mailing list for Wikiversity, as this discussion came up on textbook-l a few months ago. I can't find what happened, although I know a formal request to Brion was made, and I seem to recall that the mailing list was set up. I can't find it, however. --[[User:Robert Horning|Robert Horning]] 17:53, 15 August 2006 (UTC) The mailing list has just been created, and is [http://mail.wikimedia.org/mailman/listinfo/wikiversity-l found here] as Wikiversity-l. --[[User:Robert Horning|Robert Horning]] 21:22, 15 August 2006 (UTC) ==Wikibooks pages== So are all the pages on Wikibooks being moved here? How is that all working? --[[User:Fang Aili|Fang Aili]] 15:55, 15 August 2006 (UTC) :That will be a long process, and unfortuantely mostly manual at the moment, although there are some aspects that can be automated. I hope it doesn't take too long, and that Wikibooks regulars won't try to fight us here too much. --[[User:Robert Horning|Robert Horning]] 17:21, 15 August 2006 (UTC) ::Besides the pages from wikibooks, is there any training materials that will be developed here? --[[User:Smalltalkman|Smalltalkman]] 17:29, 15 August 2006 (UTC) :::Hopefully there will be all kinds of materials developed, if I understand the project correctly. --[[User:Fang Aili|Fang Aili]] <sup>[[User talk:Fang Aili|talk]]</sup> 17:41, 15 August 2006 (UTC) ::::Yes, absolutely - training materials are most welcome. Wikiversity aims to be immediately practical to its users, both learners and educators. [[User:Cormaggio|Cormaggio]] 06:27, 16 August 2006 (UTC) :Transwiki-Import from Wikibooks and Meta has been enabled. The import feature allows importing pages with complete version history. Therefore, '''Please do not copy and paste any more pages from Wikibooks'''. If you want to move a Wikiversity page from Wikibooks or Meta, please list it on [[Wikiversity:Import]]. An Admin will take care of the import as soon as possible and notify you afterwards. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 10:29, 16 August 2006 (UTC) :P.S. I'm going to delete all pages copied from Wikibooks and Meta and reimport them through the import feature. This may take a while so I appreciate your patience. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 10:30, 16 August 2006 (UTC) ::Is there a detailed procedure somewhere for admins new to the transwiki? First person to find it put the link here please and/or a link to Wikiversity's Custodian inbriefing. Probably another tailoring opportunity, anyone undertaking it could put a link to it here so we do not get three or four by mistake ... although merging would probably improve it rapidly. Waste not want not. 8) [[User:Mirwin|Mirwin]] 23:14, 19 August 2006 (UTC) =16 August 2006= ==Adding content== I think we need to help out people who are coming in to Wikiversity who would like to help out or add content. I've started a page at [[Wikiversity:Adding content]] - it needs continuing. [[User:Cormaggio|Cormaggio]] 06:42, 16 August 2006 (UTC) :Great idea. I will check it out. 8) [[User:Mirwin|Mirwin]] 11:01, 16 August 2006 (UTC) == Templates == We need to tailor and transfer some of the more useful templates from various projects like Wikipedia and Wikibooks. A great example is the user template that identifies user pages and there origin. [[User:Mirwin|Mirwin]] 11:01, 16 August 2006 (UTC) :You're talking about Babel, right? I was planning on importing that later today. However, I think we should from the start have a common understanding on other "user boxes". -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 11:18, 16 August 2006 (UTC) ::I am not sure what provides the capability. This tag /* {{userpage}} */ is placed at the bottom and a fully explanatory note of the origin of the page is autogenerated so if it is posted elsewhere online people know it is in error. [[User:Mirwin|Mirwin]] 11:32, 16 August 2006 (UTC) :::Well, I brough {{tl|Userpage}} over, so it should be good to go.--[[User:Digitalme|digital_me]]<sup>[[User_talk:Digitalme|talk]]</sup> 14:21, 16 August 2006 (UTC) == Import == The import feature has been enabled so pages can be moved from meta and wikibooks with their change history. Please list pages you want to have moved at [[Wikiversity:Import]] as, for security reasons, this feature is only accessible to admins. '''Please do not copy and paste any pages from meta or wikibooks.''' -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 11:25, 16 August 2006 (UTC) == The Grand Proposed Agenda of Getting Stuff Done == Well, someone had to propose it! ;) I'll be using [[Wikiversity:Browse]] as a reference point here &mdash; be sure to load it up in addition to this page so you'll understand what I'm talking about. The large titles that head each section would be categories. All the schools (the links underneath the large titles) of their respective discipline would be included in these categories. Each school would also get its own category, in which the portal itself as well as all relevant pages are categorized in. Each school would have two types of pages: lessons and research projects. Lessons would be independent pages in the main namespace; although subpages may be appropriate in some cases (that shouldn't happen often). Then comes the second type of page: the research projects. These would be in the main namespace, too, however multiple pages of a research project would have to be subpages of the main one. Research projects would be useful for at least one of two things: developing lessons and original research. However, before it can be considered acceptable, a peer review will be done on all the information to make sure it is accurate and can be verified with evidence. Once it's approved, the article is protected from editing and now the conclusions can be used to make Wikiversity lessons, or, even cooler, as a reference in a Wikipedia article. The typical school page would give a short description of the topic at the beginning, then a list of advisors. These advisors should typically know what they're talking about, and becoming one is as easy as adding your name to the list. These advisors could maintain lesson pages, answer people's questions, and generally be figureheads (not that these heads would have power more than they'd have a figure). Then the latest school news, and then the list the pages. That's basically a summary. If there's anything I left out, let me know. If there's anything you want me to explain or clarify, let me know. Tell me what you think. [[User:Messedrocker|Messedrocker]] 13:07, 16 August 2006 (UTC) : Addendum: While the research projects can be based on original research, they can also be based on scholarly research (involving sources). [[User:Messedrocker|Messedrocker]] 14:01, 16 August 2006 (UTC) ::I think maybe we should go slow on protecting pages in the main wikispace. Many issues need to be resolved satisfactorily before we can have any large credibility with peer reviewed journal articles. How is peerage established. How is the article updated consistently with new evidence or findings as they become available. Protected status implies gatekeepers. How are gatekeepers chosen and validated. When has enough participation arrived we are confident we have adequate expertise and oversight of "frozen" or "published" articles. Further, large numbers of frozen pages toss away the primary strength of our wikimedia format ... bold editing serene in the knowledge that colleagues (fellow <b>wiklars</b> at any level who spot errors may repair them immediately while placing explanation on discussion pages. Perhaps peer reviewed articles of adequate quality could be placed a separate namespace (say journal articles) and linked to from the primary authors user pages in both directions. These could still be used as citations like any other online article but would not clutter the primary wikiversity namespace. [[User:Mirwin|Mirwin]] 19:44, 16 August 2006 (UTC) ::How would "research projects" be organised? As parts of schools? As independent projects? --[[User:SB Johnny|SB Johnny]] 20:09, 16 August 2006 (UTC) ::: All projects and lessons would be individual/independent nodes which are categorized by school. This way, multiple schools can be involved in certain projects/lessons and if we re-do the infrastructure in the future, we don't have to worry about constant re-naming. [[User:Messedrocker|Messedrocker]] 20:38, 16 August 2006 (UTC) ::::So how/where does one propose a project? --[[User:SB Johnny|SB Johnny]] 21:10, 16 August 2006 (UTC) :::::Never been done so you could be a pioneer. [[WV:BOLD|Be bold]] and just do it :) -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 21:11, 16 August 2006 (UTC) :::::Until we have a [[Portal:Research|research portal]] and associated support pages you can add research-oriented projects at [[Wikiversity:Learning projects]]. == Participant knowledge base and other ideas == So, is wikiversity going to assume that everyone knows what they are doing and if not we can just revert them, or is it going to have some sort of system to figure out who knows what? At the very least, we should set up some "university student in field XXXX" categories to help recruit people into wikischools. Second note, I am still waiting the for some non-traditional school creations, like "how to play yu-gi-oh" or "the history of star trek" to see how participants will react.--[[User:Rayc|Rayc]] 15:27, 16 August 2006 (UTC) :I hope Wikiversity can become known for its support of learners who are interested in "serious" topics of study. I also think Wikiversity should be open to scholarly study of just about any topic. (exceptions would be anything that disrupts the community including anything that is illegal or against Wikimedia or Wikiversity policy) If we allow young learners (or just the young-at-heart) to follow their interests (such as "how to play yu-gi-oh") and if we try to teach them how to be scholarly learners, they will gracefully grow into life-long learners who move on to more serious topics. Every school should have a playground. Learning should build on play. --[[User:JWSchmidt|JWSchmidt]] 15:43, 16 August 2006 (UTC) ::I agree totally with JW's paragraph above. I also think we can and should assume good faith but caution all users to engage their critical thinking skills. Errors will be made and caught, confusion and debate will occur, each wikiversity scholar (<b>wiklar</b>) must evaluate for themselves, until agreement or understanding arrives. Greater participation should lead to greater accuracy overall but specific errors will still occur until caught by participants. Regarding intentional malefactors. As per PT Barnum??? Approximately: "You can fool some of the people most of the time and most of the people some of the time but not all of the people all of the time." Wikiversity should not (at least for a while) be a place where answers are sought uncritically. Perhaps after some multitudes arrive with sufficient expertise and participation; we can establish some tentative best truths or reliable data that can be published (effectively peer reviewed, polished, and reliably controlled for accuracy) and used as reference data by those unwilling or incapable of following the reasoning and deciding for themselves. But not initially. For the moment let's concentrate on effective learning processes and useful free learning materials. [[User:Mirwin|Mirwin]] 20:39, 16 August 2006 (UTC) :::All good points.--[[User:Rayc|Rayc]] 22:35, 16 August 2006 (UTC) == Policies == At [[Wikiversity:Policies]], a first set of policies has been proposed. Your comments and vote are greatly appreciated. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 18:33, 16 August 2006 (UTC) == I'm confused == I'm not quite satisfied with how the organization and labelling of pages currently are... who would chase after me with a [[:w:flail (weapon)|flail]] if I attempted to re-organize some things? How I can get to work once the transwiki process is complete? If I were to try re-organizing, I'd try to change as little as possible. [[User:Messedrocker|Messedrocker]] 04:38, 16 August 2006 (UTC) :Well, everything can be undone, as you obviously know, so I wouldn't worry ''too'' much. However, if you have a major plan on how to structure Wikiversity's pages, maybe you could make a page about it and let us know where that is? [[User:Cormaggio|Cormaggio]] 06:42, 16 August 2006 (UTC) ::Is page moving along with edit history preservation available to standard users? If not, it would be nice if [[user:Messedrocker]] had appropriate en.wikiversity.org administrator priveleges before undertaking a massive overhaul. A lot of the early edit history was lost at Wikipedia by inappropriate moving between article titles before the move capability became standard and reliable. [[User:Mirwin|Mirwin]] 04:39, 18 August 2006 (UTC) :::I think there is a minimum number of edits and time before you are able to move pages, but otherwise yes, any registered user can do a page move. If you want to move pages from Meta or Wikibooks, you need to make a request at [[Wikiversity:Import]], but even that will move the pages with the full history intact. Kinda cool in that regard, as I havn't had that ability on Wikibooks. The import is still a little buggy, but it seems to be working well enough that the minor problems can be fixed manually. --[[User:Robert Horning|Robert Horning]] 04:48, 18 August 2006 (UTC) == Departments or schools or other name? == On the [[Wikiversity:Browse]] page, links are being made to specific topic pages renamed starting with "schools:". Someone made the point somewhere yesterday that main groupings of subject areas could be called "schools" and specific topics called "departments." I prefer subject area and subject or topic, but schools is fine for large groups. Specific topics like Physics or Linguistics could be called a department or something else or nothing at all, not a school. At this time, along with dropping titles like "dean", I think the whole school/department naming convention could be dropped in favor of area/topic or some other flexible or even minimal nomenclature. Perhaps an extensive collaborative think through of structure and naming, considering different models, is needed at this time. It might be best if issues of naming and structure are not arbitrarily decided based on whoever gets in the most edits early on. What do you think? --[[User:Doug|Doug]] 14:37, 16 August 2006 (UTC) : Schools are what's linked to from [[Wikiversity:Browse]] &mdash; the larger groupings are topics or disciplines or departments or something. [[User:Messedrocker|Messedrocker]] 14:41, 16 August 2006 (UTC) :: Yes, the point that is being raised is to label [[Wikiversity:Browse]] subjects as something other than "schools" and to avoid such organizational structural labels, such by using "subject area" instead of "school" and "subject" instead of "department". If labels are necessary, "subject" and "topic" work better, being more flexible and perhaps may be less alienating for collaborative, nontraditional, and/ or independent learners. [[User:Doug|Doug]] 15:00, 16 August 2006 (UTC) :::[[User:JWSchmidt|JWSchmidt]] is pushing for ''Portals'' to be used instead of schools - the more I think about it, the more I think he has a point. Basically, all we are doing here is finding a structuring system that works for all types of material (remember, all levels, not just university..) [[User:Cormaggio|Cormaggio]] 15:21, 16 August 2006 (UTC) ::::I have no objections to using the School namespace. I think we should also have a portal namespace so that we can create portals that do not fit into conventional academic schools. --[[User:JWSchmidt|JWSchmidt]] 15:33, 16 August 2006 (UTC) ::::Right, on the other hand there's something to be said about familiarity. What do we want to see users spend their time: Figuring out how Wikiversity is organized or quickly finding the content? <exaggerate>Maybe I'm too pragmatic but I'd rather go with established terminology than starting a language revolution.</exaggerate> -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 15:35, 16 August 2006 (UTC) "I'd rather go with established terminology than starting a language revolution" <-- I do not know what that means. I hope it does not mean that Wikiversity will only categorize topics according the the system used in conventional bricks-and-mortar educational institutions. This is a wiki. --[[User:JWSchmidt|JWSchmidt]] 15:46, 16 August 2006 (UTC) :No, of course it doesn't mean that. We should strike a balance between familiarity/usability and innovation. If we talk about the actual category:-Categorization, thankfully it's so flexible that multiple methods of classification could be employed. Basically, I just want to make sure that average users spend only very little time figuring out how Wikiversity works and a lot of time getting actual value from the project through research and learning materials, collaboration, etc. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 16:05, 16 August 2006 (UTC) The conventional "school" structure will always be needed for people who come to Wikiversity from the world of conventional education. A portal system will be useful to Wikiversity participants who are ready to think outside of the box. The Wikiversity e-learning model is not conventional and we need to find ways of letting Wikiversity grow in natural ways that are not constrained by systems that are appropriate for conventional educational institutions. I think it would be constructive to have portals for general topics such as "Wikipedia learning activities" and "Learning materials". These two are the two main components of the [[Wikiversity:Wikiversity project proposal|Wikiversity project proposal]] and they each should have a portal that explains these fundamental elements of Wikiversity. The third portal I would like to see is a portal for research that would be concerned with the role of research in Wikiversity. We should have a "portal" namespace for portals that do not fit into the "school" namespace. If we don't, they will just be created within the "wikiversity" namespace or the main namespace. I think we can learn from the experience of Wikipedia that a portal namespace is very popular with wiki community members because it allows special interest communities to self-organize. That is the wiki way, even if it seems chaotic. --[[User:JWSchmidt|JWSchmidt]] 16:33, 16 August 2006 (UTC) :Agreed. I can ask Brion whenever he comes around to add a Portal namespace. It's a wiki, nothing has to be perfect. If School: doesn't work out, no harm will be done either, as long as we get going, we have good content and people are enjoying themselves here as learners, writers, admins, or whatever other roles there are. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 16:40, 16 August 2006 (UTC) '''A Current Problem with usage of School''': There is a conflict in usage on the main page and the browse page. "School" is used on the main page to refer to such areas as "Humanities" and "Life Sciences." This is the traditional usage though "Subject Area" would be better. On the browser page, "school" is used to refer to an array of sometimes narrow subject topics which in traditional usage are called "subjects," "subject areas" or "departments" - not schools. The usage of "school" on the browser page might seem confusing or odd to traditional academics. "Department" or preferably "Subject" would be better. So... '''I suggest using "Subject" (not "school")''' or another more open content-related term, if a traditional topic-oriented namespace is needed. It is a less structural term -- more open. While allowing traditional topic structure, "subject" seems somehow more in the spirt of the free culture movement, having more open boundaries, serving the freeing of information and its production. Portals are an additional good idea.--[[User:Doug|Doug]] 16:59, 16 August 2006 (UTC) :Further: Another issue is that the use of the term "School" moves in the direction of reifying the topic categories. Some of the most interesting learning is interdisciplinary. Inter-subject movement and creating new hybrid subjects and renaming subjects is congnatively easier than creating new schools, which invite institutionalization rather than dialog and exploration. I think we should avoid at the start terms which have an institutional ring. [[User:Doug|Doug]] 17:03, 16 August 2006 (UTC) ::I think we should allow multiple indexing schemes accessible from the main page. Some people will prefer a traditional hiearchy closely aligned with existing brick and mortar organizations while others will prefer more topical approachs and yet other indexing schemes (Dewey Decimal anyone?) might be devised or implemented by future arrivals. I fail to see why any widely useful indexing scheme should be arbitrarily dismissed if sufficient volunteer effort arrives to create and maintain it. This should be self controlling with the more popular schemes better maintained. [[User:Mirwin|Mirwin]] 19:50, 16 August 2006 (UTC) ::: That's precisely why I want lessons and the like to be individual and independent of other pages &mdash; so that they can be categorized as much as possible. [[User:Messedrocker|Messedrocker]] 21:35, 16 August 2006 (UTC) :::Mirwin, While I like the idea of using multiple indexing methods, I think, at the start of a new project in a new medium, it could be helpful to use basic organizing terms that bring less institutional/historical baggage than more. For the hierarchical model which uses "school" as a name space, I think another term could be found that is more flexible and open to interpretation. However, I'm still reflecting on this. If "school" stays in that context, perhaps it will work well. [[User:Doug|Doug]] 01:59, 20 August 2006 (UTC) ::I think there's still use for schools as means to organize our work. We now also have a ''Topic:'' namespace and a ''Portal:'' namespace. -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 21:22, 16 August 2006 (UTC) So I'm thinking that we should keep the School organization plan I was thinking of, and the Topic and Portal namespaces can be for two other plans? [[User:Messedrocker|Messedrocker]] 21:35, 16 August 2006 (UTC) :Wikiversity's [http://en.wikiversity.org/w/index.php?title=Special%3AAllpages&from=&namespace=102 Portal namespace] is active. --[[User:JWSchmidt|JWSchmidt]] 04:08, 17 August 2006 (UTC) Further discussion can be held at [[Wikiversity:Naming conventions]]. [[User:Messedrocker|Messedrocker]] 05:30, 19 August 2006 (UTC) == Help == One thing we need to add to Wikiversity is our [[Help:Contents|Help]] section (it's currently just a link to Meta's main help page). If people could ''help'' with doing this, that would be great :-) [[User:Cormaggio|Cormaggio]] 17:33, 16 August 2006 (UTC) :Could we not import that from Meta? I mean, the Help namespace usually has pages about how to use the software, right? -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 17:34, 16 August 2006 (UTC) ::Yes, that's what I was thinking we do - import. The Help should have the basics of how to edit a page - [[Help:Editing]] is a link from the edit mode of a page, and we should definitely consider people coming in as newbies - especially since we could get blogged about pretty soon :-) [[User:Cormaggio|Cormaggio]] 17:41, 16 August 2006 (UTC) :::Yuck! Surely we can link to the help pages at Wikipedia until software deviances arise? Maybe a link to proposed local policy discussions in lieu of reliable community standards which we obviously do not have yet. [[User:Mirwin|Mirwin]] 20:42, 16 August 2006 (UTC) For myself, I hope that we never do the mirror copy of Meta, but come up with our own pages that only reference the Meta Help. Some very simple basics might be fine, but any of the rest should be trying to explain unique things about Wikiversity instead that are beyond what is in the Meta help pages. Please, oh please, oh please do not set up a 'bot that pulls in all of the help pages from Meta on regular updates, nor get into the very confusing mess of templates that is also connected to the Meta help pages. We simply don't have the people necessary here to maintain that, nor is it necessary. A link to the Meta pages is more than sufficient if you need to reference that content, as it is stored on the same physical computer equipment that Wikiversity is also on. --[[User:Robert Horning|Robert Horning]] 23:47, 17 August 2006 (UTC) == Research project proposal == As a wikipedian, I work on articles related to plants, insects, soils, etc.... essentially everything related to gardening and farming. On wikibooks I work on how-tos related to the subjects. But there's one thing that seems to have never been done, which makes writing both articles and books on the subjects difficult, namely seasonality. For example, [[w:Sanguinaria canadensis|Bloodroot]] is an early blooming flower native where I live. Here, it starts blooming at the end of March. Later in Canada. Who know's when in New Zealand. The solution has been to simply say "early spring". But even in a local climate, early spring could mean a lot of things. (in my area, some things start blooming in late February, but is that late winter or early spring?) What I'd like to propose is a long-term research project recording bloom times, insect feeding cycles, etc., to try to come up with a "neutral" system of pinning these things down. It would have to be cross-listed with [[w:Growing degree day|growing degree days]] and day length as well, as some plants and animals might react to heat, while others to daylight hours. This would need to be repeated and augmented for 3 or 4 years (and thousands of plant and animal species) to come up with a working system, but should be workable with a few thousand wikiversalists. (Would also be a good way to get the ToL and Plants people from WP involved, to get the party kicking). So what's the system for project setting up going to be? Would something like this just be "Wikiversity:Wikiproject_foo"? --[[User:SB Johnny|SB Johnny]] 22:28, 16 August 2006 (UTC) :Cool, the first research proposal... I think [[Wikiversity:Research]] would be the place to start. What if you got random people to go out and photograph plants, upload them to commons, and have wikiveritians...wikiveritons...us mark down when they are bloomming and use our sources to figure out other info. --[[User:Rayc|Rayc]] 23:00, 16 August 2006 (UTC) ::Actually, it's even easier than that. Just if you happen to have time and this or that plant is blooming, note that it is. Participants would need to include something about where they are (county should be close enough), so they can be related to a GDD clock and a solar calendar. --[[User:SB Johnny|SB Johnny]] 00:09, 17 August 2006 (UTC) :::You or someone should start a research page on this, just to test the concept. Or is there a request for research page?--[[User:Rayc|Rayc]] 00:38, 17 August 2006 (UTC) ::::Got a stubby up for it... busy elsewhere now but I'll try to get more on there later. [[Bloom_clock_project]]. ----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 01:56, 17 August 2006 (UTC) "Wikiversity:Wikiproject_foo" <-- I think we need to be careful with the term "project". Wikiversity will have general [[Portal:Learning Projects|Learning Projects]], [[Portal:Learning Materials|projects to develop learning materials]], research projects, and meta-projects devoted to development of Wikiversity itself. The meta-projects should go in the [http://en.wikiversity.org/w/index.php?title=Special%3AAllpages&from=&namespace=4 wikiversity namespace] (Wikiversity:Wikiproject_foo) as is done for projects at [[wikipedia:Wikipedia:WikiProject Molecular and Cellular Biology|Wikipedia]]. Other projects that are devoted to the educational mission of Wikiversity should go in the [http://en.wikiversity.org/w/index.php?title=Special%3AAllpages&from=&namespace=0 main namespace] of Wikiversity.....they are the key content of Wikiversity. --[[User:JWSchmidt|JWSchmidt]] 20:58, 17 August 2006 (UTC) (late signature) =17 August 2006= == Teaching a formal class == While I admit that this isn't going to be the only model of Wikiversity, I'm proposing a semi-formal "class lecture" style educational experience that is going to use a combination of Wiki interfaces and IRC discussions. The first "class" that I'm going to be "teaching" is [[College Algebra]]. Even if you know the topic cold (or if you don't), you would be invited to participate. The intention is to have a weekly topic for the learning group, a course outline to the topic and perhaps a lecture on the topic. I know that I'm experimenting here, but I would like to see something going here, and to note that this is precisely what Wikibooks is not: this is not a textbook but rather using a Wiki for communcation of knowledge. How many classes have you been involved with that allowed you to modify the homework problems as a student? --[[User:Robert Horning|Robert Horning]] 20:03, 17 August 2006 (UTC) :Cool, though I was thinking that the classes were going to be on going perpetually and anyone could jump in at any time. Though, who knows how this will work. I say go for it!--[[User:Rayc|Rayc]] 00:15, 18 August 2006 (UTC) :: Is there a guide for teachers somewhere? I'd like to add some notes about the classroom model that University of Phoenix uses, which I think is quite useful. [[User:Roadrunner|Roadrunner]] 01:13, 18 August 2006 (UTC) :::The closest we have is [[Wikiversity:Teaching]], but even that isn't quite up to what I think you are trying to suggest. We are so early here with Wikiversity that we have to still install infrastructure like this. --[[User:Robert Horning|Robert Horning]] 04:10, 18 August 2006 (UTC) :::: I've started linking in information from the [[School:Education|School of Education]]. One reason that I'd like to do this is that I'd like really to get wikiversity teachers in touch with education academics and researchers, since they really are working on some cool stuff that often never gets filtered out to practioners. [[User:Roadrunner|Roadrunner]] 14:41, 18 August 2006 (UTC) == Some things to do == Right now, Wikipedia still does not show a link to Wikiversity on the Wikipedia main page. Also, Wikipedia needs a template similar to [[Wikipedia:Template:Wikibookspar]]. --[[User:JWSchmidt|JWSchmidt]] 21:04, 17 August 2006 (UTC) :Progress!!!! en.wikiversity has a link now at the bottom of en.wikipedia! Eventually this will surely be changed to point to www.wikiversity.org once it is online as an indexing front porch for our multiple language based projects. For now this should help us start to get some attention from newcomers and people who browsed in the past but concluded we were nonviable. Remember not to bite the newcomers! [[User:Mirwin|Mirwin]] 07:05, 18 August 2006 (UTC) ::Why would the ''English'' language Wikipedia main page point to anything but the ''English'' language Wikiversity main page? -- [[User:sebmol|sebmol]] [[User talk:sebmol|<sup>?</sup>]] 10:04, 18 August 2006 (UTC) :::The smaller activity languages might like some advertising. A lot of multilingual people go through English Wikipedia. If the link went to our front porch page .... www.wikipedia.org and there people could pick their language, we get an easy to remember total access point symmetric for everyone and all language wikis get an opportunity for a hit. This was a bit of issue with Wikipedia early when the main domain www.wikipedia.org opened on the English Wikipedia main page then one had to go to the bottom to find links to the smaller languages .... which stayed smaller than English possibly in part because of organizational flaws such as this not helping with their growth. Further, we do not need the animosities and strife this generated for a while between English Wikipedia and other languages at Wikiversity. Finally, this type of link layout preserves the bottom of the main pages for the main front porch links to the other Wikimedia sponsored wiki projects instead of other language Wikiversities. [[User:Mirwin|Mirwin]] 11:13, 18 August 2006 (UTC) ::::en:Wikipedia should link to en:Wikiversity, just like fr:Wikipedia should link to fr:Wikiversity, and just like de:Wikipedia links to de:Wikisource. People can then browse language using interwikis. [[User:Guillom|Guillom]] 11:39, 18 August 2006 (UTC) =18 August 2006= ==Other things to do== Contact all wikiproject and portals on wikipedia, wikibooks, wiktionary, (and wikia) and invite them to newly created schools. --[[User:Rayc|Rayc]] 00:21, 18 August 2006 (UTC) :I would probably suggest that we try to get some content going first. One thing that has been done on Wikibooks in the past is to add links from specific Wikibooks into the various school structures of Wikiversity and integrate the books themselves into Wikiversity. Still, I like the enthusiasm and hope that we can attract more people to Wikiversity to actually help out. --[[User:Robert Horning|Robert Horning]] 03:17, 18 August 2006 (UTC) ::I actually think Robert is right: if we want to recruit, we need to do it first to find people to find content and to organize the project. If we try to recruit people for schools, I'm afraid they would find Wikiversity too young and not worthy joining. [[User:Guillom|Guillom]] 11:50, 18 August 2006 (UTC) :::Rayc has a point though - I've always seen WP:WikiProjects as a great place from which to bring in contributors to Wikiversity. many people who contribute to such 'meta' projects (as wikiprojects) are experts in their field (eg. [[w:Wikipedia:WikiProject Chemistry]]), and would be excellent brains to tap about teaching and learning their subject. Guillom makes a pragmatic point, but maybe these early disgruntled folks will come back later when they see that one of their peers has made something of real worth? In any case, I don't see the harm in advertising Wikiversity within the Wikimedia community (and outside, in special interest teaching/learning groups) - provided we do so with humility and sensitivity. [[User:Cormaggio|Cormaggio]] 13:21, 18 August 2006 (UTC) :::The only way that Wikiversity is going to have content is if people come and join the project. We do not select participants, they select us. --[[User:JWSchmidt|JWSchmidt]] 13:25, 18 August 2006 (UTC) :::I'm avoiding the portals and article talk pages for now. Those pages are for "readers" of wikipedia. Wikiprojects, in theroy, only have editors looking at them, and in most cases editors who are use to having information missing or disorganized in a wiki (Otherwise, why form a project?).--[[User:Rayc|Rayc]] 14:10, 18 August 2006 (UTC) ::::What I meant was: when contacting people, we really need to be clear about the fact we're a 3-day-old project, and (almost) everything has to be built. If they don't mind, very well for them and for the project. If this is a problem for them, they would probably delay themselves their joining. [[User:Guillom|Guillom]] 16:22, 18 August 2006 (UTC) *From here on, many people who arrive will probably be following the link that is on the Wikipedia main page. The Wikiversity main page needs to make clear that Wikiversity is new, has little content and needs participants who want to explore how to use wiki technology to facilitate online learning. This is a wiki. Participants make the content. --[[User:JWSchmidt|JWSchmidt]] 16:28, 18 August 2006 (UTC) ==Standard Operating Procedures== Anybody have any insight to share regarding these types of pages and procedures to go with them? <b>Special:Log/delete|page deletions</b>, <b>Wikipedia:Protection policy|lockings</b>, and <b>Special:Ipblocklist|IP bannings</b>) I am working through a draft policy[http://en.wikiversity.org/wiki/Wikiversity:Administrator_Creation_and_Behavorial_Criteria_Guidelines_and_Policy#Who_Monitors_the_Conduct_of_an_Administrator.3F] and need to know whether to track these links down in Wikiversity or create them or delete them from the draft policy. [[User:Mirwin|Mirwin]] 14:10, 18 August 2006 (UTC) :I think Wikiversity should have its own pages for these. --[[User:JWSchmidt|JWSchmidt]] 15:58, 18 August 2006 (UTC) ::Agreed! It is just that I never worked as an administrator long enough late enough at Wikipedia to have a good feel for what useful procedure and standard process should initially. Perhaps one of our more experienced custodians could create a starting point and help refine it as we learn what we are doing. In another area, naming conventions and link network structure, James Ohare [[user:messedrocker]]? might be a good resource as he is doing a lot of initial setup while [[user:sebmol]] seem quite experienced with the transwiki and could share insight on how the logs should be setup for tracking deleted files etc. [[User:Mirwin|Mirwin]] 23:06, 19 August 2006 (UTC) All pages prefixed with ''Special'' are that - Special, and can't be created, modified or removed like other pages. [[Special:Log]] provides access to the automated logs which track various actions, e.g. [[Special:Log/delete]] tracks the deletion and undeletion of pages and images. [[Special:Ipblocklist]] is an automatically generated list of all blocked users and IP addresses. As far as policies go, it's usually advisable for individual communities to build their own deviations from the Wikipedia norms. For instance, most Wikipedias will advocate blocking as a preventative measure, etc. which is a decent and sensible guideline (at least, I think so), but the specifics about who can block which users, and for which "offences", vary greatly between projects and languages. '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 22:13, 20 August 2006 (UTC) == guided tour/introduction == Wikiversity needs something like [http://en.wikipedia.org/wiki/Wikipedia:Introduction Wikipedia's introduction] or a [http://protoscience.wikia.com/wiki/Protoscience:Wikia_tour/Main_Page wikia guided tour]. --[[User:JWSchmidt|JWSchmidt]] 16:02, 18 August 2006 (UTC) == Terms to define == Might be good to think about meanings (and lacks thereof) for a few words: ----[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | <sup>[[User talk:SB_Johnny|<font color="green">talk</font>]]</sup> 20:21, 18 August 2006 (UTC) *Student - someone who participates in Wikiversity primarily as a learning experience *Participant *Instructor - see facilitator *Facilitator - a facilitator for a Wikiversity [[Portal:Learning Projects|learning project]] participates in the development of the project and acts to support other participants as they strive to achieve their learning goals. *Class *Course *Seminar *Studio *Materials *Quizzes *Tests *Papers *Primary Research *Research Projects *Tutor *Guidance *Creation/Participation *Teaching *Learning *Sharing :It would be great if you started a Glossary of Local Terms which we could maintain as a local culture emerges. Under teacher, instructor, professor you could include the information that we do not currently have formal classes and certify no educational credentials. That all teams are formed on an adhoc basis per the participants needs and desires. Then add a link to the approved proposal that gained us the philanthropic support of the Wikimedia Foundation for at least six months until our first performance evaluation and links to the applicable policies. If you do not wish to do this work, add this note as a placeholder under those three terms and let someone edit for concise accuracy and add links. As of now the appoved Wikiversity project has no classes and certifies nobody in a given role. Everyone here is an equal participant who choose their roles voluntarily according to their own needs and the needs of the learning community where they choose to participate. Where correct these terms might be defined by links to Wiktionary. Thanks for this great idea! I am sure somebody will choose to implement it soon! [[User:Mirwin|Mirwin]] 23:00, 19 August 2006 (UTC) == Blocking policy == I've set up the shell of a blocking policy at [[WV:BLOCK]], and I'd appreciate input and expansion! --[[User:Digitalme|digital_me]]<sup>[[User_talk:Digitalme|talk]]</sup> 22:31, 18 August 2006 (UTC) :I will say that as a personal policy, I block anybody that adds profanity, particularly if it is in the name of the user. That is immediate and usually infinite, especially if that is about the only edit the user has made. As for anon users, I tend to follow a policy of starting out with modest blocks (about a year) and move up over time. There is also a general policy of blocking open proxies with infinite blocks that has been suggested on Meta. :It would be nice to have some people with Check User rights here, but that is very unlikely at the moment for reasons I won't get into here (it is a part of my political beef with the WMF right now and I will be spewing some very POV stuff here). I think that we can work around that, however. --[[User:Robert Horning|Robert Horning]] 05:30, 19 August 2006 (UTC) I don't ''think'' we'll need to use CheckUser at this stage, unless we come under fire from some serious, concentrated vandalism, in which case, we can ask a steward for assistance. '''[[User:Robchurch|robchurch]]''' | [[User_talk:Robchurch|talk]] 22:15, 20 August 2006 (UTC) 2904 12456 2006-08-23T06:49:33Z JWSchmidt 20 [[Topic:Astronomy]] moved to [[School:Astronomy]]: Physical Sciences is now a portal #REDIRECT [[School:Astronomy]] 2906 12464 2006-08-23T06:57:33Z JWSchmidt 20 [[Topic:Art and Design]] moved to [[School:Art and Design]]: move school to school namespace #REDIRECT [[School:Art and Design]] 2908 23200 2006-09-03T20:59:20Z Smithgrrl 186 /* How to use the reading lists */ <center><big>'''Welcome to the {{PAGENAME}} Department!'''</big></center> <center>''Part of [[:Category:Language and Literature|Language and Literature]]''</center> [[Image:Sles_new.jpg|center]] Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Wikiversity departments can be "contained" (linked to) by multiple schools. If two schools link to the same department they should cooperate to develop the department. See: [[Wikiversity:Naming conventions]]. '''[[w:Literature|Literature]]''' is literally "acquaintance with letters" as in the first sense given in the [[w:Oxford English Dictionary|Oxford English Dictionary]] (from the [[w:Latin|Latin]] ''littera'' meaning "an individual written character ([[w:letter|letter]])"). The term has generally come to identify a collection of [[w:text|text]]s or [[w:Work (fine arts)|works]], which in Western culture are mainly [[w:prose|prose]], both [[w:fiction|fiction]] and [[w:non-fiction|non-fiction]], [[w:drama|drama]] and [[w:poetry|poetry]]. ==Departmental Description== The study of literary texts (writing judged by a culture to be important for its aesthetic qualities) is an ancient discipline practiced for more than a millenium in cultures around the globe. At the traditional university, literary study was limited to a "canon" or list of literary works from the past deemed to be important for a contemporary student. Wikiversity's Literary Studies program offers discussions of all kinds of literature: from ancient to modern and postmodern periods, examining all kinds of writers, in order to give the wikischolar a a full view of the development of human writing. Here, we will not only focus on the analysis of literature, but also the creation of it. Towards this end, we offer both literary studies and creative writing courses in a variety of forms. Search around below and feel free to sign up as a Wikiversity member in order to take part in classes we offer. As more instructors become interested, we'll offer more and more classes. For those of you interested, please direct yourself to the [[Topic_talk:{{PAGENAME}}#Master_Plan| Master Plan]], which is currently 'in progress'. ---- == How to use the reading lists == The only way to acquire a literary education is to start reading on your own. The materials here can help you, but the point of reading literature is to learn to analyze the writing and interpet the meaning(s) of the book yourself. If you are a high-school graduate, you should be able to make your way through any of the texts on our reading list. If you are still in high-school go to the [[high school reading list]] or some ideas (list is under construction) How to get started? Look at the reading list link. Pick 3 titles that look interesting, go to the wikipedia link that tells you something about the authors, borrow the book from the library, or access it on line at Project Gutenberg, and begin. Little known fact: often the Ancient Literature is easier to read and understand than later literature. Try reading the Norton Anthology selections of the Iliad or the Odyssey, or portions of the world's oldest "novel", the Gilgamesh. * [[Topic:Literary Studies/Reading Lists|Reading Lists]] * [[Topic:Writing Center|Writing Centre]] ==Department news== * '''Date founded''' - Department founded! ==Degree plans== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ==Streams== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] === Literary Studies === The Department of Literary Studies aims to study, discuss, and explore the significance of textual cultures in both national and international contexts from their earliest traceable beginnings in the Middle East to the contemporary e-book and beyond. We will survey both the Western canon and the burgeoning "canon" of non-Western writings. The term "literature" is to be understood quite widely and may include such written forms as the graphic novel and the pulp novel. === Creative Writing === The basic belief of the writing department is that in order to write, one must read. The following courses should aide you in writing your own work via sections in the specific levels of writing. There are (or will be, hopefully) "instructors" in the Workshop sections to help with private writing, etc. If you have any questions, please use the discussion page within a subject or within the school. * Creative Fiction Workshops * Creative Non-fiction Workshops ** Research Work ** Biography & Autobiography ** Journalism * Poetry Workshops * Screenwriting/Playwriting Workshops ==Units== A full list of units, in alphanumeric order by course code Get to work writing units! Simply make a link to the name of the unit (units are independent pages) and start writing! See: [[Wikiversity:Naming conventions#Unit plan|Unit plan]] ==== Introductions/Survey Courses ==== Proposed units, Literary studies stream I. A really real introduction: What is Literature and Why should I care? -- geared to frustrated high-school students, high school graduates, and adults of all ages who just never quite got what the fuss was about books (but who know how to read and suspect they're missing out on something worth knowing) reading circles and discussions around: *what questions should I ask myself while I'm reading? *how to read a poem *why are novels so long? *who decides what is trash and what is "literature"? *what books should you start with if you want to understand and appreciate literature? ---- II. Introduction to Word Literature 1, 2, 3, and 4 -- this course conducts a college-level historical survey of some of the most recognized, controversial, influential and sometimes banned written work from around the world. ''World Literature 1'' -- the Ancient World to the Western Middle Ages ''World Literature 2'' -- The Western Middle Ages to the 18th Century ''World Literature 3'' -- Literatures of the European Enlightenment Project, the emergence of colonial literature in the 2nd and 3rd worlds, and the literatures of global industrialization ''World Literature 4'' -- the 20th and 21st Centuries ====Advanced Literary Studies==== A. some possible learning circles involving theories of literature include: *basic lit theory learning circle -- textual criticism and introductions to aesthetics *learning circle on race, gender and class -- feminist and minority criticism; marxist and post-marxist approaches to literature *learning circle on structuralism and semiotics -- theories of language and their relationship to the study of literature and semiotics (the science of signs). *learning circle on psychological and psychoanalytic approaches to literature -- from Aristotle to Zizek ---- B. Literature-specific learning circles may revolve around themes, historical moments, national movements, specific authors, and/or problems: * The environment in contemporary world literature * Literature of the Napoleonic Wars * Dada and Surrealism * James Baldwin and Gertrude Stein * War and Peace in African Literature ==== Undergraduate ==== * ALTU101: [[Rhetoric and Composition I]] * [[/Engl_1102/]] - Rhetoric and Composition II * [[/Engl 3000/]] - Introduction to English Studies * [[/Engl 3320/]] - Shakespeare -- [[User: Atrivedi|Atrivedi]] * [[/Engl 3600/]] - Advanced Composition -- [[User:JustinLillich|JustinLillich]] * [[/Engl 3610/]] - Introduction to Fiction * ALTU???: [[Web Writing]] -- [[User:JustinLillich|JustinLillich]] * [[/Engl 3700/]] - Advanced Rhetoric -- [[User:JustinLillich|JustinLillich]] * ALTU???: [[Introduction to Creative Writing]] -- [[User:Atrivedi|Atrivedi]] * [[/Engl 3810/]] - Introduction to Technical Writing -- [[User:JustinLillich|JustinLillich]] * [[/Engl 4400/]] - Introduction to World Literature * [[/Engl 4401/]] - Topics In World Literature * [[/Engl 4410/]] - French Literature * [[/Engl 4420/]] - Russian Literature * [[/Engl 4430/]] - Asian Literature * [[/Engl 4440/]] - Canadian Literature -- [[Wikipedia:User:measly pawn|measly pawn]] * [[/Engl 4500/]] - Special Topics In Literature and English Studies ** ALTU???: [[T. S. Eliot]] -- [[User:Timothy J Scriven|Timothy J Scriven]] * [[/Engl 4590/]] - Topics in Nineteenth-Century British Literature * ALTU???: [[20th Century British Poetry]] -- [[User:Atrivedi|Atrivedi]] * ALTU???: [[20th Century British Novel]] -- [[User:Atrivedi|Atrivedi]] * ALTU???: [[20th Century American Poetry]] -- [[User:Atrivedi|Atrivedi]] * [[/Engl 4780/]] - Twentieth-Century American Novel * [[/Engl 4790/]] - Topics in American Literature ** ALTU???: [[Edgar Allan Poe]] -- [[Wikipedia:User:measly pawn|measly pawn]] * [[/Engl 4800/]] - Topics in Advanced Creative Writing ** [[/Engl 4800/Poetry|Poetry]] -- [[User:Atrivedi|Atrivedi]] ** [[/Engl 4800/Fiction|Fiction]] * [[/Engl 4990/]] - Senior Seminar and Thesis Class ** [[Engl 4990/20th Century Poetry|20th Century Poetry]] -- [[User:Atrivedi|Atrivedi]] ====Graduate==== * Engl 5000 - [[/Introduction to Topics in English/]] * ALTG???: [[Epic Poetry]] * ALTG???: [[Romantic Poetry]] ** [[/William Blake/]] -- [[Wikipedia:User:measly pawn|measly pawn]] * ALTG???: [[Victorian Poetry]] * ALTG???: [[Modernist Poetry]] * ALTG???: [[Post-Modernist Poetry]] * Engl 5150 - [[/Contemporary Poetry/]] * Engl 5800 - Writing Workshops ** Workshops Available *** [[User:Atrivedi|Atrivedi]] [[User talk:Atrivedi|Talk Page]] **** [[User_talk:Atrivedi#Short_Stories|Short Stories]] **** [[User_talk:Atrivedi#Poetry|Poetry]] **** [[User_talk:Atrivedi#Playwrighting|Playwrighting]] *** [[User:JustinLillich|JustinLillich]] **** [[User:JustinLillich#Monday|Monday]] === Literary Studies === ==== Introductions/Survey Courses ==== * [[/English Literature Until 1700/]] * [[/English Literature From 1700/]] * [[/American Literature Until 1865/]] * [[/American Literature From 1865/]] * [[/English Postmodernist Literature/]] -- [[Wikipedia:User:measly pawn|measly pawn]] * [[/Multicultural Literature In America/]] ====Advanced Literary Studies==== * [[/English Literature/]] ** [[/Anglo Saxon writing/]] ** [[/Medieval literature/]] ** [[/The birth of the English novel/]] ** [[/Georgian literature/]] ** [[/Victorian literature/]] ** [[/First World War poetry/]] ** [[/Early 20th century English literature/]] ** [[/English modernist literature/]] ** [[/Shakespeare/]] * [[/American Literature/]] ** [[/Early Period/]] ** [[/Modern Era/]] * [[/Post Colonial literature/]] * [[/Literary Theory and Criticism/]] === Creative Writing and Literature (Graduate Level) === The basic belief of the writing department is that in order to write, one must read. The following courses should aide you in writing your own work via sections in the specific levels of writing. There are (or will be, hopefully) "instructors" in the Workshop sections to help with private writing, etc. If you have any questions, please use the discussion page within a subject or within the school. * Creative Fiction Workshops ** [[User_talk:Atrivedi#Short_Stories|Atrivedi - Short Stories]] * Creative Non-fiction Workshops ** Research Work ** Biography & Autobiography ** Journalism ** Technical Writing * Poetry Workshops ** [[User_talk:Atrivedi#Poetry|Atrivedi]] * Screenwriting/Playwriting Workshops ** [[User_talk:Atrivedi#Playwriting|Atrivedi]] === Web Writing === The basic elements of writing for the web will be covered with a wide range of materials. Since the study of the internet and writing in that medium are fairly new, the course is designed as a means of trailblazing education. Those who study it now will be read in later years and the process will inevitably go from there. In this course of study, students will be covering the following: * Weblogs ** Uses in the Academic Setting ** Study of Concepts Regarding Weblogs * Wikis ** Collective Educational Tools ** The Science of Community * Composition with the Computer * Theories and Rhetoric of the Web * Close Reading and Editing of the Internet ==References/Resources== Know any good resources for scholars of this topic? Add them here! [Optional section] ===Wikipedia=== *[[w: __Article Name__ ]] ===Wikibooks=== Works in progress - these texts are currently at [[Wikibooks:__Department Name___]]: * [[Wikibooks:__Textbook Name___]] ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * General **[[User:Hoopydink|Hoopydink]] * [[#Literary_Studies|Literary Studies]] ** [[User:Atrivedi|Atrivedi]] ** [[User:Gwythoff|Gwythoff]] ** [[User:JustinLillich|JustinLillich]] ** [[User:Smithgrrl|Smithgrrl]] ** [[User:Timothy J Scriven|Timothy J Scriven]] ** [[Wikipedia:User:measly pawn|measly pawn]] * [[#Creative_Writing_and_Literature_.28Graduate_Level.29|Creative Writing]] ** [[User:Atrivedi|Atrivedi]] [[Category:{{PAGENAME}}| ]] [[Category:Literature and English Studies]] [[Category:Language and Literature|{{PAGENAME}}]] 2910 12488 2006-08-23T07:29:40Z JWSchmidt 20 [[Topic:Psychology]] moved to [[School:Psychology]]: move this school to the school namespace #REDIRECT [[School:Psychology]] 2912 12493 2006-08-23T07:33:39Z JWSchmidt 20 [[Category:Social Sciences]] [[Category:Social Sciences]] 2913 12497 2006-08-23T07:37:13Z JWSchmidt 20 [[Topic:Education]] moved to [[School:Education]]: move this school to the school namespace #REDIRECT [[School:Education]] 2915 12504 2006-08-23T07:42:46Z JWSchmidt 20 [[Topic:Electronic Engineering]] moved to [[School:Electronic Engineering]]: move this school to the school namespace #REDIRECT [[School:Electronic Engineering]] 2917 12538 2006-08-23T08:14:00Z Mirwin 47 add link to asteroid photos http://nssdc.gsfc.nasa.gov/photo_gallery/photogallery-asteroids.html :Some nice photographs including one of the asteroid Ida and its moon, Dactyl. One of these jpegs would make a great top photo for this Asteroid Survey portal if one could discover NASA's policy on using its public domain photographs. http://www.ifa.hawaii.edu/~kaiser/pan-starrs/pressrelease/ :New set of telescopes working together better than all previous combined for asteroid survery. http://neo.jpl.nasa.gov/index.html :NASA's NEO tracking efforts and risk assessment. Nice links to photos available online. http://www.esa.int/esaCP/ESAASPF18ZC_index_0.html :ESA study results regarding estimated quantity of asteroids at large. http://72.14.203.104/search?q=cache:_qGYnX_tF0YJ:www4.tpg.com.au/users/tps-seti/paine_iau_forum.pdf+asteroid+searches&hl=en&gl=us&ct=clnk&cd=13 :Spaceguard report from Sydney. Available in PDF as well. http://72.14.203.104/search?q=cache:ww_ZOE-N-TYJ:www.lpi.usra.edu/books/AsteroidsIII/pdf/3037.pdf+asteroid+searches&hl=en&gl=us&ct=clnk&cd=17 :Summary of NASA's current efforts to locate asteroids. Available in PDF as well. http://near.jhuapl.edu/ :NEAR Shoemaker's web site at John Hopkin's Applied Physics Laboratory. Photographs and data. 2918 23318 2006-09-04T00:47:35Z JWSchmidt 20 header Welcome to the '''History of Linguistics Institute''', part of the [[School:Linguistics|School of Linguistics]]. Until we have some more content, enjoy [[:Category:Linguistics]]. Start the page name for a department with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Wikiversity departments can be "contained" (linked to) by multiple schools. If two schools link to the same department they should cooperate to develop the department. See: [[Wikiversity:Naming conventions]]. ==Department description== Short description. ==Department news== * '''Date founded''' - Department founded! ==Degree plans== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ==Streams== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==[[Portal:Learning Projects|Learning Projects]]== A full list of learning projects, in alphanumeric order by course code See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] [[Category:Language and Literature]] 2919 23774 2006-09-04T20:14:31Z Az1568 793 Fixed double redirect #REDIRECT [[Topic:Literary Studies]] 2921 12532 2006-08-23T08:09:05Z JWSchmidt 20 [[Topic:Music]] moved to [[School:Music]]: move this school to the school namespace #REDIRECT [[School:Music]] 2923 12554 2006-08-23T10:14:25Z Cormaggio 8 [[Wikiversity:Media113]] moved to [[Media literacy]]: clarifying name - didn't need to be in Wikiversity namespace #REDIRECT [[Media literacy]] 2926 23432 2006-09-04T04:35:18Z Trevor MacInnis 99 redirect to [[Wikiversity:Help desk]], unlikey a search for "help desk" is specifically looking for an engineering one in particular #REDIRECT[[Wikiversity:Help desk]] 2927 23946 2006-09-04T23:37:13Z Pauric 815 Took some info from w'pedia, and used some of my own working knowledge <!-- Copied information out from the eletronical engineering article, and started editing it, in order to follow the same style --> <center><big>'''Welcome to the Civil Engineering School!'''</big></center> <center>''Part of [[:Category:Engineering and Technology|Engineering and Technology]]''</center> '''[[w:Civil engineering|Civil engineering]]''' is a professional engineering discipline that mostly relates to the designing, planning, maintaining and construction of subjects such as buildings, large scale workings, drainage, roads and machinery. Civil engineering has a large impact on modern society, as it dictates how lots of proccesses and services work together. Topics covered within the field of Civil engineering include road design, drainage and sewer design, site and machiney layouts, structural engineering, geotechnical engineering, environmental engineering, construction engineering, and surveying. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). ==School news== ==Lessons== Get to work writing lessons! Simply make a link to the name of the lesson (lessons are independent pages) and start writing! ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' [[Category:Civil engineering| ]] [[Category:Engineering and Technology|{{PAGENAME}}]] [[Category:Wikiversity schools|{{PAGENAME}}]] [[Fourier Transforms]] 2928 13256 2006-08-24T01:42:42Z Roadrunner 63 Introduction to calculus == Resources == * [[http://ocw.mit.edu/OcwWeb/Mathematics/18-01Fall2003/CourseHome/index.htm 18.01 Single Variable Calculus]] * [[Introduction to differentiation]] 2929 24122 2006-09-05T13:21:08Z Reswik 82 adding dashes to "support" ==Goals== We need to create and select: * a short motto for listing with our logo (to be chosen) on wikimedia sister projects. * a Wikiversity slogan or descriptive phrase. (for the top of our main page with "Welcome to Wikiversity''). '''Please list your name by a motto and a slogan.''' You can change your selection. Add more options if you wish. Suggested selection process and deadline is at end of page. ==List of Wikiversity Mottos== This needs to be very short - for listing with logo: * Open Minds * The freedom to learn and teach * Learn and teach freely * Free teaching, free learning * Learn free, think free -- '''Support:''' <small>Too similar to Wikibooks motto? --[[User:Gurch|Gurch]]</small>, * Free learning community -- '''Support:''' [[User:Cormaggio|Cormaggio]], [[User:Reswik|Reswik]], [[User:Smithgrrl|Smithgrrl]], * A free learning community * An open learning community -- '''Support:''' [[User:Hypermorphism|Ron]], [[User:Atfyfe|Atfyfe]] * Like University, without the fees * Free learning network * Open learning * Free learning * Free learning centre * Open learning centre * We Learn, We Teach, We Build -- '''Support:''' [[User:Kiesa|Kiesa]], * Learn by doing * Knowledge for all. * Knowledge for free. * Explore your mind. * International Knowledge Bank * World Wide Wisdom -- '''Support:''' [[User:TigreNoir|TigreNoir]], * Free thinking -- '''Support:''' [[User:Smurrayinchester|Smurrayinchester]], * Powerfully Enabling * Learn free, teach free * Because thinking is free. -- '''Support:''' [[User:Jrothwell|Jrothwell]], * You Teach -- '''Support:''' [[User:Aldenis|Aldenis]], * Know it -- '''Support:''' [[User:lijujacobk|Liju]], * Learn Free, to be Free -- '''Support:''' [[user:nehamjoshi|nehamjoshi]], * U Learn What U want U * Nurturing Questions * Universe of Knowledge -- '''Support:''' [[User:Duarte.filho|Duarte.filho]], * Link Locally, Learn Anywhere * Concentric thought * Knowledge at your fingertips! * A Knowledge Smorgasbord * A Knowledge Buffet * Tools for Self-Enlightenment * The Global Knowledge Toolkit * Teach and Learn! * Free enlightenment! * I Wiki, therefore I am. * Learn. Teach. ''Know''. -- '''Support:''' [[User:Dev920|Dev920]], [[User:Rayc|Rayc]], * Collaborative learning. -- '''Support:''' [[User:Davodd|Davodd]], * How much do you know? * No more library fines * Ignorance isn't bliss * Wikiworms Unite! * The Truth is in here * No rocks allowed * No Toga required * Knowledge on holiday * Free Education * Mutually Assured Distraction * Bringing Life to Learning * Bringing Learning to Life * Get Knowledge * Got Knowledge? * Be Smarter * A University, Wiki-Style -- '''Support:''' [[User:Tarret|Tarret]], * In Omnia Paratus * ab uno disce omnes "From one to know all" -- '''Support:''' [[User:Rich_richie|Rich_richie]], * Learning to share * Knowledge Unleashed * Learning unlimited -- '''Support:''' Varun Shrivastava, * Learn Everything * Freedom of Learning -- '''Support:''' [[User:Mohan Gunti|Mohan Gunti]], * Knowledge Freedom * Knowledge Hub * eknowledge Hub * eCenter of Learning * Knowledge Development Center * Wikiversity: Common Knowledge * Extricated learning * Learn,Teach,Educate * Read. Learn. Share. -- '''Support:''' [[User:Yazeed|Yazeed]], * Exploring life through Knowledge * Learning Through Community * Because Life is for Learning * Because knowledge should be free. -- '''Support:''' [[User:Ross|Ross]] * Find Truth... in Wiki! -- '''Support:''' ced1 * More than learning ... knowing * Broaden your mind -- '''Support:''' anisha * Education to benefit all beings * It is where you learn without pressure -- '''Support:''' bebot * TechKnowledgeFree -- '''Support:''' [[User:OneWomanArmy|OneWomanArmy]] * TechKnowlegeWiki * TechKnowl(e)Wiki * Release the knowledge * Liberty through Learning * Wikiversity,your life and knowledge * Set Learning Free -- '''Support:''' [[User:stinkey91|stinkey91]], * Freedom through ideas, free ==List of Wikiversity Slogans== This can be a short sentence or phrase - for listing at top of main page with "Welcome to Wikiversity": *a centre for learning. *a community collaboration based shared learning resource for all. *Opening minds through open learning -- '''Support:''' [[User:Mos87|Mos87]], [[User:The Winged Self|The Winged Self]], [[User:Ross|Ross]], [[User:Rayc|Rayc]] *Opening minds through free learning *Freeing minds through open learning *Freeing minds through free learning *Reasonably free thinking, freely pursued. -- '''Support:''' [[User:Mirwin|Mirwin]], *Free thinkers learn free. *Pursue free thinking freely. (we could request Wikibooks find a new and use theirs) *Think freely, but learn free. *Free wiki mentors, learn freely. *Learn free, think free. -- '''Support:''' [[User:stinkey91|stinkey91]], *Free teaching, free learning *Strength through wisdom, wisdom through study. -- '''Support:''' Nikola Enchev, *the free learning community where you can [[Wikiversity:What is Wikiversity?|teach]] *the free learning community where anyone can [[Wikiversity:What is Wikiversity?|teach]] -- '''Support:''' [[User:Reswik|Reswik]], *the free learning community that you help create *the free learning network where anyone can [[Wikiversity:What is Wikiversity?|teach]] *the free learning network that you help create -- '''Support:''' [[User:Hypermorphism|Ron]], *the free university where all may learn and teach *the free learning space that you help grow *a community for free learning *a free learning space *a free learning community *Free learning community -- '''Support:''' [[User:Cormaggio|Cormaggio]], [[User:Aldenis|Aldenis]], *Open learning community *the educational environment for all *The Only Worldwide University where you pay knowledge for knowledge. *Dream. Explore. Discover. Live. *The Gift of Knowledge. Priceless! -- '''Support:''' [[User:TigreNoir|TigreNoir]], *Taught by the masses *The university without tuition fees. -- '''Support:''' [[User:Jrothwell|Jrothwell]], *You teach, You learn *Join us for making Knowledge Valuable without Price -- '''Support:''' [[User:Neha|Neha]], [[User:EulerGamma|EulerGamma]], *Learning and teaching as one -- '''Support:''' D Platt, *Universe of the free knowledge -- '''Support:''' [[User:Duarte.filho|Duarte.filho]], *Freedom through knowledge *Local Ideas, worlwide impact *A world of knowledge -- '''Support:''' thiago pessanha brazil, *A world of free knowledge *Free knowledge for a free world *A free world with free knowledge *A Complete Knowledge World *A university where you dont pay *Free knowledge for everyone -- '''Support:''' [[User:lijujacobk|Liju]], [[User:Smithgrrl|Smithgrrl]], *The University of Wikipedia *Costly Knowledge with 100% discount * I Wiki, therefore I am. * You can learn anything, teach anything, and ''know anything'' -- '''Support:''' [[User:Dev920|Dev920]], * Learn something, teach anything, know ''everything'' * Resistance is futile.... we will make you edit! * No need to earn to learn -- '''Support:''' Ajay,India * Because a little knowledge is a dangerous thing -- '''Support:''' [[User:Rides3Wheels|Rides3Wheels]] * All the knowledge you can drink * All the knowledge you can think * Probably the best place to learn on Earth * Like College, but without sex, drugs, and stinky roommates * A Knowledge Smorgasbord, without the calories * Like a University, without Library fines * We can all be Wiktionarians. * Where you become the teacher. * Ignorance isn't an excuse anymore * Like a University, but not really * Like a University, but gigantic * Get Knowledge, Give Knowledge, For Free * Celebrating the love of learning, sharing openly all knowledge everywhere with everyone * Celebrating the love of learning, freely sharing all knowledge with everyone * Celebrating the love of free learning * Freely sharing all knowledge with everyone * Wikiversity, its for lernding * You lernd it good here, Wikiversity -- '''Support:''' Dave.M, * Who Needs a Real College Education? -- '''Support:''' Jeff, * To boldly go where no University has gone before. '''Support:''' [[User:Hillgentleman|Hillgentleman]], * Knowlegde Unlimited -- '''Support:''' [[User:Rich_richie|Rich_richie]], * teacher or student-the choice is yours * Build your university by your information -- '''Support:''' [[User:Gunerb|Gunerb]], * Its a dual nature of learning curve(Teacher,Student) * learning the wiki way * Shared Knowledge Balanced and Checked -- '''Support:''' [[User:jullman12|jullman12]] * The Virtual eLearning Center of Wikiversity * The eLearning Hub of Wikiversity * Wikiversity - The Freedom of Development & Growth through Learning '''Support:''' [[User:Mohan Gunti|Mohan Gunti]] * Essential Learning, from Acropolis to Zimbabwe! -- '''Support:''' [[User:Geobeedude|Geobeedude]], * Smarter teaching through collaboration * All Wikiworms are welcomed! -- '''Support:''' [[user:Yazeed|Yazeed]], * Inviting the world to know * Opensourse knowledge for all * An egalitarian knowledge network * Learn what you don't, teach what you do. * We'll make Oxford, Harvard, and Yale fear us if its the last thing we ever do -- '''Support:''' [[User:Atfyfe|Atfyfe]] * Like a diploma mill, only without sending the check * Why learn from experts when you can learn from people just like you? * This University is a stub. You can help by writing the courses. * If they can't do it wiki do it. -- '''Support:''' PatBag John, * The synergy of free knowledge for the enrichment of all humanity. * Each one --Wiki, wiki-- Teach one! -- '''Support:''' ced1 * Against ready-made learning, in favor of Knowing. * Where teachers learn, and learners teach. -- '''Support:''' [[User:Deltinu|Deltinu]] * Socially oriented high learning institution -- '''Support:''' bebot * Free, creative minds deserve free, creative learning experience -- '''Support:''' [[User:Saad Yousuf|Saad Yousuf]] * Teach to Learn, Learn to Teach -- '''Support:''' [[User:OneWomanArmy|OneWomanArmy]] * Learn to Teach, Teach to Learn * Reinforcing Knowledge through Open Source ==Selection Process== This contest process is suggested: *list as many mottos and slogans as you wish. *'''select one''' motto and slogan each, by listing your name by your selection *at any time, '''feel free to change your selection''' and add mottos or slogans. *winners are the motto and the slogan with a strong majority in favor. *there may need to be a runoff if a strong majority is not achieved. a possible runoff process is to include all options selected by at least one person in an [[w:Instant-runoff voting|instant runoff]] where each person may select motto & slogan alternates in order of preference (with perhaps 4 alternates, or however many are needed, for mottos & slogans). with an instant-runoff, in aiming for a strong majority, we may still end up with several selections. an option to consider is only using instant-runoff rounds for selections with a few supporters (leaving a number of options to discuss). either way, we may need to discuss and call for selection again (and invite changing of selections) amongst the final options. *this selection round ends in 15 days: September 7, 2006, 5:00 pm GMT. ==Related Projects== *'''[[m:Wikiversity/logo|Logo contest]]''' for Wikiversity on meta. *'''[[Wikiversity: Wikiversity mission|Wikiversity mission]]''' - We can use ideas from the motto, slogan and logo contests to help refine the mission statement. Feel free to post mission statement revisions. 2930 12635 2006-08-23T13:37:09Z Ray Shan 374 Redirecting to [[School:Business]] #REDIRECT [[School:Business]] 2931 12636 2006-08-23T13:37:45Z Ray Shan 374 Redirecting to [[School:Business]] #REDIRECT [[School:Business]] 2932 12649 2006-08-23T13:45:50Z Ray Shan 374 [[Topic:Program for entrepreneurship]] moved to [[Topic:Entrepreneurship]]: Entrepreneurship is now offered at many Universities as part of the Business schools #REDIRECT [[Topic:Entrepreneurship]] 2936 19149 2006-08-28T14:31:53Z Hypermorphism 285 dept. link <center><i>This is a subdivision of the [[Topic:Pure Math|Division of Pure Mathematics]]</i></center> <hr/> Higher algebra studies the algebraic structures that arise in higher mathematics and unifies various themes that run throughout mathematical experience. Physicists may be most familiar with groups, but group theory pervades many parts of mathematics and arose to solve a primarily mathematical problem. Category theory is a relatively new birth that arose from the study of cohomology in topology and quickly broke free of its shackles to that area and became a powerful tool that currently challenges set theory as a foundation of mathematics, although category theory requires more mathematical experience to appreciate and cannot in its current state be reasonably used to introduce mathematics. It has also found many applications in the physical sciences. ==Subdivision news== * '''Wednesday, August 23, 2006''' - Subdivision founded! ==Departments== Feel free to add departments if you have a specific course in mind. * [[Topic:Introduction to Modern Algebra]] * [[Topic:Group theory]] * [[Topic:Category theory]] * [[Topic:Representation theory]] [[Category:{{PAGENAME}}| ]] 2937 12665 2006-08-23T13:56:45Z Ray Shan 374 [[Topic:Production and Operations]] moved to [[Topic:Operations Management]]: This is the common name used at universities #REDIRECT [[Topic:Operations Management]] 2941 12716 2006-08-23T14:33:07Z Mirwin 47 correct dyslexia problem It is easy to make a mistake drawing a freebody diagram. It is the preliminary analysis of the statics problem and the basis for writing down your balancing equations. Take care to get the diagram correct and if your results are not making sense, review the diagram to be sure it is not misleading you. [[Image:Polea-simple-movil.jpg|thumb|right]] Notice that while the force on the rope is correctly propagated as the same on both sides of the pulley the forces as provided are not possible. After the force on the left is decomposed into an X and Y cartesian component to add to the other forces, they do not balance. This weight must be swinging to the left as shown until there is a restoring force to the right. The Weight straight down is not balanced by the vertical component of the rope on the right. So the weight must be sinking. This diagram is not in static equilibrium so it cannot be analyzed for useful information using static methods which assume the system shown by the free body diagram is in static equilibrim (motionless). Insert some free body diagrams to illustrate the point. Example problem: Given that the shown rope tension is incorrect, find the correct tension in the rope for the Weight and Pulley Configuration shown. [[Image:Polispasto2.jpg|thumb|left]] 2942 19142 2006-08-28T14:17:06Z Hypermorphism 285 dept. link <center><i>This is a subdivision of the [[Topic:Pure Math|Division of Pure Mathematics]]</i></center> <hr/> This division deals with the foundations of modern mathematics. ==Subdivision news== * '''Wednesday, August 23, 2006''' - Subdivision founded! ==Departments== Feel free to add learning materials to the existing courses, or add an additional course if you deem it necessary. * [[Topic:Modern Set Theory]] * [[Topic:Mathematical Logic]] * [[Topic:Model Theory]] [[Category:{{PAGENAME}}| ]] 2943 23778 2006-09-04T20:15:55Z Az1568 793 Fixed double redirect #REDIRECT [[Topic:Master of Business Administration]] 2945 23441 2006-09-04T04:39:33Z Trevor MacInnis 99 fix double redirect #REDIRECT[[Topic:Master of Business Administration]] 2946 23442 2006-09-04T04:40:01Z Trevor MacInnis 99 fix double #REDIRECT[[Topic:Master of Business Administration]] 2947 12719 2006-08-23T14:34:43Z Rayshan 375 [[School:Master of Business Administration]] moved to [[Topic:Master of Business Administration]]: MBA is not a school, therefore renaming to Topic #REDIRECT [[Topic:Master of Business Administration]] 2949 19148 2006-08-28T14:29:25Z Hypermorphism 285 dept. link <center><i>This is a subdivision of the [[Topic:Pure Math|Division of Pure Mathematics]]</i></center> <hr/> ==Subdivision news== * '''Wednesday, August 22, 2006''' - Subdivision founded! ==Departments== Topology is the natural evolution of analysis to a more general level. Whereas analysis was concerned with the implications of continuity on the familiar spaces of R<sup>n</sup> and C<sup>n</sup>, topology seeks to explore all the types of mathematical structures where analytical concepts can be applied in some form. From the loose structure of point-set topology to the requirement that objects admit some type of smooth structure in differential topology, this division studies the implications of applying analysis to all the types of objects where it makes sense to define some sort of analytical structure. Note that while topology originally evolved from the study of partial differential equations by Poincaré, the modern student need only bring a knowledge of limits and continuity from a good calculus course with them, as well as a basic understanding of what a group is. * [[Topic:Introduction to Topology]] * [[Topic:Algebraic Topology]] * [[Topic:Differential Topology]] * [[Topic:Knot Theory]] [[Category:{{PAGENAME}}| ]] 2952 19144 2006-08-28T14:18:15Z Hypermorphism 285 <center>''Part of the [[Topic:Computer Science|Division of Computer Science]] and the [[Topic:Pure Math|Division of Pure Mathematics]]''</center> <hr/> ==Department description== Since there is already a separate division for combinatorics, the pre-requisite combinatorics necessary to study this subject can be introduced as necessary or shared with that division. Graph theory is one of the largest areas of modern mathematics, and also has interesting applications in the physical, life, and computing sciences. The area is so broad that learning materials may vary from the level of a high-school student (the introduction below) to that of a mathematics graduate. ==Department news== * '''Wednesday, August 23, 2006''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! *[[School of Mathematics:Introduction to Graph Theory]] ==Offsite Learning Materials== *[http://www.utm.edu/departments/math/graph/ Graph Theory Tutorials] ==Recommended Reading Material== If you want to learn graph theory, you will need to read and complete the exercises in at least one of the following books. While this site provides a supportive community of peers and teachers, nothing beats having a well-organized and well-written text that you can study anywhere to learn. Mathematics is not a spectator-sport. You must '''do''' mathematics to learn it. *[[w:Bela Bollobas|Bollobas, Bela]]. (2002). ''Modern Graph Theory'' Springer. ISBN 0387984887 ===Wikipedia=== *[[w:Graph Theory]] ===Wikibooks=== Works in progress: * [[Wikibooks:Discrete mathematics/Graph theory]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 2953 12831 2006-08-23T17:11:00Z 69.117.126.53 please delete said page - unless someone else wants it 2955 12863 2006-08-23T17:47:48Z HappyCamper 193 revert; moved stuff over to [[Computer network]] in this edit: http://en.wikiversity.org/w/index.php?title=Computer_network&oldid=12861 [[Category:Computer Science]] 2957 17234 2006-08-27T15:29:42Z Hypermorphism 285 /* Department description */ Welcome to the Wild World of Knots! ==Department description== The goal of the department of knot theory is to provide learning materials for this new and burgeoning area of mathematics with applications as diverse as biochemistry and string theory. Formerly, knot theory is the study of homotopies of closed curves. As with all mathematical fields of interest, however, it has grown beyond that strict definition. If you know knots, feel free to write up some lessons or materials! ==Department news== * '''Wednesday, August 23, 2006''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==Offsite Learning Materials== *[http://www.freelearning.com/knots/ Knot Theory Online] *[http://www.pims.math.ca/knotplot/KnotPlot.html KnotPlot Topological Visualization Software] *[http://www.ics.uci.edu/~eppstein/junkyard/knot.html The Geometry Junkyard's Knot Theory collection] *[http://katlas.math.toronto.edu/wiki/Main_Page The Knot Atlas] ==Recommended Reading Material== If you want to learn knot theory, you have to do some knot theory! While this site provides a supportive community of peers and teachers, you also need a well-organized and well-written text that you can study anywhere to learn from those actively participating in the field. *Adams, Colin. (2004). ''The Knot Book'' American Mathematical Society. ISBN 0821836781 ===Wikipedia=== *[[w:Knot theory]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 2959 23569 2006-09-04T13:39:05Z Digitalme 39 /* Active participants */ user <center><big>Welcome to the Wikiversity '''Center for Study of the Politics of the European Union'''</big> part of [[School:Political Science|The School of Political Science]]''</center> Politics consists of decisions taken within groups. Political science is the study of politics, both practical and theoretical. == Aims == This page aims to coordinate any efforts to produce learning plans and/or research resources for political science. A good start might be to produce an "Introduction to politics" and then an "Introduction to political science" page, then go from there. ==Active participants== '''Note''': this page was made a specific subunit of the [[School:Political Science|School of Political Science]]. If you are not really interested in the EU, please move to another page. Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). *[[T.L. Headley]] -- M.B.A. in Finance and Information Technology Management from West Virginia University (2003), M.A. in Public Relations and Journalism from Marshall University (2001) and a B.A. in Political Science and European History from Marshall Univesity (1988). I have more than 15 years of experience, first as a business reporter and later as director of a major government agency in West Virginia. I have a keen interest in European politics -- particularly in conservative movements. I speak fluent German. In addition, I have first-hand experience in grassroots campaign management. *[[User:GaryGoldstein|GaryGoldstein]] - B.A. in Political Science from New York University (1994), M.S. in Economic Analysis & Mathematical Finance from New York University (1995), L.L.M. from Columbia University School of Law (1998), J.S.D. from Columbia University School of Law (1999). *[[User:Nach0king]] - BA (well, [[w:Scottish MA]] in Politics (not Political Science!) from the University of Glasgow. I will not be the most active member of this endeavour (at least I hope not) but I will do what I can, mostly on introductory and basic material, as I think those more qualified would be the right ones to work on things more advanced. 16:14, 23 August 2006 (UTC) *[[User:PanzerKardinal]] - I'm an American college student majoring in political science. I'm 2 classes away from a BA in the subject. My primary interest is International Relations: IR Theory, International Security, Nuclear Strategy, etc. *[[User:Cordless Larry]] - I have a BSc in Economics and Politics and will soon have an MA in Politics. My interests include the politics of identity, the EU, and migration. *[[User:Jsek]] - I am an American college graduate, recently graduated. My major was in International Relations and Theory and also Continental European Studies with a concentration in political parties, ideologies and elections. I have a very good knowledge of EU policies and happenings. *[[User:Djfc]] - My background is (English) Law, International Conflict Analysis and Public International Law (PIL). Specifically, in the concept of state failure, as applied (or not) to Somaila and Yugoslavia (as it then was) in the early 1990s. I hope to contribute to the Law school, but since PIL truly transcends this narrow category, I'd also like to link to an area of this school. * ...more... Be bold in signing up as a participant in this Wikiversity School. Everyone can help improve the political science resources on Wikiversity. If you have an interest politics, political science or even a related social science, we need your help. All you need to do is add your name to this list with a brief note about your political science interests. ==Division news== *August 23, 2006 - This page is started. * ... ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. * ... == Plans for departments == You can start departments with [[Template:Department boilerplate]]. *[[Topic:Introduction to Political Science]] **[[The Four Fields of Political Science]] - proposed [[Wikiversity:Learning projects|learning project]] *[[Topic:Political Theory]] ** (learning projects Pending) *[[Topic:Government & Politics]] ** (learning projects Pending) *[[Topic:Comparative Politics]] ** (learning projects Pending) *[[Topic:International Politics]] **[[Introduction to International Relations]] [[Category:Politics of the European Union]] 2961 12810 2006-08-23T16:45:57Z Hypermorphism 285 Welcome to Topology! ==Department description== The goal of the introductory topology department is to introduce and build proficiency with the basic machinery of modern topology using examples from an area of topology that is well understood, such as the topology of surfaces. The student will then be well-prepared to encounter the strangeness and pitfalls of more abstract and higher-dimensional topology. ==Department news== * '''Wednesday, August 23, 2006''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==Offsite Learning Materials== *[http://www.ics.uci.edu/~eppstein/junkyard/topo.html The Geometry Junkyard's Geometric (Surface) Topology Collection] *[http://at.yorku.ca/topology/ Topology Atlas] *[http://www.msp.warwick.ac.uk/gt/2006/10/index.xhtml Journal of Geometry and Topology] - By the end of this course, the student should be able to at the least read the simplest of these papers without their head exploding. ;-) ==Recommended Reading Material== Like all other mathematics, topology can only be learned by doing it. While this site provides a supportive community of peers and teachers, you also need a well-organized and well-written text that you can study anywhere to learn from those actively participating in the field. *Kinsey, L. Christine. (2004). ''Topology of Surfaces'' Springer. ISBN 0387941029 *Munkres, James. (1999). ''Topology'' Prentice Hall. ISBN 0131816292 ===Wikipedia=== *[[w: Topology]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 2962 12824 2006-08-23T17:01:04Z JWSchmidt 20 [[Lesson1]] moved to [[Basic computer network components]]: more specific page name Hello - I am new to Wikipedia but by no means new to computers - please bear with me. Without futher ado here is todays lesson: A computer network is a data communications system that interconnects computer systems at various different sites. Today we are going to learn about the pieces that make a network , some of which you are familar with PC - Computer like the one your on now NIC - Network Interface card - This is both an electrical interface to the router/modem , and a logical board that communicates to the rest of the pc , usually registered jack forty five or registered jack eleven standard the cable to provide a carrier for the signals either shielded or unsheilded. when you connect to the internet for example the nic should send out fast link pulses that try to establish the accetable speed of connection between the and the modem/router on the global side. these pulses are of a fixed length - if one side can respond within x number of miliseconds it will communicate at y speed. assuming both sides are set to autonegociate. NIC has a Media access control or a Burned in address inside one of its microchips - this will NEVER change it can be falsified but it will never actually change - unless you get a new nic. hub - seldom used this splits the connection betwen multiple pcs , may regenerate the signal - or may just send it on switch - used to split multiple pcs into different groupings based on logical needs or security needs , within the same subnet or lan router - used to send data between phyisical networks. These are the basic parts of a network these parts speak different languages called protocols these are didived into routing and routed protocols in the nex lesson we will learn about different kinds of cabling and different languages such as RIP [[Category: Network Administration]] 2963 12871 2006-08-23T18:00:45Z Guillom 48 {{Moved page}} {{Moved page}} 2965 12850 2006-08-23T17:40:29Z Rayshan 375 [[Introduction to Accounting]] moved to [[Financial Accounting]]: consistence of naming #REDIRECT [[Financial Accounting]] 2966 21735 2006-08-30T19:58:39Z Vary 657 rvv Todays Lesson covers the types of cable commonly used in a network A common early cable was the RS-232 D Serial cable ( yes you can use the unused signals to network a computer , this will be a science project later ) one bit at a time very slow connection Paralell cables can talk at one bit per line at a time - an 8 pin cable can have 8 bits at once assuning one bit is one line and software handles all handshaking. [[Image:Vergleich 2von2 Crossoverkabel.gif|thumb|right]] RJ-11 is a phone cable - this has been used for many years by TELCOs all over the world - six pin cable schmatics to follow at a later date RJ-45 most common cable schmatics to follow at a later date Now that we understand what cables are used the next step is to learn signal processing. ==External links== *[http://yoda.uvi.edu/InfoTech/rj45.htm Wiring Standards at UVI] *[http://www.w2drz.ramcoinc.com/rj45.htm the RJ45 connector] *[http://www.dslreports.com/faq/bellsouth/11.0+Wiring+Diagrams+and+Schematics#5539 Other Diagrams] [[Category:Network_Administration]] 2967 15378 2006-08-26T17:25:26Z Rayc 57 A '''computer network''' is a data communications system that interconnects computer systems at various different sites. Today we are going to learn about the pieces that make a network , some of which you are familar with: *PC - Computer like the one your on now *NIC - Network Interface card - This is both an electrical interface to the router/modem , and a logical board that communicates to the rest of the pc , usually registered jack forty five or registered jack eleven standard the cable to provide a carrier for the signals either shielded or unsheilded. When you connect to the Internet for example the nic should send out fast link pulses that try to establish the acceptable speed of connection between the computer and the modem/router on the global side. These pulses are of a fixed length - if one side can respond within x number of miliseconds it will communicate at y speed, assuming both sides are set to autonegociate. NIC has a Media access control or a Burned in address inside one of its microchips - this will NEVER change (though it can be falsified) unless you get a new nic. *hub - seldom used this splits the connection betwen multiple PCs , may regenerate the signal - or may just send it on *switch - used to split multiple PCs into different groupings based on logical needs or security needs , within the same subnet or lan *router - used to send data between phyisical networks. These are the basic parts of a network. These parts speak different languages called protocols, which are didived into routing and routed protocols. In the next lesson we will learn about different kinds of cabling and different languages such as RIP. [[Category:Computer Science]] 2968 12883 2006-08-23T18:07:09Z JWSchmidt 20 tweek <div style="margin-left: auto; margin-right: auto; width:80%"> <div style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [[Image:Crystal Clear action loopnone.png|left|50px|Moved page]] This page was created with a bad page name and its content has been '''moved'''. Please do not edit this page and find a more specific name for the page you wished to create. If you need help learning how to add content to Wikiversity, see the [[Wikiversity:Editing tutorial|editing tutorial]]. </div> </div> <noinclude> This template is for use on '''redirect''' pages, after page content has been moved to a new page with a more specific name. see: [[Wikiversity:Welcome templates]]<BR> [[Category:Wikiversity culture]] [[Category:Templates]] </noinclude> [[Category:Empty pages|*]] 2969 12875 2006-08-23T18:02:23Z Rayshan 375 Welcome to Principles of Marketing, a recommended prerequisites for many other business majors. 2970 12880 2006-08-23T18:05:18Z JWSchmidt 20 [[Cabling]] moved to [[Network Cabling]]: more specific name #REDIRECT [[Network Cabling]] 2971 12885 2006-08-23T18:08:52Z Rayshan 375 ==Courses== * [[Introduction to Statistics]] 2972 23882 2006-09-04T22:14:12Z Trevor MacInnis 99 move to more appropriate category [[Category:Categories with portals]] 2973 12939 2006-08-23T19:25:20Z Hypermorphism 285 A line drawing of a corded loop of rope with 12 equally spaced knots. This type of tool was used by Egyptian surveyors (rope stretchers) to measure and create right angles. A line drawing of a corded loop of rope with 12 equally spaced knots. This type of tool was used by Egyptian surveyors (rope stretchers) to measure and create right angles. 2974 15377 2006-08-26T17:24:42Z Rayc 57 cat This page deals with the principles of '''combinatorial chemistry'''. Please feel free to develop and add educational resoures to this page as you see fit! == Participants == * Add your name here * And here.. * And here.. == Resources == [[w:Combinatorial chemistry]] [[Category:Chemistry]] 2976 12958 2006-08-23T19:52:34Z Javier Carro 199 +[[Category:Wikiversity policy]] [[Category:Wikiversity policy]] 2979 21953 2006-08-31T12:55:48Z JWSchmidt 20 add category Personal image to use on My Page [[Category:Wikiversity participant images]] 2980 12997 2006-08-23T20:45:45Z Guillom 48 redirect to [[Wikiversity:GNU Free Documentation License]] #REDIRECT [[Wikiversity:GNU Free Documentation License]] 2981 12998 2006-08-23T20:47:51Z HappyCamper 193 #REDIRECT [[Wikiversity:GNU Free Documentation License]] #REDIRECT [[Wikiversity:GNU Free Documentation License]] 2982 19399 2006-08-28T20:11:49Z JWSchmidt 20 link to [[Portal:Education]] <div style="background-color:#FFF594; padding:10px; border:1px solid black;">'''Where are the courses?'''<BR>There is nothing that prevents Wikiversity participants from creating and attending conventional courses within Wikiversity. However, the wiki user interface is not well-suited for a conventional course format. The Wikimedia Foundation Board of Trustees has directed the Wikiversity community away from courses (the [[Wikiversity:Original proposal#Evaluation of the old proposal|Board's comments]]). Wikiversity participants are encouraged to innovate and create learning experiences that take full advantage of the wiki format of online community interactions. Non-traditional '''[[Wikiversity:Learning projects|Learning Projects]]''' that are oriented towards learning about [[Wikiversity:Browse|conventional course subjects]] are encouraged within Wikiversity. See: [[Wikiversity:Learning]] and [[Portal:Education]].</div> <noinclude> ---- This template can be placed on a Wikiversity page that is placing emphasis on the term "course" rather than on [[Wikiversity:Learning projects|Learning Projects]]. [[Category:Course templates]] </noinclude> 2983 13402 2006-08-24T05:32:02Z JWSchmidt 20 word choice Wikiversity pages in this category are strongly oriented around a set of conventional courses. [[Category:Templates]] 2984 23370 2006-09-04T02:54:03Z JWSchmidt 20 update Welcome to the '''Center for Study of the Basics of Economics''', part of the [[School:Economics|School of Economics]]. ==Center description== The Center for Study of the Basics of Economics is devoted to providing a user-friendly introduction to economics. '''Economics''', finding its roots in the Greek words oikos (house) and nomos (rule), is the study of trade and exchanges which occur between economic "agents," such as firms, governments, etceteras, with the most basic and fundamental agent being the individual household (hence the name), whose members then come to constitute other agents. The conceptual whole of the interactions between these agents within a political entity are what is known as an economy, and are often represented using a circular-flow diagram. However, not every economy functions in the same manner, resulting in different economic systems. Economics may be split into two different fields: positive economics and normative economics. Positive economics studies how an economy actually functions, whether it be as a general whole (a subfield known as macroeconomics) or in more minute detail (a subfield known as microeconomics). Given that the field is a social science, there exist numerous disagreements and economic philosophies as to how economies even function. Normative economics provides further controversy, as the field considers how an economy ''ought'' to function. ==Center news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... == Resources == [[http://econpapers.repec.org/ EconPapers]] <p>[[http://www.mises.org/ The Mises Institue]] [[Category:{{PAGENAME}}| ]] 2985 13037 2006-08-23T21:58:59Z Guillom 48 [[Category:Templates]] [[Category:Wikiversity documents]] [[Category:Wikiversity Copyrights]] [[Category:Templates]] 2986 13022 2006-08-23T21:41:13Z Guillom 48 [[Category:Wikiversity]] This category contains pages related to documents uploaded on Wikiversity. [[Category:Wikiversity]] 2987 22924 2006-09-03T15:52:19Z JWSchmidt 20 [[Category:Practical Arts and Sciences]] [[Category:Practical Arts and Sciences]] 2989 13069 2006-08-23T22:39:51Z Guillom 48 removed redundant cat This category contains documents uploaded on Wikiversity which has been released under the [[GNU Free Documentation License]]. Note: GFDL templates on uploaded documents automatically puts these documents in this category. If the document is an image, consider adding the [[:Category:GFDL images]] to it. [[Category:Documents by copyright status]] 2990 21965 2006-08-31T13:57:59Z Rayshan 375 /* Case studies */ This page intent to utilize [[Wikipedia:Case Method|Case Method]] to enhance the learning of students. Case method is often utilized by recognized universities, such as Harvard Business School, to simulate real world learning experiences. ==Case studies== Here you can find sample case studies and analysis created by students of Wikiversity. * Analysis by [[user:Ray Shan|Ray Shan]] based on ''Cases in Contemporary Strategy Analysis, Fifth Edition'' by Robert M. Grant with the guidance of Dr. Gwendolyn Lee [http://www.rayshan.com/WordPress/nfblog/?page_id=14]; including the following: ** Laura Ashley Holdings - The Battle for Survival ** The U.S. Airline Industry in 2004 ** Eastman-Kodak - Meeting the Digital Challenge ** Organizing Restructuring within the Royal Dutch-Shell Group ** Harley-Davidson Inc. in February 2004 ** Wal-Mart Stores Inc. in March 2004 I ** Wal-Mart Stores Inc. March in 2004 II ** Ford & the World Automobile Industry ** Rivalry in Video Games ** Birds Eye and the UK Frozen Food Industry ** Euro Disney - From Dream to Nightmare, 1987-1994 ** Richard Branson and the Virgin Group of Companies in 2004 ** General Electric - Life After Jack ** AES Corporation - Rewriting the Rules of Management 2991 13044 2006-08-23T22:09:18Z Guillom 48 Permission is granted to to copy, distribute and/or modify this document under the terms of the '''[[Wikiversity:GNU Free Documentation License|]]''', Version 1.2 or any later version published by the <!-- License: GFDL, transcluded from Template:GFDL --> <div class="boilerplate" style="margin:0.5em auto;width:80%;background-color:#f7f8ff;border:2px solid #8888aa; padding:4px;font-size:85%;min-height:64px;vertical-align:center; color: #000" id="imageLicense"> <div style="float:left" id="imageLicenseIcon">[[Image:Heckert GNU white.svg|64px|GFDL]]</div> <div style="text-align:center;margin-left:68px" id="imageLicenseText"> Permission is granted to to copy, distribute and/or modify this document under the terms of the '''[[Wikiversity:GNU Free Documentation License|GNU Free Documentation License]]''', Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts.<br/>Subject to [[Wikipedia:general disclaimer|disclaimers]]. </div> </div> <includeonly>[[Category:GFDL documents|{{PAGENAME}}]]</includeonly> <noinclude> [[Category:Document copyright tags|{{PAGENAME}}]] </noinclude> 2993 13182 2006-08-24T00:24:15Z Hypermorphism 285 /* Unconstructible Numbers */ Welcome to your first course in calculus! Help with exercises and general questions will be given on the Discussion Board for this page, which can be found on the top of this page. Suggestions are welcome. In this lesson, we are going to talk a little about the "false history" of calculus and we are going to explicitly define the development of the numbers that we have used to do arithmetic and science everyday, but that we never really looked at too closely before. You may have been mystified by weird proofs that 0.999... repeating indefinitely is actually a valid expression for the number 1, but by the end of this lesson, you might be amazed at the hidden properties of our everyday numbers, but you'll be able to handle them and understand statements like the one above with confidence. To understand why mathematicians developed calculus to the point that it is today, we first need to look at our number system. ==The Development of Numbers== What we will be looking at in this section is a pseudo-history of mathematics; it is very straightforward and every development follows logically from the one before. This is not how things actually occured, but to cover the true history of rises and falls and concepts that never made it would fill volumes and would use up all of our remaining time on Earth (for example, it is rather the case that calculus was developed first, and the analytical properties of the real number system were discovered/created to account for holes in our concept of continuity). We'll stick with the pseudo-history for now. ===The Counting Numbers=== It may be interesting to think of a culture which has never developed a need to count anything, and thus has no need for numbers. Perhaps this culture consists of a single organism which receives no input from its environment. After all, any input would inspire the ability to differentiate between, for example, "I just ate." and "I just ate again." Even simpler animals have some ability to count. Experiments with birds have shown that they have some ability to account for whole quantities less than 5. The experiment was along the lines of having a certain number of people enter a building containing grain (that attracted the bird) and then having them leave one at a time over a long period of time. The bird would fly into the building to eat the grain whenever it thought there was no-one left in the building. Whenever the number of people was greater than 5, the birds would get confused and fly into the building even though there were still people there. Similarly, there are certain primitive cultures in existence today that have the words in their language to separate small quantities of objects, but resort to words akin to "lots" for more than a few objects. Interestingly enough, some of these cultures have never separated the concept of quantity from quality, a basic step in the birth of mathematics. Their word for "two boats" would have nothing in common with their word for "two bowls". The concept of two is not separated from the quality (boat or bowl) of the object. We have similar primitive words left over in our language today, ie. a gaggle of geese or a pack of dogs, but we have long since abandoned their ties to quantitative quality. [[Image:WorldMapLongLat-eq-circles-tropics-non.png|thumb|440px|We still use the base 60 system for describing locations using latitude and logitude.]] Anyway, eventually humans came to embrace exact large numbers by using place value systems. (This is not historically accurate either. The Roman numeral system was not a place value system and survived for an incredibly long time, given the fact that calculations done in this system could only be done by highly skilled accountants and philosophers. The common person could not do much of anything with numbers.) We would assign one position to multiples of one, another position to multiples of some number b called the base, and so on. Today, we use ten as the base of our number system, but other bases were used throughout history. An artifact of this is most of our time concepts being based in base 60 (Babylonians). Every time more than 60 seconds passes, we increment the next place value (the minute) and reset the "seconds place" to 0. ===The Rational Numbers=== [[Image:Eratosthenes.jpg|thumb|'''Eratosthenes''' measured the circumference of the Earth using the power of ratios.]] The ability to count a whole number of objects was great for money management (no-one cares about half a penny) or keeping track of your livestock (you don't really care about ratios when butchering; each part has its own whole number, ie. 4 legs go to Mrs. Brown and so forth), but philosophers needed a more flexible concept of quantity. They needed a way to compare two quantities to each other beyond simply saying one was larger and the other was smaller. ''How much larger'' one was than the other was very important to natural philosophy (which became the physical sciences in modern times). These '''ratio'''s and the inevitable need to do arithmetic with them evolved into the system of '''ratio'''nal numbers. Note that they are not called rational because they "make sense", even though they may make perfect sense to you. This is to forswear the abuse the poor irrational numbers, which we are about to introduce, have born for years. :D [[Image:Egyptiancordedrope345.png|thumb|Egyptian surveyors used the 3-4-5 triangle to create right angles.]] The study of geometry profited greatly from the application of rational numbers. Now, one could use any fraction of an existing measurement necessary to describe the length or size of a geometric object. For years, it had been known that one could easily construct a right angle by using a closed rope with 12 equally spaced knots and stretching out a triangle from this rope so that the hypotenuse had exactly 5 spacings between the knots and one of the legs had 3 spacings. The Egyptians made use of this simple tool to construct right angles in their architecture and fields. ===The First Sign of Trouble: Irrational Numbers in Geometry=== Philosophers during this period (and beforehand) explored many applications of the relationship that is now known as the Pythagorean theorem. It made perfect sense to them that every possible length should be able to be expressed as, at the least, a fraction of some whole amount. This can easily be argued without looking too deep. If you take a pencil and draw a line, then label that line with equally spaced whole numbers (we'll call this line "the number line"), then no matter where you place a point on that line, you should always be able to label it as being x times closer to 1 than to, say 2. It might not be a nice fraction like <math>\frac{1}{4}</math>, but it should still be a fraction. After all, between every two rational numbers there was an infinitude of rational numbers. What other type of length could there be? '''Exercise 1.1''': ''Show that if a and b are rational numbers, then there exists a rational number c such that a < c < b.'' At this time, the Pythagoreans, followers of the philosopher Pythagoras, were seeking out number patterns everywhere, due to the success of rational numbers in music. They were very interested in calculating triples, sets of 3 integers that satisfied the Pythagorean theorem <math>a^2 + b^2 = c^2</math>. Unfortunately, there was a very simple triangle that could actually be made, yet did not seem to fit into the Pythagorean theorem. If you measured out a square plot of land, no-one at this time could tell you exactly how far it was to walk across the diagonal of that square. While they could tell you that the distance was between two numbers, it was maddening that they could not assign a workable exact quantity to that length. Occurences like this were actually kept very secret, and even up to the nineteenth century, irrational numbers, numbers that could not be expressed as the ratio of two whole amounts, were viewed with suspicion as in some way not being "real" numbers. '''Exercise 1.2''': ''If a number is even, it can be written in the form 2q for some whole number q. Similarly, if a number is odd, it can be written in the form 2p + 1 for some whole number p. Show that if a number is even, then the square of that number is also even. Show the same for odd numbers.'' '''Exercise 1.3''': ''Remember from your knowledge of arithmetic (or at least accept it as a given for now) that two distinct numbers always have distinct prime factorizations (they have no prime factors in common). This is the Fundamental Theorem of Arithmetic. Suppose <math>1 + 1 = c^2</math> where <math>c = \frac{m}{n}</math> where m and n are whole numbers. Using the Fundamental Theorem of Arithmetic, show that this cannot be the case (Use algebra and reasoning to deduce a contradiction to the statement that <math>c = \frac{m}{n}</math> for all such whole numbers, assuming the first part of the supposition is true). Tips for first proof: Remember that you're trying to convince a peer through logic that the statement above is false. This means you may have to write a few arguments, in addition to showing the mathematics. There are many ways of proving a statement. Can you find another method to prove the above statement?'' Somehow, these irrational numbers have filled in gaps that we could not see in our number line. As a matter of fact, it may be disturbing to realize that there are, in a sense that will be made clearer if you continue on to study real analysis, "more" irrational numbers than rational numbers on our number line. Irrational numbers disturbed early mathematicians, and they developed creative methods of getting as close as they needed to the true value of the irrational quantity using rational numbers. Methods such as these are present in the work of Eudoxus and Archimedes, and are actually not that far away from modern calculus. ===Continuity Saves the Day=== We are now going to fast-forward quite a bit to the modern day. When you punch 2 into your calculator and press the square root function, you will most likely get quite a few digits, but a finite amount of them. You can always just put that amount over the proper power of ten to write it as a rational number, so what your calculator is giving you cannot be the square root of two. It is instead approximating the square root of two up to a certain amount of decimal places using methods that will become apparent in these very lessons. How does your calculator (or rather your calculator's programmers) know that the value it calculates is accurate? It's obvious that it is, since we depend on computers to calculate physical interactions dealing with things a lot more involved than simple square roots! This is the theoretical framework that requires numbers of completely arbitrary precision. Using this theory, we should be able to, at any moment, get a decimal, binary, or what-have-you equivalent of the abstract numbers that we will be dealing with. These abstract numbers that completely fill in all possible lengths on the number line, and including their negatives, are what we call the '''real numbers'''. Wait, you may say. How do we know there aren't even more exotic and weird numbers hiding out on our number line that we just don't have the experience to see yet? This is where the notion of what mathematicians call '''continuity''' makes its first appearance. Continuity is the heart of calculus, and is actually what you already expect, as it helps define the real numbers to behave as if we had drawn the number line with an imaginary pencil. Informally, we say that a line is continuous if you can draw the line without lifting your pencil from the paper. Suppose you freeze the action of drawing the number line at a particular point in time. The pencil is currently in the act of drawing some point after 3 but before 4. In order to insure that the line is continuous, we intend to make sure that ''the pencil is always drawing some point.'' This means that no matter how close we get to the point of the pencil, there will always be a line leading up to the point the pencil has stopped at. Allow the pencil to draw the line and place your finger on the line. Your finger definitely starts touching the line at some point: ''we define that point to be a real number''. In technical terms, the real number system ensures that if you can name a finite number greater than the length you're wondering about, then that length exists as a real number. In this way, we include every possible length on what we have idealized as a continuous line. We are now going to state what was said above in mathematical terms, only because we need a precise definition independent of arbitrary things like the thickness of the pencil, how shaky our hand is, the nature of atoms, and so forth in order to prove things logically within the framework of calculus. Calculus is not about any of those things above; it is about applying algebra to analyze geometry, so the language of these two subjects is what the definition will be given in. We will need to introduce some language first. This type of language will be very useful to give concrete logical notions that we can use to prove the statements we will be making. It is language used in many areas of mathematics, so it is not exclusive to calculus. You may already know some of these terms. '''Set''': ''A '''set''' is a collection of objects. We can explicitly define sets by writing what they contain in curly braces, such as {1, 2, 3}. '1' is called an '''element''' of the set.'' '''Upper Bound and Lower Bound''': ''A set of numbers has an '''upper bound''' if there exists some number q that is greater than (or equal to) each element in the set. Similarly, a '''lower bound''' p is a number that is less than (or equal to) each element of the set.'' We, logically, say that a set of real numbers is bounded if it has both an upper and lower bound. This is easily illustrated by placing an upper and lower bound somewhere on the number line and noting that if a set can claim to have those upper and lower bounds, then it must be inside the bounded region. Back to the notion of finding the number c such that <math>1 + 1 = c^2</math>. We know that c must be less than 2 and greater than 1. ''Show this''. Thus, c must be a real number (in respect, it must be on the imaginary number line we drew above)! We call this real number <math>\sqrt{2}</math>, and denote it by dividing the real number line into two sets: those numbers less than <math>\sqrt{2}</math>, and those numbers greater than <math>\sqrt{2}</math>. If we take a look at the former set, we see that the set of numbers greater than <math>\sqrt{2}</math> is a set of upper bounds for our set. After a moment's thought, we can see that what we mean by real numbers can be defined by placing a simple requirement on all possible sets of real numbers. '''The Construction of the Real Numbers''': ''If a set of numbers has an upper bound, then it has a lowest possible upper bound that is a real number. Similarly, if a set of numbers has a lower bound, then it has a greatest possible lower bound that is a real number.'' These least upper bounds (called supremums) and greatest lower bounds (called infimums) are what Dedekind used to define the system of real numbers. Thus, every possible set of numbers that you can name, given that it has at least one bound, represents at least one real number. This formulation is exactly what Eudoxus and Archimedes were counting on as existing when they used their methods of exhaustion to find things like the area of a circle or the length of a section of a parabola. Their methods produced lists of numbers that they were able to prove had finite upper and lower bounds. ===A Short Tour of the Real Numbers=== As an introduction to the strangeness of real numbers, note that the irrational numbers have some oddities and monsters hiding within them, just out of reach of various tools. It is interesting to find out that each of the following sets of weirder and weirder numbers is actually "larger" than the sets preceding it, in a sense that will be made clear in a course on real analysis. ====Unconstructible Numbers==== The number <math>\sqrt{2}</math> as explored before can easily be constructed using the old geometer's tools of a straight edge (an unmarked ruler) and a compass (a device for drawing circles centered at a point of your choice). It was proven using group theory that there exist unconstructible numbers, lengths which cannot be constructed on paper using a finite amount of steps. These include numbers as simple as the fifth root of 5. ====Transcendental Numbers==== While the fifth root of five can easily be described as being the root of the equation <math>x^5 - 5 = 0</math>, there also exist numbers that are not the root of any polynomial equation with rational coefficients. These are called transcendental numbers; they have transcended the need for any reference to rational numbers. These include, but are not limited to, the popular numbers ''e'' and <math>\pi</math>. They are the jewels of real numbers. ====Uncomputable Numbers==== Here is where the monsters start coming out of the dark forest of irrationals. You can use a computer to calculate what you believe to be many reals to any precision you need. Unfortunately, most reals are not computable to arbitrary precision by any finite algorithm! Interestingly enough, this does not affect our ability to do calculus, but it is a part of the study of complexity theory. ''e'' and <math>\pi</math> are, lucky for us, computable numbers. One example of an uncomputable number is [[w:Chaitin's constant|Chaitin's constant]]. ====Undefinable Numbers==== Horrors! Using the notion of countability you will learn in real analysis, it is easy to prove that almost all real numbers are not even definable. We can at least talk about a few uncomputable numbers, as was seen by Chaitin's constant above. These strange reals lurking in the shadows can never actually be described or even referred to directly! Luckily, once again, we don't have to worry about these shadowy characters, as they don't affect the behavior of calculus. Hmm...A coffee break. I need to regroup, add some more motivation and reference links to some of the things I mentioned, as well as give a good closure to open the floor to both calculus and analysis. This page will be cross-posted to real analysis, as it is also a good impetus to analysis. 2994 13060 2006-08-23T22:36:15Z Guillom 48 ''[[Media:{{PAGENAME}}|This file]] is licensed under the [[w:Creative Commons|Creative&nbsp;Commons]] [http://creativecommons.org/licenses/by-sa/2.5/ Attribution&nbsp;ShareAlike&nbsp;2.5]&nbsp;License {| cellspacing="8" cellpadding="0" style="width:80%; clear:both; text-align:center; margin:0.5em auto; background-color:#f9f9f9; border:2px solid #e0e0e0;" | style="width:90px;" | [[Image:CC SomeRightsReserved.png|90px|Creative Commons License]]<br />[[Image:Cc-by white.svg|24px|Creative Commons Attribution icon]][[Image:Cc-sa white.svg|24px|Creative Commons Share Alike icon]] | ''[[Media:{{PAGENAME}}|This file]] is licensed under the [[w:Creative Commons|Creative&nbsp;Commons]] [http://creativecommons.org/licenses/by-sa/2.5/ Attribution&nbsp;ShareAlike&nbsp;2.5]&nbsp;License.'' |} <!-- /Creative Commons-License --><!-- <rdf:RDF xmlns="http://web.resource.org/cc/" xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"> <License rdf:about="http://creativecommons.org/licenses/by-sa/2.5/"> <permits rdf:resource="http://web.resource.org/cc/Reproduction" /> <permits rdf:resource="http://web.resource.org/cc/Distribution" /> <requires rdf:resource="http://web.resource.org/cc/Notice" /> <requires rdf:resource="http://web.resource.org/cc/Attribution" /> <permits rdf:resource="http://web.resource.org/cc/DerivativeWorks" /> <requires rdf:resource="http://web.resource.org/cc/ShareAlike" /> </License> </rdf:RDF> --><includeonly>[[Category:Cc-by-sa-2.5 documents|{{PAGENAME}}]]</includeonly> <noinclude> [[Category:Document copyright tags|{{PAGENAME}}]] </noinclude> 2995 13063 2006-08-23T22:36:59Z Guillom 48 ''[[Media:{{PAGENAME}}|This file]] is licensed under [[w:Creative Commons|Creative&nbsp;Commons]] [http://creativecommons.org/licenses/by/2.5/ Attribution&nbsp;2.5]&nbsp;License'' {| cellspacing="8" cellpadding="0" style="width:80%; clear:both; text-align:center; margin:0.5em auto; background-color:#f9f9f9; border:2px solid #e0e0e0;" | style="width:90px;" | [[Image:CC SomeRightsReserved.png|90px|Creative Commons License]]<br />[[Image:Cc-by white.svg|24px|Creative Commons Attribution icon]] | ''[[Media:{{PAGENAME}}|This file]] is licensed under [[w:Creative Commons|Creative&nbsp;Commons]] [http://creativecommons.org/licenses/by/2.5/ Attribution&nbsp;2.5]&nbsp;License.'' |}<!-- /Creative Commons-License --><!-- <rdf:RDF xmlns="http://web.resource.org/cc/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"> <Work rdf:about=""> <dc:type rdf:resource="http://purl.org/dc/dcmitype/StillImage" /> <license rdf:resource="http://creativecommons.org/licenses/by/2.5/" /> </Work> <License rdf:about="http://creativecommons.org/licenses/by/2.5/"> <permits rdf:resource="http://web.resource.org/cc/Reproduction" /> <permits rdf:resource="http://web.resource.org/cc/Distribution" /> <requires rdf:resource="http://web.resource.org/cc/Notice" /> <requires rdf:resource="http://web.resource.org/cc/Attribution" /> <permits rdf:resource="http://web.resource.org/cc/DerivativeWorks" /> </License> </rdf:RDF> --><includeonly>[[Category:Cc-by-2.5 documents|{{PAGENAME}}]]</includeonly> <noinclude> [[Category:Document copyright tags|{{PAGENAME}}]] </noinclude> 2997 13067 2006-08-23T22:39:26Z Guillom 48 [[Category:Wikiversity documents]] [[Category:Wikiversity Copyrights]] [[Category:Wikiversity Copyrights]] [[Category:Wikiversity documents]] [[Category:Wikiversity Copyrights]] 2998 13079 2006-08-23T22:43:55Z Guillom 48 This category contains documents uploaded on Wikiversity which has been licensed under [[w:Creative Commons|Creative&nbsp;Commons]] [http://creativecommons.org/licenses/by/2.5/ Attribution&nbsp;2.5]&n This category contains documents uploaded on Wikiversity which has been licensed under [[w:Creative Commons|Creative&nbsp;Commons]] [http://creativecommons.org/licenses/by/2.5/ Attribution&nbsp;2.5]&nbsp;License. [[Category:Documents by copyright status]] 3000 13090 2006-08-23T22:55:17Z Guillom 48 '''Warning:''' ''This file is lacking source and/or [[Wikiversity:Copyrights|copyright]] status.<br /> {| cellspacing="8" cellpadding="0" style="width:80%; clear:both; text-align:center; margin:0.5em auto; background-color:#f9f9f9; border:2px solid #F00;" | style="width:90px;" | [[Image:Question copyright.svg|45px|Unknown license]] | '''Warning:''' ''This file is lacking source and/or [[Wikiversity:Copyrights|copyright]] status.<br /> It will be deleted if both of them are not provided soon.'' |} <includeonly>[[Category:Documents without license|{{PAGENAME}}]]</includeonly> <noinclude> [[Category:Document copyright tags|{{PAGENAME}}]] </noinclude> 3001 13093 2006-08-23T22:57:13Z Guillom 48 This category contains documents uploaded on Wikiversity which lack source and/or [[Wikiversity:Copyrights|copyright]] status. This category contains documents uploaded on Wikiversity which lack source and/or [[Wikiversity:Copyrights|copyright]] status. [[Category:Documents by copyright status]] 3002 13105 2006-08-23T23:04:17Z Guillom 48 This category contains documents uploaded on Wikiversity which has been licensed under the [[w:Creative Commons|Creative&nbsp;Commons]] [http://creativecommons.org/licenses/by-sa/2.5/ Attribution&nbsp This category contains documents uploaded on Wikiversity which has been licensed under the [[w:Creative Commons|Creative&nbsp;Commons]] [http://creativecommons.org/licenses/by-sa/2.5/ Attribution&nbsp;ShareAlike&nbsp;2.5]&nbsp;License. [[Category:Documents by copyright status]] 3003 24168 2006-09-05T15:34:46Z Daniel575 649 /* Active participants */ arghhh why doesn't my signature work <center><big>'''Welcome to the School of Medicine!'''</big></center> [[Image:Physcian examining a child.jpg|right|150px]] '''[[w:Medicine|Medicine]]''' is the branch of [[w:health science|health science]] and the sector of public life concerned with maintaining or restoring [[w:human|human]] [[w:health|health]] through the study, diagnosis and treatment of [[w:disease|disease]] and [[w:injury|injury]]. It is both an ''area of knowledge'' &ndash; a [[w:science|science]] of [[w:body|body]] [[w:organ system|systems]], their diseases and treatment &ndash; and the ''applied practice'' of that knowledge. However, ''medicine'' often refers more specifically to matters dealt with by [[w:physician|physicians]] and [[w:surgery|surgeons]]. Medicine is both an area of knowledge (a ''science''), and the application of that knowledge (by the medical profession and other health professionals such as nurses). The various specialized branches of the science of medicine correspond to the equally specialized medical professions dealing with particular organs or diseases. The science of medicine is the knowledge of body systems and diseases, while the [[w:profession|profession]] of medicine refers to the social structure of the group of people formally trained to apply that knowledge to treat disease. Medicine comprises various specialized sub-branches, such as [[w:cardiology|cardiology]], [[w:pulmonology|pulmonology]], [[w:neurology|neurology]], or other fields such as sports medicine, research or public health. <div align="right">'''[[w:Medicine|More...]]'''</div> ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. ===[[Topic:Basic sciences|Basic sciences]]=== * [[Topic:Chemistry|Chemistry]] * [[Topic:Physics|Physics]] * [[Topic:Molecular biology|Molecular biology]] * [[Topic:Cell Biology|Cell biology]] - Ready for participants. * [[The Human Body]] * [[Topic:Anatomy|Anatomy]] * [[School:Psychology|Psychology]] * [[Topic:Communication|Communication]] * [[School:Law|Law]] * [[Topic:Philosophy|Philosophy]] * [[Topic:Division of Biology|General Biology]] * [[Topic:Histology|Histology]] * [[Topic:Pathology|Pathology]] * [[Topic:Physiology|Physiology]] * [[Topic:Immunology|Immunology]] * [[Topic:Laboratory Techniques|Laboratory Techniques]] * [[Topic:Genetics|Genetics]] ===Medical Specializations / Divisions and Departments=== ===Division of Surgery and Anesthesiology=== * [[Topic:Surgery|Surgery]] ** [[Topic:General surgery|General surgery]] ** [[Topic:Cardiothoracic surgery|Cardiothoracic surgery]] ** [[Topic:Neurosurgery|Neurosurgery]] ** [[Topic:Ophthalmology|Ophthalmology]] ** [[Topic:Orthopedic surgery|Orthopedic surgery]] ** [[Topic:Plastic surgery|Plastic surgery]] ** [[Topic:Pediatric surgery|Pediatric surgery]] ** [[Topic:Urology|Urology]] ** [[Topic:Vascular surgery|Vascular surgery]] * [[Topic:Anesthesiology|Anesthesiology]] * [[Topic:Emergency Medicine|Emergency Medicine]] * [[Topic:Intensive care medicine|Intensive care medicine]] ===Division of General and Internal Medicine=== * [[Topic:Internal medicine|Internal medicine]] **[[Topic:Cardiology|Cardiology]] **[[Topic:Endocrinology|Endocrinology]] **[[Topic:Gastroenterology|Gastroenterology]] **[[Topic:Hematology|Hematology]] **[[Topic:Infectious diseases|Infectious diseases]] **[[Topic:Nephrology|Nephrology]] **[[Topic:Oncology|Oncology]] **[[Topic:Pulmonology|Pulmonology]] **[[Topic:Rheumatology|Rheumatology]] * [[Topic:Dermatology|Dermatology]] * [[Topic:Otorhinolaryngology|Otorhinolaryngology]] ===Division of Healthcare and General Practice=== * [[Topic:General practice|General practice]] * [[Topic:Public Health & Occupational Medicine|Public Health & Occupational Medicine]] ===Division of Woman, Child and Geriatric Health=== * [[Topic:Obstetrics & Gynecology|Obstetrics & Gynecology]] * [[Topic:Pediatrics|Pediatrics]] * [[Topic:Geriatrics|Geriatrics]] ===Division of Neurosciences=== * [[Topic:Psychiatry|Psychiatry]] * [[Topic:Neurology|Neurology]] * [[Topic:Neurosurgery|Neurosurgery]] ===Division of Diagnostic and Therapeutic Sciences=== * [[Topic:Radiology|Radiology]] * [[Topic:Radiation Oncology|Radiation Oncology]] ===Division of Experimental Medicine=== * [[Topic:Biomedical Informatics|Biomedical Informatics]] ==Active participants== # [[User:Stevenfruitsmaak|Steven Fruitsmaak]] <small>([[User_talk:Stevenfruitsmaak|Talk]])</small> 00:10, 24 August 2006 (UTC) # [[User:Daniel575|Daniel575]] 15:34, 5 September 2006 (UTC) ==School news== * '''August 24, 2006''' - School founded! Also most elements transferred from WikiBooks. Let the learning begin! ==See also== *[[School:Biology|The School of Biology]] [[Category:Medicine]] [[Category:Wikiversity schools|Medicine]] [[de:Fachbereich_Humanmedizin]] 3004 13109 2006-08-23T23:06:06Z Guillom 48 '''''I, {{{author|the author of this work}}},''' hereby publish it under the following licenses:'' {| style="margin:0.5em auto; background-color: #f0f0f0; border: 2px solid #aaaaaa; padding: 2px; clear:both;" | style="text-align:center" | '''''I, {{{author|the author of this work}}},''' hereby publish it under the following licenses:'' |--- | style="text-align:center" | {{GFDL}} {{Cc-by-sa-2.5}} ''You may select the license of your choice.'' |}[[Category:Self-published work|{{PAGENAME}}]] <noinclude> [[Category:Document copyright tags|{{PAGENAME}}]] </noinclude> 3005 13111 2006-08-23T23:06:58Z Guillom 48 [[Category:Documents by copyright status]] [[Category:Documents by copyright status]] 3006 22695 2006-09-02T22:58:16Z JWSchmidt 20 subcat Pages and categories that are used by the [[School:Medicine|School of Medicine]]. [[Category:Life Sciences]] 3007 13118 2006-08-23T23:18:44Z Hypermorphism 285 ==Department description== The goal of the department of real analysis is to give rigorous backing to the machinery of calculus and the real number system. By the end of this course, a student should know the real numbers like the back of their hand, and be more than ready to learn the generalizations of topology. ==Department news== * '''Wednesday, August 23, 2006''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! *[[Our Playground: The Real Numbers and Their Development]] ==Offsite Learning Materials== * ... ==Recommended Reading Material== Analysis is a highly technical topic and is full of pitfalls and subtle counterexamples. You will need to read and complete the exercises in at least one of the following books in addition to using this site as a supportive community of peers and teachers. *Gelbaum & Olmsted. (2003). ''Counterexamples in Analysis'' Dover Publications. ISBN 0486428753 *[[w:Walter Rudin|Rudin, Walter]]. (1976). ''Principles of Mathematical Analysis'' McGraw-Hill Science/Engineering/Math. ISBN 007054235X ===Wikipedia=== *[[w:Real analysis]] ===Wikibooks=== Works in progress: * [[Wikibooks:Topology/Real analysis]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). *... [[Category:{{PAGENAME}}| ]] 3008 24159 2006-09-05T15:20:51Z Daniel575 649 /* Clinical crisis protocol */ '''Emergency medicine''' (EM) involves the diagnosis and management of urgent medical conditions, especially life-threatening medical situations like motor vehicle accidents, heart attacks or the ingestion of poisons. EM physicians and pre-hospital personnel like ambulance workers provide initial patient care with the aim of providing patient comfort and improving long-term patient outcome. ==The specialty of emergency medicine== In some jurisdictions, Emergency Medicine is almost regarded as a sub-discipline to Family Medicine. Most authors would now hold that Emergency Medicine has become sufficiently specialised, in techniques and knowledge scope, to be a discipline in its own right. While there can be a General Practice component to many cases seen in the typical emergency room, most emergency rooms now have to deal with an acuity and complexity of case that general practitioners are no longer sufficiently skilled to handle such cases. For General Practitioners who expect to practise in smaller towns or in rural areas, it is particularly important to incorporate good Emergency Medicine experience into their training. Usually practicing in a hospital setting, EM physicians have training to deal with most medical emergencies, and usually maintain certifications in CPR, Advanced Cardiac Life Support (ACLS) and Advanced Trauma Life Support (ATLS). In addition, in cases of disasters requiring special resources, many hospitals have protocols to rapidly deploy on-site and off-site staff. The management of both emergency department (ED) and inpatient medical emergencies are guided by the basic ACLS and ATLS principles and protocols. Irrespective of the nature of the clinical emergency, maintenance of adequate blood pressure, adequate blood flow to vital organs and adequate oxygenation and ventilation are important guiding principles. (Although sometimes these principles must be deliberately broken, as in the deliberate clamping of an arterial bleeder to prevent exsanguination). The first step in emergency medicine is triage: determining who (if there are multiple casualties) requires medical assistance first. ==Introduction to emergency medicine== The art of emergency medicine can best be described using the following ideas examined upon initial evaluation: *Airway *Breathing *Circulation *Disability (neurologic) These point are known as the ABC(D)'s of Emergency Medicine. Then the general steps of practicing Emergency Medicine: *Assessment *Diagnosis *Treatment *Disposition The ABC's of emergency medicine are basic to life support. Every time one enters into an emergency one should determine whether the patient has an open airway, if they are breathing in an unobstructed manner, if they have an adequate pulse (circulation), if they have any obvious sources of bleeding, and if they have any (neurologic) disability (e.g. a broken neck that has led to neurological injury.) Assesment using the ABC's is the cornerstone of emergency care and it should be a continous and ongoing process. Just because initally someone's airway is patent doesn't mean it necessarily will stay that way. So the key point is to stay flexible in assement and treament. The mark of an ED physician is someone who can manage the airway (intubate), someone who can manage the breathing of a patient (set a ventilator) and somone who can provide cardiac or respiratory support (ACLS treatment of cardiac problems like shock, myocardial infarction or arrhythmias.) ==Disposition== The famous GOMER (Get out of my ER) applies here. The EM physician must decide where a patient should go after stabilization: home, to the operating room for surgery, to a regular nursing floor, to a step-down unit, to the Intensive Care Unit (ICU) etc. Thus a role central to the EM physician is triage, and his or her best tool is often the telephone, in asking for advice and help. If, for instance, the EM physician encounters a patient suffering from a myocardial infarction, he or she might start MONA (Morphine, Oxygen, Nitroglycerine and Aspirin) and promptly contact a cardiologist to take over care since "time is myocardium". However, it can't be assumed that ''all'' ER physicians do is send patients to other departments, and other floors. ER physicians may work in an Emergency Room, but are always trained in another specialty (such as Pulmonology, Anaestisology, Critical Care, Cardiology, or any multitude of specialties), and so commonly end up treating patients in the Emergency Room and then continuing their long-term care afterwards. If we take our example Myocardial infarction (heart attack) patient, and our Emergency Room physician is a Cardiology, he would stabilize the patient, give the disposition orders, and then add his own treatment information to the protocol to treat the myocardial infarct, rather than contacting an outside cardiologist. ==Clinical crisis protocol== The "clinical crisis protocol" is an approach to dealing with urgent problems when a patient's life is in danger and there is limited time to act. Thus, diagnosis of the problem must be accompanied by initial empirical treatment, i.e. diagnosis and treatment must be carried out concurrently, even when it's far from clear what is going on. For example, severe bradycardia (heart rate < 40) may or may not be associated with symptoms such as syncope and can be due to many different causes, (e.g. third degree heart block, beta blocker overdose, use of an anti-cholinesterase without sufficient anticholinergic (e.g. neostigmine without glycopyrrolate or atropine), increased intracranial pressure, etc.) An approach to rapidly assess the patient the trouble is sometimes needed: '''LOOK''': Color (cyanosis, erythema, pallor), respirations (rate, pattern), diaphoresis, bleeding/dressings/drains, neck (jugular venous distenstion, tracheal deviation), restlessness, discomfort '''LISTEN''': breath sounds (?equal), wheezes, crackles, stridor, heart sounds, patient’s complaints, observations of bystanders '''FEEL''': pulse (rate, intensity, pattern), grip strength (esp. after muscle relaxants given), forehead (temperature, diaphoresis) '''GET''': help, vital signs, old chart, crash cart, labs, chest x-ray... Again, we emphasize that initial empirical treatment is essential while we are finding out what is going on. For example, in the case of symptomatic severe bradycardia, intravenous atropine (0.6 - 1 mg) should be given (among other things). ===Sample Urgent Clinical Problems Requiring Immediate Intervention=== *Ventricular tachycardia / ventricular fibrillation *Cyanosis / hypoxemia *Grand-mal seizures / unresponsive patient / coma *Severe bradycardia or other rhythm disturbance *Stridor (noisy inspiration from partial upper airway obstruction) *Loss of pulse in an extremity (esp. following vascular surgery) *Severe hypotension or hypertension *Myocardial ischemia (with or without angina or electrocardiographic changes) ===Some Common Medical Emergencies=== *Angina, acute coronary insufficiency, myocardial infarction *Abdominal pain *Aortic dissection or aneurysm *Anaphylaxis *Appendicitis (withor without peritonitis) *Bleeding *Burns (first degree, second degree, third degree) *Cardiac arrhythmias *Cardiogenic shock *Cerebrovascular accident (stroke) *Diabetic coma *Drowning and near-drowning *Drug overdose *Electric shock / electrocution / electric burns *Epileptic seizure *Headaches (especially migraines, cluster headaches, and those due to intracerebral bleeds) *Respiratory failure *Smoke inhalation *Urinary retention [[Category:Page moved from Wikibooks]] [[Category:Medicine]] [[Category:Emergency Medicine|*]] 3009 24007 2006-09-05T02:58:29Z Topps 821 General Practice, as it is known today, is the considered by many as providing the initial level of health-care in most healthcare systems throughout the world. That is, if you have a non-emergency problem, you would go to your GP to get it looked at, and they would prescribe proper treatment. In cases where the treatment or detailed diagnosis of the problem is too complex, requires surgery or other resources, the GP may refer the patient to a Doctor trained in the required specialty (such as a General Surgeon, a Neurology, Cardiologist, etc.) In most jurisdictions, a Doctor must now take 2-4 years of Medical Residency in [[General_Practice:What is Family Medicine|Family Medicine]] or General Practice in order to practice as a GP, as they need internship training in several specialties. This additional breadth of training, together with an expectation to have reasonable competence in these areas, means that such training is no longer necessarily regarded as the fallback option for trainees. Several specialties that GP's would be trained in could/would be: - [[General_Practice:Internal Medicine|Internal Medicine]] - [[General_Practice:General Surgery|General Surgery]] - [[General_Practice:Pediatrics|Pediatrics]] - [[General_Practice:Women's Health (Ob/Gyn)|Ob/Gyn]] - [[General_Practice:Mental Health|Mental Health]] - [[General_Practice:Emergency Medicine|Emergency Medicine]] - [[General_Practice:Orthopedic Surgery|Orthopedic Surgery]] Most GP's will spend a large portion of their time in office practices, in hospitals, or in Emergency Rooms, the latter being the least common. For some jurisdictions, having a community-based component to the practice is an important feature of the discipline. Once a GP has completed their Family Medicine or General Practice residency training, they will usually have to write a board-certified exam to get a licence to practice Family/General Medicine. [[Category:Page moved from Wikibooks]] 3011 21691 2006-08-30T18:08:13Z Daniel575 649 /* Basic anatomy level 3: Blood Supply of the heart */ Cardiology is the portion of medicine that deals with the heart. ==Basic anatomy 101== From the anatomical point of view the heart is composed of 4 compartments. An easy manner to remember the compartments of the heart is to imagine it as a duplex apartment, composed of two apartments, of course. When visitors (blood) arrived to either of the two apartments, they enter the atrium through the doors (valves), once gathered in the atrium they are escorted to the living room (ventricle), again through doors (valves). There are two portions to the heart, the left and the right apartment (composed of an atrium (entrance) and ventriculum (living room). The larger of the two compartment is the left side, because of the greater distance the blood has to travel once expulsed from the heart, the entire body in the left ventriculum and the lungs in the right ventriculum, the left [[w:myocardium|myocardium]] is a lot more developed than the right side. Another easy way to remember how the blood arrives and leaves the heart is the following manner. The blood always arrives to the heart through the veins and always leaves the heart through the arteries. As an example, when the blood returns to the heart after traveling the entire body, it does through either the superior or inferior vena cava. When the blood returns to the left atrium after being oxygenated in the lungs, it does through the pulmonary veins. Roughly speaking, blood circulation in the body follows a figure eight pattern (8) with the heart in the center between the two loops. The lungs are supplied by the uppermost loop and the rest of the body through the lower loop. The blood leaves the heart through the aorta (through the aortic valve) and travels to the lower and to the upper portion of the body. It returns to right atrium via either the inferior or superior vena cava. From the right atrium, the blood empties into the right heart ventricle through the opening of the tri-cuspid valve; the blood leaves the right ventricle through the pulmonary valve and travels through the pulmonary arteries to the left and right lungs where it is oxygenated. It returns to the left atrium through the pulmonary veins and it passes through the bi-cuspid (or mitral) valve to the left ventricle. Then the process is repeated, about 60 times per minute, one for each beating of the heart. ==Basic Anatomy Level 2: Circulation== [[Image:Cardiology1.GIF|right]] *1 Left pulmonary vein *2 Right pulmonary vein *3 Left atrium *4 Mitral valve *5 Left ventricle *6 Aortic valve *7 Aorta Ascendens *8 Aortic bow *9 Aorta Descendens *10 Vena Cava Inferior *11 Vena Cava Superior *12 Right atrium *13 Tricuspid valve *14 Right ventricle *15 Pulmonalis valve *16 Truncus pulmonalis *17 Right pulmonary artery *18 Left pulmonary artery *19 Interventricular septum *20 Interatrial septum Note that the major sidebranches of the aorta (around the aortic bow) have not been shown. Many important vessels (arteries supplying the head, neck, and upper limbs) originate in the aortic bow. We have learned that the heart consists of two atria (singular atrium) and two ventricula (or, in English, ventricles) (singular ventriculum, or English ventricle). Blood travels through the body in two distinct circulations. We will now follow the route blood takes when it travels through the heart, beginning with the blood being in the lungs. *1. Blood is oxygenated in the lungs. Waste materials (carbon dioxide CO2) are released and oxygen O2 is absorbed by the RBCs (Red Blood Cells). *2. The oxygenated blood now travels through the pulmonary veins (venae pulmonales) to the left atrium. *3. During the diastolic phase (relaxation of the heart), the blood enters the left ventricle through the mitral valve. *4. During the systolic phase, the heart muscle contracts and the blood is stewed into the aorta ascendens (ascending aorta) through the aortic valve. *5. From the aortic bow and the aorta descendens (descending aorta), the blood is spread to smaller arteries which supply every part of the body with fresh oxygenated blood. *6. Blood passes through capillaries (hair vessels) where gas exchange between the tissues and the RBCs takes place. The RBCs release oxygen into the tissues and absorb carbon dioxide which will be released again in the lungs. *7. The blood leaves the capillaries and streams into veins. *8. The veins combine into the vena cava superior (upper body, above the heart) or vena cava inferior (lower body, under the heart). *9. The vena cava superior and inferior both end in the right atrium. *10. During diastole, the blood enters the right ventricle through the tricuspid valve. *11. During systole, the blood is stewed into the main pulmonary artery (truncus pulmonalis) through the pulmonalis valve. *12. Via the lung arteries, the blood reaches the lung capillaries where gas exchange between air and RBCs takes place. *13. Back to step 1. ==Basic anatomy level 3: Blood Supply of the heart== [[Image:Cardiology2b.GIF|right]] *MB = Main Branch *LRAD = Left Ramus Anterior Descendens *Cx = Circumflex artery *RCA = Right Coronary Artery *RDP = Ramus Descendens Posterior Note that only the most basic arteries comprising the coronary arterial system are being shown here. There are many small branches to each of these arteries; this is only the basics of the coronary system. The heart is always at work and thus it needs a continuous uninterrupted supply of fresh oxygenated blood. A system of vessels surrounding the heart, known as the coronary arteries (or simply the coronaries) supplies the heart with all the blood it needs at all times. The coronary arteries originate from the aorta ascendens just above the aortic valve. There are two coronaries, one of whom splits into two separate coronaries just after its origin; thus, in fact, we could also say that we have three coronaries. *On the right side, the right coronary artery, which runs through the line known as sulcus coronarius (which lies approximately above the border between the right atrium and ventricle) all the way until the back of the heart where it ends in the long interventricular line. Its latter half is known as the Ramus Descendens Posterior. A few centimeters after its origin in the aorta ascendens, the right coronary has a small sidebranch known as the 'sinus node artery', which supplies the sinus node with blood, and after that a small branch which supplies the front side of the right ventricle with blood. *The left side of the heart, which is more muscular since it needs to push the blood into the aorta ascendens with more force than the right ventricle needs to push blood into the truncus pulmonalis with, since the left side of the heart needs to supply every part of the body with blood, from the brains to the toes to the fingers. [[Category:Page moved from Wikibooks]] 3012 13187 2006-08-24T00:27:18Z Stevenfruitsmaak 392 [[Category:Page moved from Wikibooks]] == Overview of Obstetrics and Gynecology == [[w:Obstetrics and gynaecology|Obstetrics and gynecology]] is diverse disipline encompassing fertility, prenatal, labor and delivery, postpartum care as well as gynecology and gynecologic oncology. *Obstetrics **Prenatal Care **Labor & Delivery **Post Partum *Gynecology *Gynecologic Oncology *contraceptional advice ===Case Based Learning=== [[Obstetrics & Gynecology Case 1]] [[Category:Page moved from Wikibooks]] 3013 13188 2006-08-24T00:27:27Z Stevenfruitsmaak 392 [[Category:Page moved from Wikibooks]] ===Case 1=== *Presentation *'''What is the most likely diagnosis?''' *'''What further evaluation and management are appropriate?''' ====Normal Labor==== *Discussion **Phases ***Latent Phase ***Active Phase ***Descent ***Expulsion **Methods of Pain management **Questions **Answers [[Category:Page moved from Wikibooks]] 3014 13144 2006-08-23T23:49:44Z Stevenfruitsmaak 392 Radiation Oncology ==Resources== * [[b:Radiation Oncology|Wikibook Radiation Oncology]] 3015 13145 2006-08-23T23:51:26Z Stevenfruitsmaak 392 import http://en.wikibooks.org/wiki/Orthopedic_Surgery ==Resources== [[b:Orthopedic_Surgery|Wikibook Orthopedic Surgery]] 3016 13165 2006-08-24T00:16:18Z Aldenis 296 3017 14847 2006-08-26T05:33:42Z Rayc 57 cat Anatomy *1.0 [[Introduction to Anatomy]] ** 1.1 [[Anatomical Terminology]] ** 1.2 [[Introduction to Bones]] ** 1.3 [[Introduction to Muscles]] *2.0 [[Upper Limb]] **2.1 [[Bones of the Upper Limb]] **2.2 [[Muscles of the Upper Limb]] *3.1 Thorax *4.1 Abdomen *5.1 Lower Limb *6.1 Head and Neck [[Category:Page moved from Wikibooks]] [[Category:Anatomy]] 3018 14850 2006-08-26T05:35:03Z Rayc 57 [[Category:Anatomy]] In the context of medicine, anatomy is the study of the structures that make up the human body. Gross anatomy is the study of these structures at the macroscopic level - everything that can be seen with the unaided eye. A course in anatomy gives doctors several tools that are essential to the practice of medicine. The most apparent tool is the ability to describe the precise position of structures within the body, and to find these structures quickly - essential in any medical communication. More than this, doctors learn the precise function of many of the body's more mechanical and macroscopic structures. Bones, muscles, and the central nervous system all cause changes in the body on the macroscopic as well as the microscopic level. In a traditional anatomy course at medical school, lectures are accompanied by laboratory time, in which cadavers are dissected, allowing the medical student to study anatomical structures in situ. This gives the student a more thorough and complete knowledge of structures in relation to one another, and also a feeling of what these structures look and feel like - far more than any anatomical textbook could do. It also gives the student practical experience in identifying everything from bony landmarks to specific nerves and muscles. The study of anatomy requires a lot of memorization, however this requirement is moderated by the use of systematic methods of learning, and even various tricks - such as mnemonics - wherever possible. To continue with the course, the student should begin by familiarizing themselves with the terminology used in anatomy. [[Anatomical Terminology|1.1 Anatomical Terminology]] [[Category:Page moved from Wikibooks]] [[Category:Anatomy]] 3019 14851 2006-08-26T05:35:28Z Rayc 57 [[Category:Anatomy]] ===Anatomical Position=== When discussing the anatomy of the human body, it is useful to consider the body in a standard position. This allows the relative position of parts of the body to be described accurately and with less confusion. This is the [[Wikipedia:Anatomical_position|anatomical position]]. A person in the anatomical position is standing up straight, with arms at the sides and palms facing forwards with the fingers extended. The feet are facing forward, as are the head and eyes. [[Image:Anatpos.png|frame|The anatomical planes of the body.]] ===Planes of the Body=== There are three planes through the body that are used to describe the position and orientation of parts of the body. These are: * ''Median plane'' - This plane runs through the body from the head to the feet, and divides the body into left and right halves. Any plane parallel to this through the body is known as a saggital plane. * ''Coronal plane'' - This plane runs through the body from the head to the feet, and divides the body into front and rear halves. * ''Transverse plane'' - This is any plane that runs left to right through the body and divides it into upper and lower sections. * ''Oblique plane'' - Any plane through the body that is not parallel to one of the former three. ===Anatomical Terms=== When discussing anatomy, the following terms are used to describe the relative positions of the parts of the body. When using these terms, it is usually assumed that the body is in the anatomical position. * ''Lateral'' and ''medial'' - Away or towards the median plane respectively. * ''Superior'' and ''inferior'' - Towards the head, or towards the feet respectively. * ''Anterior'' and ''posterior'' - Towards the front of the body, or towards the rear of the body respectively. ** Also referred to as ''ventral'' and ''dorsal'' respectively. * ''Superficial'' and ''deep'' - Superficial structures are closer to the skin than deeper structures. In the limbs, the following terms are also used: * ''Distal'' and ''proximal'' - Further from or nearer to the limb's connection to the trunk respectively. Terms may also be combined to describe more complicated relative positions, for example ''anterolateral'', meaning in front of and more lateral to something. ====Examples==== * The thumbs are lateral to the index fingers. * The shoulder is superior to the hip. * The vertebrae of the spine are posterior to the abdominal muscles. * The wrist is distal to the elbow. * The shoulder blade is posterolateral to the spine. ===Movement terms=== All acts of movement are considered to be a mixture or a single contribution of the following movement terms: *''Flexion'' - where there is a reduction in the angle between bones or parts of the body. This term applies '''only''' to movement ''along the sagittal or median plane''. An example of arms flexing is lifting a dinner plate. When applied to the trunk of the body, this term means bowing forwards. *''Extension'' - is the opposite of flexion, and there is an increase in the angle. This term applies '''only''' to movement ''along the sagittal or median plane''. With the trunk of the body, this movement is bowing backwards. *''Adduction'' - where there is a reduction in the angle between bones or parts of the body. This '''only''' applies to movement ''along the coronal plane''. An example of this is where extending arms outwards as if to fly. *''Abduction'' - the exact opposite, with an increase in the angle. Also '''only''' applies to movement ''along the coronal plane''. *''Rotation'' - is rotation of an entire limb clockwise (laterally) or anticlockwise (medially). *''Pronation'' - this is the rotation of the hand so that the palm faces posteriorly. This is not medial rotation as this must be performed when the arm is half flexed. ''Prone'' means the hand is facing posteriorly. *''Supination'' - the roation of the hand so that the palm faces anteriorly. The hand is ''supine'' (facing anteriorly) in the anatomical position. *''Protrusion'' - is the anterior movement of an object. This term is often applied to the jaw. *''Retrusion'' - the opposite of protrusion. *''Elevation'' - superior movement. This term is often applied to the shoulders (eg shrugging shoulders is elevation) *''Depression'' - inferior movement, opposite of elevation. *''Circumduction'' - is a special case of movement involving adduction, flexion, extension and abduction. The resulting movement creates a circular path of movement. The only joint in the human body capable of circumduction is the shoulder. ===Special cases=== There are several cases where the meaning of the anatomical planes and terms are slightly different. Hence new definitions for movement applies. This is apparent in the foot, the tongue, the hand, the penis, and the brain. ====Foot and hand==== The palm (''adj'' palmar) of the hand corresponds to the sole (''adj'' plantar) of the foot, and the dorsum (back) of the hand corresponds to the dorsum (top) of the foot. From this, the term ''dorsiflexion'' means to flex upwards (true flexion) and the term ''plantarflexion'', meaning to extend downwards (true extension) are derived. The term ''volar'', used mainly in orthopaedics, is synonymous with ''palmar'' and ''plantar''. The foot is also capable of movement along another axis due to the flexibility of the ankle joint. These movements are *''Eversion'' - the movement of the sole of the foot away from the median plane. *''Inversion'' - the movement of the sole towards the median plane. (same as when an ankle is twisted). The position of the hand in anatomical position is considered ''supine'', such that rotation of the hand so that the palm faces backwards is called pronation and the reverse action, supination. ====Others==== In the anatomical position, the penis is considered to be erect and pointing upwards, i.e. the dorsal side of the penis is what one would normally call its top side. The tongue has a dorsal side which is facing upwards (the side that tastes). ===External Links=== *[http://en.wikipedia.org/wiki/Anatomical_position Anatomical position on Wikipedia] *[http://www.med.umich.edu/lrc/coursepages/M1/anatomy/html/home.html University of Michigan Medical School: Medical Gross Anatomy Learning Resources] [[Category:Page moved from Wikibooks]] [[Category:Anatomy]] 3021 24227 2006-09-05T18:46:19Z Digitalme 39 refs, interwiki Muscles are comprised of [[w:Fascicles|fascicles]], which are bundles of muscle fibers. Surrounding each fascicle, and holding it together, is a layer of connective tissue known as the [[w:perimysium|perimysium]]. [[w:endomysium|Endomysium]] surrounds each muscle fiber, and [[w:epimysium|epimysium]] surrounds the muscle itself. Penetrating the muscle, are arteries, veins, and nerve fibers. There are three types of muscle: *[[w:Skeletal_muscle|Skeletal]]: Under voluntary nervous control. *[[w:Cardiac_muscle|Cardiac]]: Found only in the heart, specialised and autonomous. The nervous system has the ability to effect changes globally. <ref>http://www.sinc.sunysb.edu/Stu/ltriolo/</ref> *[[w:Smooth_muscle|Smooth or visceral]]: Smooth or visceral: Not under voluntary nervous control. Found in blood vessels, digestive system, etc. ==Origin and Insertion== Muscles are usually partly described by their origin at one end, and insertion at the other. These are points of the muscle that attach to bones - the origin being the point that moves least under contraction, and the insertion being the end that moves most. The origin is usually more proximal, and the insertion more distal. If a muscle arises from more than one place (as in the biceps, or triceps), we say that it has two (or more) heads. [[Category:Page moved from Wikibooks]] [[Category:Anatomy]] == References == <references /> 3022 14854 2006-08-26T05:36:04Z Rayc 57 [[Category:Anatomy]] The upper limb is commonly referred to as the arm. Anatomically speaking, however, only the structures distal to the shoulder joint and proximal to the elbow are referred to as the '''''arm'''''. The structures distal to the elbow and proximal to the wrist are called the '''''forearm''''', and the structures distal to the wrist are called the '''''hand'''''. *2.1 [[Bones_of_the_upper_limb|Bones of the Upper Limb]] [[Category:Page moved from Wikibooks]] [[Category:Anatomy]] 3023 14860 2006-08-26T05:42:57Z Rayc 57 ==Bones of the Shoulder== The shoulder is comprised of the '''''scapula''''' (shoulder blade), and the '''''clavicle''''' (collar bone). ==Bones of the Arm== The bone in the arm is the '''''humerus'''''. ==Bones of the Forearm== The forearm is comprised of the '''''radius''''' and the '''''ulna''''', which run parallel to each other. The radius is lateral to the ulna. ==Bones of the Hand== The wrist is comprised of the '''''carpal''''' bones, a number of relatively small bones roughly arranged in two rows of four, which are known collectively as the carpus. The proximal row is the first row, and is comprised of (in order from lateral to medial side): *'''''Scaphoid (navicular)''''' bone *'''''Lunate''''' bone *'''''Triquetral (triangular)''''' bone *'''''Pisiform''''' bone: Anterior to the triquetral bone. The distal row is comprised of: *'''''Trapezial (greater multangular)''''' bone *'''''Trapezoid (lesser multangular)''''' bone *'''''Capitate''''' bone *'''''Hamate''''' bone The carpal bones can be remembered using the following (somewhat humerous - no pun intended) rhyme: ''Sometimes lovers try positions that they cannot handle.'' Distal to the carpal bones is the metacarpus, comprised of the '''''metacarpal''''' bones. These run through the palm of the hand, and connect the fingers to the carpus. There are five metacarpals, and they are numbered starting with the lateral side from one to five, the '''''first metacarpal''''' running to the thumb. Distal to the metacarpus are '''''phalanx''''' bones, or the phalanges. These are the digital bones, consisting of three in each finger, except for the thumb which contains only two. As the phalanges are arranged in rows, they are referred to by their row number, and finger number. Each finger is numbered similarly to the metacarpals, from one to five beginning with the lateral thumb. The first row of phalanges are called the proximal phalanges, the second row as the middle phalanges, and the third row as the distal phalanges. For example, the '''''second middle phalanx''''' is the middle bone of the index finger. As the thumb contains only two phalanges, these are referred to as the '''''first proximal''''' and '''''first distal phalanges'''''. A mnemonic is often helpful in memorising these bones; lateral to medial and proximal to distal: Sam Likes To Push The Toy Car Hard. *2.2 [[Muscles_of_the_upper_limb|Muscles of the Upper Limb]] [[Category:Page moved from Wikibooks]] [[Category:Anatomy]] 3025 13197 2006-08-24T00:31:43Z Stevenfruitsmaak 392 topic #REDIRECT [[Topic:Anatomy]] 3026 13199 2006-08-24T00:33:02Z Stevenfruitsmaak 392 aA #REDIRECT [[Introduction to Anatomy]] 3027 13200 2006-08-24T00:34:11Z Stevenfruitsmaak 392 Anatomical Terminology #REDIRECT [[Anatomical Terminology]] 3028 13203 2006-08-24T00:35:13Z Stevenfruitsmaak 392 Introduction to Muscles #REDIRECT [[Introduction to Muscles]] 3029 13204 2006-08-24T00:35:51Z Stevenfruitsmaak 392 Upper limb #REDIRECT [[Upper limb]] 3030 13207 2006-08-24T00:36:21Z Stevenfruitsmaak 392 [[Upper Limb]] moved to [[Upper limb]]: capitalisation error #REDIRECT [[Upper limb]] 3031 13211 2006-08-24T00:37:13Z Stevenfruitsmaak 392 Bones of the upper limb #REDIRECT [[Bones of the upper limb]] 3032 13213 2006-08-24T00:38:14Z Stevenfruitsmaak 392 Topic:Emergency Medicine #REDIRECT [[Topic:Emergency Medicine]] 3033 13215 2006-08-24T00:39:10Z Stevenfruitsmaak 392 Topic:General practice #REDIRECT [[Topic:General practice]] 3034 13219 2006-08-24T00:40:43Z Stevenfruitsmaak 392 redir #REDIRECT [[School:Medicine]] 3035 13221 2006-08-24T00:41:44Z Stevenfruitsmaak 392 redir #REDIRECT [[Topic:Cardiology]] 3036 13222 2006-08-24T00:43:09Z Stevenfruitsmaak 392 redir #REDIRECT [[Topic:Obstetrics & Gynecology]] 3037 13223 2006-08-24T00:44:15Z Stevenfruitsmaak 392 Obstetrics & Gynecology Case 1 #REDIRECT [[Obstetrics & Gynecology Case 1]] 3038 13224 2006-08-24T00:45:21Z Stevenfruitsmaak 392 redir #REDIRECT [[School:Medicine]] 3039 13226 2006-08-24T00:48:12Z Stevenfruitsmaak 392 Page moved from Wikibooks Naming in Organic chemistry is necessary for the discussion of chemicals and chemical reactions. = Naming parent chains = == Nomclemature == Organic Carbon-Compound Prefixes "Meth" 1 Carbon<br> "Eth" 2 Carbons<br> "Prop" 3 Carbons<br> "But" 4 Carbons<br> "Pent" 5 Carbons<br> "Hex" 6 Carbons<br> "Sept" 7 Carbons<br> "Oct" 8 Carbons<br> "Non" 9 Carbons<br> "Dec" 10 Carbons<br> "Undec" 11 Carbons<br> "Dodec" 12 Carbons<br> == Alkanes == Alkanes are chemicals with carbon backbones which only have carbon-carbon single bonds and are named according to the number of carbons they have. They combust to produce water and carbon dioxide in air. Alkanes such as propane are used in petrol engines. Alkanes with greater than 4 carbons can form different chain isomers, that is they can become "branched". The more branches a smaller alkane has the higher it's "octane rating". By having a high octane rating an alkane is less likely to auto-ignite which can cause problems in combustion engines by causing "knocking"; igniting under pressure before the spark and causing the piston to "knock" as it has not yet fully descended. General Alkane Formula: C<sub>n</sub>H<sub>2n+2</sub> Suffix: "ane" Example: <b>CH<sub>3</sub>CH<sub>2</sub>CH<sub>3</sub></b> - Propane == Alkenes == Alkenes, like Alkanes, have carbon backbones but contain at least one carbon-carbon double bond. Double bonds are reactive and can be reduced to single bonds using hydrogen gas, pressure, and a catalyst, such as Pd or Pt. Alternatively, Alkenes can be reduced to Alkanes by reacting with Hydrogen gas over a Nickel catalyst. Nickel acts as a heterogenous surface catalyst, weakening the H-H bonds in hydrogen, thus speeding up the reaction. General Alkene Formula: C<sub>n</sub>H<sub>2n</sub> Suffix: "ene" Example: <b>CH<sub>2</sub>CH<sub>2</sub></b> - Ethene == Alcohols == General Alcohol Formula: C<sub>n</sub>H<sub>2n+1</sub>OH Suffix: "ol" Example: <b>CH<sub>3</sub>CH<sub>2</sub>OH</b> - Ethanol == Alkynes == Alkynes have carbon-carbon triple bonds. Like alkenes, Alkynes are reactive and can be brought down to either double or single bonds. If excess hydrogen is used, and they are allowed to react, they will become single bonds. If a poison catalyst (such as Pd/CO3, palladium with carbonate) is used instead of a regular catalyst, the alkynes will be selectively reduced to alkenes. == Ketones == Ketones are carbonyl compounds. Thus they contain the C=O group. This group is responsible for the typical peak present in the mass spectrometer profiles for carbonyl compounds. The suffix "-one" is added to the alkane name to indicate a ketone. Ketones, if formed from alcohols, must be formed from secondary alcohols as you need to have two groups either side of the "carbonyl" carbon. General Ketone Formula: C<sub>n</sub>H<sub>(2(n-1)+2)</sub>O Suffix: "one" Examples of ketones include: '''CH<sub>3</sub>COCH<sub>3</sub>''' Name: ''propanone''. This is the lowest member of the series. '''CH<sub>3</sub>COCH<sub>2</sub>CH<sub>3</sub>''' Name: ''butanone''. '''CH<sub>3</sub>CH<sub>2</sub>COCH<sub>2</sub>CH<sub>3</sub>''' Name: ''pentan-3-one''. The "-3-" indicates the position of the C=O (carbonyl) group. It shows that the carbonyl group is present on the third carbon atom in the chain. Such naming is essential in ketones (except propanone and butanone). For example, an isomer of pentan-3-one is pentan-2-one, which has a different structural formula. == Ethers == In Ethers the functional group is -O-. The General Formula of ethers is R-O-R or R-O-R'. R-O-R are simple ethers. Whereas R-O-R' represents mixed ethers. R and R' are different alkyl groups. According to IUPAC they are called Alkoxy Alkanes (O-R is alkoxy group). For Example, CH3-O-CH3 is a simple ether whose common name is Dimethyl ether and the IUPAC name is Methoxy Methane. C2H5-O-CH3 is a mixed ether whose common name is methyl ethyl ether and the IUPAC name is methoxy ethane. == Esters == Carbon Compunds consisting of a carbonyl carbon adjacent to an ether (-COO-). Esters are often characterized by a unique smell or taste. Esters are used by manufacturers due to their unique smells and tastes. == Aldehydes == Aldehydes are carbonyl compounds with a C=O and a H bonded to the same carbon. The suffix attached to a aldehyde is "al". The quickest way to form a aldehyde is to oxidise a primary alcohol using potassium dichromate. Suffix: "al" General formula: C<sub>n</sub>H<sub>2n-1</sub>CHO Functional Group: CHO Examples of aldehydes: '''CH<sub>3</sub>CH<sub>2</sub>CHO''' Ethanal '''CH<sub>3</sub>CH<sub>2</sub>CH<sub>2</sub>CHO'''Propanal == Carboxylic Acids == Carboxylic acids are [[carbonyl]] compounds containing a C=O and an -OH group bonded to the same carbon. They can be obtained by oxidising a aldehyde or a primary alcohol using potassium dichromate (K<sub>2</sub>Cr<sub>2</sub>O<sub>7</sub>) with concentrated sulphuric acid. Suffix: "oic acid" General formula: C<sub>n</sub>H<sub>2n-1</sub>COOH Functional Group: COOH Examples of carboxylic acids: '''CH<sub>3</sub>COOH''' Ethanoic Acid '''CH<sub>3</sub>CH<sub>2</sub>COOH''' Propanoic Acid == Benzenes == = Naming as substituents = == Phenyls == == Allyls == == Vinyls == [[Category:Page moved from Wikibooks]] 3040 13228 2006-08-24T00:48:48Z Stevenfruitsmaak 392 Naming in organic chemistry #REDIRECT [[Naming in organic chemistry]] 3041 14947 2006-08-26T08:05:44Z 203.166.246.205 Acid/Base chemistry began with the Bronsted-Lowry model of acids and bases. This model states molecules containing hydrogen ions are acids, while molecules containing hydroxyl (-OH) functional groups are bases. This is not necessarily true. The current definition of an acid and a base is based upon how the substance ionizes in water. Acids produce positivley charged molecules, while bases produce negativley charged molecules. This definition allows for bases such as Ammonia which does not contain an hydroxide ion. The relative strength of acids and bases is measured by their respective ion concentrations once dissolved. The product of the positive ion concentration times the negative ion concentration equals 1*10 to the -14th power. The pH is equal to the negative antilog of the positive ion concentration. The pOH is equal to the negative antilog of the negative ion concentration. Thus, pH is measured on a scale of 0 to 14, with 7(th pH of water) as neutral. Each "step" below 7 is ten times more acidic (since it was derived from a power of ten). While rare, substances can have pH levels below 0 or above 14. However, the pH plus pOH of a substance will always equal 14. Reactions between acids and bases always produce water and a salt. Reactions between acids and metal always produce a salt and Hydrogen gas. [[Category:Page moved from Wikibooks]] [[Category:Chemistry]] 3042 13234 2006-08-24T00:53:29Z Stevenfruitsmaak 392 Moved from books '''Reduction''' is the loss of oxygen from a molecule or the gaining of one or more electrons. A reduction reaction is seen from the point of view of the molecule being reduced, as when one molecule gets reduced another gets oxidised. The full reaction is known as a [[Redox]] reaction. In the case of [[Organic Chemistry]] it is usually the case of the gaining/loss of Oxygen/Hydrogen In [[Inorganic Chemistry]] the term refers to the change in [[oxidation state]] of the metal center. '''Oxidation''' is a process where a substance: a) loses one or more electrons; or b) gains oxygen atom/s; or c) loses hydrogen atom/s; or d) gains an increase in its oxidation number. [[Category:Page moved from Wikibooks]] 3043 13236 2006-08-24T00:54:01Z Stevenfruitsmaak 392 Reduction and oxidation reactions #REDIRECT [[Reduction and oxidation reactions]] 3044 13237 2006-08-24T00:54:36Z Stevenfruitsmaak 392 redir #REDIRECT [[Reduction and oxidation reactions]] 3045 13238 2006-08-24T00:55:24Z Stevenfruitsmaak 392 Acid-base chemistry #REDIRECT [[Acid-base chemistry]] 3046 13239 2006-08-24T00:56:34Z Stevenfruitsmaak 392 School:Medicine #REDIRECT [[School:Medicine]] 3047 13240 2006-08-24T00:58:07Z Stevenfruitsmaak 392 Topic:Chemistry #REDIRECT [[Topic:Chemistry]] 3049 13253 2006-08-24T01:28:41Z Jlguinn 127 Created School News Archive Coming Soon 3050 13266 2006-08-24T02:24:00Z Rayc 57 MultiCol <includeonly><div><!-- Do not remove this DIV: it prevents the Wiki code from inserting an extra linebreak above this table. --> {| width="{{{1|100%}}}" border="0" cellspacing="0" cellpadding="0" style="background-color: transparent; table-layout: fixed" |- valign="top" |<div style="margin-right: 20px"></includeonly> 3051 13268 2006-08-24T02:24:53Z Rayc 57 import </div> |<div style="margin-right: 20px"> 3052 13269 2006-08-24T02:25:46Z Rayc 57 import </div> |} </div> 3053 13275 2006-08-24T02:33:56Z 71.68.88.137 A number selected by chance (or in the case of a computer program, as near to simulating chance as possible). Typically, a programming language has a built in command or function to generate a number for you. In most cases, the number will be delivered as a random [[floating point]] decimal value between 0 and 1. It is up to the programmer to apply arithmetic to this number to convert it to a number in the desired range. For example, if you want to simulate the roll of a six-sided die, you would multiply this original random result (which starts out between zero and one) by six, add one and then remove any portion after the decimal. [[Let]] DieRoll = [[Integer]](RandomResult * 6 + 1) In the most extreme cases, where RandomResult is 0 (multiplying by six yields zero, and then add one) our die roll is a one, and when RandomResult is 0.999999... (multiplying by six yeilds 5.9999..., adding one yeields 6.9999..., but taking only [[Integer]] portion) we get six. 3054 13512 2006-08-24T12:05:43Z Jlguinn 127 Integer: The whole part of a number. Often this is the name of a computer command or function which removes the fractional portion of a number, returning the whole number. 3055 23571 2006-09-04T13:53:57Z Rayc 57 <includeonly> <div class="multilingual" style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > {| {{#if:{{{Question|}}} | {{{Question}}} }} |} {{MultiCol}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> '''{{#if:{{{Atext|}}}''' | {{{Atext}}} }} </div> <div class="NavContent" style="text-align:left"> {{#if:{{{Danswer|}}} | {{{Aanswer}}} }} </div> </div> <div class="NavEnd">&nbsp;</div> {{ColBreak}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> '''{{#if:{{{Btext|}}}''' | {{{Btext}}} }}</div> <div class="NavContent" style="text-align:left"> {{#if:{{{Danswer|}}} | {{{Banswer}}} }} </div> </div> <div class="NavEnd">&nbsp;</div> {{ColBreak}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> '''{{#if:{{{Ctext|}}}''' | {{{Ctext}}} }}</div> <div class="NavContent" style="text-align:left"> {{#if:{{{Danswer|}}} | {{{Canswer}}} }} </div> </div> <div class="NavEnd">&nbsp;</div> {{ColBreak}} <div class="NavFrame" style="clear:left; text-align: center; border: 0px; width:200px"> <div class="NavHead" style="background-color:transparent; text-align:left"> '''{{#if:{{{Dtext|}}}''' | {{{Dtext}}} }}</div> <div class="NavContent" style="text-align:left"> {{#if:{{{Danswer|}}} | {{{Danswer}}} }} </div> </div> <div class="NavEnd">&nbsp;</div> {{EndMultiCol}} </div> </includeonly> <noinclude> This template create a test question with four choices and answers. The choices will automatically be bolded, by the answers will not be. ==Usage== :{{ABCD :| Question = Question goes here :| Atext = A text goes here :| Aanswer = Answer for A goes here :| Btext = B text goes here :| Banswer = Answer for B goes here :| Ctext = C text goes here :| Canswer = Answer for C goes here :| Dtext = D text goes here :| Danswer = Answer for D goes here :}} which produces: {{ABCD | Question = Question goes here | Atext = A text goes here | Aanswer = Answer for A goes here | Btext = B text goes here | Banswer = Answer for B goes here | Ctext = C text goes here | Canswer = Answer for C goes here | Dtext = D text goes here | Danswer = Answer for D goes here }} [[Category:Templates]] </noinclude> 3056 22167 2006-09-01T11:47:54Z JWSchmidt 20 [[Category:Computer Science]] New Page Do others agree that such a project category should exist? Does such a category exist and I missed it? Does anyone agree that Wikiversity Infrastructure would be a good place for the School of Computer Science to devote its attention? Is it possible to create such an infrastructure in a contribution-based Wiki environment? :Currently our infrastructure is handled by the Wikimedia Foundation. They have a mailing list [http://mail.wikipedia.org/mailman/listinfo/wikitech-l] dedicated to supporting the Wikimedia software which runs under a standard html web server. There were about 50 developers active on the list last I heard. This might be a good place to start. [http://meta.wikimedia.org/wiki/How_to_become_a_MediaWiki_hacker] It makes some people nervous to talk about infrastructure elsewhere, they see it as leading inevitably to a fork. Personally I think some distributed technologies will be useful in the near future whether it is operated by the Wikimedia Foundation or the Wikiversity Project or some other large free wiki. A lot of people donate processing time, hard drive space, and bandwidth to various projects that enable it. It currently seems like the Wikimedia servers go through a cycle of being overloaded while waiting for frustrated users to donate cash to upgrade the centralized server farm. [[User:Mirwin|Mirwin]] 05:34, 1 September 2006 (UTC) ==See also== *[[MediaWiki Project]] - participants develop new MediaWiki features for the Wikiversity community [[Category:Computer Science]] 3057 14461 2006-08-26T02:56:33Z Timrem 484 fix link The [[w:Turing test|Turing Test]] in 1950 is a popular place to start, but Artificial Intelligence must pay homage to scholars from many fields dating back to before the Common Era. ... 3058 13294 2006-08-24T02:55:26Z Messedrocker 35 category Pages in this category need to be cleaned up. Get to work! [[Category:Wikiversity maintenance]] 3059 13303 2006-08-24T02:57:59Z Messedrocker 35 category to go along with template These pages need to be renamed to comply with [[WV:NC|naming conventions]] and our [[Wikiversity:Namespaces|namespaces]] guidelines. [[Category:Wikiversity maintenance]] 3061 13308 2006-08-24T03:00:56Z Messedrocker 35 template for uncategorized articles <center class="metadata"> <table style="width: 60%; background:#fee; border: 1px solid #aaa; padding: 0.5em;"><tr> <td style="width: 70px;">[[Image:W21-1a.png|60px|logo]]</td> <td>'''This page has no categories.''' Please give this page a category, particularly relevant to the department it belongs to.</small></td> </tr></table> </center> <includeonly>[[Category:Uncategorized|{{PAGENAME}}]]</includeonly> <noinclude>''This adds page to [[:Category:Uncategorized]].''</noinclude> 3062 13309 2006-08-24T03:02:17Z Messedrocker 35 category for the uncategorized Pages in this category have no categories (except this one). Please find at least one category for these pages. If it is a lesson, give it the category of its associated department. [[Category:Categories]] 3063 23069 2006-09-03T17:36:47Z JWSchmidt 20 update categories '''Welcome to Wikiversity's Sociology Area''' :If you have questions, please make a note on the discussion page. ==Area Description== Sociology is the study of society and human social action. Sociology has many sub-sections of study, ranging from the analysis of religion to the theories about global society. This area and related pages are a space for the planning and creation of collaborative learning and research projects. ==Sociology news== *This area was founded on August 21, 2006 ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== ===Current projects=== *[[Ethnography]] **[[Introduction to ethnography]] **[[Institutional ethnography]] **[[Virtual ethnography]] ===Suggested projects=== *[[Collaborative writing]] *[[Qualitative research methods]] **[[Discourse analysis]] **[[Interviewing]] *[[Quantitative research methods]] ===On developing projects=== Wikiversity has adopted a "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Please cooperate with other departments that use the same learning resource. Note on creating resources: Learning resources and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson and start writing! ==Related links and references== ===Wikiversity Portals=== *[[Portal:Social Research]] *[[Portal:Social Theory]] ===Wikipedia=== *[[w:Sociology]] *[[w:Social theory]] *[[w:Social research]] ===Wikibooks=== *Course: [[Wikibooks:Principles of Sociology|Principles of Sociology]] (U.S. focus) Works in progress - these texts are currently at [[Wikibooks:Sociology]]: * [[Wikibooks:Introduction to Sociology]] (U.S. focus) * [[Wikibooks:Social Deviance]] * [[Wikibooks:Social Psychology]] * [[Wikibooks:Sociological Theory]] * [[Wikibooks:Sociological Methods]] * [[Wikibooks:Sociology of the Family]] * [[Wikibooks:Sociology of Religion]] ==Active participants== * [[User:Reswik|Reswik]] 15:24, 21 August 2006 (UTC) [[Category:Wikiversity schools]] [[Category:Sociology]] 3065 13369 2006-08-24T04:50:42Z JWSchmidt 20 add dome topics Welcome to the Division of Basic Medical Sciences, part of [[School:Medicine|The School of Medicine]]. ==Division news== * '''24 August, 2006''' - Division founded! * ... ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. * [[Topic:Chemistry|Chemistry]] * [[Topic:Physics|Physics]] * [[Topic:Molecular biology|Molecular biology]] * [[Topic:Cell Biology|Cell biology]] - Ready for participants. * [[The Human Body]] * [[Topic:Anatomy|Anatomy]] * [[School:Psychology|Psychology]] * [[Topic:Communication|Communication]] * [[School:Law|Law]] * [[Topic:Philosophy|Philosophy]] * [[Topic:Division of Biology|General Biology]] * [[Topic:Histology|Histology]] * [[Topic:Pathology|Pathology]] * [[Topic:Physiology|Physiology]] * [[Topic:Immunology|Immunology]] * [[Topic:Laboratory Techniques|Laboratory Techniques]] * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 3066 13368 2006-08-24T04:48:04Z JWSchmidt 20 subcategory [[Category:Medicine]] 3067 13392 2006-08-24T05:20:45Z JWSchmidt 20 link to [[Wikiversity:Naming conventions]] <div style="background-color:#FFF594; padding:10px; border:1px solid black;">[[Wikiversity:Browse]] should be for relatively short lists of the most important Wikiversity [[Wikiversity:Naming conventions|categories, portals and schools]].<BR>There can also be links to organizational pages such as [[b:Wikiversity:Wikiversity Schools|this one]].<BR>The Portals [[:Category:Wikiversity portals|in this category]] can be listed on the '''Wikiversity:Browse''' page.<BR>The schools [[:Category:Wikiversity schools|in this category]] can be listed on the '''Wikiversity:Browse''' page.</div> <noinclude> ---- This template should be placed at the top of [[Wikiversity talk:Browse]]. </noinclude> 3068 21483 2006-08-30T04:58:02Z TimNelson 352 Portuguese is one of the most complex, complete and interesting languages ( at least in my opinion). Its grammar is very interesting and very rich, with many variations on the inflections and conjugation of verbs. I apologize if I make any kind of mistake in this text because I am not a native English speaker, so I cannot have a great performance here trying to explain the grammar of my Language ( I am BRAZILIAN from RIO DE JANEIRO), but I hope I can help at least a little bit those people who are intending to begin to learn PORTUGUESE with the short explanation below, which is intended only to give Foreigners an extremely short and very concise notion about how the mechanisms of our grammar work. ==Pronouns== {| |eu |I |- |tu |you (singular and FORMAL) (In daily language we always use the pronoun ''você'' instead of "tu".) |- |ele |he or it |- |ela |she or it |- |nós |we |- |vós |You (plural and FORMAL) (In daily language we always use the pronoun "vocês" instead of "vós".) |- |eles |they (masculine) |- |elas |they (feminine) |} ==Verb Conjugation== Verbo SER (Verb to be) :Verbo ser (Verb to be - Only with the meaning of to be PERMANENTLY): You can say: Eu sou feliz (with the meaning of : I am happy (I am a happy person). When you mean that you are happy only on the present moment,you use the verb ESTAR, which means to be TEMPORARILY (briefly); but for the time being, let us only focuse on the meaning of to be PERMANENTLY. These are other examples of Verbo SER ( To be) used only with PERMANENT meaning: Eu SOU advogado: I am a Lawyer; Eu SOU brasileiro : I am Brazilian; Eu sou jogador de futebol: I am a soccer player); Ela é uma mulher bonita: She is a beautiful woman; Nós somos dentistas: We are dentists; Ele é muito alto: He is very tall; Eles são muito ricos: They(masculine) are very rich Elas (feminine) são professoras: They are teachers {| | Eu sou | I am |- | Tu* és | You are |- | Ele é | He is (or it is) |- | Ela é | She is (or it is) |- | Nós somos | We are |- | Vós** sois | You are (plural) |- | Eles são | They are (masculine) |- | Elas são | They are (feminine) |} Verbo ESTAR (Verb to be) :Verbo ESTAR (Verb to be only with the meaning of TEMPORARY state): Eu estou feliz: I am happy (now, in this moment); I estou no Rio de Janeiro: I am in Rio de Janeiro (now) Ela está muito satisfeita com seus lucros: She is very satisfied (happy) with her profits (with the profits she is obtaining); Eles estão perto da praia: They are near the beach. {| | Eu estou | I am |- | Tu* estás | You are |- | Ele está | He is ( or it is) |- | Ela está | She is (or it is) |- | Nós estamos | We are |- | Vós** estais | You are (plural and FORMAL) |- | Eles estão | They are ( masculine) |- | Elas estão | They are ( feminine) |} Observations: <nowiki>*</nowiki> Always keep in your mind that TU is only a very formal pronoun which is rarely used on common talks. It is much more used on poetry or archaic portuguese (though it is still used as a current element of portuguese language). Nowadays, it is instead a very common phenomenon that people in some regions of BRAZIL , misuse the pronoun TU with a conjugation without the "S" on the end of the verb that joins it. It is common but grammatically very wrong. So, instead of saying: TU ÉS (you are) , people say: TU É ( you are). This kind of use occurs more in RIO DE JANEIRO STATE and mainly in its capital (the city with the same name). <nowiki>**</nowiki> Notice that VÓS is a very FORMAL pronoun. It is part of modern Portuguese as "TU", but is rarely used and its use generally gets restricted to POETRY, SONG LETTERS and especially in RELIGIOUS TEXTS like the BIBLE. The pronoun VÓS, like the pronoun TU is almost archaic. I hope that I have been useful and that this short explanation may help at least one person in order to clear up any kind of previous doubt towards PORTUGUESE LANGUAGE. I apologize again for my eventual mistakes in ENGLISH and wish you, PORTUGUESE STUDENTS good luck and allow myself the right to praise this Language which has beautiful sounds, with a very smooth, light and pleasent pronounciation. THANK YOU VERY MUCH. My name is PAULO GIOVANNY GÓIS SANTOS and I am a 34 year old man who loves learning LANGUAGES. My e-mails are GIOVANNY.GOIS@TERRA.COM.BR and GIOVANNY.GOIS@IG.COM.BR [[Category:Language Acquisition|{{PAGENAME}}]] [[Category:Portuguese|{{PAGENAME}}]] 3078 13457 2006-08-24T08:27:31Z Abdouz 416 Mechatronics Engineering is the trade that combines methodologies techniques and applications from Electrical Engineering, Electronic Engineering, Mechanical Engineering, Automatic Control and Computer Science, hence the prefix "Mecha"; stands for Mechanics involved engineering, and "tronics";stands for the Electronics/Computer Science Invloved engineering [http://en.wikipedia.org/wiki/Mechatronics Mechatronics] 3079 13478 2006-08-24T09:43:16Z Guillom 48 +cat {| align="CENTER" class="boilerplate" id="pd" style="width:80%; background-color:#f7f8ff; border:2px solid #8888aa; padding:5px;" | [[Image:Sciences_humaines.svg|50px|The Wikiversity Logo]]<br />[[Image:Heckert GNU white.svg|50px|GNU]] | ''This is a screenshot of a '''[[Wikiversity:Copyrights|copyrighted]] [[w:Wikiversity|Wikiversity]] [[w:web page|web page]]'''. Wikiversity text is licensed under the '''[[w:GNU Free Documentation License|GNU FDL]]'''. The [[w:MediaWiki|MediaWiki]] software that runs Wikiversity is licensed under the '''[[w:GNU Free Documentation License|GNU FDL]]'''. '''''Note on licenses:''' Please note that the '''GPL''' ('''GNU General Public License''') is for '''software and its derivatives''' and the '''GFDL''' ('''GNU Free Documentation License''') is for '''text documentations or other forms of text and their derivatives'''. This means that the interface design of Wikiversity and all other portions of the MediaWiki software are licensed under the GPL, but the actual contents of Wikiversity are licensed under the GFDL. As such, portions of this screenshot may be licensed under '''two separate licenses'''. '''The GPL and GFDL are not the same license'''; they are only connected through [[w:Free Software Foundation|the creators]] of the licenses. |} <includeonly>[[Category:Wikiversity screenshots|{{PAGENAME}}]]</includeonly> <noinclude> [[Category:Document copyright tags|{{PAGENAME}}]] </noinclude> 3080 13468 2006-08-24T09:00:42Z David Levy 118 {{wikiversity-screenshot}} {{wikiversity-screenshot}} 3081 13469 2006-08-24T09:00:43Z David Levy 118 {{wikiversity-screenshot}} {{wikiversity-screenshot}} 3082 21949 2006-08-31T12:51:23Z JWSchmidt 20 more specific category See also {{tl|Wikiversity-screenshot}} [[Category:Documents by copyright status]] [[Category:Images]] 3083 13752 2006-08-25T00:14:49Z 67.68.22.131 3085 13494 2006-08-24T11:08:48Z Guillom 48 preparing Wikiversity:Announcements <div class="annonce" style="margin:0.2em;">[[image:{{{1}}}|20px|]]<span style="margin-left:0.5em; font-style:italic;">{{{2}}} : </span> <span>{{{3}}}</span></div> <noinclude> [[Category:Templates|Announce]] </noinclude> 3086 13496 2006-08-24T11:10:34Z Guillom 48 {{announce|Crystal_filetypes.png|{{{1}}}|{{{2}}}}} {{announce|Crystal_filetypes.png|{{{1}}}|{{{2}}}}} 3087 13498 2006-08-24T11:12:57Z Guillom 48 {{announce|Mediawiki.png|{{{1}}}|{{{2}}}}} {{announce|Mediawiki.png|{{{1}}}|{{{2}}}}} 3088 13499 2006-08-24T11:14:18Z Guillom 48 {{announce|Wikimedia-logo.svg|{{{1}}}|{{{2}}}}} {{announce|Wikimedia-logo.svg|{{{1}}}|{{{2}}}}} 3089 13500 2006-08-24T11:16:00Z Guillom 48 {{announce|Crystal_kmix.png|{{{1}}}|{{{2}}}}} {{announce|Crystal_kmix.png|{{{1}}}|{{{2}}}}} 3091 23566 2006-09-04T12:40:23Z JWSchmidt 20 fix date <noinclude> ''This page contains announcements about '''[[Main Page|Wikiversity]]''' and '''[[wikimedia:|Wikimedia]]'''. See also Meta [[m:Goings-on|Goings-on]].'' ;Available templates:{{tl|announce/talk}} · {{tl|announce/foundation}} · {{tl|announce/mediawiki}} · {{tl|announce/misc}} · {{tl|announce/beta}} ;Syntax:<code><nowiki>{{Announce/talk|date|message}}</nowiki></code> </noinclude>__NOTOC__ __NOEDITSECTION__ <div class="plainlinks"> ==Announcements== <!--- Announces ----------------------> ====September 2006==== {{announce/beta|3|[http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/En Scope of research]; multi-language research policy discussion started.}} {{announce/foundation|1|[[meta:Elections for the Board of Trustees of the Wikimedia Foundation, 2006/En|Elections]] for the Board of Trustees of the Wikimedia Foundation opened.}} ====August 2006==== {{announce/beta|24| [http://beta.wikiversity.org/wiki/Main_Page Beta Wikiversity] opened.}} {{announce/talk|23|New [[Wikiversity talk:Main Page#New page design|main page design]] proposed.}} {{announce/talk|23|[[m:Wikiversity/logo|Logo contest]] for Wikiversity started on meta.}} {{announce/talk|23|[[Wikiversity:Motto contest|Motto contest]] for Wikiversity started.}} {{announce/talk|22|Help design the [[m:Www.wikiversity.org template|www Wikiversity portal]].}} {{announce/foundation|15| '''[[Main Page|English Wikiversity]] launched'''.}} <div style="text-align:center;">{{edit}} · <small>[http://en.wikiversity.org/w/index.php?title=Wikiversity:Announcements&action=watch watch]</small></div> </div><noinclude> ==See also== *[[Wikiversity:News]] [[Category:Wikiversity]] </noinclude> 3093 13519 2006-08-24T12:24:30Z Guillom 48 from [[m:Template:Edit]] <small class="editlink">[{{fullurl:{{{1|{{FULLPAGENAME}}}}}|action=edit}} {{MediaWiki:Edit}} {{{2|{{{1|{{NAMESPACE}}:{{PAGENAME}}}}}}}}]</small> 3097 13788 2006-08-25T02:38:13Z JWSchmidt 20 header The templates in this category can be used to start pages for schools, divisions, departments and learning projects. See [[Wikiversity:Naming conventions]] for details. [[Category:Templates]] 3098 13558 2006-08-24T13:50:09Z JWSchmidt 20 subcategory [[Category:Page creation templates]] 3100 13580 2006-08-24T14:46:14Z JWSchmidt 20 /* [[Portal:Learning Materials|Learning materials]] */ link to [[Wikiversity the Movie/Script outline]] Participants in this project create the [[w:Screenplay|script]] for [[Wikiversity the Movie]]. ==Summary== Participants "learn by doing" as they produce the script. ==[[Portal:Learning Materials|Learning materials]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Wikiversity the Movie/Script outline]] - outline of movie contents * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==Activities== *Activity 1. *etc. ==Readings== Each activity has a suggested associated background reading selection. *Reading 1. *ect. ==References== Additional helpful readings include: [[Category:]] <---include subject name [[Category:{{PAGENAME}}| ]] 3101 13565 2006-08-24T14:04:02Z JWSchmidt 20 subcategory [[Category:Wikiversity the Movie]] 3102 17840 2006-08-27T19:40:44Z David Levy 118 {{wikiversity-screenshot}} {{wikiversity-screenshot}} 3103 13573 2006-08-24T14:27:33Z Rayshan 375 3104 19682 2006-08-29T03:01:10Z JWSchmidt 20 /* See also */ [[Portal:Education]] This Wikiversity learning project is an exploration of the implications of wiki technology for online learning. This project will review existing ideas about how to use tools such as the wiki user interface to help meet the goals of active learners. Naeve et al have recently reviewed technologies that facilitate learner-centric online learning<ref>"Contributions to a public e-learning platform: infrastructure; architecture; frameworks; tools: by Ambjörn Naeve, Mikael Nilsson, Matthias Palmér and Fredrik Paulsson in ''Int. J. Learning Technology'' (2005) Vol. 1, No. 3, page 352-382 ([http://inderscience.metapress.com/(k33bhtixoven4mzmyx2zqjec)/app/home/content.asp?referrer=contribution&format=3&page=1&pagecount=30 available online]).</ref>. ==Explaining how learning groups work== In a discussion of collaborative learning, Barbara Davis described to importance of explaining to students exaclty how collaborative learning works and what is expected from anyone who participates in group learning projects<ref name="Davis1993">''Tools for Teaching'' by Barbara Gross Davis (1993) Publisher: Jossey-Bass. ISBN 1555425682.</ref>. Wikiversity needs to have in place an efficient system for explaining to new participants how the Wikiversity model for online learning works. ==The duration of learning groups== Barbara Davis discussed different types of collaborative learning in terms of the length of time that a learning group exists<ref name="Davis1993" />. A good goal for Wikiversity is to provide flexible support for many types of learning groups. Some Wikiversity collaborations might be very short-lived, being established in order to accomplish a task that will not require an extended period of time. For such projects, being able to quickly find suitable collaborators will be important; nobody wants to spend more time trying to find people to accomplish a task than it takes to actually do the required work. Other Wikiversity projects will have open-ended goals such as continually updating a list of published sources related to a particular topic. Support of such projects will be facilitated by a system of making sure that community members know that even long-standing projects are open to new participants and Wikiversity must also provide a convenient way for Wikiversity participants to find existing projects that are of interest to them. Some projects may become irrelevant and die a slow death. It would be useful for the community to find ways of summarizing the life history of learning groups, their accomplishments and failures so that Wikiversity can learn about the factors that lead to success or failure in wiki-based learning collaborations. ==Project participants== *[[User:JWSchmidt|JWSchmidt]] *[[User:Cormaggio|Cormaggio]] ==See also== *[[Introduction to Wiki]] - this project aims to function as a service project for the Wikiversity community and provide learning resources that will aid new Wikiversity editors *[[Portal:Education]] - the Wikiversity online learning model *[[Wiki]] - learning how to use wiki technology to facilitate online learning. *[[Wikiversity:Learning]] *[[Research collaboration]] *[[b:Blended Learning in K-12|Blended Learning in K-12]] at Wikibooks *[[b:Collaborative Learning|Collaborative Learning]] at Wikibooks *[[w:Wikipedia:WikiProject Wikidemia|Wikipedia's Wikidemia]] WikiProject *[[LiquidThreads]] - replacing the wiki "talk page" with something better ==External links== *[http://teaching.berkeley.edu/bgd/collaborative.html Collaborative Learning] by Barbara Gross Davis *[http://kw-alg.pbwiki.com/ Example] of a learning group that set up a wiki. *[http://www.ascilite.org.au/conferences/perth04/procs/augar.html Teaching and learning online with wikis] by Naomi Augar, Ruth Raitman and Wanlei Zhou. *[http://zircon.mcli.dist.maricopa.edu/ocotillo/wiki Ocotillo Wiki] - concerned with exploring the educational uses of new technologies like wiki ([[w:Maricopa County Community College District|Maricopa Community College]] system). *The wiki for [http://dominik.valledismeraldo.com/new/index.php/Tsolife/Main_Page The Travelling School of Life], a network for self directed learning. *The [http://www.activemath.org/amwiki/index.php/Main_Page ActiveMath public Wiki], for the assistance and improvement of self-directed and life-long learning. *[http://www.activemath.org/publications/Muehlenbrock-2006-IJEL.pdf Learning group formation] by M. Mühlenbrock. *[http://scholar.google.com/url?sa=U&q=http://hemswell.lincoln.ac.uk/~dnutter/wetice05-ece/archive/ECE-hampel-UCCT.pdf Use of wiki technology in collaborative writing] by T. Hampel, H. Selke and S. Vitt. *[http://www.coe21-lkr.titech.ac.jp/japanese/proceedings06/030102/1-11.pdf A Ubiquitous Wiki Testbed for Educational Resource Sharing] by Masahiro Mochizuki (description of using wiki technology for sharing educational resources). *[http://smartech.gatech.edu/bitstream/1853/30/1/classroomF2003.pdf Article about] the widely used CoWeb Collaborative Website software. *[http://www.cis.drexel.edu/faculty/gerry/publications/journals/cbl.pdf Community-Based Learning: Explorations into Theoretical Groundings, Empirical Findings and Computer Support] by R Klamma, G Stahl, D Tietjen. ==References== <div class="references-small"><references /></div> {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Page moved from Meta]] 3105 13604 2006-08-24T15:02:08Z JWSchmidt 20 [[Wikiversity:Wikiversity/Wiki as a tool for learning]] moved to [[Wikiversity:Wiki as a tool for learning]]: because the import function makes sill assumptions about page names #REDIRECT [[Wikiversity:Wiki as a tool for learning]] 3106 13615 2006-08-24T15:37:45Z JWSchmidt 20 send to Wikiversity:Wiki as a tool for learning #REDIRECT [[Wikiversity:Wiki as a tool for learning]] 3107 22207 2006-09-01T15:29:33Z 203.81.202.164 /* Active Participants */ <center><big>'''Welcome to the Division of {{PAGENAME}}!'''</big></center> <center>''Part of [[Portal:Engineering and Technology|Engineering and Technology]] and the [[School:Engineering|School of Engineering]]''</center> [http://en.wikipedia.org/wiki/Chemical_Engineering Chemical engineering] is the branch of engineering that deals with the application of physical science (in particular chemistry and physics) and mathematics to the process of converting raw materials or chemicals into more useful or valuable forms. As well as producing useful materials, chemical engineering is also concerned with pioneering valuable new materials and techniques; an important form of research and development. Chemical engineering largely involves the design and maintenance of chemical processes for large-scale manufacture. Chemical engineers in this branch are usually employed under the title of process engineer. The development of the large-scale processes characteristic of industrialized economies is a feat of chemical engineering, not chemistry. Indeed, chemical engineers are responsible for the availability of the modern high-quality materials that are essential for running an industrial economy. == Active Participants == G.MUJTABA MALIK STUDENT OF CHEMICAL ENGINEERING UNIVERSITY OF THE PUNJAB EM4MALIK@HOTMAIL.COM == School News == == Departments == == Learning material and learning projects == == Research Projects == === Simulation with OpenCheESE === [[Simulation with OpenCheESE]] is a guide for using and understanding the [[http://sourceforge.net/projects/opencheese OpenCheESE]] code to learn the principles of chemical engineering. == Resources == == Talk about this school == 3108 24076 2006-09-05T10:32:15Z JWSchmidt 20 /* Activities */ English to German add Project reports '''Wikiversity translations''' is a community service project to support [http://beta.wikiversity.org/wiki/Main_Page Wikiversity Beta]. ==Summary== The Wikiversity Beta website coordinates all of the Wikiversity projects for speakers of different languages. This coordination is guided by the [[Wikiversity:Approved Wikiversity project proposal#Mission|Wikiversity mission]] that was approved by the [http://wikimediafoundation.org Wikimedia Foundation]. The Wikiversity Beta website is a central location for discussion of general guidelines for all Wikiversities. For example, the [http://mail.wikimedia.org/pipermail/foundation-l/2006-August/009074.html Board of Trustees] has requested that the Wikiversity community develop a policy for original research during the first six months of the project. Wikiversity Beta is an incubator for new Wikiversities in several languages. Wikiversity Beta needs help translating documents into the many different languages spoken by Wikiversity participants. ==Prerequisites== * This project needs participants who can translate documents from one language into another language. * etc. ==Goals== This learning project offers learnings activities that give participants experience in performing translations. Right now (3 September 2006) we need to translate some documents between English and German. See the list of activities, below. *etc. ==[[Portal:Learning Materials|Learning materials]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Wikiversity translations/Recruiting translators]] * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==Activities== *English to German, translate: [http://beta.wikiversity.org/wiki/Wikiversity_talk:Scope_of_research/En Scope of research], [http://beta.wikiversity.org/wiki/Wikiversity:Research/En Research], [http://beta.wikiversity.org/wiki/Wikiversity:Original_research/En Original research], [http://beta.wikiversity.org/wiki/Wikiversity:Secondary_research/En Secondary research], [http://beta.wikiversity.org/wiki/Wikiversity:Reports/En Project reports]. ===needed translation (high priority)=== * ... ---- *German to English, translate: section #2 at [http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/De Scope of research] ===needed translation (high priority)=== (from the German language [http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/De Scope of research] page, section #2): Zunächst ein genereller Hinweis: Eine Unterscheidung zwischen ''original research'' und ''secondary research'' ist im deutschsprachigen Kulturraum unbekannt. Der alleinige Begriff ist dort „Forschung“ und impliziert als solcher stets eine über die Beschäftigung mit Literatur hinausgehende methodische Vorgehensweise. #Die Diskussion sollte mit einer Definition des Begriffes „Forschung“ einsetzen. Einer im deutschsprachigen Wissenschaftsbetrieb geläufigen Formulierung folgend schlagen wir hierzu folgendes vor: „Forschung ist die methodische Suche nach Erkenntnis“. #Aus unserer Sicht ist Forschung in hohem Maße disziplinabhängig. Daraus folgt, dass jeder Fachbereich für sich entscheiden sollte, welche Art von Forschung erlaubt sein sollte. Eine allgemeinverbindliche Regel für alle Fachbereiche in Wikiversity erscheint uns problematisch. #Bisher haben die einzelnen Sprachversionen der verschiedenen Wikimedia-Projekte ihre eigene inhaltliche Ausrichtung sowie ihre internen Arbeitsabläufe selber bestimmt (beispielsweise unterscheiden sich sowohl die deutschsprachige Wikpedia als auch das deutschsprachige Wikisource-Projekt erheblich von ihren jeweiligen Pendants in englischer Sprache). Dies trägt zur geistigen Vielfalt bei und sollte auch für Wikiversity gelten. Deshalb schlagen wir vor, die Entscheidung über die Arten der erlaubten Forschung nicht nur den einzelnen Fachbereichen, sondern auch den einzelnen Sprachversionen zu überlassen. ====machine translation (not adequate)==== This is a translation from German to English that was generated by the online [http://world.altavista.com/tr AltaVista translator] (original German version at the German language [http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/De Scope of research] page, section #2):<BR> "First a general reference: A distinction between originals research and secondary research is unknown in the German-language culture area. The exclusive term is there "research" and implied as such always a methodical proceeding going beyond the occupation with literature. 1. The discussion should begin with a definition of the term "research". Following we suggest for this the following to one in the German-language science enterprise common formulation: "research is the methodical search for realization". 2. From our view research is to a considerable degree discipline dependent. Hence follows that each specialist area should decide for itself, which kind by research be permitted should. A generally binding rule for all specialist areas in Wikiversity appears to us problematic. 3. So far the individual language versions of the different Wikimedia projects determined their own contentwise adjustment as well as their internal operational sequences themselves (for example to differentiate itself both the German-language Wikpedia and the German-language Wikisource project substantially of their respective counterparts with respect to English language). This contributes to mental variety and should also to Wikiversity apply. Therefore we suggest, the decision over the kinds of the permitted research not only to the individual specialist areas, to leave but also the individual language versions." *etc. ---- ===Other Wikiversity translation tasks=== *[[Wikiversity the Movie/multi-lingual]] - create publicity materials for Wikiversity ==Readings== Each activity has a suggested associated background reading selection. *[http://beta.wikiversity.org/wiki/Wikiversity:Multilingualism/En Multilingualism system] at Wikiversity Beta. *ect. ==References== Additional helpful readings include: ==External links== *[http://world.altavista.com/ AltaVista - Babel Fish Translation] online translation software [[Category:{{PAGENAME}}| ]] 3109 21478 2006-08-30T04:55:11Z TimNelson 352 [[Category:Language Acquisition]] 3110 13859 2006-08-25T05:41:41Z Felixfarias 430 title and links <center><big>'''{{PAGENAME}}'''</big></center> <center>''[[Portal:Engineering and Technology|Engineering and Technology]], [[School:Engineering|School of Engineering]], [[Topic:Chemical Engineering|Chemical Engineering]]''</center> The "OPEN CHEmical Engineering Simulation Environment" ([http://sourceforge.net/projects/opencheese OpenCheESE]) project at [[http://sourceforge.net/ sourceforge] aims to build free and open source software and libraries for simulation of chemical engineering processes. This guide has the objective to help learning the basic concepts of chemical engineering using resources from the OpenCheESE project. == Kinetics == == Mass Transfer == == Heat Transfer == == Thermodynamics == 3111 24218 2006-09-05T17:50:35Z JWSchmidt 20 /* A starting point */ Image:445px-Chromosome2Insert.png [[Image:Lightmatter chimp.jpg|thumb|left]] [[Image:Mirror baby.jpg|thumb|right]] "we cannot fully understand human genome function until we have identified genetic features that underlie uniquely human anatomical, physiological, behavioral, and cognitive characteristics"<ref name="IHMC2005">E. H. McConkey and A. Varki (2000) "A primate genome project deserves high priority" in ''[[w:Science (journal)|Science]] Volume 289, pages 1295-1296.</ref>. ---- The '''Human Genetic Uniqueness Project''' allows Wikiversity students to join in the search for genes that account for the genetic differences between humans and our closest relatives. This project serves as a portal for learning about human biology. Student activities center on accessing genome databases and analysis of differences between human genes and the genes of other species. Background learning topics include learning about [[w:Gene|gene]]s, and [[w:Genome|genome]] [[w:Sequencing|sequencing]] projects. ==Project participants== *[[User:JWSchmidt|JWSchmidt]] ==Required reading== *[[w:Human genome|Human genome]] *[[w:Chimpanzee Genome Project|Chimpanzee Genome Project]] *[http://www.pubmedcentral.gov/articlerender.fcgi?tool=pmcentrez&artid=1464830 The Jewels of Our Genome: The Search for the Genomic Changes Underlying the Evolutionarily Unique Capacities of the Human Brain] ===A starting point=== '''Genes of the Chromosome 2 fusion site''' [[Image:445px-Chromosome2Insert.png|thumb|right|300px|Diagramatic representation of the location of the fusion site of chromosomes 2A and 2B and the genes inserted at this location.]] Results from the chimpanzee genome support the hypothesis that when ancestral chromosomes 2A and 2B fused to produce [[w:Chromosome 2 (human)|human chromosome 2]], no genes were lost from the fused ends of 2A and 2B. At the site of fusion, there is approximately 150,000 base pairs of additional sequence not found in chimpanzee chromosomes 2A and 2B. Additional linked copies of the PGML/FOXD/CBWD genes exist elsewhere in the human genome, particularly near the p end of [[w:Chromosome 9 (human)|chromosome 9]]. This suggests that a copy of these genes may have been added to the end of the ancestral 2A or 2B prior to the fusion event. Is there any evidence that the "newly" inserted genes of the chromosomes 2A and 2B fusion site might have confered a selective advantage on early human ancestors? ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[How to access the genome databases]] - tutorial and discussion * ... ==See also== *[[Wikiversity:Research collaboration|Research collaboration]] ==External links== *[http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=pubmed&dopt=Abstract&list_uids=16687440 Sonic Hedgehog, a key development gene, experienced intensified molecular evolution in primates] *[http://www.genetics.org/cgi/content/full/169/4/2179 Comparative genomics and diversifying selection of the clustered vertebrate protocadherin genes] ==References== <div class="references-small"><references /></div> {{WikiversityUsers}} [[Category:Page moved from Meta]] [[Category:Research]] [[Category:Human Genetic Uniqueness Project]] 3113 14897 2006-08-26T06:35:30Z 555 15 rev {{WikiversityActivities}} ==Learning and thinking== Wikiversity seeks to engage participants in explorations of those topics that they are most interested in. Wikiversity seeks to collect and organize information and make it accessible to learners, but Wikiversity is not just concerned with a collection of facts. Each domain of human knowledge and each collection of facts can be explored by making use of various organizational strategies and patterns of thinking. Wikiversity seeks to make explicit and learnable the patterns of thought that that experts find useful in the study of different subjects. Wikiversity is not about tests and grades. So how is anyone to judge if learning is taking place, if learners are thinking at Wikiversity? '''Wiki 101'''<BR> Wikiversity is devoted to the idea that Wikiversity participants should be active learners. In a wiki, a major activity is editing wiki pages. The wiki editing interface can be a source of confusion for new users. "Wiki 101" is a Wikiversity project devoted to the task of providing new Wikiversity editors with everything they need to start editing Wikiversity pages. It is through the editing of wiki pages that we can, as a learning community, judge if learning is taking place within Wikiversity. Did something you saw at Wikiversity make you think? If so, share your thoughts and experiences by being a wiki editor. ==See also== *[[Wiki]] - a project devoted to learning how to use wiki technology to facilitate online learning. *[[Introduction to Wiki]] - this project aims to function as a service project for the Wikiversity community and provide learning resources that will aid new Wikiversity editors ('''Wiki 101''' should probably be merged into "Introduction to Wiki") *[[Wikiversity:Guided tour]] *[[w:Help:Contents/Editing Wikipedia|Wikipedia guides to editing]] {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Page moved from Meta]] 3116 14832 2006-08-26T05:26:08Z Rayc 57 cat == What is Philosophy? == A student once mused that philosophy is the study of unanswerable questions. While this may be intriguing to some, it holds the possibility of being frustrating and an outright turn-off to many. This statement merits further investigation and consideration. But, luckily for us, the statement is not as true as its author would hope. Philosophy, famous today for tackling many of the "big questions" in life &mdash; questions, indeed, about the whole of life itself: "What is the meaning of life?", "Why are we here?", "What is truth?", etc. &mdash; is an attempt to satiate innate human curiosity with human logic and reason. == Why Study Philosophy? == This is lucky for us, as previously noted, because, through careful reasoning, many of the questions that philosophy long ago considered have found their way into the sciences. As Bertrand Russell, the notable 20th century British philosopher, notes in his work ''Why Study Philosophy?'', the ancient Greeks wreslted with notions of the self, the good life, and other questions that remain unanswered today. But they also considered the Heavens, the mind, and the body. Such curiousity, inquisition, and discovery has led to the fields of psychology, psychiatry, and astronomy. Russel notes that many questions that once fell into the realm of philosophy have since evolved into full blown sciences. Many find it fulfilling to devote their life to the acquisition of knowledge through deep thought and reason. As noted on the main page, a philosopher is literally a ''lover of wisdom''. If you have ever wondered about these topics and questions, then we suggest that you consider investing some time in philosophy. The topics are broad, from ethics to knowledge and the inner workings of the mind, to the defense of anarchism. [[Category:Philosophy]] 3117 16603 2006-08-27T11:09:57Z 202.63.60.60 /* Descartes' ''Meditations'' */ == Introduction to Epistemology == '''Epistemology''' is the study and inquiry into the nature of knowledge and what we can know. The Ancient Greeks had notions about reality and knowledge. Socrates' ''Alegory of the Cave'' was an early analogy to reality and the acquisition of radical knowledge. Throughout the years, philosophers have discussed the individual's relationship to reality and knowledge, and 'what we can know.' == Descartes' ''Meditations'' == René Descartes' ''Meditations'' were an early foray into the field of epistemology and scepticism &mdash; questioning what a person can know. Descartes begins his work by relating reality to a dream, and wondering whether anything around him is truly real. That is, he notes that, in a dream, the fire in his fireplace feels as warm as it does now. How does he know that he is simply not dreaming now, and all the time, and that reality is not an illusion? Descartes posits that there could be an "evil daemon" who is dedicated to fooling him, pulling the wool over his eyes and creating this false world for him to see. Descartes, fairly early in the ''Mediations'', concludes that firstly: :'''Cogito ergo sum.''' :''I think, therefore I am.'' He realizes that, even if he is being fooled about everything that is going on around him, ''he must still exist to be able to be fooled.'' === Brain in a jar === Descartes' early scepticism has been reworked in a modern question: "How do I know that I am not just a brain in some mad scientist's lair?" Indeed, many sceptics would defend this thesis. But again, if you were in that unfortunate position, you would still have to ''be at least a brain.'' === Building up knowledge === Descartes continued throughout his ''Meditations'' to build the foundations for mathematics and much of reality, to the point near the end where reality was, to him, everything he had perceived at first. == Gettier and Justified True Belief == Until the late twentieth century, the epistemological community had settled comfortably into the belief that knowledge was "justified true belief." That is, if a person holds a true belief, and that is justified, he ''knows'' that fact. For example: I believe that the car in my driveway is red, because I can see it through the window right now. [I am justified to believe that fact.] Therefore, I '''know''' that the car in my driveway is red. Even if I held the belief that there are 80 billion gallons of water in the Atlantic Ocean, it would be difficult for me to know it. It may very well be true, but I would also have to be justified in my belief: I would have had to have some proof or some firsthand experience with the exact number of gallons of water in the Atlantic ocean in order for my belief to be justified. This theory of knowledge known as justified true belief ('''JTB'''), was thrown into question when Professor Edmund Gettier published a three page paper on the occassion of his review for tenure. == '''''Try this!:''' Pinch me'' == Can you tell the difference between a dream and reality? Think of relevant disanalogies between the two. For example: * In a dream, there seems to be a lack of logical progression of events * In a dream, the traditional laws of physics are sometimes broken * In a dream, I can fly if I try very hard, or I can instigate other events with thought Take turns with a partner playing Devil's advocate and defending Descartes' original sceptical position. [[Category:Philosophy]] 3118 13696 2006-08-24T21:01:31Z SBJohnny 436 Redirecting to [[Cell Biology]] #REDIRECT [[Cell Biology]] 3119 23437 2006-09-04T04:37:30Z Trevor MacInnis 99 fix double redirect #REDIRECT[[School:Mathematics/Philosophy of Mathematics]] 3120 14833 2006-08-26T05:26:43Z Rayc 57 [[Category:Philosophy]] == Introduction to Ethics == The field of ethics deals with what is the right action or attitude towards others. How should one act in a certain situation? Is it the right thing to do in life to simply follow the Golden Rule? '''"Do unto others as you would wish to have them do unto you."''' Prima facie, this seems perfectly acceptable. But, then, how should a masochist act to others? Should he go around and hurt them, since ''he would gain pleasure by being hurt''? That dismissal of a traditional and parsimonious answer to one of the deepest questions of life sparks the interest in many. How then, should we act, if not in accordance with the Golden Rule, the traditional layman's Western and Judeo-Christian guideline? == The Three Branches == Ethics can be divided into three branches that have been developed and elaborated upon throughout the history of philosophy. === Deontology === Deontology focuses on the importance of the action itself, as opposed to the consequence. Immanual Kant (''see Phil 4007'') is the father of one of the most popular types of deontology, appropiately named Kantianism. Kant's philosophy, and most deontology would most closely resemble the Golden Rule. Deontological ethical guidelines could be, for example, "Never lie," "Never steal," "Never kill," "Give to the poor," etc. Note that the emphasis is placed on the prohibition or encouragement of the action itself. The distinction will become clearer soon. === Virtue ethics === Virtue ethics, the least popular branch of ethics, attempt to instill certain qualities in the person. For example, "Be honest," "Be trustworthy," and "Be nice." The examples are not meant to be vague, but are meant to illustrate that the guidelines are rules more centrally for what kind of person you should be. From there, you can extrapolate likely actions and prohibitions: "An honest person does not lie," or, "A nice person does not hurt or insult his fellow men without proper justification." Virtue ethics can be found in the teachings of Socrates in Aristotle, who taught their pupils to live the good life through fostering these admirable virutes. In Plato's ''Republic'', Socrates compares the virtues of a person to the composition of a state. The virtuous individual, he says, is temperate, passionate, brave and wise. A recent return of virtue ethics since the 1960's has created a surfeit of apologists for this once-overlooked brance of ethics and given rise to the doctrine of Neo-Aristotelian and Neo-Socratic ethics. === Consequentialism === Consequentialism, as the name suggests, encourages actions based solely upon the consequences of the actions. The most popular form of consquentialism is utilitarianism. That is, the individual should act to create the greatest amount of "utility" for the community. Jeremy Bentham is the father of "Classical" Utilitarianism, though Chinese philosophers had made reference to utility and David Hume was the first to use the word "utility" when decribing ethics. ==== Kantianism and the Nazis at the door ==== A popular critique of strict Kantianism &mdash; that is, "Never lie," &mdash; is that, if a person harboring Jews during the Holocaust was asked by a Nazi footman about the contents of his attic or cellar, he would have to answer that the was indeed hiding Jews. At least, if he was asked a direct question about the presence of any people, he would not be allowed to lie. It should be noted that this is the strictest brand of Kantianism, and that many such revisions have since been made since Kant's original writings to the theory. For example, "Act in accordance with these rules unless it would lead to the harm of an individual." == Advanced Topics == <!--Ethics, when lumped with aesthetics, becomes the field of--> Questions at the deeply critical level, such as "What do we mean by 'right' and 'good' and 'harm'?" are included in the field of ''meta-ethics'' (and ''value theory'''). Meta-ethics can be thought to exist at a level above ethics, asking questions like, "What is ethics itself?" [[Category:Philosophy]] 3121 13702 2006-08-24T21:11:35Z SBJohnny 436 archival redirect #REDIRECT [[Wikiversity:School of Mathematics/Philosophy of Mathematics/Hermann Weyl]] 3123 13710 2006-08-24T21:28:15Z SBJohnny 436 archival redirect #REDIRECT [[Wikiversity:School of Mathematics/Philosophy of Mathematics/Cardinality]] 3124 13712 2006-08-24T21:36:26Z SBJohnny 436 archival redirect #REDIRECT [[Wikiversity:School of Mathematics/Philosophy of Mathematics/Gödel's Incompleteness Theorem]] 3125 13717 2006-08-24T22:12:28Z SBJohnny 436 Redirecting to [[Wikiversity:School of Mathematics/Philosophy of Mathematics/Georg Cantor]] #REDIRECT [[Wikiversity:School of Mathematics/Philosophy of Mathematics/Georg Cantor]] 3126 13722 2006-08-24T23:11:40Z Aldenis 296 3127 13737 2006-08-24T23:50:23Z JWSchmidt 20 subcategory [[Category:Education]] 3129 13773 2006-08-25T01:59:52Z Roadrunner 63 Part of the [[School: Physics]] === Mathematical background === The key mathematical concepts needed for introduction to physics includes basic calculus and vector. === Applications === Basic physics is required not only for more advanced work in physics, but also work in engineering. === Resources === [[http://ocw.mit.edu/OcwWeb/Physics/8-01Physics-IFall2003/CourseHome/index.htm MIT Physics I]] [[http://ocw.mit.edu/OcwWeb/Physics/8-012Physics-IFall2002/CourseHome/index.htm MIT Physics I]] 3130 13775 2006-08-25T02:00:24Z Roadrunner 63 [[Wikiversity:Bachelor of Science in Physics]] moved to [[Degree plan:Bachelor of Science in Physics]] #REDIRECT [[Degree plan:Bachelor of Science in Physics]] 3133 13787 2006-08-25T02:27:10Z Geo.plrd 447 '''The School of Accounting''' This is the school of Accounting 3134 21996 2006-08-31T14:53:35Z Trevor MacInnis 99 put in subcat <div class="infobox sisterproject">[[Image:GradHat2 petit.gif|left|45px| ]] <div style="margin-left: 60px;">[[Wikiversity]] has a [[{{{1}}}|Learning Project]] that is related to: <div style="margin-left: 10px;">{{PAGENAME}}</div> </div> </div> <noinclude> The template "WikiversityInterWikiLink" was an example developed at the [[m:Template:WikiversityInterWikiLink|Wikimedia meta-wiki]].<BR> Wikipedia now has a similar template, see [[w:Template:Wikiversity]] [[Category:Page moved from Meta]] [[Category:Interwiki link templates]] </noinclude> 3164 13842 2006-08-25T04:53:48Z Felixfarias 430 [[OpenCheESE Book]] moved to [[Simulation with OpenCheESE]]: we will be doing a complete manual book at wikibooks and an applied guide of simulation with opencheese as a lesson in wikiversity #REDIRECT [[Simulation with OpenCheESE]] 3166 13867 2006-08-25T05:59:58Z Hd.G 454 add catagory == Trombone 101 == The trombone is a brass instrument, that like many other instruments comes in several variations. The most common types are variations of the tenor and the bass trombones. Types of Trombones: *[http://en.wikipedia.org/wiki/Trombone#Tenor_trombone Tenor Trombone] *[http://en.wikipedia.org/wiki/Trombone#Bass_trombone Bass Trombone] *[http://en.wikipedia.org/wiki/Trombone#Contrabass_trombone Contrabass Trombone] *[http://en.wikipedia.org/wiki/Trombone#Alto_trombone Alto Trombone] *[http://en.wikipedia.org/wiki/Trombone#Soprano_trombone Soprano Trombone] *[http://en.wikipedia.org/wiki/Trombone#Sopranino_and_piccolo_trombones Sopranino and Piccolo Trombones] *[http://en.wikipedia.org/wiki/Trombone#Valve_trombone Valve Trombone] The trombone is an instrument where the trombonist moves the slide between positions, each of which progressively lengthens the air column, and produces a lower pitch on the same partial. Positions range from first (almost all the way pulled in, but not all the way) to seventh, with first being the higher within each partial. The basic tenor trombone's fundamental note is Bb. The trombone is mostly a non-transposing instrument with music written in the bass clef, however this is not always true. == Technique == Playing on the trombone is similar to other brass instruments in the method of moving from partial to partial. The trombonist moves his lips tighter and allows air pressure to allow the instrument to increase in partials, the opposite is done to play down partials. Sometimes music will require the use of a mute. Mutes will alter the sound of the note by somehow attaching to the bell of the trombone. There are a variety of mutes available, and it is important to ensure you purchase the correct type. [[Category:Music]] 3168 13888 2006-08-25T08:06:28Z PanzerKardinal 409 ==International Relations== International Relations is a branch of Political Science dealing with interactions between actors (typically states) in the international system. There are several schools of thought which claim to provide a theoretical model for International Relations, and therefore understand or even predict the behavior of actors on the world stage. Theories of International Relations can be broadly classified into Rationalist and Constructivist groups. ==Rationalist Theories== Rationalist Theories of International Relations differ greatly from each other, but are similar in that they each posit that the characteristics of the international system make it rational for states (or other actors) to behave in some particular way. Rationalist theories can be broadly divided into Strucutral Realism and Liberalism. ===Structural Realism=== Structural Realism usually begins with the following assumptions: * that the international system is anarchic; that is, there is no credible power above the states that compromise the system. * that states cannot be certain of the intentions of other states * that at least some states have offensive capabilities * that states have preferences which they seek to realize, and that survival is a prerequisite for realizing such a preference From these premises, Structural Realism concludes the following: because states require survival in order to seek their preferences, they seek to survive. Because they cannot be certain of the intentions of other states, which may have offensive capabilities, and because there is no higher authority which can protect them from those other states, it is rational for states to seek some optimal level of power relative to all other states in the system. Relative power can then be used as a means to survival, and therefore a means to the state's true preferences. The result is an international system in which each state competes with every other state for relative power. While power is an unlimited resource, the competition is, in effect, zero sum, because what is important is how powerful a state is relative to all other states. An increase in absolute power for one state and no change in absolute power for all other states will mean a decrease in relative power for all other states. Note that, in Structural Realism, states must seek power before being able to realize their preferences. Therefore, the structural imperative to seek power will, in Structural Realism, tend to override any contrary preferences that the state has, at least for a rational state. In this way, Structural Realism posits that the driving factor behind a rational state's foreign policy is not internal politics or preferences, but an externally-determined set of structural imperatives. For this reason, Structural Realists can be very dismissive of a state's domestic politics. Structural Realists can be further divided into Offensive and Defensive Realists, based on how much power they believe is optimal. Defense Realists posit that there is some ideal level of power which a state should seek; below that level, it cannot be guarenteed of its own security, but above that level, other states will begin to see it as a threat and counter-balance it. Offensive Realists hold that states should maximize their power, since the collective action problem will impede counter-balancing. ===Liberalism=== While Structural Realism posits an international system where it is rational for each state to compete with every other state, Liberalism posits a system in which cooperation is the rational choice. 3171 16969 2006-08-27T14:26:48Z Scientist 77 ==Content== *'''Second order differential equations''' #[[Introduction]] #[[Solution of homogeneous equations]] #[[Singularities and series solutions]] #[[Frobenius method]] *'''Special functions''' #[[Cylindrical and spherical coordinates]] #[[Boundary value problems]] #[[Sturm-Liouville problem]] #[[Legendre polynomials]] #[[Bessel functions]] #[[Associated Legendre functions]] #[[Spherical harmonics]] #[[Neumann functions]] #[[Modified Bessel functions]] #[[Fourier-Legendre series]] #[[Asymptotic behaviors of certain special functions]] *'''Complex functions''' #[[Complex numbers]] #[[Basic operations with complex functions, analytic functions]] #[[Cauchy theorem]] #[[Singularities]] #[[Taylor and Laurent series]] #[[Residue theorem and applications]] #[[Complex functions]] *'''Partial differential equations''' #[[General definition]] #[[Separation of variables method]] #[[Wave equation]] #[[Laplace and Poisson equations]] #[[Diffusion equation]] #[[Helmholtz equation]] #[[Continuum eigenvalue spectrum]] *'''Green functions ''' #[[For Sturm-Liouville operators]] #[[For 2 dimensions]] #[[For initial value problems]] #[[For boundary value problems]] #[[Solution of higher-order differential equations]] #[[Reduction to canonical form]] 3173 23438 2006-09-04T04:38:01Z Trevor MacInnis 99 fix double redirect #REDIRECT[[Fundamentals of Probability, Statistics, Experiments and Data]] 3174 13915 2006-08-25T10:58:36Z SBJohnny 436 archival redirect #REDIRECT [[School of Mathematics:Software]] 3175 13916 2006-08-25T11:00:09Z SBJohnny 436 archival redirect #REDIRECT [[Wikiversity:Statistics 302]] 3176 13918 2006-08-25T11:02:53Z SBJohnny 436 archival redirect #REDIRECT [[Wikiversity:Statistics 101]] 3177 23439 2006-09-04T04:38:23Z Trevor MacInnis 99 fix double redirect #REDIRECT[[Pre-Statistics Topics in Math, Introduction to Computing with R]] 3178 23434 2006-09-04T04:35:51Z Trevor MacInnis 99 fix double redirect #REDIRECT[[School:Mathematics/Undergraduate/Probability and Statistics]] 3179 13923 2006-08-25T12:29:16Z 58.107.18.183 Oxidation state refers to the overall charge on an atom or molecule. It takes into account both positive charges in the nucleus and the negative charge from the electrons. It is used primarily in chemical equations when describing oxidation and reduction, or redox reactions. 3180 13925 2006-08-25T12:33:39Z 58.107.18.183 Mathematical Induction is a process of mathematical proof whereby an assumption is made about regarding the given identity being true for a particualar number, then demonstrating that the proof is true for a number one greater. if it can then be shown that the prrof is true for any particular number, mathematical induction then shows that it is also true for any other integer of greater value. This process does not attempt to form identities which are true statements, it simply proves that a given statement is true. 3181 21904 2006-08-31T12:06:37Z JWSchmidt 20 [[Category:Soft redirect]] Please [http://beta.wikiversity.org/wiki/Main_Page click here] for the Wikiversity Beta website. [[Category:Soft redirect]] 3185 13945 2006-08-25T13:51:00Z Trevor MacInnis 99 [[Template:TrevorMainPage/Style]] moved to [[Template:MainPage/Style]]: remove username #REDIRECT [[Template:MainPage/Style]] 3186 13947 2006-08-25T13:51:37Z Trevor MacInnis 99 [[Template:TrevorMainPageBox]] moved to [[Template:MainPageBox]]: remove username #REDIRECT [[Template:MainPageBox]] 3187 13949 2006-08-25T13:52:28Z Trevor MacInnis 99 [[Template:TrevorMainPage/Sidebar]] moved to [[Template:MainPage/Sidebar]]: remove username #REDIRECT [[Template:MainPage/Sidebar]] 3188 13951 2006-08-25T13:52:39Z Trevor MacInnis 99 [[Template:TrevorMainPage/SubBox]] moved to [[Template:MainPage/SubBox]]: remove username #REDIRECT [[Template:MainPage/SubBox]] 3202 13981 2006-08-25T14:47:56Z JWSchmidt 20 subcategory [[Category:Wiki]] 3204 14000 2006-08-25T15:11:44Z Rayc 57 Redirecting to [[Screensaver Project]] #REDIRECT [[Screensaver Project]] 3205 14001 2006-08-25T15:12:11Z Trevor MacInnis 99 create {| class="messagebox" id="pnutshell" |- |style="text-align: center"| This [[Wikiversity:Guidelines|guideline]] in a nutshell: |- |style="text-align: left"| [[Image:Walnut02.jpg|right|50px|Mmm, nuts!]] '''{{{1}}}''' |}<noinclude> This template is used to provide a very quick summary of policies for the casual reader. These summaries are also collected at [[Wikiversity:Guidelines]]. ;See also : [[Template:Policy in a nutshell]] :[[Template:Naming convention in a nutshell]] [[Category:Templates]] </noinclude> 3207 14012 2006-08-25T15:19:02Z Trevor MacInnis 99 sp {{guideline|[[WV:SIG]]<br/>[[WV:SIGNATURE]]<br/>[[WV:SYPOTP]]<br/>[[WV:SYP]]<br/>[[WV:~~<!---->~~]]}} {{Guideline in a nutshell|Sign all your posts on Wikiversity [[Wikiversity:Talk pages|talk pages]] using a reasonable signature.}} '''Signing your posts on Wikiversity talk pages''' is a guideline about the use of user signatures on Wikiversity. For instructions on how to sign your posts, see below. Signing your posts on [[Help:Talk pages|talk pages]] and other Wikiversity discourse (but ''not'' on articles) is not only good [[Wikiversity:Etiquette|etiquette]]; it also facilitates discussion by helping other users to identify the author of a particular comment, to navigate talk pages, and to address specific comments to the relevant user(s), among other things. Discussion is an important part of collaborative editing as it helps other users to understand the progress and evolution of a work. == The purpose of signatures on Wikiversity == Signatures on Wikiversity identify you as a user, and your contributions to Wikiversity. They encourage [[WV:CIVIL|civility in discussions]] by identifying the author of a particular comment, and the date and time at which it was made. ==When signatures should be used== Any post made to user talk pages, article talk pages, or other discussion pages should be signed. Edits to articles should ''not'' be signed, as signatures on Wikipedia are not intended to indicate ownership or authorship of any Wikiversity article. In other instances when posts should not be signed, specific instructions are provided to contributors. == How to "sign" your posts == There are two ways to sign your posts: 1. At the end of your comments, simply type four tildes (~), like this: <nowiki>~~~~</nowiki>. 2. If you are using the [[Help:Edit toolbar|edit toolbar]] option (which must be enabled under [[Special:Preferences]]), click the signature icon ([[Image:Signature_icon.png]]) to add the four tildes. Your signature will appear after you have saved the changes. The end result is the same in both cases. Typing four tildes will result in the following: {| class="prettytable" cellpadding="5" border="1" ! Wikimarkup !! Resulting code !! Resulting display |- | <center><code><nowiki>~~~~</nowiki></code></center> | <code><nowiki>[[User:Example|Example]]</nowiki> {{CURRENTTIME}}, {{CURRENTMONTHNAME}} {{CURRENTDAY}} {{CURRENTYEAR}} (UTC)</code> | [[User:Example|Example]] {{CURRENTTIME}}, {{CURRENTMONTHNAME}} {{CURRENTDAY}} {{CURRENTYEAR}} (UTC) |} Since typing four tildes adds the time and date to your resulting signature, this is the preferred option for signing your posts in discussions. Typing three tildes results in the following: {| class="prettytable" cellpadding="5" border="1" ! Wikimarkup !! Resulting code !! Resulting display |- |<center><code><nowiki>~~~</nowiki></code></center> |<code><nowiki>[[User:Example|Example]]</nowiki></code> | [[User:Example|Example]] |} Since this does not date-stamp your signature, you may wish to sign this way when leaving general notices on your user page or user talk page. This is also a convenient shortcut (rather than typing out the full code) when you want to provide a link to your user page. Typing five tildes will convert to a date stamp with the current date and time, without adding your signature, like this: {| class="prettytable" cellpadding="5" border="1" ! Wikimarkup !! Resulting code !! Resulting display |- |<center><code><nowiki>~~~~~</nowiki></code></center> | <code>{{CURRENTTIME}}, {{CURRENTMONTHNAME}} {{CURRENTDAY}} {{CURRENTYEAR}} (UTC)</code> | {{CURRENTTIME}}, {{CURRENTMONTHNAME}} {{CURRENTDAY}} {{CURRENTYEAR}} (UTC) |} Note that if you choose to contribute to Wikipedia without [[Wikipedia:How to log in|logging in]], you should still sign your posts. In this case, your [[IP address]] will take the place of your username. Your IP address might look something like this: '''192.0.2.58'''. Some users prefer to use their IP address instead of a user name because they think that an IP provides them with more anonymity. In fact, a [[pseudonymous]] [[Wikiversity:Why create an account?|account]] (that is, a registered user name) actually provides you with '''''more''''' protection of your identity. Note also that signing manually with a pseudonym or tag such as ''--anon'' does not give you more anonymity or privacy protection, since your IP address will still be stored in the page history. This also makes it more difficult for other users to communicate with you. If you choose to sign this way, you should still type four tildes: ''--anon'' <nowiki>~~~~</nowiki>. ''See also: [[Meta:Help:Automatic conversion of wikitext|Automatic conversion of wikitext]] in Help''. == Customizing your signature == Registered users can customize their signature by going to [[Special:Preferences]] and changing the field "Signature". Most users choose a signature name that is either identical or closely related to their account name to avoid confusion. Signatures that obscure your account name to the casual reader may be seen as disruptive. Signatures also must follow our [[Wikiversity:Username|username policy]]. <!-- This was repeated below with the following example. Required? For instance, if your username is "Chris" do not make your signature display the text "Mahogany". --> == Important considerations == A distracting, confusing or otherwise unsuitable signature may adversely affect other users. Some editors find it disruptive to discourse on talk pages, or when working in the edit window. Very long signatures that contain a lot of code ("markup") make it difficult for some editors to read talk pages while editing. If you are asked to change your signature, please avoid interpreting a polite request as an attack. As Wikipedia is based on working together in harmony, you should work with the other user to find a mutually acceptable solution. Signatures have been the subject of Requests for Comment, as well as resulting in some very heated debates. In one case, a user who refused to alter an unsuitable signature was ultimately required to change it by the Arbitration Committee (See [[Wikipedia:Requests_for_arbitration/-Ril-#Sig_change|-Ril-'s arbitration case]]). ;When customizing your signature, please keep the following in mind: ===Appearance and colour=== '''Your signature should not blink, or otherwise inconvenience or be annoying to other editors.''' * Markup such as <code>&lt;big&gt;</code> tags (which produce <big>big</big> text), or line breaks (<code>&lt;br /&gt;</code> tags) are to be avoided, since they disrupt the way that surrounding text displays * Be sparing with superscript or subscript. In some cases, this type of script can also affect the way that surrounding text is displayed * Avoid making your signature so small that it is difficult to read * In consideration of users with vision problems, be sparing with colour. If you must use different colours in your signature, please ensure that the result will be readable by people with [[Color blindness|colour blindness]]. === Images === '''Images of any kind should not be used in signatures.''' Many concerns have been raised over the use of images in signatures, and they are considered to serve no use to the encyclopedia project. Images in signatures should not be used for several reasons: * they are an unnecessary drain on server resources, and could cause server slowdown * a new image can be uploaded in place of the one you chose, making your signature a target for possible vandalism and [[Denial-of-service attack]]s * they reduce searchability, making pages more difficult to read * they make it more difficult to copy text from a page * they are potentially distracting from the actual message * in most [[Web browser|browsers]] images do not scale with the text, making lines with images higher than those without * they clutter up the "file links" list on the image page every time you sign on a different talk page * images in signatures give undue prominence to a given user's contribution === Language and alphabet === '''Signatures with non-latin script should also include latin script.''' If your preferred signature consists of characters not in the [[latin alphabet]] ([[hànzì]], for example), you should include latin characters also. This is because characters not within the [[ASCII]] character set may not display properly for everyone. This is a particular problem for people who use [[screen reader]]s. This also makes it easier to search for your user name using the search function. === Length === '''Keep signatures short, both in display and markup.''' Long signatures with a lot of HTML/wiki markup make page editing more difficult. A 200 character signature, for instance, is likely to be larger than many of the comments to which it is appended, making discussion more difficult: * signatures that take up more than two or three lines in the edit window clutter the page and make it harder to distinguish posts from signatures, * long signatures give undue prominence to a given user's contribution, * signatures which have excessively long HTML/wiki markup and contain no spaces can cause a later editor's edit box to show an unnecessary horizontal [[scrollbar]] === Transclusion/template === [[Wikiversity:Transclusion|Transclusions]] of [[Wikiversity:Template namespace|templates]] and [[m:Parser functions|parser functions]] in signatures (like those which appear as <tt><nowiki>{{</nowiki>User:Name/sig}}</tt>, for example) are currently impossible, because the developers have determined them to be an unnecessary drain on the servers. (Any template or parser function you enter will be [[Wikipedia:Template substitution|substituted]] automatically.) Transcluded signatures require extra processing—whenever you change your signature source, all talk pages you have posted on must be [[Web cache|re-cached]]. Signature templates are also vandalism targets, and will be forever, even if the user leaves the project. Simple text signatures, which are stored along with the page content, use no more resources than the comments themselves and avoid these problems. === External links === '''Do not include links to external websites in your signature.''' Mass posting of links to a particular website is strongly discouraged on Wikipedia. Posting a link to an external website with each comment you make on a talk page is usually viewed as linkspamming, or an attempt to improve your website's ranking on search engines. Therefore, signatures must not include external links. If you want to tell other Wikipedians about a good website that you are associated with, you can do so on your user page. == Dealing with unsigned comments == The template {{tl|unsigned}} can be used at the end of an unsigned comment to attach the username or IP to the comment. {| class="prettytable" cellpadding="5" border="1" ! Wikimarkup !! Resulting code !! Resulting display |- |<nowiki>{{subst:unsigned|</nowiki>''user name or ip''<nowiki>}}</nowiki> |<nowiki>{{subst:unsigned|Example}}</nowiki> |{{unsigned|Example}} |- |<nowiki>{{subst:unsigned|</nowiki>''user name or ip''<nowiki>|</nowiki>''date''<nowiki>}}</nowiki> |<nowiki>{{subst:unsigned|Example|23:59, 1 April, 2006 (UTC)}}</nowiki> |{{unsigned|Example|23:59, 1 April, 2006 (UTC)}} |} The template {{tl|unsigned2}} does almost the same as {{tl|unsigned}} when used with two parameters, but the ordering of the parameters is reversed. This is useful for copying and pasting from the edit history, where the timestamp appears before the username. {{tl|unsigned2}} also automatically adds the (UTC) at the end. {| class="prettytable" cellpadding="5" border="1" ! Wikimarkup !! Resulting code !! Resulting display |- |<nowiki>{{subst:unsigned2|</nowiki>''date''<nowiki>|</nowiki>''user name or ip''<nowiki>}}</nowiki> |<nowiki>{{subst:unsigned2|23:59, 1 April, 2006|Example}}</nowiki> |{{unsigned2|23:59, 1 April, 2006|Example}} |} == More about talk pages == See [[Wikiversity:Talk page]] for accepted conventions and guidelines regarding the use of talk pages. == See also == *[[Template:Tilde]] 3208 21933 2006-08-31T12:38:31Z JWSchmidt 20 subcategory This is a category of '''''suggested''''' guidelines that people should follow while editing at the Wikipedia [[Category:Wikiversity]] 3237 20698 2006-08-29T09:32:39Z Josephpaul 595 /* Active participants */ <center><big>'''Welcome to the Department of Theology and Philosophy'''</big></center> <center>''Part of [[:School:Theology|The School of Theology]]''</center> '''[[w:Theology|Theology]]''', is the rational and systematic study of religion and its influences and of the nature of religious truth. The Department of Theology and Philosophy focuses on the nature, sources, and scope of systematic theology and philosophy of religion. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). *[[User:biginnes|biginnes]] *[[User:Dev920|Dev920]] *[[User:josephpaul|josephpaul]] ==School news== * '''August 25, 2006''' - School founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Science as Religion]] - a learning project using a seminar format. Participants explore the published literature on this topic then write and discuss their own essays about the relationship between science and religion. * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' ==Resources== Know any good resources for scholars of this topic? Add them here! [[Category:Theology and Philosophy| ]] [[Category:Humanities|Theology and Philosophy]] 3238 14080 2006-08-25T17:05:33Z JWSchmidt 20 add [[Media literacy]] Welcome to the department of '''Media literacy'''. ==Department description== Short description. ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Media literacy]] * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==References== [Optional section] ===Wikipedia=== *[[w: __Article Name__ ]] ===Wikibooks=== Works in progress - these texts are currently at [[Wikibooks:__Department Name___]]: * [[Wikibooks:__Textbook Name___]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 3239 14081 2006-08-25T17:07:27Z JWSchmidt 20 subcategory [[Category:Wikiversity School of Media Studies]] 3240 23226 2006-09-03T22:07:01Z Trevor MacInnis 99 {{merge}} {{merge|School:Computer Science}} The '''Division of Computer Science''' is part of [[School:Mathematics|The School of Mathematics]]. The School of Mathematics is heavily integrated with the [[School:Computer Science|School of Computer Science]]. The division of Computer Science is devoted to study of the mathematical aspects of computer science. ==Division news== * '''Date founded''' - Division founded! * ... ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... [[Category:Mathematics|{{PAGENAME}}]] 3242 14108 2006-08-25T17:59:00Z JWSchmidt 20 I made this image for Wikiversity starting with an image at Commons. == Summary == I made this image for Wikiversity starting with an image at Commons. == Licensing == {{GFDL-self}} 3243 17081 2006-08-27T15:04:27Z Dev920 486 adding self. <center><big>'''Welcome to the Latin Classics Department!'''</big></center> <center>''Part of [[School:Classics|The School of Classics]]''</center> '''[[w:Classic|Classics]]''', is the study of language, literature, history, art and other aspects of ancient Greek and Roman Cultures. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). *[[User:heebie|heebie]] *[[User:Dev920|Dev920]] ==School news== * '''August 15, 2006''' - School founded! ==Lessons== Get to work writing lessons! Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==Research projects== ''This feature of Wikiversity will be implemented later pending further discussion.'' ==Resources== Know any good resources for scholars of this topic? Add them here! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * [[Topic:Latin|Latin]] * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! [[Category:Latin Classics]] 3244 23202 2006-09-03T21:08:56Z 218.102.92.154 /* Interested students */ This is the Latin Stream, part of the [[Portal:Humanities|Humanities]] faculty, under both: * [[Topic:Classics|Classics]] * [[Topic:Language Aquisition|Language Acquisition]] ==Purpose of the {{PAGENAME}} Stream== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}} Stream== * [[A2 Latin]] * Course code: Unit name ... The following material should be organised into courses. * '''Lessons:''' **''England's GSCE'' *** [[Present Participles]] ==Participants== (imported from Wikibooks) ====Interested students==== #--[[User:Kusarbo]] 11:12 Friday 3 of February 2006 (gmt +10:00) (Australia, Brisbane time) No knowledge of latin other then that picked up in the english language itself and a few words here and there. I would love to learn latin as it is a mother of many "western" tongues #--[[User:Kuranes]] 20:30, 22 May 2006 (UTC) I'll be taking Latin starting next year, and this would be useful to review and get ahead. #--<strike>[[User:Limetom|Limetom]] 06:39, 23 July 2006 (UTC) I just finished 4 years of Latin courses. I offer my services where they may be needed.</strike> #--[[Greyhatguitarist]] i want to learn, i'm new to this. #--[[User:DakeDesu|DakeDesu]] 16:17, 02 August 2006 (MST) I was told this was a language it is very hard to lie in. I just want to know if that is true. #--[[User:lapo3399|lapo3399]] 02:31 16 August 2006 (UTC) I know quite a bit; however, I do not know as much as I would like to know. #--[[User:Balloonguy|Balloonguy]] 20:14, 22 August 2006 (UTC) complete beginner. #--[[user:Porky1985]] 05:08, 02 September 2006 (GMT + 08:00) Complete beginner ====Interested teachers==== #--[[User:Ђорђе Д. Божовић|George D. Bozovic]] <sup>[[User talk:Ђорђе Д. Божовић|talk]]</sup> 23:43, 25 March 2006 (UTC) Non-native speaker. :) However, still learning some more advanced areas of the language. #--[[User:Limetom|Limetom]] 06:43, 23 July 2006 (UTC) Non-native speaker (who is?) Four years of near college-level courses. Willing to help when I can. #--[[User:Dev920|Dev920]] Obviously, I intend to (try to) write the A level course, but if there are beginners here then I will try to write a much simpler one as well. I want it to involve a lot of rote-learning and practice: I recently attended an Ancient Greek summer school which used old-school methods of teaching, and discovered I picked it up far faster than I did when I took Latin using modern methods. It would be an interesting experiment, I think, particularly if my fellow teachers, both of whom seem far older and wiser than I, were to write a course using more modern methods of teaching and see whose students picked it up faster... (though I assume we would all collaborate generally. Long live Latin!) [[Category:Latin]] [[Category:Language Acquisition]] 3251 15179 2006-08-26T12:56:40Z Heebie 473 This is the Present Participles lesson, part of [[Portal:Humanities|Humanities]] >> [[Topic:Classics|Classics]]>> [[Topic:Latin|Latin]] ! This lesson is intended for '''England's GSCE Higher Latin''' ==Present Participles== '''Present Participles''' are adjectives which come from verbs In English e.g.: * a '''loving''' father * a '''warning''' notice * the '''ruling''' monarch * the '''listening''' bank English adds '''~ing''' to the verb to make it a participle. In Latin e.g.: * amans gen. amantis * monenes gen. monentis * regens gen. regentis * audiens gen. audientis monens, regens, audiens all go exactly like ingens; amans has 'a' instead of'e'. Since a participle is an adjective, it '''must agree with a noun or pronoun''' in '''gender''', '''case '''and '''number'''. A Latin present participle describes an action which is going on '''at the same time''' as the main verb. ==Translation== A Latin participle may be translated: * by one word in English; e.g.: ambulans in via, puellam vidi, walking in the street, I saw a girl * by two words; e.g.: while / when walking in the street, I saw a girl. * by more than two words in a clause; e.g.: While I was walking in the street, I saw the girl. ==Notes== * The verb 'sum, esse' (to be) does not have a present participle * The present participle of 'eo, ire' (to go) is irregular: iens gen euntis 3254 14189 2006-08-25T21:08:36Z JWSchmidt 20 [[w:Image:Imperial Circles-2005-10-15-en.png source]] == Summary == [[w:Image:Imperial Circles-2005-10-15-en.png source]] == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 3255 14225 2006-08-25T21:38:40Z Rayshan 375 /* Quantitative */ ==Introduction== In order to form a good basic understanding of business, it is recommended for students to study the following subjects as prerequisites for all other concentrations. ==Curriculum== ===Quantitative=== * [[Financial Accounting]] * [[Managerial Accounting]] * [[Business Finance]], FIN 1001, fundamentals of business/corporate finance and historical/modern portfolio management theories * [[Managerial Economics]], including [[w:Game Theory|Game Theory]] * [[Operations Management]], MAN 1011 * Problem Solving Using Computer Software / Principles of Information Technology * [[Introduction to Statistics]] * [[Statistics for Business Decisions]] ===Qualitative/Philosophical=== * [[Macroeconomics]] * [[Microeconomics]] * [[Principles of Marketing]] * [[Principles of Management]], MAN 1001 * [[Fundamentals of Business Law]], BUL 1001 3256 14204 2006-08-25T21:27:18Z Rayshan 375 [[Topic:Business General Studies]] moved to [[Topic:General Studies of Business Administration]]: consistency of naming #REDIRECT [[Topic:General Studies of Business Administration]] 3258 14229 2006-08-25T21:43:06Z The Winged Self 257 copied from wikipedia ==Table of universal constants== {| border="1" align="center" |- style="background:#A0E0A0;" !Quantity!!Symbol!!Value!!Relative Standard Uncertainty |- |characteristic impedance of vacuum||<math>Z_0 = \mu_0 c \,</math>||376.730 313 461... &Omega;||defined |- |electric constant (permittivity of free space)||<math>\epsilon_0 = 1 / ( \mu_0 c^2 )\,</math>||8.854 187 817... &times; 10<sup>-12</sup>F·m<sup>-1</sup>||defined |- |magnetic constant (permeability of free space)||<math> \mu_0 \,</math>||4&pi; &times; 10<sup>-7</sup> N·A<sup>-2</sup> = 1.2566 370 614... &times; 10<sup>-6</sup> N·A<sup>-2</sup>||defined |- |gravitational constant|Newtonian constant of gravitation||<math>G \,</math>||6.6742(10) &times; 10<sup>-11</sup>m<sup>3</sup>·kg<sup>-1</sup>·s<sup>-2</sup>||1.5 &times; 10<sup>-4</sup> |- |Planck's constant||<math>h \,</math>||6.626 0693(11) &times; 10<sup>-34</sup> J·s||1.7 &times; 10<sup>-7</sup> |- |Dirac's constant||<math>\hbar = h / (2 \pi)</math>||1.054 571 68(18) &times; 10<sup>-34</sup> J·s||1.7 &times; 10<sup>-7</sup> |- |speed of light in vacuum||<math>c \,</math>||299 792 458 m·s<sup>-1</sup>||defined |- |} ==Table of electromagnetic constants== {| border="1" align="center" |- style="background:#A0E0A0;" !Quantity!!Symbol!!Value<sup>1</sup> ([[SI]] units)!!Relative Standard Uncertainty |- |Bohr magneton||<math>\mu_B = e \hbar / 2 m_e</math>||927.400 949(80) &times; 10<sup>-26</sup> J·T<sup>-1</sup>||8.6 &times; 10<sup>-8 |- |conductance quantum||<math>G_0 = 2 e^2 / h \,</math>||7.748 091 733(26) &times; 10<sup>-5</sup> S||3.3 &times; 10<sup>-9</sup> |- |Coulomb's constant||<math>\kappa = 1 / 4\pi\epsilon_0 \,</math>||8.987 742 438 &times; 10<sup>9</sup> N·m<sup>2</sup>C<sup>-2</sup>||defined |- |elementary charge||<math>e \,</math>||1.602 176 53(14) &times; 10<sup>-19</sup> C||8.5 &times; 10<sup>-8</sup> |- |Josephson constant||<math>K_J = 2 e / h \,</math>||483 597.879(41) &times; 10<sup>9</sup> Hz· V<sup>-1</sup>||8.5 &times; 10<sup>-8</sup> |- |magnetic flux quantum||<math>\phi_0 = h / 2 e \,</math>||2.067 833 72(18) &times; 10<sup>-15</sup> Wb||8.5 &times; 10<sup>-8</sup> |- |nuclear magneton||<math>\mu_N = e \hbar / 2 m_p</math>||5.050 783 43(43) &times; 10<sup>-27</sup> J·T<sup>-1</sup>||8.6 &times; 10<sup>-8</sup> |- |resistance quantum||<math>R_0 = h / 2 e^2 \,</math>||12 906.403 725(43) &Omega;||3.3 &times; 10<sup>-9</sup> |- |von Klitzing constant||<math>R_K = h / e^2 \,</math>||25 812.807 449(86) &Omega;||3.3 &times; 10<sup>-9</sup> |- |} ==Table of atomic and nuclear constants== {| border="1" align="center" |- style="background:#A0E0A0;" align="center" | colspan=2| '''Quantity'''||'''Symbol'''||'''Value<sup>1</sup> ([[SI]] units)'''||'''Relative Standard Uncertainty''' |- | colspan=2 |Bohr radius||<math>a_0 = \alpha / 4 \pi R_\infin \,</math>||0.529 177 2108(18) &times; 10<sup>-10</sup> m||3.3 &times; 10<sup>-9</sup> |- |colspan=2| Fermi coupling constant||<math>G_F / (\hbar c)^3</math>||1.166 39(1) &times; 10<sup>-5</sup> GeV<sup>-2</sup>||8.6 &times; 10<sup>-6</sup> |- |colspan=2 |fine-structure constant||<math>\alpha = \mu_0 e^2 c / (2 h) = e^2 / (4 \pi \epsilon_0 \hbar c) \,</math>||7.297 352 568(24) &times; 10<sup>-3</sup>||3.3 &times; 10<sup>-9</sup> |- |colspan=2 |Hartree energy||<math>E_h = 2 R_\infin h c \,</math>||4.359 744 17(75) &times; 10<sup>-18</sup> J||1.7 &times; 10<sup>-7</sup> |- |colspan=2 |quantum of circulation||<math>h / 2 m_e \,</math>||3.636 947 550(24) &times; 10<sup>-4</sup> m<sup>2</sup> s<sup>-1</sup>||6.7 &times; 10<sup>-9</sup> |- |colspan=2 |Rydberg constant||<math>R_\infin = \alpha^2 m_e c / 2 h \,</math>||10 973 731.568 525(73) m<sup>-1</sup>||6.6 &times; 10<sup>-12</sup> |- |colspan=2 |Thomson cross section||<math>(8 \pi / 3)r_e^2</math>||0.665 245 873(13) &times; 10<sup>-28</sup> m<sup>2</sup>||2.0 &times; 10<sup>-8</sup> |- |colspan=2 |Weinberg angle|weak mixing angle||<math>\sin^2 \theta_W = 1 - (m_W / m_Z)^2 \,</math>||0.222 15(76)</td> <td>3.4 &times; 10<sup>-3</sup> |- |} ==Table of physico-chemical constants== {| border="1" align="center" |- style="background:#A0E0A0;" align="center" |colspan=2|'''Quantity'''||'''Symbol'''||'''Value<sup>1</sup> (SI units)'''||'''Relative Standard Uncertainty''' |- |colspan=2|atomic mass constant (unified atomic mass unit)||<math>m_u = 1 \ u \,</math>||1.660 538 86(28) &times; 10<sup>-27</sup> kg||1.7 &times; 10<sup>-7</sup> |- |colspan=2|Avogadro's number||<math>N_A, L \,</math>||6.022 1415(10) &times; 10<sup>23</sup>||1.7 &times; 10<sup>-7</sup> |- |colspan=2|Boltzmann constant||<math>k = R / N_A \,</math>||1.380 6505(24) &times; 10<sup>-23</sup> J·K<sup>-1</sup>||1.8 &times; 10<sup>-6</sup> |- |colspan=2|Faraday constant||<math>F = N_A e \,</math>||96 485.3383(83)C·mol<sup>-1</sup>||8.6 &times; 10<sup>-8</sup> |- |rowspan=2|first radiation constant|| ||<math>c_1 = 2 \pi h c^2 \,</math>||3.741 771 38(64) &times; 10<sup>-16</sup> W·m<sup>2</sup>||1.7 &times; 10<sup>-7</sup> |- |for spectral radiance||<math>c_{1L} \,</math>||1.191 042 82(20) &times; 10<sup>-16</sup> W · m<sup>2</sup> sr<sup>-1</sup>||1.7 &times; 10<sup>-7</sup> |- |Loschmidt constant||at <math>T</math>=273.15 K and <math>p</math>=101.325 kPa||<math>n_0 = N_A / V_m \,</math>||2.686 7773(47) &times; 10<sup>25</sup> m<sup>-3</sup>||1.8 &times; 10<sup>-6</sup> |- |colspan=2|gas constant||<math>R \,</math>||8.314 472(15) J·K<sup>-1</sup>·mol<sup>-1</sup>||1.7 &times; 10<sup>-6</sup> |- |colspan=2|molar Planck constant||<math>N_A h \,</math>||3.990 312 716(27) &times; 10<sup>-10</sup> J · s · mol<sup>-1</sup>||6.7 &times; 10<sup>-9</sup> |- |rowspan=2|molar volume of an ideal gas||at <math>T</math>=273.15 K and <math>p</math>=100 kPa||rowspan=2|<math>V_m = R T / p \,</math>||22.710 981(40) &times; 10<sup>-3</sup> m<sup>3</sup> ·mol<sup>-1</sup>||1.7 &times; 10<sup>-6</sup> |- |at <math>T</math>=273.15 K and <math>p</math>=101.325 kPa||22.413 996(39) &times; 10<sup>-3</sup> m<sup>3</sup> ·mol<sup>-1</sup>||1.7 &times; 10<sup>-6</sup> |- |rowspan=2 align="center"|Sackur-Tetrode constant||at <math>T</math>=1 K and <math>p</math>=100 kPa||rowspan=2|<math>S_0 / R = \frac{5}{2}</math> <br><math> + \ln\left[ (2\pi m_u k T / h^2)^{3/2} k T / p \right]</math>||-1.151 7047(44)||3.8 &times; 10<sup>-6</sup> |- |at <math>T</math>=1 K and <math>p</math>=101.325 kPa||-1.164 8677(44)||3.8 &times; 10<sup>-6</sup> |- |colspan=2|second radiation constant||<math>c_2 = h c / k \,</math>||1.438 7752(25) &times; 10<sup>-2</sup> m·K||1.7 &times; 10<sup>-6</sup> |- |colspan=2|Stefan-Boltzmann constant||<math>\sigma = (\pi^2 / 60) k^4 / \hbar^3 c^2 </math>||5.670 400(40) &times; 10<sup>-8</sup> W·m<sup>-2</sup>·K<sup>-4</sup>||7.0 &times; 10<sup>-6</sup> |- |colspan=2|Wien displacement law constant||<math>b = (h c / k) / \,</math> 4.965 114 231...||2.897 7685(51) &times; 10<sup>-3</sup> m · K||1.7 &times; 10<sup>-6</sup> |- |} ==Table of adopted values== {| border="1" align="center" |- style="background:#A0E0A0;" align="center" |colspan=2|'''Quantity'''||'''Symbol'''||'''Value (SI units)'''||'''Relative Standard Uncertainty''' |- |colspan=2|conventional value of Josephson constant<sup>2</sup>||<math>K_{J-90} \,</math>||483 597.9 &times; 10<sup>9</sup> Hz · V<sup>-1</sup>||defined |- |colspan=2|conventional value of von Klitzing constant<sup>3</sup>||<math>R_{K-90} \,</math>||25 812.807 &Omega;||defined |- |rowspan=2 align="center"|molar mass||constant||<math>M_u = M(\,^{12}\mbox{C}) / 12</math>||1 &times; 10<sup>-3</sup> kg · mol<sup>-1</sup>||defined |- |of carbon-12||<math>M(\,^{12}\mbox{C}) = N_A m(\,^{12}\mbox{C})</math>||12 &times; 10<sup>-3</sup> kg · mol<sup>&minus;1</sup>||defined |- |colspan=2|standard acceleration of gravity (free fall on Earth)||<math>g_n \,\!</math>||9.806 65 m·s<sup>-2</sup>||defined |- |colspan=2|standard atmosphere||<math> \mbox{atm} \,</math>||101 325 Pa||defined |- |} ==Notes== <sup>1</sup>The values are given in the so-called ''concise form''; the number in brackets is the ''standard uncertainty'', which is the value multiplied by the ''relative standard uncertainty''.<br/> <sup>2</sup>This is the value adopted internationally for realizing representations of the volt using the Josephson effect.<br/> <sup>3</sup>This is the value adopted internationally for realizing representations of the ohm using the quantum Hall effect.<br/> 3259 16514 2006-08-27T06:31:58Z JWSchmidt 20 /* Part 1 The club */ wording [[Image:Wittenberg Schlosskirche.JPG|thumb|right|All Saints Church in Wittenberg]] ==Scene One== *<teaser: an introductory analogy between the revolution caused by printing and the "Web 2.0 revolution".> October 31, 1517<BR> [[w:Martin Luther|Martin Luther]] is shown gathering up several documents and then moving through the streets of [[w:Wittenberg|Wittenberg]] around All Saints Church. [[Image:Imperial Circles-2005-10-15-en.png|thumb|left|Map of the Holy Roman Empire in 1512]] (voice-over) In the year 313, the emperors of the eastern and western Roman Empires, [[w:Constantine I|Gaius Flavius Valerius Aurelius Constantinus]] and [[w:Licinius|Flavius Galerius Valerius Licinianus Licinius]], jointly declared that Christians could practice their religion without persecution. One thousand years later, the Roman Catholic Church exerted a strong influence in the Holy Roman Empire of the German Nation. Martin Luther, after 10 years in the priesthood, wrote down a set of questions that challenged the legitimacy of certain religious practices. With the aid of printing, Luther's challenge to the Roman Catholic Church spread rapidly and led to the fragmentation of Papal authority and the creation of new Christian denominations. add some more about the impact of printing.....cheap books [[Image:Wikiuser.png|thumb|right|Wikiversity as a center of online learning.]] January 15, 2001<BR> Show Jimbo and the activation of the Wikipedia website then changing versions of a particular Wikipedia page through time.<BR>Show a graph of Wikipedia web traffic. Illustrate: Wikipedia (free encyclopedia) --> Wikibooks (free textbooks) --> Wikiversity (free education) (voice-over) briefly describe collaborative editing using wiki technology<BR>state "Imagine a world in which every single person is given free access to the sum of all human knowledge. That's what we're doing. And we need your help." ==Scene Two== <Based on [http://www.seinfeldscripts.com/ThePitch.htm The Pitch], an episode of the [[w:Seinfeld|Seinfeld]] television show. This scene should probably be done with live actors made to looks like Seinfeld characters. This version (Part 2, below) is nearly a copyright violation, but I'll label it as "fan fiction" and add disclaimers> ===Part 1 The club=== Jerry does a [[w:Stand-up comedy|Stand-up comedy routine]] with jokes about education. Jimbo (seriously balding, in the role of WMF New Projects Developer) is seen in the audience of the small comedy club. After the act, Jimbo approaches Jerry and says that the WMF would like Jerry to do an education-oriented wiki project. ===Part 2 The Apartment=== Setting: big city apartment. Jerry and George brain-storming for how to set up an education-oriented wiki. Jerry, Elaine, Kramer and George are characters of the Seinfeld show. They are used here with no intent for profit or confusion with the actual Seinfeld show, just to illustrate a funny approach talking about Wikiversity through respectful imitation of great comedic technique. GEORGE: WMF wants you to do a project? JERRY: They want an education project. I have the name, Wikiversity, but I don't have any ideas for the project. GEORGE: Come on, Wikiversity? What kind of a name is that? Look at all these silly names, Wikipedia, Wikibooks, come on! At least use a real name! JERRY: Well, I already ran the name past Jimbo at WMF and he's happy with the name. GEORGE: What? These people are wikinuts! JERRY: George, I don't have time for this. The name is a done deal. What I need is a way to pitch the project. GEORGE: Hey, if they like "wikiversity" how hard can this be? Here's an idea. Start with a course on computers. There are millions of computer nerds on the internet who will go to Wikiversity and set up a course about computers. JERRY: Mmmm, I don't know. Computer nerds play games, they don't build online courses. GEORGE: No, nerds are branching out. Look at Bill Gates. Getting married? Curing AIDS? Computer geeks can do anything, and they have cache. JERRY: No they don't, they used to have cache, last year. Then the new World of Warcraft level 60 domain opened and the computer geeks have not been seen since. GEORGE: Oh yeah, like you know any geeks. JERRY: Oh like you do. KRAMER enters. KRAMER: Hey, how's the wiki project coming along, Jerry? JERRY: We're working on it. <KRAMER takes a bottle out of the refrigerator and tries to open it. Not able to open the bottle, he keeps trying increasingly ridiculous methods to open the bottle while JERRY and GEORGE continue to talk to each other .... they go through several increasingly silly ideas about how to run conventional courses in wiki format, getting increasingly frustrated at not finding a practical way to make it happen. Finally Kramer, trying to open the bottle by forcing it into a corner, twists mightily and crashes to the floor. JERRY and GEORGE finally notice that KRAMER has a problem and come to KRAMER's aid.> JERRY: Why are you making so much noise? We're trying to get some work done. GEORGE picks up the bottle off of the floor. GEORGE: Hey this is one of those new gamma-ray irradiated juice drinks. JERRY: And that's all I'm going to drink from now on. (JERRY takes the bottle from GEORGE, and looks at the label) Kryptonium Berry Drink, guaranteed 100% nuked-to-death microbes and hermetically sealed. KRAMER finally struggles to his feet. KRAMER: But how do you open these new-fangled bottles? <they read the technical jargon-filled instructions and then try to figure out how to open the bottle. George remembers that ELAINE mentioned knowing the inventor of a new-fangled bottle opener. They end up going online to contact ELAINE.> JERRY: Hey! Elaine is online! ELAINE: (video chat) Hi guys, what's up? <Jerry explains the problem with opening the bottle. After some disparaging remarks, Elaine suggests they use Wikipedia to look up how to do it. Jerry surfs to Wikipedia and the Kryptonium Juice Drinks article.> JERRY: Hey, Wikipedia does not list this Berry flavor. I'll add it to the list. (he types) ELAINE: Did you try googling it? <Jerry finally finds the solution by searching the internet, they open the bottle and Jerry adds the trick for opening the bottle to the Kryptonium Juice Drinks article of Wikipedia.> GEORGE: You know, Jerry, this should be the wiki project. This is the education project. JERRY: What? GEORGE: This. Some people talking and figuring things out. JERRY: (dismissing) Yeah, right. GEORGE: I'm really serious. I think that's a good idea. JERRY: Just talking? GEORGE: Well, its wiki, so its people editing webpages together, not really talking. JERRY: Well what's the whole wiki project about? Where are the courses? GEORGE: There are no courses. JERRY: No courses? GEORGE: No. Forget about courses. JERRY: You've got to have courses, it’s an education project. GEORGE: Who says you gotta have courses? Its like, Wikipedia is a project where you make an encyclopedia. That could be a learning project. You just do learning projects. JERRY: And who would do these learning projects? Who are the project participants? GEORGE: Anyone could be a participant. JERRY: Computer geeks? GEORGE: Yeah. Just do a learning project where the computer geeks program a new video game. JERRY: So, on the wiki, there's a learning project called "make a video game"? GEORGE: Yeah. There's something wrong with that? It’s a project in the computer science department of Wikiversity. Computer geeks would collaborate to make a video game and in doing that project they learn about computers. JERRY: And what else is at this wiki? GEORGE: Elaine could do a help desk. She knows how to find out everything. Wiki participants will have a problem and they go to a page called "Ask Elaine". The wiki could even have chat channels for quick questions. JERRY: Ask what? You mean like homework questions? Kramer: Oh, baby, Wikiversity, the WMF project that will do your homework! GEORGE: The wiki does not do your homework, but the wiki community points you to what you need to do your homework. JERRY: So, Wikiversity has geeks making computer games and chat channels and no courses? GEORGE: Absolutely. No courses. Do you want people to be bored? JERRY: So you're saying, I go in to WMF, and tell them I got this idea for an educational without courses. GEORGE: We go into WMF. JERRY: "We"? Since when are you a website developer? GEORGE: (Scoffs) Website developer. We're talking about a wiki. JERRY: You want to pitch this crazy idea to WMF? GEORGE: Yeah. I think we really go something here. JERRY: What do we got? GEORGE: An idea. JERRY: What idea? GEORGE: An idea for Wikiversity. JERRY: I still don't know what the idea is. GEORGE: It's about not having courses. JERRY: Right. GEORGE: Everybody else does course, Wikiversity will do learning projects. JERRY: So, we go into WMF, we tell them we've got an idea for their great new educational wiki and it has no courses. GEORGE: Exactly. JERRY: They say, "What's Wikiversity about?" I say, "No courses." GEORGE: There you go. (A moment passes) JERRY: (Nodding) I think you may have something there. ===Part 3 WMF=== <Jerry and George in the WMF reception area, waiting> JERRY: What's the matter? GEORGE: (Nervous) Nothing. JERRY: You sure? You look nervous. GEORGE: No, I'm fine. I'm good. I'm very good. JERRY: What, are you nervous? GEORGE: No, not nervous. I'm good, very good. (A beat, then he snaps) I can't do this! Can't do this! JERRY: What? GEORGE: I can't do this! I can't do it. I have tried. I'm here. It's impossible. JERRY: This was your idea! GEORGE: What idea? I just said something. I didn't know you were going to listen to me. JERRY: Dont' worry about it. They're just wiki geeks. GEORGE: They're men with no jobs, Jerry! They wear sweat pants and tee-shirts. They know Mediawiki markup, they have registered usernames and, and multiple socpuppets. JERRY: I told you not to come. RECEPTIONIST: They're ready for you. [[Category:Wikiversity the Movie/Script]] 3260 20966 2006-08-29T14:38:49Z Hypermorphism 285 typo <center><i>This lesson is part of the [[Topic:Physics|Department of Physics]].</i></center> <hr/> Kinematics is the study of the motion of objects. Basic kinematic problems are approached using Isaac Newton's laws of motion. ==Newton's Laws== Newton attempted to explain how objects move using as few assumptions as possible. these assumptions are what we call Newton's Laws today. They are remarkable in that they have stood the test of time for almost all motion except those at the smallest scales (quantum mechanics) and the largest scales (general relativity). Even then, we have mostly just added or modified some assumptions that we had thought reasonable to assume about the nature of the universe, but the three laws have mostly remained. The laws are used to deduce the fundamental equation we will be using to study almost all of classical physics below. The wording of the laws has been altered slightly in order to be less jarring to a modern student. Another translation of the original laws can be found [http://members.tripod.com/~gravitee/axioms.htm here]. ===Newton's First Law: The Law of Inertia=== ''Every body remains in its state of rest, or of uniform motion in a straight line, unless it is compelled to change that state by forces impressed thereon.'' At this point, Newton has not told us what a force is, so this law isn't a description of how bodies move. You may think "Hey, I know what a force is, I force something to move when I push on it." However, that "contact force" is not the only type of force Newton means to deal with. He has basically used this statement to define what a force is: anything that changes the linear motion (including zero motion) of a body. This allows us to include gravity as a force. As a matter of fact, we will see that classical physics successfully describes all forces in terms of fields (similar to the way gravity works). Your pushing on an object is actually a result of electromagnetic field interactions between the particles in your hand and the particles in whatever you're pushing. Your hand never actually comes into direct contact with anything, in the sense of there being no space between your hand and another object. ===Newton's Second Law=== ''The change in quantity of motion is proportional to the magnitude of the force; and is made in the direction of the straight line in which that force is directed.'' [[Image:Newton's cradle.jpg|thumb|'''Newton's Cradle'''. When you let go of the near ball, it transfers its momentum to the far ball, which (assuming no friction or heat losses) should swing up to the same height at which you lifted the first ball. Newton used a simpler 2-ball apparatus with balls of differing types.]] This law is extremely rich in content, as Newton used devices similar to what we refer to today as Newton's cradle to note that the "quantity of motion" given to the end ball (assuming perfect collisions where all the "motive force" of the ball you lift on one end is transferred to the ball at the other end) is proportional to the final velocity of the ball you initiate. He also noted that different types of balls imparted larger arcs to other balls and thus he came up with the product of mass (a quantity proportional to the object's weight) and velocity as being the "quantity of motion" of an object that should be preserved in perfect collisions. Today, we call this product the '''momentum''' of an object and usually denote it as '''p '''= m*'''v''' where '''p''' and '''v''' have both a magnitude and direction, as described by Newton's laws. Manipulating objects that have both magnitude and direction (called vectors) is covered by vector algebra, which will be talked about in a supplementary review guide. Now, if we denote the force vector by <math>\vec{F}</math>, then Newton's second law tells us that <center><math>\vec{F} = \frac{d}{dt}(m\cdot\vec{v})</math></center> The <math>\frac{d}{dt}</math> is just the ordinary time derivative from calculus. If you have not yet studied calculus, the above can also be written as <center><math>\vec{F} = m\cdot\vec{a}</math></center> where '''a''' is the change in velocity with respect to time, also known as acceleration. *'''Exercise 1:''' ''If you know a bit of calculus, prove that if the total force on a system of two particles (or pool balls if you prefer) is zero, then momentum is a constant. Note that this is the case when two pool balls hit each other (assuming idealized circumstances). We say that momentum is '''conserved'''.'' ===Newton's Third Law=== ''To every action there is always opposed an equal reaction; or the mutual actions of two bodies upon each other are always equal, and directed to contrary parts.'' This law is primarily for idealized objects such as spheres and points that act on each other's centers of motion. However, it is the impetus that allowed us to separate mass from weight. In symbolic terms, it states that if one body exerts a force <math>\vec{F}_1</math> on another body, then the second body exerts a force <math>\vec{F}_2</math> on the first body, and in vector terms <math>\vec{F}_1 = -\vec{F}_2</math>. Using the equation we derived from the second law, it is not hard to see that the mass can then be measured by defining one mass to be a standard, and using the ratio of accelerations as the mass of the second object. ==Vectors== ==Free Body Diagrams== Free body diagrams are extremely useful tools when analyzing a physics problem. When approaching a kinematics problem, the first thing you should do is draw a free body diagram. What is a free body diagram? It is a simple sketch that shows all of the forces acting on an object ( a "free body"). When drawing a free body diagram, first you must isolate the object in question. Then, you must identify all of the forces acting on it. Remember, if an object is at rest, the vector sum of all forces must be zero. Newton's laws also tell us that every action has an equal and opposite reaction. If an object is sitting on a table, its weight is pushing down on the table, but the table is also pushing up on it (this force against the weight of an object is called the '''normal force'''. It is a very important concept in kinematics). Since both forces are equal and opposite, the object neither falls through the table nor flies up into the air. ===The Motion of a Particle=== We are now going to apply Newton's laws to an idealized object, a single '''particle'''. A '''particle''' in classical physics has a very well-defined meaning: it is an object without any spatial dimensions; mathematically it is a single point. We study these simple objects first, and later we consider larger objects as being made up of a lot of particles. We will see that spheres (objects like pool balls) behave a lot like particles (classically) and so do objects that interact along their centers of mass, and thus we will talk about sphere-like objects, simple center-of-mass interactions, and particles freely. We will show that the sentence above is accurate later when we have developed the tools and familiarity with physics to do so. Now, take a ball and hold it in your hand some distance above the floor. If you stop holding the ball, the ball will fall to the floor. According to Newton's law of inertia, the ball could not have done so unless it was acted upon by a force (inertially, it should have remained where you were holding it). Since you did not force the ball downwards, some other force besides yourself must have acted on the ball. Due to our experience with other objects falling to the ground, we hypothesize that the Earth is exerting a force on your ball. According to Newton's third law, the ball must also exert a force on the Earth of equal magnitude and opposite direction. Derivation of basic kinematics being written... [[Category:Physics]] 3261 14251 2006-08-25T22:02:53Z Rayshan 375 {|name="userboxes" id="userboxes" style="margin-left: 1em; margin-bottom: 0.5em; width: 248px; border: {{{bordercolor|#99B3FF}}} solid 1px; background-color: {{{backgroundcolor|#FFFFFF}}}; color: {{{textcolor|#000000}}}; {{{extra-css|}}}" align="{{{2|{{{align|right}}}}}}" !<big>{{{1|{{{toptext|[[Wikipedia:Userboxes|Userboxes]]}}}}}}</big> |- align="center" |<noinclude> {{boxboxbottom}} </noinclude> 3262 14252 2006-08-25T22:03:53Z Rayshan 375 <includeonly>|}</includeonly><noinclude> </noinclude> 3263 14244 2006-08-25T21:56:12Z Rayshan 375 Redirecting to [[Template:Userboxbottom]] #REDIRECT [[Template:userboxbottom]] 3264 14253 2006-08-25T22:04:47Z Rayshan 375 <noinclude>{{userboxtop}}</noinclude> |- ! <big>{{{1|{{{toptext|[[Wikipedia:Userboxes|<hr />]]}}}}}}</big> |- |<noinclude> {{userboxbottom}} <br clear="both" /> </noinclude> 3265 14250 2006-08-25T22:01:01Z Rayshan 375 <div style="float: left; border:solid palegreen 1px; margin: 1px;"> {| cellspacing="0" style="width: 238px; background: lightcyan;" | style="width: 45px; height: 45px; background: white; text-align: center; font-size: {{{5|{{{id-s|14}}}}}}pt; color: {{{id-fc|black}}};" | '''[[Image:Face-angel.svg|30px]]''' | style="font-size: {{{info-s|8}}}pt; padding: 4pt; line-height: 1.25em; color: {{{info-fc|black}}};" | This user tries to do the right thing. If&nbsp;they make a mistake, please '''[[:{{TALKSPACE}}:{{{1|{{PAGENAME}}}}}|let&nbsp;him or her know]]'''. |}</div><noinclude> {{-}} Alternate versions of this template: *{{tl|User oops/him}} &mdash; Male-specific *{{tl|User oops/her}} &mdash; Female-specific *{{tl|User oops/I}} &mdash; First person </noinclude> 3266 14255 2006-08-25T22:06:40Z Rayshan 375 <div style="float: left; border:solid palegreen 1px; margin: 1px;"> {| cellspacing="0" style="width: 238px; background: lightcyan;" | style="width: 45px; height: 45px; background: white; text-align: center; font-size: {{{5|{{{id-s|14}}}}}}pt; color: {{{id-fc|black}}};" | '''[[Image:Face-angel.svg|30px]]''' | style="font-size: {{{info-s|8}}}pt; padding: 4pt; line-height: 1.25em; color: {{{info-fc|black}}};" | This user tries to do the right thing. If&nbsp;they make a mistake, please '''[[:{{TALKSPACE}}:{{{1|{{PAGENAME}}}}}|let&nbsp;him know]]'''. |}</div><noinclude>[[Category:Wikipedia related user templates|Oops]] {{-}} Alternate versions of this template: *{{tl|User oops}} &mdash; Generic, not gender-specific *{{tl|User oops/her}} &mdash; Female-specific *{{tl|User oops/I}} &mdash; First person </noinclude> <includeonly> [[Category:Angel Wikipedians|{{PAGENAME}}]] </includeonly> 3267 14256 2006-08-25T22:07:35Z Rayshan 375 <div style="float: left; border:solid palegreen 1px; margin: 1px;"> {| cellspacing="0" style="width: 238px; background: lightcyan;" | style="width: 45px; height: 45px; background: white; text-align: center; font-size: {{{5|{{{id-s|14}}}}}}pt; color: {{{id-fc|black}}};" | '''[[Image:Face-angel.svg|30px]]''' | style="font-size: {{{info-s|8}}}pt; padding: 4pt; line-height: 1.25em; color: {{{info-fc|black}}};" | This user tries to do the right thing. If&nbsp;they make a mistake, please '''[[:{{TALKSPACE}}:{{{1|{{PAGENAME}}}}}|let&nbsp;her know]]'''. |}</div><noinclude>[[Category:Wikipedia related user templates|Oops]] {{-}} Alternate versions of this template: *{{tl|User oops}} &mdash; Generic, not gender-specific *{{tl|User oops/him}} &mdash; Male-specific *{{tl|User oops/I}} &mdash; First person </noinclude> <includeonly> [[Category:Angel Wikipedians|{{PAGENAME}}]] </includeonly> 3268 14257 2006-08-25T22:07:59Z Rayshan 375 <div style="float: left; border:solid palegreen 1px; margin: 1px;"> {| cellspacing="0" style="width: 238px; background: lightcyan;" | style="width: 45px; height: 45px; background: white; text-align: center; font-size: {{{5|{{{id-s|14}}}}}}pt; color: {{{id-fc|black}}};" | '''[[Image:Face-angel.svg|30px]]''' | style="font-size: {{{info-s|8}}}pt; padding: 4pt; line-height: 1.25em; color: {{{info-fc|black}}};" | I try to do the right thing. If&nbsp;I make a mistake, please '''[[:{{TALKSPACE}}:{{{1|{{PAGENAME}}}}}|let&nbsp;me know]]'''. |}</div><noinclude>[[Category:Wikipedia related user templates|Oops]] {{-}} Alternate versions of this template: *{{tl|User oops}} &mdash; Generic, not gender-specific *{{tl|User oops/him}} &mdash; Male-specific *{{tl|User oops/her}} &mdash; Female-specific </noinclude> <includeonly> [[Category:Angel Wikipedians|{{PAGENAME}}]] </includeonly> 3269 14275 2006-08-25T23:15:52Z JWSchmidt 20 {{Template:Courses}} {{Template:Courses}} [[Category:Wikiversity]] 3272 22659 2006-09-02T18:27:19Z 217.43.197.53 testing h2 tags <noinclude>{| align=right padding=0 cellspacing=0 width=32% style="background:none"</noinclude> |- |style="padding:0"| <h2 style="margin:0;background:#F9F9F3;font-size:100%;font-weight:bold;border:2px solid #E6D8C1;text-align:center;color:#000;padding:0.1em 0.2em">{{{title}}}</h2> |- | style="font-size:100%; background:#ffffff; border:2px solid #E6D8C1; border-top:0; border-bottom:0; padding:0 1em 1em 30px" | {{{content}}}<noinclude>|}</noinclude> 3273 14291 2006-08-26T00:07:23Z 24.221.251.236 [[Image:cubicpoly.svg|thumb|225px|right|Partial plot of a function ''f''. Each real number ''x'' is associated with the number ''f''(''x'')&nbsp;= ''x''<sup>3</sup>&nbsp;−&nbsp;9''x''.]] In mathematics, a '''function''' relates each of its inputs to exactly one output. A standard notation for the output of the function ''f'' with the input ''x'' is ''f''(''x''). The set of all inputs that a function accepts is called the [[domain (mathematics)|domain]] of the function. The set of all outputs is called the [[range (mathematics)|range]]. For example, the expression ''f''(''x'') = ''x''<sup>2</sup> describes a function, ''f'', that relates each input, ''x'', with one output, ''x''<sup>2</sup>. Thus, an input of 3 is related to an output of 9. Once a function, ''f'', has been defined, we can write, for example, ''f''(4) = 16. It is a usual practice in mathematics to introduce functions with temporary names like ''f''; in the next paragraph we might define ''f''(''x'') = 2''x''+1, and then ''f''(4) = 9. When a name for the function is not needed, often the form ''y=x''<sup>2</sup> is used. If we use a function often, we may give it a permanent name as, for example, :<math>\mathrm{Square}(x)\, =\, x^2</math>. The essential property of a function is that for each input there must be one unique output. Thus, for example, :<math>\mathrm{Root}(x) = \pm \sqrt x </math> does not define a function, because it may have two outputs. The square roots of 9 are 3 and −3, for example. To make the square root a function, we must specify which square root to choose. The definition :<math>\mathrm{Posroot}(x) = \sqrt x </math>, for any non-negative input chooses the non-negative square root as an output. A function need not involve numbers. An example of a function that does not use numbers is the function that assigns to each nation its current capital. In this case Capital(''France'')&nbsp;= ''Paris''. A more precise, but still informal definition follows. Let ''A'' and ''B'' be [[set (mathematics)|set]]s. A function from ''A'' to ''B'' is determined by any association of a unique element of ''B'' with each element of ''A''. The set ''A'' is called the domain of the function; the set ''B'' is called the [[codomain]]. In some contexts, such as [[lambda calculus]], the function notion may be taken as primitive rather than defined in terms of set theory. In most mathematical fields, the terms ''[[map (mathematics)|map]]'', ''mapping'', and ''[[transformation (mathematics)|transformation]]'' are usually synonymous with ''function''. However, in some contexts they may be defined with a more specialized meaning. For example, in [[topology]] a map is sometimes defined to be a [[continuous function]]. ==Mathematical definition of a function== A precise definition is required for the purposes of mathematics. A '''function''' is a [[binary relation]], ''f'', with the property that for an element ''x'' there is no more than one element ''y'' such that ''x'' is related to ''y''. This uniquely determined element ''y'' is denoted by ''f''(''x''). Because two definitions of binary relation are in use, there are actually two definitions of function, in effect. === First definition === The simplest definition of binary relation is "A binary relation is a set of [[ordered pair]]s". Under this definition, the binary relation "is less than" contains the ordered pair (2, 5) because 2 is less than 5. A '''function''' is then a set of ordered pairs with the property that if (''a'', ''b'') and (''a'', ''c'') are in the set, then ''b'' must equal ''c''. Thus, the "is a square root of" relation is a function, and it contains for example, the pairs (3, 9) and (-3, 9); while the converse, "is the square of" relation, is not a function because it contains both the pairs (9, 3) and (9, −3), and 3 is not equal to −3. The "is less than" relation is not a function because it contains both the pairs (2, 5) and (2, 6). The '''domain''' of a function is the set of elements ''x'' occurring as first coordinate in a pair of the relation. If ''x'' is not in the domain of ''f'', then ''f''(''x'') is not defined. The '''range''' of a function is the set of elements ''y'' occurring as second coordinate in a pair of the relation. === Second definition === Some authors require that the definition of a binary relation specify not only the ordered pairs but also the domain and codomain. These authors define a binary relation as an ordered triple <math>(X, Y, G)</math>, where ''X'' and ''Y'' are sets (called the '''domain''' and '''codomain''' of the relation) and ''G'' is a subset of the [[cartesian product]] of ''X'' and ''Y'' (''G'' is called the '''graph''' of the relation). A '''function''' is then a binary relation with the additional property that each element of ''X'' occurs exactly once as the first coordinate of an element of ''G''. Under this second definition, a function has a uniquely determined codomain; this is not the case under the first definition. This form of definition is essential in many contexts. For example, it is impossible to determine if a function is "[[onto]]" without a specified codomain. ==History of the concept== As a mathematical term, "'''function'''" was coined by [[Gottfried Leibniz]] in [[1694]], to describe a quantity related to a [[curve]], such as a curve's [[slope]] at a specific [[Point (geometry)|point]]. The functions Leibniz considered are today called [[derivative|differentiable functions]], and they are the type of function most frequently encountered by nonmathematicians. For this type of function, one can talk about [[limit of a function|limit]]s and [[derivative]]s; both are measurements of the output or the change in the output as it depends on the input or the change in the input. Such functions are the basis of [[calculus]]. The word function was later used by [[Leonhard Euler]] during the mid-[[18th century]] to describe an [[Expression (mathematics)|expression]] or formula involving various [[parameter|argument]]s, e.g. ''f''(''x'') = sin(''x'') + ''x''<sup>3</sup>. During the [[19th century]], mathematicians started to formalize all the different branches of mathematics. [[Karl Weierstrass|Weierstrass]] advocated building calculus on [[arithmetic]] rather than on [[geometry]], which favoured Euler's definition over Leibniz's (see [[arithmetization of analysis]]). At first, the idea of a function was rather limited. [[Joseph Fourier]], for example, claimed that every function had a [[Fourier series]], something no mathematician would claim today. By broadening the definition of functions, mathematicians were able to study "strange" mathematical objects such as continuous functions that are nowhere differentiable. These functions were first thought to be only theoretical curiosities, and they were collectively called "monsters" as late as the turn of the 20th century. However, powerful techniques from [[functional analysis]] have shown that these functions are in some sense "more common" than differentiable functions. Such functions have since been applied to the modeling of physical phenomena such as [[Brownian motion]]. Towards the end of the 19th century, mathematicians started to formalize all of mathematics using [[axiomatic set theory|set theory]], and they sought to define every mathematical object as a [[set]]. [[Johann Peter Gustav Lejeune Dirichlet|Dirichlet]] and [[Nikolai Ivanovich Lobachevsky|Lobachevsky]] independently and almost simultaneously gave the modern "formal" definition of function. In this definition, a function is a special case of a [[mathematical relation|relation]], in particular a function is a relation in which every first element has a unique second element. The notion of '''function''' as a rule for [[computing]], rather than a special kind of relation, has been studied extensively in [[mathematical logic]] and [[theoretical computer science]]. Models for these [[computable function]]s include the [[lambda calculus]], the [[mu-recursive function]]s and [[Turing machine]]s. ==Functions in other fields== Functions are used in every quantitative [[science]], to model relationships between all kinds of physical quantities — especially when one quantity is completely determined by another quantity. Thus, for example, one may use a function to describe how the [[temperature]] of water affects its [[density]]. Functions are also used in [[computer science]] to model [[data structure]]s and the effects of [[algorithm]]s. However, the word is also used in computing in the very different sense of ''procedure'' or ''sub-routine''; see [[function (computer science)]]. ==The vocabulary of functions== A specific input value to a function is called an '''argument''' of the function. For each argument ''x'', the corresponding unique ''y'' in the codomain is called the function '''value''' at ''x'', or the '''[[image (mathematics)|image]]''' of ''x'' '''under''' ''f''. The image of ''x'' may be written as ''f''(''x'') or as ''y''. (See the section on [[#Notation|notation]].) The [[graph of a function]] ''f'' is the set of all [[ordered pair]]s (''x'', ''f''(''x'')), for all ''x'' in the domain ''X''. If ''X'' and ''Y'' are subsets of '''R''', the real numbers, then this definition coincides with the familiar sense of "graph" as a picture or plot of the function, with the ordered pairs being the [[Cartesian coordinates]] of points. The concept of the ''image'' can be extended from the image of a point to the image of a [[set]]. If ''A'' is any subset of the domain, then ''f''(''A'') is the subset of the range consisting of all images of elements of A. We say the ''f''(''A'') is the '''image''' of A under f. Notice that the range of ''f'' is the image ''f''(''X'') of its domain, and that the range of ''f'' is a subset of its codomain. The ''[[preimage]]'' (or ''inverse image'') of a subset ''B'' of the codomain ''Y'' under a function ''f'' is the subset of the domain ''X'' defined by :''f''<sup>&nbsp;&minus;1</sup>(''B'')&nbsp;= {''x'' in ''X'' | ''f''(''x'') is in ''B''} So, for example, the preimage of {4, 9} under the squaring function is the set {−3,−2,+2,+3}. In general, the preimage of a [[singleton]] set (a set with exactly one element) may contain any number of elements. For example, if ''f''(''x'') = 7, then the preimage of {5} is the empty set but the preimage of {7} is the entire domain. Thus the preimage of an element in the codomain is a subset of the domain. The usual convention about the preimage of an element is that ''f''<sup>&nbsp;&minus;1</sup>(''b'') means ''f''<sup>&nbsp;&minus;1</sup>({''b''}), i. e. :''f''<sup>&nbsp;&minus;1</sup>(''b'')&nbsp;= {''x'' in ''X'' | ''f''(''x'') = ''b''} Three important kinds of function are the '''[[injective function|injection]]s''' (or '''one-to-one functions'''), which have the property that if ''f''(''a'') = ''f''(''b'') then ''a'' must equal ''b''; the '''[[surjection]]s''' (or '''onto functions'''), which have the property that for every ''y'' in the codomain there is an ''x'' in the domain such that ''f''(''x'') = ''y''; and the '''[[bijection]]s''', which are both one-to-one and onto. This nomenclature was introduced by the [[Nicolas Bourbaki|Bourbaki group]]. When the first definition of function given above is used, since the codomain is not defined, the "surjection" must be accompanied with a statement about the set the function maps onto. For example, we might say ''f'' maps onto the set of all real numbers. The [[function composition]] of two or more functions uses the output of one function as the input of another. For example, ''f''(''x'') = ''sin''(''x<sup>2</sup>'') is the composition of the sine function and the squaring function. The functions ''f'':&nbsp;''X''&nbsp;→&nbsp;''Y'' and ''g'':&nbsp;''Y''&nbsp;→&nbsp;''Z'' can be ''composed'' by first applying ''f'' to an argument ''x'' to obtain ''y'' = ''f''(''x'') and then applying ''g'' to ''y'' to obtain ''z'' = ''g''(''y''). The composite function formed in this way from general ''f'' and ''g'' may be written : <math>g\circ f\colon X \to Z \,\! </math> : <math> x \mapsto g(f(x)) \,\! </math> The function on the right acts first and the function on the left acts second, reversing English reading order; we remember the order by reading the notation as "''g'' of ''f''". Informally, the '''[[inverse function|inverse]]''' of a function ''f'' is one that "undoes" the effect of ''f'', by taking each function value ''f''(''x'') to its argument ''x''. The squaring function is the inverse of the non-negative square root function. Formally, since every function ''f'' is a relation, its inverse ''f''<sup>&minus;1</sup> is just the inverse relation. That is, if ''f'' has domain ''X'', codomain ''Y'', and graph ''G'', the inverse has domain ''Y'', codomain ''X'', and graph :''G''<sup>&minus;1</sup> = { (''y'', ''x'') : (''x'', ''y'') ∈ ''G'' } For example, if the graph of ''f'' is ''G'' = {(1,5), (2,4), (3,5)}, then the graph ''f''<sup>&minus;1</sup> is ''G''<sup>&minus;1</sup> = {(5,1), (4,2), (5,3)}. The relation ''f''<sup>&minus;1</sup> is a function if and only if for each ''y'' in the codomain there is exactly one argument ''x'' such that ''f''(''x'') = ''y''; in other words, the inverse of a function ''f'' is a function if and only if ''f'' is a bijection. In that case, ''f''<sup>&minus;1</sup>(''f''(''x'')) = ''x'' for every ''x'' in ''X'', and ''f''(''f''<sup>&minus;1</sup>(''y'')) = ''y'' for any ''y'' in ''Y''. Sometimes a function can be modified, often by replacing the domain with a subset of the domain, and making corresponding changes in the codomain and graph, so that the modified function has an inverse that is a function. For example, the inverse of ''y'' = ''sin''(''x''), ''f''(''x'') = ''arcsin'' (''x''), defined by ''y'' = ''arcsin'' (''x'') if and only if ''x'' = ''sin''(''y''), is not a function, because its graph contains both the ordered pair (0, 0) and the ordered pair (0, 2π). But if we change the domain of ''y'' = ''sin''(''x'') to −π/2&nbsp;≤&nbsp;''x''&nbsp;≤&nbsp;π/2 and change the codomain to −1&nbsp;≤&nbsp;''y''&nbsp;≤&nbsp;1, then the resulting function does have an inverse, denoted with a capital letter A, ''f''(''x'') = ''Arcsin'' (''x''). This does not work with every function, however, and inverses are sometimes difficult or impossible to find. ==Specifying a function== If the domain ''X'' is finite, a function ''f'' may be defined by simply tabulating all the arguments ''x'' and their corresponding function values ''f''(''x''). More commonly, a function is defined by a [[formula]], or more generally an [[algorithm]] — that is, a recipe that tells how to compute the value of ''f''(''x'') given any ''x'' in the domain. More generally, a function can be defined by any mathematical condition relating the argument to the corresponding value. There are many other ways of defining functions. Examples include [[recursion]], algebraic or [[analytic function|analytic]] [[closure (mathematics)|closure]], [[limit (mathematics)|limits]], [[analytic continuation]], infinite [[series (mathematics)|series]], and as solutions to [[integral equation|integral]] and [[differential equation]]s. There is a technical sense in which most mathematical functions cannot be defined at all, in any effective way, explicit or implicit. A fundamental result of [[computability theory]] says that there are functions that can be precisely defined which cannot be computed. ==Notation== It is common to omit the parentheses around the argument when there is little chance of ambiguity, thus: sin&nbsp;''x''. In some formal settings, use of [[reverse Polish notation]] notation, ''x''&nbsp;''f'', eliminates the need for any parentheses; and, for example, the [[factorial]] function is always written ''n''!, even though its generalization, the [[gamma function]], is written &Gamma;(''n''). Formal description of a function typically involves the function's name, its domain, its codomain, and a rule of correspondence. Thus we frequently see a two-part notation, an example being : <math> f\colon \mathbb{N} \to \mathbb{R} \,\! </math> : <math> n \mapsto \frac{n}{\pi} \,\! </math> Here the function named "''f''" has the [[natural number]]s as domain, the [[real number]]s as codomain, and maps ''n'' to itself divided by π. (An alternative to the colon notation writes the function name above the arrow.) Less formally, this long form might be abbreviated : <math> f(n) = \frac{n}{\pi} , \,\! </math> though with some loss of information; we no longer are explicitly given the domain and codomain. Even the long form here abbreviates the fact that the ''n'' on the right-hand side is silently treated as a real number using the standard embedding. Use of ''f''(''A'') to denote the image of a subset ''A''&sub;''X'' is consistent as long as no subset of the domain is also an element of the domain. A few authors write ''f''[''A''] instead of ''f''(''A''), to emphasize the distinction between the two concepts; a few others write ''f''`''x'' instead of ''f''(''x''), and ''f''``''A'' instead of ''f''[''A'']. ==Functions with multiple inputs and outputs== ===Functions of two (or more) variables=== The concept of function can be extended to an object that takes a combination of two (or more) argument values to a single result. This intuitive concept is formalized by a function whose domain is the [[Cartesian product]] of two or more sets. For example, consider the [[multiplication]] function that associates two [[integer]]s to their product: ''f''(''x'', ''y'') = ''x''·''y''. This function can be defined formally as having domain '''Z'''&times;'''Z''' , the set of all integer pairs; codomain '''Z'''; and, for graph, the set of all pairs ((''x'',''y''), ''x''·''y''). Note that the first component of any such pair is itself a pair (of integers), while the second component is a single integer. The function value of the pair (''x'',''y'') is ''f''((''x'',''y'')). However, it is customary to drop one set of parentheses and consider ''f''(''x'',''y'') a '''function of two variables''', ''x'' and ''y''. ===Functions with output in a product set=== The concept can still further be extended by considering a function that also produces output that is expressed as several variables. For example consider the function mirror(''x'', ''y'') = (''y'', ''x'') with domain '''R'''&times;'''R''' and codomain '''R'''&times;'''R''' as well. The pair (''y'', ''x'') is a single value in the codomain seen as a set. ===Binary operations=== The familiar [[binary operation]]s of [[arithmetic]], [[addition]] and [[multiplication]], can be viewed as functions from '''Z'''&times;'''Z''' to '''Z'''. This view is generalized in [[abstract algebra]], where ''n''-ary functions are used to model the operations of arbitrary algebraic structures. For example, an abstract [[group (mathematics)|group]] is defined as a set ''X'' and a function ''f'' from ''X''&times;''X'' to ''X'' that satisfies certain properties. Traditionally, addition and multiplication are written in the [[infix]] notation: ''x''+''y'' and ''x''&times;''y'' instead of +(''x'', ''y'') and &times;(''x'', ''y''). ==Set of all functions== The set of all functions from a set ''X'' to a set ''Y'' is denoted by ''X'' → ''Y'', by [''X'' → ''Y''], or by ''Y''^''X''. The latter notation is justified by the fact that |''Y''^''X''| = |''Y''|^|''X''|. See the article on [[cardinal number]]s for more details. It is traditional to write ''f'': ''X'' → ''Y'' to mean ''f'' ∈ [''X'' → ''Y'']; that is, "''f'' is a function from ''X'' to ''Y''". This statement is sometimes read "''f'' is a ''Y''-valued function of an ''X''-valued variable". One often writes informally "Let ''f'': ''X'' → ''Y''" to mean "Let ''f'' be a function from ''X'' to ''Y''". ==Is a function more than its graph?== Some mathematicians define a binary relation (and hence a function) as an [[tuple|ordered triple]] (''X'', ''Y'', ''G''), where ''X'' and ''Y'' are the domain and codomain sets, and ''G'' is the graph of ''f''. However, other mathematicians define a relation as being simply the set of pairs ''G'', without explicitly giving the domain and co-domain. There are advantages and disadvantages to each definition, but either of them is satisfactory for most uses of functions in mathematics. The explicit domain and codomain are important mostly in formal contexts, such as [[category theory]]. ==Partial functions and multi-functions== The condition for a binary relation ''f'' from ''X'' to ''Y'' to be a function can be split into two conditions: # ''f'' is ''total'', or ''entire'': for each ''x'' in ''X'', there exists some ''y'' in ''Y'' such that ''x'' is related to ''y''. # ''f'' is ''single-valued'': for each ''x'' in ''X'', there is at most one ''y'' in ''Y'' such that ''x'' is related to ''y''. [[image:Multivalued_function.svg|200px|thumb|left|Total but not single-valued]] [[image:Partial_function.svg|200px|thumb|left|Single-valued but not total]] [[image:Total_function.svg|200px|thumb|left|Total and single-valued (a function)]] <br style="clear:both" /> In some contexts, a relation that satisfies condition (1), but not necessarily (2), may be called a '''[[multivalued function]]'''; and a relation that satisfies condition (2), but not necessarily (1), may be called a '''[[partial function]]'''. ===Other properties=== There are many other special classes of functions that are important to particular branches of mathematics, or particular applications. Here is a partial list: *[[continuous function|continuous]], [[differentiable function|differentiable]], [[integrable function|integrable]] *[[linear function|linear]], [[polynomial]], [[rational function|rational]] *[[convex function|convex]], [[monotonic function|monotonic]], [[unimodal function|unimodal]] *[[trigonometry|trigonometric]] *[[algebraic function|algebraic]] *[[transcendental function|transcendental]] *[[fractal|fractal function]] *[[even and odd functions|odd or even]] *[[vector (spatial)|vector]]-valued. ==Restrictions and extensions== Informally, a '''[[function restriction|restriction]]''' of a function ''f'' is the result of trimming its domain. More precisely, if ''f'' is a function from a ''X'' to ''Y'', and ''S'' is any subset of ''X'', the '''restriction of''' ''f'' '''to''' ''S'' is the function ''f''|_''S'' from ''S'' to ''Y'' such that ''f''|_''S''(''s'') = ''f''(''s'') for all ''s'' in ''S''. If ''g'' is any restriction of ''f'', we say that ''f'' is an '''extension''' of ''g''. == Pointwise operations == If ''f'':&nbsp;''X''&nbsp;→&nbsp;'''R''' and ''g'':&nbsp;''X''&nbsp;→&nbsp;'''R''' are functions with common domain ''X'' and codomain is a [[ring (mathematics)|ring]] '''R''', then one can define the sum function ''f''&nbsp;+&nbsp;''g'': ''X''&nbsp;→&nbsp;'''R''' and the product function ''f''&nbsp;&times;&nbsp;''g'': ''X''&nbsp;→&nbsp;'''R''' as follows: :(''f''&nbsp;+&nbsp;''g'')(''x'')&nbsp;= ''f''(''x'')&nbsp;+&nbsp;''g''(''x'') :(''f''&nbsp;&times;&nbsp;''g'')(''x'')&nbsp;= ''f''(''x'')&nbsp;&times;&nbsp;''g''(''x'') for all ''x'' in ''X''. This turns the set of all such functions into a ring. The binary operations in that ring have as domain ordered pairs of functions, and as codomain functions. This is an example of climbing up in abstraction, to functions of more complex types. By taking some other [[abstract algebra|algebraic structure]] ''A'' in the place of '''R''', we can turn the set of all functions from ''X'' to ''A'' into an algebraic structure of the same type in an analogous way. == Computable and non-computable functions == The number of [[computable function]]s from integers to integers is [[countable]], because the number of possible algorithms is. The number of all functions from integers to integers is higher: the same as the [[cardinality]] of the [[real number]]s. This argument shows that there are functions from integers to integers that are not computable. For examples of noncomputable functions, see the articles on the [[halting problem]] and [[Rice's theorem]]. ==Lambda calculus== The [[lambda calculus]] provides a powerful and flexible [[syntax]] for combining functions of several variables. In particular, composition becomes a special case of [[variable substitution]]; and ''n''-ary functions can be reduced to functions with fewer arguments by a process called [[currying]]. ==Functions in category theory== The notion of function can be generalized to the notion of [[morphism]] in the context of [[category theory]]. A [[category (mathematics)|category]] is a collection of objects and morphisms. The collection of objects is completely arbitrary. The morphisms are the relationships between the objects. Each morphism is an ordered triple (''X'', ''Y'', ''f''), where ''X'' is an object called the domain, ''Y'' is an object called the codomain, and ''f'' connects ''X'' to ''Y''. There are a few restrictions on the morphisms which guarantee that they are analogous to functions (for these, see the article on categories). However, because category theory is designed to work with objects that may not be sets or may not behave like sets do, morphisms are not the same as functions. In a [[concrete category]], each morphism is associated with an underlying function. ==See also== *[[List of mathematical functions]] *[[Functional (mathematics)|Functional]] *[[Plateau (mathematics)|Plateau]] *[[Proportionality (mathematics)|Proportionality]] ==References== * Lawrence S. Husch (2001). [http://archives.math.utk.edu/visual.calculus/ <cite>Visual Calculus.</cite>] [[University of Tennessee]]. * João Pedro da Ponte (1992). The history of the concept of function and some educational implications. <cite>The Mathematics Educator</cite> '''3'''(2), 3-8. ''available online in [http://www.educ.fc.ul.pt/docentes/jponte/docs-uk/92%20Ponte%20(Functions).doc Microsoft Word] and [http://jwilson.coe.uga.edu/DEPT/TME/issues/v03n2/ponte.html HTML] formats''. * Anton, Howard (1980). ''Calculus with analytical geometry.''. New York:John Wiley and Sons. ISBN 0-471-03248-4. == External links == * [http://functions.wolfram.com/ The Wolfram Functions Site], gives formulae and visualizations of many mathematical functions * [http://math.hws.edu/xFunctions/ xFunctions], a Java applet for exploring functions graphically. * [http://rechneronline.de/function-graphs/ Draw Function Graphs], online drawing program for mathematical functions. * [http://www.cut-the-knot.org/do_you_know/FunctionMain.shtml Functions] from [[cut-the-knot]] * [http://www.apronus.com/provenmath/cartesian.htm Function at ProvenMath] [[Category:Set theory]] [[Category:Elementary mathematics]] [[be:Функцыя (матэматыка)]] [[bs:Funkcija]] [[bg:Функция]] [[ca:Funció matemàtica]] [[cs:Funkce (matematika)]] [[da:Funktion (matematik)]] [[de:Funktion (Mathematik)]] [[et:Funktsioon (matemaatika)]] [[el:Συνάρτηση]] [[es:Función matemática]] [[eo:Funkcio (matematiko)]] [[fa:تابع]] [[fr:Fonction (mathématiques)]] [[gl:Función]] [[ko:함수 (수학)]] [[hr:Funkcija]] [[io:Funciono]] [[id:Fungsi]] [[is:Fall (stærðfræði)]] [[it:Funzione (matematica)]] [[he:פונקציה]] [[lt:Funkcija (matematika)]] [[nl:Functie (wiskunde)]] [[ja:関数 (数学)]] [[pl:Funkcja (matematyka)]] [[pt:Função]] [[ro:Funcţie (matematică)]] [[ru:Функция (математика)]] [[sk:Funkcia]] [[sl:Funkcija]] [[sr:Функција]] [[fi:Funktio]] [[sv:Funktion (matematik)]] [[th:ฟังก์ชัน (คณิตศาสตร์)]] [[vi:Hàm số]] [[tr:İşlev (Matematik)]] [[uk:Функція (в математиці)]] [[zh:函数]] 3274 23977 2006-09-05T00:56:04Z Downey 811 /* Divisions and Departments */ <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> Note: [[Portal:School of History|A "School of History" page]] was imported from [[b:Wikiversity:School of History]]. Some of the contents of that page should probably be copied to this page. A Wikiversity school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain many learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. *[[Topic:Philosophy of History|Philosophy of History]] *[[Topic:A level]] *[[Topic:Experimental Methods]] *[[Hitler%27s_Germany|Hitlers Germany]] A look into the underpinnings of the Third Reich - Socially, Politically, Economically.Now in progress, enroll now! Still in first week. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * [[User:Downey|Downey]] 00:52, 5 September 2006 (UTC) ==School news== * '''Date founded''' - School founded! [[Category:{{PAGENAME}}| ]] [[Category:Wikiversity schools|History]] 3276 24150 2006-09-05T15:04:58Z 70.29.210.107 == Political Science == Political Science, just like any other [[social science]], is interconnected to many other fields and must be viewed, compared and contrasted though each relative field in order to fully understand the [[subject matter]]. Political Science relates to the way humans will organize themselves into a working society that is in the interest of the [[public good]]. By doing this, the society will advance and benefit as a whole through a process known as [[collective action]], and will be able to live fairly and justly. Political Science observes many aspects of how societies accomplish this goal through four major fields of study. In addition, these fields are usually studies along with other relative fields such as, ([[Anthropology]], [[Economics]], [[Geography]], [[Religion]], [[Philosophy]], [[Psychology]], and [[Sociology]]). == Political Theory == The field of Political Theory is one of the four major fields in the study of Political Science. It will explore and analyze the philosophy by which a society has chosen to organize its government, construct its laws, and achieve its desired goals (Political, Economic, or Social). Political Theorists do '''not''' compare and contrast which theories are '''better''' than others. Political Theorists simply compare and contract different political theories, and see how well they meet the needs of the people and the goals which this theory was created so that it may accomplish. == Government & Politics == The field of Government & Politics is one of the four major fields in the study of Political Science. It explores the product(s) of political theories on people and nations. When studying Government & Politics, it is important to carefully consider all aspects of how a society is ment to function under the laws and institutions they have created. Many government types are explored, but only briefly. Depending on the country a student is in, this field is dominated my an in-depth analysis of that country's government and political structure. == Comparative Politics == The field of Comparative Politics is one of the four major fields in the study of Political Science. Unlike the field of Government & Politics, in comparitive politics, students are usually given two or more types of governments and asked to conduct an in-depth analysis on how each form of government is either beneficial for the people, or a burden on the people, as well as see how well each government type does in yielding the desired goals for society. == International Politics == The field of International Politics is one of the four major fields in the study of Political Science. This field is considered quite new when compared to all other fields in Political Science. However, International Politics dates back to Ancient Greece and the relationship the individual city-states had between themselves. This fields looks at how societies form governments that must work and cooperate to coexist with other governments of other societies in an increasingly international community. Such topics include, (International Law, International Relations, International Organization, Global Political Economy, and Foriegn Policy). 3281 23418 2006-09-04T04:01:50Z JWSchmidt 20 re-order '''Welcome to Wikiversity's History Portal''' '''Part of the [[Portal:Social Sciences|Social Sciences]]''' Please coordinate this page with: [[School:History]] (this page was imported from [[b:Wikiversity:School of History]]). Introductory learning projects provide Wikistudents with a survey of a time period or a regional or national history. They provide a foundation for the more in-depth approach of advanced projects. *IN101 '''Intro to World Civilizations I: (prehistory-1500 C.E.)'''. (project page) (UTC)[http://en.wikibooks.org/wiki/User:GKidd]'''Now Enrolling''' *IN201 '''Intro to World Civilizations II: (1500 - present)''' [http://en.wikibooks.org/wiki/User:GKidd]'''Now Enrolling''' *IN301 '''Intro to the Middle Ages: Dark and Medieval Ages'''. From the fall of Rome to the rebirth of Europe *IN401 '''Intro to Early Modern Europe''': *IN501 '''Intro to Late Modern Europe''': *IN601 '''Intro to the Early Republic: History of the US from Colonialism to the Civil War'''. (Course page)[http://en.wikibooks.org/wiki/User:Diplomat/Early_Republic/Students] '''Now Enrolling''' *IN701 '''Intro to Modern American History''': History of the US from Reconstruction to the War on Terrorism. *ELECTIVE '''Intro to Asian History:''' *ELECTIVE '''Intro to African History:''' *ELECTIVE '''Intro to Middle Eastern History:''' *ELECTIVE '''Intro to Latin American History:''' *ELECTIVE '''Intro to British History:''' *ELECTIVE '''Intro to French History:''' *ELECTIVE '''Intro to Chinese History:''' *ELECTIVE '''Intro to Writing About History:''' ===Advanced projects=== Designed to enrich students understanding of the study of narrow topics in history. Students lacking background in the overall time period or national history are advised to participate in the corresponding introductory learning projects first. *[[Wikiversity:The Great War and Versailles|The Great War and Versailles]]: An experimental project with a focus on military history. *Pre-Hispanic South American Civilization: *The Crusades: *The Era of the Civil War: From the coming of the war to the failure of Reconstruction. *Politics in the Modern Middle East: Pan-Arabism, Islamic political movements, and intervention. *History of New York City: A Dutch trading post becomes an American metropolis. *Gender Roles in America: *The French Revolution and Napoleonic Europe *Japan Since 1945: *History of Greek Philosophy: Interdisciplinary leaning project. May be taught by member of the Wikiversity Philosophy Department. *Latin American Revolutionaries: *The 1960's: *[[Wikiversity: Hitler's Germany|Hitler's Germany]]: A look into the underpinnings of the Third Reich - Socially, Politically, Economically. '''Now Enrolling''' start date, Aug 27th. [http://en.wikibooks.org/wiki/User:Kfitton] *Puritan New England: *The Napoleonic Wars: *The European Renaissance: *China under the Song Dynasty: *Medieval England: *Colonization of Africa: *Post Pact Venezuela: *[[Wikiversity:Interventionism in Latin America During the Cold War: US and USSR|Interventionism in Latin America During the Cold War: US and USSR]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... *Gray Kidd, - An Introduction to World History *MateoP, - Interventionism in Latin America During the Cold War: US and USSR *Christopher Polizano, - The Great War and Versailles *Diplomat, An Introduction to the Early Republic: History of the United Stares from Colonialism to the Civil War *Kfitton, Hitler's Germany ==References== ===Textbooks and Articles By Geography=== *[[World History|History of the world]] {{stage|25%|April,2 2005}} *[[Wikipedia:History of Afghanistan|History of Afghanistan]] *[[Wikipedia:History of Albania|History of Albania]] *[[Wikipedia:History of Algeria|History of Algeria]] *[[Wikipedia:History of Angola|History of Angola]] *[[Wikipedia:History of Armenia|History of Armenia]] *[[Wikipedia:History of Aruba|History of Aruba]] *[[Wikipedia:History of Australia|History of Australia]] *[[Wikipedia:History of Austria|History of Austria]] *[[Wikipedia:History of Azerbaijan|History of Azerbaijan]] *[[Wikipedia:History of Canada|History of Canada]] *[[Wikipedia:History of Denmark|History of Denmark]] *[[Wikipedia:History of England|History of England]] *[[Wikipedia:History of France|History of France]] *[[Wikipedia:History of Germany|History of Germany]] *[[Wikipedia:History of Greece|History of Greece]] *[[Wikipedia:History of India|History of India]] *[[Wikipedia:History of Ireland|History of Ireland]] *[[Wikipedia:History of Italy|History of Italy]] *[[Wikipedia:List of Ancient Rome-related topics|History of Ancient Rome]] *[[w:History of Latin America|History of Latin America]] *[[Wikipedia:History of Mexico|History of Mexico]] *[[Wikipedia:History of Poland|History of Poland]] *[[Wikipedia:History of Russia|History of Russia]] *[[Wikipedia:History of Serbia|History of Serbia]] *[[Wikipedia:History of Suriname|History of Suriname]] *[[Wikipedia:History of Sweden|History of Sweden]] *[[Wikipedia:History of Turkey|History of Turkey]] *[[Wikipedia:UK History|History of the United Kingdom]] *[[US History|History of the United States]] ===Textbooks By Historical Period=== *[[Wikibooks:Prehistoric History|Prehistoric History]] *[[Wikibooks:Ancient History|Ancient History]] *[[Wikibooks:Classical History|Classical History]] *[[Wikibooks:Early Medieval History|Early Medieval History]] *[[Wikibooks:High Medieval History|High Medieval History]] *[[Wikibooks:Late Medieval History|Late Medieval History]] *[[Wikibooks:Early Modern History|Early Modern History]] *[[Wikibooks:Modern History|Modern History]] ==Study guides== *[[b:Study Guide:Canadian History]] *[[b:Study Guide:French History]] *[[b:Study Guide:Greek History]] *[[b:Study Guide:Italian History]] *[[b:Study Guide:Roman History]] *[[b:Study Guide:Russian History]] *[[b:Study Guide:Swedish History]] *[[b:Study Guide:UK History]] *[[b:Study Guide:US History]] [[Category:Page moved from Wikibooks]][[Category:History]] 3283 14430 2006-08-26T01:28:11Z JWSchmidt 20 redirect #REDIRECT [[Portal:School of History]] 3285 14433 2006-08-26T01:32:25Z JWSchmidt 20 [[Portal:Wikiversity:School of History]] moved to [[Portal talk:School of History]]: keep with its main page #REDIRECT [[Portal talk:School of History]] 3287 22753 2006-09-03T01:58:53Z David Levy 118 larger subtitle {| padding="0" cellspacing="0" border="0" style="background:none; width:100%; margin-top:-20px" | | width="32%" height="20px" class="radius_top" style="padding-left:30px; valign:bottom; font-size:100%; background:#FFFFFF; border:2px solid #E6D8C1; border-bottom:0" | <div style="margin-top:-10px">&nbsp;</div> |- | style="text-align:center; padding: 1.3em 1.3em; background-color:#F9F9F3; border:2px solid #E6D8C1; border-right:0" | <h1 style="font-family:Helvetica;font-size:180%; border:none; margin:0; padding:0"> '''{{{title}}}''' </h1> <div style="position:relative; top:.25em; font-size:120%">'''{{{subtitle}}}'''</div> | style="align:left; padding:0 .5em; font-size:100%; background-color:#F1FAFF; border-top:2px solid #C6E4F2; border-bottom:2px solid #C6E4F2; border-left:2px solid #C6E4F2;border-right:2px solid #E6D8C1" | {{{right box}}} |- | valign="top" rowspan="25" style="padding:1em 30px 0 0" | {{{content}}} | style="font-family:Verdana, Arial, Helvetica, sans-serif; background:#ffffff; border:2px solid #E6D8C1; border-top:0; border-bottom:0; padding:.5em .8em 0 30px" | <div style="z-index:3; position:absolute; float:left; margin-left:-53px">{{MainPage/Sidebar|{{{1}}} }} 3290 14554 2006-08-26T03:09:41Z JWSchmidt 20 [[Wikiversity:School of Electronics]] moved to [[School:Electronics]]: naming conventions Please coordinate with [[School:Electronic Engineering]]. {{nav|Wikiversity|Wikiversity:Wikiversity Schools}} *Notice: This place is still under construction, however you can come check out supplies you need to start saving money for. Also, look towards the external links section for other various reference materials that I find extremely useful. ==EET 100== This Wikiversity is intended to help boost you into a master of electronics. You will be using devices. Things will be hands on. You will learn. And also, by the time you finish, you will be able to understand where you can get 1.21 gigawatt of power. Estimated time to complete: 6 months or less. Time for me to create this course: 1 Year (or less with teamwork.) Things You Need: *Calculator **Windows users (Go to start, run, type in calc.exe, press ok/run) **Linux/BSD/etc users: bc, octave, etc. **You may want to invest in a [[w:Graphing_calculator|graphing calculator]] to do some of the more <br> <P>tedious/complicated maths (not required) Recommended calculators: ***[[w:TI-86|TI-86]] ***[[w:TI-89|TI-89]] *[[w:List_of_word_processors|Word processor]] (e.g. Abiword or Microsoft Word) *[[w:Category:Bitmap graphics editors|Graphics application]] (e.g. The Gimp or Microsoft Paint) *[[w:Ammeter|Ammeter]] *[[w:Voltmeter|Voltmeter]] *[[w:Oscilloscope|Oscilloscope]] *Mozilla Firefox or Netscape Explorer (You can use internet explorer however switching from page to page gets annoying) These materials are intended for long term use, and may be expensive. They are for long term investment. They should last a long time. So, they are a wise investment. Remember, if you do plan to use these for a long time, to be willing to pay a good amount for one, cheap meters and oscilloscopes are usually quite innaccurate and are only good for general use, and may not be as helpful(such as college). == Syllabus == *Day 1: Atoms, electrons, electron flow. *Day 5: Ohm's Law ==Day 1== What is electronics? Electronics is the study and use of electrical devices that operate by controlling the flow of electrons or other electrically charged particles in devices such as thermionic valves and semiconductors. The pure study of such devices is considered as a branch of physics, while the design and construction of electronic circuits to solve practical problems is part of the fields of electrical, electronic and computer engineering. (wiktionary) In basic terms, electronics deal with [[w:Electron|electrons]], photons, atoms, magentic field, quantum physics, math, and components used to build machinery. Don't worry if you've never taken a chemistry class, a physics class, or a class in quantum physics. To tell you my opinion. *1. No one truly understands quantum physics. (even the professors, it's all guesswork) *2. Many of the physics included in basic electronics are conceptual meaning you can imagine it. *3. The main type of chemistry you will be dealing with is identifying elements and seeing how they react to one another more than using tons of math figuring out chemical formulas. I would like to say before we begin that having a basic understanding of algebra is useful. x*y=xy (if you don't understand that you may want to work on your algebraic expressions) -------------------- Today we will be covering the atomic part of elements. (Don't worry it isn't too hard) The atomic model that will be used for today's lesson is the [http://en.wikipedia.org/wiki/Bohr_model Bohr Model]. The Bohr Model is a physical model that depicts the atom as a small positively charged nucleus with electrons in orbit at different levels, similar in structure to the solar system. Although essentially false, the Bohr model is still commonly used and taught today because of its simplicity. [[Image:Bohratommodel.png|thumb|307px|The Bohr model of the atom]] *Atoms, the smallest particles of matter that retain the properties of the matter, are made of protons, electrons, and neutrons. Protons have a positive charge, electrons have a negative charge that cancels the proton's positive charge. Neutrons are particles that are similar to a proton but have a neutral charge. Particles with the same charge repel each other and particles with opposite charge attract each other. If a solitary positive proton and negative electron are placed near each other they will come together to form a hydrogen atom. This repulsion and attraction (force between stationary charged particles) is known as Electrostatic Force and extends theoretically to infinity, but is diluted with distance. ------------------- If you've ever taken two magnets and tried to connect North to North, you would notice that they repel each other. The reason for this is because they are like charges. However, when you take North to South they attract each other. ---------------------- Opposites Attract. *Law of nature, science, and infinitive theoretical views. For the [[Image:w:Bohratommodel.png| Bohr Model]: Electrons could be seen as antisocialist. Electrons are like negative people. They think that protons are repulsive and a bunch of fascist dictators. The neutron stays out of it, however the protons are cowards and sticks close to the neutron. I'm pretty sure that the electron stays negatively charged and away because it thinks the proton and neutron are both nuts. Since electrons, also called negatrons are negative, they have been given a special symbol. *e^&minus; Have you figured out why they are called negatrons? If not, the reason is because they are negative. ----------- Long ago scholars would argue about electrons. People wondered if they were positive or negative. No one at that time really knew. However, as technology had become more sophisticated, people were able to tell the electrons were actually negative. Thus, the term negatron came about. * Convential flow was the first predetermined way that an electron flowed out of a terminal. What is a terminal? A terminal is the positive side of a "battery" or else the negative side. (They are both a terminal.) The word battery is too commonly used today and the correct term is [http://en.wikipedia.org/wiki/Electrochemical_cell cell]. In case you are wondering, a battery is one or more cells connected together. (All this will be explained in later lessons) People believed that electrons flowed out of the positive terminal of a cell. This idealistic view was known as conventional flow. However, people eventually had enough technology to track the tunneling of the electron. Tunneling has to do with traces an electron leaves behind. Somewhat like a person leaving behind foot tracks in the mud. When this was found out people decided to call this new flow, electron flow. -------------------------------------------- Each atom has a different number of shells. Electrons are located on these shells. There may be one shell. There may be two shells. There may even be 5 shells. One has to wonder, what are these shells? The shells are planes that the electrons are located on and they spin around in a path around the atom on them. There are a certain number of electrons on each shell though. The easiest way of figuring out how many electrons are on each shell is to use some simple algebra. * 2n^2 = Amount of electrons on a certain atomic shell. 2*n^2 = 2(n*n). If you look on the picture of the Bohr Model, you'll notice that each shell is marked with a * n = 1 OR * n = 2 OR * n = 3 OR/AND * so and and so on. n is basically like a question mark. If i were to show you the word Racec?r and I were to ask what the question mark stood for, a majority would probably reply "a". The letter is just a letter represent what shell the electron is on. *Shell 1 is (n = 1) *Shell 2 is (n = 2) *Shell 3 is (n = 3) in other words.. the n stands for shell number but is a simplified way of saying shell number. * Note under construction. All of Earth's elements can be found on the [[w:Periodic_chart#Standard_periodic_table|Periodic table of elements.]] ==Day 5: Ohm's Law== Ohms law is the most basic law we use in electronics. Most problems we will encounter will involve ohms law, or another law derived from ohm's law. V = I&nbsp;&middot;&nbsp;R Voltage = Current times Resistance There will be many problems for you to work out. There are different version of this. *''P'' = Power (watt) Example: To power the flux capacitor I would need 1.21 gigawatt of power. *''I'' = Current (ampere) Example: I have a current of 5 ampere. *''E'' = Electromotiveforce (volt) Example: I have an electromotive force of 12 volt. *''R'' = Resistance (ohm) Example: I have a resistance of 1000 ohm. NB. Sometimes it is more useful to think of voltage as potential difference. Voltage is a measure of the difference in potentials between two points. This helps to explain the current's tendency to flow around a circuit. Also, always remember that voltage must be measured in parallel with a line, where current should be measured in series. Power metres must be connected in series AND in parallel, as power is a measure of voltage times current (a power meter measure voltage and current separately, then multiplies the two to find the power) A good way to remember all of this. ''P''-''I''-''E''-''R'' I went fishing on the pier. ''P'' = ''I'' * ''E'' A good way to remember this: Everyone loves pie. How it's used: ''I'' = ''E''/''R'' ''I'' = the square root of ''P''/''R'' ''I'' = ''P''/''E'' Hopefully by now you should be ready to do some basic calculations. Knowledge of common algebra is assumed, and most definately required. 1) Most cars these days have a stereo player in them, as does mine. My stereo runs off 12&nbsp;volt (from the battery) and draws upto 10&nbsp;mA. -What resistance would be encountered at this point? -How much power will the stereo consume at this point? 2) If I use a 15&nbsp;A fuse to protect a pre-amplifier circuit with an internal resistance of 10&nbsp;ohm, how much voltage can I source before the fuse will burn out? 3)Using a 200&nbsp;W amplifier powered by 12&nbsp;V, how much current can I source? -If this amplifier is running a 5&nbsp;ohm speaker, how much power will be delivered? ==Day 10 Conductors and Circuits == Conductors are materials that conduct electricity (usually metals), allowing it to flow through with minimal resistance. All materials offer some resistance but it wont matter for now as long as your not trying to use wires that are hundreds of feet long. Type of conductors are conductor materials, semi-conductor materials and non-conductor materials. The semi-conductor materials are mainly based on an important process called (Doping) i.e: inserting certain type of elements to the atomic structure of other elements, this process leads to obtain positive holes and excess negative charges ,which moved by an applied voltage to run in a certain route which we called it then , the P-N junction. first: the excess negative charges cause we should be aware that all (Group V) elements have usually more than 4 electrons,when they applied to other elements, it leads to let an individual negative electron charge(free electron) which leads to a Negative charge carrier. second: postivie holes cause Some elements materials from (Group IV) when they applied to other elements they attach by all surrounded atoms leaving a hole on the atom nuclei (unattached) which leads to form the positive other part they called it a positive hole. Where we have positive hole and negative , we have then a P-N junction which is widely used in electronics field. P-N junction leads to run electricity in certain circuit route determined by the forwared Bias or the reverse Bias in circuits. An electronic circuit is an instance where electricity flows from the one terminal of a battery to the other. when current is flowing through a circuit it is a "closed" circuit. When you flip a switch on a flashlight. "on" it "closes" the ciruit making the light come on. When you flip it to "off" it turns it into an "open" circuit, meaning that there is now a gap in the connection between the + and – terminals of the battery, not allowing electricity to flow. ==External Links== *http://www.allaboutcircuits.com/ An excellent site for the introduction of electronics with an online book. It also includes a forum. *http://www.dutchforce.com/~eforum/ A forum site with experienced electricians. *http://www.emlabs.info/ Digital circuits research groups in Universities in all countries [[Category:Page moved from Wikibooks]] 3293 14555 2006-08-26T03:09:41Z JWSchmidt 20 [[Wikiversity:School of Electronics]] moved to [[School:Electronics]]: naming conventions #REDIRECT [[School:Electronics]] 3295 19636 2006-08-29T01:01:41Z JWSchmidt 20 [[Category:Portal]] - see [[Wikiversity:Major portals]] The material on this page was imported from [[b:Wikiversity:School of Computer Science|"School of Computer Science" at Wikibooks]]. Please coordinate this page with [[School:Computer Science]]. {{nav|Wikiversity}} Welcome to Wikiversity's School of Computer Science! This school focuses on teaching computer science theory and programming, from basics to the advanced. Courses are laid out so that they build upon each other. Practical courses always build upon theory courses in the hierarchy. If you're looking for reference materials, you may want to go straight to the [[Computer Science bookshelf]], which contains the textbooks for the courses in the catalog, as well as additional reference materials. This school is currently undergoing a reorganization. If you have comments or questions on it, please post them at our [[Talk:Wikiversity:School_of_Computer_Science | talk page]]. [[Wikiversity:School_of_Computer_Science/SignInSheet| Sign in Sheet]] ==New course organization== This is not a complete course list, new courses welcome. But if you don't have a course you really want to teach, please consider filling in an existing course. ===AP (Advanced Placement) Level Courses=== *[[Wikiversity:School_of_Computer_Science/APCompSci | AP Computer Science]] ** Prereqs: Basic Algebra, How to use a Computer ** Materials: Compiler for Java, Text Editor ** Goal: To get you prepared for AP Computer Science AB test ** Topics: Object Oriented Design, Program Implementation and Anaylsis, Standard Data Structures and Algorithms, all in the Java programming language. ** Category: Programming Language *[[Wikiversity:School_of_Computer_Science/GameDev| Basic Game Development]] ** Prereqs: Basic C++ knowledge ** Materials: C++ compiler, SDL library. ** Goal: Create a basic game from scratch. ** Category: Learning Project ** Stage: Please sign up now if you are interested ** Note: Course has not started yet, but you may still sign up. Expect changes in the curriculum till January 14. ===First level courses=== *[[Wikiversity:School_of_Computer_Science/IntroProgramingC | Introduction to Programming in C]] **Prereqs: Basic Algebra, Fundamental understanding of how to use a Computer, Text Editor usage **Materials: Compiler (GCC, Visual Studio, or any other) **Languages needed: None, teaches a language **Goal: To teach the basics of programming, C syntax, and basic guidelines for writing clear code. **Topics: C syntax, variables, boolean logic, arrays, loops, pointers, etc **Category: Programming Language *[[Wikiversity:School_of_Computer_Science/IntroProgramingCPP | Introduction to Programming in C++]] **Prereqs: None **Languages needed: None, teaches a language **Goal: To teach the basics of programming, C++ syntax, and basic guidelines for writing clear code. **Topics: C++ syntax, variables, boolean logic, arrays, loops, pointers, etc **Category: Programming Language *[[Wikiversity:School_of_Computer_Science/IntroProgramingJava | Beginning Java]] **Prereqs: None **Languages needed: None, teaches a language **Goal: To teach the basics of programming, Java syntax, and basic guidelines for writing clear code. **Topics: Java syntax, variables, boolean logic, arrays, loops, references, etc **Category: Programming Language *[[Wikiversity:School_of_Computer_Science/HtmlAndWebsite | HTML and Website Creation]] **Prereqs: None **Languages needed: None, teaches a language **Goal: To teach the basics of HTML and CSS, methods to build and maintain websites, and the common tools used by websites to create Blogs, Forums, etc. **Topics: HTML, CSS, FTP, Blogs, Message Boards, Wikis, etc **Category: Web-oriented *[[Wikiversity:School_of_Computer_Science/Scheme | Introduction to Computer Science with Scheme]] **Prereqs: Basic Algebra, Calculus Recommended. **Languages needed: None, teaches a language **Goal: To teach the basics of computer science with the LISP language. **Topics: Procedural and data abstraction, programming paradigms and environments, basic meta-linguistic abstraction. **Category: Web-oriented *Note: other languages welcome. It's highly suggested that you leverage as much of the lectures from other languages as possible. *[[Wikiversity:School_of_Computer_Science/DiscreteI | Introduction to Discrete Math]] **Prereqs: None **Languages needed: None **Goal: To teach some of the basic mathematic concepts behind programming and computer science **Topics: boolean logic, predicate calculus, sets, functions, induction, trees, graph theory **Category: Computer Science-related Math *Note: exact cutoff between Intro to DM and DM 2 needs to be determined *[[Wikiversity:School_of_Computer_Science/IntroCompForensics | Introduction to Computer Forensics]] **Prereqs: None **Languages needed: None (a fair understanding of how code works will probably be a plus) **Goal: To introduce the student to the basic concepts surrounding Computer Forensics **Topics: Currently undecided **Category: Computer Science, Criminal Justice ===Second Level Courses=== *[[Wikiversity:School_of_Computer_Science/DataStructs | Data Structures and Algorithms]] **Prereqs: Intro to Programming (any language), Intro to Discrete Math **Languages needed: None, algorithms are in pseudocode, practical materials in multiple languages **Goal: To teach important algorithms and data structures, their use, and the tradeoffs in choosing them **Topics: Big-O notation, arrays, lists, trees, heaps, hash tables, sorting, search **Category: Algorithms *[[Wikiversity:School_of_Computer_Science/DiscreteII | Discrete Math II]] **prereqs: Intro to Discrete Math **Languages needed: None **Goal: To teach more advanced topics in discrete math **Topics: combinatorics, infinite sets, Big-O theory, program verification **Category: Computer Science-related Math *[[Wikiversity:School_of_Computer_Science/ComputerDesign | Computer design and operation]] **Prereqs: Intro to Discrete Math **Languages Needed: None **Goal: To teach how computers and microchips work at a hardware level **Topics: boolean algebra, K-maps, AND, OR, NOT gates, flip flops, registers, muxes, demuxes, ALUs, caches, ISAs, binary math *[[Wikiversity:School_of_Computer_Science/WebProgramming | Web Programming]] **Prereqs: None **Languages needed: None, teaches a language **Goal: To teach Javascript, Perl, PHP, and other web-related programming languages and techniques. **Topics: Javascript, Perl, PHP, Subversion, Web Crawlers, etc **Categories: Web-oriented, Programming Language ===Third Level Courses=== *[[Wikiversity:School_of_Computer_Science/AutomataTheory | Automata Theory and Computability]] **prereqs: Discrete Math II **Languages Needed: None **Goal: To teach principles of modern computational theory **Topics: deterministic finite automata, non-deterministic finite automata, context-free grammars, push-down automata, Turing-machines, computability, space complexity *[[Wikiversity:School_of_Computer_Science/Computer_Architecture_and_Assembly | Computer Architecture and Assembly]] **Prereqs: Computer Design and Operation **Languages Needed: Any high level language (C or C++ seem best) **Goal: To teach how to programs run on the hardware using assembly **Topics: RISC assembly, tradeoffs in processor design, optimization, caching, virtual-memory, I/O *[[Wikiversity:School_of_Computer_Science/Internet Reliability | Internet Reliability]] **Prereqs: None **Languages Needed: None **Goal: Give to the students an overview of the questions raised by the subject of Internet reliability **Topics: free-scale networks, end-to-end design, DNS reliability, TCP congestion avoidance mechanisms *[[Wikiversity:School_of_Computer_Science/Networks | Networks]] **prereqs: Data structures, Discrete Math II **Languages Needed: None **Goal: To teach a basic understanding of how networks work and developing network-related applications **Topics: network encapsulation, OSI model, TCP, UDP, IP, Ethernet, network configurations, bandwidth, round trip times, efficiency, routing **Category: Networking *[[Wikiversity:School_of_Computer_Science/Databases | Databases]] **Prereqs: Data stuctures, Discrete Math II **Languages Needed: None **Goal: To teach how databases work **Topics: SQL Queries, Database structure and normalization, Indexes, types of databases widly used, when to use a database and when not to, administration of a database, how databases work on the inside (generic). **Category: Database *[[Wikiversity:School_of_Computer_Science/Graphics | Graphics]] **Prereqs: Data stuctures, Discrete Math 2, Linear Algebra, Computer Architecture **Languages Needed: None **Goal: To comprehend about computer graphics **Topics: graphics display system, primitive geometery rasterization, graphical object management, optimization *[[Wikiversity:School_of_Computer_Science/Compilers | Compilers]] **Prereqs: Data stuctures, Discrete Math 2 **Languages Needed: None **Goal: To teach how compilers and linkers work. **Topics: lexers, parsers, optimization *[[Wikiversity:School_of_Computer_Science/ProgrammingLanguages | Programming Languages]] **Prereqs: Data stuctures, Discrete Math 2 **Languages Needed: None **Goal: **Topics: ===Fourth Level Courses=== *[[Wikiversity:School_of_Computer_Science/WebComputing | Advanced Computer Architecture]] **Prereqs: Computer Architecture and Assembly **Languages Needed: Any high level language (C or C++ seem best) **Goal: To teach computer architecture, the design process, and how it relates to both performance and price **Topics: Instruction set design (both CISC and RISC), instruction level parallelism, implementation, pipelining, interrupts, memory system design *[[Wikiversity:School_of_Computer_Science/OperatingSystems | Operating Systems]] **Prereqs: Data structures, Discrete Math II **Languages Needed: C or C++ language (since you need direct hardware access) Taught on hardware simulator **Goal: To teach a basic understanding of OS internals **Topics: processes, scheduling, concurrency, resource allocation, deadlock, virtual memory, disk scheduling, security, transactions *[[Wikiversity:School_of_Computer_Science/NeuralNetworks | Neural Networks]] **Prereqs: Data stuctures, Discrete Math 2 **Languages Needed: None **Goal: To teach the basics of neural networks and their applications **Topics: biological models, backpropagation, self-organizing maps, Boltzmann machines, memory modeling **Category: Networking *[[Wikiversity:School_of_Computer_Science/ArtificialIntelligence | Artificial Intelligence]] **Prereqs: Data stuctures, Discrete Math 2 **Languages Needed: None **Goal: **Topics: *[[Wikiversity:School_of_Computer_Science/SecurityCryptography | Security and Cryptography]] **Prereqs: Data stuctures, Discrete Math 2 **Languages Needed: None **Goal: **Topics: *[[Wikiversity:School_of_Computer_Science/NetworkProgramming | Network Programming]] **Prereqs: Networking, Data Structures **Languages needed: C,C++, or Java **Goal: To teach how to do network programming **Topics: BSD sockets, Winsock, Java sockets, I/O efficiency, timing and other networking issues **Category: Networking ===Fifth Level Courses=== *[[Wikiversity:School_of_Computer_Science/ModernOS | Advanced Operating Systems]] **Prereqs: Operating Systems **Languages needed: None **Goal: to teach how modern operating systems (Mac OS 9, Mac OS X, Windows, BSD, Linux, Plan9, Athena, Inferno, Solaris) work and differ **Topics: microkernel vs monolithic, ACLs vs group permissions, kernel +user mode apps vs Windows monolithic, Everything is a file vs not a file, API differences *[[Wikiversity:School_of_Computer_Science/DistributedSystems | Distributed Systems]] **Prereqs: Networking, Data Structures **Languages needed: C,C++, or Java **Goal: theories and principles of designing distributed applications **Topics: logical and vector clocks, atomic commits, rollback recovery, fault-tolerance *[[Wikiversity:School_of_Computer_Science/NetworkSecurity | Network Security]] **Prereqs: Network Programming **Languages needed: C,C++, or Java **Goal: To teach the various method to secure both a network, and information transfer across the network. **Topics: **Categories: Networking, Security *[[Wikiversity:School_of_Computer_Science/ComputerAnimation | Computer Animation]] **Prereqs: Graphics **Languages needed: None **Goal: To teach the principle of computer based animation system **Topics: history of animation, animation principle, motion control strategy **Categories: Graphics, Animation *[[Wikiversity:School_of_Computer_Science/ImageProcessing| Image Processing]] **Prereqs: Graphics, Linear Algebra **Languages needed: Java **Goal: To teach the principle of how to do manipulation on Image **Topics: Image Representation, point-based operation, line-based operation, region/area-based operation **Categories: Graphics, Image Processing *[[Wikiversity:School_of_Computer_Science/Workflow| Workflow]] **Prereqs: None **Languages needed: None **Goal: To teach the principle of business process automatation **Topics: Business Process definition, Workflow System, Workflow Management systems **Categories: process, task management ==Old course organization links== This section is a series of links to the old course organization. Anyone writing a class based on the new organization should mine these for usable material first. *[http://pine.fm/LearnToProgram/ Basic Introduction to Ruby] *[[Wikiversity:Theory|Theory]] *[[Wikiversity:Operating System|Operating Systems]] *[[Wikiversity:Database|Databases]] *[[Wikiversity:Networking|Networking]] *[[Wikiversity:Compiler|Compilers]] *[[Wikiversity:Pervasive Computing|Pervasive Computing]] [[Category:Computer Science]] [[fr:Wikiversité:Département informatique]] ==Offsite Introductory Language Material== Rake starter is a make utility for Ruby [http://www.advogato.org/person/dams/diary.html?start=4] [[Category:Page moved from Wikibooks]] [[Category:Portal]] 3297 14736 2006-08-26T03:29:37Z JWSchmidt 20 [[Wikiversity:School of Computer Science]] moved to [[Portal:Computer Science]]: moving out of the project namespace, School:Computer Science already exists #REDIRECT [[Portal:Computer Science]] 3298 14742 2006-08-26T03:37:53Z 201.37.52.28 About Industrial Engineering Industrial engineering (IE) is about choices. Other engineering disciplines apply skills to very specific areas. IE gives you the opportunity to work in a variety of businesses. The most distinctive aspect of industrial engineering is the flexibility that it offers. Whether it’s shortening a rollercoaster line, streamlining an operating room, distributing products worldwide, or manufacturing superior automobiles, all share the common goal of saving companies money and increasing efficiencies. As companies adopt management philosophies of continuous productivity and quality improvement to survive in the increasingly competitive world market, the need for industrial engineers is growing. Why? Industrial engineers are the only engineering professionals trained as productivity and quality improvement specialists. Industrial engineers figure out how to do things better. They engineer processes and systems that improve quality and productivity. They work to eliminate waste of time, money, materials, energy, and other commodities. Most important of all, IEs save companies money. This is why more and more companies are hiring industrial engineers and then promoting them into management positions. “‘Industrial engineer’ is synonymous with systems integrator - a big-picture thinker, in other words. It's an employee who takes what exists today and conceptualizes what should exist in the future. A lot of engineers become disillusioned with the engineering profession because they get involved in minutiae or they end up on a CAD machine all the time, and they never get out in the factory environment or the operating environment. That's not what happens to an industrial engineer. IEs spend most of their time out in the real operating environment, coming up with scientific approaches to problems rather than seat-of-the-pants, temporary solutions,” says John Samuels, vice president of Norfolk Southern. Many people are misled by the term “industrial engineer.” The 'industrial” does not mean just manufacturing. It encompasses service industries as well. It has long been known that industrial engineers have the technical training to make improvements in a manufacturing setting. Now it is becoming increasingly recognized that these same techniques can be used to evaluate and improve productivity and quality in service industries. “Anybody who needs surgery studies, assessments, redesign in the surgery department … we do it,” explains Tryna Knox, director of surgery performance for VHA. 'Onsite hospital visits, which include observations and interviews to understand the flow of patients through operating rooms are conducted to help surgeons and anesthetists understand their own efficiency levels.” Knox credits her industrial engineering education for much of her current success. 'I think the whole systems focus in IE is very important,' she says. From: http://www.iienet.org/ 3301 23336 2006-09-04T02:11:48Z JWSchmidt 20 /* Level 3 */ update This page was imported from [[b:Wikiversity:School of Physics and Astronomy|"Physics and Astronomy" at Wikibooks]]. Please coordinate this page with [[School:Physics]] and [[School:Astronomy]]. {{nav|Wikiversity:Wikiversity Schools}} [[image:spacetime_curvature.png|thumb|right|400px|Two-dimensional visualization of space-time distortion. The presence of matter changes the geometry of spacetime, this (curved) geometry being interpreted as gravity.]] Welcome to the Wikiversity '''School of Physics and Astronomy'''. '''People''' [[User:Roadrunner]] - Please contact me if you have any questions on physics and astronomy. I am currently trying to create a degree plan [[Wikiversity:Bacheor of Science in Physics]] that will be an open architecture degree which replicates the Course 8 experience at the [[Massachusetts Institute of Technology]] '''Bulletin Board''' '''Courses''' Courses are grouped by level of difficulty roughly related to an academic year at degree level. Normally you should not study a subject at a higher level until you have completed, or are at least familiar, with the previous level. Click a link to go to a course. ==Pre-university level course area== *[[Topic:High School Physics]] *[[Topic:Calculus]] [[Image:Meissner_Crop.jpg|thumb|150px|right|A [[Superconductivity|Superconductor]] demonstrating the [[Meissner Effect]].]] ==Level 1== *[[Topic:Classical Mechanics]] *[[Topic:Thermodynamics]] *[[Topic:Electricity and Magnetism]] *[[Topic:Atomic Structure and Electromagnetic Radiation]] *[[School:Astronomy]] ==Level 2== *[[Topic:Advanced Classical Mechanics]] *[[Topic:Mathematics for Physicists]] *[[Topic:Quantum Mechanics]] *[[Topic:Electromagnetism]] *[[Topic:Introduction to Astrophysics]] *[[Topic:Statistics for Science]] *[[Topic:Nuclear Physics]] *[[Topic:Solid State Physics]] *[[Topic:Special Relativity]] ==Level 3== *[[Topic:Statistical Thermodynamics]] *[[Topic:Particle Physics|The Institute of Particle Physics]] *[[Topic:Fluid Dynamics]] *[[Topic:Cosmology]] *[[Topic:Stellar Evolution]] *[[Topic:Statistical Mechanics]] *[[Topic:Fourier Analysis]] *[[Topic:Geophysics]] ==Postgraduate & Research== *[[Topic:Quantum Electrodynamics]] *[[Topic:General Relativity]] *[[Topic:Thought-Experimental Principles of Relativity]] *[[Topic:Quantum Optics]] *[[Topic:Continuum Mechanics]] *[[Topic:Continuum Field Theory]] *[[Topic:Plasma Physics]] *[[Topic:History of Physics]] *[[Topic:String Theory]] <br> *[[Topic:Linear Algebra]] *[[Topic:Topology]] *[[Topic:Abstract Algebra]] *[[Topic:Differential Geometry]] <br> *[[Topic:GRE Physics Subject Test]] ==Books== *[[Physics with transforms - new invention]] *[[Special relativity]] *[[General relativity]] *[[Guide to Physics for You]] *[[Classical mechanics]] *[[Modern Physics]] *[[Physics with Calculus]] *[[GCSE Science/Electricity]] *[[A-level Physics]] ==Study guides== [[Physics Study Guide]] [[Category:Page moved from Wikibooks]] [[Category:Portal]] 3303 14779 2006-08-26T03:44:21Z JWSchmidt 20 [[Wikiversity:School of Physics and Astronomy]] moved to [[Portal:Physics and Astronomy]]: Pages for Physics and Astronomy already exist #REDIRECT [[Portal:Physics and Astronomy]] 3304 14781 2006-08-26T03:45:05Z JWSchmidt 20 [[Wikiversity:Wikiversity:School of Physics and Astronomy]] moved to [[Portal talk:Physics and Astronomy]]: keep this talk page with its main page #REDIRECT [[Portal talk:Physics and Astronomy]] 3309 23649 2006-09-04T18:08:33Z Reswik 82 removing call for comments on new page design - refers to this design __NOTOC__ __NOEDITSECTION__ <!-- [[Template:MainPage/Style2]] --> {{MainPage/Style2 |title=[[Wikiversity:Welcome, newcomers|Welcome]] to Wikiversity, |subtitle={{#switch:{{CURRENTDAYNAME}}|Monday=opening minds through open learning|Tuesday=the free learning network that you help create|Wednesday=a universe of free knowledge|Thursday=offering free knowledge to everyone|Friday=where teachers learn, and learners teach|Saturday=boldly going where no University has gone before|Sunday=a free learning community}}. |right box=<center>'''[[Wikiversity:What is Wikiversity?|About]]&nbsp;&middot;&nbsp;[[Wikiversity:Browse|Browse]]&nbsp;&middot;&nbsp;[[Wikiversity:Community Portal|Community]]<br>[[Wikiversity:Adding content|Editing]]&nbsp;&middot;&nbsp;[[Wikiversity:Help desk|Questions]]&nbsp;&middot;&nbsp;[[Wikiversity:Guided tour|Tour]]'''</center> |content= :'''[[Wikiversity:Browse|Browse]]''' our subject areas and [[Wikiversity:Schools|schools]]: [[School:Engineering|Engineering]] '''&middot;''' [[Portal:Fine Arts|Fine Arts]] '''&middot;''' [[Portal:Humanities|Humanities]] '''&middot;''' [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] '''&middot;''' [[Portal:Life Sciences|Life Sciences]] '''&middot;''' [[Portal:Physical Sciences|Physical Sciences]] '''&middot;''' [[School:Mathematics|Mathematics]] '''&middot;''' [[Portal:Social Sciences|Social Sciences]] '''&middot;''' [[School:Practical Arts and Sciences|Practical Arts and Sciences]] <br><h2 style="margin:0;background-color:#F1FAFF;font-size:100%;font-weight:bold;border:2px solid #C6E4F2;text-align:center;color:#000;padding:0.1em 0.2em;">[[Wikiversity:What is Wikiversity?|What is Wikiversity?]]</h2> '''[[Wikiversity:Welcome, newcomers|Welcome, newcomers]]!''' Wikiversity is a space for the creation and use of free [[Portal:Learning Materials|learning materials]] and [[Wikiversity:Learning projects|activities]]. Wikiversity supports both learning and [[Wikiversity:Wikiversity teachers|teaching]]. Its primary goals are to: * Create and host [[Wikiversity:Licences|free]] content, multimedia learning materials, resources, and curricula for all age groups in all languages * Develop collaborative [[Portal:Learning Projects|learning projects]] and [[Wikiversity:Wikiversity community|communities]] around these materials For further details about Wikiversity, see [[Wikiversity:Wikiversity community|Wikiversity community]] and [[Wikiversity:Policies|policies]]. If you cannot find a topic, you can [[Wikiversity:Learning goals|request it]] or start [[Wikiversity:Adding content|working on it yourself]]. <br><h2 style="margin:0;background-color:#F1FAFF;font-size:100%;font-weight:bold;border:2px solid #C6E4F2;text-align:center;color:#000;padding:0.1em 0.2em;">Help develop Wikiversity!</h2> '''Time dependent''': * [[m:Wikiversity/logo|Logo contest]] for Wikiversity on meta * [[Wikiversity:Motto contest|Motto and slogan contest]] - Help create a motto and a slogan for Wikipedia. *[http://www.wikiversity.org/ Wikiversity Hub]. Please help draft hub page by editing at [[m:Www.wikiversity.org_template|meta-wiki www.wikiversity.org template]]. Details discussed [[Wikiversity:Colloquium#www.wikiversity.org|here]]. '''Ongoing''': *''[[Wikiversity:Browse|Browse]]'' and '''[[Wikiversity:Adding content|create content]]'''... *If you cannot find a topic, you can [[Wikiversity:Requests|request content]]. *[[Wikiversity:Learning projects|Learning Projects]] encourage active learning. *[[Organizing Self Management For Wikiversity|Organizing Self Management]] for Wikiversity *[[Wikiversity:Policies|Policies]] - Help develop our policies. <br><h2 style="margin:0;background-color:#F1FAFF;font-size:100%;font-weight:bold;border:2px solid #C6E4F2;text-align:center;color:#000;padding:0.1em 0.2em;">Research</h2> *[[Wikiversity:Research]] *[[Wikiversity:Research Ethics|Ethics]] in research *[[Wikiversity:Original research|Original research]] <br><h2 style="margin:0;background-color:#F1FAFF;font-size:100%;font-weight:bold;border:2px solid #C6E4F2;text-align:center;color:#000;padding:0.1em 0.2em;">Services</h2> * [[Wikiversity:Service|Service]] - How Wikiversity can serve in general. * [[Wikiversity:Services|Services]] - How Wikiversity can help you. * [[Service community|Service community]] - How Wikiversity can serve Wikimedia communities. }} <!------------------------------------------------------------- Column Sections --------------------------------------------------------------> {{MainPage/SubBox3 |title= |content=[[Image:{{#switch:{{CURRENTDAYNAME}}|Monday=Diracb.jpg|Tuesday=Missione del Guaricano-bimbi a scuola.jpg|Wednesday=Math lecture at TKK.JPG|Thursday=Ian Mackenzie High School Classroom.jpg|Friday=Kampradlectur.jpg|Saturday=Klassenzimmer1930.jpg|Sunday=Meeting hall-3.jpg}}|240px|center]]}} {{MainPage/SubBox2 |title= Communications and community |content= *'''[[Wikiversity:Help desk|Help desk]]''' &mdash; Ask questions about using Wikiversity. *'''[[Wikiversity:Reference desk|Reference desk]]''' &mdash; Ask questions about anything. *'''[[Wikiversity:Community Portal|Community portal]]''' &mdash; A listing of projects, resources and various activities. *'''[[Wikiversity:Colloquium|Colloquium]]''' &mdash; Discuss Wikiversity issues and policies. *'''Other communications''' &mdash; [[Wikiversity:Chat|Chat]] with other Wikiversity users. Mailing list: [http://mail.wikimedia.org/mailman/subscribe/wikiversity-l Subscribe] to ''Wikiversity-l'' or [http://mail.wikimedia.org/pipermail/wikiversity-l/ view the archives]. *'''[[Wikiversity:News|Site news]]''' &mdash; Announcements, updates, and releases on Wikiversity and its [[Wikiversity:History of Wikiversity|history]]. }} {{MainPage/SubBox2 |title= Related links |content= '''Library''' * Wikiversity is still importing pages from Wikibooks. <br>Please request page imports at: '''[[Wikiversity:Import]]''' * [[Catalog]] * [[Wikibooks:Main Page|Textbook collection]] at Wikibooks * [[Wikibooks:]] - [[Wikibooks:Category:Wikiversity|Wikiversity Category]] · [[Wikibooks:Wikiversity|Wikiversity portal]] }} <!------------------------------------------------------------- SisterProjects --------------------------------------------------------------> |- | class="radius_bottom" style="font-family:Verdana, Arial, Helvetica, sans-serif; font-size: x-small; background-color:#F1FAFF; border:2px solid #E6D8C1; border-top:0; padding:0 .8em 0 30px" | '''[[Wikiversity:Help|Help]] · [[Wikiversity:Contact|Contact]]''' |- | &nbsp; |} ==Wikiversity in other languages== You may read and edit courses in many different languages:<br> {{WikiversityLang}} ==Wikiversity's sister projects== {{Sisterprojects}} <div style="clear:left"></div> </div> [[de:]] 3310 14831 2006-08-26T05:25:34Z Rayc 57 new cat [[Category:Humanities]] 3312 14848 2006-08-26T05:34:37Z Rayc 57 cat [[Category:Medicine]] 3313 14862 2006-08-26T05:45:32Z Rayc 57 [[Category:Mathematics]] 3314 23554 2006-09-04T11:21:24Z JWSchmidt 20 /* General explanation */ Many (probably the vast majority) Wikiversity main namespace pages will strive to follow the traditional Wikimedia neutral point of view policy. {{Proposed policy}} Biases should be disclosed. The developers of any stream, unit or learning resource should disclose their bias at the head of each learning resource. Some streams and units will encompass multiple biases; they should state all encompassed biases in their Disclosure. Developers of a resource need not disclose all their biases, merely the ones that they present in the coursework. ==Default disclosures== {{Template:Disclosures}} The disclosures floating on the right will be the default disclosures for Wikiversity: '''NPOV''' was select as it is what people expect from Wikimedia projects. '''Progressivism''' was selected as that's the one promoted on the [[Wikiversity:Learning]] page and discussed in the [[Wikiversity:Wikiversity project proposal]] See below for interpretation of these ==POV Biases== '''POV:''' Point of View ===General explanation=== Wikiversity has different goals than Wikipedia. Wikiversity main namespace pages are devoted to the goal of supporting online education and the learning goals of Wikiversity participants. The [[m:Neutral point of view|traditional Wikimedia neutral point of view policy]] might not always be important for some Wikiversity pages - though, it does indicate the "iterative" (and, therefore, wiki-like) process of developing towards a compromise common ground, which ''could'' have relevance to ''a'' style of learning on Wikiversity. Many Wikiversity main namespace pages will strive to follow the traditional Wikimedia neutral point of view policy. [[wikipedia:Wikipedia:Neutral point of view|Wikipedia’s policy]] on maintaining a “neutral point of view” serves the goal of producing encyclopedia articles that have a limited amount of bias. Some Wikiversity pages are functionally similar to encyclopedia articles in that they should present an unbiased account of a topic. For such Wikiversity pages (for example, a Wikiversity page that describes the benefits and limitations of some learning materials) the Wikipedia policy for keeping a neutral point of view should be applied. Wikiversity pages in the [http://en.wikiversity.org/w/index.php?title=Special%3AAllpages&from=&namespace=4 wikiversity namespace] should strive for NPOV. In contrast, other Wikiversity pages might be devoted to the study of a topic from one particular point of view. Such Wikiversity pages need not strive to present to the world a neutral and unbiased presentation of the topic. Sometimes learning is advanced by asking new or unpopular questions that fly in the face of conventional thought. Wikiversity readers should not expect all Wikiversity pages to follow the neutral point of view policy. In order to help Wikiversity users distinguish between NPOV pages and other types of pages, pages that do not follow the traditional Wikimedia NPOV policy should be marked as such. Pages that do not attempt to follow the traditional Wikimedia NPOV policy should clearly indicate what they are trying to accomplish and why that does not involve adherence to the traditional Wikimedia NPOV policy. When members of the Wikiversity community excuse pages from the traditional Wikimedia NPOV policy, those community members take on the responsibility of making sure that they adhere to highest standards of [[Wikiversity:Scholarly ethics|scholarly ethics]]. ====Examples of exceptions from traditional Wikimedia NPOV==== '''example''' Scholarly study of topics can sometimes be advanced when a scholar adopts a particular point of view with respect to a topic of study. A famous example comes from attempts to understand the [[wikipedia:AIDS reappraisal|cause of acquired immune deficiency syndrome]]. Starting in 1987, soon after the discovery of [[wikipedia:HIV|HIV]], [[wikipedia:Peter Duesberg|Peter Duesberg]] systematically questioned the role of HIV as the cause of [[wikipedia:AIDS|AIDS]]. Duesberg adopted a minority view, has published articles describing that point of view and has participated in discussions of the merits of his adopted point of view. '''lessons''' Wikiversity allows scholarly investigations of individual points of view with respect to a topic of study. During the course of such studies, Wikiversity pages can be created and maintained that do not present a balanced (NPOV) discussion of the topic. These pages should contain a prominent section that describes why editors are departing from NPOV. Good scholarly practice is to be aware of and open to other points of view and to engage in scholarly analysis of each point of view. Each and every Wikiversity page need not present an NPOV account of topics that are under study, but each scholar needs to honestly portray the nature of their work within the Wikiversity community. Wikiversity editors can create and edit pages that deal with topics such as [[wikipedia:AIDS reappraisal|AIDS reappraisal]], but these pages need to be scholarly analyses of ideas. Such pages can seek to be persuasive because of the merits derived from careful reasoning and intellectual honesty, not from deception or use of irrational arguments. '''example''' Some advocates of [[w:Intelligent design|Intelligent Design]] aim to scientifically study [[Creationism|creationism]] or some variant of the idea that there are aspects of the natural world best explained in terms of intelligent design. Intelligent Design is often described by its supporters as a scientific alternative to evolution. However, creationism is considered by most biologists to be religion not science, and the legal status of Intelligent Design as public school educational content has been the topic of legal dispute (see: [[w:Kitzmiller v. Dover Area School District|Kitzmiller v. Dover Area School District]]. '''lessons''' A learning project about Intelligent Design could be included in [[Topic:Evolutionary Biology]] and designated as being outside of traditional Wikimedia NPOV policy. This would allow a scholarly scientific exploration of the hypothesis that life on Earth has features best explained by an intelligent design process. Some advocates of Intelligent Design explicitly abandon the scientific method. A learning project that does not use the scientific method should not try to include itself as a topic at a science page such as [[Topic:Evolutionary Biology]]. Studies founded on religious convictions should be explored at [[School:Theology]]. Further discussion of this example is at [[Creation science and NPOV]]. There are many other historical examples of scholarly departures from unbiased study of a topic. (add more...) ==== Neutral point of view in interactions ==== The neutral point of view policy is not intended to restrict ideas expressed on Wikiversity to those which are neutral - for example, participants are welcome to express emotions which are representative of their internal state. For example, a participant (a Wikischolar) can express delight in acquiring a new concept. NPOV addressses primarily that scholarly material written to exemplify competency in a particular topic is neutral. It should come across as a balanced, mature, and moderated. ==== Case in study ==== Wikipedia's [[w:Wikipedia:Reference desk|reference desk]] is the largest and most popular collaborative page which deals with any topic. It exemplifies how collaborative learning can occur in a "neutral" environment. The ratio of edits to vandalism on that page is the highest on Wikipedia when compared to any other project page. ===Current POV Biases=== * [[WV:NPOV | NPOV]] ====Other possible biases==== * Left-wing * Right-wing * Christian conservative ==EP Biases== '''EP:''' Educational Philosophy Likewise, different educational philosophies will be selected by those who develop the Learning Materials. These should also be disclosed. ===Current EP Biases=== * [[w:Educational_essentialism|Essentialism]] * [[w:Educational_progressivism|Progressiveism]] * [[w:Educational_perennialism|Perennialism]] * [[w:Educational_existentialism|Existentialism]] * [http://edweb.sdsu.edu/LShaw/f95syll/philos/phbehav.html Behaviourism] ==Example Bias Disclosures== It doesn't show here, but the "Disclosures" heading links to this page. {{Template:Disclosures||Essentialism}} ====Physics course==== Some biases that might apply to a traditional Physics course are floating on the right. <br> <br> <br> {{Template:Disclosures|Marxist||Left-wing}} ====Politics course==== Some biases that might apply to a left-wing political course are on the right. <br> <br> <br> [[Category:Wikiversity policy]] 3317 14913 2006-08-26T06:49:30Z Graham87 488 [[Wikiversity:Administrator Creation and Behavorial Criteria Guidelines and Policy]] moved to [[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy]]: spelling #REDIRECT [[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy]] 3322 22662 2006-09-02T18:37:28Z 217.43.197.53 fix disappearing border in internet explorer <noinclude>{| align=right padding=0 cellspacing=0 style="background:none"</noinclude> |- | style="font-size:100%; background:#ffffff; border:2px solid #E6D8C1; border-top:0; border-bottom:0; padding:.1em 2px 5px" | {{{content}}}<noinclude>|}</noinclude> 3323 14974 2006-08-26T10:30:02Z Michaelnelson 310 {{Information |Description=3D Vector space, using colour |Source= |Date=26/8/2006 |Author=Orignial by Falcorian at http://commons.wikimedia.org/wiki/Image:Coord_planes_color.svg, changes by michaelnelson |Permission=Original released under a CC Attributio == Summary == {{Information |Description=3D Vector space, using colour |Source= |Date=26/8/2006 |Author=Orignial by Falcorian at http://commons.wikimedia.org/wiki/Image:Coord_planes_color.svg, changes by michaelnelson |Permission=Original released under a CC Attribution SA license |other_versions=http://commons.wikimedia.org/wiki/Image:Coord_planes_color.svg }} == Licensing == {{CC-BY-SA-2.5}} 3325 19340 2006-08-28T18:59:15Z Trevor MacInnis 99 add pic <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> [[Image:Jordens inre.jpg|thumb|right|200px]] A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * [[Topic:Field Geology]] * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Category:{{PAGENAME}}| ]] [[Category:Wikiversity schools|Geology]] 3326 14987 2006-08-26T12:04:36Z JWSchmidt 20 subcategory [[Category:Physical Sciences]] 3327 14992 2006-08-26T12:11:10Z JWSchmidt 20 Welcome to the Department of Field Geology Welcome to the Department of Field Geology. Departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Wikiversity departments can be "contained" (linked to) by multiple schools. If two schools link to the same department they should cooperate to develop the department. See: [[Wikiversity:Naming conventions]]. ==Department description== Short description. ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Field Geology Case Studies]] * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! [Copy and then revise above text for your department's needs, if you wish.] ==References== [Optional section] ===Wikipedia=== *[[w: __Article Name__ ]] ===Wikibooks=== Works in progress - these texts are currently at [[Wikibooks:__Department Name___]]: * [[Wikibooks:__Textbook Name___]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 3328 14993 2006-08-26T12:11:46Z JWSchmidt 20 subcategory [[Category:Geology]] 3330 18261 2006-08-28T00:10:34Z Trevor MacInnis 99 <center>''Part of [[Portal:Humanities|Humanities]]''</center> <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> <center>''Part of [[Portal:Humanities|Humanities]]''</center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * [[Topic:Latin Classics|Department of Latin Classics]] * [[b:/Works of the Early Greek Poets I/]] * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! ==See also== *[[b:/Classics Directory/]] ==External links== * [[Wikipedia:Classics|Wikipedia Study Guide]] * [http://en.wikipedia.org/wiki/Western_canon Western canon] [[Category:{{PAGENAME}}| ]] [[Category:Wikiversity schools|Clasics]] [[Category:Page moved from Wikibooks]] 3332 15155 2006-08-26T12:27:13Z JWSchmidt 20 [[School:School of Classics]] moved to [[School:Classics]]: namespace convention for naming #REDIRECT [[School:Classics]] 3333 15161 2006-08-26T12:34:16Z JWSchmidt 20 subcategory [[Category:Humanities]] 3334 15165 2006-08-26T12:40:21Z JWSchmidt 20 [[Topic:Classics]] moved to [[Topic:Latin Classics]]: more specific name #REDIRECT [[Topic:Latin Classics]] 3336 15171 2006-08-26T12:45:31Z JWSchmidt 20 subcategory [[Category:Humanities]] 3339 15181 2006-08-26T12:59:23Z JWSchmidt 20 redirect #REDIRECT [[School:Classics]] 3340 24083 2006-09-05T11:11:35Z JWSchmidt 20 link to [[Topic:Jewish Studies]] <center><big>Welcome to the '''School of Theology'''</big>, part of the [[Portal:Humanities|Humanities]]</center> "Truthfulness and rationality in religions are truths that can be substantiated by science or those that cannot be proven to be wrong". - Kurt Kawohl A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * [[Topic:Buddhist Studies|Department of Buddhist Studies]] (page still [[b:Wikiversity:Department of Buddhist Studies|needs to be imported]]) * [[Topic:Bible translation|Bible translation]] &#8722; How to translate the Bible (page still [[b:Wikiversity:School of Theology/Gospel 101|needs to be imported]]) * [[Topic:Roman Catholic Studies|Department of Roman Catholic Studies]] * [[Topic:Comparative Religion|Department of Comparative Religion]] * [[Topic:Liturgics|Department of Worship and Liturgics]] * [[Topic:Protestantism|Department of Protestant Divinity]] * [[Topic:Jewish Studies|Division of Jewish Studies]] * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! ==Related Wikibooks== ===Religion=== *[[Bahai_Faith|Bahá'í Faith]] *[[Buddhism]] *[[Christianity]] *[[Christian Theology]] *[[Hinduism]] *[[Yoga]] *[[Islam]] *[[Jainism]] *[[Judaism]] *[[Sikhism]] *[[Ayyavazhi]] *[[Zoroastrianism]] ===Mysticism=== *[[Esoteric Buddhism]] *[[Kabbalah]] *[[Sufism]] ---- Back to [[Wikiversity]] catalog page [[Category:Page moved from Wikibooks]] [[Category:{{PAGENAME}}| ]] [[Category:Wikiversity schools|Theology]] 3341 15217 2006-08-26T13:04:59Z JWSchmidt 20 [[Wikiversity:School of Theology]] moved to [[School:Theology]]: move to school namespace #REDIRECT [[School:Theology]] 3342 15226 2006-08-26T13:26:20Z JWSchmidt 20 [[Topic:Theology]] moved to [[Topic:Theology and Philosophy]]: more specific department #REDIRECT [[Topic:Theology and Philosophy]] 3344 15230 2006-08-26T13:26:50Z JWSchmidt 20 subcategory [[Category:Theology]] 3345 15274 2006-08-26T15:16:01Z JWSchmidt 20 [[Category:Page moved from Wikibooks]] This category contains articles that have been [[Wikiversity:Import|imported to Wikiversity from Wikibooks]], but still need a cleanup of some type. '''Please read''': [[Help with the migration of Wikiversity pages from Wikibooks]]. [[Category:Page moved from Wikibooks]] 3346 22478 2006-09-02T02:35:58Z Deltinu 736 Typo fix Welcome to the '''Science as Religion''' learning project. [[Image:Hildegard von Bingen Liber Divinorum Operum.jpg|thumb|right|300px|[[w:Hildegard von Bingen|Hildegard von Bingen]]: Liber Divinorum Operum, 13th century.]] ==Summary== This learning project uses a seminar format. Participants explore the published literature on this topic then write and discuss their own essays about the relationship between science and religion. ==Goals== This learning project offers learnings activities to help us understand the relationship between science and religion. Concepts to learn include: the natures of science and religion ==[[Portal:Learning Materials|Learning materials]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Darwinism as religion]] - Discussion of "[http://www.americanchronicle.com/articles/viewArticle.asp?articleID=12374 parents continue to cede to Darwinism Religion in our public schools]" * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==Activities== *create a reading list *start discussions *start essays by participants ==Readings== Each activity has a suggested associated background reading selection. *[[w:Darwinism|Darwinism]] - For some, casting evolution as an "ism" — a doctrine or belief — is used to strengthen arguments to mandate "equal time" for unscientific beliefs such as creationism in biology classes. *[http://links.jstor.org/sici?sici=0006-3568(199409)44%3A8%3C560%3ADDAR%3E2.0.CO%3B2-1 Review] of "The Darwinian Paradigm: Essays on Its History, Philosophy and Religious Implications" by [[w:Michael Ruse|Michael Ruse]]. *etc. ==References== Additional helpful readings include: [[Category:]] <---include subject name [[Category:Science as Religion]] [[Category:Forums]] 3347 19076 2006-08-28T13:20:08Z JWSchmidt 20 add [[Category:Evolutionary Biology]] [[Category:Theology and Philosophy]] [[Category:Evolutionary Biology]] 3348 23183 2006-09-03T18:24:59Z Digitalme 39 /* Correctly format newly imported pages */ not needed The central page for requesting the import of Wikiversity pages from Wikibooks is [[Wikiversity:Import]]. This page explains how members of the Wikiversity community can help speed the process of importing Wikiversity pages from Wikibooks. [[Image:Namespacehierarchy.png|thumb|right|400px|The [[Wikiversity:Namespaces|Wikiversity namespace]] hierarchy. A wikiversity page for a School goes in the "School:" namespace and the names of such pages start with the "School:" prefix". Each Wikiversity school is devoted to studies of several academic topics. School pages link to pages in the "Topic:" namespace. Most pages in the "Topic:" namespace function like an academic department that studies a narrow academic topic. Departments can link to learning materials and educational resources. All learning resources belong in the main namespace (their names do not include any prefix.]] ==Steps required== * Import [[b:Wikiversity:Wikiversity Schools|pages that were originally developed at Wikibooks]] into Wikiversity (this step requires [[Wikiversity:Custodianship|sysop]] tools) ===Steps that do not require a custodian=== Anyone can do these steps: ====Marking pages==== *After importing a page, we must: ** Mark the original copy of the page still at Wikibooks with <code><nowiki>{{MovedToWikiversity}}</nowiki></code> (shorter name, same template: <code><nowiki>{{m2wv}}</nowiki></code>) to avoid future changes to the original page at Wikibooks and this also lets custodians know that a page has already been imported. ** Add all pages that have been imported to Wikiversity from Wikibooks into either [[:Category:Pages needing cleanup after Import]] or [[:Category:Page moved from Wikibooks]] so we can keep track of what pages have been imported. The rest of this page describes what should be done for pages in [[:Category:Pages needing cleanup after Import]]. ====Naming new pages==== The import function often fails to give a good name to the newly created copy of a page that was imported from Wikibooks. We need a page name that is correct and useful. "Correct" means that the page has the correct [[Wikiversity:Namespaces|namespace prefix]]. For example, the correct namespace for school pages is the "School:" namespace and all pages in that namespace have names that start with the "School:" prefix. A Wikiversity school is a very large organizational unit. The goal is to have relatively few Wikiversity schools that are the "major schools" similar to the list that was [[b:Wikiversity:Wikiversity Schools|developed by the Wikiversity community at Wikibooks]]. The "Topic:" [[Wikiversity:Namespaces|namespace]] should be used for smaller organizational units such as departments. See: [[Wikiversity:Namespaces]] and [[Wikiversity:Naming conventions]] for infomation on the use of "School:" and "Topic:" namespace pages as special purpose portals in Wikiversity. The "School:" and "Topic:" pages are for organizing the activity of Wikipedians and for guiding browsers to specific topics. All Wikiversity edicational content (learning resources, lessons, learning projects, learning materials) goes into pages of the main namespace. Pages in the main namespace do not have any prefix. '''Other page naming rules''': If you create a page in the "School:" namespace, use a page name such as [[School:Physics]]. Do not use page names such as [[School:School of Physics]]. If you create a page for a specific topic or learning resource, do not use numbers in the page name. <nowiki>[[Physics 101]]</nowiki> <-- bad name. Use a descriptive page name such as: [[Introduction to Physics with Calculus]]. Once a good name is decided upon, use the "move" button to move the already imported page (that has a bad name) to a new page with the desired page name. Note: it is important to use the "move" button and '''NOT''' just copy and paste page content. We are trying to keep the authoring history of pages intact as much as possible. '''note''': in some cases, there will already be a similar page at Wikiversity before the corresponding Wikibooks page is imported. In those cases, the page from Wikibooks can be placed in the "Portal:" namespace or, for pages that are learning resources, given a slightly different name in the main namespace. The two related pages at Wikivrsity should be hyperlinked to eachother. ====Correctly format newly imported pages==== Wikiversity has suggested formats for how to organize the content for Schools, Departments and learning project pages.<BR>See the templates at [[:Category:Page creation templates]]. After a page has been imported from Wikibooks, you can insert one of the following into the top of the page: *<nowiki>{{subst:School boilerplate}}</nowiki> *<nowiki>{{subst:Division boilerplate}}</nowiki> *<nowiki>{{subst:Department boilerplate}}</nowiki> *<nowiki>{{subst:Degree boilerplate}}</nowiki> *<nowiki>{{subst:Stream boilerplate}}</nowiki> *<nowiki>{{subst:Learning project boilerplate}}</nowiki> (this includes courses, units, etc) You may need to organize the content of a page that was imported from Wikibooks. For example, for a department page, place links to lessons in the "Learning materials and learning projects" section of the page. ====Link repair==== If an imported page has links to sub-pages, an effort needs to be made to make sure that the sub-pages are imported, correctly named and correctly linked to other Wikiversity pages. Sometimes there are additional pages already at Wikiversity that should be linked to a newly imported page. Try using the "search" function to find such pages. ====Categorization==== Newly imported pages need to be placed in appropriate categories, including "Pages moved from Wikibooks". Note: please add <nowiki>[[Category:Wikiversity schools]]</nowiki> to School pages that correspond to schools on [[b:Wikiversity:Wikiversity Schools|this list of schools]]. ====Coordination==== In order to make sure that all this work is done in an efficient way, talk to custodians who are doing page imports. Use talk pages and [[w:Internet Relay Chat|IRC]] discussions: join on [irc://irc.freenode.net/wikiversity-en #wikiversity-en](on Freenode). 1) Custodians should place links to newly imported pages in the [[#To Do]] section below. They should put the newly imported pages in [[:Category:Pages needing cleanup after Import]]. 2) Non-cutodians can do the rest of the work following instructions on this page (above) and on [[:Category:Pages needing cleanup after Import|the Category page]]. 3) When all of the work related to a page is done, move the page from [[:Category:Pages needing cleanup after Import]] to [[:Category:Page moved from Wikibooks]]. When done, move the "work order" from the "To Do" section of this page to the "[[#Done|Done]]" section. 4) If you find a page listed for import at [[Wikiversity:Import]] but the page has already been imported, please move it to the [[Wikiversity:Import#Completed|section for completed imports]] of that page. ==To Do== If you start to work on a task in this list, leave a note below the task to indicate what you are doing and if you want/need help. Please contact a custodian if this list (below) is empty. Try [[Wikiversity:Notices for custodians]] and the talk pages of [http://en.wikiversity.org/w/index.php?title=Special%3ALog&type=import&user=&page= custodians who are doing page imports]. *[[School:Geography]] was imported from Wikibooks and needs cleanup. <s>Also, mark [[b:Wikiversity:School of Geography]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki></s>. ** Notes: *[[School:Security, Surveillance and Law Enforcement]] was imported from Wikibooks and needs cleanup. <s>Also, mark [[b:Wikiversity:School Of Security, Surveillance and Law Enforcement]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki><s>. ** Notes: *[[School:Social Work]] was imported from Wikibooks and needs cleanup. <s>Also, mark [[b:Wikiversity:School of Social Work]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki></s>. ** Notes: *[[School:Fire and Emergency Management]] was imported from Wikibooks and needs cleanup. <s>Also, mark [[b:Wikiversity:School of Fire and Emergency Management]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki></s>. ** Notes: *[[School:Development Science]] was imported from Wikibooks and needs cleanup. <s>Also, mark [[b:Wikiversity:School of Development Science]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki></s>. ** Notes: *[[School:Project Management]] was imported from Wikibooks and needs to be coordinated with [[Topic:Project Management]]. <s>Also, mark [[b:Wikiversity:School of Project Management]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki></s>. ** Notes: *[[Portal:Construction]] was imported from Wikibooks and needs to be coordinated with [[School:Construction]]. <s>Also, mark [[b:Wikiversity:Institute of Construction]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki></s>. ** Notes: *[[Portal:Sociology]] was imported from Wikibooks and needs to be coordinated with [[School:Sociology]]. <s>Also, mark [[b:Wikiversity:School of Sociology]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki>.</s> ** Notes: *[[School:Journalism]] was imported from Wikibooks. <s>Please mark [[b:Wikiversity:School of Journalism]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki>.</s> ** Notes: *[[School:Economics]] was imported from Wikibooks and needs to be coordinated with [[Topic:Economics]]. <s>Also, mark [[Wikibooks:Wikiversity:School of Economics]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki>.</s> ** Notes: *[[School:Anthropology]] was imported from Wikibooks and needs to be coordinated with [[:Category:Social Sciences]]. <s>Also, mark [[b:Wikiversity:School of Anthropology]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki>.</s> ** Notes: *[[Portal:Music]] was imported from Wikibooks and needs to be coordinated with [[School:Music]]. <strike>Also, mark [[b:Wikiversity:School of Music]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki></strike>. ** Notes: *** Marked. '''STILL TO DO''': This module has subpages that need to be imported. [[User:555|555]] 14:30, 27 August 2006 (UTC) **** I think I've gotten all the subpages, let me know on my talk page if I've missed any.--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 18:14, 3 September 2006 (UTC) *[[School:Architecture]] <s>needs cleanup<s> has ben cleaned up. <strike>Also, mark [[b:Wikiversity:School of Architecture]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki></strike>. ** Notes: *** Marked. This module have subpages that need to be imported. [[User:555|555]] 14:30, 27 August 2006 (UTC) ==Done== *[[School:Chemistry]] *[[School:Theology]] *[[School:Classics]] *[[Portal:School of History]] - '''note''': in some cases, there will already be a similar page at Wikiversity before the corresponding Wikibooks page is imported. In those cases, the page from Wikibooks can be placed in the "Portal:" namespace or, for pages that are learning resources, given a slightly different name in the main namespace. The two related pages at Wikivrsity should be hyperlinked to eachother. *[[Wikiversity:School of Veterinary Medicine]] had no talk page and it needs to be moved (use the "move" button) to [[School:Veterinary Medicine]]. Mark [[b:Wikiversity:School of Veterinary Medicine]] with <nowiki>{{MovedToWikiversity}}</nowiki>. ** Notes: ***I've moved the page and marked the wikibooks page - but I'm not sure what else I need to do (in terms of cleanup). [[User:Martinp23|Martinp23]] 19:06, 26 August 2006 (UTC) ***It's done - but someone may want to check my first effort :) [[User:Martinp23|Martinp23]] 20:03, 26 August 2006 (UTC) *[[School:Biology]] needs cleanup. Also, mark [[b:Wikiversity:School of Biology]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki>. ** Notes: ***I've marked the books page as moved. <s>Needs cleanup</s> [[User:Martinp23|Martinp23]] 20:07, 26 August 2006 (UTC) ***School template inserted. <s>Still needs link repair and import of subpages from Wikibooks</s>. *[[Portal:Plant Sciences]] does '''not''' need to be moved. Please mark [[b:Wikiversity:School of Plant Sciences]] and its talk page as imported to Wikiversity. **Books paged marked. [[User:Martinp23|Martinp23]] 20:05, 26 August 2006 (UTC) *[[Portal:Art and Design]] does '''not''' need to be moved. Please mark [[b:Wikiversity:School of Art and Design]] and its talk page as imported to Wikiversity. ** Notes: Wikibooks pages marked as imported --[[User:JWSchmidt|JWSchmidt]] 22:06, 26 August 2006 (UTC) *[[Wikiversity:School of Law]] (and its talk page) needs to be moved to [[Portal:Law]] and hyperlinked to the already existing [[School:Law]]. Please mark the page [[b:Wikiversity:School of Law]] and its talk page as having been imported to Wikiversity. ** Notes: Wikibooks pages marked as imported and the pair of pages was moved. --[[User:JWSchmidt|JWSchmidt]] 22:06, 26 August 2006 (UTC) *[[Wikiversity:School of Linguistics]] (and its talk page) needs to be moved to [[Portal:Linguistics]] and hyperlinked to the already existing [[School:Linguistics]]. Please mark the page [[b:Wikiversity:School of Linguistics]] and its talk page as having been imported to Wikiversity. ** Notes: Wikibooks pages marked as imported and the pair of pages was moved. --[[User:JWSchmidt|JWSchmidt]] 22:06, 26 August 2006 (UTC) *[[School:Entrepreneurship]] was imported from Wikibooks and <s>needs to be coordinated with [[:Category:Program for entrepreneurship]]. Also, mark [[b:Wikiversity:School of Entrepreneurship]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki>.</s> ** Notes: --[[User:JWSchmidt|JWSchmidt]] 15:35, 3 September 2006 (UTC) *[[School:Practical Human Life]] was imported from Wikibooks and still needs some cleanup of its subdivisions. <s>Also, mark [[b:Wikiversity:School of Practical Human Life]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki></s>. ** Notes: --[[User:JWSchmidt|JWSchmidt]] 16:15, 3 September 2006 (UTC) *[[Portal:Education]] was imported from Wikibooks <strike>and needs to be coordinated with [[School:Education]]. Also, mark [[b:Wikiversity:School of Education]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki></strike>. ** Notes: --[[User:JWSchmidt|JWSchmidt]] 16:29, 3 September 2006 (UTC) *[[School:Political Science]] was imported from Wikibooks <s>and needs to be coordinated with [[Topic:Political Science]]. Also, mark [[b:Wikiversity:School of Political Science]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki>.</s> ** Notes: --[[User:JWSchmidt|JWSchmidt]] 17:34, 3 September 2006 (UTC) *[[School:Literature and English Studies]] Done, and so are all these! **[[School:Foreign Language Learning]] was imported from Wikibooks and needs to be coordinated with [[:Category:Foreign Language]], and merged into [[Topic:Language Aquisition]]. <s>Also, mark [[b:Wikiversity:School of Foreign Language Learning]] and its talk page with <nowiki>{{MovedToWikiversity}}</nowiki>.</s> ** [[b:Wikiversity:School_of_Literature_and_English_Studies/Engl_1101]] > [[Rhetoric and Composition I]] ** The following were merged into [[Web Writing]] *** [[b:Wikiversity:School_of_Literature_and_English_Studies/Engl_3660]] > [[Introduction to Web Writing]] *** [[b:Wikiversity:School_of_Literature_and_English_Studies/Engl_4551]] > [[Writing Blogs]] ** [[b:Wikiversity:School_of_Literature_and_English_Studies/Engl_3800]] > [[Introduction to Creative Writing]] ** [[b:Wikiversity:School_of_Literature_and_English_Studies/Engl_%3F%3F%3F]] > [[T. S. Eliot]] ** [[b:Wikiversity:School of Literature and English Studies/Engl 4660]] > [[20th Century British Poetry]] ** [[b:Wikiversity:School of Literature and English Studies/Engl 4670]] > [[20th Century British Novel]] ** [[b:Wikiversity:School of Literature and English Studies/Engl 4770]] > [[20th Century American Poetry]] ** [[b:Wikiversity:School of Literature and English Studies/Edgar Allan Poe]] > [[Edgar Allan Poe]] ** [[b:Wikiversity:School of Literature and English Studies/Epic Poetry]] > [[Epic Poetry]] ** [[b:Wikiversity:School of Literature and English Studies/Romantic Poetry]] > [[Romantic Poetry]] ** [[b:Wikiversity:School of Literature and English Studies/Victorian Poetry]] > [[Victorian Poetry]] ** [[b:Wikiversity:School of Literature and English Studies/Modernist Poetry]] > [[Modernist Poetry]] ** [[b:Wikiversity:School of Literature and English Studies/Post-Modernist Poetry]] > [[Post-Modernist Poetry]] ** [[b:Wikiversity:School of Literature and English Studies/Contemporary Poetry]] > [[Contemporary Poetry]] ** [[b:Wikiversity:School_of_Literature_and_English_Studies/Writing_Center/Composition]] > [[Composition]] ** [[b:Wikiversity:School_of_Literature_and_English_Studies/Writing_Center/Rhetoric]] > [[Rhetoric]] *We missed a few on the way through -- <s>requesting import</s>: ** [[b:Wikiversity:School of Linguistics/Indo-European languages]] > [[Indo-European languages]] ** [[b:Wikiversity:School of Linguistics/Dravidian languages]] > [[Dravidian languages]] ** [[b:Wikiversity:School_of_Linguistics/Caddoan_languages]] > [[Caddoan languages]] ** [[b:Wikiversity:School of Linguistics/List of endangered languages]] > [[List of endangered languages]] ** [[b:Wikiversity:School of Linguistics/List of extinct languages]] > [[List of extinct languages]] ***These were imported; the imported pages need to be placed into a good category. ==See also== *[[Wikiversity:Import]] *[[Wikiversity talk:Notices for custodians]] - additional page import info *For sysop help at Wikibooks, contact [[User:SB Johnny]]/[[b:User:SBJohnny]] *For problems related to this page, the first stop for sysop help at Wikiversity is: [[User talk:JWSchmidt]] *Use [[w:Internet Relay Chat|IRC]] discussions to coordinate activities: join channel [irc://irc.freenode.net/wikiversity-en #wikiversity-en](on Freenode). [[Category:Wikiversity]] 3349 22566 2006-09-02T13:36:26Z JWSchmidt 20 more specific category Wikiversity provides server space for a virtual commons where researchers from all over the world can describe their research and promote education-oriented collaborations. Many researchers, libraries and museums now have online versions of their research labs and online descriptions of research projects. Some of these websites invite participation by students. One research area supported by Wikiversity is [[Wikiversity:Secondary research|Secondary research]]. Groups of collaborating editors can use the wiki interface to produce a review article, which is a secondary source but refers to primary sources. The objection to this is that in general people want to ''own'' review articles in order to advance their careers and so would not collaborate on anything which had shared ownership and no qudos. However there is the possibility that researchers only interested in primary research might contribute to a collaborative review and also retired researchers might contribute to such an article? A system for collaborative article authoring and peer reviewed publishing in a wiki environment is described at the [http://academia.wikia.com/wiki/Wiki_Journal Wiki Journal]. ==See also== *[[Astronomy Project]] - Project participants access public astronomy databases and explore outer space. ==External links== *[http://www.lsst.org/Education_Outreach/lsst_epo.shtml development of student-centered internet-based astronomy data research opportunities] *[http://www.phys.utb.edu/griphyn/ developing large data set physics research projects for students and teachers] *[http://science.hq.nasa.gov/research/epo.htm NASA outreach] **[http://education.jpl.nasa.gov/ JPL outreach] *[http://www.ncdc.noaa.gov/paleo/education.html NOAA outreach] *[http://eos-webster.sr.unh.edu/climate_change.jsp climate change education site with public-access data] *[http://sunshine.chpc.utah.edu/ Utah Astrophysics Outreach] *[http://www.gcrio.org/edu/ Environmental Education and Outreach] *[http://www.haystack.mit.edu/edu/pcr/index.html Haystack Observatory Outreach] *[http://csee.lbl.gov/ Berkeley Lab Educational Outreach] *[http://www.birds.cornell.edu/ Cornell Lab of Ornithology] *[http://lingo.stanford.edu/ CSLI Linguistic Grammars Online (LinGO) Lab at Stanford University] *[http://www.glerl.noaa.gov/pr/ The NOAA Great Lakes Environmental Research Laboratory] *[http://www.computinghistorymuseum.org/ American University’s Computing History Museum] *[http://www.cs.umd.edu/hcil/ The Human-Computer Interaction Lab] *[http://www.star.bnl.gov/lite/ The STAR Experiment at Brookhaven National Laboratory] *[http://www.ceeo.tufts.edu/ Center for Engineering Education Outreach at Tufts University] *[http://eo.ucar.edu/ Atmospheric Research Educational Outreach] *[http://learn.genetics.utah.edu/units/biotech/index.cfm Online Biotechniques Laboratory] *[http://bailey.uvm.edu/specialcollections/gpmorc.html George Perkins Marsh Online Research Center] *[http://www.nagt.org/files/nagt/jge/abstracts/Ross_v51n1p39.pdf The Mastodon Matrix Project: An Experiment with Large-Scale Public Collaboration in Paleontological Research] *[http://sodarace.net/index.jsp Online human-machine competition] - computer science ---- "With student numbers falling, we need more researchers to do public-outreach work" ([http://www.nature.com/nature/journal/v434/n7036/full/434956a.html source]) {{WikiversityUsers}} [[Category:Page moved from Meta]] [[Category:Research collaboration]] 3352 22461 2006-09-02T01:04:36Z 71.70.137.68 /* Active participants */ Welcome to the Wikiversity Division of Genetics. ==Division news== * '''Date founded''' - Division founded! * ...The Study of Genes, and their behavor. ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. *[[Topic:Microbial Genetics|Department of Microbial Genetics]] * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]]James Stuart Kantor 3353 15267 2006-08-26T15:00:10Z JWSchmidt 20 subcategory [[Category:Biology]] 3355 23502 2006-09-04T08:08:55Z 134.95.200.248 /* Divisions and Departments */ Biochemistry [[Image:Graywhale MMC.jpg|thumb|306px|right|''[[w:Gray Whale|Eschrichtius robustus]]'']] <center><big>'''Welcome to the School of Biology!'''</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school page itself should not contain many learning resources. The school page can contain some [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]], but most learning resources are linked to from specialized portals in the "Topic:" namespace. The School of Biology is for coordinating the activity of Wikiversity participants who edit the biology-related pages of Wikiversity. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. Note: Some of the subject areas listed below may still have [[b:Wikiversity:School of Biology|associated pages at Wikibooks]] that still need to be imported to Wikiversity. If you do not see what you are looking for, feel free to start a new [http://meta.wikimedia.org/wiki/Wikiversity:Communities#Proposed_Learning_Projects Learning Project]. (List topics alphabetically) *[[Topic:Division of Human Biology|Division of Human Biology]] - Human diseases, human evolution, the human brain and behavior. *[[Topic:Animal Physiology | Animal Physiology]] *[[Topic:Biochemistry | Biochemistry]] *[[Topic:Bioinformatics | Bioinformatics]] *[[Topic:Cell Biology | Cell Biology]] - explorations of cells as fundamental components of organisms. *[[Topic:Ecology | Ecology]] *[[Topic:Evolutionary Biology|Evolutionary Biology]] - is concerned with the origin of species and other similar changes in populations that are due to genetic changes in organisms. *[[Topic:Evolutionary Ecology | Evolutionary Ecology]] *[[Topic:Evolutionary Virology | Evolutionary Virology]] *[[Topic:Exobiology | Exobiology]] *[[Topic:Genome Analysis | Genome Analysis]] *[[Topic:General Biology | General Biology]] *[[Topic:General Botany | General Botany]] *[[Topic:Genetics | Genetics]] *[[Topic:Histology | Histology]] *[[Topic:History of Biology | History of Biology]] *[[Topic:Human Anatomy | Human Anatomy]] *[[Topic:Human Physiology | Human Physiology]] *[[Topic:Immunology | Immunology]] *[[Topic:Marine Biology | Marine Biology]] *[[Topic:Microbiology | Microbiology]] *[[Topic:Molecular Biology | Molecular Biology]] - explorations of the molecular structures and processes in relation to cellular life. *[[Topic:Molecular Neurobiology | Molecular Neurobiology]] *[[Topic:Plant Physiology | Plant Physiology]] *[[Topic:Population Genetics | Population Genetics]] *[[Protein Structure and Function]] *[[Topic:Tropical Biology | Tropical Biology]] *[[Topic:General Chemistry]] *[[Topic:Organic Chemistry]] *[[Topic:Applied Mathematics]] *[[Topic:Biochemistry]] *[[Topic:Physical Biochemistry]] *For some additional biology courses, see also: [[School:Medicine|School of Medicine]] ==Featured content== [[Image:Lightmatter chimp.jpg|thumb|left]] [[Image:Mirror baby.jpg|thumb|right]] *[[Human Genetic Uniqueness Project]] - search for genes that account for the genetic differences between humans and our closest relatives *[[Darwinism as religion]] - is evolution taught as religion in public schools? * .. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * [[User:JWSchmidt]] - see [[Cell Biology]] * ... ==School news== * '''26 August, 2006''' - School founded! ==Wikibooks textbooks== *[[b:Human Physiology]] *[[b:Cell Biology]] *[[b:General Biology]] *[[b:Evolutionary Biology]] *[[b:Genetics]] ==Study guides== *[[b:Invertebrate Zoology]] *[[b:Botany]] [[Category:Page moved from Wikibooks]] [[Category:Biology| ]] [[Category:Wikiversity schools|Biology]] 3358 15305 2006-08-26T15:24:06Z JWSchmidt 20 [[Wikiversity:School of Biology]] moved to [[School:Biology]]: move this school out of the project namespace #REDIRECT [[School:Biology]] 3360 15733 2006-08-26T22:47:08Z JWSchmidt 20 [[Category:Wikiversity schools|Veterinary Medicine]] <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. === Divisions === * [[Topic:Avian Veterinary Medicine|Avian Veterinary Medicine]] * [[Topic:Bovine Veterinary Medicine|Bovine Veterinary Medicine]] * [[Topic:Canine Veterinary Medicine|Canine Veterinary Medicine]] * [[Topic:Equine Veterinary Medicine|Equine Veterinary Medicine]] * [[Topic:Feline Veterinary Medicine|Feline Veterinary Medicine]] * [[Topic:Zoo Veterinary Medicine|Zoo Veterinary Medicine]] === Departments === * [[Topic:Veterinary Anatomy|Veterinary Anatomy]] * [[Topic:Veterinary Histology|Veterinary Histology]] * [[Topic:Veterinary Ethics|Veterinary Ethics]] * [[Topic:Veterinary Nutrition|Veterinary Nutrition]] * [[Topic:Veterinary Biochemistry|Veterinary Biochemistry]] ==Reference Material== * [http://www.merckvetmanual.com/mvm/index.jsp Merck Vet Manual] * [http://netvet.wustl.edu/vspecial.htm znetvet] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''19:59, 26 August 2006 (UTC)''' - School founded! [[Category:{{PAGENAME}}| ]] [[Category:Biology|{{PAGENAME}}]] [[Category:Wikiversity schools|Veterinary Medicine]] [[Category:Pages moved from Wikibooks]] 3372 15408 2006-08-26T17:49:39Z HappyCamper 193 add This page deals with developing materials related to [[Computational chemistry]] For discussion see [[Talk:Fundamentals of computational chemistry]]. 3373 15424 2006-08-26T18:59:28Z Martinp23 502 [[Wikiversity:School of Veterinary Medicine]] moved to [[School:Veterinary Medicine]]: as required #REDIRECT [[School:Veterinary Medicine]] 3389 15722 2006-08-26T22:29:59Z JWSchmidt 20 add two links Coordinate this page with [[School:Plant Sciences]]. This material was [[b:Wikiversity:School of Plant Sciences|imported from Wikibooks]]. <!--<div style="padding-bottom: .3em; margin: 0 .5em .5em">{{Main Page banner}}</div>--> {| cellspacing="3" |- valign="top" |width="70%" class="MainPageBG" style="border: 1px solid #D2B48C; color: #000; background-color: #90ee90"| <div style="padding: .4em .9em .9em"> <h3>Welcome to the Wikiversity of Plant Sciences</h3> '' The Wikiversity of Plant Sciences opened recently to replace the former wikiversity of Botany which was empty. It was called Plant Sciences and not Botany, because Botany is a part of plant sciences, in which there are a lot of different things like molecular biology which don't really fit in Botany. The aim of this Wikiversity is to provide a platform to write wikibooks and provide home-made and up to date lectures/reviews on plant sciences for students as well as for plant scientists. At first, already available online data and teaching resources will be indexed and some potential contributors contacted to introduce them the project. This wikiversity aims to attract a living and dynamic plant sciences community, particularly some "experts"/academic in order to develop projects similar to the [http://relativity.livingreviews.org/About/concept.html Living Reviews concept]'' ''So, let's open the department of plant sciences with a few lectures for the next term. Thanks to the power of the web (and the wiki!!) we have access to some of the best teachers. All the data below is from groups or individuals who uploaded their lecture notes or slideshow online. The [[Wikiversity:School of Plant Sciences]] gives all the credit for the work to their authors and thanks them for providing public access to high quality work. No exams for the moment, just try to learn ;) ------- <center>[[Image:ArabidopsisLatRoot.jpg]] [[Plant Sciences:Arabidopsis root development | Arabidopsis root development]]. A review. ''Coming soon!!!''</center> </div> |width="30%" class="MainPageBG" style="border: 1px solid #c6c9ff; color: #000; background-color: #fff8dc"| <div style="padding: .4em .9em .9em"> [[Image:PlantSciencesLogo.jpg |frame]] ----- *<h3>[[Plant Sciences:Teaching Resources | Teaching Resources]]</h3> *<h3>[[Plant Sciences:Research Resources | Research Resources]]</h3> *<h3>[[Plant Sciences:Research Department | Research Department]]</h3> think-tank about potential applications of wiki for research *<h3>[[Plant Sciences:School Development | School future Development]]</h3> discuss the projects and future development of the school *<h3>[[Plant Sciences:Community | Community]]</h3> Want to get involved? Add your name here and get started </div> |} [[Category:Pages needing cleanup after Import]] 3401 15492 2006-08-26T19:52:56Z JWSchmidt 20 [[Wikiversity:School of Plant Sciences]] moved to [[Portal:Plant Sciences]]: moving this school out of the project namespace; [[School:Plant Sciences]] already exists #REDIRECT [[Portal:Plant Sciences]] 3407 21932 2006-08-31T12:37:08Z JWSchmidt 20 subcategory See also [[School:Veterinary Medicine]] [[Category:Medicine]] 3417 17846 2006-08-27T19:45:23Z Rayc 57 last questions This is a self quiz for the text [[b:Algebra/Grammar]] {{ABCD | Question ='''Question 1''': Which of the following is a variable? | Atext = 1 | Btext = 2 | Ctext = 3 | Dtext = a | Aanswer = '''No''', 1 is a constant, because it represents a specific number | Banswer = '''No''', 2 is a constant, because it represents a specific number | Canswer = '''No''', 3 is a constant, because it represents a specific number | Danswer = '''Yes''', '''a''' can be a variable, because it does not represents a specific number }} {{ABCD | Question = '''Question 2''': If y=2x+4z-5k, which of the following does Y not depend on? | Atext = x | Btext = y | Ctext = z | Dtext = k | Aanswer = '''No''', y is dependant on x | Banswer = '''Yes''', y is not dependant on itself | Canswer = '''No''', y is dependant on z | Danswer = '''No''', y is dependant on k }} {{ABCD | Question = '''Question 3''': Which variable is not the [[w:independant variable]] in the following equation: x=2y+3z-5k | Atext = x | Btext = y | Ctext = z | Dtext = k | Aanswer = '''Yes''', x is a dependant variable | Banswer = '''No''', y is a independant variable | Canswer = '''No''', z is a independant variable | Danswer = '''No''', k is a independant variable }} {{ABCD | Question ='''Question 4''': Which monomial is like 3x? | Atext = 3y | Btext = 2z | Ctext = z | Dtext = x | Aanswer = '''No''', If two monomials are "like", they can be added/subtracted | Banswer = '''No''', If two monomials are "like", they can be added/subtracted | Canswer = '''No''', If two monomials are "like", they can be added/subtracted | Danswer = '''Yes''', x and 3x can be added and subtracted from each other }} {{ABCD | Question ='''Question 5''': Using the distributive property, which is equal to 5(3+2+10) | Atext =5(3)+2+10 | Btext =5(3)+3(2)+2(10) | Ctext = 5(3)+5(2)+5(10) | Dtext = 15 | Aanswer = '''No''', 2 and 10 must be multiplied by something | Banswer = '''No''', 2 and 10 must be multiplied by 5 | Canswer = '''Yes''' | Danswer = '''No''', 15 must be multiplied by 5 }} {{ABCD | Question ='''Question 6''': Which set is a subset of the set {1, 3, 5, 7} | Atext ={1, 2, 3} | Btext ={1, 3, 5, 7, 9} | Ctext ={1, 2, 3, 4 ...} | Dtext ={3, 7} | Aanswer ='''No''', 2 is not a member of the orginal set | Banswer ='''No''', 9 is not a member of the orginal set | Canswer ='''No''', 4 is not a member of the orginal set | Danswer ='''Yes''' }} {{ABCD | Question ='''Question 7''': Which is a member of the set of natural numbers? | Atext =6/3 | Btext =2/3 | Ctext =1/2 | Dtext =2.1 | Aanswer ='''Yes''', 6/3=2 | Banswer ='''No''' | Canswer ='''No''' | Danswer ='''No''' }} Return to [[College Algebra]] 3422 22346 2006-09-01T22:31:29Z Stillnosound 710 Coordinate this page with [[School:Art and Design]]. This material was [[b:Wikiversity:School of Art and Design|imported from Wikibooks]]. Click a link to go to a course. *[[Orientation]] *[[Foundation: Diagnostic & Exploratory]] *[[Introduction to Fine Art]] Anatomy *[[Anatomy for Artists]] Animation *[[Storyboarding]] *[[3D Modeling and Animation]] *[[Physics for Animators]] *[[Character Design]] Architecture *[[History of Architecture]] *[[Theory]] *[[Space-Making]] *[[Tectonics]] *[[Structures]] *[[Urban and Regional Planning]] *[[Interior Design]] Art History *[[Survey of Art History]] *[[Design History]] *[[History of Crafts]] *[[History of Western Art]] *[[History of Eastern Art]] *[[Women in Art History]] *[[Contemporary Art]] *[[African American Artists]] Art Theory *[[Creative Development]] *[[Contextual & Critical Studies]] *[[Aesthetics: Philosophy of Beauty]] *[[Psychology of Design]] *[[Society & Design]] *[[Linguistics, Semiology & Design]] Business of Art *[[Design Business]] *[[Copyright Law]] Cartooning/Sequential Art *[[Intro to Cartooning]] *[[History of Comics]] *[[Sequential Art Storytelling and Narratives]] *[[Writing for Comics]] *[[Penciling Comics]] *[[Inking Comics]] *[[Coloring for Comics]] *[[Comics Painting]] *[[Life Drawing for Cartooning]] *[[Conceptual Illustration]] *[[Character Design for Comics]] *[[Comics Cover Illustration]] *[[Comics Graphic Design and Packaging]] *[[Comic Publication]] *[[Storyboarding]] Crafts *[[Knitting]] *[[Needlework & Embroidery]] *[[Dollmaking]] *[[Floral Arrangement]] Ceramics *[[Ceramics & Glass Design]] Computer Graphics *[[Intro to Computer Graphics]] Design (General) *[[Interdisciplinary Design]] *[[Design Management & Innovation]] *[[Design Leadership]] Drawing *[[Drawing for Beginners]] *[[Advanced Techniques]] *[[Drawing in Color]] *[[Drawing in Perpsective]] Illustration *[[Technical Illustration]] Environment Design *[[Environmental & Urban Design]] *[[4D (Experience) Design]] Graphic Design *[[Design Commentary & Criticism]] *[[Principles of Design]] *[[Graphic & Multimedia Design]] *[[Web Design]] *[[2D Design]] *[[3D Design]] *[[Software Design]] *[[Design Technology: Processes & Construction]] *[[Typographic Design]] *[[Illustration Design]] Industrial Design *[[Furniture Design]] *[[Design Modelmaking]] *[[Design Research]] *[[Design Computing]] *[[Product Design]] *[[Mechatronic Design]] (see also [[Robotics]]) Fashion and Textile Design *[[Fashion Design]] *[[Textile Design]] *[[Jewellery Design]] Filmmaking *[[Matte Painting]] *[[Storyboarding]] Painting *[[Introduction to Painting]] *[[Oil and Acylic Painting Techniques]] *[[Landscape Painting]] *[[Abstract Painting]] *[[Painting the Figure]] *[[Still Life Painting]] *[[Digital Painting]] Photography *[[Introduction to Photography]] *[[Lens Media]] *[[Photographic Manipulation]] Printmaking *[[Printmaking]] Sculpture *[[Sculpture]] Theatre *[[Theatre Design]] Unsorted *[[Ergonomics]] *[[User Testing]] *[[Scenario Building]] *[[Interaction Design]] [[Category:Pages needing cleanup after Import]] [[Category:Portal]] 3431 15585 2006-08-26T20:32:59Z JWSchmidt 20 [[Wikiversity:School of Art and Design]] moved to [[Portal:Art and Design]]: [[School:Art and Design]] already in use #REDIRECT [[Portal:Art and Design]] 3433 15596 2006-08-26T20:55:01Z JWSchmidt 20 This category is an alternative spelling fork of [[Category:Page moved from Wikibooks]]. This category is an alternative spelling fork of [[:Category:Page moved from Wikibooks]]. [[Category:Page moved from Wikibooks]] 3434 24224 2006-09-05T18:29:59Z JWSchmidt 20 [[Category:Law]] Coordinate this page with [[School:Law]]. This material was [[b:Wikiversity:School of Law|imported from Wikibooks]]. ==Courses== * [[/International Law/]] ==Study guides== * [[/Study Guide/]] * [[/1L Guide/]] * [[/Federal Rules of Evidence/]] ==Related Wikibooks== *[[Common Law Jurisdictions]] **[[Australian Law]] **[[Canadian Law]] **[[Israeli Law]] **[[Indian Law]] **[[United Kingdom Law]] ***[[Patent Law]] *[[Civil Law Jurisdictions]] **[[European Community Law]] **[[French Law]] **[[German Law]] **[[Japanese Law]] **[[Canadian Law]] *[[Religious Law]] **[[Canon Law]] **[[Islamic Law]] **[[Halacha | Jewish Law]] *[[International Law]] **[[Maritime Law]] *[[Military Law]] **[[American Military Law]] *[[Criminal Law]] **[[US Criminal Law]] [[Category:Pages needing cleanup after Import]] [[Category:Law]] 3437 23310 2006-09-04T00:41:28Z JWSchmidt 20 category Coordinate this page with [[School:Linguistics]]. This material was [[b:Wikiversity:School of Linguistics|imported from Wikibooks]]. {{cleanup|Wikify, link to subpages and Wikipedia instead.}} Definition The study of human language(s) by scientific method(s) in the spoken, written and preconscious form. Pieter [[User:Jansegers|Jansegers]], July 13th 2004 == Languages and Language Families == See [[:Category:Languages and Language families]] == History of Linguistics == not correct == Approach to Linguistics == === Generative Approach === === Formal Linguistics === === Functional Linguistics === === Cognitive Linguistics === == Areas of Study == In the scientific practice of linguistics, several distinct areas of study are recognized. Each represents a different aspect or level of abstraction. These range from [[Phonetics]]--the study of the acoustic, anatomical, and other such aspects of the physical production or qualities of vocal sounds; to syntax--the study of the rules and organization of words and the relationships existing between them. See also [[:Category:Lingustics/Levels of Speech]] === Pragmatics === The study of the use of language in a social context. === Stylistics === ==== Language Acquisition ==== ==== Language Disorders ==== === Prescriptivism vs. Descriptivism === === Diachronics === ==Historical Linguistics== ==== Language Change and Evolution ==== [[Category:Pages needing cleanup after Import]] [[Category:Linguistics]] 3440 23929 2006-09-04T22:40:20Z Trevor MacInnis 99 +cat The quickest way to find information here is to look it up directly. On the left-hand side of your screen there is a '''Search''' box with two buttons under it labeled "Go" and "Search". Just type something into the box, like Math, and press enter or click the '''Go''' button. This will take you directly to Wikiversity's lessons on [[School:Mathematics|Math]]. There you will most likely find relavent answers to your question and, because this project is still growing, you can add your knowledge to the pool. If you have any problems, the rest of this article suggests ways to solve them. == Definitions == If you're looking for a straight definition, our sister project [http://en.wiktionary.org/wiki/Main_Page Wiktionary] is a good choice. == Skins == It's possible, due to a different skin or unusual display device, that the box will not be on the left. Just look around a bit, you'll find it. == Searching == If no such article exists, or if you accidentally press the '''Search''' button instead of the '''Go''' button, [[Wikiversity:Searching|our search engine]] will do its best to help you along. If that isn't working for you, you could try an [[Wikipedia:Searching#External_search_engines|external search engine]]. __NOTOC__ [[Category:Help]] 3441 24143 2006-09-05T14:48:25Z Trevor MacInnis 99 add link to wikipedia:Introduction __NOTOC__ __NOEDITSECTION__ <!-- ********************************************************************************************** ********************************************************************************************** **** **** **** Do not ask your question on this page! Rather, go to one of the listed pages instead.**** **** **** ********************************************************************************************** --> {{shortcut|[[WV:Q]]}} == Where to ask questions or make comments == You can find the answers to many of your questions at the following places: {| |- valign=top | style="width:50%"| === Finding information === * '''[[Wikiversity:Search|Search]]''' — for many questions it's fastest and easiest to use the search box. <span style="font-size:80%;margin-left:.5em"> e.g. To find the capital of South Africa, fill in ''south africa'' in the box on the left and click ''Search''.</span> * '''[[Wikiversity:Help desk|Help Desk]]''' — for knowledge questions (about anything other than how to use Wikiversity) you can ask our volunteers. <span style="font-size:80%;margin-left:.5em"> e.g. ''"What country has the world's largest fishing fleet?"''</span> | === How to use Wikiversity === * Your first stop should be '''[[Wikiversity:Introduction]]'''. * '''[[Wikiversity:What is Wikiversity?|What is Wikiversity?]]''' * '''[[Help:Contents]]''' — information about using Wikiversity. <span style="font-size:80%;margin-left:.5em"> e.g. ''"How do I add an image to an article?"''.</span> *'''[[Wikiversity:New contributors' help page|New contributors' help page]]''' — a range of services to answer newcomers' questions. |- | === Asking questions or making comments === * Each article has a '''[[Wikiversity:Talk page|Talk page]]''' — click on the '''article's''' '''''discussion''''' link at the top of the page &mdash; for questions, reporting vandalism or discussions about the article. * '''[[Wikiversity:Colloquium|Colloquium]]''' is '''the''' discussion forum for many '''technical and policy issues'''. | |} ''Please do not post your question on this page.'' [[Category:Help]] 3444 15701 2006-08-26T22:07:47Z JWSchmidt 20 [[Wikiversity:School of Law]] moved to [[Portal:Law]]: [[School:Law]] already exists #REDIRECT [[Portal:Law]] 3446 15707 2006-08-26T22:12:10Z JWSchmidt 20 [[Wikiversity:School of Linguistics]] moved to [[Portal:Linguistics]]: [[School:Linguistics]] already exists #REDIRECT [[Portal:Linguistics]] 3450 15724 2006-08-26T22:31:55Z JWSchmidt 20 [[Topic:Plant Sciences]] moved to [[School:Plant Sciences]]: as seen at [[b:Wikiversity:School of Plant Sciences]] #REDIRECT [[School:Plant Sciences]] 3453 15744 2006-08-26T23:14:30Z JWSchmidt 20 #REDIRECT [[School:Chemistry]] #REDIRECT [[School:Chemistry]] 3454 18514 2006-08-28T02:34:07Z TimNelson 352 Redirecting to [[Topic:Literary Studies]] #REDIRECT [[Topic:Literary Studies]] 3457 23775 2006-09-04T20:14:56Z Az1568 793 Fixed double redirect #REDIRECT [[Topic:Literary Studies]] 3462 16105 2006-08-26T23:55:45Z JWSchmidt 20 subcategory [[Category:Humanities]] 3463 18822 2006-08-28T07:07:07Z TimNelson 352 [[Category:Humanities]] [[Category:Literary Studies]] 3464 23140 2006-09-03T18:04:15Z Digitalme 39 /* Library */ template This page was imported from [[b:Wikiversity:School of Music]] and should be coordinated with [[School:Music]]. <center> [[image:somwikiversity.gif]]</center> == School of Music == Welcome to the School of Music here at Wikiversity. The goal of this school is to offer the same quality of information as one would receive in a classroom, except without charge. The focus of this school will be to offer courses in theory, composition, jazz, ear training and history courses, as well as instructional aids and materials based on those subjects. The courses in each field of study are numbered in the order that the courses should be completed. == Departments & Faculty == Head of School: [[User: John Dodge|John Dodge]]<br> Asst. Head of School: Gray Kidd *[[#Performance|Performance]] **Dean of Performance: [applicant needed] *[[#Theory and Composition|Theory and Composition]] **Dean of Theory and Composition: [[User: Steve Renard|PRSteve27]]<br> *[[#Musicology|Musicology]] **Dean of Musicology: [applicant needed] *[[#Jazz Studies|Jazz Studies]] **Dean of Jazz Studies: [applicant needed] == Courses == === Performance === Performance Emphases: *[[/Bass/]] *[[/Clarinet/]] *[[/Euphonium/]] *[[/Flute/]] *[[/French Horn/]] *[[/Guitar/]] *[[/Oboe/]] *[[/Piano/]] *[[/Percussion/]] *[[/Saxophone/]] *[[/Trumpet/]] *[[/Trombone/]] *[[/Tuba/]] *[[/Viola/]] *[[/Violin/]] *[[/Violoncello/]] *[[/Voice/]] === Theory and Composition === The goal of the Theory and Composition department is to equip the student with the tools and skills necessary to compose, arrange and analyze music. At the completion of this course of study, students will possess the skills and knowledge of western theory, creative writing, arranging, as well as having a portfolio of original works. *[[/TC1/]] - Fundamentals of Music *[[/TC2/]] - Music Theory I *[[/TC3/]] - Music Theory II *[[/TC4/]] - Music Theory III *[[/TC5/]] - Music Theory IV *[[/TC5/]] - Form and Analysis *[[/TC6/]] - Beginning Composition *[[/TC7/]] - [[Counterpoint]] *[[/TC8/]] - Advanced Composition *[[/TC9/]] - Music Technology *[[/TC10/]] - Arranging *[[/TC11/]] - Orchestration *[[/TC12/]] - Final Theory Project === Musicology === *[[/MC1/]] - Intro to Musicology *[[/MC2/]] - Survey of Music History *[[/MC3/]] - History of Jazz *[[/MC4/]] - Musical Genres *[[/MC5/]] - Music in Film *[[/MC6/]] - The Symphony and the Opera *[[/MC7/]] - Music of the Middle Ages and Renaissance *[[/MC8/]] - Music of the Baroque Era *[[/MC9/]] - Music of the Classical Era *[[/MC10/]] - Music of the 19th Century *[[/MC11/]] - Music of the 20th Century *[[/MC12/]] - Musicology Final Research Project === Jazz Studies === Jazz Studies also requires TC1-4 and TC-9 *[[/JS1/]] - Survey of Jazz History *[[/JS2/]] - Jazz Piano I *[[/JS3/]] - Jazz Piano II *[[/JS4/]] - Jazz Arranging I *[[/JS5/]] - Jazz Arranging II *[[/JS6/]] - Jazz Improvisation I *[[/JS7/]] - Jazz Improvisation II *[[/JS8/]] - Subgenres of Jazz *[[/JS9/]] - Final Jazz Studies Project == Library == The following are articles and Wikibooks which will be helpful to you in your studies. {{School_of_Music_TOC}} ---- Welcome to the School of Music! This will be a book about every aspect of it, and will contain lectures and articles and quizzes for people on every level and development stage. It should be noted that this is not aimed only at the history of music or musicians, which can be found in detail on [[Wikipedia:Wikiportal/Music|Music portal]], but also music theory, composition, jazz studies ethnomusicology and ear training. By the way: can the wiki books and mediaweek system please get some good way of showing written music and notes, maybe something similar to the math-systems? Or perhaps built in support for lilypond. It would have been very helpful for this book. [[fr:Wikiversité:Musique]] [[it:Wikiversità:Scuola_di_Musica]] [[Category:Pages needing cleanup after Import]] [[Category:Music]] 3467 16229 2006-08-27T00:11:10Z JWSchmidt 20 [[Wikiversity:School of Music]] moved to [[Portal:Music]]: [[School:Music]] already exists #REDIRECT [[Portal:Music]] 3471 16270 2006-08-27T01:44:20Z JWSchmidt 20 [[Category:Page moved from Wikibooks]] <center><big>'''Welcome to the School of Comparative Mythology!'''</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. These learning projects are designed give students a broad understanding of the basic archetypes in world myth as a whole and the tools to understand how myths from different cultural traditions shed light on each other. [[Topic:Introduction to Myth|Introduction to Myth]] <br> Start here! A basic introduction to the world of mythology. [[Topic:Comparative Methodologies|Comparative Methodologies]] <br> Develop tools to help you approach and disect myths. [[Topic:Creation Myths|Creation Myths]] <br> Explores several major creation myths focusing on thematic similarities and major diffferences. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). *[[User:Drspartacuss|Drspartacuss]] * ... ==School news== * '''Date founded''' - School founded! [[Category:{{PAGENAME}}| ]] =Links= [http://www.pantheon.org/ Encyclopedia Mythica] [[Category:Page moved from Wikibooks]] [[Category:Wikiversity schools|Comparative Mythology]] 3472 16250 2006-08-27T01:14:23Z JWSchmidt 20 [[Wikiversity:School of Comparative Mythology]] moved to [[School:Comparative Mythology]]: move this school out of the project namespace #REDIRECT [[School:Comparative Mythology]] 3473 16252 2006-08-27T01:16:51Z JWSchmidt 20 subcategory [[Category:Humanities]] 3474 16267 2006-08-27T01:38:05Z JWSchmidt 20 [[Introductory myth reading group]] Welcome to the '''Introduction to Myth''' Learning Center. ==Summary== Participants in this Learning Center develop activities for the study of myths. Various entertaining learning projects are needed for participants who will read myths and discuss them. Participants will then author wiki pages that describe their favorite myths. ==Prerequisites== * [EXAMPLE:] Completing an introductory course in ____ is recommended. * etc. ==Goals== This learning project offers learnings activities to ____. *etc. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introductory myth reading group]] read and discuss famous myths * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==Activities== *Activity 1. *etc. ==Readings== Each activity has a suggested associated background reading selection. *Reading 1. *ect. ==References== Additional helpful readings include: [[Category:]] <---include subject name =What is a Myth?= The word 'myth' comes to us from the greek word 'mythos' which means, quite simply, a story. For our purposes we will define myth as "a story, assumed to have taken place in the past, whose main function is neither to entertain nor present facts, but rather to inform the listener morally, spiritually, and/or culturally." Please note that this definition allows a story to be both mythical AND factual, but in order for a story to qualify as a myth it must have value as a tool of "moral, spiritual, and/or cultural" instruction even if it turns out to not be factual. Using this definition, the following ARE myths: *Stories about the gods of ancient cultures (Roman, Grecian, Egyptian, Myan etc.) *Stories about King Arthur and his Knights *Grimm's Fairy Tales *Star Wars (A long time ago, in a galaxy far, far away..) *Stories about the life of the Buddha, Christ, Zoroaster, etc. (Remember! Even if these men really existed and really performed the deed attributed to them, stories about them fall firmly under our definition of myth.) Using this definition, the following ARE NOT myths: * * * * * [[Category:{{PAGENAME}}| ]] 3475 16263 2006-08-27T01:23:36Z JWSchmidt 20 [[Wikiversity:School of Comparative Mythology:Intro to Myth]] moved to [[Topic:Introduction to Myth]]: better name #REDIRECT [[Topic:Introduction to Myth]] 3476 16265 2006-08-27T01:27:09Z JWSchmidt 20 subcategory [[Category:Comparative Mythology]] 3477 24169 2006-09-05T15:36:41Z JWSchmidt 20 /* Divisions and Departments */ fix link <center><big>'''Welcome to the School of Philosophy!'''</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. '''Note''': there are additional philosophy pages that need to be imported [[b:Wikiversity:School of Philosophy|from Wikibooks]]. *[[Introduction to Philosophy]] - convert to a "Topic:" page? *[[Topic:Initial Questions|Initial Questions]] *[[Topic:Logic|Logic]] *Epistemology *Metaphysics *Philosophy of Science *Philosophy of Religion *Philosophy of Language *Philosophy of Mind *[[Wikiversity:Philosophy of Art|Philosophy of Art]] *Normative ethics *Meta-ethics *[[School_of_Mathematics:Philosophy_of_Mathematics|Philosophy of Mathematics]] *'''The History of Philosophy''' **[[Wikiversity:School_of_Philosophy:The_History_of_Philosophy:The_Ancient_Greeks|The Ancient Greeks]] **[[Wikiversity:Eastern Philosophy|Eastern Philosophy]] *[[Wikiversity:Hegel|Hegel]] *[[Wikiversity:Bioethics|Bioethics]] *[[Wikiversity:Social_and_Political_Philosophy|Social and Political Philosophy]] * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Image:Allium vineale01.jpg|thumb|left|250px]]'''Welcome to the [[Wikiversity]] School of Philosophy.''' <blockquote>According to Cicero ([http://www.thelatinlibrary.com/cicero/tusc.shtml ''Tusculan Disputations''] V, III, 8), when Pythagoras was once asked who philosophers were, he replied that life seemed to him to resemble the games in the Olympic festival: some men sought glory, others to buy and sell at the games, and some men had come neither for gain nor applause, but for the sake of the spectacle and to understand what was done and how it was done. In the same way, in life, some are slaves of ambition or money, but others are interested in understanding life itself. These give themselves the name of philosophers (lovers of wisdom), and they value the contemplation and discovery of nature beyond all other pursuits.</blockquote> == Where to start == [[image:TokyoCigaretteVendingMachine.jpg|right|250px|thumb|<small>The choice here is great</small>]] If you're new to philosophy, or just new to Wikiversity's School of Philosophy, this place may seem like a bit of a tangle. That's okay! Most of our editors are students or past students, who are also beginning their journey in the philosophical conversation. This doesn't mean what they have written is rubbish, but that it will be about the same technicality as what you would want. (Bonus) The best place to start is by asking yourself why you came here... '''Current Philosophy Students''' If you are a current student, looking for information on a philosophy or a philosopher then have a browse. If we don't have what you are looking for, then please tell us. We're naturally all volunteers, but there's more chance of finding what you're searching for if you talk about it. '''Brand New''' If you are brand new to philosophy, then stay away from Hegel! Political philosophy is probably what you've encountered in your own life, so that's always a nice start. Logic will help you understand arguments, and will give you new tools to evaluate them. '''Academia''' If you are an academic, then we welcome you to edit, add and evolve the site. Your knowledge and expertise will add greatly to the integrity and morale of the School, as well as adding confidence to end users. It's also quite fun. '''To All''' The most important thing, is that if you have some information you can share - '''then share it!''' We welcome all contributions. ==Reading list== General - "Philosophical analysis in the 20th century", volumes I and II by Scott Soames. - "Sophie's world" by Jostein Gaarder - "Are You a Machine" by Eliezer Sternberg - "Concept of Mind" by Gilbert Ryle ==Departmental Message Board== *[[Wikiversity:philosophy_message_board|Philosophy Department message board]] *[[Wikiversity:who is who in the philosophy department|Who is who in the Philosophy Department]] ==Library== *[[Wikiversity:philosophy_resources|The Library]] This is the gateway for information about the courses and philosophy in general. We hope that its size and scope will increase dramatically as participation in the School increases. We welcome input from all philosophies and philosophers. *[[wikiversity:Kant's Categorical Imperative|Kant's Categorical Imperative]] ==Other Philosophy Departments== *[http://es.wikibooks.org/wiki/Wikiversidad:Departamento_de_Filosof%C3%ADa Wikiversidad: Departamento de Filosofía (Spanish)] [[Category:Pages needing cleanup after Import]] [[Category:Philosophy| ]] [[Category:Wikiversity schools|Philosophy]] [[sr:Викиверзитет:Школа филозофије]] 3480 16360 2006-08-27T01:49:43Z JWSchmidt 20 [[Wikiversity:School of Philosophy]] moved to [[School:Philosophy]]: move this school out of the project namespace #REDIRECT [[School:Philosophy]] 3485 23423 2006-09-04T04:24:37Z JWSchmidt 20 new sections '''Reading Lists for the School of Literature & English Studies''' ==Department description== This list is partially taken from a list that used to exist on the front page of the [[Wikiversity:School of Literature and English Studies]] ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[English Literature - Read and discuss]] - participants form discussion groups *[[English Literature - Read and write]] - participants read and then write essays * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... ==Fiction== *Major Authors **[[w:Chinua Achebe|Chinua Achebe]] **[[w:Louisa May Alcott|Louisa May Alcott]] **[[w:Margaret Atwood|Margaret Atwood]] **[[w:Jane Austen|Jane Austen]] **[[w:James Baldwin|James Baldwin]] **[[wikipedia:Ray Bradbury|Ray Bradbury]] **[[w:Anne Bronte|Anne Bronte]] **[[w:Charlotte Bronte|Charlotte Bronte]] **[[w:Emily Bronte|Emily Bronte]] **[[wikipedia:William S. Burroughs|William S. Burroughs]] **[[w:Willa Cather|Willa Cather]] **[[wikipedia:Micheal Chabon|Micheal Chabon]] **[[wikipedia:Raymond Chandler|Raymond Chandler]] **[[w:Kate Chopin|Kate Chopin]] **[[wikipedia:James Fenimore Cooper|James Fenimore Cooper]] **[[wikipedia:Philip K. Dick|Philip K. Dick]] **[[wikipedia:Ralph Ellison|Ralph Ellison]] **[[wikipedia:James Ellroy|James Ellroy]] **[[wikipedia:F. Scott Fitzgerald|F. Scott Fitzgerald]] **[[w:Charlotte Perkins Gilman|Charlotte Perkins Gilman]] **[[wikipedia:Nathaniel Hawthorne|Nathaniel Hawthorne]] **[[wikipedia:Robert Heinlen|Robert Heinlen]] **[[wikipedia:Joseph Heller|Joseph Heller]] **[[wikipedia:Ernest Hemingway|Ernest Hemingway]] **[[wikipedia:Frank Herbert|Frank Herbert]] **[[wikipedia:Henry James|Henry James]] **[[wikipedia:John Kennedy O'Toole|John Kennedy O'Toole]] **[[wikipedia:Jack Kerouac|Jack Kerouac]] **[[wikipedia:Ken Kesey|Ken Kesey]] **[[w:Ursula LeGuin|Ursula LeGuin]] **[[w:Doris Lessing|Doris Lessing]] **[[wikipedia:Sinclair Lewis|Sinclair Lewis]] **[[wikipedia:Jack London|Jack London]] **[[wikipedia:Herman Melville|Herman Melville]] **[[wikipedia:Arthur Miller|Arthur Miller]] **[[wikipedia:Henry Miller|Henry Miller]] **[[wikipedia:Edgar Allen Poe|Edgar Allen Poe]] **[[wikipedia:Tom Robbins|Tom Robbins]] **[[wikipedia:Richard Russo|Richard Russo]] **[[wikipedia:J.D. Salinger|J.D. Salinger]] **[[wikipedia:William Shakespeare|William Shakespeare]] **[[w:Gertrude Stein|Gertrude Stein]] **[[wikipedia:John Steinbeck|John Steinbeck]] **[[wikipedia:Neal Stephenson|Neal Stephenson]] **[[wikipedia:Henry David Thoreau|Henry David Thoreau]] **[[wikipedia:Mark Twain|Mark Twain]] **[[wikipedia:Kurt Vonnegut|Kurt Vonnegut]] **[[wikipedia:Robert Penn Warren|Robert Penn Warren]] **[[w:Jeanette Winterson|Jeanette Winterson]] *Important Works **[[wikipedia:Amazing Adventures of Kavalier & Clay|Amazing Adventures of Kavalier & Clay]] **[[wikipedia:Big Sur|Big Sur]] **[[wikipedia:Cannery Row|Cannery Row]] **[[wikipedia:Catcher in the Rye|Catcher in the Rye]] **[[wikipedia:Confederacy of Dunces|Confederacy of Dunces]] **[[wikipedia:Demon Box|Demon Box]] **[[wikipedia:Dr. Sax|Dr. Sax]] **[[wikipedia:Dune|Dune]] **[[wikipedia:East of Eden|East of Eden]] **[[wikipedia:Elmer Gantry|Elmer Gantry]] **[[wikipedia:Empire Falls|Empire Falls]] **[[wikipedia:Fahrenheit 451|Fahrenheit 451]] **[[wikipedia:For Whom the Bell Tolls|For Whom the Bell Tolls]] **[[w:the Handmaid's Tale|the Handmaid's Tale]] **[[w:Herland|Herland]] **[[wikipedia:Invisible Man|Invisible Man]] **[[wikipedia:Kings Blood Royal|Kings Blood Royal]] **[[wikipedia:Last of the Mohicans|Last of the Mohicans]] **[[w:the Lathe of Heaven|the Lathe of Heaven]] **[[w:Little Women|LIttle Women]] **[[wikipedia:Lost Horizon|Lost Horizon]] **[[wikipedia:Main Street|Main Street]] **[[w:Memoirs of a Survivor|Memoirs of a Survivor]] **[[wikipedia:Moby Dick|Moby Dick]] **[[w:My Antonia|My Antonia]] **[[wikipedia:Naked Lunch|Naked Lunch]] **[[wikipedia:Neuromancer|Neuromancer]] **[[w:Pride and Prejudice|Pride and Prejudice]] **[[wikipedia:Of Mice and Men|Of Mice and Men]] **[[wikipedia:One Flew Over the Cuckoo's Nest|One Flew Over the Cuckoo's Nest]] **[[wikipedia:On The Road|On The Road]] **[[w:the Song of the Lark|the Song of the Lark]] **[[wikipedia:Stranger in a Strange Land|Stranger in a Strange Land]] **[[wikipedia:The Beautiful and Damned|The Beautiful and Damned]] **[[wikipedia:The Grapes of Wrath|The Grapes of Wrath]] **[[wikipedia:The Great Gatsby|The Great Gatsby]] **[[wikipedia:The Lord of the Flies|The Lord of the Flies]] **[[wikipedia:The Love of the Last Tycoon|The Love of the Last Tycoon]] **[[wikipedia:The Martian Chronicles|The Martian Chronicles]] **[[wikipedia:The Rosy Crucifixion|The Rosy Crucifixion]] **[[w:Sense and Sensibility|Sense and Sensibility]] **[[w:Sexing the Cherry|Sexing the Cherry]] **[[wikipedia:The Sun Also Rises|The Sun Also Rises]] **[[w:Things fall apart|Things fall apart]] **[[wikipedia:The Town and the City|The Town and the City]] **[[wikipedia:This Side of Paradise|This Side of Paradise]] **[[wikipedia:To Kill a Mockingbird|To Kill a Mockingbird]] **[[wikipedia:Tortilla Flat|Tortilla Flat]] **[[wikipedia:Walden|Walden]] **[[w:The Yellow Wallpaper|The Yellow Wallpaper]] ==Poetry== *Major Authors **[[wikipedia:John_Ashberry|John Ashberry]] **[[wikipedia:John_Berryman|John Berryman]] **[[wikipedia:E.E. Cummings|E.E. Cummings]] **[[wikipedia:Emily Dickinson|Emily Dickinson]] **[[wikipedia:John Donne|John Donne]] **[[wikipedia:Thomas Stearns Eliot|Thomas Stearns Eliot]] **[[wikipedia:Ralph Waldo Emerson|Ralph Waldo Emerson]] **[[wikipedia:Robert Frost|Robert Frost]] **[[wikipedia:Langston Hughes|Langston Hughes]] **[[wikipedia:Kenneth_Koch|Kenneth Koch]] **[[wikipedia:Henry Wadsworth Longfellow|Henry Wadsworth Longfellow]] **[[wikipedia:Frank_O%27Hara|Frank O'Hara]] **[[w:Sylvia Plath|Sylvia Plath]] **[[wikipedia:Edgar Allan Poe|Edgar Allan Poe]] **[[wikipedia:Ezra Pound|Ezra Pound]] **[[w:Anne Sexton|Anne Sexton]] **[[wikipedia:Wallace_Stevens|Wallace Stevens]] **[[wikipedia:Dylan_Thomas|Dylan Thomas]] **[[wikipedia:Walt Whitman|Walt Whitman]] [[Category:Literature and English Studies]] ==Major Authors and Works in Languages other than English== Ancient -- for a more extensive list, please visit the Classics Department **[[w:Chuang Chou|Chuang Chou]], [[w:Chuang Tzu|Chuang Tzu]] **[[w:Gilgamesh|Gilgamesh]] **[[wikipedia:Homer|Homer]], [[wikipedia:the Iliad|the Iliad]] and [[wikipedia:the Odyssey|the Odyssey]] **[[wikipedia:Plator|Plato]], [[wikipedia:The Apology of Socrates|The Apology of Socrates]] **[[w:Sappho|Sappho]], lyric poetry **[[w:Tu Fu|Tu Fu]], lyric poetry Early Modern/The Renaissance -- Prose and Drama **[[w:Calderon|Calderon]], [[w:Life is a Dream|Life is a Dream]] **[[w:Castiglione|Castiglione]], [[w:the Book of the Courtier|the Book of the Courtier]] **[[w:Dante|Dante]], [[w:the Divine Comedy|the Divine Comedy]] **[[w:Marguerite de Navarre|Marguerite de Navarre]], [[w:the Heptameron|the Heptameron]] **[[w:Sei Shonagon|Sei Shonagon]], [[w:the Pillow Book|The Pillow Book]] The 18th Century -- Prose and Drama **[[w:Basho|Basho]], [[w:The Narrow Road to the Interior|The Narrow Road to the Interior]] **[[w:Goethe|Goethe]], [[w:the Sorrows of young Werther|the Sorrows of young Werther]] **[[w:Laclos|Laclos]], [[w:Les Liaisons Dangereueses|Les Liaisons Dangereuses]] **[[w:Montesquieu|Montesquieu]], [[w: the Persian Letters|the Persian Letters]] **[[w:Jean Jacques Rousseau|Jean Jacques Rousseau]], [[w:the Confessions|the Confessions]], [[w:the Social Contract|the Social Contract]], [[w:the Discourse on Inequality|the Discourse on Inequality]] **[[wikipedia:Voltaire|Voltaire]], [[w:Candide|Candide]], [[w:Micromegas|Micromegas]], [[w:the Ingenu|the Ingenu]] The 19th Century -- Prose and Drama **[[w:Goethe|Goethe]], [[w:Elective Affinities|Elective Affinities]], [[w:Faust|Faust]] **[[w:Victor Hugo|Victor Hugo]], [[w:Notre Dame de Paris|Notre Dame de Paris]], [[w:Les Miserables|Les Miserables]] **[[w:Ibsen|Ibsen]], [[w:The Doll's House|The Doll's House]], [[w:Hedda Gabler|Hedda Gabler]], [[w:The Wild Duck|The Wild Duck]] **[[w:George Sand|George Sand]], [[w: the Intimate Journal|the Intimate Journal]] Major 20th Century writers -- Prose and Drama **[[w:Tadeusz Borowski|Tadeusz Borowski]], [[w:This Way for the Gas, Ladies and Gentlemen|This way for the Gas, Ladies and Gentlemen]] **[[w:Calvino|Calvino]], [[w:Cosmicomics|Cosmicomics]] **[[w:Albert Camus|Albert Camus]], [[w:The Stranger|The Stranger]], [[w:The Fall|The Fall]], [[w:The Plague|The Plague]] **[[w:Marguerite Duras|Marguerite Duras]], [[w:Hiroshima, mon Amour|Hiroshima, mon Amour]] **[[w:Gunther Grass|Gunther Grass]], [[w:The Tin Drum|The Tin Drum]] **[[w:Elfriede Jelinek|Elfriede Jelinek]], [[w:The Piano Teacher|The Piano Teacher]] **[[w:Kazantzakis|Kazantzakis]], [[w:The Last Temptation of Christ|The Last Temptation of Christ]] **[[w:Haruki Murakami|Haruki Murakami]], [[w:The Windup Bird Chronicle|The Windup Bird Chronicle]] **[[w:Marjane Satrapi|Marjane Satrapi]], [[w:Persepolis|Persepolis]] **[[w:Elie Wiesel|Elie Wiesel]], [[w:Night Trilogy|Night Trilogy]] [[Category:Literary Studies]] 3488 23777 2006-09-04T20:15:20Z Az1568 793 Fixed double redirect #REDIRECT [[Topic:Literary Studies/Reading Lists]] 3490 16420 2006-08-27T02:32:25Z 67.72.98.120 I am interested in learning how to build outside agricultural buildings using POLE/POST CONSTRUCTION. Please direct me to the nest step. 3491 16423 2006-08-27T02:43:29Z Jlguinn 127 Purpose of searching: Find path to desired [[Goal State]] from all future states possible. ==Breadth-first search== *Each level (or depth) of the search tree is explored before expanding its nodes to search their children. *Uses a [[FIFO QUEUE]] *Advantage: Simple to implement *Disadvantage: Heavy memory requirements ==Depth-first search== *Drills deep into the hierarchy, exploring one lineage until it reaches the child/leaf node with no successors (or it's goal, of course. *Advantage: Improves on the memory requirements by deleting entire line once explored. *Disadvantage: Potential to run into infinitely deep search path (non-complete) ==Depth-limited search== *Mitigates infinite depth path of Depth-first search by placing a limit on the depth *Will fail to reach goal if goal resides deeper than depth limit. ==Iterative depth-first search== *Performs iterations of depth-first searches with increasing depth limits. ==Bidirectional search== *Searches from initial state to goal state and also from goal state backward to initial state, stopping when the two searches meet at a node in between. *Advantage: Time and memory requirements good, comparatively *Disadvantage: Not always feasable, or possible, to search backward through possible states. 3492 23447 2006-09-04T04:44:21Z Trevor MacInnis 99 /* Divisions and Departments */ fix link to redirect <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. {|border=1 ! Code !! Division/Department |- | (L)A || [[Topic:Language Acquisition|Language Acquisition]] |- | (L)N || [[Topic:History of Linguistics|History of Linguistics]] |- | (L)T || [[Topic:Literary Studies|Literary Studies]] |- | || [[Topic:Writing Center|Writing Centre]] |} * [[School:Linguistics]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Category:{{PAGENAME}}| ]] 3493 21524 2006-08-30T05:21:33Z TimNelson 352 /* Families of the Americas */ All the items below need to be made into subcategories. There are some pages such as [[School of Linguistics/Dravidian languages]] that can go into those categories. === Natural Languages === Languages that cannot be reliably classified into any family are known as [[language isolates]]. ==== Major Language Families (grouped geographically without regard to inter-family relationship) ==== In the following, each "bulleted" item is a known language family. The geographic headings over them are meant solely as a tool for grouping families into collections more comprehensible than an unstructured list of the dozen or two of independent families. Geographic relationship is convenient for that purpose, but these headings are ''not'' a suggestion of any "super-families" phylogenetically relating the families named. ===== Families of Africa and Southwest Asia ===== * [[Afro-Asiatic languages|Afro-Asiatic (Hamito-Semitic) languages]] * [[Niger-Congo languages]] * [[Nilo-Saharan languages]] * [[Khoisan languages]] ===== Families of Europe, and North Asia, West Asia, and South Asia ===== * [[Indo-European languages]] * [[Dravidian languages]] (some include '''Dravidian''' languages in a larger [[Elamo-Dravidian languages|Elamo-Dravidian language]] family.) * [[Caucasian languages]] (generally thought to be two separate families, [[North Caucasian languages|North Caucasian]] and [[South Caucasian languages|South Caucasian]]) * [[Altaic languages]] (disputed) * [[Uralic languages]] * [[Hurro-Urartian languages]] ([[extinct language|extinct]]) * [[Yukaghir languages]] (Some include Yukaghir in the '''Uralic''' family.) * [[Chukotko-Kamchatkan languages]] * [[Yenisei-Ostyak languages]] * [[Andamanese languages]] ===== Families of East Asia and Southeast Asia and the Pacific ===== * [[Austroasiatic languages]] * [[Austronesian languages|Austronesian (Malayo-Polynesian) languages]] * [[Sino-Tibetan languages]] (some include '''Tai-Kadai''' and '''Hmong-Mien''' in the Sino-Tibetan family) * [[Tai languages|Tai-Kadai languages]] * [[Hmong-Mien languages]] * [[Australian Aboriginal languages]] (multiple families) * [[Papuan languages]] (multiple families) ===== Families of the Americas ===== * [[Alacalufan languages]] ([[South America]]) (2) * [[Algic languages]] (including [[Algonquian]]) ([[North America]]) * [[Arauan languages]] ([[South America]]) (8) * [[Araucanian languages]] ([[South America]]) (2) * [[Arawakan languages]] ([[South America]], [[Caribbean]]) (60) * [[Arutani-Sape languages]] ([[South America]]) (2) * [[Aymaran languages]] ([[South America]]) (3) * [[Barbacoan languages]] ([[South America]]) (7) * [[Caddoan languages|Caddoan languages]] ([[North America]]) * [[Cahuapanan languages]] ([[South America]]) (2) * [[Carib languages]] ([[South America]]) (29) * [[Chapacura-Wanham languages]] ([[South America]]) (5) * [[Chibchan languages]] ([[Central America]], [[South America]]) (22) * [[Choco languages]] ([[South America]]) (10) * [[Chon languages]] ([[South America]]) (2) * [[Chumash languages]] ([[North America]]) (7) * [[Harakmbet languages]] ([[South America]]) (2) * [[Hokan languages]] ([[North America]]) * [[Huavean languages]] ([[North America]]) * [[Inuit-Aleut|Inuit-Aleut languages]] ([[North America]]) * [[Iroquoian languages]] ([[North America]]) * [[Jivaroan languages]] ([[South America]]) (4) * [[Katukinan languages]] ([[South America]]) (3) * [[Keres languages]] ([[North America]]) (2) * [[Kiowa-Tanoan languages]] ([[North America]]) (6) * [[Lule-Vilela languages]] ([[South America]]) (1) * [[Macro-Ge languages]] ([[South America]]) (32) * [[Maku languages]] ([[South America]]) (6) * [[Mascoian languages]] ([[South America]]) (5) * [[Mataco-Guaicuru languages]] ([[South America]]) (11) * [[Mayan languages]] ([[North America]]), ([[Central America]]) * [[Misumalpan languages]] ([[Central America]]) * [[Mixe-Zoque languages]] ([[North America]], [[Central America]]) * [[Mosetenan languages]] ([[South America]]) (1) * [[Mura languages]] ([[South America]]) (1) * [[Muskogean languages]] ([[North America]]) * [[Na-Dene]] languages (Athabascan) ([[North America]]) * [[Nambiquaran languages]] ([[South America]]) (5) * [[Oto-Manguean languages]] ([[Central America]]) * [[Paezan languages]] ([[South America]]) (1) * [[Panoan languages]] ([[South America]]) (30) * [[Penutian languages]] ([[North America]]) * [[Peba-Yaguan languages]] ([[South America]]) (2) * [[Quechuan languages]] ([[South America]]) (46) * [[Salishan languages]] ([[North America]]) * [[Salivan languages]] ([[South America]]) (2) * [[Siouan languages]] ([[North America]]) * [[Tacanan languages]] ([[South America]]) (6) * [[Tucanoan languages]] ([[South America]]) (25) * [[Tupi languages]] ([[South America]]) (70) * [[Uru-Chipaya languages]] ([[South America]]) (2) * [[Uto-Aztecan languages]] ([[North America]]) * [[Witotoan languages]] ([[South America]]) (6) * [[Yanomam languages]] ([[South America]]) (4) * [[Zamucoan languages]] ([[South America]]) (2) * [[Zaparoan languages]] ([[South America]]) (7) ==== Proposed Language Super-Families ==== * [[Austric languages|Austric]] * [[Indo-Pacific languages|Indo-Pacific]] * [[Ural-Altaic languages|Ural-Altaic]] * [[Proto-Pontic|Pontic]] * [[Ibero-Caucasian languages|Ibero-Caucasian]] * [[Alarodian languages|Alarodian]] * [[Amerind languages|Amerind]] * [[Macro-Siouan languages|Macro-Siouan]] * [[Kongo-Saharan languages|Kongo-Saharan]] * Super-Families that would include Indo-European ** [[Eurasiatic languages|Eurasiatic]] ** [[Nostratic languages|Nostratic]] ** [[Proto-World language|Proto-World]] ==== Creole languages, Pidgins, and Trade languages ==== * [[Bislamic languages]] ** [[Bislama]] ** [[Broken language|Broken]] ** [[Pijin]] ** [[Tok Pisin]] * [[Chabacano]] - A Spanish creole spoken in South of the Philippines. * [[Chinook Jargon]] * [[Hawaiian Creole English]] * [[Haitian creole]] * [[Hiri Motu]] * [[Lingua franca]] * [[Portuguese Creole]] languages * [[Sango (language)|Sango]] ==== [[Isolate languages]] ==== * [[Basque]] *[[Burushaski]] *[[Ainu]] ==== [[Sign languages]] ==== *[[American Sign Language]] (ASL) *[[Auslan]], used in Australia *[[British Sign Language]] (BSL) *[[Dutch Sign Language]] (NGT) *[[Quebec Sign Language]] (LSQ) *[[French Sign Language]] (LSF) *[[Flemish Sign Language]] "Vlaamse Gebarentaal" (VGT) *[[German Sign Language]] "Deutsche Gebärdensprache" (DGS) *[[Swiss-German Sign Language]] "Deutschschweizer Gebärdensprache" (DSGS) *[[Irish Sign Language]] (ISL) *[[Nicaraguan Sign Language]] (LSN) *[[Taiwanese Sign Language]] (TSL) ==== Other Natural Languages of Special Interest ==== * [[List of endangered languages|Endangered languages]] * [[List of extinct languages|Extinct languages]] === Languages Other than Natural Languages === Besides the above languages that have arisen spontaneously out of the capability for vocal communication, there are also languages that share many of their important properties. * [[constructed language|constructed spoken languages]] [[Category:Linguistics]] 3494 16471 2006-08-27T05:11:10Z TimNelson 352 All of the sections below need to be made into subcategories. === Phonetics === The study and systematic classification of the sounds made in spoken utterance. [[Link title]] === Phonology === A study and description of the sound changes in a language. === Morphology === The study of the internal structure of words. === Syntax === The study of the structure of phrases, sentences and language. ==== Transformational-Generative Grammar ==== ==== Dependency Grammar ==== ==== Tree-Adjoining Grammar ==== === Semantics === The study of the relationship between words and their meanings. === Corpus\Text Linguistics === [[Category:Linguistics]] 3495 21923 2006-08-31T12:22:22Z JWSchmidt 20 subcategory Most of the stuff below needs to go into subcategories; the Computational Linguistics page needs to be moved into a learning resource in the [[Topic:Linguistics | Department of Linguistics]] ASAP. === Computational Linguistics === An interdisciplinary field dealing with the statistical and logical modeling of [[Wikipedia:natural language | natural language]] from a computational perspective. This modeling is not limited to any particular field of linguistics. There are two major purposes of computational linguistics: # To help linguists study natural languages more easily # To make it possible for ordinary people to use natural language when using a computer Computational linguists often use large bodies of digitized text or speech called [[Wikipedia:Text corpus | corpora]] as a basis for teaching computer programs the proper use of a language, or to compare the use of a language in one context to it's use in another context. This is also called [[#Corpus.5CText Linguistics | corpus linguistics]]. Some of the practical uses of computational linguistics include: * [[Wikipedia:Speech recognition | Speech recognition]] * [[Wikipedia:Speech synthesis | Speech production]] * [[Wikipedia:Machine translation | Machine translation]] * Improvements to [[Wikipedia:data mining | data mining]], including [[Wikipedia:search engine | search engine]] design. ''See Also: [[Wikipedia:computational linguistics]]'' === Psycholinguistics === [[Category:Linguistics]] 3496 16475 2006-08-27T05:19:52Z TimNelson 352 The things below all need to be turned into categories. === Generative Approach === === Formal Linguistics === === Functional Linguistics === === Cognitive Linguistics === [[Category:Linguistics]] 3498 23767 2006-09-04T20:09:31Z Az1568 793 Fixed double redirect #REDIRECT [[Topic:Language Acquisition]] 3501 21924 2006-08-31T12:26:39Z JWSchmidt 20 subcategory Anything here needs to be moved to [[:Category:Language Acquisition]] [[Category:Categories with spelling errors]] 3503 21500 2006-08-30T05:07:18Z TimNelson 352 [[Category:Language Acquisition]] [[Category:Indo-European languages]] 3504 21494 2006-08-30T05:02:42Z TimNelson 352 [[Category:Language Acquisition]] [[Category:Indo-European languages]] 3506 19398 2006-08-28T20:10:42Z JWSchmidt 20 /* Courses */ courses at Wikiversity <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> [[Image:Montreal City Hall Jan 2006.jpg|thumb|right|200px]] A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. The discipline of Architecture covers a broad spectrum including Art, Science, Engineering, and Humanities. The experiment to teach Architecture online is unique, and unprecedented. Historically, it is a fact that some of the best architects in the world have been self learners, this online School of Architecture proposes a practical guide of the most important steps that have made us Architects. We hoped that you will enjoy this experimental process and the amazing experience of becoming an Architect. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ===Courses=== <div style="background-color:#FFF594; padding:10px; border:1px solid black;">'''Where are the courses?'''<BR>There is nothing that prevents Wikiversity participants from creating and attending conventional courses within Wikiversity. However, the wiki user interface is not well-suited for a conventional course format. The Wikimedia Foundation Board of Trustees has directed the Wikiversity community away from courses (the [[Wikiversity:Original proposal#Evaluation of the old proposal|Board's comments]]). Wikiversity participants are encouraged to innovate and create learning experiences that take full advantage of the wiki format of online community interactions. Non-traditional '''[[Wikiversity:Learning projects|Learning Projects]]''' that are oriented towards learning about [[Wikiversity:Browse|conventional course subjects]] are encouraged within Wikiversity. See: [[Wikiversity:Learning]].</div> *[[Topic:Introduction to Architecture]] '''Basic''' *[[Topic:Understanding the Environment Complexity]] *[[Topic:Introduction to Structural Systems]] *[[Topic:Design Workshop]] *[[Topic:Computer Aid 1]] *[[Topic:History of Architecture]] *[[Topic:Theory of Architecture]] '''Intermediate''' *[[Topic:Environmental and Landscape Design]] *[[Topic:Building Construction Techniques]] *[[Topic:Design Workshop 2]] *[[Topic:Experimental Design Lab]] *[[Topic:Computer Aid 2]] *[[Topic:Architecture Electives]] '''Advanced''' *[[Topic:Sustainable Environment in Design]] *[[Topic:Design Workshop 3]] *[[Topic:Urban Utopias]] *[[Topic:Computer Aid 3]] *[[Topic:Materials and Specifications]] *[[Topic:Professional Practice]] '''Thesis Project''' ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... Contributors : Solangel Fernandez, Paul Giron, [[User:Ant|Ant]], Jeh Shyan Wong, SKY International, International Architects' Salon ==School news== * '''Date founded''' - School founded! [[Category:{{PAGENAME}}| ]] ==Conversion of Your Credit Hours to Diplomas and Degrees== There are currently no plans for the conversion of the accumulated credit hours and grade point average to the appropriate diploma and degrees. Discussions are on-going at this moment (18 July 2005) and a decision is expected to be finalised by end-October 2005. Arrangements are being made with the not-for-profit ''International Architects' Salon'' to accredit students for the Diplomas and Degrees. However, there is no guarantee of recognition by your local accreditation or professional board. Further announcement will be made in this section. [[Category:Architecture]] [[Category:Wikiversity schools]] [[Category:Pages needing cleanup after Import]] 3509 16552 2006-08-27T06:41:58Z JWSchmidt 20 [[Wikiversity:School of Architecture]] moved to [[School:Architecture]]: better name #REDIRECT [[School:Architecture]] 3515 19709 2006-08-29T03:39:50Z TimNelson 352 Redirecting to [[Template:Learning project boilerplate]] #REDIRECT [[Template:Learning project boilerplate]] 3517 21641 2006-08-30T15:56:10Z Trevor MacInnis 99 +cat ==Purpose of the {{PAGENAME}}== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}}== * Course code: Unit name ... [[Category:Page creation templates]] 3519 21640 2006-08-30T15:55:45Z Trevor MacInnis 99 +cat The suggested plan for a {{PAGENAME}} degree are: * A total of A units * At least B units must be second year level or above * At least C units must be third year level or above * At least D units must be from the faculty of E * All the units in the Core stream must be completed * All the units in at least one other stream must be completed ==Streams== * Core * ... [[Category:Page creation templates]] 3521 18517 2006-08-28T02:36:26Z TimNelson 352 Redirecting to [[Topic:Literary Studies]] #REDIRECT [[Topic:Literary Studies]] 3523 16623 2006-08-27T11:52:24Z TimNelson 352 New logo. Looks better in my opinion. Created using the GIMP + Render>Flame. == Summary == New logo. Looks better in my opinion. Created using the GIMP + Render>Flame. == Licensing == {{CC-BY-SA-2.5}} 3524 23783 2006-09-04T20:17:27Z Az1568 793 Fixed double redirect #REDIRECT [[Topic:Writing Center]] 3527 18762 2006-08-28T05:49:35Z TimNelson 352 <small>[[Topic:Literary Studies|Literary Studies]] > [[{{PAGENAME}}]]</small> Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTU101 * '''Suggested Prerequisites:''' High school english * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' First year undergraduate ==Content summary== Welcome to English 1101: Rhetoric and Composition I. This course will prepare you for academic writing in college settings. You will learn skills in this course that will make you a more effective college writer. You will learn to think rhetorically, that is, how to tailor your writing to accommodate diverse audiences and contexts. You will also learn planning, drafting, editing, reviewing, and revising strategies that will strengthen your writing process. We will also look carefully at sentences and see how they can be improved to make them clearer or more persuasive. Though this course will include information about research, English 1102: Rhetoric and Composition II is intended as a more complete introduction to that subject. 1101 is more concerned with more fundamental concepts such as focus, development, organization, style, and conventions. Understanding these concepts is a prerequisite to 1102. ==Intended outcome== This course will help you refine four vital skills necessary for a good job in today's economy: Abstraction, System Thinking, Experimentation, and Collaboration. Instead of learning rules or formulas, you will develop your own methods and define a methodology. You will not always know everything you need to know before starting a project--you must learn along the way, adapting what you have learned to address new projects. Instead of working alone, you will work others to manage projects. You will learn how to provide evidence for your arguments and present them in an innovative and effective manner to your colleagues and professional audiences. This course will prepare you for argument and research-based writing in all academic settings. You will compose multiple drafts with careful revision and editing and complete numerous style exercises to sharpen your editorial skills. ==Unit materials== * '''Study guide:''' ===Other sample syllabi=== Use these syllabi and course schedules to help you plan your progress through this course. Teachers are invited to copy and adapt these syllabi for use in their writing classes. * [http://www.mattbarton.net/tikiwiki/tiki-index.php?page=Fall+05+Intro+to+Rhetorical+and+Analytical+Writing+Syllabus Matt Barton's English 191 Syllabus] * [http://www.mattbarton.net/tikiwiki/tiki-index.php?page=Fall+05+Intro+to+Rhetorical+and+Analytical+Writing+Schedule Matt Barton's English 191 Schedule] ===Texts=== * [[b:Rhetoric and Composition]] (incomplete; please help) ===Lessons=== [[Category:Page moved from Wikibooks]] [[Category:Literary Studies]] 3529 23701 2006-09-04T19:44:22Z Az1568 793 Fixed double redirect #REDIRECT [[Rhetoric and Composition I]] 3531 18731 2006-08-28T05:17:48Z TimNelson 352 /* Lessons */ <small>[[Topic:Literary Studies]] > [[{{PAGENAME}}]]</small> Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTU??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' Third year undergraduate ==Content summary== ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== ===Lessons=== * Lesson 1: [[Introduction to Web Writing]] * Lesson 2: [[Writing Blogs]] * Lesson 3: Wikis [[Category:English language]] [[Category:Writing]] [[Category:Literary Studies]] [[Category:Pages moved from Wikibooks]] 3532 23694 2006-09-04T19:40:40Z Az1568 793 Fixed double redirect #REDIRECT [[Introduction to Web Writing]] 3533 18702 2006-08-28T04:35:11Z TimNelson 352 /* Assignments */ <small>[[Topic:Literary Studies|Literary Studies]] > [[{{PAGENAME}}]]</small> Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTU??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' In this course, students could submit a piece each week from a variety of genres. Students will also be encouraged to read a variety of writers and write reviews of them * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' Creative Writing * '''Level:''' ==Content summary== ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== ===Lessons=== ===Assignments=== *Week one **Read Allen Ginsburg's [http://www.writing.upenn.edu/~afilreis/88/america.html ''America''] and write a two paragraph review. **Submit one poem (on the course talk page). *Week two **Read T.S. Eliot's [http://www.bartleby.com/198/1.html ''The Love Song of J. Alfred Prufrock''] and write a one page review. **Submit one poem. ***Further information on T. S. Eliot can be found in the [[T. S. Eliot]] course. [[Category:English language]] [[Category:Writing]] [[Category:Literary Studies]] [[Category:Pages moved from Wikibooks]] 3534 23691 2006-09-04T19:39:21Z Az1568 793 Fixed double redirect #REDIRECT [[Introduction to Creative Writing]] 3535 18760 2006-08-28T05:47:53Z TimNelson 352 <small>[[Topic:Literary Studies|Literary Studies]] > [[{{PAGENAME}}]]</small> Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTU??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== '''The communication of the dead is tongued with fire beyond the language of the living''' - T.S Eliot, Little Gidding If you have any questions please bring them up in the disscusion area, I would be happy to talk them over. Would someone please run a search for typos? This course carries with it possibly the strangest assignment you will ever be given. Examine the sensual in way's you never have before. Follow specks of light, trace the patterns of sound cars make as they go past in your mind. In addition, find beautiful places and sit and look at them. Also, think, critically consider everything you experience, analyse the culture around you, consider the motivations people have for doing everything. The course has with it supplementary material, mostly reading. The choices are selected to try to help you understand T.S Eliot and his poetry, they do not all immedieatly connect with the reading they are attached to, but as a whole, if considered carefully, will give you insight not only into the soul and writings of T.S Eliot, but also into the soul of humankind. I would appreciate persons knowledgable about non western traditions to post equivelant liteature from traditions they understand ( i.e Buhhdist and Hindu texts etc) into these sections. Papers in this course will not be marked, nevertheless it is recomended for your own sake that you complete them, they add far greater depth to the experience and enhance your writing skills. In addition, they might even help you find things about yourself, your life and your philosophy you never knew before. To find the readings online, as well as invaluable essays and study aids, look in the resources section. ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== ===Lessons=== ===Assignments=== (Poetic reading assingments should be read out loud if possible) ====Wk I==== ====== Key questions ====== Does our society allow us a voice? ======Read====== "The love song of Alfred J Prufrock". Read all biographical materials provided ( and more if you can find some). ======Write====== *Write a paper, try to include the following aspects of the poem ( if they intrest you) The use of rhyme in the first verse The fragmentary nature of the poem The themes of isolation and impotencency it brings up The surreal images it uses ( i.e "I have measured out my life with coffee spoons). Try to understand the purpose for every element of the poem. *Write a poem inspired in some way by "The love song of Alfred J Prufcock" ( even if the inspiration is that you hate the poem!) ======Supplementary reading====== Fear and trembling by Soren Kriekgraad. ====Wk II==== ======Key questions====== What are the future directions of modern society ======Read====== "The waste land" ======Write====== One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page. ======Supplementary reading====== Sections of beyond good and evil by Nistezche ( enter an internet search to find). ====Wk III==== ====== Key questions ====== What makes life meaningful, is modern life not as meaningful as it should be? ====== Read ====== "The hollow men" ======Write====== One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page. ======Supplementary material====== Browse sections of Max Weber's "The protestant work ethic and the rise of capitalism." ======Wk IV====== ======Key questions====== What is change? How does it effect mankind? ======Read====== "Burnt Norton" ======Write====== One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page. There's no supplementary material this week because I'd like you to try something more daring, write a long poem. ====WK V==== ======Key questions====== What does death mean to you? ======Read====== "East Coker" ======Write====== One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page. ======Supplementary material====== The triumph of life by Shelley. ====Wk VI==== ======Key questions====== What are things we cannot deny? ======Read====== "The Dry Salvages" ======Write====== One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page. ======Supplementary material====== View a copy of the artwork "The Scream" ( enter a search) read some material and interpretation of it if possible. ====WK VII==== ======Key questions====== What would it be like to experience something you cannot describe, or to find yourself suddenly find your postion in the great cosmic scheme of things ( if there were such a thing). ======Read====== "Little Gidding" ======Write====== One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page. ======Suplementary reading====== Some of the works of St John of the cross ( enter a search). ====Wk VIII==== ======Key questions====== If life goes on an on, humankind largely unchanged, If so few of us reach a point of spirtual fufilment, what can the ordinary people do? What would make your life more meaningful? ======Read====== "Murder in the Cathederal" ======Write====== One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page. ======Suplementary reading====== The book of eccelasties ====Sum up==== What have you learned? Has it changed you as a person? Why not write a poem or an essay about it? Or even a short story? Are you glad you took the course? T.S Eliot won the nobel prize for liteature, would you have awarded it to him? ===Resources=== ====Biography==== http://en.wikipedia.org/wiki/T._S._Eliot An introduction to T.S Eliot the man. http://www.english.uiuc.edu/maps/poets/a_f/eliot/life.htm- An more in depth introduction ====On Eliot and his work==== http://www.sparknotes.com/poetry/eliot/ A simple concise introduction to the poetry of T.S Eliot. http://www.english.uiuc.edu/maps/poets/a_f/eliot/eliot.htm- A lot of very good essays on T.S Eliot and his work. http://www.bartleby.com/198/1.html The love song of Alfred J Prufcock. http://eliotswasteland.tripod.com/ A hypertext version of "The wasteland". http://www.cs.umbc.edu/~evans/hollow.html The Hollow Men . http://www.tristan.icom43.net/quartets/ The four quatrets. http://www.wellsprings.org.uk/wellspring_of_pilgrimage/litgidd.htm A description of Little Gidding church. Unfortunately no copy of "murder in the cathderal" could be found online. If you wish to complete this section of the course you will have to buy a copy yourself, failing that you could just skip it. ====Supplementary material==== http://home.ddc.net/ygg/etext/fear.htm- Fear and Trembling. http://www.mala.bc.ca/~johnstoi/Nietzsche/beyondgoodandevil_tofc.htm- Beyond Good and Evil. http://xroads.virginia.edu/~HYPER/WEBER/cover.html- The Protestant work ethic and the rise of capitalism http://eir.library.utoronto.ca/rpo/display/poem1912.html- The Triumph of Life. http://www.poemhunter.com/p/m/poem.asp?poet=34197&poem=412162- St John of the cross ( one of his poems). http://www.bartleby.com/108/21/- The book of Ecclesiastes Spark notes for most of these things are avaliable. Simply search "spark notes" on google, and then find them on the page. [[Category:Pages moved from Wikibooks]] [[Category:Literary Studies]] 3538 23707 2006-09-04T19:45:41Z Az1568 793 Fixed double redirect #REDIRECT [[T. S. Eliot]] 3540 18728 2006-08-28T05:14:48Z TimNelson 352 Lesson 2 of [[Web Writing]] unit This course will deal with weblogs, their uses, how to get started, and their implications for society. ==Introduction== The weblog (blog) pheonomena has just picked up pace within the last year as the Dan Rather memo story broke and also because of the GannonGuckert Gate scandal. Weblogs are used to convey opinions on a variety of issues ranging from sports to software. They're also used to let people know what's going on, and people have used them as a sort of self-documentary. ===Fifteen Minutes of Fame=== Way back in the day, an artist by the name of Andy Warhol stated that, "In the future everyone will be world famous for 15 minutes"[http://en.wikiquote.org/wiki/Andy_Warhol]. This has proven true as reality shows have sprung into existence and viral marketing has been discovered. When I say viral marketing, I mean posting a video of one's self on the Internet and having it spread everywhere. This has been used for good (Google Mail) and for evil (beheadings). Reality shows give everyone who appears in them some fame. People who are "average joes/janes" have their names memorized by others, and many of them go on the talkshow circuit. ===Self-Documentary=== People use blogs to document their daily lives. They're basically public diaries. In some instances, people have been fired because of them. [[Category:English language]] [[Category:Writing]] 3541 23710 2006-09-04T19:46:39Z Az1568 793 Fixed double redirect #REDIRECT [[Writing Blogs]] 3542 18743 2006-08-28T05:30:36Z TimNelson 352 <small>[[Topic:Literary Studies|Literary Studies]] > [[{{PAGENAME}}]]</small> Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTU??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic: Literary Studies|Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== ===Lessons=== ==Assignments== *Week 1 **Read: [[Wikipedia:W._B._Yeats| W.B. Yeats']] [http://www.artofeurope.com/yeats/yea4.htm ''The Wild Swans at Coole''] **Write a 2 page paper regarding the imagery used. *Week 2 ==Active Participants== * [[User:Atrivedi]] [[Category:English language]] [[Category:Literary Studies]] [[Category:Pages moved from Wikibooks]] 3543 23484 2006-09-04T06:43:29Z Az1568 793 Fixed double redirect #REDIRECT [[20th Century British Poetry]] 3544 18761 2006-08-28T05:48:51Z TimNelson 352 <small>[[Topic:Literary Studies|Literary Studies]] > [[{{PAGENAME}}]]</small> Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTU??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== ===Lessons=== ===Assignments=== * Week xxxx ** Read: [[Wikipedia:Joseph_Conrad| Joseph Conrad's]] [[Wikipedia:The_Secret_Agent| ''The Secret Agent'']] ** Write: a two page double-spaced paper ready for posting on the talk page by 5pm EST * Week yyyy * Read: [[Wikipedia:Ford_Madox_Ford| Ford Madox Ford's]] [[Wikipedia:The_Good_Soldier| ''The Good Soldier'']] * Write: a two page double-spaced paper ready for posting on the talk page by 5pm EST ==Active participants== * [[User:Atrivedi]] ==Assignments== [[Category:English language]] [[Category:Pages moved from Wikibooks]] [[Category:Literary Studies]] 3548 23483 2006-09-04T06:42:56Z Az1568 793 Fixed double redirect #REDIRECT [[20th Century British Novel]] 3550 18758 2006-08-28T05:45:57Z TimNelson 352 <small>[[Topic:Literary Studies|Literary Studies]] > [[{{PAGENAME}}]]</small> Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTU??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== ===Poets studies=== *[[Wikipedia:Ezra_Pound|Ezra Pound]] **[http://www.english.uiuc.edu/maps/poets/m_r/pound/pound.htm Pound at Modern American Poetry] *[[Wikipedia:H.D.|H.D.]] *[[Wikipedia:William_Carlos_Williams|William Carlos Williams]] *[[Wikipedia:T._S._Eliot|T.S. Eliot]] (bus see also [[T. S. Eliot]] course) **[http://www.bartleby.com/198/1.html ''The Love Song of J. Alfred Prufrock''] **[http://www.bartleby.com/201/1.html Full Text of ''The Wasteland''] **[http://town.hall.org/Archives/radio/IMS/HarperAudio/011894_harp_ITH.html Eliot Reading ''The Wasteland''] *[[Wikipedia:Allen_Ginsburg|Allen Ginsberg]] *[[Wikipedia:wiki/Jack_Kerouac|Jack Kerouac]] *[[Wikipedia:Charles_Bukowski|Charles Bukowski]] *[[Wikipedia:John_Berryman|John Berryman]] *[[Wikipedia:John_Ashbery|John Ashbery]] *[[Wikipedia:Kenneth_Koch|Kenneth Koch]] *[[Wikipedia:Frank_O%27Hara|Frank O'Hara]] ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== ===Lessons=== ===Assignments=== ==Active participants== * [[User:Atrivedi]] [[Category:English language]] [[Category:Literary Studies]] [[Category:Pages moved from Wikibooks]] 3551 23482 2006-09-04T06:42:21Z Az1568 793 Fixed double redirect #REDIRECT [[20th Century American Poetry]] 3552 18770 2006-08-28T06:01:54Z TimNelson 352 <small>[[Topic:Literary Studies|Literary Studies]] > [[{{PAGENAME}}]]</small> Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTU??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== '''Required Reading''' ''Biography and Context'' *[[wikipedia:Edgar Allan Poe|Edgar Allan Poe]] ''Poetry'' *"A Dream Within a Dream" (1827) ([http://en.wikisource.org/wiki/A_Dream_Within_a_Dream Full Text] at Wikisource) *"The City in the Sea" (1831) ([http://en.wikisource.org/wiki/The_City_in_the_Sea Full Text] at Wikisource) *"Lenore" (1843) ([http://en.wikisource.org/wiki/Lenore Full Text] at Wikisource) *"[[wikipedia:The Raven|The Raven]]" (1845) ([http://en.wikisource.org/wiki/The_Raven_%28Poe%29 Full Text] at Wikisource) *"Annabel Lee" (1849) ([http://en.wikisource.org/wiki/Annabel_Lee Full Text] at Wikisource) *"The Bells" (1849) ([http://en.wikisource.org/wiki/The_Bells Full Text] at Wikisource) ''Short Stories'' *"The Fall of the House of Usher" (1839) ([http://en.wikisource.org/wiki/The_Fall_of_the_House_of_Usher Full text] at Wikisource) *"The Pit and the Pendulum" (1842) ([http://en.wikisource.org/wiki/The_Pit_and_the_Pendulum Full text] at Wikisource) *"The Tell-Tale Heart" (1843) ([http://en.wikisource.org/wiki/The_Tell-Tale_Heart Full text] at Wikisource) *"The Cask of Amontillado" (1846) ([http://en.wikisource.org/wiki/The_Cask_of_Amontillado Full text] at Wikisource) *"A Descent into the Maelstrom" (1850) ([http://en.wikisource.org/wiki/A_Descent_into_the_Maelstrom Full text] at Wikisource) ''Auguste Dupin Stories'' *"The Murders in the Rue Morgue" (1841) ([http://en.wikisource.org/wiki/The_Murders_in_the_Rue_Morgue Full text] at Wikisource) *"The Mystery of Marie Roget" (1843) ([http://en.wikisource.org/wiki/The_Mystery_of_Marie_Rog%C3%AAt Full text] at Wikisource) *"The Purloined Letter" (1844) ([http://en.wikisource.org/wiki/The_Purloined_Letter Full text] at Wikisource) ''Essays'' *"[[wikipedia:The Philosophy of Composition|The Philosophy of Composition]]" (1846) *"[[wikipedia:The Poetic Principle|The Poetic Principle]]" (1850) ''posthumously'' ===Lessons=== ===Assignments=== ==Active participants== * [[User: measly pawn | measly pawn]] [[Category:Pages moved from Wikibooks]] [[Category:Literary Studies]] 3553 23687 2006-09-04T19:36:33Z Az1568 793 Fixed double redirect #REDIRECT [[Edgar Allan Poe]] 3554 18776 2006-08-28T06:11:51Z TimNelson 352 <small>[[Topic:Literary Studies|Literary Studies]] > [[{{PAGENAME}}]]</small> Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTG??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== This class will deal with the epic poems from the past to the present. There will be translations of the major works in other languages. See also [[Wikiversity:School of Classics]]. This page is still being worked on, please be patient. If there are issues, please let us know on the discussion Page. ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== == Poets and Their Works == *[[Wikipedia:Homer|Homer]] **[[Wikipedia:Iliad|''The Illiad'']] **[[Wikisource:The_Iliad|Text to ''The Illiad'']] **[[Wikipedia:Odyssey|''The Odyssey'']] **[[Wikisource:The_Odyssey|Text to ''The Odyssey'']] (These both are Wikisource versions. If there's a better one online, please let us know) *[[Wikipedia:Beowulf|Beowulf]] *[[Wikipedia:Vyasa|Vyasa]] **[[Wikipedia:Mahabharata|''Mahabharata'']] *[[Wikipedia:John_Milton|John Milton]] **[[Wikipedia:Paradise_Lost|''Paradise Lost'']] **[[Wikisource:Paradise Lost|Text to ''Paradise Lost'']] ===Lessons=== ===Assignments=== ==Active participants== [[Category:Literature]] [[Category:Literary Studies]] [[Category:Pages moved from Wikibooks]] 3555 23688 2006-09-04T19:37:26Z Az1568 793 Fixed double redirect #REDIRECT [[Epic Poetry]] 3556 18788 2006-08-28T06:32:51Z TimNelson 352 <small>[[Topic:Literary Studies|Literary Studies]] > [[{{PAGENAME}}]]</small> Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTG??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== This particular course will deal with the reading of both British and American Romantic Poetry and will include essays on assigned writers or poems. This page is still being updated, please be patient. Soon, I will add readings and links under poets names and possibly more poets. Feel free to suggest! Questions? ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== *Wikipedia article on [[Wikipedia:Romanticism|Romanticism]] ==Poets== British: *[[Wikipedia:William_Wordsworth|William Wordsworth]] *[[Wikipedia:Samuel_Taylor_Coleridge|Samuel Taylor Coleridge]] *[[Wikipedia:William_Blake|William Blake]] *[[Wikipedia:George_Gordon_Byron%2C_6th_Baron_Byron|George Gordon, Lord Byron]] *[[Wikipedia:Percy_Bysshe_Shelley|Percy Bysshe Shelley]] *[[Wikipedia:John_Keats|John Keats]] American: *[[Wikipedia:Ralph_Waldo_Emerson|Ralph Waldo Emerson]] *[[Wikipedia:Edgar_Allan_Poe|Edgar Allan Poe]] *[[Wikipedia:Henry_Wadsworth_Longfellow|Henry Wadsworth Longfellow]] *[[Wikipedia:Walt_Whitman|Walt Whitman]] ===Lessons=== ===Assignments=== ==Active participants== * [[User:Atrivedi|Atrivedi]] [[Category:Pages moved from Wikibooks]] [[Category:Literary Studies]] 3559 23705 2006-09-04T19:45:14Z Az1568 793 Fixed double redirect #REDIRECT [[Romantic Poetry]] 3561 18793 2006-08-28T06:35:57Z TimNelson 352 Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTG??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== Poetry during the reign of Queen Victoria ===Poets=== *[[Wikipedia:Elizabeth_Browning|Elizabeth Barrett Browning]] *[[Wikipedia:Robert_Browning|Robert Browning]] *[[Wikipedia:Alfred_Lord_Tennyson|Alfred Tennyson]] *[[Wikipedia:Emily_Bronte|Emily Bronte]] *[[Wikipedia:Dante_Gabriel_Rossetti|Gabriel Rossetti]] *[[Wikipedia:Christina_Rossetti|Christina Rossetti]] *[[Wikipedia:Matthew_Arnold|Matthew Arnold]] *[[Wikipedia:Yeats|W.B. Yeats]] *[[Wikipedia:Thomas_Hardy|Thomas Hardy]] As with other pages, this is being updated. Please be patient. Questions/Suggestions? ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== ===Lessons=== ===Assignments=== ==Active participants== * [[User:Atrivedi|Atrivedi]] [[Category:Pages moved from Wikibooks]] [[Category:Literary Studies]] 3562 23709 2006-09-04T19:46:12Z Az1568 793 Fixed double redirect #REDIRECT [[Victorian Poetry]] 3563 18798 2006-08-28T06:43:51Z TimNelson 352 [[Topic:School of Literature and English Studies/Modernist Poetry]] moved to [[Modernist Poetry]]: ...in line with Naming conventions Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTG??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== This poetry will deal with everything from the late 19th century (late Victorian) through the Modernism (about 1945 or so), both American and British. There will be essays on poets and poems as time goes on. *Wikipedia article as an introduction to [[Wikipedia:Modernism|Modernism]] and [[Wikipedia:Modernist_poetry_in_English|Modernist Poetry]]. ==Poets== *[[Wikipedia:Ezra_Pound|Ezra Pound]] **[http://www.english.uiuc.edu/maps/poets/m_r/pound/pound.htm Pound at Modern American Poetry] *[[Wikipedia:H.D.|H.D.]] *[[Wikipedia:William_Carlos_Williams|William Carlos Williams]] *[[Wikipedia:James_Joyce|James Joyce]] *[[Wikipedia:T._S._Eliot|T.S. Eliot]] **[http://www.bartleby.com/198/1.html ''The Love Song of J. Alfred Prufrock''] **[http://www.bartleby.com/201/1.html Full Text of ''The Wasteland''] **[http://town.hall.org/Archives/radio/IMS/HarperAudio/011894_harp_ITH.html Eliot Reading ''The Wasteland''] Still working on this page, please be patient! Suggestions are welcome! Questions? ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== ===Lessons=== ===Assignments=== ==Active participants== * [[User:Atrivedi|Atrivedi]] [[Category:Literature]] [[Category:Literary Studies]] [[Category:Pages moved from Wikibooks]] 3568 23697 2006-09-04T19:42:49Z Az1568 793 Fixed double redirect #REDIRECT [[Modernist Poetry]] 3570 18806 2006-08-28T06:47:44Z TimNelson 352 Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTG??? * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== In this class, we will try to deal more with poetry after World War II, but before the modern era. While the line is a bit tricky to find at times, we'll try to deal with the bigger styles and ideas during the 1940s through the 1970s. *Wikipedia article on [[Wikipedia:Post-modernism|Post-Modernism]] and [[Wikipedia:Postmodern_literature|Post-Modernist Literature]] == Poets == *[[Wikipedia:Samuel_Beckett|Samuel Beckett]] *[[Wikipedia:Allen_Ginsburg|Allen Ginsberg]] *[[Wikipedia:Jack_Kerouac|Jack Kerouac]] *[[Wikipedia:Charles_Bukowski|Charles Bukowski]] This page, like others, is still being worked on. Please be patient! If there's something you'd like to see, please let me know. Questions/Suggestions? ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== ===Lessons=== ===Assignments=== ==Active participants== * [[User:Atrivedi|Atrivedi]] [[Category:Pages moved from Wikibooks]] [[Category:Literary Studies]] 3571 23698 2006-09-04T19:43:30Z Az1568 793 Fixed double redirect #REDIRECT [[Post-Modernist Poetry]] 3572 18813 2006-08-28T06:51:56Z TimNelson 352 Please see [[Template_talk:Unit_boilerplate]] for more information. ==Unit Summary== * '''Course code:''' ALTG???: * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''Faculty:''' Arts * '''School:''' [[School:Language and Literature]] * '''Department:''' [[Topic:Literary Studies]] * '''Stream''' * '''Level:''' ==Content summary== In here, we're going to try to deal with more contemporary poets (in our definition, a poet that was working into the last half of the 20th century and those working currently. The [[Wikipedia:New_York_School|New York School]] will be included with this. == Poets == *[[Wikipedia:John_Berryman|John Berryman]] *[[Wikipedia:John_Ashbery|John Ashbery]] *[[Wikipedia:Kenneth_Koch|Kenneth Koch]] *[[Wikipedia:Frank_O%27Hara|Frank O'Hara]] As with the other poetry sections, this one is still being worked on. Please be patient! If there's someone you wish to see up here, please let me know! Questions/Suggestions? ==Intended outcome== ==Unit materials== * '''Study guide:''' ===Texts=== ===Lessons=== ===Assignments=== ==Active participants== * [[User:Atrivedi|Atrivedi]] 01:26, 15 Jan 2005 (UTC) [[Category:Poetry]] [[Category:Pages moved from Wikibooks]] [[Category:Literary Studies]] 3577 24183 2006-09-05T16:27:31Z Cormaggio 8 /* External links and resources */ add two freely available journals Welcome to the '''Education Portal'''. This portal will be developed into a user-friendly guide to education in general and to how education takes place at Wikiversity, in particular. You may also be interested in [[School:Education| The School of Education]]. ==The Wikiversity model for online learning== "Learning by doing" is a slogan that captures the intent of the wikiversity "e-learning model". The [[Wikiversity:Wikiversity project proposal#Learning groups|Wikiversity e-learning model]] was developed in response to [[Wikiversity:Original proposal#Evaluation of the old proposal|a requested by the Wikimedia Foundation Board of Trustees]] and it was included in the [[Wikiversity:Approved Wikiversity project proposal|approved Wikiversity project proposal]]. At Wikiversity a general term that we can use for educational content is "learning resource". So far, learning resources have been roughly divided into [[Portal:Learning Projects|learning projects]] and [[Portal:Learning Materials|learning materials]]. It is the goal of some Wikiversity participants to create a vast collection of static learning materials, many of which could be downloaded and used by conventional bricks-and-mortar schools, or by self-study students. This is still a major goal of Wikiversity - to provide a repository of learning resources, with lesson plans on how they could be used, and feedback from students and teachers about how we would evaluate these resources in fulfilling their needs. However, in terms of developing a ''Wikiversity model for learning'', what Wikiversity needs now is a collection of exciting learning projects that will attract wiki participants. If we can engage Wikipedia participants in projects that they are interested in, then the learning materials will accumulate as a by-product of those projects. Here is a familiar example of how participation in a wiki project leads to the production of learning materials: at Wikipedia, editors participate in a project that aims to create an online encyclopedia. Participants can learn about topics by editing encyclopedia articles. Viewed from the perspective of learning projects, Wikipedia has one type of "learning project": write encyclopedia articles. At Wikibooks, a physiology teacher assigned students to work on the [[b:Human Physiology|Human Physiology]] textbook. Wikibooks has one type of "learning project": write textbooks. Useful "learning materials", an encyclopedia and textbooks, can be viewed as the by-products of wiki editing projects. It is important to remember the origin of Wikipedia. [[w:Nupedia|Nupedia]] was an attempt to have experts create an online encyclopedia. The Nupedia article creation process was too slow. Wikipedia was then created and article production became much more rapid; anyone could participate, not just experts. Similarly, "the wiki way" to produce "lessons" is to engage many wiki participants (including non-experts) in tasks that will eventually lead to the creation of useful learning materials. An important part of attracting non-experts is to make Wikiversity a place where people can engage in activities that are related to their personal interests. Everyone has topics that they would like to know more about, and Wikiversity should be an inviting place that allows people to explore their interests. There are far more "students" than "teachers". Very few "teachers" have time to come to Wikiversity and edit. Wikiversity needs to encourage learners to participate and "students" will play a major role in creating Wikiversity content. Wikiversity should not make students wait while experts create lessons. Experts should create learning projects that students can participate in NOW. Once the students are engaged in the Wikiversity community, some of them will start helping to develop Wikiversity learning materials. Wikiversity participants are free to develop learning resources using any approach they want. However, Wikiversity is now in a six-month beta phase during which the project is being evaluated in terms of its ability to make a good start on the plan that is described in the approved Wikiversity project proposal. Wikiversity will be evaluated on its ability to provide learning materials and resources that stimulate and facilitate learning, as well as its development of many specific learning communities constituting one grand learning community. Wikiversity is an exploration of how best to use wiki technology to promote and support online learning. "Learning by doing" is a slogan that reminds us to invent activities that will attract Wikiversity participants and engage learners in a vibrant community of scholarship. This is a wiki. "Learning by doing" means editing Wikiversity webpages. Wikiversity learning projects should be intellectually stimulating activities that invite learners to become Wikiversity editors. Education done the wiki way. ==Education classes in a typical university== The purpose of education is to get students to start transferring their ideas of being a student into those of an educator, to be on the other side of the desk. Education classes in a university typically follow the progression of pre-methods -> methods -> student teaching. Pre-methods classes are designed around educational theory and observation, acclimating the student into the process necessary to see education for it's methods rather than just the content. Methods classes build on this concept while drawing the student deeper into the process of how students think and what methods are effective in bringing about understanding. Classes in 'methods blocks' typically include a class on elementary or secondary observation/teaching method, a class on technology, another on classroom management or multiculturalism, and a class on a specific subject area. Once the student has demonstrated proficency in these classes, they are moved on to a student teaching placement, the practical experience. This full semester of teaching is designed to be as close to the real thing as is possible within the law. Students that survive the semester and have shown to be thoughtful and effective educators are passed on for certification in the state in which they did their program. While Wikiversity cannot provide such an experience for those wanting to learn about education, it is however a great opportunity to gain some insights and skills about the process before persuing a program accredited in education. It is important to keep in mind that education often doesn't have a 'right' answer all the time, more often than not there is a political side to it and education is more than just serving up facts...it's a process that is supposed to last a lifetime. On the other hand, in its capacity as alternate educational facility wikiversity can offer prospective teachers with questions, creative writing exercises, and readings that are not found in Education departments, or indeed in most teaching methods courses at time of writing. These materials will encourage the prospective teacher to think about her/himself as a performer, who uses realtime, and what performance artists call "the heat of the real" to engage students in the experience of meaning. Wikis call for challenges to the design of learning - see James (2004). ==References== *James, H. (2004) My brilliant failure: wikis in classrooms, May 21st 2004 [http://kairosnews.org/node/3794?PHPSESSID=288a49cede2000a10503ac9e14d49635] ==External links and resources== * ''[http://moodle.ed.uiuc.edu/wiked/index.php/Main_Page WikEd] is a MediaWiki operated by the Department of Educational Psychology at the University of Illinois at Urbana-Champaign. It contains a great deal of education-related information.'' * ''[http://wikieducator.org/Main_Page WikiEducator] is another developing resource, which may be of help.'' * [http://jcmc.indiana.edu/ Journal of Computer Mediated Communication] * [http://www.ncolr.org/default.htm Journal of Interactive Online Learning] [[Category:Education]] [[Category:Wikiversity portals|Education]] [[Category:Page moved from Wikibooks]] 3581 17040 2006-08-27T14:49:16Z JWSchmidt 20 [[Wikiversity:School of Education]] moved to [[Portal:Education]]: move out of project namespace, [[School:Education]] already exists #REDIRECT [[Portal:Education]] 3585 24088 2006-09-05T11:17:41Z JWSchmidt 20 /* Learning Projects */ <center><big>'''Welcome to the Department of Roman Catholic Studies!'''</big></center> <center>''Part of the [[School:Theology|School of Theology]]''</center> ==Active Participants== Feel free to add your name to the list if you like. * [[User:JBogdan|JBogdan]] * ... ==News== * '''August 27, 2006''' Roman Catholic Studies Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * [[Introduction to Roman Catholicism]] * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==Resources== [http://www.vatican.va The Vatican's website] [[Category:Theology]] 3587 17057 2006-08-27T15:00:26Z JBogdan 533 Attempting to make a redirect--will try it #REDIRECT [[Topic:Roman Catholic Studies]] 3598 17833 2006-08-27T19:36:54Z Rayc 57 '''A2 Latin''' is a continuation of the Latin A level after AS. The [[w:A level|A level]] is a qualification in [[w:United Kingdom|Britain]] and is divided into two parts, AS and A2. The course objective is to become proficient in and around classical Latin, with a working vocabulary without requirement of a vocabulary list. By studying classical texts by Roman authors, the student should develop a love of literature, particularly classics, and engender a pepetual interest. It should also develop within the student a wide knowledge of Ancient Rome, with its customs, history, and life. The course materials laid out below will hopefully eventually enable any autodidactic student to study towards an A grade in the overall A level. Teachers may also find the resources helpful. ==Intended Materials== * Lesson by lesson plans outlining the course that may be consumed at will. * Guides to Pompeii, Herculaneum and Hadrian's wall, outlining their relevancy and points of interest. * A recommended reading list. * Worksheets to encouarge students to think about certain aspects of the course. * Notes on exam formats and techniques. [[Category:Latin]] 3616 17092 2006-08-27T15:05:56Z JBogdan 533 Trying to make another redirect --the last one worked right #REDIRECT [[School:Theology]] 3624 17100 2006-08-27T15:06:42Z JBogdan 533 another redirect created #REDIRECT [[Topic:Roman Catholic Studies]] 3625 17102 2006-08-27T15:07:14Z JBogdan 533 Another redirect #REDIRECT [[Topic:Roman Catholic Studies]] 3626 17103 2006-08-27T15:07:56Z JBogdan 533 another redirect created #REDIRECT [[Topic:Roman Catholic Studies]] 3627 23440 2006-09-04T04:38:52Z Trevor MacInnis 99 fix double redirect #REDIRECT[[School:Jewish Studies]] 3628 17107 2006-08-27T15:10:00Z JBogdan 533 Added redirect for school of Philosophy #REDIRECT [[School:Philosophy]] 3629 24052 2006-09-05T06:56:57Z 220.237.65.56 /* Business Plans */ <center><big>Welcome to the '''School of Entrepreneurship''', part of the [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]]</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * [[Topic:Entrepreneurial businesses|Entrepreneurial businesses]] - this program provides content and a community that enable entrepreneurs to design and launch successful new ventures based on technologies such as Web 2.0. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Category:{{PAGENAME}}| ]] ==Internet Links for Entrepreneurs== ===In UK=== *[http://www.bizhelp24.com/business-start-up/2.html Bizhelp24] *[http://www.businesslink.gov.uk/bdotg/action/home?target=http%3A//www.businesslink.gov.uk/%3Ftc%3D000AD140010001&tc=000AD140010001&ref=http%3A//uk.search.yahoo.com/search%3Ffr%3Dfp-tab-web-t-1%26ei%3DISO-8859-1%26p%3Dbusiness%2Clink%26meta%3Dvc%253D&domain=www.businesslink.gov.uk Business Link] *[http://www.chamberonline.co.uk/ British Chambers of Commerce] *[http://www.bytestart.co.uk/ Bytestart] *[http://www.clearlybusiness.com/index.jsp Clearly Business] *[http://www.companies-house.gov.uk/about/functionsHistory.shtml Companies House] *[http://www.ncge.org.uk/ National Council for Graduate Entrepreneurship] *[http://www.smallbusinessadvice.org.uk/sbas.asp Small business advice service] *[http://www.sbs.gov.uk/sbsgov/action/home?&ref=http%3A//www.careers.manchester.ac.uk/finding/ownbusiness/marketresearch/&domain=www.sbs.gov.uk Small Business Service] *[http://www.startups.co.uk/ Startups.co.uk] ====Bank Links/Business Angels/Other Financing==== *[http://www.business.barclays.co.uk/BRC1/jsp/brccontrol?task=articleFWvi2&site=bbb&value=6233&menu=3724 Barclays Business Banking] *[http://www.bbaa.org.uk/portal/index.php?option=com_contact&catid=20&Itemid=57 British Business Angels Association] *[http://www.bvca.co.uk/ British Venture Capital Association] *[http://www.cooperativebank.co.uk/servlet/Satellite?pagename=CoopBankv2/Page/tplCBv2PageStandard&cid=1112694840163&c=Page Cooperative Bank Business Banking] *[http://www.evca.com/html/home.asp European Venture Capital Association] *[http://www.hsbc.co.uk/1/2/business/needs/starting-a-business-home HSBC Business Banking] *[http://www.j4b.co.uk Grant database] *[http://www.lloydstsbbusiness.com/home.asp?link=top_navigation Lloyds TSB Business Banking] *[http://www.natwest.com/business02.asp?id=BUSINESS/BUSINESS_GUIDES/STARTING_A_BUSINESS/STARTUP_PACKAGE&referrer=BusHPBstartupBright Natwest Business Banking] *[http://www.nesta.org.uk NESTA] *[http://83.138.128.154/Main%20Site%20v2/14-30%20and%20need%20help/start%20up%20in%20business.asp Prince's Trust] *[http://www.rbs.co.uk/Small_Business/default.asp?referrer=hmp Royal Bank of Scotland Business Banking] ====Business Plans==== *[http://www.teneric.co.uk/sample-business-plan.html Teneric Business Plans] *[http://www.bizplans.co.uk/ Business Plan Services] *[http://www.startbusiness.co.uk/Site_Index/Business_Plan/body_business_plan.html Startbusiness.co.uk] *[http://www.readyplanning.com Readyplanning.com] ====IT Support==== *[http://www.sagestartup.co.uk/ Sage Startup] *[http://www.tmb.org.uk/ Technology Means Business] ====Marketing==== *[http://www.new2marketing.com/ New2Marketing.com] *[http://marketing.bizammo.com BizAmmo: Marketing] ====Intellectual Property==== *[http://www.patent.gov.uk/ The UK Patent Office] *[http://www.cipa.org.uk/pages/home Chartered Institute of Patent Attorneys] ====Ideas==== *[http://www.springwise.com Springwise-Entrepreneurial Ideas] ====Buy a business==== *[http://www.businessesforsale.com/ Businessesforsale.com] ====Franchising==== *[http://www.british-franchise.org.uk British Franchising] ====News==== *[http://money.cnn.com/magazines/business2/ Business 2.0] *[http://www.entrepreneur.com/ Entrepreneur] *[http://www.inc.com/ inc.com] *[http://www.growthbusiness.co.uk/entrepreneurs/ Growth Business] *[http://www.redherring.com/ Red Herring] *[http://www.telegraphbusinessclub.co.uk/ Telegraph Business Club] *[http://business.timesonline.co.uk/section/0,,8213,00.html The Times Business] [[Category:Page moved from Wikibooks]] 3632 17166 2006-08-27T15:22:45Z JWSchmidt 20 [[Wikiversity:School of Entrepreneurship]] moved to [[School:Entrepreneurship]]: move imported school out of project namespace #REDIRECT [[School:Entrepreneurship]] 3634 17172 2006-08-27T15:24:18Z Dev920 486 creating new page. An '''A level in History''' is a qualification predominantly offered in the UK. It is offered by four different examination boards in the UK, but a generic course will be developed here with a view to specialising if enough material is written. Many many "units" of History are offered by the exam boards, from many eras and countries. If you wish to study a particular age or nation, it is recommended you first check any examination board in Britain to see if they offer that unit in their course. If not, you would be advised to start your own Topic in the School of History [http://en.wikiversity.org/wiki/School:History#Divisions_and_Departments here] ==Planned Units== *[[Settlement and security: Elizabethan England, 1558-88]] (A2, Edexcel) *[[The Golden Age of Spain 1474-1598]] (A2, Edexcel) *[[The Crisis of the Tudor State, 1547-58]] (A2, Edexcel) 3636 17368 2006-08-27T15:51:04Z JBogdan 533 fixed links Roman Catholicism is one of the world's largest religions. ==Resources== * [[w:Roman Catholic Church|Wikipedia article on the Roman Catholic Church]] * [[b:Roman Catholicism|Wikibooks module on Roman Catholicism]] 3638 23841 2006-09-04T21:26:12Z Trevor MacInnis 99 sp Welcome to the '''School of Foreign Language Learning''', part of [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]]. ==School news== * '''30 March 2005''' - School founded! * [[Wikiversity translations]] - Wikiversity needs translators. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... Please register interest in a language by listing the language you wish to learn and your name below. (To edit the page, click on "Edit This Page" up on the top of this page). Please also mention the level of language you already have. ===Participants wanting to learn a language=== ====Chinese(Mandarin)==== #--[[User:lapo3399|lapo3399]] 02:42 16 August 2006 (UTC) Basic knowledge. #--((Not a user yet)) 21 August 2006. Basic knowledge, very interested. ====Esperanto==== #--[not a user jet] 13:37, 21 June 2006, I know it is a language for easier international communication. #--[[User:Balloonguy|Balloonguy]] 20:14, 22 August 2006 (UTC) Know some basic grammer. ====Gaelic==== #--[[User:Soulaegis|Soulaegis]] 14:42, 10 April 2006 (UTC) #--[[User:Andrew Young|Andrew Young]] 19:19, 20 April 2006 (UTC) (Scottish Gaelic) #--[[User:Bawbag2012|Bawbag2012]] 20:45, 06 June 2006 (UTC) #--[[User:Limetom|Limetom]] 06:48, 23 July 2006 (UTC) I'd like to learn Irish, but I have no clue where to start. #--[[User:DakeDesu|DakeDesu]] 16:11, 2nd August 2006 (MST) I wouldn't mind knowing my roots. ====German==== #--[[User:67.65.56.203|67.65.56.203]] 18:35, 3 November 2005 (UTC) #--[[User:Ђорђе Д. Божовић|Ђорђе Д. Божовић]] 23:17, 11 November 2005 (UTC) (basic knowledge of German, I know how to build the present tense and a few words) #-- [[User:kinain]] I have some basic knowledge of german (1,5 year)- 15 January, 2006 #-- [[User:Karmakat|Karmakat]] 04:48, 25 June 2006 (UTC) Basic knowledge (Level 2) #--[[User:Misty Morris]] 20:23, 9 July 2006 Beginner #-- Albrecht 10:50, 15 July 2006 Beginner #-- Jon 18:31, 1 August 2006 Beginner #-- [[User:lapo3399|lapo3399]] 02:31 16 August 2005 (UTC) Some knowledge. #-- Intellectuality 16:43 20 August 2006 Complete Beginner ====Japanese==== #--[[kinain]] complete beginner, but would love to learn japanese 15, January, 2006 #--[[arcticfox]] Know very little numbers and grammar, and some random vocab. 18 January, 2006 #--[[GiroMech]] I am also pretty much an entire beginner. I'm familiar with a few hiragana, but that's about it. #--[[Acunvpurple]] I don't know a whole lot of Japanese, but I would love to learn. #--[[astaire510]] Trying to learn Japanese on my own, but I'm sure it would go much smoother with some help. #--[[amthomas]] Learning Japanese slowly but surely. Took 2 intro courses at Uni, am now living in rural Japan teaching English & studying Japanese in my spare time. Have loads of resources/textbooks, and can help point people in the right direction on self-teaching methods, but I am still a beginner at the language and can't really teach anything in the traditional sense of the word. #--[[Lust]] Im a beginner, and I would like to learn the language completely. I can recognize about 30 total kana, and about 4 kanji. I know basic sentence structure too. #--[[Agari]] Would definitely like to learn the Japanese language, I know a bit, but not enough to have a simple conversation with a Japanese-speaker. #--[[all_one]] I can have kindergarten-level conversations in Japanese, but am hungry to learn more! 5-5-06 #--[[Kuranes]] A friend and I are planning to attempt to learn Japanese over the summer, and I'm sure this would help greatly. 22, May, 2006 #I'M A COMPLETE BEGINNER DONT EVEN KNOW THE 123'S OF THE JAPANESE LANGUAGE, BUT WILL LOVE TO LEARN. I'M A QUICK LEARNER, AM A NATIVE SPEAKER IN THE SPANISH LANGUAGE, KNOW ENLGISH & ITALIAN VERY WELL. #--[[User:Karmakat|Karmakat]] 04:54, 25 June 2006 (UTC) Beginner, but anxious to learn! #--[[Greyhatguitarist]] complete beginner, want to learn. #--[[User:DakeDesu|DakeDesu]] 16:14, 02 August 2006 (MST) tried learning in the past, but had no peers to gauge my abilities against. #--Darkstar (08 August 2006) I've 1 year of university experience but I want to keep learning to not forget everything. I could help editing some basic stuff. #--[[User:Balloonguy|Balloonguy]] 20:14, 22 August 2006 (UTC) Know kana and some kanji. I also know very basic grammer. ====Korean==== #--[[Shefstudentboi]] I'm an absolute beginner to Korean, and really haven't had the time to learn it during my first year at university, but I will try to learn more during the holidays, and if someone could help to teach Korean I really would be thrilled! ^^ :-) #--Darkstar (08 August 2006) Complete beginner here but I'm very interested in the language and definitely want to learn it sometime. ====Arabic==== #--[[User:Hellohello|Hellohello]] 10:01, 15 January 2006 (UTC) Interested in learning arabic. Know most of the alphabet but otherwise not much knowledge of the language. #--[[]]Ditto on the Arabic. I would LOVE to learn Arabic. Someone with knowlege, HELP US. #--[[amthomas]] I studied French in public school (I'm Canadian), and am now learning Japanese. To round out my list of strange and disconnected languages, I'd love to learn some arabic. The script is beautiful, and the language (apparently) uses many gutteral sounds that other languages lack, giving it a very distinct feel. (again, so I'm told.) Would love to learn more about it through a structured course. #--[[cestillo]] Hi,i need to learn arabic for work,i've got already a basic knowledge but i understand is better to get a course cause alone is too difficult,help us please.See you soon (i hope so) #--[[User:BorgQueen|BorgQueen]] 15:09, 3 March 2006 (UTC) #--[[User:Junesun|Junesun]] 13:46, 22 May 2006 (UTC) I know the alphabet but nothing more. #--[[user:Who Ph.D]] I know arabic script and pronounciation, but little meaning. That's something that I would like to learn. 11 July 2006 #--[[User:lapo3399|lapo3399]] 02:33 16 August 2006 (UTC) Very little, but very interested. #--[[User:Balloonguy|Balloonguy]] 20:14, 22 August 2006 (UTC) Know script and pronounciation. ====French==== #--[[User:Ђорђе Д. Божовић|Ђорђе Д. Божовић]] 23:17, 11 November 2005 (UTC) (I just know some words, but I adore French! I think it's the most beautiful language) #--[[xy1990]] 23:30, 28 November 2005 (UTC) (I have a basic knowledge of French, how to congegate present, immediate future and past (I went, etc)) #--[[kinain]] about 1 year of study (know some past tenses, for example- 15, January, 2006 #--[[fifthbusiness]] i took french for 9 years of my life and don't really remember much :P #--[[User:just.blaze|just.blaze]] I took French in High School, but didn't take it too seriously. I have some knowledge, but do not remember much. #--[[User:theotherwhiteguy|theotherwhiteguy]] I would love to start learning French. No French background; English only #--[[greatbooga]] 04 July 2006 (No French experience; very interested) #--[[User:Who Ph.D]] 11 July 2006. Studied french for 11 years but never fully mastered the language. I'd like to go that extra distance and to get some exercies so I stop forgetting it! I know only the basic would realy like to learn more of the language. #--[[User:Rmrfstar|Rmrfstar]] 02:35, 15 August 2006 (UTC) I've been reading the Wikibook, but it's not enough. ====Latin==== #--[[User:Kusarbo]] 11:12 Friday 3 of February 2006 (gmt +10:00) (Australia, Brisbane time) No knowledge of latin other then that picked up in the english language itself and a few words here and there. I would love to learn latin as it is a mother of many "western" tongues #--[[User:Kuranes]] 20:30, 22 May 2006 (UTC) I'll be taking Latin starting next year, and this would be useful to review and get ahead. #--<strike>[[User:Limetom|Limetom]] 06:39, 23 July 2006 (UTC) I just finished 4 years of Latin courses. I offer my services where they may be needed.</strike> #--[[Greyhatguitarist]] i want to learn, i'm new to this. #--[[User:DakeDesu|DakeDesu]] 16:17, 02 August 2006 (MST) I was told this was a language it is very hard to lie in. I just want to know if that is true. #--[[User:lapo3399|lapo3399]] 02:31 16 August 2006 (UTC) I know quite a bit; however, I do not know as much as I would like to know. #--[[User:Balloonguy|Balloonguy]] 20:14, 22 August 2006 (UTC) complete beginner. ====Italian==== #--[[User:Kusarbo]] 11:12 Friday 3 of February 2006 (gmt +10:00) (Australia, Brisbane time) Know only the basics; greetings, questions, light grammer, ellisions... I find italiano beautiful, I'm intriqueged by its apparent loose syntax and its gender specifiec nouns... #--[[User:Supplecoder]] 8:20 Saturday 11 of February 2006 (gmt -6:00) (United States, Central Standard time) Know Spanish fairly well. Am currently taking Spanish V AP at my high school. Would like to learn Italian because I am 50% Italian by heritage. #--[[User:Kuranes|Kuranes]] 05:49, 22 May 2006 (UTC) I'm currently taking Italian 2, and would find this useful to review and study subjects independently of class. #--[[User:just.blaze|just.blaze]] I've always wanted to learn italian, I was the only person to sign up for it in my HS so they didn't offer the course =(. #--[[User:Misty Morris]] 20:25, 9 July 2006 Beginner ====Greek==== #--[[User:Kusarbo]] 11:20 Friday 3 of February 2006 (gmt +10:00) Know almost nothing about this other then the occasional glance at wierd glyphythings.. I suppose I would be interested in other a lot of other languages to but have not seen much of them.. #--[[User:Diogenes]] Have taken Greek course in Univerity. Would love to brush up and learn new things! Ancient and Modern Greek would be of interest, also Koine, or Biblical Greek. #--[[User:Junesun|Junesun]] 13:46, 22 May 2006 (UTC) Have studied some Modern Greek at university. I would like to continue and learn more. #--[[User:Ivica|Ivica]] 2:13, 7 July 2006 (gmt + 1:00) I like greek a lot, but never learned it. Hopefully, I will master it. ====Elvish (Quenya (High-elven) and Sindarin (Grey-elven))==== #--[[User:Kusarbo]] 11:20 Friday 3 of February 2006 (gmt +10:00) I am not sure if this is appropriate... #--[[User:Ђорђе Д. Божовић|George D. Bozovic]] ^{[[User talk:Ђорђе Д. Божовић|talk]]} 17:28, 17 February 2006 (UTC) Never mind. I think it is just fine. Those are languages too, right? ;) <strike>And I believe there could be somebody who knows them to teach us. :)</strike> I've learned! :D Now I can teach the others. --[[User:Ђорђе Д. Божовић|George D. Bozovic]] ^{[[User talk:Ђорђе Д. Божовић|talk]]} 22:18, 10 July 2006 (UTC) #--[[User:DakeDesu|DakeDesu]] 16:20, 02 August 2006 (MST) this would be good to know. ====Cherokee==== #--[[User:Diogenes]] Would Love to learn Cherokee, hard to find resources on the Language. ====Welsh==== #--[[User:Supergriek]] I would like to learn this beautiful language. ===Experienced participants=== If you can help others learn a language, describe your language abilties below: ==== Arabic ==== #-- [[User:212.123.21.178|212.123.21.178]] I am ready to write 30 modules Classical Arabic Language Course. Classical Arabic is vocabulary and grammar used by Quran, The Holy Book of Islam. ====Serbian==== #--[[User:Ђорђе Д. Божовић|Ђорђе Д. Божовић]] 23:17, 11 November 2005 (UTC) (native speaker. See [[Serbian|Serbian Language Textbook]]) ====Croatian==== #--[[User:Ђорђе Д. Божовић|Ђорђе Д. Божовић]] 23:17, 11 November 2005 (UTC) (native speaker) #--[[User:Tomca32|Tomica]] 19:22, 25 April 2006 (UTC) Native speaker ====Bosnian==== #--[[User:Ђорђе Д. Божовић|Ђорђе Д. Божовић]] 23:17, 11 November 2005 (UTC) (native speaker, but I recommend to others not to start learning Bosnian, but Serbian or Croatian first, because knowing Serbian or Croatian means that you also know Bosnian very well. That's a friendly and teacher's advice. See [[Serbian:Introduction|this page]] for further information on the Serbian-Croatian-Bosnian languages relation) ====Serbo-Croatian==== #--[[User:Ђорђе Д. Божовић|Ђорђе Д. Божовић]] 23:17, 11 November 2005 (UTC) (native speaker. Here's some advice: Knowing Serbo-Croatian language would mean that you know Serbian, Croatian, and Bosnian, too, because those are not different languages, but one single language which is called in four different ways. Some small differences really exist between these languages, but Serbo-Croatian covers all the variants, and it is the most of all recommended for learning. See [[Serbo-Croatian|Serbo-Croatian Textbook]] and [[Introduction to Serbo-Croatian]] for further information about these languages and their "differences".) ====Italian==== #--[[User:Angelo.romano|Angelo Romano]] 02:39, 15 March 2006 (UTC) Native speaker, I provided the first two lessons from the Italian wikibook, I hope to improve it ASAP #--[[User:Kuranes|Kuranes]] 05:52, 22 May 2006 (UTC) I'm currently taking Italian 2, and would be able to teach the more elementary aspects of the language up to some past and future tenses. #--[[User:Declan|Declan]] I'm now studying Higher (A-level) Italian at school and would love to help someone learn the language ====French==== #--[[User:Hellohello|Hellohello]] 09:59, 15 January 2006 (UTC) Non-native speaker with a decent knowledge of grammatical concepts however still learning the more advanced areas of the language. #--[[User:Gregory.lussier|Gregory.lussier]] 18:49, 21 February 2006 (UTC) Native speaker with advanced grammar skills. (Quebecer) #--[[User:lapo3399|lapo3399]] 12:31, 15 August 2006 (UTC-5) Non-native speaker with advanced skills. ====Latin==== --[[User:Ђорђе Д. Божовић|George D. Bozovic]] ^{[[User talk:Ђорђе Д. Божовић|talk]]} 23:43, 25 March 2006 (UTC) Non-native speaker. :) However, still learning some more advanced areas of the language. --[[User:Limetom|Limetom]] 06:43, 23 July 2006 (UTC) Non-native speaker (who is?) Four years of near college-level courses. Willing to help when I can. ====German==== #--[[User:German Men92|German Men92]] 00:56, 15 April 2006 (UTC) (Native speaker) #--[[User:Junesun|Junesun]] 13:44, 22 May 2006 (UTC) (Currently preparing the Wikibook at [[BLL German]] #--Darkstar (08 August 2006) Native speaker, could give some help here and there ====Elvish (Quenya (High-elven) and Sindarin (Grey-elven))==== #--[[User:Ђорђе Д. Божовић|George D. Bozovic]] ^{[[User talk:Ђорђе Д. Божовић|talk]]} 22:19, 10 July 2006 (UTC) ==Wikibooks On Foreign Languages== ===Persian=== If you go to the [[Farsi|Persian Wikibook]], you will find the first 21 lessons in a course for learning Persian language. When you click on the words written in Persian, using ashampoo, it is possible to hear how the word is pronounced. This is a start to learning the language, but a tutor's support is recommended. ===German=== [[German|German Language Textbook]] is very nice-looking and is good for learning German. [[BLL German|Bite-sized lessons for German]] is a new approach for those who easily feel overwhelmed with regular textbooks. Some lessons are ready, more contributions needed. ===Greek=== [[Modern Greek]] provides lessons in Greek as it is spoken today. The old course is accessible but presently being re-worked, help would be appreciated. Meanwhile, a new kind of introduction to the Greek alphabet is already more than half-way complete. ===Portuguese=== Here is the [[Portuguese|Portuguese Language Wikibook]]. There is a comprehensive series of chapters on particular grammar points, as well as a partially completed language learning course. ===Spanish=== Spanish is a beautiful language with an intuitive system of orthography and conjugation. The [[Spanish|Spanish Wikibook]] offers an introduction and lessons to the language. ===Serbian/Serbo-Croatian=== Learning this beautiful South Slavic language would open the whole spectre of opportunities for learning other Slavic languages, such as Russian, Polish, Bulgarian, Slovenian, Czech, etc. The [[Serbian]] Wikibook offers an introduction to the language, a grammar of the language, and many lessons and text for reading and practicing Serbian/Serbo-Croatian. ===Tagalog=== The [[Tagalog]]wikibook is being developed. We need your input on exercises, your questions, your ideas on what you want to learn! Written in part by a native speaker, with audio clips and pronounciation help on the way. We will be your textbook and your teacher! [[Category:Pages needing cleanup after Import]] [[Category:{{PAGENAME}}| ]] 3639 23771 2006-09-04T20:12:43Z Az1568 793 Fixed double redirect (I wish there was an easier way to do this :) #REDIRECT [[Topic:Language Acquisition]] 3640 19211 2006-08-28T15:32:37Z Trevor MacInnis 99 +cat <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. *[[Topic:Physical Anthropology]] * [[/Introduction to Anthropology/]] * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * Wscc05 * [[User:Lucidish|Lucidish]] * [[User:paintingdog|paintingdog]] * ... ==School news== * '''Date founded''' - School founded! ''This entire school is still under construction. Helping out in the construction is encouraged'' '''Welcome to Wikiversity's School of Anthropology''' '''Part of the [[Wikiversity:Social Sciences|Social Sciences Group of WikiU]]''' ===Wikibooks to Read=== *[[Anthropology]] == Notes == ===Definition=== '''Anthropology''' literally translates as the study of humanity, with an emphasis toward a holism. This is exemplified by the four-field approach in the United States: sociocultural anthropology, linguistics, archaeology, and physical anthropology. ''Sociocultural anthropology'' examines contemporary societies and culture. ''Archaeology'' is the study of material artifacts in order to better understand history and past societies. ''Linguistics'' is the study of language and its effects on social relations and culture. ''Physical anthropology'' is the study of comparative physiology within and across the primate species. Anthropologists tend to study large groups of people like villages, tribes, cities, and nations. One of its main tools of social analysis is participant-observation and ethnography, which has traditionally been a first-hand description of a culture, or aspects of a culture but has expanded to include multi-media and integration with other social science tools such as statics. ''Applied Anthropology'' is the practice of anthropological knowledge to practical use. There are many places where anthropology is used to improve people's lives, such as formulating diets, easing tensions between different cultures and nationalities. [[Category:{{PAGENAME}}| ]] [[Category:Wikiversity schools]] [[Category:Pages needing cleanup after Import]] 3643 17353 2006-08-27T15:44:40Z JWSchmidt 20 [[Wikiversity:School of Anthropology]] moved to [[School:Anthropology]]: move newly imported school out of the project namespace #REDIRECT [[School:Anthropology]] 3645 23524 2006-09-04T09:28:20Z 81.86.32.165 <font size=4>Welcome to the '''Wikiversity School of Economics'''</font> '''Part of [[Portal:Social Sciences|Social Sciences]]''' '''Economics''' is a social science that deals with the production and distribution of goods and services based on scarce resources and commodities. ==School Description== The Wikiversity School of Economics is currently seeking both motivated students as well as economists and instructors to contribute to the school's development and to define its major areas of research and study. The objective of the department is twofold: #Gather economists who are interested in collaborating on or contributing to the development of top-notch Economics-based textbooks for Wikibooks or who are also interested in creating and hosting classes. #Guide students of all backgrounds and levels of economic comprehension to a greater understanding of Economics. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ===[[Wikiversity:School of Economics/Department of Text Development | Department of Text Development]]=== ===[[Wikiversity:School of Economics/Department of Research | Department of Research]]=== {{Template:Courses}} '''Note''': Use descriptive names for pages, not numbers. Undergraduate Level - Final *[[Topic:Basics of Economics|Basics of Economics, Ec 1000]] *[[Wikiversity:Ec 1002|Ec 1002]] - Principles of Economics *[[Wikiversity:Ec 1101|Ec 1101]] - Microeconomics 1 *[[Wikiversity:Ec 1102|Ec 1102]] - Microeconomics 2 *[[Wikiversity:Ec 1201|Ec 1201]] - Macroeconomics 1 *[[Wikiversity:Ec 1202|Ec 1202]] - Macroeconomics 2 *[[Wikiversity:Ec 1301|Ec 1301]] - Monetary Economics *[[Wikiversity:Ec 1401|Ec 1401]] - Financial Economics *[[Wikiversity:Ec 1500|Ec 1500]] - Introduction to Mathematical Economics (Prerequisites: Algebra and Calculus) *[[Wikiversity:Ec 1501|Ec 1501]] - Mathematical Economics *[[Wikiversity:Ec 1600|Ec 1600]] - Introduction to Statistical Economics (Prerequisites: Statistics) *[[Wikiversity:Ec 1601|Ec 1601]] - Statistical Economics *[[Wikiversity:Ec 1700|Ec 1700]] - Introduction to Econometrics *[[Wikiversity:Ec 1702|Ec 1701]] - Econometrics *[[Wikiversity:Ec 1801|Ec 1800]] - International Economics *[[Wikiversity:Ec 1802|Ec 1801]] - Information Economics (Infonomics) *[[Wikiversity:Ec 1120|Ec 1120]] - Politics and Economics Undergraduate Level - To Be Determined *Ec AAAX - Development Economics *Ec AACX - Industrial Economics *Ec AADX - Labour Economics *Ec AAEX - Public Economics *[[Wikiversity:Ec AAFX|Ec AAFX]] - Game Theory *Ec AAGX - Auction Theory Graduate Level - To Be Determined Ph.D. without extensive math Mathematical Economics Statistics Political Economy Workshop Microeconomics 1 Macroeconomics 1 Econometrics Workshop Comprehensive in micro 1, macro 1, political economy Microeconomics 2 Macroeconomics 2 History of Economic Thought with electives and dissertation defense ===Current Texts=== ====Required Wikibooks==== {{see also|Wikibooks:Business and economics bookshelf}} {{see also|Wikibooks:Requested books#Business and economics bookshelf}} *[[Principles of Economics]] *[[Macroeconomics]] *[[Intermediate Microeconomic Theory]] *[[Intermediate Macroeconomic Theory]] ====Optional Wikibooks==== *[[Political Economy]] ===Notes=== There are several major economic models: * artisanship * feudalism * laissez-faire * capitalism * socialism * communism There are two broad fields: [[Wikipedia:macroeconomics|macroeconomics]] and [[Wikipedia:microeconomics|microeconomics]]. The economists to be studied in this course are divided into five groups: * [[Wikipedia:Classical Economics|Classical Economics]] * [[Wikipedia:Keynesian_economics|Keynesian Economics]] * [[Wikipedia:Monetarist Economics|Monetarist Economics]] * [[Wikipedia:Marxian_economics|Marxian Economics]] * [[Wikipedia:Austrian_School|Austrian Economics]] Important Economists to be studied: Austrian Economists: * [[Wikipedia:Friedrich_Hayek|Friedrich Hayek]] * [[Wikipedia:Ludwig_von_Mises|Ludwig von Mises]] * [[Wikipedia:Murray_Rothbard|Murray Rothbard]] * [[Wikipedia:Carl_Menger|Carl Menger]] Classical Economists: * [[Wikipedia:Adam Smith|Adam Smith]] * [[Wikipedia:David Ricardo|David Ricardo]] * [[Wikipedia:Irving Fisher|Irving Fisher]] * [[Wikipedia:Jean-Baptiste_Say|Jean-Baptiste Say]] Keynesian Economists: * [[Wikipedia:John_Maynard_Keynes|John Maynard Keynes]] * [[Wikipedia:Roy Forbes Harrod|Roy Forbes Harrod]] * [[Wikipedia:John_Hicks|John Hicks]] Monetarist: * [[Wikipedia:Friedrich Von Hayek|Friedrich Von Hayek]] * [[Wikipedia:Milton Friedman|Milton Friedman]] Other Economists: * [[Wikipedia:Economists|Wikipedia List of Economists]] * [[Wikipedia:Karl_Marx|Karl Marx]] Economic Models to be studied: * [[Wikipedia:Artisan|Artisanship]] * [[Wikipedia:Feudalism|Feudalism]] * [[Wikipedia:Laissez-faire|Laissez-faire]] * [[Wikipedia:Capitalism|Capitalism]] * [[Wikipedia:Socialism#An_economic_system|Socialism (Economic Model)]] * [[Wikipedia:Communism|Communism]] * Free Software and Open Source * [http://www.referencenter.com Information Reference] ---- {| cellspacing=3 width="100%" |- valign="top" |width="100%" bgcolor="#f5f5f5" style="border:2px solid #cococo;padding:1em;padding-top:0.5em;"| ''This entire school is still under construction. Helping out in the construction is encouraged.'' |} == Other resources online == http://econwiki.lse.ac.uk/wiki/Main_Page#The_Micro_Wiki A wikimedia wiki being used by an introductory course section at the London School of Economics and Political Science for notes, discussions, writeups, lectures, etc. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... *[[User: Endless melee | Endless melee]] *[[User:Geo.plrd|Geo.plrd]] *[[User:smaldj | Smaldj]] Note: if you've contributed or would like to, please list your user-name here. [[Category:Pages needing cleanup after Import]] [[Category:Wikiversity schools]] [[Category:Economics]] 3648 17498 2006-08-27T15:53:31Z JWSchmidt 20 [[Wikiversity:School of Economics]] moved to [[School:Economics]]: move newly imported school out of the project namespace #REDIRECT [[School:Economics]] 3650 17502 2006-08-27T15:54:16Z JBogdan 533 Public domain user template from Wikibooks <div style="float:left; border: solid #8888aa 1px; margin: 1px;"> {| cellspacing="0" style="width: 238px; background: #f7f8ff;" | style="width: 45px; height: 40px; background: #FFFFFF;" | [[Image:PD-icon.svg|45px|Public domain]] | style="font-size: 8pt; padding: 4pt; line-height: 1.25em;" | Content contributed by this user is released under the [[w:en:public domain | public domain]].[[Category:pd users|public domain users]] |} </div> 3651 17517 2006-08-27T16:00:22Z JWSchmidt 20 [[Category:Pages needing cleanup after Import]] '''School of Journalism''' Although there are many possible definitions of [[w:journalism]], a '''journalist''' is generally understood to be someone who tries to communicate the objective truth about a current topic to an interested but critical audience. A ''good'' journalist is somebody who realizes that the objective truth is unabtainable. A journalist must understand the medium he works in. For instance, a newspaper reporter will write correct English. Qualities that most news stories must possess: * Topicality (is the subject interesting?; is it current?) * Completeness (document the who, what, where, when, how; and if possible, why) * Accuracy (use at least two distinct sources for each fact you report) * Impartiality (interview all sides) * Verifiability (name sources where possible) Skills * research ** interviews ** going under cover ** documentation ** short-hand * composition/recording * publishing == See also == [[How To Run A Newspaper]] == Style Guides == * [http://www.guardian.co.uk/styleguide/ The Guardian] (newspaper) * [http://www.economist.com/research/StyleGuide/ The Economist] (weekly) * [http://bailiwick.lib.uiowa.edu/journalism/journalists.html Other resources] (from the University of Iowa) [[Category:Pages needing cleanup after Import]] 3652 17516 2006-08-27T15:59:49Z JWSchmidt 20 [[Wikiversity:School of Journalism]] moved to [[School:Journalism]]: move imported school out of the project namespace #REDIRECT [[School:Journalism]] 3653 22992 2006-09-03T17:30:26Z JWSchmidt 20 update to [[Category:Page moved from Wikibooks]] <font size=4>Welcome to '''Wikiversity's School of Political Science'''</font>, part of '''[[Portal:Social Sciences|Social Sciences]]''' ---- {| cellspacing=3 |- valign="top" |- halign="center" |width="80%" bgcolor="#f0f0ff" style="border:3px solid #c6c9ff;padding:1em;padding-top:0.5em;"| <div> "Man is by nature a political animal." <br><br>[http://en.wikipedia.org/wiki/Aristotle Aristotle], ''Politics''<br> Greek critic, philosopher, physicist, & zoologist (384 BC - 322 BC) </div> |width="20%" bgcolor="#f0f0ff" style="border:3px solid #c6c9ff;padding:1em;padding-top:0.5em;"| <div> [[Image:aristotle.jpg|100px]] </div> |} ==School description== Potential students can look forward to a comprehensive free education in political science. The Wikiversity School of Political Science has participants dedicated to promoting critical thought and [[Wikiversity:Scholarly ethics|scholarship]] in the study of politics. Thank you for your interest and please join in [[Wikiversity:Adding content|editing]] the Political Science pages! A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ===Undergraduate Level=== ====Core==== *[[/Pos 1000/]] - Introduction to Political Science (Now Enrolling: Classes begin 3/22/06) *[[/Pos 1001/]] - Political Theory (Now Enrolling: Classes begin 3/26/06) * American Government * International Relations * Comparative Political Systems ====Electives==== * Campaigns and Elections * Legislative Politics * Political Parties * Interest Groups * US Politics and the Media * [[Topic:Politics of the European Union|Politics of the European Union]] * Irish Politcs * The American Presidency * EU Integration: Problems and Policies ==== Plans for departments ==== You can start departments with [[Template:Department boilerplate]]. *[[Topic:Introduction to Political Science]] **[[The Four Fields of Political Science]] - proposed [[Wikiversity:Learning projects|learning project]] *[[Topic:Political Theory]] ** (learning projects Pending) *[[Topic:Government & Politics]] ** (learning projects Pending) *[[Topic:Comparative Politics]] ** (learning projects Pending) *[[Topic:International Politics]] **[[Introduction to International Relations]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). *[[User:Begebies|Begebies]] *[[User:Boneheadmx|Boneheadmx]] *[[User:buridan|buridan]] *[[User:Gh0st | Gh0st]] *[[User:kamotesterman|kamotesterman]] *[[User:Spiller|Spiller]] *[[User:stripypants|stripypants]] *[[User:Tjss|Tjss]] *[[User:Mendy Fisch|Mendy Fisch]] * Wwwendos *[[User:Bibowen|Bibowen]] *[[User:stephen_francis|stephen_francis]] * ... ==School news== * '''Date founded''' - School founded! ==Wikibooks to read== * [[b:Comparative Politics]] * [[b:American Politics]] * [[b:Political Economy]] * [[b:International Relations]] :''See [[b:Wikibooks:Social science bookshelf#Political Science|Political Science]] for political science books.'' :''See [[b:Wikibooks:Requested books#Social science bookshelf|Social science]] for a list of social science books.'' ==External links== * [[Wikisource:The Communist Manifesto|The Communist Manifesto]] {| cellspacing=3 width="100%" |- valign="top" |width="100%" bgcolor="#f5f5f5" style="border:2px solid #cococo;padding:1em;padding-top:0.5em;"| ''This entire school is still under construction. Helping out in the construction is encouraged.'' |} [[Category:Page moved from Wikibooks]] [[Category:Political Science]] 3656 17590 2006-08-27T16:06:40Z JWSchmidt 20 [[Wikiversity:School of Political Science]] moved to [[School:Political Science]]: move school out of the project namespace #REDIRECT [[School:Political Science]] 3658 23352 2006-09-04T02:36:30Z JWSchmidt 20 update Welcome to Wikiversity's '''Sociology Portal'''. (This page has material that was imported from Wikibooks, see: [[b:Wikiversity:School of Sociology]]. Please integrate this page with the [[School:Sociology|School of Sociology]]. There may be additional subpages that still need to be imported from Wikibooks.) '''Part of the [[Wikiversity:Social Sciences|Social Sciences Group of WikiU]]''' If you have questions or would like begin development on a sociology textbook, please make note of your intentions on the discussion page.--[[User:Exmoron|Exmoron]] 18:40, 29 Apr 2005 (UTC) ==School Description== Sociology is the study of human social life. Because human social life is so expansive, sociology has many sub-sections of study, ranging from the analysis of religion to the development of theories to try to understand how the entire world works. ==Courses== [[Principles of Sociology]] (U.S. focus) ==Textbooks== * [[Introduction to Sociology]] {{stage short|100%|July 12, 2005}} (U.S. focus) * [[Sociological Theory]] {{stage short|25%|April 27, 2005}} * [[Demography]] {{stage short|00%|April 9, 2005}} * [[Sociology of Religion]] {{stage short|00%|April 9, 2005}} * [[Gender Stratification]] {{stage short|00%|April 9, 2005}} * [[Global Inequality]] {{stage short|00%|April 9, 2005}} * [[Contemporary Social Issues]] {{stage short|00%|April 9, 2005}} * [[Race & Ethnicity]] {{stage short|00%|April 9, 2005}} * [[Social Class]] {{stage short|00%|April 9, 2005}} * [[Sociology of the Family]] {{stage short|00%|April 9, 2005}} * [[Social Policy]] {{stage short|00%|April 9, 2005}} * [[Social Deviance]] {{stage short|25%|December 31, 2005}} * [[Delinquency and Crime]] {{stage short|00%|April 9, 2005}} * [[Social Psychology]] {{stage short|00%|April 9, 2005}} * [[Medical Sociology]] {{stage short|00%|April 9, 2005}} * [[Social Movements]] {{stage short|00%|April 9, 2005}} * [[Collective Behavior]] {{stage short|00%|April 9, 2005}} * [[Social Statistics]] {{stage short|00%|April 9, 2005}} * [[Sociological Methods]] {{stage short|00%|April 9, 2005}} * [[Urban Society]] {{stage short|00%|April 9, 2005}} * [[Organizational Sociology]] (or Industrial Sociology) {{stage short|00%|April 9, 2005}} Additional textbooks might include: * [[History of Sociology]] {{stage short|00%|April 9, 2005}} * [[Social Gerontology]] {{stage short|00%|April 9, 2005}} * [[Sociology of Sports]] {{stage short|00%|April 9, 2005}} * [[Computational Sociology]] {{stage short|00%|April 9, 2005}} * [[Environmental Sociology]] (or Human Ecology) {{stage short|00%|April 9, 2005}} [[Category:Sociology]] [[it:Wikiversità:Facoltà di Sociologia]] [[Category:Pages needing cleanup after Import]] 3661 17635 2006-08-27T16:14:42Z JWSchmidt 20 [[Wikiversity:School of Sociology]] moved to [[Portal:Sociology]]: remove school from project namespace, [[School:Sociology]] already exists #REDIRECT [[Portal:Sociology]] 3663 17646 2006-08-27T17:01:28Z JWSchmidt 20 from [[w:Template:Checkip]] <span class="plainlinks">[[User:{{{1}}}|{{{1}}}]] ([[User talk:{{{1}}}|talk]] • [[Special:Contributions/{{{1}}}|contribs]] • [http://www.samspade.org/t/lookat?a={{{1}}} WHOIS] • [[Special:Blockip/{{{1}}}|block user]] • [{{fullurl:Special:Log/block|page={{urlencode:User:{{{1}}}}}}} <font color="002bb8">block log</font>] • [{{fullurl:Special:CheckUser|ip={{{1}}}}} <font color="002bb8">checkip</font>])</span> 3664 17649 2006-08-27T17:13:22Z JWSchmidt 20 from Wikipedia [[w:Template:Checkuser]] <span class="plainlinks">[[User:{{{1}}}|{{{1}}}]] ([[User talk:{{{1}}}|talk]] • [[Special:Contributions/{{{1}}}|contribs]] • [[Special:Blockip/{{{1}}}|block user]] • [{{fullurl:Special:Log/block|page={{urlencode:User:{{{1}}}}}}} <font color="002bb8">block log</font>] • [{{fullurl:Special:CheckUser|user={{urlencode:{{{1}}}}}}} <font color="002bb8">checkuser</font>])</span> 3699 19122 2006-08-28T13:59:14Z JWSchmidt 20 [[Category:Wikiversity screenshots]] == Summary == Screen shot of MediaWiki interwiki link glitch. == Licensing == {{GFDL-self}} [[Category:Wikiversity screenshots]] 3701 17741 2006-08-27T19:03:11Z Trevor MacInnis 99 #redirect[[Wikiversity:Questions]] #redirect[[Wikiversity:Questions]] 3702 edit=sysop:move=sysop 19575 2006-08-28T23:32:41Z JWSchmidt 20 cleanup done; [[Category:Page moved from Meta]] '''Note''': ''This page was created at the Mediawiki meta-wiki (see [[m:Moving Wikiversity forward]]). It is reproduced here as an historical archive. Summary: this page contains discussions about the future of Wikiversity held starting from shortly after the community [[m:Wikiversity/Vote/en|vote]] on the original project proposal (page created 7 November, 2005). In mid-December the discussions shifted to [[m:Talk:Wikiversity/Modified project proposal|Modified project proposal]]'' ---- {{Wikiversity}} '''[[Wikiversity]]''' currently means different things to different people. This page is meant to try to define what is realistic for Wikiversity to achieve for the moment and what it could develop in the future. We may need to do more [[m:Research|research]] (possibly facilitated by the [[m:Wikimedia Research Network|Wikimedia Research Network]]) to get a clearer picture of this, possibly in the guise of one or a number of feasability studies. ==What is Wikiversity?== Universities are communities of learners and teachers. University communities are devoted to exploring existing cultures, facilitating the advancement of human endeavors and creating new knowledge and other cultural elements. Wikiversity will apply wiki technology as a new medium within which to construct a university. What follows is an attempt to predict how wikiversity will develop. A central concern of Wikiversity will be discovering how to use wiki technology to facilitate productive human interactions within online communities of learners and teachers. As a new Wikimedia project, the early development of Wikiversity will largely be determined by how Wikiversity interacts with Wikipedia, Wikibooks, and other existing Wikimedia projects. Initially, Wikiversity will draw upon the pool of existing Wikimedia project members and in so doing, Wikiversity must find ways to satisfy the needs of other Wikimedia projects. What kinds of teaching and research services can Wikiversity supply to other Wikimedia projects? '''Wikipedia'''. As wikipedia matures it increasingly needs to cite its sources and provide a systematic way of evaluating the validity of its contents. Wikiversity can perform a vital function in support of Wikipedia editors as they work to find good sources of information and attain objective evaluations of information. Experts within the Wikiversity community can help guide Wikipedia editors to good sources and provide open collaborative research space where the groundwork can be laid for ongoing decisions about should be presented within Wikipedia articles. '''Wikibooks'''. Many good textbooks arise from the experiences of active university members. As Wikiversity members discover how best to use the wiki user interface to support communities of learners and teachers, they will compile that knowledge in the form of dynamic living textbooks in wiki format. :As Wikiversity participants start following the learning trails laid out by early pioneers and serious scholars Wikibooks in the curriculum will start receiving frequent new review useful for fixing typos, accumulating sources and useful tidbits, and identifying confusing material or cruft via comments on talk pages from participatory readers. '''Wikimedia Commons/Wikisource'''. Wikiversity will draw upon archived media and also contribute new material. Some of the products of Wikiversity will be lesson plans and other teaching materials. As members of an active university, Wikiversity members will also produce peer-reviewed manuscripts documenting their studies and research activities. '''Wikinews'''. Wikiversity can provide support for Wikinews. Wikiversity can perform studies of Wikinews so as to identify ways to improve the quality of Wikinews stories and counter systemic biases. Wikiversity can provide space and facilities for journalistic research and a systematic analysis of biases in the sources that Wikinews reporters make use of. (See the [[Wikicities:c:Education:Wikiversity|Wikiversity Core Courses Initiative]]) In forming constructive links to other Wikimedia projects, many Wikiversity webpages will initially be devoted to research projects aimed at supporting the creation of authoritative wikipedia articles, textbooks, and other teaching resources. These research-oriented pages could be organized into Wikiversity "courses" devoted to particular topic areas, roughly corresponding to traditional academic disciplines. One of the exciting aspects of Wikiversity is the opportunity to escape from traditional academic categories and create new multidisciplinary projects that will best suit the needs of the Wikimedia community. As Wikiversity becomes established and matures beyond its initial dependencies on other Wikimedia projects, there are a number of services and projects that Wikiversity could come to manage. Below is an outline of these mid- and long-term possibilities, including what each service requires in terms of human and other resources. ===Resource repository=== To begin, Wikiversity might be a repository of teaching materials, learning resources, lesson plans to be freely available in multilingual format. This could be hosted on Wikibooks, and could interface with other projects, like Wikipedia and, indeed, other books on Wikibooks. ===E-Learning platform=== Not simply creating material, Wikiversity could move on to using wikis in an educational way, creating [[Wikiversity:Learning community|learning communities]] for activities like brainstorming and creating research designs/proposals/business plans or creating [http://collaboration.wikicities.com/wiki/Wikiversity collaborative] media content, like [[m:Wikimentary|wikimentaries]]. ====Wikimentaries==== See [[m:Wikimentary|Wikimentary]] ====Academic publishing==== A few "[[w:Academic publishing|Academic publishing]]" projects have been proposed: *[[m:Communitas|Communitas]] *... ====Learning Objects==== [[w:Learning object|Learning object]]s have been defined as: * "Any entity, digital or non-digital, that may be used for learning, education or training" * "Any digital resource that can be reused to support learning" * "Web-based interactive chunks of e-learning designed to explain a stand-alone learning objective" As a [[w:Virtual learning environment|Virtual learning environment]], Wikiversity shall most likely implement a structured approach to dealing with [[w:Learning object metadata|Learning object metadata]] intricically incorporated into the MediaWiki software platform. To distribute the workload for adding Wikiversity as a Wikimedia project, a page [[m:Learning object metadata|Learning object metadata]] is being created to expedite the process of customizing ''"The IEEE 1484.12.1 – 2002 Standard for Learning Object Metadata is an internationally-recognised open standard (published by the Institute of Electrical and Electronics Engineers Standards Association) for the description of “learning objects”"'' for Wikiversity's purposes. ===Accredited University=== Accreditation is quite possible, but needs substantial thought and preparation. The discussion so far follows closely Harold Wilson's idea of a University of the Air in the early 1960s in Britain. The discussion resulted in the Open University, which is Britan's largest university as well as a very credible institution. Teaching is the easiest part, although access to qualified, responsible instructors is a bigger challenge than it looks. Wikis are so far best for providing written explanatory materials (teriary sources) and not so good for secondary and primary materials. The very dubious assumption is that people will learn all they need to know by reading. The biggest questions are:<br> - <b>Under what accreditation agency and regime?</b> European, North America, other? The answer is more political than educational. - <b>What model of learning will it use?</b> There is a great deal of innovative energy in wikiversity, wikibooks, wikipedia, etc. We still need a model to follow. I wonder if we have most of the ideas somewhere on the site, but they need to be collated and analysed. - <b>How would you ensure authenticity, that any work submitted for credit is really the students own work?</b> - <b>Risk analyis.</b> Running an accredited university this way is not really too hard. Some of the technology has been around for may years. But living is such a high-risk environment could be more difficult. - <b>What level of qualification?</b> The easy options are the lower certificates. Next hardest is the research graduate school, which really depends on having excellent staff. The four-year bachelor degree consumes most resources and is the hardest possible place to start, although that is where most North Americans expect to begin. Some higher diplomas are nearly as difficult. The graduate school of professional practice is also a realistic option, but working with professional associations would be very difficult. - <b>How can the the extremely democratic (almost anarchic) wiki system be made compatible with the accountability and quality assurance systems need for any kind of accreditation?</b> In particular, what do you do with someone who really wants to learn something but just doesn't have the background? You don't want to exclude people, but you can't admit anyone who wants to log on. So there can be value in foundatonal courses that are separate from advanced courses. And someone will have to be authorised to make the hard decisions, even if they are sometimes unpopular. :This is a non issue. Most people who arrive at advanced material and are ignored or deleted when they attempt to participate will quite naturally shift to more appropriate environments. There are also mechanisms available that can differentiate and restrict read/write access to specific pages within the wiki. Some are already present in the wikimedia software others would require extensive developer effort to add to the wikiversity interface. At any rate this is a potential problem for the future. Our current problems are mostly traceable to a lack of participants. [[User:Lazyquasar|Lazyquasar]] 04:18, 25 January 2006 (UTC) Could you have a system where a subject matter expert simply says, "This book is ready" and produce it as a non-wiki and use it as the textbook? Let the wiki become the draft next edition that people can still change. How can we better coordinate different kinds of wiki resources? For example, could teaching materials use links to wikipedia articles? - <b>How can it build credibility?</b> Any plan for an accredited (or accreditable) insitution must have some means for building credibility and reputation. No matter how good it is, it helps nobody if it is seen to be a diploma mill. - <b>How will money flow?</b> The ideal of completely free accredited education is not at all realistic at present. Some money has to flow just to pay the bills. How much do you charge? Do you charge some people more than others? How else do you pay the bills? :The volunteer model is well proven in online open/free projects. Distributed technologies exist which can be modified to allow the Wikimedia Foundation (or other founding infastructure) to remain as a primary organizing resource within a distributed peer to peer and server to server and variations component based grid with adequate accounting to assure that individuals or groups contribute necessary fractions of resources sufficient to guarantee adequate resource response times to all users according to pre-established and financed priority based resource allocations. Obviously this will take some serious volunteered developer effort to achieve. [[User:Lazyquasar|Lazyquasar]] 04:23, 25 January 2006 (UTC) :: The volunteer model just won't work if you want to do anything substantial. *However*, the idea that most people working on free/open source projects are volunteers is a myth. In fact most people working on open source projects are getting paid to do so, and there are lots of business models for this. :: The *good* thing about free culture is that right now, the "middlemen" (i.e. publishers and universities) are making huge amounts of money. If you change the distribution system, less of the money should flow to the distributors, and you can move things directly between content producers and content consumers. Also, I'd expect that the effective costs of some things will go to zero, which will allow resources to be more rationally allocated. Instead of paying for textbooks, students can pay for one-on-one personalized teaching. Instead of paying for the lecture, students can pay to get their papers graded with detailed personal comments, and suggestions rather than just getting a letter grade. ::[[User:Roadrunner|Roadrunner]] 13:22, 8 August 2006 (UTC) - <b>What software will it need?</b> A learning environment system would be better that wikis for some things, and wikis alone can't yet do everything. A videoconference would be helpful, and a teleconfernce would be a good start. Enrolled students could speak, and others would be welcome to listen. The internet would be a good support for that kind of community. At least some answers are simple: <b>Don't accept students into courses for which you don't have staff and suitable teaching and assessment materials.</b> It's not only unethical and unaccreditable, but usually contravenes honesty in advertising laws.) <b>Have a system of admission standards.</b> They must be flexible and creative, but they must also be there and be enforced. <b>Prepare people for assessments.</b> In many cases they would comprise a portfolio of work (e.g. verifiable third-party references, testing results from trusted third parties, etc.) and a viva voce. At graduate school, it would be either original research or professional projects. Nothing difficult there. Ross Woods, ACAS :The above simple answers assume an authoritarian model which in my view is unlikely to prosper in a wiki based volunteer based community. [[User:Lazyquasar|Lazyquasar]] 04:25, 25 January 2006 (UTC) ==Research needed== ===People interested in conducting this research=== *[[User:Cormaggio|Cormaggio]] [[User talk:Cormaggio|^{<small>@</small>}]] 00:23, 8 November 2005 (UTC) - would like to conduct a feasability study (possibly on using wikis for learning) ==Timeline== Q: How long will any/all of this take? A: The journey has started and no detectable/falsifiable theory of completion date articulated, at least to my satisfaction. To infinity and beyond might take forever and a bit more. I propose recess at 2nd coming and judgement day. A: Consider [[w:Wikipedia]] as a prototype. As a prototyping project, it took a few years to simultaneously co-evolve an effective community while developing the Wikimedia software and Foundation. It started in 2000-2001. Some allege it has not even yet proven itself or matched pre-existing encyclopedias standards of quality. It is interesting to note that once the Wikipedia community started self consciously attempting to grow itself and its learning and self maintenance capabilities that growth quickly became limited by available internet infrastructure. Independent sources now report that wikipedia.org is among the top 50 visited web sites on the internet. [[Category:Research]] [[Category:Wikiversity]] ==Proposed Milestones & Goals== Get some classes running. Establish an independent Foundation & Board organized appropriately for a Free University Organize competing for profit internet universities to provide adequate competition for success. (Without corrupting conflicts of personal interest please, until better learning communities come along we need Wikimedia Foundation's internet infrastructure and supporting communities of volunteers.) :http://academia.wikicities.com/wiki/Main_Page ::The above is not an independent competitor. It is in fact owned and operated by two Wikimedia Foundation Board Members as documented here: http://wikicities.com/wiki/About_Wikicities This apparent conflict of interest might be useful in explaining the Board's willingness to defy community votes with terse confusing requests for proposal modifications. It is good to a have a <b>stacked</b> Board! They can protect us from ourselves! Find the results of Wikimedia Foundation's alleged board meeting & decision. Find creditable source regarding the vote results for the project .... possibly in minutes of the 13 November secret/private/nonpublic/not transparent/not open Board Meeting. Establish some action oriented barnstar awards to encourage participation, provide candidates below: :OOPS! (I did something without Board permission or praying to the God King.) == Goals and Milestones Initiated or Completed == * Interest Vote/Survey Completed - Results here * List of Courses Initiated * Wikiversity:School of Engineering Barnstar Program Initiated [[http://en.wikibooks.org/wiki/Wikiversity:School_of_Engineering:Barnstars_awarded_by_participants]] * Vote Results Scheduled/Presented for 13 Nov 2005 Wikimedia Foundation Board Meeting - Place links to Scheduled Meeting Agenda and Minutes/Results/Answer herein. : [http://wikimediafoundation.org/wiki/Meetings/November_13%2C_2005 http://wikimediafoundation.org/wiki/Meetings/November 13, 2005] *[[wikibooks:Wikiversity:School_of_Fire_and_Emergency_Management|Wikiversity:School of Fire and Emergency Management]] is initiated and going. Building course and curriculum repository now. One online course ready to go in February and two more ready in March. **Discussions of [[m:Talk:Wikiversity#Current status|Wikiversity proposal modifications]] requested by the Board, see: [[m:Wikiversity/Modified project proposal|modifications to the Wikiversity proposal]] for a central place to discuss modifications that will satisfy the Board. == Materials == * A Powerpoint presentaion on the topic of Wikiversity (in English) has been prepared by [[User:WiseWoman|WiseWoman]]. It can be found in the Example discussion room at [http://evideo.fhtw-berlin.de/moodle/course/view.php?id=19] under Press Office. [[Category:Page moved from Meta]] [[Category:History of Wikiversity]] 3704 18283 2006-08-28T00:37:19Z SB Johnny 61 Tools which may be useful to participants in engineering studies, research and development. Please add tools and concise evaluations as they become available. * http://opencircuitdesign.com/xcircuit/ :Looks extensive, useful and increasingly so. Not terribly easy to install and maintain for a computer neophyte. * http://z88.uni-bayreuth.de/english.html :Finite element analysis package. Freeware with C source code downloadable. Program documentation available in English, German and Greek. * http://www.eetimes.com/news/design/resources/opensourcelinks.html :List of links to open source or free engineering assets. * http://en.wikibooks.org/wiki/School_of_Mathematics:Software :List of Free Math tools maintained by the Wikiversity School of Mathematics * http://edu.kde.org/kig/ :GUI based geometry editor. Includes some analytical functions, geometric shapes, conic sections and exports to several formats including SVG. Good for sketching and diagrams. * http://edu.kde.org/kmplot/ :Math analysis and plotting tool for Linux/KDE desktop environment. Superimposes functions on precise plots and allows export to bmp, png, and svg. [[Category:Page moved from Wikibooks]] 3705 23374 2006-09-04T02:57:35Z JWSchmidt 20 [[Category:Construction]] This page needs to be integrated with [[School:Construction]]. WIC - Wikiversity Institute of Construction will be a multi-discipline learning environment aimed at encouraging and preserving skills and expertise critical to actually building or doing things rather than just reading about them, planning or dreaming. It includes all kinds of practical knowledge from modern how-to(s) to ancient crop planning via astronomy or calenders. It is anticipated in the near future the rising availability of free knowledge bases, software tools and cottage manufacturing automation that the free skills gatherered and propagated here will be increasingly vital to vibrant local markets and craftsmen. Proposed. This Institute is not a going concern. It is proposed to help diversify the participation at Wikiversity and shift its focus from purely academic to practical scholarship of all kinds that people find useful in industry, trade, art and culture. Brainstorming places to attract potential participants: *WikiBuilder Project proposed. [[http://meta.wikimedia.org/w/index.php?title=Proposals_for_new_projects&action=edit&section=84]] *Habitat for Humanity[http://en.wikipedia.org/wiki/Habitat_for_Humanity] *Local hardware and builder supply outlets. *[[w:Free Masons]] Needed to get started: Much/any of the Do-it-yourself or "non encyclopedic" FDL'ed material related to construction or operation or maintenance of modern infrastructure deleted over the past few years at other Wikimedia projects as "out of scope" of local project. [[Category:Pages needing cleanup after Import]] [[Category:Construction]] 3706 17842 2006-08-27T19:41:26Z JWSchmidt 20 [[Wikiversity:Institute of Construction]] moved to [[Portal:Construction]]: move imported school out of project namespace; [[School:Construction]] already exists #REDIRECT [[Portal:Construction]] 3707 23397 2006-09-04T03:29:26Z JWSchmidt 20 header <center><big>Welcome to '''The School of Project Management''', part of the [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]]</big></center> <center>In cooperation with [[Portal:Engineering and Technology|Engineering and Technology]]</center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... * [[Topic:Introduction to Project Management|An Introduction to Project Management]] *:Project Management Professional [http://www.pmi.org PMP] introductory program by [http://www.pmrinstitute.com Project Management Research Institute], Instructor profile is available at http://www.abrachan.org *[[Wikiversity:School_of_Engineering:Conservation_of_Money_Calculations_and_Status_Reporting_for_Project_Managers%2C_Team_Leaders%2C_Sole_Proprietors%2C_and_Engineers|Conservation of Money Calculations and Status Reporting for Project Managers, Team Leaders, Sole Proprietors, and Engineers]] * [[/Matrix Management/]] * [[/Effective Ad Hoc Teaming and Teamwork/]] * [[/Goal Setting and Management/]] * [[/Total Quality Management/]] * [[/Managing to U.S.G. Mil-Stds/]] * [[/Entrepreneurial Startup/]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Category:Pages needing cleanup after Import]] [[Category:Project Management]] 3710 17890 2006-08-27T20:02:16Z JWSchmidt 20 [[Wikiversity:School of Project Management]] moved to [[School:Project Management]]: move school out of project namespace #REDIRECT [[School:Project Management]] 3713 17904 2006-08-27T20:13:06Z JWSchmidt 20 [[Wikiversity:School of Development Science]] moved to [[School:Development Science]]: move this school out of the project namespace <font size=4>'''Welcome to Wikiversity's School of Development Science'''</font> '''Part of the [[Wikiversity:Social Sciences|Social Sciences Group of WikiU]]''' '''Development Science''' is one of the youngest social sciences starting out in the late 20th century. It emerged from various applications and specializations in economics, political science, sociology, and to some extent, environmental science. This field tackles matters regarding the development of countries and the world with respect to the economy, environment, government, and society. Possible professions include working for United Nations, the World Bank, most nongovernment organizations, governments, and also research centers. == Courses == *[[/Education/]] *[[/Development Economics/]] *[[/Gender/]] *[[/Governance & Administration/]] *[[/Inclusion/]] *[[/Health/]] *[[/Community/]] [[Category:Pages needing cleanup after Import]] 3714 17905 2006-08-27T20:13:06Z JWSchmidt 20 [[Wikiversity:School of Development Science]] moved to [[School:Development Science]]: move this school out of the project namespace #REDIRECT [[School:Development Science]] 3715 18066 2006-08-27T20:31:24Z JWSchmidt 20 [[Category:Pages needing cleanup after Import]] __NOTOC__ __NOEDITSECTION__ {{nav|Wikiversity}} [[Image:Fire emily's building 2.jpg|thumb|left|200px]] ==Welcome to the Wikiversity:School of Fire and Emergency Management== Today's fire and emergency services has evolved considerably. While steeped in a rich history, the new fire service tradition is one of diversity of skills and knowledge. The vision of the ''School of Fire and Emergency Management'' is to be a portal for training and education; as well, to provide a resource for related research and data. Our approach is titled Open Source Learning. To learn more about it, read the paper [[Wikiversity:School of Fire and Emergency Management/About Open Source Learning Project|About Open Source Learning Project]] by Michael D. Finney. Building upon this foundation, education and learning will be the key to the future of the fire and emergency services. Upon this foundation, we begin our journey. The beauty of this community is the ability to collaborate at all levels and to share that knowledge base with everyone. In short, the success is based on the ability to share what we know and to build upon it. [[Image:Feuerwehreinsatz-gan1.jpg|thumb|right|200px]] '''Current Fire and Emergency Management Students''' If you are a current student, looking for information or a program then have a browse. If we don't have what you are looking for, then we hope you will find it, add it here and wait for others to review what you've added. We're naturally all volunteers, but there's more chance of finding what you're searching for if you talk about it. If you would like to see something added, please [[Wikiversity:Fire_and_Emergency_Management_Department_Message_Board|click here.]] '''Brand New''' If you are brand new to the School of Fire and Emergency Management, then take a moment to familiarize yourself with your surroundings. Much like new apparatus or equipment, familiarization builds confidence and skills. As well, the community will constantly be growing and developing, so taking time now to get one's navigational bearings will save a lot of frustration down the road. '''Academia''' If you are an academic, instructor, or training officer, then we welcome you to edit, add and evolve the site. Your knowledge and expertise will add greatly to the integrity and morale of the School, as well as adding confidence to end users. It's also quite fun. You can add to current courses or create your own. '''To All''' The most important thing, is that if you have some information you can share - '''then share it!''' We welcome all contributions. {| style="width:100%;" | style="width:50%; background-color: #FFF4F4; border:1px solid #FFC9C9; padding:1em;" valign="top" | ==Training Materials== [[Wikiversity:School of Fire and Emergency Management/Airport Rescue Fire Fighting|Airport Rescue Fire Fighting]] [[Wikiversity:School of Fire and Emergency Management/Driver/Operator|Driver/Operator]] [[Wikiversity:School of Fire and Emergency Management/Emergency Medical Services|Emergency Medical Services]] [[Wikiversity:School of Fire and Emergency Management/Fire and Life Safety Educator|Fire and Life Safety Educator]] [[Wikiversity:School of Fire and Emergency Management/Fire Fighter|Fire Fighter]] [[Wikiversity:School of Fire and Emergency Management/Fire Inspector|Fire Inspector]] [[Wikiversity:School of Fire and Emergency Management/Fire Instructor|Fire Instructor]] [[Wikiversity:School of Fire and Emergency Management/Fire_Investigator|Fire Investigator]] [[Wikiversity:School of Fire and Emergency Management/Fire Officer|Fire Officer]] [[Wikiversity:School of Fire and Emergency Management/Hazardous Materials|Hazardous Materials]] [[Wikiversity:School of Fire and Emergency Management/Technical Rescue|Technical Rescue]] [[Wikiversity:School of Fire and Emergency Management/Public Safety Telecommunicator|Public Safety Telecommunicator]] [[Wikiversity:School of Fire and Emergency Management/Terrorism|Terrorism]] [[Wikiversity:School of Fire and Emergency Management/Wildland Firefighter|Wildland Firefighter]] | style="width:50%; background-color: #F0F0FF; border:1px solid #C6C9FF; padding:1em;" valign="top" | ==Departmental Message Board== *[[Wikiversity:Fire_and_Emergency_Management_Department_Message_Board|Fire and Emergency Management Department Message Board]] *[[Wikiversity:Who is Who in the Fire_and_Emergency_Management_Department|Who is Who in the Fire and Emergency Management Department]] *[[Wikiversity:School_of_Fire_and_Emergency_Services_Strategic_Plan|Strategic Planning for the School]] *[http://sep11.wikipedia.org/wiki/In_Memoriam 9-11 Memorial] |- | style="width:50%; background-color:#FFFFF0; border: 1px solid #FFFFA9; padding:1em;" valign="top" | ==Library== *[[Wikiversity:Fire_and Emergency Management_Resources|The Library]] *[http://en.wikipedia.org/wiki/Portal:Fire Fire Service Wikipedia Portal] *[http://en.wikipedia.org/wiki/Portal:Chemistry Chemistry Wikipedia Portal] *[http://en.wikipedia.org/wiki/Portal:Medicine Medicine Wikipedia Portal] *[http://en.wiktionary.org/wiki/Main_Page Wiktionary] *[[Wikiversity:School of Fire and Emergency Management/Current Research Projects|Current Research Projects]] This is the gateway for information about the courses and training in general. We hope that its size and scope will increase dramatically as participation in the School increases. We welcome input from all. | style="width:50%; background-color:#F4FFF4; border: 1px solid #C9FFC9; padding:1em;" valign="top" | ==Current Research and Project News== ''Post here if you have a research project or proposal you are working on. Also, if there is a course you would like to develop and would like to know if others are in need of it or are working on it.'' *<font color=red>Leadership I (''under Fire Officer'') is complete and ready for use</font>...please provide feedback and suggestions on the discussion page of the main course page. *We are in need of volunteers to begin translating some of the projects into other languages. If you are interested, please email [[User:Mfinney|Mfinney]] for more information of where to begin. [[Category:Study guides]] [[Category:Fire and Emergency Management]] [[Category:Wikiprofessional]] [[Category:Pages needing cleanup after Import]] 3718 18050 2006-08-27T20:23:33Z JWSchmidt 20 [[Wikiversity:School of Fire and Emergency Management]] moved to [[School:Fire and Emergency Management]]: move this school out of project namespace #REDIRECT [[School:Fire and Emergency Management]] 3720 18064 2006-08-27T20:28:41Z JWSchmidt 20 [[Category:Pages needing cleanup after Import]] == Introduction to Social Work == ---- '''The Social Work Profession''' Social Work is the terminology used to describe the human service profession that emerged early in the twentieth century. Today the profession of Social Work covers a wide variety of social and human service related fields. The primary connection between various forms of social work are the Social Work Code of Ethics. This code of ethics seeks to impose human and social conditions and alieviate human distress, suffering, and social problems. Social Work is a caring profession that is both client center and grounded in sociological, psychological, and ecological approaches to social problems. Social Work seeks to mediate problems between individuals and their environment. '''The Goals of Social Work''' Social Work seeks to enhance social functioning of individuals, groups, families, organizations, communities, nations and all of human civilization. Social Workers primarily seek to link clients to resources. Social Work as a profession focuses on improving service delivery through networking and resource developement. Social Work strives to promote social and economic justice through developement of social policy and programs. Social Work seeks to satisfy basic human needs that are necessary for human's physical, emotional, intellectual, spiritual, social, and identity growth. '''The Definition of Social Work Practice''' From ''Working Definition of Social Work Practice'' (1958) National Association of Social Workers (NASW) Commission on Practice: ''"The social work method is the responsible, conscious, disciplined use of self in relationship with an individual or group. Through this relationship the practitioner facilitates interaction between the individual and his social environment with a continuing awareness of the reciprocal effects of one upon the other. It facilitates change: (1) within the individual in relation to his social environment; (2) of the social environment in its effect upon the individual; (3) of both the individual and social environment in their interaction." (p. 7) '' '''Major Fields of Social Work''' * Medical and Rehabilitation * Mental Health * Informational and Referal * Occupational * Corrections and Justice * Geneontological * School and Educational * Housing * Children & Families * Public Health * International * Income Maintenance * Community Organizing * Theorhetical and Research * Diversity and Marginalized Population * Abuse Prevention / Survivor Services '''Basic Theoretical Approaches''' '''''Empowerment Model''''' - the "Process of increasing personal , interpersonal, and political power so that individuals, families, and communities can take action to improve their situations." (Gutierrez 1994 p. 209) '''''[[Strengths-Based Social Work Practice|Strength Based Perspective]]''''' - Social Work seeks to focus on individual, family, and community strengths and competency. This is in contrast to other professions which focus on deficits or maladaptive functioning (''pathology''). Focusing on strengths gives people the power to build on what resources they already posses, what skills and competencies they have already mastered to overcome the obsticles they are faced with. '''''Working Collaboratively''''' - Collaborative work requires Social Work to recognize that each client is the expert in their own life. That clients have the most knowlege as to what their needs are, and what resources they need to access. Collaborative work ensures that clients are invested in the outcomes of interventions, by giving them joint responsibility and recognizing their abilities and potential to suceed. '''''Client Centered Approach''''' - Client Center approach seeks to focus on the needs of clients and to let their needs and abilities guide social work practice. Client centered approach ensures that interventions are collaborative and individualized. Client Centered Approach seeks to empower the individual to direct the invervention and assess what resources they need. '''''Person-In-Environment''''' - Social Work seeks to recognize both the client (person), their environment, and the interaction between them. Coined by Florence Hollis (1964) Person-In-Environment (PIE) or "the person-in-the situation" stresses a person's physical, social, and psychological realities as well as the social relatities that both define and limit that person. Social Workers seek to examine both the personal, and the social aspects of all 'Problems' be they social problems, or personal ones. Most intervention happens at the individual level, with system approaches to problem solving seek mainly to improve individual functioning. ''''' EcoSystems Approach''''' - Similar to Person-in Environment Ecosystems approach seeks to intervene at a level of systems. Developed in the 1970's and 1980's Ecosystems approach seeks to identify and improve ecological conditions. This approach was developed by Meyer, Germain and Gitterman, and Maluccio. Meyer (1988): The paradigm on ecosystems "considers environmental variables as interrelated and reciprocal with the person variables, and therefore environmental intervention must be included among the treatments of choice." (p.287) Germain (1979): "In an ecological view, [social work]practice is directed at improving transactions beweeen people and environments in order to enhance adaptive capacities and improve environments for all who function within them" (pp. 7-8) [[Category:Pages needing cleanup after Import]] 3721 18063 2006-08-27T20:28:05Z JWSchmidt 20 [[Wikiversity:School of Social Work]] moved to [[School:Social Work]]: move this school out of project namespace #REDIRECT [[School:Social Work]] 3723 18111 2006-08-27T20:48:42Z JWSchmidt 20 [[Category:Pages needing cleanup after Import]] {| width="100%" cellpadding="5" cellspacing="10" style="background:#e7e7e7; border-style:solid; border-width:3px; border-color:#888686;" | width="70%" valign="top" | {| width="100%" border="0" cellpadding="4" cellspacing="0" |The Wikiversity School of Security, Surveillance and Law Enforcement is an online training resource for those interested in furthering their knowledge about such issues. |- | height="30" colspan="2" style="padding:0.2em; background:#09055a; border: solid thin #ffffff; color:#FFFFFF; text-align:center;" | '''Featured Law Enforcement Readings''' |- | * A [http://en.wikipedia.org/wiki/Counterfeit counterfeit] is an imitation that is made with the intent to deceptively represent its content or origins. The word counterfeit most frequently describes forged money or documents, but can also describe clothing, software, pharmaceuticals, or any other manufactured item, especially when these products are protected by trademarks or patents. * [http://en.wikipedia.org/wiki/Sonic_weapon Sonic and ultrasonic weapons] (USW) are weapons of various types that use sound to damage, incapicitate, or kill an opponent. Some sonic weapons are currently in limited use and extensive research and development by military and police forces. Many exist only in the realm of science fiction. * [http://en.wikipedia.org/wiki/Situational_awareness Situational awareness] is being aware of everything that is happening around oneself and the relative importance of everything observed — a constantly evolving picture of the state of the environment. Situational awareness can be described broadly as a person’s state of knowledge or mental model of the situation around him or her. * The [http://en.wikipedia.org/wiki/US_Marshal United States Marshals Service] (sometimes incorrectly spelled "Marshal's Service"), a bureau within the [http://www.usdoj.gov/ United States Department of Justice] (see 28 U.S.C. § 561), is the United States's oldest federal law enforcement agency. It is the enforcement arm of the federal courts, protecting federal courts and ensuring the effective operation of the judicial system. * The [http://en.wikipedia.org/wiki/Business_Software_Alliance Business Software Alliance] (BSA) is a trade group representing a number of the world's largest [http://en.wikipedia.org/wiki/Software software] makers. It is funded through membership dues based on member company's software revenues, and through settlements from companies it successfully brings action against. * The [http://en.wikipedia.org/wiki/Halton_Regional_Police_Service Halton Regional Police Service] (HRPS) provides policing services for the Halton Region in Ontario, [http://en.wikipedia.org/wiki/Canada Canada] which encompasses the City of Burlington and the Towns of [http://en.wikipedia.org/wiki/Oakville%2C_ON Oakville], Milton and Halton Hills. It is made up of about 450 police personnel 150 civilians that cover 987 square kilometers with a population of 297,650. |} | width="30%" valign="top" | {| width="100%" border="0" cellpadding="2" cellspacing="0" | height="30" colspan="2" style="padding:0.2em; background:#850d0d; border: solid thin #ffffff; color:#FFFFFF; text-align:center;" | '''SSP''' |- |[[Image:wikissp_1.png|frame|150px|thumb|School of Security, Surveillance and Law Enforcement]] |- | |- |} {| width="100%" border="0" cellpadding="0" cellspacing="0" | height="30" colspan="2" style="padding:0.2em; background:#09055a; border: solid thin #ffffff; color:#FFFFFF; text-align:center;" | '''Focus On: Human Trafficking''' |- | valign="top" style="padding:0.2em; background:#FFFFFF; border: solid thin #ffffff; text-align: center;" | [http://en.wikipedia.org/wiki/Human_trafficking Trafficking in human beings] includes recruiting, harbouring, obtaining, and transporting people by use of force, fraud, or coercion for the purpose of subjecting them to involuntary acts, such as commercial sexual exploitation (including prostitution) or involuntary labour, i.e., enslaving them. [http://en.wikipedia.org/wiki/Harm_reduction Harm Reduction] is a philosophy of public health intended to be a progressive alternative to the prohibition of certain lifestyle choices. The central idea of harm reduction is the recognition that some people always have and always will engage in behaviours which carry risks, such as casual sex and substance abuse. Harm reduction seeks to mitigate the potential harm associated with these behaviours without attempting to prohibit the behaviors. Harm reductionists contend that no one should be denied services such as healthcare merely because they take risks. Further, harm reduction seeks a social justice response to substance abuse, as opposed to a criminalizing one. |} |- |} {| width="100%" cellpadding="5" cellspacing="10" style="background:#ffffff; border-style:solid; border-width:3px; border-color:#ffffff;" | width="100%" valign="top" | |} == Courses == === Introductory Courses === ** [[Wikiversity:Security And Policing101|Security And Policing 101 - Getting Started With Wiki]] ** [[Wikiversity:Security And Policing101|Security And Policing 102 - Adding Content To Wiki]] ** [[Wikiversity:Security And Policing 201|Security And Policing 201 -]] ** [[Wikiversity:Security And Policing 202|Security And Policing 202 -]] ** [[Wikiversity:Security And Policing 301|Security And Policing 301 -]] ** [[Wikiversity:Security And Policing 302|Security And Policing 302 -]] === Physical Security === ** [[Wikiversity:Security And Policing 103|Security And Policing 103 -]] ** [[Wikiversity:Security And Policing 104|Security And Policing 104 -]] ** [[Wikiversity:Security And Policing 203|Security And Policing 203 -]] ** [[Wikiversity:Security And Policing 204|Security And Policing 204 -]] ** [[Wikiversity:Security And Policing 303|Security And Policing 303 -]] ** [[Wikiversity:Security And Policing 304|Security And Policing 304 -]] === Safety Engineering === ** [[Wikiversity:Security And Policing 105|Security And Policing 105 -]] ** [[Wikiversity:Security And Policing 106|Security And Policing 106 -]] ** [[Wikiversity:Security And Policing 107|Security And Policing 107 -]] ** [[Wikiversity:Security And Policing 205|Security And Policing 205 -]] ** [[Wikiversity:Security And Policing 206|Security And Policing 206 -]] ** [[Wikiversity:Security And Policing 207|Security And Policing 207 -]] ** [[Wikiversity:Security And Policing 305|Security And Policing 305 -]] ** [[Wikiversity:Security And Policing 306|Security And Policing 306 -]] ** [[Wikiversity:Security And Policing 307|Security And Policing 307 -]] === Technology === ** [[Wikiversity:Security And Policing 108|Security And Policing 108 - ]] ** [[Wikiversity:Security And Policing 109|Security And Policing 109 - ]] ** [[Wikiversity:Security And Policing 110|Security And Policing 110 - ]] ** [[Wikiversity:Security And Policing 111|Security And Policing 111 - ]] ** [[Wikiversity:Security And Policing 208|Security And Policing 208 - ]] ** [[Wikiversity:Security And Policing 209|Security And Policing 209 - ]] ** [[Wikiversity:Security And Policing 210|Security And Policing 210 - ]] ** [[Wikiversity:Security And Policing 211|Security And Policing 211 - ]] ** [[Wikiversity:Security And Policing 308|Security And Policing 308 - ]] ** [[Wikiversity:Security And Policing 309|Security And Policing 309 - ]] ** [[Wikiversity:Security And Policing 310|Security And Policing 310 - ]] ** [[Wikiversity:Security And Policing 311|Security And Policing 311 - ]] === Intelligence Gathering & Surveillance === ** [[Wikiversity:Security And Policing 112|Security And Policing 112 - ]] ** [[Wikiversity:Security And Policing 113|Security And Policing 113 - ]] ** [[Wikiversity:Security And Policing 212|Security And Policing 212 - ]] ** [[Wikiversity:Security And Policing 312|Security And Policing 312 - ]] === Psychology & Society === ** [[Wikiversity:Security And Policing 112|Security And Policing 114 - Verbal Judo]] ** [[Wikiversity:Security And Policing 113|Security And Policing 115 - ]] ** [[Wikiversity:Security And Policing 212|Security And Policing 213 - ]] ** [[Wikiversity:Security And Policing 312|Security And Policing 313 - ]] [[Category: Wikiversity School of Security And Policing Studies]] [[Category:Pages needing cleanup after Import]] 3726 18108 2006-08-27T20:48:14Z JWSchmidt 20 [[Wikiversity:School Of Security, Surveillance and Law Enforcement]] moved to [[School:Security, Surveillance and Law Enforcement]]: move school out of project namespace #REDIRECT [[School:Security, Surveillance and Law Enforcement]] 3728 18257 2006-08-28T00:06:01Z Trevor MacInnis 99 cleanup <center><big>'''Welcome to the {{PAGENAME}} School!'''</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! [[Image:kepler-worlde.jpg]] Course and textbook: [[Geography of North America]] ''under construction'' - Chapter 1 is now up. I plan to copy over the rest of my textbook soon. [[Geography of New Mexico]] Introduction to [[Wikipedia:Geography|Geography]] [[Category:{{PAGENAME}}| ]] [[Category:Pages needing cleanup after Import]] 3729 18137 2006-08-27T20:52:23Z JWSchmidt 20 [[Wikiversity:School of Geography]] moved to [[School:Geography]]: move school out of project namespace #REDIRECT [[School:Geography]] 3730 22936 2006-09-03T16:16:32Z JWSchmidt 20 [[Category:Page moved from Wikibooks]] <center><big>Welcome to the '''School of Practical Human Life''', part of [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]].</big></center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. *[[Topic:Ecological Sustainability|Division of Ecological Sustainability]] ===[[Topic:Eating]]=== * [[Topic:Human Nutrition]] * [[Topic:Edible Plant Identification]] * [[Topic:Fermentation and Preservation of Edibles]] * [[Topic:Culinary Arts]] * [[Topic:History of Agriculture]] * [[Topic:Livestock]] ===[[Topic:Transportation]]=== * [[Topic:Fuel and Movement]] * [[Topic:Human-powered Vehicles]] * [[Topic:Alternative Fuels]] * [[Topic:Petroleum Politics]] ===[[Topic:House and Home]]=== * [[Topic:Basics of House Construction]] * [[Topic:Land Use and Private Property]] * [[Topic:Territory]] * [[Topic:Plumbing]] ===[[Topic:Waste Management]]=== * [[Topic:Septic Treatment]] * [[Topic:Recycling]] * [[Topic:Dumpster Diving]] * [[Topic:Compost]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''27 August 2006''' - School founded! [[Category:Page moved from Wikibooks]] [[Category:{{PAGENAME}}| ]] 3731 18149 2006-08-27T20:57:17Z JWSchmidt 20 [[Wikiversity:School of Practical Human Life]] moved to [[School:Practical Human Life]]: move school from project namespace #REDIRECT [[School:Practical Human Life]] 3732 23681 2006-09-04T19:27:37Z JWSchmidt 20 format [[Image:Wikiversite-banner.jpg|thumb|right|450px]] A Wikiversity school is a large organizational unit that helps Wikiversity participants organize learning resources related to a set of related academic topic areas. This page lists the major schools of Wikiversity. If you want to create a new academic school or department, please read [[Wikiversity:Naming conventions|the naming conventions]]. [[Image:Namespacehierarchy.png|thumb|right|400px|The [[Wikiversity:Namespaces|Wikiversity namespace]] hierarchy. A wikiversity page for a School goes in the "School:" namespace and the names of such pages start with the "School:" prefix". Each Wikiversity school is devoted to studies of several academic topics. School pages link to pages in the "Topic:" namespace. Most pages in the "Topic:" namespace function like an academic department that studies a narrow academic topic. Departments can link to learning materials and educational resources. All learning resources belong in the main namespace (their names do not include any prefix.]] <br/> ==Major Wikiversity Schools== === [[Portal:Engineering and Technology|Engineering and Technology]] === '''See also''': [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]] *[[School:Electronics|School of Electronics]] *[[School:Engineering|School of Engineering]] *[[School:Computer Science|School of Computer Science]] *[[School:Construction|Institute of Construction]] *[[School:Project Management|School of Project Management]] === [[Portal:Humanities|Humanities]] === *[[School:Art and Design|School of Art and Design]] *[[School:Classics|School of Classics]] *[[School:Law|School of Law]] *[[School:Literature|School of Literature]] *[[School:Music|School of Music]] *[[School:Comparative Mythology|School of Comparative Mythology]] *[[School:Philosophy|School of Philosophy]] *[[School:Theology|School of Theology]] === [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] === *[[School:Geography|School of Geography]] *[[School:Marine Sciences|School of Marine Sciences]] *[[School:Mental Freedom|School of Mental Freedom]] *[[School:Practical Human Life|School of Practical Human Life]] *[[School:Media Information Cognition|School of Media, Information and Cognition]] *[[School:Computer Forensics and Security|School of Computer Forensics and Security]] [[Image:Calliphora head.jpg|thumb|right]] === [[Portal:Life Sciences|Life Sciences]] === *[[School:Biology|School of Biology]] *[[School:Medicine|School of Medicine]] *[[School:Biomechanics|School of Biomechanics]] *[[School:Neuroscience|School of Neuroscience]] *[[School:Plant Sciences|School of Plant Sciences]] *[[School:Zoology|School of Zoology]] *[[School:Veterinary Medicine|School of Veterinary Medicine]] === [[Portal:Mathematics|Mathematics]]=== *[[School:Mathematics|School of Mathematics]] [[Image:AstroHimmelskugel.jpg|thumb|right]] === [[Portal:Physical Sciences|Physical Sciences]] === *[[School:Astronomy|School of Astronomy]] *[[School:Chemistry|School of Chemistry]] *[[School:Engineering|School of Engineering]] *[[School:Electronics|School of Electronics]] *[[School:Geology|School of Geology]] *[[School:Physics|School of Physics]] === [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]] === '''See also''': [[Portal:Engineering and Technology|Engineering and Technology]] *[[School:Architecture |School of Architecture]] *[[School:Aviation |School of Aviation]] *[[School:Construction |Institute of Construction]] *[[School:Education |School of Education]] *[[School:Engineering |School of Engineering]] *[[School:Entrepreneurship |School of Entrepreneurship]] *[[School:Foreign Language Learning |School of Foreign Language Learning]] *[[School:Library and Information Science |School of Library and Information Science]] *[[School:Project Management |School of Project Management]] === [[Portal:Professions|Professional Schools]] === *[[School:Architecture|School of Architecture]] *[[School:Aviation|School of Aviation]] *[[School:Business|School of Business]] *[[School:Education|School of Education]] *[[School:Entrepreneurship|School of Entrepreneurship]] *[[School:Foreign Language Learning|School of Foreign Language Learning]] *[[School:Audio Engineering|School of Audio Engineering]] [[Image:Poland 1138 map.jpg|right|thumb]] === [[Portal:Social Sciences|Social Sciences]] === *[[School:Anthropology|School of Anthropology]] *[[School:Communication|School of Communication]] *[[School:Development Science|School of Development Science]] *[[School:Economics|School of Economics]] *[[School:Fire and Emergency Management|School of Fire and Emergency Management]] *[[School:History|School of History]] *[[School:Journalism|School of Journalism]] *[[School:Library and Information Science|School of Library and Information Science]] *[[School:Linguistics|School of Linguistics]] *[[School:Media Studies|School of Media Studies]] *[[School:Political Science|School of Political Science]] *[[School:Psychology|School of Psychology]] *[[School:Social Work|School of Social Work]] (applied Social Science) *[[School:Sociology|School of Sociology]] *[[School:Security, Surveillance and Law Enforcement|School Of Security, Surveillance and Law Enforcement]] === See also === *[[Wikiversity:Major portals|Major Portals]] - The portals corresponding to the sections of this page. *[[b:Wikiversity:Wikiversity Schools]] - the list of major schools originated at Wikibooks. *[[:Category:Wikiversity schools]] - category containing the major Wikiversity schools listed on this page. [[Category:Wikiversity schools|Wikiversity Schools]] 3734 18216 2006-08-27T22:46:27Z JWSchmidt 20 [[Wikiversity:Wikiversity Schools]] moved to [[Wikiversity:Schools]]: better name #REDIRECT [[Wikiversity:Schools]] 3735 18222 2006-08-27T22:59:09Z SB Johnny 61 [[Topic:School of Engineering/Free or open source design tools]] moved to [[Topic:Engineering/Free or open source design tools]]: relocating imported page #REDIRECT [[Topic:Engineering/Free or open source design tools]] 3736 18285 2006-08-28T00:37:57Z SB Johnny 61 category Goal setting for a project manager, task or team leader, or lead/supervisory/management personnel is often a subtle, complex process. It must comply with top level policies and help accomplish organizational goals, visions, and mission while meeting requirements such as budgets, innovations, employee training, delivery deadlines, manufacturing quotas, etc. that are often driven by lateral requirements within the organization as well as top down direction. It is important to understand an individual goal setting process and have practiced and polished individual personal skills in setting and attaining personal goals. [http://en.wikibooks.org/wiki/Wikiversity:School_of_Engineering:Critical_Thinking_%26_Self_Communication:goal_setting] It is even more important to acknowledge that achieving participant buyin requires discussion and coordination of group goals as well as each individual's personal goals or agenda. Each team member must feel their input and contribution are valued and impact overall group goals and the group leadership team or process must find ways to resolve and remove obstacles or conflicts resulting from conflicting individual and group goals. Often inexperienced managers or leaders will attempt to apply a dictatorial or authoritarian model which assumes that since they are in charge they will specify goals and tasks necessary to achieve their superiors goals and task assignments. Theoretically everyone else will hop to and efficiently accomplish the work tasks as directed to achieve the mandated tasks and goals. Often this approach will yield initial results as experienced team players attempt to compensate for this deficiency in leadership skills while addressing improving the neophyte leader's skills and attitudes. Sometimes this works out well but often it results in disaster as the neophyte manager incorrectly interprets team success as validation of the merit of his authoritarian approach. Eventually (sometimes quickly or instantaneously) the honeymoon or cut them some slack period is over and group performance falls off until the deficiency in team management's coordination skills improve sufficiently to recover adequate team member buyin to specific common corporate/group/team goals. [[Category:Page moved from Wikibooks]] 3737 18281 2006-08-28T00:35:09Z SB Johnny 61 ==Preparation== ; Study Venn Diagrams : Anything beyond very simple personal goals always involves other human beings or mammals or life forms or rocks or other manifestations of the physical universe. ==Personal Goal Setting and Implementation Management== * Identify or brainstorm specific personal goals. * Identify specific missions, goals or tasks which are related somehow to your attaining your specific goal. First do this individually for each goal. As part of daily prioritization can identify common tasks or tasks which can be worked on concurrently. * Identify current and possible obstacles. Keep alert for chances to nibble, sidestep or obliterate them as you proceed through the planning and action tasks and work with other people. * Identify people and organizations who can assist you with achieving your goals or prioritized tasks. * Figure out what is in it for them. This will undoubtedly involve some intelligence gathering (recruiting, querying) or coordination and possibly mutation or expansion of the original goal set to adequately compensate other participants for their efforts beneficial to your goals. Sometimes phased or interlocked delivery is important. You are trying to accomplish your own or the team's goals and tasks, not be diverted to completing someone elses desires prior to achieving or initating work regarding your own. Sometimes it simply requires a polite request, flowers with a smile, or some reasonable amount of cash. * Develop a plan or a series of small achievable tasks which when accomplished in the aggregate will achieve the goal. For multiple goals do this for each one and then integrate or prioritize according to personal priorities. Keep in mind priorities may need to shift in accordance with external events or others peoples' goals or desires. * Specify concrete objective measururable milestones or metrics which can be used to track progress towards the goal. * Review progress periodically and revise plan appropriately. Note: In Total Quality Management philosophy this cycle is often call the PDCA loop. Plan, Do, Collect, Analyse, iterate. The biggest difference is that TQM is often implicitly assuming motivated people and teams and focused on specific business or manufacturing processes. The above goal setting processes is more general and must involve motivating other people and gaining their assistance or cooperation. [[Category:Page moved from Wikibooks]] 3738 18242 2006-08-27T23:40:55Z SB Johnny 61 [[Wikiversity:School of Project Management/Goal Setting and Management]] moved to [[Topic:Project Management/Goal Setting and Management]]: locating imported page #REDIRECT [[Topic:Project Management/Goal Setting and Management]] 3739 18245 2006-08-27T23:43:44Z SB Johnny 61 [[Wikiversity:School of Engineering/Experimental Self Communication/Critical Thinking & Self Communication/Goal Setting]] moved to [[Topic:Project Management/Experimental Self Communication/Critical Thinking & Self Communication/Goal Setting]]: imported p #REDIRECT [[Topic:Project Management/Experimental Self Communication/Critical Thinking & Self Communication/Goal Setting]] 3745 18334 2006-08-28T01:21:28Z JWSchmidt 20 2 resources Welcome to the '''General Biology''' learning resource development center! ==Center description== The General Biology learning resource development center aims to create and provide exciting learning projects for Wikiversity participants. ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Introduction to Biology]] - an asynchronous learning trail or link maze which participants seeking knowledge of fundamentals can follow. *[[Human Genetic Uniqueness Project]] - What makes humans '''human'''? * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==References== [Optional section] ===Wikipedia=== *[[w: __Article Name__ ]] ===Wikibooks=== Works in progress - these texts are currently at [[Wikibooks:__Department Name___]]: * [[Wikibooks:__Textbook Name___]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... == Online Reference Information and Portals == * http://en.wikipedia.org/wiki/Portal:Biology ==Light reading with links or search subjects to further information.== http://www.usatoday.com/tech/science/discoveries/2005-12-04-nature-engineers_x.htm [[Category:Page moved from Wikibooks]] [[Category:General Biology| ]] 3746 18280 2006-08-28T00:33:36Z JWSchmidt 20 [[Wikiversity:General Biology]] moved to [[Topic:General Biology]]: move out of the project namespace #REDIRECT [[Topic:General Biology]] 3749 18533 2006-08-28T02:49:10Z Rayc 57 The advent of digitalization of ancient manuscripts of the Bible makes an Internet collaboration on a Modernity Version of the New Testament possible for all levels of participation, called wikification, everybody edits. The rules are laid down through the first 3 and 1/2 chapters of John. If you leave your qualifications or desire below then start on the [[Wikiversity: School of Theology/Gospel 101/Verses for the week|Verses for the week]] which for starters are various verses in the [[Christianity#Appendix|Christianity]] Appendix Prophecy Fulfillment column. Admittedly, this is an invitation for a select few to become masters of the language. Convert these significant verses from KJV to a modern translation preferably gender neutral. There are 101 ways (or mention) to believe in the Gospel of John, thus the course name, and we have only highlighted fifteen so far. Go for it. = Students Enrolled = * [[User:Athrash|<nowiki></nowiki>]] &#45; [[User:Athrash|Athrash]] | [[User_talk:Athrash|<small>{Talk)</small>]] 07:10, 23 August 2005 (UTC) ---- Back to [[Wikiversity:School of Theology]] [[Category:Theology]] 3750 18525 2006-08-28T02:43:20Z Rayc 57 Pages: [[/Gospel 101/]] ==Resources== *[[w:Christianity]] [[Category:Theology]] 3751 18339 2006-08-28T01:25:25Z JWSchmidt 20 [[Category:Page moved from Wikibooks]] This section of <b>Introduction to Biology Fundamentals</b> takes the form of an asynchronous learning trail or link maze which participants seeking knowledge of fundamentals can follow seeking information and enlightenment at their own pace. Participants are encouraged to <b>edit boldly</b> serene in the knowledge that other participants will soon erode away neophyte like errors with new misunderstandings and challenges for future participants. We also expect an occasional mentor or knowledgeable biological specialists to wander in and idly correct an occasional misunderstanding. If you are uncomfortable with this approach feel free to experiment with a sock puppet or custom persona to avoid credit for your efforts. == Current Participant List == * [[user:lazyquasar]] Have a reference text available: "Biological Science" by William T. Keeton. cp 67 by W. W. Norton & Company. A tad out of date probably but I hope useful for basics. [[user:akematha]] * add your persona handle here == Reference Lists == === Online texts === * http://en.wikibooks.org/wiki/Biology *[[General Biology | General Biology]] === Lucid articles, tutorials, or presentations === === Group Project Proposals === [[Category:General Biology]] [[Category:Page moved from Wikibooks]] 3752 18311 2006-08-28T01:18:04Z JWSchmidt 20 [[Wikiversity:School of Biology:General Biology:Introduction to Biology]] moved to [[Introduction to Biology]]: learning resource move to main namespace #REDIRECT [[Introduction to Biology]] 3753 18313 2006-08-28T01:18:08Z SB Johnny 61 [[Topic:School of Theology/Gospel 101]] moved to [[Christianity/Gospel 101]]: import locating #REDIRECT [[Christianity/Gospel 101]] 3754 18535 2006-08-28T02:51:10Z Rayc 57 Find ECCEHOMO edit below as example of translation methods.<br> Discover 2 verses already translated in The Updated [[Christianity#Appendix|Modernity]] Version (Parallel, Annotated) and can be revised as such here. &nbsp;<font color="#FF0000">New</font> ---- == == And the dragon stood before the woman <s>which</s> <b>who</b> was ready to be delivered, <s>for</s> waiting to devour her child as soon as it was born. <s>And</s> She brought forth a man child, who was to rule all nations with a rod of iron; <s>and</s> <B>but</B> her child was <s>caught</s> <b>called (?)</b> up <s>un</s>to God, and to his throne. Re. 12: 4, 5 :'''called''' or :'''delivered''' or :'''translated''' Result was turn the first sentence around and keep the lofty language of "brought forth," :And in front of the woman who was about to be delivered, the dragon stood waiting to devour the child as soon as it was born. She brought forth a man child, who was to rule all nations with a rod of iron; but her child was delivered up to God, and to his throne. But while he thought on these things, behold, the angel of the Lord appeared unto him in a dream, saying, Joseph, thou son of David, fear not to take unto thee Mary thy wife: for that which is conceived in her is of the Holy Ghost. And she shall bring forth a son, and thou shalt call his name JESUS: for he shall save his people from their sins. Mt.1: 20-21 Behold, a virgin shall be with child, and shall bring forth a son, and they shall call his name Emmanuel, which being interpreted is, God with us. Mt. 1: 23 The book of the generation of Jesus Christ, the son of David, the son of Abraham. Mt. 1: 1 Now when Jesus was born in Bethlehem of Judea in the days of Herod the king… Mt. 2: 1 Then was fulfilled that which was spoken by Jeremy the prophet, saying, In Rama was there a voice heard, lamentation, and weeping, and great mourning, Rachel weeping for her children, and would not be comforted, because they are not. Mt. 2: I6-18 When he arose, he took the young child and his mother by night, and departed into Egypt: And was there until the death of Herod: that it might be fulfilled which was spoken of the Lord by the prophet, saying, Out of Egypt have I called my Son. Mt. 2: 14-15 And he came and dwelt in a city called Nazareth: that it might be fulfilled which was spoken by the prophets, He shall be called a Nazarene. Mt. 2: 23 For all the prophets and the law prophesied until John. And if ye will receive it, this is Elias, which was for to come. Mt. 11: 13-14 And Jesus, when he was baptized, went up straightway out of the water: and, lo, the heavens were opened unto him and he saw the Spirit of God descending like a dove, and lighting upon him. Mt. 3: 16 And he saith unto him, Verily, verily, I say unto you, Hereafter ye shall see heaven open, and the angels of God ascending and descending upon the Son of man. Joh. 1: 51 And leaving Nazareth, He came and dwelt in Capernaum, which is upon the sea coast, in the borders of Zabulon and Nephthalim: That it might be fulfilled which was spoken by Esaias the prophet, saying, The land of Zabulon, and the land of Nephthalim, by the way of the sea, beyond Jordan, Galilee of the Gentiles; The people which sat in darkness saw great light, and to them which sat in the region and shadow of death light is sprung up. Mt 4: 13-16 The Spirit of the Lord is upon me, because he hath anointed me to preach the gospel to the poor; he hath sent me to heal the brokenhearted, to preach deliverance to the captives, and recovering of sight to the blind, to set at liberty them that are bruised. To preach the acceptable year of the Lord. And he closed the book, and he gave it again to the minister, and sat down. And the eyes of all them that were in the synagogue were fastened on him. And he began to say unto them, This day is this scripture fulfilled in your ears. Lu. 4: 18-22 And when ye shall see Jerusalem compassed with armies then know that the desolation thereof is nigh, Then let them in Judea flee to the mountains, and let them which are in the midst of it depart out; and let not them that are in the countries enter thereinto. For these be the days of vengeance, that all things which are written may be fulfilled. Lu. 21: 20-22 If I told you earthly things, and ye believe not, how shall ye believe, if I tell you of heavenly things? And no man hath ascended up to heaven, but he that came down from heaven, even the Son of man which is in heaven. And as Moses lifted up the serpent in the wilderness, even so must the Son of man be lifted up. Joh. 3: 12-14 For God so loved the world, that he gave his only begotten Son, that whosoever believeth in him should not perish, but have everlasting life. Joh. 3: 16 Is not this the carpenter, the son of Mary, the brother of James, and Joses, and of Juda, and Simon? and are not his sisters here with us? And they were offended at him. Mk. 6: 3 For Jesus himself testified that a prophet hath no honour in his own country. Joh. 4: 44 In the last day, that great day of the feast, Jesus stood and cried, saying, If any man thirst let him come unto me, and drink. He that believeth on me, as the scripture hath said, out of his belly shall flow rivers of living water. (But this spake he of the Spirit, which they that believe on him should receive: for the Holy Ghost was not yet given; because that Jesus was not yet glorified.) Joh. 7: 37-38 When the even was come, they brought unto him many that were possessed with devils: and he cast out the spirits with His word, and healed all that were sick: That it might be fulfilled which was spoken by Esaias the prophet, saying, Himself took our infirmities, and bare our sicknesses. Mt. 8: 16-17 Behold my servant, whom I have chosen; my beloved, in whom my soul is well pleased: I will put my spirit upon him, and he shall show judgment to the Gentiles. Mt. 12: 18 == == <b>He will not break<b> a bruised reed <s>shall he not break</s>, <s>and</s> <b>nor will he extinguish the<b> smoking flax <s>shall he not quench</s>, <b>un</b>til he <s>send forth</s> <B>has brought on</B> judgment unto victory. Mt. 12: 20 :Helps: It is the same word and image (2Kings 18:21) which [Isaiah] uses in his prophecy of our Lord, “a bruised reed (רצץ קנה qâneh râtsats) shall He not break,” i. e., He shall not break that which is already bruised. The word implies, then, don't kick a man when he's down. I am the good shepherd, and know my sheep, and am known of mine. As the Father knoweth me, even so know I the Father: and I lay down my life for the sheep. And other sheep I have, which are not of this fold: them also I must bring, and they shall hear my voice; and there shall be one fold, and one shepherd. Joh. 10: 14-16 On the next day much people that were come to the feast, when they heard that Jesus was coming to Jerusalem, took branches of palm trees, and went forth to meet him, and cried, Hosanna: Blessed is the King of Israel that cometh in the name of the Lord. And Jesus, when he had found a young ass, sat thereupon; as it is written: Joh. 12: 12-14 And when the chief priests and scribes saw the wonderful things that he did, and the children crying in the temple, and saying, Hosanna to the son of David; they were sore displeased, And said unto him, Hearest thou what these say? And Jesus saith unto them, Yea; have ye never read, Out of the mouth of babes and sucklings thou hast perfected praise? Mt. 21: 15-16 And said unto them, It is written, My house shall be called the house of prayer; but ye have made it a den of thieves. Mt. 21: 13 Jesus saith unto them, Did ye never read in the scriptures, The stone which the builders rejected, the same is become the head of the corner: this is the Lord’s doing, and it is marvellous in our eyes? Mt. 21: 42 Therefore they could not believe, because that Esaias said again, He hath blinded their eyes, and hardened their heart; that they should not see with their eyes, nor understand with their heart, and be converted, and I should heal them. These things said Esaias, when he saw His glory, and spake of Him. Joh. 12: 39-41 For I say unto you, I will not drink of the fruit of the vine, until the kingdom of God shall come. And he took bread, and gave unto them, saying, This is my body which is given for you: this do in remembrance of me. Likewise also the cup after supper, saying, This cup is the NEW TESTAMENT in my blood which is shed for you. Lu. 22: 18-20 I speak not of you all: I know whom I have chosen: but that the scripture may be fulfilled, He that eateth bread with me hath lifted up his heel against me. Joh. 13: 18 If I had not done among them the works which none other man did, they had not had sin: but now have they both seen and hate both me and my Father. But this cometh to pass that the word might be fulfilled that is written in their law, They hated me without a cause. Joh. 15: 24-25 And said unto them, What will ye give me, and I will deliver him unto you? And they covenanted with him for thirty pieces of silver. Mt. 26: 15 Then saith Jesus unto them. All ye shall be offended because of me this night: for it is written, I will smite the shepherd, and the sheep of the flock shall be scattered abroad. Mt. 26: 31 And he cast down the pieces of silver in the temple, and departed, and went and hanged himself. And the chief priests took the silver pieces, and said, It is not lawful for to put them into the treasury, because it is the price of blood. And they took counsel, and bought with them the potter’s field, to bury strangers in. Mt. 27: 5-7 For many bare false witness against him, but their witness agreed not together. Mk. 14: 56 And he answered him to never a word; insomuch that the governor marvelled greatly. Mt. 27: l4 Then released he Barabbas unto them: and when he had scourged Jesus, he delivered him to be crucified. Mt. 27: 26 == == Then <s>came</s> Jesus <s>forth</s> <b>came forward</B>, wearing the crown of thorns, and the purple robe. And <B>Pilatus</B> <s>saith unto</s> <B>said to</B> them, <B>[ECCEHOMO]</B> Behold the man. Joh. 19: 5<br> [[User:Athrash|<nowiki></nowiki>]] &#45; [[User:Athrash|Athrash]] | [[User_talk:Athrash|<small>{Talk)</small>]] 07:26, 23 August 2005 (UTC) And he said unto them the third time, Why, what evil hath he done? I have found no cause of death in him: I will therefore chastise him, and let him go. And they were instant with loud voices, requiring that he might be crucified. And the voices of them and of the chief priests prevailed. And Pilate gave sentence that it should be as they required. Lu. 23: 22-24 And they smote him on the head with a reed, and did spit upon him, and bowing their knees worshipped him. And when they had mocked him, they took off the purple from him, and put his own clothes on him, and led him out to crucify him. Mk. 15: 19-20 The other disciples therefore said unto him, We have seen the Lord. But he said unto them, Except I shall see in his hands the print of the nails, and put my finger into the print of the nails, and thrust my hand into his side, I will not believe. Joh. 20: 25 And when they were come to the place, which is called Calvary, there they crucified him, and the malefactors, one on the right hand, and the other on the left. Lu. 23: 33 Then said Jesus, Father, forgive them; for they know not what they do. And they parted his raiment, and cast lots. Lu. 23: 34 After this, Jesus knowing that all things were now accomplished, that the scripture might be fulfilled, saith, I thirst. Joh. 19: 28 They gave him vinegar to drink mingled with gall: and when he had tasted thereof, he would not drink. Mt. 27: 34 And they that passed by reviled him, wagging their heads. Mt. 27:39 And one of the malefactors which were hanged railed on him, saying, If thou be Christ, save thyself and us. Lu. 23: 39 (Mt. 27:43) But the other answering rebuked him, saying, Dost not thou fear God, seeing thou art in the same condemnation? And we indeed justly; for we receive the due reward of our deeds: but this man hath done nothing amiss. And he said unto Jesus, Lord, remember me when thou comest into thy kingdom. And Jesus said unto him, Verily I say unto thee, To day shalt thou be with me in paradise. Lu. 23: 42-43 Now from the sixth hour there was darkness over all the land unto the ninth hour. Mt. 27: 45 And about the ninth hour Jesus cried with a loud voice, saying, Eli, Eli lama sabachthani? that is to say, My God, my God, why hast thou forsaken me? Mt. 27: 46 And when Jesus had cried with a loud voice, he said. Father, into thy hands I commend my spirit: and having said thus, he gave up the ghost. Lu. 23:46 Nor consider that it is expedient for us, that one man should die for the people, and that the whole nation perish not. John 11:50 But when they came to Jesus, and saw that he was dead already, they brake not his legs: Joh. 19: 33 But one of the soldiers with a spear pierced his side, and forthwith came there out blood and water. Joh. 19: 34 When the even was come, there came a rich man of Arimathaea, named Joseph, who aIso himself was Jesus' disciple: He went to Pilate, and begged the body of Jesus. Then Pilate commanded the body to be delivered. Mt. 27: 57-58 And he said unto them, These are the words which I spake unto you, that all things must be fulfilled, which were written in the law of Moses, and in the prophets, and in the psalms, concerning me. Then opened he their understanding, that they might understand the scriptures, And said unto them, Thus it is written, and thus it behoved Christ to suffer, and to rise from the dead the third day: And that repentance and remission of sins should be preached in his name among all nations, beginning at Jerusalem, And ye are witnesses of these things. Lu. 24: 44-48 And it came to pass, while he blessed them, he was parted from them, and carried up into heaven. Lu. 24: 51 So then after the Lord had spoken unto them, he was received up into heaven, and sat on the right hand of God. Mk. 16: 19 ---- Back to [[Wikiversity:School of Theology/Gospel 101|Gospel 101]] [[Category:Theology]] 3755 18336 2006-08-28T01:21:39Z SB Johnny 61 [[Wikiversity:School of Theology/Gospel 101/Verses for the week]] moved to [[Christianity/Gospel 101/Verses for the week]]: locating import #REDIRECT [[Christianity/Gospel 101/Verses for the week]] 3756 18338 2006-08-28T01:23:32Z JWSchmidt 20 subcategory [[Category:Biology]] 3758 18346 2006-08-28T01:30:32Z JWSchmidt 20 [[Topic:Biology]] moved to [[Topic:Evolutionary Biology]]: more specific page name #REDIRECT [[Topic:Evolutionary Biology]] 3761 23507 2006-09-04T08:45:10Z 84.153.73.68 [[Image:CSSZenGardenLikeTheSea.png|thumb|right|An example of a fixed-layout design]] Website Design is an incredibly fun skill to learn - combining the latest toys of technology with the creativity of design! On top of that, learning web design is unique in that we can learn directly from current professionals who publish their techniques for all to read on their own Web-logs! You'll find below a growing number of topics that we think provide a good foundation for any web designer. Of course, if you have something to add or improve then please contribute. ([[Web Design/About this course|about this course]]) = What you will learn = The following topics have been ordered to help provide a pathway for you to learn the main skills of web design. Of course, you might deviate from that path - or create a new path! * [[Web Design/Basic HTML and CSS|Basic HTML and CSS]] [[Image:75%.png]] - Get started creating your own HTML and stylesheets! * [[Web Design/Intermediate HTML and CSS|Intermediate HTML and CSS]] [[Image:25%.png]] - Building on your skills to create structured HTML content that can be styled and layed-out with your stylesheets (Includes [[Web Design/CSS Challenges|10 CSS Challenges]]!) * [[Web Design/Developing a Client Project|Developing a Client Project]] [[Image:00%.png]] - Applying your HTML/CSS skills to your first real client project where you'll learn some project management, information architecture and usability along the way! * [[Web Design/An Introduction to Programming with Javascript|An Introduction to Programming with Javascript]] [[Image:50%.png]] - Learn some of the fundamentals of computer programming (sequence, selection, repetition and variables) with your own web pages! Now with [[Web Design/JavaScript:JavaScript Challenges|Javascript Challenges]]! * [[Web Design/Dynamic Websites|An Introduction to Dynamic Websites]][[Image:25%.png]] - Learn the basics of server-side scripting, including page templates and form handling. Each topic includes an outline, suggested activities and learning resources to help you along your way. = Topics under development = * [[Web Design/Using the Internet as a Learning Tool|Using the Internet as a Learning Tool]] [[Image:25%.png]] - Start learning how you can keep up-to-date with the world of web-design. * [[Web Design/Design Principles for Web Design|Design Principles for Web Design]] [[Image:00%.png]] - Before getting too technical, get started with some all important graphic design principles as they're applied to the web! * [[Web Design/Emerging Technologies|Emerging Technologies]] - There's some pretty nifty tools and technologies constantly working their way into Web design... start to find out about them! Now with [[Web Design/XML Challenges|XML Challenges]]. * [[Web Design/Accessibility|Accessibility]] - Start using the right practices from the start! = Qualifications = This course may also serve as a guide towards certain [[Web Design:Qualifications|qualifications]] in different countries, helping you to identify the skills you need to demonstrate in order to be assessed for your qualification. Current qualifications exist for: * [[Web Design:Australian Qualifications|Australia]] {{Wikipediapar||Web design}} [[Category:Software]] [[Category:Web Design]] [[de:Kurs:Webdesign]] 3762 18483 2006-08-02T07:22:00Z Jguk [[Web Design:A Small Website Project]] moved to [[Web Design/A Small Website Project]] This small website project will give you the chance to design a small website of your own choosing and demonstrate your HTML/CSS skills. Make sure that your website is something of interest to you, preferably something that you can expand on later - but don't plan it too big at this stage! A simple home page with 2 consistent inner pages should provide plenty of HTML/CSS code and images for you to demonstrate everything outlined on [[Web Design:Learning Basic HTML and CSS|Learning Basic HTML and CSS]]. This activity is most suited to people who already feel confident with some basic HTML and CSS skills. If not, you may first want to complete [[Web Design:A Step-by-Step Introductory Web Project|A Step-by-Step Introductory Web Project]] instead. == Specific Tasks == The following tasks are just a guide to help you design a simple site. You may find it useful to use your blog to document the purpose, target audiences and content requirements, as it will allow other people to give feedback too (if you invite them!). # Define the purpose of your site (Why will your site exist? Why will people visit your site?) # Identify your target audiences (Who do you expect will be viewing your site) # Define content requirements (What content do you need to provide to fulfil the purpose of your site for your target audiences?) # Identify the tasks needed to complete this project. # Develop simple site structure (Plan how your information will be structured) # Create a prototype on paper or in Photoshop, clearly showing the look-n-feel of your site. Make sure you get lots of feedback from others about this! # Code HTML and CSS, using HTML for your content and CSS for all your presentation. # Upload your site to your webhost. # Test and peer review. Ask some random people to use your site... give them specific tasks to do and see if they find the information! If you're in a classroom environment, try working in a small group and brainstorm your ideas for your site. == Specific resources == [[Category:Web Design]] 3763 18486 2006-08-28T02:04:36Z SB Johnny 61 [[Web Design]] moved to [[Topic:Web Design]] #REDIRECT [[Topic:Web Design]] 3764 18522 2006-08-28T02:38:56Z JWSchmidt 20 move materials list Welcome to the Microbiology Course Part of the Wikiversity [[School:Biology|School of Biology]]! '''Introduction''' My initial intention is to create a series of short modules that provide an introduction to several key microbiological topics. There is little point trying to immediately create complex, in-depth courses. I suspect this is not what is wanted by the majority of wikiversity users. Instead, I will try to create 'Primers' that will provide a starting point for people wishing to learn about microbiology. ---- Start the page name for a department with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Wikiversity departments can be "contained" (linked to) by multiple schools. If two schools link to the same department they should cooperate to develop the department. See: [[Wikiversity:Naming conventions]]. ==Department description== Short description. ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... *Introduction to Bacteriology *Introduction to Virology *Introduction to Bacterial Genetics *Microbiological Techniques *Cultivating stable microecologies for organics waste processing/conversion[http://en.wikibooks.org/wiki/Wikiversity:Civil_Engineering] Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==References== [Optional section] ===Wikipedia=== *[[w: __Article Name__ ]] ===Wikibooks=== Works in progress - these texts are currently at [[Wikibooks:__Department Name___]]: * [[Wikibooks:__Textbook Name___]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... ---- '''Course References (Wikipedia)''' *[[Wikipedia:Microbiology|Microbiology]] ---- [[Category:Page moved from Wikibooks]] [[Category:Microbiology| ]] 3765 18513 2006-08-28T02:34:02Z JWSchmidt 20 [[Wikiversity:Microbiology]] moved to [[Topic:Microbiology]]: move page from project namespace #REDIRECT [[Topic:Microbiology]] 3766 18523 2006-08-28T02:39:24Z JWSchmidt 20 subcategory [[Category:Biology]] 3767 18532 2006-08-28T02:48:59Z JWSchmidt 20 ] This is the Introduction to Protein Structure and Function course. ==== Course layout ==== ==== [[Protein Structure]] ==== ===== [[Primary Structure]] ===== * [[Primary Structure:Amino Acids|The 20 Amino Acids]] ===== [[Secondary Structure]] ===== * [[Secondary Structure:Alpha Helix|Alpha Helix]] * [[Secondary Structure:Beta Sheets|Beta Sheets]] * [[Secondary Structure:Protein Motif|Protein Motifs]] ===== [[Tertiary Structure]] ===== * [[Tertiary Structure:Domains|Domains]] * [[Tertiary Structure:Subunits|Subunits]] ===== [[Quaternery Structure]] ===== [[Category:Page moved from Wikibooks]] [[Category:Biology]] 3768 18529 2006-08-28T02:46:09Z JWSchmidt 20 [[Wikiversity:Protein Structure and Function]] moved to [[Protein Structure and Function]]: it looks like a lesson #REDIRECT [[Protein Structure and Function]] 3769 18548 2006-08-28T03:00:38Z JWSchmidt 20 re-order information Welcome to the Department of Tropical Biology! Start the page name for a department with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Wikiversity departments can be "contained" (linked to) by multiple schools. If two schools link to the same department they should cooperate to develop the department. See: [[Wikiversity:Naming conventions]]. === About the Department === Tropical biology is concerned with the study of life in the tropical regions of our world as well as concerns about the impacts of human existence upon these regions through deforestation, global warming and an exploding human population among others. ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Our department is closely integrated with the [[School:Biology|School of Biology]] and therefore students will benefit most from study in the other departments as well as the Department of Tropical Biology. For mastery in Tropical Biology, students are expected to complete the following learning projects: ====Core Series==== *[[:Tropical Biology - TROBIO 10 | TROBIO 10 - Biogeography and Climate]] *[[Tropical Animal Diversity| TROBIO 20 - Tropical Animal Diversity]] *[[Tropical Plant Diversity| TROBIO 30 - Tropical Plant Diversity]] *[[Human Impact on the Tropics| TROBIO 40 - Human Impact on the Tropics]] *[[Conservation Efforts| TROBIO 50 - Conservation Efforts]] ==== Advanced ==== ''under construction'' ==== Specialization ==== Participants in this department are encouraged to pursue study of elective topics that best suit their interests. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==References== [Optional section] ===Wikipedia=== *[[w: __Article Name__ ]] ===Wikibooks=== Works in progress - these texts are currently at [[Wikibooks:__Department Name___]]: * [[Wikibooks:__Textbook Name___]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * [[User: Endless melee | Endless Melee]]: Department Head - Tropical Biology * ... ''Note: If you are actively contributing please list your user name here and your special interests.'' [[Image:Australian_rain forest.jpg|thumb|300px|right| Flora in the Australin rainforest.]] ---- [[School:Biology|Back to the School of Biology]] [[Category:Page moved from Wikibooks]] [[Category:Tropical Biology| ]] 3770 18545 2006-08-28T02:51:38Z JWSchmidt 20 [[Wikiversity:Tropical Biology]] moved to [[Topic:Tropical Biology]]: move department to Topic namespace #REDIRECT [[Topic:Tropical Biology]] 3771 18549 2006-08-28T03:02:09Z JWSchmidt 20 subcategory [[Category:Biology]] 3772 18563 2006-08-28T03:17:54Z JWSchmidt 20 /* Learning materials */ link to wikipedia Welcome to the Department of '''Biochemistry'''! Start the page name for a department with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Wikiversity departments can be "contained" (linked to) by multiple schools. If two schools link to the same department they should cooperate to develop the department. See: [[Wikiversity:Naming conventions]]. ==Department description== Short description. ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. ===Learning materials=== *[[w:Carbohydrate]] *[[w:Lipid]] *[[w:Protein]] *[[w:Amino acids]] *[[w:Nucleic acids]] ===Learning projects=== *[[General Biochemistry]] *[[Advanced Biochemistry]] *[[Physical Biochemistry]] *[[Enzymology]] *[[Protein structure and folding]] * ... Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. ==References== [Optional section] ===Wikipedia=== *[[w: __Article Name__ ]] ===Wikibooks=== Works in progress - these texts are currently at [[Wikibooks:__Department Name___]]: * [[Wikibooks:__Textbook Name___]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] {{nav2|Wikiversity|Wikiversity:School of Chemistry}} <br/> {{nav2|Wikiversity|Wikiversity:School of Medicine}} ==Books== *[[b:Biology Biochemistry|Biochemistry book]] *[[b:Wikiversity:Biochemistry:Exercises|Exercises]] [[Category:Chemistry]] [[Category:Page moved from Wikibooks]] 3773 18556 2006-08-28T03:05:34Z JWSchmidt 20 [[Wikiversity:Biochemistry]] moved to [[Topic:Biochemistry]]: move department to Topic: namespace #REDIRECT [[Topic:Biochemistry]] 3776 18564 2006-08-28T03:18:43Z JWSchmidt 20 subcategory [[Category:Biology]] 3777 18659 2006-08-28T03:50:26Z TimNelson 352 Redirecting to [[Rhetoric and Composition I]] #REDIRECT [[Rhetoric and Composition I]] 3779 18658 2006-08-28T03:49:41Z TimNelson 352 Redirecting to [[Rhetoric and Composition I]] #REDIRECT [[Rhetoric and Composition I]] 3781 18660 2006-08-28T03:51:45Z JWSchmidt 20 participants and interests '''Welcome to the [[Portal:Humanities|Humanities]]''' ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active editor of Wikiversity Humanities pages, you can list your name here and you special interests. This can help small collaborations grow and the participants communicate better; for large communities a list of active participants is probably not needed). ==[[School:Art and Design|School of Art and Design]]== ** ** ==[[School:Classics|School of Classics]]== *[[User:Basejumper123|Basejumper123]] ** ** ==[[School:Law|School of Law]]== ** ** ==[[School:Linguistics|School of Linguistics]]== ** ** ==[[School:Literature|School of Literature]]== *[[User: JustinLillich|JustinLillich]] *[[User: Atrivedi]] - Creative Writing and Literature *[[User: Ztheday]] - *[[User: Timothy J Scriven]] ==[[School:Music|School of Music]]== *[[User: John Dodge]] *Theory and Composition: Gray Kidd ==[[School:Philosophy|School of Philosophy]]== *[[User:Alex beta]] ** ==[[School:Social Sciences|School of Social Sciences]]== *Gray Kidd, History * Communication: M. Mayer ==[[School:Theology|School of Theology]]== * User:Tyler Bass ** IF YOU ARE WORKING ON A PAGE WITHIN HUMANITIES, PLEASE ADD YOUR NAME TO THIS LIST!!! [[Category:Page moved from Wikibooks]] [[Category:Humanities|Participants]] 3785 18644 2006-08-28T03:39:47Z JWSchmidt 20 [[Wikiversity:Humanities]] moved to [[Portal:Humanities/Participants]]: move this list out of the project namespace #REDIRECT [[Portal:Humanities/Participants]] 3787 18655 2006-08-28T03:49:08Z TimNelson 352 [[Topic:Rhetoric and Composition I]] moved to [[Rhetoric and Composition I]]: Sorry people -- I forgot to move it out of the Topic namespace #REDIRECT [[Rhetoric and Composition I]] 3796 18670 2006-08-28T03:54:15Z TimNelson 352 [[Topic:School of Literature and English Studies/Engl 3660]] moved to [[Introduction to Web Writing]]: Old Wikibooks name did not line up with Naming convention #REDIRECT [[Introduction to Web Writing]] 3803 18692 2006-08-28T04:20:55Z TimNelson 352 [[Topic:School of Literature and English Studies/Engl 3800]] moved to [[Introduction to Creative Writing]]: ...in line with Naming Conventions #REDIRECT [[Introduction to Creative Writing]] 3805 18704 2006-08-28T04:35:58Z TimNelson 352 [[Topic:School of Literature and English Studies/Engl ???]] moved to [[T. S. Eliot]]: ...in line with Naming conventions #REDIRECT [[T. S. Eliot]] 3808 18722 2006-08-28T05:07:15Z TimNelson 352 Lesson 1 of [[Web Writing]] unit You're reading it right now. The Internet can be seen as many things, not the least of which is a book, cross referenced and linked through thousands of channels of data that flow across the screens of millions of computers. Why do we do it? What is the attraction of writing on the Information Super-Highway? It is, as this document is, instant gratification. We can see the things that we have written and know that they are online as soon as we have hit the "Save" button. That is all it takes now in this world of electronic literacy, merely to save it and we have done our part. No longer do we have to wait as a publishing house mulls over the good points and the bad of our manuscripts. A hundred thousand people can see our thoughts in the blink of an eye, if they search Google long enough they can see this very article. It could be how you found it. Writing for the web is the next big thing. It will carry us into the next hundred years and beyond. All the communication technologies that we have seen on Star Trek and other such shows start here. This is the dawning of a new era. Wanna be a pioneer? This is where the wagons are taking off from. Welcome to the online home of the Web Writer's Guild, a society where teaching the Internet is not just for the Saturday evening adult education courses. This is the real thing. Take some time to think about all the things that you have written and submitted to the Internet without breaking a sweat. This course will be written in wiki format. For those of you who are new to the process, this is it. No indenting, links all over the place. It's the ugliest and most beautiful form of writing that mankind has come up with. As a teacher of English, I have come to realize that content is more important than the way the writing looks. To that end, I have formatted this course to look like what I will be talking about. This is a FacePage to a discussion on the writing that can be found on the net. By clicking on the top tab that says "Discussion," students will be able to interact on a level that is much deeper than that of a reality classroom. Think of it, a method of discourse that is immediately changeable and easily shaped through the work of others. 3809 18724 2006-08-28T05:08:38Z TimNelson 352 [[Topic:School of Literature and English Studies/Engl 4551]] moved to [[Writing Blogs]]: ...according to Naming convetion #REDIRECT [[Writing Blogs]] 3810 22477 2006-09-02T02:30:33Z 65.57.245.11 analytic number theory <center><i>This is a subdivision of the [[Topic:Pure Math|Division of Pure Mathematics]]</i></center> <hr/> '''Number Theory''' is one of the oldest branches of Mathematics, which may be said as old as Human thought. It dates to the days of the Egyptians and [[w:Babylonian numerals|Babylonians]] who started laying out the foundation of the number system for the present [[w:Arabic numerals|Arabic system]]. '''Number Theory''' is, in its strictest sense, the study of the properties of [[w:natural numbers|natural numbers]]. ==Subdivision news== * '''Monday, August 28, 2006''' - Subdivision founded! ==Departments== Feel free to add departments if you have a specific course in mind. * [[Topic:Elementary Number Theory]] * [[Topic:Combinatorial Number Theory]] * [[Topic:Algebraic Number Theory]] * [[Topic:Transcendental Number Theory]] * [[Topic:Geometric Number Theory]] * [[Topic:Computational Number Theory]] * [[Topic:Analytic Number Theory]] ==Wikipedia== *[[w: Number Theory]] [[Category:{{PAGENAME}}| ]] 3811 18737 2006-08-28T05:24:31Z TimNelson 352 [[Topic:School of Literature and English Studies/Engl 4660]] moved to [[20th Century British Poetry]]: ...in line with Naming conventions #REDIRECT [[20th Century British Poetry]] 3812 18746 2006-08-28T05:32:49Z TimNelson 352 [[Topic:School of Literature and English Studies/Engl 4670]] moved to [[20th Century British Novel]]: ...in line with Naming conventions #REDIRECT [[20th Century British Novel]] 3814 18755 2006-08-28T05:40:56Z TimNelson 352 [[Topic:School of Literature and English Studies/Engl 4770]] moved to [[20th Century American Poetry]]: ...in line with Naming conventions #REDIRECT [[20th Century American Poetry]] 3815 18765 2006-08-28T05:56:09Z TimNelson 352 [[Topic:School of Literature and English Studies/Edgar Allan Poe]] moved to [[Edgar Allan Poe]]: ...in line with Naming conventions #REDIRECT [[Edgar Allan Poe]] 3816 18773 2006-08-28T06:04:01Z TimNelson 352 [[Topic:School of Literature and English Studies/Epic Poetry]] moved to [[Epic Poetry]]: ...in line with Naming conventions #REDIRECT [[Epic Poetry]] 3817 18779 2006-08-28T06:13:29Z TimNelson 352 [[Topic:School of Literature and English Studies/Romantic Poetry]] moved to [[Romantic Poetry]]: ...in line with Naming conventions #REDIRECT [[Romantic Poetry]] 3819 18790 2006-08-28T06:33:43Z TimNelson 352 [[Topic:School of Literature and English Studies/Victorian Poetry]] moved to [[Victorian Poetry]]: ...in line with Naming conventions (and no, it's not poetry written in the state of Victoria). #REDIRECT [[Victorian Poetry]] 3820 18799 2006-08-28T06:43:51Z TimNelson 352 [[Topic:School of Literature and English Studies/Modernist Poetry]] moved to [[Modernist Poetry]]: ...in line with Naming conventions #REDIRECT [[Modernist Poetry]] 3822 18804 2006-08-28T06:45:39Z TimNelson 352 [[Topic:School of Literature and English Studies/Post-Modernist Poetry]] moved to [[Post-Modernist Poetry]]: ...in line with Naming conventions #REDIRECT [[Post-Modernist Poetry]] 3823 18809 2006-08-28T06:49:54Z TimNelson 352 [[Wikiversity:School of Literature and English Studies/Contemporary Poetry]] moved to [[Contemporary Poetry]]: ...in line with Naming conventions #REDIRECT [[Contemporary Poetry]] 3825 18867 2006-08-28T10:15:53Z TimNelson 352 [[Category:Language and Literature]] 3826 18840 2006-08-28T07:54:00Z TimNelson 352 {{Proposed policy}} We believe that the policy process below is fundamentally flawed. To be valid such policies must reflect the accumulated wisdom of time and not the compulsions of the moment. While many of the proposals, when viewed individually, may be overwhelmingly supported, this is '''not''' the way to deal with them. If these policies are meant to be they will come in time. We therefore request that everyone desist from participating in the votes below, and ask those who have voted already to withdraw '''all''' their votes (except the ones for this policy). 3828 18866 2006-08-28T10:15:02Z TimNelson 352 [[Category:Humanities]] 3829 19101 2006-08-28T13:47:23Z TimNelson 352 <small> [[Writing Center]] </small> ==Introduction== Although quite dated, this essay from Alfred M. Hitchcock's 1923 book, ''High School English Book'' provides a purposeful, real-world definition of composition: What does the word composition mean to you? What does it immediately suggest? No doubt it is a word closely associated in your mind with algebra, history, report card, graduation, and other schoolroom terms. It suggests at once a task set by a teacher, usually a written exercise to be done more promptly than is convenient and “handed in” for critical inspection. But the word has a much wider range of meaning than that. The sentence “I think so” is a composition. All the thousands of sentences which live but for an instant on the lips in daily conversation are compositions. A school corridor at recess time hums with them. Songs are compositions, and sermons, lectures, the pleas of lawyers, the weighty speeches of senators. Letters are compositions. What a grist of them goes into the mailpouches daily! All circulars, pamphlets, newspapers, magazines, all books, lie within the field bounded by the word composition. Because it embraces so much, it is one of the most important words in the English language. Dismiss at once, therefore, the narrow, school exercise idea and try to realize that the subject you are to study includes the entire business of conveying thought from mind to mind through the aid of language. It is a vast business, old as human life, wide as the world itself, a necessary ally to every possible line of human endeavor. We all share in it. In every business there are failures, partial or complete. Failures occur in the business of thought transference. Back of every composition lies a desire to accomplish something. Sentences which fall carelessly from the lips, no less than the sharp commands of officers leading their men against the enemy’s guns, are uttered purposefully; and this is true of all words spoken or penned or typed or printed. But the purpose is not always realized. Could we follow the compositions sent forth the world over in a single day and measure what they actually accomplish in the light of what they were intended to accomplish, we should find a pathetic proportion of partial or complete failures, not a few of them unsuspected by those who sent the compositions forth. Brilliant successes we should find too; for what wonderful results are sometimes attained. An entire nation may be swayed by a single brief composition – plunged into war, for example, or adroitly turned to thoughts of peace. Why are so many compositions weak, ineffectual things? Why are we deeply moved by one speaker and bored by another? Why do we read some letters, some magazine articles, some books, eagerly, and others with little interest? Why do we ourselves so often fail to accomplish fully our purpose when we talk or write, while others succeed admirably and without apparent effort? Why are we so often outdistanced in competition where words play an important part? Such questions rise in the mind of every young person to whom there has come even a faint vision of all that the word composition embraces and the power granted to those who are composition masters. The purpose of this textbook is to help all who are earnestly trying to find true answers. ==What is writing?== Take a few minutes to think about what writing means to you. If you close your eyes, lean back, and think about writing, what comes to your mind? Do you imagine a journalist sitting behind a cluttered oak desk pounding away on an old Underwood typewriter? Do you imagine a young woman curled up in the corner of a trendy coffeeshop scribbling angrily in a tattered journal? Do you imagine a middle-aged man jotting a grocery list on a small, flip-top notepad? Do you imagine a small child scrawling page after page of jagged, swirling crayon monsters? Or a teenager flipping madly through an encyclopedia the night before a paper is due, desperate to come up with a decent 3 to 5 page paper? In truth, writing is all of these things, but it is also much more. Writing is more than just a part of school that you dread. It's more than 5 page essays or 1 page reading responses or even 400 page bestselling novels. One thing to keep in mind is this: writing is NOT a product. Some traditional models for teaching writing have treated writing as a product that is created. An end to a means. We, here at the Writing Center, take the alternate, more progressive view. The view that writing is a means to an end. Writing is a process, a method, a means of discovery that leads the writer to new ideas and new discoveries. Writing is thinking. Through writing you make connections between previous experiences and ideas and new areas of thought that you are experiencing. Writing should be, and can be, a transcendent experience, in which the writer leaves his/her normal mode of thinking and transcends to a new mode of thinking. It is through writing that we can achieve not only new ideas, but new ways to develop new ideas. That's not to say that all writing is transcendental. Some writing is just writing. At its most basic, writing is communicating. How about this. You write your composition so well that you don't need any editing! ==How do you use writing in your everyday life?== ==Real World Writing vs. Classroom Writing== ==Writing: Then and Now== ==Paper-Based Writing vs. Screen-Based Writing: A Battle of the Media== ==The Pen is Mightier Than the Keyboard: What Works Best for You?== ==See also== * [[Topic:Literary Studies]] (look for the Composition course) [[Category:Page moved from Wikibooks]] [[Category:Writing Center]] 3830 23488 2006-09-04T06:45:57Z Az1568 793 Fixed double redirect #REDIRECT [[Composition]] 3831 21493 2006-08-30T05:01:39Z TimNelson 352 ==Purpose of the {{PAGENAME}} Stream== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}}== * ALA-U1-DEU01: [[Introduction to German]] ==Participants== ====Interested Students==== (imported from Wikibooks) #--[[User:67.65.56.203|67.65.56.203]] 18:35, 3 November 2005 (UTC) #--[[User:Ђорђе Д. Божовић|Ђорђе Д. Божовић]] 23:17, 11 November 2005 (UTC) (basic knowledge of German, I know how to build the present tense and a few words) #-- [[User:kinain]] I have some basic knowledge of german (1,5 year)- 15 January, 2006 #-- [[User:Karmakat|Karmakat]] 04:48, 25 June 2006 (UTC) Basic knowledge (Level 2) #--[[User:Misty Morris]] 20:23, 9 July 2006 Beginner #-- Albrecht 10:50, 15 July 2006 Beginner #-- Jon 18:31, 1 August 2006 Beginner #-- [[User:lapo3399|lapo3399]] 02:31 16 August 2005 (UTC) Some knowledge. #-- Intellectuality 16:43 20 August 2006 Complete Beginner ====Interested teachers==== (imported from Wikibooks) #--[[User:German Men92|German Men92]] 00:56, 15 April 2006 (UTC) (Native speaker) #--[[User:Junesun|Junesun]] 13:44, 22 May 2006 (UTC) (Currently preparing the Wikibook at [[BLL German]] #--Darkstar (08 August 2006) Native speaker, could give some help here and there ==Wikibooks== [[b:German|German Language Textbook]] is very nice-looking and is good for learning German. [[b:BLL German|Bite-sized lessons for German]] is a new approach for those who easily feel overwhelmed with regular textbooks. Some lessons are ready, more contributions needed. [[Category:Language Acquisition]] [[Category:German]] 3832 18913 2006-08-28T11:12:25Z TimNelson 352 [[Topic:German]] moved to [[Introduction to German]]: ...doesn't belong in the Topic namespace #REDIRECT [[Introduction to German]] 3834 19104 2006-08-28T13:48:44Z TimNelson 352 ==Introduction== In a nutshell, rhetoric is the art of persuasion through language. Whether in speaking, writing, or even now in other communication media, rhetoric can be identified as the ability to present your ideas in the clearest, most concise manner possible. Your clear, concise delivery should resonate with your audience in a way that leads them to not only believe what you are saying, but also to be persuaded to your causes. Here is a basic primer on [http://en.wikipedia.org/wiki/Rhetoric Rhetoric]. ==Key Scholars== *Classical (Greek) **[[wikipedia:Gorgias|Gorgias]] **[[wikipedia:Isocrates|Isocrates]] **[[wikipedia:Plato|Plato]] **[[wikipedia:Aristotle|Aristotle]] *Classical (Roman) **[[wikipedia:Cicero|Cicero]] **[[wikipedia:Quintilian|Quintilian]] *Medieval **[[wikipedia:Augustine_of_Hippo|Augustine of Hippo]] **[[wikipedia:Erasmus|Desiderius Erasmus]] **[[wikipedia:Petrus_Ramus|Petrus Ramus]] *Modern **[[wikipedia:I.A._Richards|I.A. Richards]] **[[wikipedia:Wayne_C._Booth|Wayne C. Booth]] *Contemporary **[[wikipedia:Kenneth_Burke|Kenneth Burke]] ==Related Wikibooks== *[[Visual Rhetoric]] ==Helpful Links== A Handbook of Rhetorical devices http://www.virtualsalt.com/rhetoric.htm [[Category:Rhetoric]] [[Category:Page moved from Wikibooks]] [[Category:Writing Center]] 3835 23700 2006-09-04T19:43:57Z Az1568 793 Fixed double redirect #REDIRECT [[Rhetoric]] 3836 21509 2006-08-30T05:15:53Z TimNelson 352 This page provides a classification of the Indo-European languages and analyses of the major European languages. ==List of Languages== The Indo-European Family of Languages (please note that not every language is included): *Italic (Latin) **Romance **#Catalan **#French **#[[b:Italian]] **#Occitan (Provençal) **#Portuguese **#Romanian **#[[b:Spanish]] *Germanic **North Germanic **#Danish **#Faroese **#Icelandic **#Norwegian **#Swedish **West Germanic **#Afrikaans **#Dutch **#English **#Flemish **#Frisian **#[[b:German]] **#Yiddish *Slavic **Western **#Czech **#Polish **#Slovak **#Sorbian **Eastern **#Belarusian **#Russian **#Ukrainian **Southern **#[[b:Bulgarian]] **#Croatian **#Macedonian **#[[b:Serbian]] **#Slovenian *Baltic *#Latvian *#Lithuanian *Celtic **Brythonic **#Breton **#Welsh **Goidelic **#Irish Gaelic **#Scottish Gaelic *[[Hellenic (Greek)]] *Albanian *Armenian *Indo-Iranian **Indo-Aryan (Indic) **#Assamese **#Bengali **#Bihari **#Gujarati **#Hindi-Urdu **#Marathi **#Punjabi **#Romani **#Sanskrit **#Sindhi **#Singhalese **Iranian **#Avestan **#Baluchi **#Persian (Farsi) **#Kurdish **#Pashto (Afghan) **#Sogdian You may have noticed that a few languages spoken on the European continent are not included in the Indo-European family of languages. Finnish, Hungarian and Estonian belong to the Uralic (also called Finno-Ugric) family, and Basque (spoken in the Pyrenees region) has no genetic relation to any other language. Two branches, Anatolian and Tocharian, are also not included in this diagram because they are considered extinct. Anatolian languages include Hittite, Luwian, Palaic, Lydian and Lycian. Tocharian is classified as two dialects, East Tocharian or Turfan and West Tocharian or Kuchean. There are other extinct languages related to the above languages as well, such as Gothic of the East Germanic group, Old Prussian of the Baltic group, and Manx Gaelic of the Goidelic group. So far I have only studied languages in the Romance, Germanic and Slavic branches so that is what the following analyses will include. ==Romance Languages== The Romance languages are spoken by about 600 million people across the globe. All of these languages derive from Latin, and the five national standard languages that are recognized include French, Spanish, Italian, Portuguese and Romanian. There are other dialects/languages as well, such as Catalan, Occitan, Romansh, Galician, Corsican, Sicilian and Rhaeto-Romance, but language status is accorded in different ways, and usually on cultural grounds. The modern Romance languages have a high number of lexical overlap. French and Italian share 89% lexical similarity, as do Spanish and Portuguese. (It should be noted that Sicilian is as different from standard Italian as Portuguese is from Spanish.) However, Spanish and Portuguese have borrowed from Arabic, French from Germanic, and Romanian from Slavic because of historical and geographical reasons. Phonemic nasals are found in French and Portuguese, and the palatalization and affrication of velar and dental consonants before front vowels is a departure from Latin. The western languages generally use /s/ as a plural marker, though it is silent in spoken French, while the eastern languages use vowels. All languages recognize two genders masculine and feminine, and use articles before the noun (except in Romanian, where they follow the noun as enclitics). Word order is generally subject-verb-object except when the object is a pronoun, then it precedes the verb. Most adjectives follow the noun they describe as well. Because of its geographic isolation from the other four main languages, Romanian is a unique Romance language. Although attempts to write the language in the Cyrillic alphabet failed, the Slavic languages still contribute to the lexicon, pronunciation and morphology. Romanian still uses three distinct cases: nominative/accusative, genitive/dative and vocative. Occasionally, object-verb-subject word order is used, as in other Balkan languages. More people learn French as a second language than any other language, except English, although there are several other languages spoken by more people (Mandarin Chinese, English, Hindi/Urdu, Russian, Spanish, Japanese, German, Indonesian and Portuguese.) The grammar and pronunciation can be difficult at times, and there is a great difference between the spoken and written forms, but it is not too hard to learn. French used to be the lingua franca of the world, and is still respected as the language of great literature and diplomacy. Spanish is the other obvious choice for learning a Romance language. The Hispanic influence on the United States continually grows, and more people are finding Spanish a necessity. Spanish pronunciation is closer to English, but the grammar is similar to French. Once you've learned Spanish, Portuguese will be simple. Portuguese is one of those languages that is spoken by many, many people, yet no one seems to learn it as a second language. The grammar is slightly harder than Spanish, but the pronunciation is easier than French. In my opinion, Italian is the easiest language to learn. The pronunciation is crystal clear, and the grammar is not hard at all. If you're interested in opera, cuisine, history, archaeology, or art then Italian is a good choice. Moreover, Italians really love people who are learning their language. ==Germanic Languages== The Germanic languages are spoken on every continent by about 450 million people. Most people speak English, but German, Dutch and even the Scandinavian languages remain spoken in former colonies all over the world. Afrikaans is actually a variety of Dutch spoken in South Africa, and Flemish is just Dutch spoken in Belgium. Faroese is spoken in the Faroes Islands, and Frisian (spoken in the Netherlands) is the language that is the most closely related to English. However, out of the five major languages in this branch, Dutch is closest to English. One third of the vocabulary of the Germanic languages is not of Indo-European origin. The stress of words is primarily on the first syllable, and several vowel shifts separate the Germanic languages from other Indo-European languages. Originally, there were three numbers (singular, plural, dual), three genders (masculine, feminine, neuter), and four noun cases (nominative, accusative, dative, genitive) but these only remain in German (minus the dual) and Icelandic. Word order in German is less strict because of the cases, but it is also much more complicated because of the verb final position in subordinate clauses. Dutch has combined the three genders into common and neuter, common being the former masculine and feminine. English has no genders or noun cases except for changes among a few personal pronouns. As well as strong and weak verbs, there are also strong and weak adjectives that decline before nouns. German retains most of the Proto-Germanic language, but is least like the other languages in its group. Consequently, it is the most difficult to learn. The noun cases are extremely easy compared to those of the Slavic languages, and German is the most used language among the eastern countries of Europe. Dutch is much easier to learn than German, but many people dismiss this language because The Netherlands is no longer a world power. The verbs are less complicated, as well as word order, and the vocabulary even sounds more like English. When you learn Dutch, you will also be able to communicate with those who speak Afrikaans in South Africa, as well as some Indonesians who have learned Dutch as a result of centuries of colonial rule. One caveat about Dutch though is that it is the most guttural language in the world, which means you might get a sore throat trying to pronounce some words. Norwegian, Swedish and Danish are also very easy for English speakers to learn. Like Dutch, they use two genders, but verbs only change for tense and word order is much like English. Definite articles attach to the end of the noun as a new word. These three languages are said to be mutually intelligible, meaning they can be considered dialects of one language. However, it is often hard for Swedes and Danes to communicate with each other, but not so hard for either to communicate with Norwegians. You should learn Norwegian first if you plan to learn all three, as it will give you a head start in both Swedish and Danish. ==Slavic Languages== The Slavic languages are spoken in Eastern Europe and Russia and are the harder of the three language groups analyzed to learn. They are most closely related to the Baltic languages of Lithuania and Latvia. In terms of geography, Austria, Hungary and Romania separate Bulgarian, Macedonian, Serbian, Croatian and Slovenian from the other languages, but Bulgarian and Macedonian are the only two that are somewhat different from the northern languages. The Western languages in the diagram above use the Roman alphabet, while the Eastern languages use the Cyrillic alphabet. These languages are characterized by palatalizations (sounds such as ch, sh, zh) and a few palatal consonants (the sounds nj, lj, rj). All languages recognize the numbers singular and plural, as well as three genders: masculine, feminine and neuter. There are at least six noun cases, sometimes seven: nominative, accusative, dative, genitive, instrumental, locative, and vocative. In general, Russian no longer uses the vocative case (exceptions: Саш!, Боже!). It sometimes calls the locative case "prepositional." Because of the extensive case system and declensions of nouns, word order is relatively free. None of the languages make use of any articles (except Bulgarian and Macedonian), but all use the imperfective and perfective aspects of verbs. Bulgarian and Macedonian are the most closely related languages to Old Slavonic, although all morphological case has been lost in these two languages. The dual number is only retained in Slovenian and Sorbian, while the aorist and imperfect verb forms only survive in Bulgarian, Macedonian, Sorbian and literary Serbo-Croatian. If you're interested in learning Slavic languages, Polish, Serbo-Croatian and Russian are the most useful. It will probably be easier to begin with the Western languages as they use the Roman alphabet. Russian will seem very easy if you've learned Croatian first, even easier if you've learned Serbian. Polish isn't as closely related to Russian though, so if Russian is your ultimate goal, Serbo-Croatian might be a better choice. From: http://www.ielanguages.com/eurolang.html [[Category:Page moved from Wikibooks]] [[Category:Indo-European languages]] 3839 21498 2006-08-30T05:05:43Z TimNelson 352 ==Purpose of the {{PAGENAME}} Stream== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}} Stream== * Course code: Unit name ... ==Participants== ====Interested students==== (imported from Wikibooks) #--[[User:Ђорђе Д. Божовић|Ђорђе Д. Божовић]] 23:17, 11 November 2005 (UTC) (I just know some words, but I adore French! I think it's the most beautiful language) #--[[xy1990]] 23:30, 28 November 2005 (UTC) (I have a basic knowledge of French, how to congegate present, immediate future and past (I went, etc)) #--[[kinain]] about 1 year of study (know some past tenses, for example- 15, January, 2006 #--[[fifthbusiness]] i took french for 9 years of my life and don't really remember much :P #--[[User:just.blaze|just.blaze]] I took French in High School, but didn't take it too seriously. I have some knowledge, but do not remember much. #--[[User:theotherwhiteguy|theotherwhiteguy]] I would love to start learning French. No French background; English only #--[[greatbooga]] 04 July 2006 (No French experience; very interested) #--[[User:Who Ph.D]] 11 July 2006. Studied french for 11 years but never fully mastered the language. I'd like to go that extra distance and to get some exercies so I stop forgetting it! I know only the basic would realy like to learn more of the language. #--[[User:Rmrfstar|Rmrfstar]] 02:35, 15 August 2006 (UTC) I've been reading the Wikibook, but it's not enough. ====Interested teachers==== (imported from Wikibooks) #--[[User:Hellohello|Hellohello]] 09:59, 15 January 2006 (UTC) Non-native speaker with a decent knowledge of grammatical concepts however still learning the more advanced areas of the language. #--[[User:Gregory.lussier|Gregory.lussier]] 18:49, 21 February 2006 (UTC) Native speaker with advanced grammar skills. (Quebecer) #--[[User:lapo3399|lapo3399]] 12:31, 15 August 2006 (UTC-5) Non-native speaker with advanced skills. [[Category:Language Acquisition]] [[Category:French]] 3840 21497 2006-08-30T05:05:10Z TimNelson 352 ==Purpose of the {{PAGENAME}} Stream== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}} Stream== * Course code: Unit name ... ==Participants== (imported from Wikibooks) ====Interested students==== #--[[User:Kusarbo]] 11:12 Friday 3 of February 2006 (gmt +10:00) (Australia, Brisbane time) Know only the basics; greetings, questions, light grammer, ellisions... I find italiano beautiful, I'm intriqueged by its apparent loose syntax and its gender specifiec nouns... #--[[User:Supplecoder]] 8:20 Saturday 11 of February 2006 (gmt -6:00) (United States, Central Standard time) Know Spanish fairly well. Am currently taking Spanish V AP at my high school. Would like to learn Italian because I am 50% Italian by heritage. #--[[User:Kuranes|Kuranes]] 05:49, 22 May 2006 (UTC) I'm currently taking Italian 2, and would find this useful to review and study subjects independently of class. #--[[User:just.blaze|just.blaze]] I've always wanted to learn italian, I was the only person to sign up for it in my HS so they didn't offer the course =(. #--[[User:Misty Morris]] 20:25, 9 July 2006 Beginner ====Interested teachers==== #--[[User:Angelo.romano|Angelo Romano]] 02:39, 15 March 2006 (UTC) Native speaker, I provided the first two lessons from the Italian wikibook, I hope to improve it ASAP #--[[User:Kuranes|Kuranes]] 05:52, 22 May 2006 (UTC) I'm currently taking Italian 2, and would be able to teach the more elementary aspects of the language up to some past and future tenses. #--[[User:Declan|Declan]] I'm now studying Higher (A-level) Italian at school and would love to help someone learn the language [[Category:Language Acquisition]] [[Category:Italian]] 3841 23690 2006-09-04T19:38:17Z Az1568 793 Fixed double redirect #REDIRECT [[Indo-European languages]] 3843 18982 2006-08-28T11:25:10Z TimNelson 352 [[Topic:Latin]] moved to [[Latin stream]]: Doesn't belong in Topic namespace #REDIRECT [[Latin stream]] 3844 21520 2006-08-30T05:20:44Z TimNelson 352 Tamil Telugu Kannada Malayalam [[Category:Page moved from Wikibooks]] [[Category:Languages and Language families]] 3845 23489 2006-09-04T06:46:29Z Az1568 793 Fixed double redirect #REDIRECT [[Dravidian languages]] 3846 21521 2006-08-30T05:20:47Z TimNelson 352 The Caddoan languages are a language family formerly spoken in the Great Plains region of the United States. Members of this family include Arikara, Caddo, Kitsai, Pawnee, and Wichita. [[Category:Page moved from Wikibooks]] [[Category:Languages and Language families]] 3847 23487 2006-09-04T06:45:25Z Az1568 793 Fixed double redirect #REDIRECT [[Caddoan languages]] 3848 19001 2006-08-28T11:34:15Z TimNelson 352 [[Topic:Portuguese]] moved to [[Introduction to Portuguese]]: ...doesn't belong in the Topic namespace #REDIRECT [[Introduction to Portuguese]] 3849 21522 2006-08-30T05:20:50Z TimNelson 352 ==Endangered== * Pennsylvania Dutch * Irish Gaelic * Scots Gaelic * Welsh - Spoken only be some people in Wales * Breton * Chaucer (Old English) - Mostly learnt for higher levels of English (A level, PHDs etc.) * Ancient Japanese - Many symbols and pronunciations have been forgotten over centuries ==Slightly Endangered== *Latin (Only taught in some schools, and usually only used by doctors and scientists) *Ancient Greek - even though its similiarity to Modern Greek keeps it living in Greece, it is still rarely spoken [[Category:Lists]] [[Category:Page moved from Wikibooks]] [[Category:Languages and Language families]] 3850 23695 2006-09-04T19:41:51Z Az1568 793 Fixed double redirect #REDIRECT [[List of endangered languages]] 3851 21523 2006-08-30T05:20:53Z TimNelson 352 * Manx * Cornish [[Category:Lists]] [[Category:Page moved from Wikibooks]] [[Category:Languages and Language families]] 3852 23696 2006-09-04T19:42:18Z Az1568 793 Fixed double redirect #REDIRECT [[List of extinct languages]] 3853 21499 2006-08-30T05:06:29Z TimNelson 352 ==Purpose of the {{PAGENAME}} Stream== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}} Stream== * ALA-U1-POR-??: [[Introduction to Portuguese]] * ALA-U2-POR-??: [[Brazilian Portuguese]] ==Wikibooks== Here is the [[b:Portuguese|Portuguese Language Wikibook]]. There is a comprehensive series of chapters on particular grammar points, as well as a partially completed language learning course. [[Category:Language Acquisition]] [[Category:Portuguese]] 3854 21488 2006-08-30T04:58:35Z TimNelson 352 ==Purpose of the {{PAGENAME}} Stream== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}} Stream== * Course code: Unit name ... ==Participants== (imported from Wikibooks) ====Interested students==== #--[[User:Kusarbo]] 11:20 Friday 3 of February 2006 (gmt +10:00) Know almost nothing about this other then the occasional glance at wierd glyphythings.. I suppose I would be interested in other a lot of other languages to but have not seen much of them.. #--[[User:Diogenes]] Have taken Greek course in Univerity. Would love to brush up and learn new things! Ancient and Modern Greek would be of interest, also Koine, or Biblical Greek. #--[[User:Junesun|Junesun]] 13:46, 22 May 2006 (UTC) Have studied some Modern Greek at university. I would like to continue and learn more. #--[[User:Ivica|Ivica]] 2:13, 7 July 2006 (gmt + 1:00) I like greek a lot, but never learned it. Hopefully, I will master it. ===Wikibooks=== [[b:Modern Greek]] provides lessons in Greek as it is spoken today. The old course is accessible but presently being re-worked, help would be appreciated. Meanwhile, a new kind of introduction to the Greek alphabet is already more than half-way complete. [[Category:Greek]] [[Category:Language Acquisition]] 3855 21492 2006-08-30T05:00:00Z TimNelson 352 ==Purpose of the {{PAGENAME}} Stream== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}} Stream== * Course code: Unit name ... ==Participants== (imported from Wikibooks) ====Serbo-Croatian==== #--[[User:Ђорђе Д. Божовић|Ђорђе Д. Божовић]] 23:17, 11 November 2005 (UTC) (native speaker. Here's some advice: Knowing Serbo-Croatian language would mean that you know Serbian, Croatian, and Bosnian, too, because those are not different languages, but one single language which is called in four different ways. Some small differences really exist between these languages, but Serbo-Croatian covers all the variants, and it is the most of all recommended for learning. See [[Serbo-Croatian|Serbo-Croatian Textbook]] and [[Introduction to Serbo-Croatian]] for further information about these languages and their "differences".) ====Serbian==== #--[[User:Ђорђе Д. Божовић|Ђорђе Д. Божовић]] 23:17, 11 November 2005 (UTC) (native speaker. See [[Serbian|Serbian Language Textbook]]) ====Croatian==== #--[[User:Ђорђе Д. Божовић|Ђорђе Д. Божовић]] 23:17, 11 November 2005 (UTC) (native speaker) #--[[User:Tomca32|Tomica]] 19:22, 25 April 2006 (UTC) Native speaker ====Bosnian==== #--[[User:Ђорђе Д. Божовић|Ђорђе Д. Божовић]] 23:17, 11 November 2005 (UTC) (native speaker, but I recommend to others not to start learning Bosnian, but Serbian or Croatian first, because knowing Serbian or Croatian means that you also know Bosnian very well. That's a friendly and teacher's advice. See [[Serbian:Introduction|this page]] for further information on the Serbian-Croatian-Bosnian languages relation) ==Wikibooks== Learning this beautiful South Slavic language would open the whole spectre of opportunities for learning other Slavic languages, such as Russian, Polish, Bulgarian, Slovenian, Czech, etc. The [[w:Serbian]] Wikibook offers an introduction to the language, a grammar of the language, and many lessons and text for reading and practicing Serbian/Serbo-Croatian. [[Category:Serbian]] [[Category:Croatian]] [[Category:Bosnian]] [[Category:Language Acquisition]] 3856 19047 2006-08-28T12:07:36Z TimNelson 352 [[Serbo-Croation stream]] moved to [[Serbo-Croatian stream]]: It'd be nice if I could spell #REDIRECT [[Serbo-Croatian stream]] 3857 22458 2006-09-02T00:59:37Z Digitalme 39 /* Interested teachers */ fixing linl ==Purpose of the {{PAGENAME}} Stream== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}} Stream== * Course code: Unit name ... ==Participants== (moved from Wikibooks) ====Interested students==== #--[[User:Hellohello|Hellohello]] 10:01, 15 January 2006 (UTC) Interested in learning arabic. Know most of the alphabet but otherwise not much knowledge of the language. #--[[]]Ditto on the Arabic. I would LOVE to learn Arabic. Someone with knowlege, HELP US. #--[[amthomas]] I studied French in public school (I'm Canadian), and am now learning Japanese. To round out my list of strange and disconnected languages, I'd love to learn some arabic. The script is beautiful, and the language (apparently) uses many gutteral sounds that other languages lack, giving it a very distinct feel. (again, so I'm told.) Would love to learn more about it through a structured course. #--[[cestillo]] Hi,i need to learn arabic for work,i've got already a basic knowledge but i understand is better to get a course cause alone is too difficult,help us please.See you soon (i hope so) #--[[User:BorgQueen|BorgQueen]] 15:09, 3 March 2006 (UTC) #--[[User:Junesun|Junesun]] 13:46, 22 May 2006 (UTC) I know the alphabet but nothing more. #--[[user:Who Ph.D]] I know arabic script and pronounciation, but little meaning. That's something that I would like to learn. 11 July 2006 #--[[User:lapo3399|lapo3399]] 02:33 16 August 2006 (UTC) Very little, but very interested. #--[[User:Balloonguy|Balloonguy]] 20:14, 22 August 2006 (UTC) Know script and pronounciation. ==== Interested teachers ==== #-- [[User:212.123.21.178|212.123.21.178]] I am ready to write 30 modules Classical Arabic Language Course. Classical Arabic is vocabulary and grammar used by Quran, The Holy Book of Islam. #-- [[User:Frdnwr|Frdwnr]] i'm arabian, not a teacher, but i'd love to help .. how would this thing work?? [[Category:Arabic]] [[Category:Language Acquisition]] 3858 23934 2006-09-04T22:49:32Z Trevor MacInnis 99 +cat Instructions: Sign up under country, state/province, and county to allow for interpretaion of your bloom time data. ==United States== ===Pennsylvania=== ====Berks County==== *--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} - Most entries coming from blooms on my farm ([[w:Bechtelsville, PA|Bechtelsville, PA]]). **USDA hardiness zone: 6a/b **Nearest GDD clock: **Latitude: 40°22′12″N [[Category:Bloom clock project|Contributors]] 3859 21490 2006-08-30T04:58:50Z TimNelson 352 [[Image:Itsukushima torii angle.jpg|200px|thumb|right]] ==Purpose of the {{PAGENAME}} Stream== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}} Stream== * Course code: Unit name ... ==Participants== (moved from Wikibooks) ====Japanese==== #--[[kinain]] complete beginner, but would love to learn japanese 15, January, 2006 #--[[arcticfox]] Know very little numbers and grammar, and some random vocab. 18 January, 2006 #--[[GiroMech]] I am also pretty much an entire beginner. I'm familiar with a few hiragana, but that's about it. #--[[Acunvpurple]] I don't know a whole lot of Japanese, but I would love to learn. #--[[astaire510]] Trying to learn Japanese on my own, but I'm sure it would go much smoother with some help. #--[[amthomas]] Learning Japanese slowly but surely. Took 2 intro courses at Uni, am now living in rural Japan teaching English & studying Japanese in my spare time. Have loads of resources/textbooks, and can help point people in the right direction on self-teaching methods, but I am still a beginner at the language and can't really teach anything in the traditional sense of the word. #--[[Lust]] Im a beginner, and I would like to learn the language completely. I can recognize about 30 total kana, and about 4 kanji. I know basic sentence structure too. #--[[Agari]] Would definitely like to learn the Japanese language, I know a bit, but not enough to have a simple conversation with a Japanese-speaker. #--[[all_one]] I can have kindergarten-level conversations in Japanese, but am hungry to learn more! 5-5-06 #--[[Kuranes]] A friend and I are planning to attempt to learn Japanese over the summer, and I'm sure this would help greatly. 22, May, 2006 #I'M A COMPLETE BEGINNER DONT EVEN KNOW THE 123'S OF THE JAPANESE LANGUAGE, BUT WILL LOVE TO LEARN. I'M A QUICK LEARNER, AM A NATIVE SPEAKER IN THE SPANISH LANGUAGE, KNOW ENLGISH & ITALIAN VERY WELL. #--[[User:Karmakat|Karmakat]] 04:54, 25 June 2006 (UTC) Beginner, but anxious to learn! #--[[Greyhatguitarist]] complete beginner, want to learn. #--[[User:DakeDesu|DakeDesu]] 16:14, 02 August 2006 (MST) tried learning in the past, but had no peers to gauge my abilities against. #--Darkstar (08 August 2006) I've 1 year of university experience but I want to keep learning to not forget everything. I could help editing some basic stuff. #--[[User:Balloonguy|Balloonguy]] 20:14, 22 August 2006 (UTC) Know kana and some kanji. I also know very basic grammer. [[Category:Japanese]] [[Category:Language Acquisition]] 3860 21484 2006-08-30T04:58:09Z TimNelson 352 ==Purpose of the {{PAGENAME}} Stream== '''Major:''' If all units in this stream are completed, it will be the equivalent of a Major '''Minor:''' If all units up to level X in this stream are completed, it will be the equivalent of a Minor ==Units in the {{PAGENAME}} Stream== * Course code: Unit name ... Quenya (High-elven) and Sindarin (Grey-elven) ==Participants== (moved from Wikibooks) ====Interested students==== #--[[User:Kusarbo]] 11:20 Friday 3 of February 2006 (gmt +10:00) I am not sure if this is appropriate... #--[[User:Ђорђе Д. Божовић|George D. Bozovic]] ^{[[User talk:Ђорђе Д. Божовић|talk]]} 17:28, 17 February 2006 (UTC) Never mind. I think it is just fine. Those are languages too, right? ;) <strike>And I believe there could be somebody who knows them to teach us. :)</strike> I've learned! :D Now I can teach the others. --[[User:Ђорђе Д. Божовић|George D. Bozovic]] ^{[[User talk:Ђорђе Д. Божовић|talk]]} 22:18, 10 July 2006 (UTC) #--[[User:DakeDesu|DakeDesu]] 16:20, 02 August 2006 (MST) this would be good to know. ====Interested teachers==== #--[[User:Ђорђе Д. Божовић|George D. Bozovic]] ^{[[User talk:Ђорђе Д. Божовић|talk]]} 22:19, 10 July 2006 (UTC) [[Category:Elvish]] [[Category:Language Acquisition]] 3861 19073 2006-08-28T13:12:14Z JWSchmidt 20 sub [[Category:Biology]] 3862 22231 2006-09-01T17:09:06Z JWSchmidt 20 add image Participants in this discussion should read, "[http://www.americanchronicle.com/articles/viewArticle.asp?articleID=12374 Darwin's Evolutionary Disciples Silent]" by Bonnie Alba ([http://www.americanchronicle.com American Chronicle] August 11, 2006). [[Image:CreatorError.png|thumb|right]] ==Discussion== ===Is Darwinism the religion of public schools?=== Bonnie Alba suggests that [[w:Darwinism|Darwinism]] is taught as religion in public schools: "[http://www.americanchronicle.com/articles/viewArticle.asp?articleID=12374 parents continue to cede to Darwinism Religion in our public schools]". How much time is actually spent teaching evolution in public schools? Is evolution taught in biology classes or in religion classes? --[[User:JWSchmidt|JWSchmidt]] 13:16, 28 August 2006 (UTC) ===next=== ==See also== *[[Science as Religion]] - the '''Science as Religion''' learning project. [[Category:Science as Religion]] 3863 19082 2006-08-28T13:31:00Z JWSchmidt 20 [[Topic:Division of Biology]] moved to [[Topic:Division of Human Biology]]: more specific #REDIRECT [[Topic:Division of Human Biology]] 3864 19085 2006-08-28T13:32:17Z JWSchmidt 20 subcategory [[Category:Biology]] 3865 19095 2006-08-28T13:42:31Z TimNelson 352 [[School of Literature and English Studies/Writing Center/Composition]] moved to [[Composition]]: Moved from Wikibooks #REDIRECT [[Composition]] 3866 19099 2006-08-28T13:44:45Z TimNelson 352 [[School of Literature and English Studies/Writing Center/Rhetoric]] moved to [[Rhetoric]]: Moved from Wikibooks #REDIRECT [[Rhetoric]] 3867 19106 2006-08-28T13:48:53Z TimNelson 352 [[Topic:Language and Literature/Writing Center]] moved to [[Topic:Writing Center]]: Because it's more like the way we've been told to use the namespace #REDIRECT [[Topic:Writing Center]] 3869 19113 2006-08-28T13:52:11Z TimNelson 352 [[Topic:Literature and English Studies Reading Lists]] moved to [[Topic:Literary Studies/Reading Lists]]: New department name, + this list will only ever be used by this department #REDIRECT [[Topic:Literary Studies/Reading Lists]] 3880 19158 2006-08-28T15:05:41Z Trevor MacInnis 99 create <div class="noprint"><small>< [[{{{1}}}]] < [[{{{2}}}]] < [[{{{3}}}]]</small></div> <noinclude> ---- ==See also== * {{tl|Return}} * {{tl|Nav}} * {{tl|Nav2}} * {{tl|Nav3}} * {{tl|Nav4}} </noinclude> 3881 19159 2006-08-28T15:06:00Z Trevor MacInnis 99 create <div class="noprint"><small>< [[{{{1}}}]]</small></div> <noinclude> ---- ==See also== * {{tl|Return}} * {{tl|Nav}} * {{tl|Nav2}} * {{tl|Nav3}} * {{tl|Nav4}} </noinclude> 3882 19165 2006-08-28T15:09:17Z Trevor MacInnis 99 [[Wikiversity:Statistics 001]] moved to [[Fundamentals of Probability, Statistics, Experiments and Data]]: proper namespace/title #REDIRECT [[Fundamentals of Probability, Statistics, Experiments and Data]] 3883 19167 2006-08-28T15:09:54Z Trevor MacInnis 99 [[Wikiversity:Statistics 002]] moved to [[Combinatorics]]: proper namespace/title #REDIRECT [[Combinatorics]] 3884 19169 2006-08-28T15:10:18Z Trevor MacInnis 99 [[Wikiversity:Statistics 003]] moved to [[Pre-Statistics Topics in Math, Introduction to Computing with R]]: proper namespace/title #REDIRECT [[Pre-Statistics Topics in Math, Introduction to Computing with R]] 3885 19170 2006-08-28T15:11:41Z Trevor MacInnis 99 +cat [[Category:Wikiversity schools]] 3886 19172 2006-08-28T15:12:40Z Trevor MacInnis 99 +cat [[Category:Mathematics]] 3887 19174 2006-08-28T15:13:21Z Trevor MacInnis 99 +cat [[Category:templates]] 3888 19185 2006-08-28T15:17:38Z Trevor MacInnis 99 +cat [[Category:Literary Studies]] 3889 19189 2006-08-28T15:20:27Z Trevor MacInnis 99 +cat [[Category:Literary Studies]] 3890 19190 2006-08-28T15:20:59Z Trevor MacInnis 99 +cat [[Category:Templates]] 3891 19193 2006-08-28T15:23:14Z Trevor MacInnis 99 +cat [[Category:Wikiversity maintenance]] 3892 21503 2006-08-30T05:08:48Z TimNelson 352 [[Category:Language Acquisition]] [[Category:Indo-European languages]] 3893 21504 2006-08-30T05:08:51Z TimNelson 352 [[Category:Language Acquisition]] [[Category:Indo-European languages]] 3894 21467 2006-08-30T04:44:42Z TimNelson 352 [[Category:Language Acquisition]] 3895 19197 2006-08-28T15:25:41Z Trevor MacInnis 99 +cat [[Category:Templates]] 3896 19198 2006-08-28T15:26:13Z Trevor MacInnis 99 +cat [[Category:Literary Studies]] 3897 19199 2006-08-28T15:27:12Z Trevor MacInnis 99 +cat [[Category:Templates]] 3898 21475 2006-08-30T04:54:32Z TimNelson 352 [[Category:Language Acquisition]] 3899 21505 2006-08-30T05:10:29Z TimNelson 352 [[Category:Language Acquisition]] [[Category:Indo-European languages]] 3900 19203 2006-08-28T15:29:05Z Trevor MacInnis 99 +cat [[Category:Templates]] 3901 19204 2006-08-28T15:29:27Z Trevor MacInnis 99 +cat [[Category:Templates]] 3902 19205 2006-08-28T15:29:55Z Trevor MacInnis 99 +cat [[Category:Templates]] 3908 21471 2006-08-30T04:45:37Z TimNelson 352 [[Category:Language Acquisition]] 3909 19214 2006-08-28T15:33:57Z Trevor MacInnis 99 +cat [[Category:Templates]] 3915 19228 2006-08-28T16:09:32Z Digitalme 39 Create <div style="float: left; border:solid #808080 1px; margin: 1px;"> {| cellspacing="0" style="width: 238px; background: #DBDBDB;" | style="width: 45px; height: 45px; background: #BDBDAD; text-align: center; font-size: 14pt; color: black;" | '''[[Image:Admin mop.PNG|43x43px]]''' | style="font-size: 8pt; padding: 4pt; line-height: 1.25em; color: black;" | This user is a '''[[Wikiversity:Custodianship|custodian]]''' on the '''English Wikiversity<includeonly>[[Category:Wikiversity custodians|{{PAGENAME}}]]</includeonly>'''. |}</div> 3920 19241 2006-08-28T16:17:51Z Trevor MacInnis 99 create #redirect[[Template:Welcome]] to reduce keystrokes during welcome patrol #redirect[[Template:Welcome]] 3921 20896 2006-08-29T14:20:05Z Hypermorphism 285 /* Recommended Reading Material */ <center>''This department is a part of the [[Topic:Higher Algebra|Subdivision of Higher Algebra]]''</center> <hr/> [[image:snake_lemma_nat.png|thumb|Diagrams are used to simplify long arguments in category theory. This diagram was used to prove the [[w:Snake lemma|Snake Lemma]].]] ==Department description== Category theory is a relatively new birth that arose from the study of cohomology in topology and quickly broke free of its shackles to that area and became a powerful tool that currently challenges set theory as a foundation of mathematics, although category theory requires more mathematical experience to appreciate and cannot in its current state be reasonably used to introduce mathematics. It has also found many applications in the physical sciences. the goal of this department is to familiarize the student with the theorems and goals of modern category theory. Prerequisites to full appreciation of this area of study includes knowledge of topology up to basic homology theory, and some basic idea of cohomology. ==Department news== * '''Monday, August 28, 2006''' - Department founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==Offsite Learning Materials== *[http://lanl.arxiv.org/abs/math.HO/0507203 Saunders Mac Lane, the Knight of Mathematics] *[http://math.ucr.edu/home/baez/ John Baez] is a mathematical physicist who specializes in n-categories and quantum gravity. *[http://math.ucr.edu/home/baez/categories.html Categories and Quantization] ==Recommended Reading Material== If you want to learn the way mathematicians do, you will need to read and complete the exercises in at least one of the following books. While this site provides a supportive community of peers and teachers, nothing beats having a well-organized and well-written text that you can study anywhere to learn from the masters. Mathematics is not a spectator-sport. You must '''do''' mathematics to learn it. *[[w:William Lawvere|Lawvere]] & [[w:Stephen Schanuel|Schanuel]]. (1997). ''Conceptual Mathematics: A First Introduction to Categories'' Cambridge University Press. ISBN 0521478170 ===Wikipedia=== *[[w:Category theory]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 3926 19271 2006-08-28T17:08:14Z Trevor MacInnis 99 fix double redirect #REDIRECT [[Wikiversity:Main Page]] 3929 19287 2006-08-28T17:29:24Z Aaronsharpe 568 A chemical element is a substance that cannot be changed into any other substance by a normal chemical reaction. A element is made up of atoms containing electrons, protons and neutrons. Each atom in an element will contain the same number of protons and electrons, for example every carbon atom has six protons and six electrons. The periodic table of the elements contains lists all of the elements in order of their number of protons and is laid out so that the elements in each group (vertical column) will have similar properties. Just because two substances contain the same atoms does not always mean that they will have the same properties. Graphite and diamonds are both made completely from carbon atoms, but the way in which they join with each other means that the have different properties. Atoms of the same element may also contain different numbers of neutrons. Atoms of the same element with different numbers of neutrons are called isotopes. 3930 22905 2006-09-03T14:59:53Z JWSchmidt 20 Practical Arts and Sciences [[Image:Wikiversite-banner.jpg|thumb|right|450px]] There are [[:Category:Wikiversity portals|major Wikiversity portals]] that provide user-friendly introductions to groups of [[Wikiversity:Schools|Wikiversity schools]] that are related by their common subjects of study. *[[Portal:Engineering and Technology|Engineering and Technology]] *[[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] *[[Portal:Humanities|Humanities]] *[[Portal:Life Sciences|Life Sciences]] *[[Portal:Physical Sciences|Physical Sciences]] *[[Portal:Practical Arts and Sciences|Practical Arts and Sciences]] *[[Portal:Professions|Professional Schools]] *[[Portal:Social Sciences|Social Sciences]] Each of these major portals has an associated category that is used to organize Wikiversity pages. These large organizational units can be thought of as "faculties". "Faculty" is term that is often used to refer to large organizational divisions of a university. However, Wikiversity does not have any "faculty members". Wikiversity has participants who collaborate in the editing of Wikiversity pages. In addition to the major Wikiversity portals listed above, there are a few additional major portals: *[[Portal:Learning Projects|Learning Projects]] *[[Portal:Learning Materials|Learning Materials]] *[[Portal:Education|Education]] ==See also== *[[:Category:Wikiversity portals|Wikiversity portals]] - the category that holds the major Wikiversity portals *[[b:Wikiversity:Wikiversity Schools]] - the list of major schools was originally made at Wikibooks. *[[Wikiversity:Wikiversity Schools|Wikiversity Schools]] - the current list of major Wikiversity schools *[[:Category:Wikiversity portals]] - category containing the major Wikiversity portals listed on this page. [[Category:Wikiversity portals|Wikiversity:Major portals]] 3932 21288 2006-08-29T20:21:23Z Magus 604 /* Security */ PHP (recursive acronym for "PHP: Hypertext Preprocessor") is a server-side scripting language designed for use in HTTP-based applications. Since it is processed on the server side, use of such pages must be processed by a PHP-capable server before being sent to the client. ==Introduction== This is a course designed to teach the server-side scripting language PHP by example (and eventually assignment) to anyone willing to learn. Bear in mind that this course is still a work in progress and is by no means comprehensive in its current state. If you feel that something has not been explained thoroughly enough, you find a fallacy, or anything else that requires editorial action, bring it to our attention via the [[Talk:Introduction_to_PHP|Introduction to PHP Discussion Page]] or correct it yourself! ==Prerequisites== No programming experience is required for this course. However, a basic knowledge of HTML and computer usage is recommended. ==Basic Syntax== When PHP parses a file (default file extension: '''.php'''), it looks for an opening tag and a closing tag and then interprets the code between the two: <pre> <?php echo 'This is being parsed.'; ?> This is not being parsed. </pre> PHP will output everything that is not contained within an opening tag (<?php) and a closing tag (?>) exactly as it is written. ===Types=== PHP supports eight primitive types: #boolean #integer #float (aka double) #string #array #object #resource #NULL Unlike most programming languages, you are not required to specify a type when creating a variable; PHP will do this for you. However, if you wish to force a specific type on a variable, you may cast the variables: <pre> <?php $boolean = '0'; //To cast a variable as boolean, you may use either (bool) or (boolean) echo (bool)$boolean; // will output as false ?> </pre> To check for a certain type, use the ''is_type'' functions: <pre> <?php $integer = 100; if (is_string ($integer)) // Will return false { echo 'Type: String'; } else { echo 'Not a string.'; } ?> </pre> ===Variables=== ====Basics==== Variables can be thought of as a place to store a value in computer memory. In PHP, a variable is represented by a dollar sign followed by the name of the variable (names are case-sensitive). A valid variable name starts with a letter or underscore, followed by any number of letters, numbers, or underscores. You may directly assign the data or assign a reference by prepending an ampersand (PHP4+): <pre> <?php //Data assignment $data = 10; //Reference assigned $ref = &$data; // points to $data, so all changes made to $data will be reflected in $ref ?> </pre> '''Note''' that you can only reference named variables. As PHP is a dynamically-typed language, type casting is not practiced and initializing variables is not enforced. While the former is not used, the latter is a good practice as all variables default to their FALSE type (false, 0, empty string, empty array, et cetera). Using uninitialized variables can also be a serious security risk if REGISTER_GLOBALS is turned on. The ''isset ()'' language construct can be used to see if a variable has been initialized or not: <pre> <?php if (isset ($var)) // Will return false echo 'Initialized'; else echo 'Unititialized'; $var = 'made'; if (isset ($var)) // Will return true echo 'Initialized'; else echo 'Unititialized'; ?> </pre> ====Variable Scope==== =====Globals===== The scope of a variable is the context in which it was defined. Most PHP variables will only have a single scope, which spans into included and required documents. However, this scope does not span into or out of functions: <pre> <?php $local = 'Hello'; function greet () { echo $local,', how are you?'; // will not print "Hello" $function = 'Fine, thank you.'; } echo $function; // will not print "Fine, thank you." ?> </pre> This can be solved by use of the global keyword or global variables: '''Global Keyword''' <pre> <?php $local = 'Hello'; function greet () { global $local, function; echo $local,', how are you?'; // will print "Hello" $function = 'Fine, thank you.'; } echo $function; // will print "Fine, thank you." ?> </pre> '''Global Variable''' <pre> <?php $local = 'Hello'; function greet () { echo $GLOBALS['local'],', how are you?'; // will print "Hello" $function = 'Fine, thank you.'; } echo $GLOBALS['function']; // will print "Fine, thank you." ?> </pre> =====Static Variables===== Another important feature of variable scoping is the static variable. A static variable exists only in a local function scope, but it does not lose its value when program execution leaves this scope. Consider the following example: '''Without Static Keyword''' <pre> <?php function count () { $num = 0; echo $num; ++$num; } count (); // will output 0 count (); // will output 0 ?> </pre> '''With Static Keyword''' <pre> <?php function count () { static $num = 0; echo $num; ++$num; } count (); // will output 0 count (); // will output 1 ?> </pre> '''Note:''' You cannot assign an expression to a static variable: <pre> <?php function count () { static $num = 0; //correct static $num = 0 + 1; // incorrect static $num = round (1.5); // incorrect echo $num; ++$num; } count (); // will output 0 count (); // will output 1 ?> </pre> ====Variable Variables==== Sometimes it can be helpful to have dynamic variable names, a variable that uses another variable for its name. '''Normal variable creation:''' <pre> <?php $var = 'Hello'; ?> </pre> '''Dynamic variable creation:''' <pre> <?php $var = 'Hello'; $$var = 'world!'; echo $var,' ',$$var; // Hello world! // Or... echo $var,' ',$Hello; // Hello world! ?> </pre> ====Variables From Outside PHP==== There are four basic types of outside variables: #[[Introduction_to_PHP#Query_String|Query String]] #[[Introduction_to_PHP#Form|Form]] #[[Introduction_to_PHP#Cookie|Cookie]] #[[Introduction_to_PHP#Server|Server]] =====Query String===== A '''query string''' is a part of the URL that sends data to the current program, it always follows a question mark (?) and the variables are traditionally separated by an ampersand (&); however, the W3C recommends that separation should be handled via semicolon (;). All examples used will be with semicolon. PHP fetches the query string through the '''super global''' $_GET: '''URL:''' ''/index.php?first_name=John;last_name=Smith'' <pre> <?php echo 'Hello, ',$_GET['first_name'],' ',$_GET['last_name'],"!\n"; // will print "Hello, John Smith! ?> </pre> =====Form===== You can use HTML forms to send data to your PHP scripts: <pre> <html> <head> <title>PHP Form Test</title> </head> <body> <?php if (isset ($_POST['name'])) // Checks to see if the super global $_POST has been set with the name of the submit button { // prints the values entered into the input text fields with the same names (name="first_name" -- name="last_name") echo '<div>Hello, '.$_POST['first_name'].' '.$_POST['last_name']."</div>\n"; } ?> <form method='post' action='form.php'> <fieldset> <legend>HTML Form</legend> <label for='first'>First Name:</label> <input type='text' id='first' name='first_name' /><br /> <label for='last'>Last Name:</label> <input type='text' id='last' name='last_name' /><br /> <input type='submit' name='name' value='Submit Name' /> </fieldset> </form> </body> </html> </pre> Notice the names of the fields within the form tags, that is what PHP looks for when it creates the $_POST super global. You can also manipulate files and create image maps using forms and PHP super globals. =====Cookie===== PHP supports HTTP cookies as defined by Netscape's Spec. This allows for some excellent data storage capabilities: <pre> <?php setcookie ('user-id', 1, time () + 3600); // Creates a cookie by the name of user-id with the value of 1 that will last for one hour if ($_COOKIE['user-id'] == 1) // Checks the cookie super global user-id if it is equal to 1 { echo 'You are number 1 =O'; } else { echo 'Who are you?'; } ?> </pre> Being cookies, these values are available to all web pages associated with your URL (unless specified otherwise). =====Server===== The server super global is created by the server your PHP is running on, giving you a multitude of useful variables to work with: <pre> <?php echo $_SERVER['PHP_SELF']; // will print the name of the PHP file ?> </pre> For a full list of server variables, use the function ''phpinfo ();'' and scroll near to the bottom of the page it generates. =====Security===== '''NOTE:''' It is always a security risk to use interactive data; however, there are measures you can take to prevent exploitation. The best practice to avoid creation of security holes is to verify the data type of all outside variables that you use. For example: '''URL:''' ''/index.php?name=<script type='text/javascript'>for (var i = 0; i < 1000000; ++i){alert ('pwned');}</script>'' <pre> <html> <head> <title>PHP Form Test</title> </head> <body> <?php echo $_GET['name']; // Will echo the name section of the above query string ?> </body> </html> </pre> As the super global $_GET['name'] was not checked, some very annoying code will be sent to your web browser which will cause an alert message to pop up one million times. Pretty inconvenient, eh? Here is a possible solution: '''URL:''' ''/index.php?name=<script type='text/javascript'>for (var i = 0; i < 1000000; ++i){alert ('pwned');}</script>'' <pre> <html> <head> <title>PHP Form Test</title> </head> <body> <?php // Will echo the name section of the above query string, but will turn all special characters into their respective entity form echo htmlspecialchars ($_GET['name']); ?> </body> </html> </pre> There are several other ways of solving that problem, but there is one possible solution. Also, if you are expecting a specific data type, such as an integer, always case the variable as that type: <pre> <?php echo (int)$_GET['id']; // Will always output an integer ?> </pre> ==Hello World!== The obligatory "Hello World!" script for PHP would look like this: <pre> <?php //This is a single line comment //The next line will echo "Hello, World!" and a newline character to the client. echo "Hello World!\n"; echo "<br />"; //Using strings $a = "Hello"; $b = "World"; echo "$a $b!\n"; //Alternately echo $a . " " . $b . "!\n"; //ending tag for PHP follows ?> </pre> ==Learning Sessions== Learning sessions should be listed here. [[Category:Computer Science|Computer Science]] [[Category:Computer_Programming|Computer Programming]] 3957 19377 2006-08-05T01:25:01Z Bazap '''[[Astronomy]]''' is the scientific study of the Universe and its contents. The Wikiversity:Astronomy textbook is divided into several units typical of introductory texts at the university level. These units can be presented out of order, or some may be omitted: I. [[Positional Astronomy]] This is the study of constellations, asterisms, apparent diurnal and annual motions of the sun and stars, motion and appearance of the moon, lunar and solar eclipses, lunar and solar calendars, and stellar coordinate systems. Experts in this field display a solid understanding of the three-dimensional character of the solar system; the typical size and speed scales involved; the relationship between angular size, actual size, and distance; and the vocabulary needed to describe positions of astronomical objects. This unit provides the background required to understand the historical revolutions in astronomical knowledge described in the next unit. II. [[Historical Astronomy]] This is the study of the history of astronomy, in particular ancient (typically cross-cultural) astronomy and its transition to the modern viewpoint. The works of Copernicus, Galileo, Kepler, and Newton are studied with an emphasis on the evolution from the geocentric to the heliocentric viewpoint. The collection study of light is introduced, both its intensity and its color content, allowing later units to rely on the crucially important concept of spectroscopy. Historical and modern telescopes are described. Experts in this field are able to discuss not only ''that'' the earth revolves around the sun, but also ''how'' we know this to be true. III. [[The Lives and Deaths of Stars]] This is the study of the formation, life, and death of stars. We describe the balance between the inward gravitational forces acting on a star with the outward forces that characterize that star. With this model we study the nebulae in which stars are born, main-sequence stars, red giant and supergiant stars, white dwarfs, neutron stars, black holes, supernovae, and the nebulae produced in stellar death. Experts in this field typically see the stellar life and death sequence as a recycling process in which galaxies become more deeply enriched with heavier elements. IV. [[Galaxies and Cosmology]] This is the study of the largest observed systems in the universe and their contents. Discussion of systems much larger than the solar system immediately requires the introduction of the topic of dark matter, the (apparently) unaccounted for material that binds galaxies together gravitationally. The evolution of galaxies is treated and the quasar introduced. Hubble's discovery of the expansion of the universe is combined with Einstein's theory of gravity to describe the past (and predict the future) of the universe as a whole. Experts in this field juggle unconfirmed theories (Inflation), tantalizing data (accelerating expansion), and spectacular observations (relic heat from the big bang) in an attempt to produce a grand narrative of the universe. V. [[Planets and Moons]] This is the study of the small bodies and systems that orbit stars. Planets display enormous diversity in their composition, thermodynamic properties, geological activity, and atmospheres due to a number of factors we'll study here. We will study the planets and moons in our solar system in depth before moving on to the multitudes of planets discovered orbiting other stars. In addition to these particular units of study, several overarching themes present themselves in the study of astronomy. First, that the universe is describable and understandable . Second, that astronomy as a science is driven through observation rather than experiment, and is therefore vulnerable to a different set of systematic faults than physics or chemistry. Third, that astronomy is a wonderful adventure for humankind, filled with joy and promise. [Would recommend the original text, below, be moved to subchapters.] Note: Contains theoretical ideas and conjectures. --[[User:Eoin O liathain|Eoin O Liathain]] 99.9% of the visible Universe is in the form of Astrophysical plasma, the same stuff that makes up the stars fills interstellar space. Visible matter makes up only 4% of the mass / gravity budget of the Universe; the rest is in the form of Dark matter 23% and a mysterious force that is pulling the Universe apart at an ever increasing pace called Dark energy 73%. Though we cannot directly detect it, and we do not know what it is made of, thought there are competing theories (see Axions(probably the most likely, though it could be a combination of theories) Super symmetry, and Strange matter) we can detect the effects of Dark matter on ordinary matter through gravitational interactions; galaxies seem to be built around pockets of dark matter like bricks of a house. At this point, if you have done the math you probably realize that the stuff you see around, regular, non plasma, baryonic matter is extremely rare in the Universe. This matter makes up about 0.0004% of the matter in the Universe. The Universe is about 13.8 billion years old and may be finite or infinite, but has been estimated by a group of leading astophysists to be 151 light years wide, though this is debated; the most commonly accepted theory for how the Universe was created is the big bang, or more particularly the hot big bang it also fits nicely with nuclear physics and particle physics by explaining why no elements heavier than Beryllium were created during the big bang, and also explains the abundance of Deuterium (an isotope of Hydrogen with a neutron in the nucleus, accounts for approximately 1% of the Hydrogen) in the Universe, since it fuses easily into Helium 4; the reason is that the universe started off at an infinite temperature and density and expanded and cooled very quickly. --[[User:Bone Spencer|Bone Spencer]] 01:04, 17 May 2006 (UTC) == Stars == Stars are made mostly of hydrogen and helium and give off energy in the form of electromagnetic radiation by fusing elements into progressively heavier elements until it reaches iron (which has one of the highest binding energies) and no more energy can be obtained through nuclear fusion. --[[User:Bone Spencer|Bone Spencer]] 01:04, 17 May 2006 (UTC) 3958 21770 2006-08-30T22:10:23Z Trevor MacInnis 99 /* Lesson */ example diagram [[Image:NGC6543.jpg|thumb|The [[Cat's Eye Nebula]], a [[planetary nebula]] formed by the death of a star with about the same mass as the sun]] ==Introduction== How do stars form, how do they burn for so long and how do they die? This lesson aims to explain the entire process of a star's evolution from formation to its sometimes violent death. Students should have a good grasp of classical physics and calculus. Structure of the course: *'''Initial Conditions''' **Collapsing Gas Clouds **The Virial Theorem **Jeans Mass **Kelvin-Helmholz Contraction *'''Nuclear Fusion in Stars''' **The proton-proton chain Students will understand the following: 1.The stages of evolution a star goes through are determined by the size of the star. ==Materials required== For this lesson, you will need: Research materials about stars and the evolution of stars ==Lesson== #Review what you have learned about stars so far. In the course of discussion, determine how much you know about star evolution. #Do you fully understand the terms red giant, white dwarf, neutron star, supernova, and black hole? If not, become acquainted with the terms and understand how they relate to the evolution of stars of different sizes. #Before continuing the activity, you should understand the following three facts: ##A star the size of our sun will burn steadily for 10 billion years, then expand to a red giant, and finally collapse into a white dwarf about the size of Earth. ##A star three or four times the sun’s mass will burn steadily for a shorter time, then expand into a red giant, and finally collapse, ending up as a neutron star—a super-dense star about the size of a large city. ##A star 50 times the sun’s mass will burn for an even shorter time and may blow up as a supernova before collapsing and eventually shrinking to infinity, becoming a black hole. #Divide into three groups, each group should focus on one of the three types of stars just mentioned: a star the size of our sun, a star three or four times the sun’s mass, and a star 50 times the sun’s mass. #Each student should use her or his prior knowledge and information from research to draw a carefully labeled set of diagrams illustrating the stages in the evolution of the type of star assigned to them. #Display students’ diagrams below so that the class can use them to compare the stages of evolution of the three different types of stars. Draw a set of diagrams for all three types of stars. Example diagram: [[w:Image:Sun Life.png]] ==Discussion Questions== #Discuss why some scientists were uneasy about the idea of an expanding universe? #Astronomer Wendy Freedman's observations of Cepheid variable stars in another galaxy indicated that the age of the universe is about eight-twelve billion years. Why did her discovery cause such a debate among astronomers? What elements of her discovery still lend themselves to argument? #What do scientists learn by observing parts of the universe in other than the visible parts of the spectrum? #What materials are believed to compose dark matter, and what can we learn about the universe by examining it? ==Evaluation== Evaluations of the diagrams are as follows: Three points: diagrams carefully prepared; labels clear and correct; diagrams accurately illustrate the star’s stages of evolution Two points: diagrams adequately prepared; some labels unclear or incorrect; diagrams accurately illustrate the star’s stages of evolution One point: diagrams carelessly prepared; labels unclear and/or incorrect; diagrams reflect some inaccurate information about the star’s stages of evolution Students can contribute to the assessment by determining how many diagrams will be required to illustrate the stages of evolution for each type of star. ==Extra== *Cepheid variables, supernovae, dark matter, cosmic background radiation, black holes, red shift. ==Readings== *[[w:Astronomy]] **[[w:Star]] ***[[w:Stellar evolution]] etc... [[Category:Astronomy]] 3959 19384 2006-08-28T19:39:13Z SB Johnny 61 [[Wikiversity:Stellar Evolution]] moved to [[Stellar Evolution]]: move to main namespace #REDIRECT [[Stellar Evolution]] 3965 19418 2006-08-28T21:26:39Z Disanpoter 385 [[Image:Wikiversite-banner.jpg|thumb|right|450px]] The School of Media Information & Cognition explores the boundaries and crossing of boundaries between Information, the vehicals that transmit it - Media, and the faculties by which we absorb, digest, or reject it. == Department of Memes == == Department of Structure & System == == Department of Referentiality and Organization == == Department of Physical Constraints == 3975 23995 2006-09-05T02:42:03Z 70.229.132.226 /* Necessary Terms */ {{nav|Wikiversity}} My apologies, personal issues in life along with this switch from Wikibooks to Wikiversity, I totally forgot about updating on time for Sun. Please make sure to read this page from time to time, as I am making corrections almost daily. My email address is under my user page if anyone needs to contact me. --[[User:Kfitton|Kfitton]] 11:17, 29 August 2006 (UTC) == Introduction to Hitler's Germany == Hitler's Germany, or from here on out referred to as 'The Third Reich', is a course that will familiarize the student with key themes in the current historical literature involving the subject. The course breaks down to several weeks of discussion held on the main page and a paper that each student will complete on a topic of their choosing, which will then be critiqued by the class for its merit and historical content. The student taking this class will hopefully walk away with a greater understanding of the time and exposure to an active academic environment that requires scholarly research. The instructor has taken a class exactly on this subject and will attempt to mold many of those ideas into this class, so students will be prepared to take on university level material should the opportunity arise. ''It should be noted that subject material in this class will be of a frank and sometimes grotesque manner'', so if the student is not capable of maintaining a professional demeanor and historical objectivism, it is suggested that they ''not'' sign up for this class. This is intended to be roughly a '300' or '3rd year' or 'junior' level college class. == Suggested Reading for this Course == While using online resources are encouraged, it is suggested to pick up the following books for cheap on Amazon.com or any other used book seller. These are books from people respected in the field of study on The Third Reich. *'''The Nazi Dictatorship''' by Ian Kershaw, 4th ed. *'''Atlas of Nazi Germany''' by Michael Freeman, 2nd ed. *'''The Nazi Revolution''' by Allan Mitchell, 4th ed. ''Highly recommended!'' *'''Weimar and Nazi Germany''' by Panikos Panayi. *'''Nazi Culture''' by George Mosse. ''Highly recommended!'' *'''Inside Hitler's Germany''' by Benjamin Sax and Deiter Kuntz. ''Highly recommended!'' During the course, the instructor will be referencing these books, and while not necessary to have it would make for a much greater class environment and overall understanding of the topic. == Schedule and Assignments == === Class Roster === Now open for signups - click on the edit and add your user here if you wish to enroll. Also, if you have in your possession, any of the suggested reading texts, please list the author(s) after your user so that the instructor can tailor discussions toward those texts. [[User:PaddyC|PaddyC]] [[User:Downey|Downey]] === Week Schedule === *Week 1 - What Causes a Facist Dictatorship? Post-WWI through [[w:en:Weimar_republic|Weimar Germany]] *Week 2 - Structure of the National Socialist Party, Political and Social Repercussions *Week 3 - Early forays into German Politics, German Political Spectrum *Week 4 - NSDAP gains control of the country, The Nazi State *Week 5 - Horrors and Failures of The Third Reich *Week 6 - Discussion for Final Paper *Week 7 - Critique of Final Papers and Closing Comments === Assignments Due === ''Keep in mind, assignments will NOT be collected, except for Week 6-7. All work is a suggestion to students in order for them to be prepared for the week topics.'' *Pre-Week 1 - Students enrolling should start by looking up various governmental systems and taking notes in preparation for discussion. In particular: [[w:en:Fascism|Fascism]], [[w:en:Communism|Communism]], [[w:en:Democracy|Democracy]], [[w:en:Totalitarianism|Totalitarianism]], and [[w:en:Monarchism|Monarchism]]/[[w:en:Oligarchy|Oligarchy]]. *Week 1 - Students should compare the differences between [[w:en:Italian_Fascism|Italian Fascism]] and German National Socialism, particulary in the notion of the ''[[w:en:Fuhrerprinzip|Fuhrerprinzip]]''. Suggested reading:[http://en.wikibooks.org/wiki/World_History:The_Rise_of_Dictatorship_and_Totalitarianism Rise of Dictatorships] *Week 2 - It was often said that Nazi support was, "a mile wide and an inch deep". Students should look into why the National Socialists gained such widespread appeal amongst certain sections of society. This is prep work for week 2 discussion. *Week 3 - Taking information from the Week 3 Discussion, students should map out political groups and how these groups played into Hitler/Hindenburg's control of the government. Stress should be placed upon the [[w:en:Enabling_bill|Enabling Bill]] (also known as the Reichstag Fire Decree), that will be discussed in Week 4. Suggested reading [[w:en:Reichstag_fire|Reichstag_fire]] *Week 4 - The [[w:en:Volksgemeinschaft|Volksgemeinschaft]] or People's Community was a core idea behind Nazi control of the state. Students should look more into a specific area (ie: education, economics, social groups, labor, etc) for examples of National Socialist Gleichschaltung in possible preparation for the final paper. *Week 5 - Is the [[w:en:Holocaust|Holocaust]] a singular event or just another genocide on an industrial scale? Considering this question is prep work for the discussion during Week 5. *Week 6 - Students will have a topic and potential thesis statement ready for discussion Week 6. *Week 7 - Final papers will be presented for class critique, papers should have a refined thesis as per commentary during Week 6, should be in the area of 2-5 pages (due to time constraints) with all proper historical writing procedures followed. == Ideas Outline == ===Historian's Struggle=== *Is the event known as The [[w:en:Nazi|Third Reich]] (1933-1945) something unique in history? Adding to that, is The Third Reich a product of structuralism (ie: societal factors) or intentionalism (Hitler's force alone)? **Case for [[w:en:Structuralism|Structuralism]] - The system of support that the Nazi party had teamed together with widespread disenfranchisement felt by those social groups that were hit hard by the end of WWI and the [[w:en:Treaty_of_Versailles|Treaty of Versailles]] (middle class, businesses, military, nationalists). **Case for [[w:en:Intentionalism|Intentionalism]] - The apparent strength of Hitler's ability to lead the German people. More often than not this was actually allowing differing groups to bicker over what Hitler's actual will was, so then it was necessary for Hitler to make a judgment, thus ensuring his control over the system. Typically this argument tends to center around whether Hitler was a strong or weak leader...those in the strong camp tend towards Intentionalism while the latter tend to support the idea of Structuralism. Does the issue of Hitler make this a case completely unique from all other examples of fascism or does each instance require a 'leader' such as [[w:en:Mussolini|Mussolini]] or [[w:en:Franco|Franco]], as in the cases of [[w:en:Italy|Italy]] and [[w:en:Spain|Spain]] respectively? Based upon the literature, and which historian you tend to follow, it would seem that the overall comparision to other fascists states is remarkably similar except for one area; the horrific [[w:en:Eugenics|eugenics]]/racial policies that the Nazis carried out. ===Historical Objectivism=== *Being objective in history is a cornerstone of the profession, however what does this have to do with The Third Reich? Simple, it becomes a fundamental necessity when trying to separate historical fact from the crushing morality surrounding the atrocities committed. So the historian must learn that while reprehensible, the facts surrounding the time are what need to be evaluated, not judgments made based upon our opinions. Does this make historian's uncaring monsters? Of course not, but in order to fairly evaluate the social, political, and economic factors that make an occurance like this happen, historians have to put their opinions aside. Often, as can be seen even in professional historiographies, bias and personal opinions can sneak in and taint work done in honest scholarship. While reading texts on the subject, historians should be actively looking for bias in any particular instance and should adjust accordingly. ===Volksgemeinschaft=== *The [[w:en:Volksgemeinschaft|Volksgemeinschaft]] (VGS) is a German word for a uniquely German ideal - the people's community. As explained higher up in this class, the thing to keep in mind is that the VGS had a very strict definition of who was considered valid and acceptable. This is the area where Aryan racial policy finds a societal defense, after all, only an Aryan can defend the Fatherland and the unstable elements right? ===Gleichschaltung=== *Also known as the co-ordination of party and state, this term compasses all of the actions by the Nazi party/state with the goal of creating the VGS in mind. Where VGS is the ideal, [[w:en:Gleichschaltung|Gleichschaltung]] is the execution and the lengths to which the Nazi party will go, eventually leads to the final solution. It should be noted as a point of interest, that upon gaining control of the state, one of the first targets for gleichschaltung were education and the youth of Germany. The Hitler Youth would prove to be some of the most fanatical and loyal units throughout the whole Reich period. ===Necessary Terms=== *[[w:en:Reichswehr|Reichswehr]] - aka the German Army, Weimar period *[[w:en:Wehrmact|Wehrmact]] - the German Armed Forces, Third Reich *[[w:en:Blitzkrieg|BlitxzKrieg]] - lightning war, quick assaults with emphasis on mobility *[[w:en:Einsatzgruppen|Einsatzgruppen]] - security groups charged with clearing occupied zones (ie: exterminiation) *[[w:en:Fuhrerprinzip|Fuhrerprinzip]] - Leadership focused on one charismatic leader at the top *[[w:en:Kraft_durch_Freude|Kraft_durch_Freude]] (KdF) - the 'Strength through Joy' Nazi recreational organization *[[w:en:Kristallnacht|Kristallnacht]] - 'Crystal Night', first major pogrom against Jews, 9-12 November 1938 *[[w:en:Nationalsozialistische_Deutsche_Arbeiterpartei|Nationalsozialistische_Deutsche_Arbeiterpartei]] (National Socialist German Worker's Party) - NSDAP, also known as the Nazi party *[[w:en:Lebensraum|Lebensraum]] - Living space, the needed expansion into eastern Europe as seen as necessary by Hitler *[[w:en:Reichstag|Reichstag]] - German parliment, a rubber stamp during Nazi rule *[[w:en:Schutzstaffel|Schutzstaffel]] - aka the SS, German Special Forces, included police/political/military units, along with 'Death's Head' exterminiation camp guards *[[w:en:Sturmabteilung|Sturmabteilung]] - Stormtroopers, original political guards and terror troops from Nazi party, importance declines after Nazis take control of the state ===People to Know=== *[[w:en:Martin_Bormann|Martin Bormann]]- Head of the Party, private secretary to Hitler *[[w:en:Hans_Frank|Hans Frank]] - Governor-General of occupied Poland *[[w:en:Joseph_Goebbels|Joseph Goebbels]] - Minister of Public Enlightenment and Propaganda *[[w:en:Hermann_Goering|Hermann Goering]] - Commander of the Luftwaffe, Penipotentiary for the Four Year Plan *[[w:en:Rudolf_Hess|Rudolf Hess]] - Early secretary to Hitler, flew to Scotland on 'peace mission' *[[w:en:Heinrich_Himmler|Heinrich Himmler]] - Chief of German Police and SS, arguably the second most powerful man in the Reich *[[w:en:Paul_von_Hindenburg|Paul von Hindenburg]] - Last president of Weimar Germany, national hero in WWI, office is taken over upon his death and seen as the fall of democracy in Germany *[[w:en:Franz_von_Papen|Franz von Papen]] - Former chancellor under Weimar Germany, negotiates putting Hitler into the chancellorship *[[w:en:Erwin_Rommel|Erwin Rommel]] - Nazi General, famous tactician, commander in North Africa and Normandy *[[w:en:Albert_Speer|Albert Speer]] - Minister of Armaments and Munitions, also a favorite of Hitler for his architectural work == Discussion Record == Discussions will take place each week, with a topic opening on Sunday and discussion being closed on Saturday. Students will add their response underneath the question, please make statements fruitful and historically valid. At the end of the class, the last set of discussions will be on critique of student papers. More instructions will follow with each week. *Week 1 - This week's discussion will surround the issues involved in turning a somewhat modern democracy into a fascist dictatorship. What was the combination of factors during this time that allowed fascism to thrive instead of democracy/monarchism in places like Germany, Italy, Spain? The single biggest factor in turning Germany from a somewhat modern democracy into a fascists state is the Treaty of Versailles. The treaty took from Germany valuable land, forces them to pay lots of money, and limited the German military to 100,000 men, putting the vast majority of Germanys fighting men out of a job. The economic impact of this sent Germany into a major depression, which helped fuel the already strong force of communism. The military limitations lead to the rise of the Freikorps who spent their time fighting the communists. Together these two factions polarized Germany, and near anarchy ensued in Germany. With the right fighting the left, and even different factions of the left fighting the left. Fascism arises as a reaction to communism, and promised to restore Germany to its former glory. Also I think it is worth mentioning Germanys geographical position, surrounded on all sides and land locked. This makes war much more likely as a country would always like to have at least one friendly border.The biggest issues leading to the general rise of Fascism during the post World War I era were: Reactions to International Communism, transitions from monarchy’s to democracies, international depression, paramilitaries, and the rise of nationalism. Also of note is fascist propaganda.Fascism arose in Germany, Italy and Spain as a reaction to socialism, communism, or both. In all three countries the leftists are the first to take power from the Monarchy’s. The new government is leftist but not communist. Both the radical left and right wing try to over throw the new government. While at the same time fighting each other. Along with the political chaos is the great depression, and lots unhappy former solders joining paramilitary organizations. Due to the wide spread paramilitary activity and former veteran sympathy for fascism the fascists were able to take power with out a majority of the population, sometimes taking a country by force. With the effective use of propaganda the fascists are able to stir up nationalistic sentiment, all three countries were declining empires, and their people wanted to see a restoration of the empire. -JDowney Alright, looks like we have a discussion on our hands! Just for notice, because of the mix up..I'm giving an extra week to this first topic so that people can find the link if needed. Anyway.. I think you have a good start, however there are a few holes I would like for you to clear up with me. First, while the treaty is a huge portion of the unrest taking place in Weimar Germany, the government was making their payments with help of loans from the west. It wasn't until the great depression, that the loans dried up and put Germany on the spot - when the hyperinflation really takes off. Second, at that time, Germany was not landlocked; they did have some ports on the north coast near Denmark..however you are correct in that they were surrounded by a lot of countries that didn't really like them (excepting austria and what we now know as the Checz Republic). Your assessment of the military is accurate. Political polarization was not exactly left vs right however, as we will be covering later, the German political spectrum consisted mainly of (from left to right): KPD (communists), SPD (socialists), zentrum (Catholic center party), nationalists (we would call them neo-conservatives in today's climate), and NSDAP (nazis). During Weimar, the SPD was the main force in the government and everything was swinging around that axis. The working classes either supported the SPD or joined the KPD, while business interests and nationalists joined the right leaning parties. The zentrum (center) party was mostly concerned about religious issues and tried to ride the fence in order to protect those religious freedoms. However, once the depression breaks out, political tensions start to spike and you see the existence of the NSDAP take shape. This dynamic and agressive, nationalistic group that believes that communists and jews have forced Germany into this position of weakness and that getting rid of the unstable elements in society will make Germany better off in the long run. The vast majority of supporters in the early period are war veterans and middle class (shopkeepers, burecrats, etc) people that are tired of seeing 'their' country wasting away. Also keep in mind that most of the business interests and the military tended to side with the nationalist parties (of which Paul von Hindenburg was a part of). This is the climate where the paramilitary groups start to thrive as a means for out of work men to do something they consider meaningful. Street wars would start to take place and almost every political group had to have some sort of bodyguards around in order to stop harassment from other factions. It should be noted that so far in the history of time, the two greatest propagandists were the NSDAP and the Communist Party. Taking a look at the posters of the time, these two groups did fantastic work when it came to shifting opinions, even to the point of the Nazis just using a black poster with Hitler's name and face on it - nothing else. It was the poster that said everything and nothing, something quite powerful during it's time. --[[User:Kfitton|Kfitton]] 15:43, 2 September 2006 (UTC) So then the factors turning Germany from a democracy to a dictatorship are: The Treaty of Versailles, class warfare and the rise of international communism, widespread paramilitary groups, the war guilt clause, and a general propensity towards a strong national government and the command economy. Another factor that I’m unsure of is the role of Catholicism, both in Germany and in other fascist regimes. The only proof that this is a factor is in that; first Catholicism is still fairly powerful in all 3 countries. It’s a political issue in all three countries; Catholicism is known to have been sympathetic to fascism. It seems the churches like the capitalists saw fascism as a better alternative to communism, and something they could control. Maybe it is better to say that the declining power of the Catholic Church is a factor in the rise of fascism and communism. For its declining influence among the masses of poor leads to the rise of communism not just in Germany but also in the entire world. Communism is usually atheistic and hence a danger to the church. The church seeing that its power is fading fast finds an ally in the fascists. They might have seen the fascists as a modern evolution of the monarchies, which they ruled as a sort of Theocratic-Oligarchy over the kings of Europe for centauries. JDowney [[Category:Pages needing cleanup after Import]]. [[Category:History of Germany]] 3976 19519 2006-08-28T21:51:54Z Digitalme 39 cat == Course Opening == The course has begun, and the first assignment has been posted. Please see below. == Course Outline == Classes will take place once a week to once every two weeks. Since the Great War has such a rich history, the focus will be placed on military history, though students are encouraged to branch out based upon their own interest. The following syllabus is open to modification: *Europe in 1914 / The Outbreak of War [[Wikiversity:The Great War and Versailles/Assignment One|Assignment One]] [[Wikiversity:The Great War and Versailles/Lecture One|Lecture One]] *1914: The Opening Campaigns / 1915: The War Continues *1916: The War of Attrition / The United States Enters the War *1917: The Year of Crisis / 1918: The Final Campaigns *Reflecting on the Experience of the War / 1919: The Peace Settlement == Currently proposed course study tasks or essay topics == (Percieved as synergistic learning while improving Wikiversity's free resources) [[Wikiversity:The_Great_War_and_Versailles:Ideas or proposed study tasks or essay topics.]] == Recommended Text == *''[http://print.google.com/print?id=OgxIi0rH1h4C The First World War]'' by Michael Howard (Oxford University Press, 2003) ISBN 0192804456: A short introduction to the topic. I will be drawing my lectures from it heavily. ===Additional Books=== See the [[Wikiversity:The Great War and Versailles/Further Reading|Further Readings List]] for books relating to topics you may wish to study in more detail. ===More on Wikibooks=== Wikibooks already has some brief information on the Great War. * [[US History:World War I|World War I and the Treaty of Versailles (1914 - 1920)]] * [[World History:Causes and course of the First World War|Causes and course of the First World War]] * [[World History:Effects of the First World War|Effects of the First World War]] == Class List == *Professor: **[[User:Polizano|Christopher Polizano]] *Students: **[[User:Alex beta|Alex beta]] 16:14, 27 Jun 2005 (UTC) **[[User:Abc123|Abc123]] 06:55, Jun 29, 2005 (UTC) **[[User:BarnacleKB|BarnacleKB]] 20:25, 1 Jul 2005 (UTC) **[[User:Muhgcee|Muhgcee]] 4 July 2005 02:12 (UTC) **[[User:Master Thief Garrett|Master Thief Garrett]] 5 July 2005 04:20 (UTC) **[[User:Sarken|Sarken]] 15:26, 28 July 2005 (UTC) **[[User:JBishop|JBishop]] 1 Aug 2005 14:43 (UTC) **[[User:Lazyquasar|Lazyquasar]] 19:52, 25 November 2005 (UTC) **[[User:MateoP|MateoP]] 05:41, 10 December 2005 (UTC) **[[:Pravin L Singh]] 21 Febuary 2006 **[[User:PaddyC|PaddyC]] 22:52, 03 August 2006 (UTC) [[Category:Pages needing cleanup after Import]] 3979 21001 2006-08-29T15:19:22Z Senthryl 566 /* Stopping A Program */ [[Wikipedia:Visual_Basic|Visual Basic]] is a language built upon the success of the QuickBASIC language. In order to program in Visual Basic, you must have the development environment installed on your computer. This software is not free and has been superceded by [[Wikipedia:Visual_Basic_.NET|VB.NET]]. == Creating A Project == When you first start Visual Basic 6.0, you will be presented with a "New Project" dialog. From here you can specify what type of application you would like to develop. Start by selecting "Standard EXE" and clicking Open. You are now taken to the Form Designer window. Here you can see a preview of what your application's only window will look like when compiled. From here you can add controls, change properties of controls, and access the code editor. == Setting Project Properties == All projects should start with a description of their functionality. To add this essential documentation to your application, navigate to the Project > ProjectName Properties menu item. Note that "ProjectName" will depend on what your application is named. By default, all applications are named Project1. This opens a dialog where you can set the options for your project. There are several fields that will be of interest to you at this stage. ==== Properties Fields ==== The "Project Name" textbox allows you to name your project. This is an internal name, and therefore cannot contain spaces. The "Project Description" field allows you to describe the purpose of your application. For a professional development cycle, this field will hold the project's Vision Statement. The description should be clear and brief. The "Make" tab at the top of the dialog will let you set additional properties for your application. You should fill out the majority of this information. The other tabs and properties are for advanced compile options, and you should only change them if you know what you're doing. == A Simple Application == For your first application you will create a simple addition program. This program will allow the user to input two integer values. These values will then be added together and displayed back to the user. One could imagine that this program would have two textboxes where the user would enter the numbers. They would then press a button and the result would be displayed in a conventional dialog box. This is your goal for your first application. == The Toolbox == Visual Basic was designed to be a language where building applications with a Graphical User Interface would be easy. With controls, this is indeed a relatively simple task. Controls can be thought of as elements that form an interface. For example, a textbox, button, and toolbar would all be considered controls. Controls are added from the Toolbox. The Toolbox displays icons representing all of the controls in a project. By default, 21 controls are available in a Standard EXE. If you have not repositioned the elements of the IDE, the toolbox will be located on the leftmost portion of the window. == Interface == You will now design the interface for your application. To start, click the icon representing the Textbox. By default, this is the second row in the second column. Once you have selected this control, click on your Form (the window that you are designing) and drag the cursor. Release the left mouse button to complete the action. You now have a textbox on your form. === The Properties Window === When a new control is added to a form, it is automatically selected. When a control is selected, details about it will show up in the Properties Window. By default, this is located in the bottom right portion of the window. If it is not visible, press F4 to enable it. The Properties Window contains a series of rows. Each row has a name and a value; these are called "properties," and they describe the way that a control behaves. === Changing A Property === By default, your new textbox has a value of "Text1" when your program runs. You would like to change this to suit the design by making the default value "0". To do this, scroll down in the Properties Window until you find the "Text" property. Click in the rightmost column of this row to select the value, and replace "Text1" with "0", pressing "Enter" to confirm. The default value of the textbox has now been changed. == Adding The Other Controls == Now add another textbox beside the first one that you added. This is where the user will enter the second number. Change the default value of this textbox to "0". Now select the icon representing the CommandButton from the toolbox. By default, this is the third row in the second column. Add the button beside the two textboxes on your form. Change the "Caption" property of the CommandButton from "Command1" to "&Add". This will change the caption of the button. === What Is The "&" For? === The ampersand symbol represents the hotkey for a button. When an ampersand is found in the caption for a button, the character immediately <i>after</i> it becomes the hotkey for the button. In the example above, if the user pressed "Alt+A" with your form selected, the result would be the same as if they had clicked the button. == Implementation == You now have the design for your application, but it is pointless without some code to make it work. Now that your application has been designed, you must now implement the coding to make it work. Code is written in the Code window. To open the Code window, double click on the button that you added to your form. A new code window will open with the following code: <pre>Private Sub Command1_Click() End Sub</pre> Change this code to the following: <pre>Private Sub Command1_Click() MsgBox Text1.Text & " + " & Text2.Text & " = " & CStr(CLng(Text1.Text) + _ CLng(Text2.Text)), vbInformation, "Result" End Sub</pre> Note that this code does not include any error detection for the purpose of simplicity. It has also been separated into two lines due to page size limitations. Don't worry if you can't understand this code yet, this will be covered later. == Running A Program == Congratulations! You have now completed your first program in Visual Basic 6.0. In order to run your program and see it in action, simply press the F5 key to launch your code in interpreted mode. Try pressing the button. What happens? Try changing the values in the text boxes to larger numbers. What happens if you enter letters into the text boxes? == Stopping A Program == When you are done testing your application, you will want to close it. There are several ways to accomplish this. The first is the most preferable, which is to close your application the way it was intended to be closed. For this simple application, this means pressing the "X Button" in the top right of the window. The second option is to use the "Stop Button" located beside the "Play Button" in the Standard toolbar. This will end your application without running any code. This is not very preferable, since with more advanced applications this could cause memory leaks (where memory is no longer available until a reboot). In very rare cases, such as infinite loops in your application, you will not be able to press the button to end your application, since the Visual Basic IDE itself will be frozen. In these cases, press Ctrl+Break. This is only to be used in emergencies where the application is not responding. If there is any way at all that Visual Basic can end your application, Ctrl+Break will do that for you. This is very handy if you have an application that is frozen and has not been saved. == Compiling A Program == Running a program from the IDE is nice, but what if you want to give your program to someone who doesn't own Visual Basic? <b>As long as you are not using the Learning Edition</b>, you can compile code with Visual Basic. Simply choose "Make ProjectName.exe" from the File menu. After choosing a place to save your file, the code will be compiled into an EXE, and is now ready to be distributed to whomever requires your application. However, the program will only run on <b>systems with the Visual Basic 6 Runtime Library</b> installed. The required files are available for free, but be aware that some older systems do not come "VB6-ready." 3981 19809 2006-08-29T06:06:12Z Trevor MacInnis 99 /* Learning Project Summary */ link Please see [[Template_talk:Learning_project_boilerplate#Directions for use|Directions for use]] for more information. ==Learning Project Summary== * '''Course code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:'''[[Portal:Physical Sciences]] * '''[[Wikiversity:Schools|School]]:'''[[School:Astronomy]] * '''Department:''' * '''Stream''' * '''Level:''' ==Content summary== [Describe this learning project in a sentence or two.] ==Goals== This learning project offers learnings activities to ____. *etc. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== * '''Study guide:''' * '''Wikipedia article:''' [[w:Astronomy]] Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:Astronomy]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. *ect. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:]] <---include subject name [[Category:{{PAGENAME}}|{{PAGENAME}}]] 3982 19581 2006-08-28T23:55:15Z JWSchmidt 20 link repair {{Wikiversity}} '''[[Wikiversity]]''' is a proposed project of the [[Wikimedia:Home|Wikimedia Foundation]] which would serve as a resource specifically focussed on education and learning. There would be a repository of learning resources or "teachers' materials" - activity sheets, slides, posters, ''etc.'', and lesson plans for how to incorporate these resources - as supplementary matériel to the text books developed at [[Wikibooks:Main Page|Wikibooks]]. Some project members hope it will eventually become a fully-fledged e-learning resource, but the wider community is as yet undecided on how this will be managed or whether it should exist. ==History of the project== Wikiversity's concept - one of an augmentation of the text-books to aide learning from them - was initially developed by the writers on Wikibooks, and the project's proponents started small-scale attempts there, resulting in a [[Wikibooks:Wikiversity|number of example course materials]] with a variety of styles currently exist on Wikibooks. Examples of subjects include: * [[Wikibooks:Wikiversity:Cell Biology|Cell Biology]] * [[Wikibooks:Wikiversity:School of Electronics#EET_100|Electronics]] * [[Wikibooks:Wikiversity:Bioethics|Bioethics]] * [[Wikibooks:Wikiversity:School of Philosophy:The History of Philosophy:The Ancient Greeks|Ancient Greek Philosophy]] * [[Wikibooks:Wikiversity:School of Computer Science/IntroProgramingC|Introduction to programming in C]] * [[Wikibooks:Wikiversity:Media113|Media literacy]] See [http://collaboration.wikicities.com/wiki/Wikiversity here] for a more detailed history of the Wikiversity concept. ==Project's identity== In August 2005, the Wikibooks community became dissatisfied with the placing of Wikiversity within Wikibooks, feeling that the creation of accessory learning materials wasn't in-line with the project's goal, and some moved to have it moved elsewhere. A Wikimedia-wide proposal was then put forward for Wikiversity to be created as an fully-fledged project, in which about 300 Wikimedians took part. This gathered a large range of opinions, with over 2/3rds of the participants in favour of going ahead with Wikiversity as a full project. Since then attempts have been made to identify a viable project identity or timeframe for [[Wikiversity:moving Wikiversity forward|moving Wikiversity forward]] towards a full project. ==What would Wikiversity do?== As previously mentioned, Wikiversity would develop and host learning materials and processes for general educational use. These will be multi-lingual, free to all, and will be developed collaboratively by the community, which is open to anyone, worldwide, with an interest in creating or using these resources. ==How would it work?== Wikiversity would work alongside the other [[m:Wikimedia]] projects, including [[m:Wikipedia]]. Wikipedia is already the world's biggest encyclopædia and aims to be the world's best. Large [[Wikiversity:Learning community|learning communities]] have formed in the larger projects (like English, French, German, Japanese) and these are all engaged in the production of resources which are free to be used in a variety of ways. Wikiversity would be similar, both in consisting of and being based around a community of people interested in learning, and also in working to complement Wikimedia projects, ie. develop articles for Wikipedia, books for Wikibooks, media files for [[commons:Main page|Wikimedia Commons]], and so on. In this sense, participants of Wikiversity would be engaged collectively in a learning process, developed according to their own needs and interests. == Further information == For further insight into the state of Wikiversity, see the [[m:Talk:Wikiversity|Wikiversity discussion page]] and a [[m:Conference reports/FLOSS, South Africa 2005/Workshop 2|workshop/presentation]] by Board member [[m:User:Anthere|Florence Nibart-Devouard]] at the 2005 FLOSS conference in South Africa. [[Category:History of Wikiversity]] [[Category:Page moved from Meta]] 3986 19588 2006-08-29T00:22:59Z Rayc 57 [[Category:Social Sciences]] 3987 19591 2006-08-29T00:26:33Z Rayc 57 [[Category:Social Sciences]] 3988 19595 2006-08-29T00:34:59Z Rayc 57 [[Category:Professions]] 3989 19627 2006-08-29T00:48:07Z JWSchmidt 20 See also section [[Wiki#History|Wiki technology]] is relatively new. Wikiversity is an exploration of how to use the wiki user interface to promote learning. Wikiversity depends on a community of participants who are interested in the process by which Wikiversity is exploring the unknown future of wiki. If you have an idea for how to improve Wikiversity, please share your thoughts. Use this page to link to experimental Wikiversity development projects. ==Wikiversity development projects== *[[Wikiversity:Wiki as a tool for learning|Wiki-based learning]] - Investigation of the implications of wiki technology for online learning. *[[MediaWiki Project]] - extensions of MediaWiki to support learning *(list here) ==See also== *[[Portal:Education|The education portal]] - user-friendly guide to how education takes place at Wikiversity {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Page moved from Meta]] 3991 19610 2006-08-29T00:39:34Z JWSchmidt 20 [[Wikiversity:Wikiversity thinktank]] moved to [[Wikiversity:Thinktank]]: rename from meta #REDIRECT [[Wikiversity:Thinktank]] 3994 19654 2006-08-29T02:09:32Z JWSchmidt 20 /* See also */ [[Wikiversity:Scholarly ethics]] "Learning is the product of the activity of learners." -John Holt '''Wikiversity Scholars'''<BR> Wikiversity is devoted to active learners who are self-motivated explorers of the world we live in. Wikiversity does not strive to be a conventional university, but Wikiversity can trace its spirit of scholarship back to the origins of the modern university. The word "university" is derived from the Latin “universitas”, which is short for "universitas magistrorum et scholarium", meaning roughly "community of masters and scholars". According to David C. Lindberg in his book "The beginnings of western science", "guild" is a good term to use to describe such a "community of masters and scholars". The idea of teachers and students banding together was part of the movement towards trades and crafts forming what came to be known as guilds. When the first universities were formed, elementary education included language skills and basic mathematics. The entry level of university education eventually evolved into what we know as a liberal arts education. Originally, a typical age for starting participation in university education was about 14. Typical undergraduate topics were philosophy and "advanced" mathematics such as geometry. Students might typically learn astronomy and astrology according to [[wikipedia:Almagest|Ptolemy]]. This is the level of education that is today found in American High Schools. It should be expected that as High School students mature cognitively and socially they will be able to participate in Wikiversity. Some more precocious students from pre-High School grades may also benefit from Wikiversity. ===The Name=== [[Image:Codex Manesse Konrad von Würzburg.jpg|thumb|right|Depending on their rate of cognitive development, students may be ready for full participation in Wikiversity as early as age 14.]] Some people object to the name "Wikiversity". It has been suggested that the name "Wikiversity" is too centered on higher education and that the main Wikimedia educational project should also include content that is for less advanced students. In the "learning as collaboration" model of wiki-assisted learning, each student must take responsibility for their education and utilization of available online resources. It is not clear that the youngest students can fully participate in an online learning experience in a wiki environment. Dull participation is not just "point, click, read". Developmental psychologists such as [[wikipedia:Erik Erikson|Erik Erikson]] have attempted to characterize stages in human cognitive development. In [[wikipedia:Theory of cognitive development|Piaget's theory of cognitive development]], the capacity for abstract thinking and drawing conclusions from collections of information does not usually develop until after age 12. According to Erikson, children learn to interact constructively with peer groups during the period from age 12 to 18. It can also be argued that these are important social skills that need to be learned in the "real world" where all sensory modalities can be utilized, not under the restricted conditions of sensory deprivation that apply to online communities. Wikiversity does include online educational resources for all grade levels. For young students, the use of such materials should probably be in a setting where they have direct contact with other people. ===Where to start=== If you like the idea of a learning environment where you are in control and you are free to learn about those topics that most interest you, then Wikiversity is for you. If you are looking for a quick answer to a question, try the [[Wikiversity:Help desk]]. If there is a conventional subject area that you want to explore, try browsing this [[Wikiversity:Schools|List of Wikiversity schools]]. Wikiversity is built around learning projects. You might be able to match your interests to an [[Portal:Learning Projects|existing project]] or start a new one. ==See also== *[[Wikiversity:Scholarly ethics]] *Some of the material on this page came from the [http://collaboration.wikia.com/wiki/Wikiversity Collaboration Wikia]. {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Page moved from Meta]] 3995 19660 2006-08-29T02:17:41Z JWSchmidt 20 [[Category:Page moved from Meta]] '''Wikiversity Browsers'''<BR> Many visitors will arrive at Wikiversity with the basic point-and-click skills of an internet surfer. Many will come by way of Wikipedia and they will be familiar with the idea of finding and reading Wikipedia articles. Wikiversity does host "learning materials" and links to online "learning resources". Some Wikiversity "Browsers" may be satisfied to just point and click. Wikiversity is devoted to the idea of active learning. Learning within Wikiversity is meant to come from interactions with other members of the Wikiversity community and participation in Wikiversity [[Portal:Learning Projects|Learning Projects]]. Full participation in Wikiversity requires that participants edit wiki pages. Wikiversity "Browsers" should be encouraged to register, describe their learning objectives on their user page, and participate in [[Introduction to Wiki]]. ==See also== *[[Wikiversity:Browse]] - browse Wikiversity content *[[Wikiversity:Major portals|Major Wikiversity portals]] *[[Wikiversity:Schools|Wikiversit Schools]] *[[Wikiversity:Adding content]] - start contributing to Wikiversity {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Page moved from Meta]] 3997 19666 2006-08-29T02:25:51Z JWSchmidt 20 link repair "When I examine myself and my methods of thought, I come to the conclusion that the gift of fantasy has meant more to me than my talent for absorbing positive knowledge." -Albert Einstein ---- Wikiversity is devoted to the joy and adventure of active learning. Explore what is of most interest to you. Ask for help. Create and join Learning Projects. Have fun. #[[Portal:Learning Projects|Participate]] #[[Wikiversity:Help desk|Ask questions]] #[[Wikiversity:Browse|Browse]] Wikiversity content. #Make yourself at home. Register a user name. Describe your learning goals on your user page. #[[Wiki 101]] - if you are new to wiki ==See also== *List of [[Wikiversity:List of participants|Wikiversity participants]] ---- "I suppose it is because nearly all children go to school nowadays, and have things arranged for them, that they seem so forlornly unable to produce their own ideas." -Agatha Christie {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Page moved from Meta]] 4003 19691 2006-08-29T03:22:35Z JWSchmidt 20 [[Category:Page moved from Meta]] Wikiversity is concerned with both the known and the yet to be discovered. An appreciation for the fluid boundary between the known and the unknown is one of the most important cultural artifacts that must be passed from generation to generation. Education depends on knowing what already exists within the human store house of knowledge and making critical assessments about how to prioritize the presentation of that knowledge for learners. Exploring and categorizing existing knowledge can be called "secondary research". The distinction between primary and secondary research is analogous to the distinction between the published primary and secondary research literature. Primary research articles report the results of original research. The secondary literature includes articles that review and provide perspective on primary research articles. Developing good secondary research skills (literature review) is an important skill for all Wikiversity students. Many Wikiversity "service projects" are concerned with secondary research and finding quality verifiable sources that can be cited in Wikipedia articles and Wikibooks textbook modules. A fundamental pattern of activity for Wikiversity participants is searching for information related to a specific topic, recording the results of that search in wiki pages and subjecting the results of such secondary research to critical evaluation by peers within the Wikiversity community. Secondary research can be distinguished from primary research in that the later is concerned with the discovery of new knowledge rather than the assessment of existing knowledge. However, the boundary between secondary and primary research is not well-defined. Good secondary research can often lead to new ways of looking at things and the creation of new knowledge. Primary research depends on secondary research. We risk wasting time recreating the wheel if we engage in primary research without being aware of past efforts. Wikiversity aims to provide server space for a "virtual research commons", a place where on-going research projects from all over the world can be put on display and shared with students. Wikiversity is a hub for collaborations between researchers in the physical world and learners in online learning environments. ==See also== *[[Wikiversity:Research]] *[http://academia.wikia.com/wiki/Main_Page Peer reviewed wiki publishing] {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Page moved from Meta]] 4004 21857 2006-08-31T03:51:50Z JWSchmidt 20 /* See also */ [[Wikiversity:Introduction]] Teachers, do you have students who you want to involve in collaborative learning? [[Wikiversity:Wikiversity students|Students at Wikiversity]] participate in [[Wikiversity:Learning|learning groups]] and collaborative wiki editing projects. Wikiversity is a place for active learners who want to "learn by doing". ==Masters, teachers, participants== The word "university" is derived from the Latin “universitas”, which is short for "universitas magistrorum et scholarium", meaning roughly "community of masters and scholars". At Wikiversity, the terms "learner" and "teacher" are likely to be used rather than "scholar" and "master". The distinction between learners and teachers at Wikiversity is fuzzy. As soon as a student learns something, they are expected to share what they have learned with the community and so they become the teacher. Everyone who clicks the "edit button" and contributes to Wikiversity becomes a Wikiversity participant. All Wikiversity participants are expected to express their learning goals and work together to help members of the Wikiversity community achieve their learning goals. Learning the "wiki way". ==How to start a collaborative learning project== Take a few minutes to [[Wikiversity:Browse|browse the Wikiversity content]]. Try using the search tool (in the toolbar at the left side of the page). Since Wikiversity is new, a webpage for the topic you are looking for may not have been created yet. Click the "edit" button and type this into the edit wimdow:<BR><nowiki>[[new page name]]</nowiki><BR>where "new page name" is replaced by a descriptive name for the topic you want to create a page for. Save the edited page and then click on the new hypertext link you just created. You are now a Wikiversity editor and participant! For more information see [[Help:Editing]] and [[Wikiversity:Questions|ask questions]]. ===Some examples=== *[[Bloom clock project]] *[[War Seminar]] *[[Science as Religion]] ==Wikiversity needs and values experts== Wikiversity participants who usually find themselves in the role of "teacher" might become candidates for the role of Wikiversity [[Wikiversity:Review board|referee]]. ==See also== *[[Portal:Education|The Wikiversity e-learning model]] *[[Portal:Learning Projects|Wikiversity learning projects]] *[[Service community|Service projects]] *[[Wikiversity:Introduction|Editing tutorial]] {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Page moved from Meta]] 4005 21613 2006-08-30T13:42:48Z JWSchmidt 20 /* External links */ Wikiversity strives to provide useful services to WikiMedia sister projects. A continual problem facing Wikipedia is finding good sources to cite. Many Wikipedia editors have a specific agenda and and are perfectly willing to cite poor and unverifiable sources to support claims that are made in Wikipedia articles. Wikiversity is a center for scholarship in finding and critically evaluating sources. Wikiversity participants are encouraged to create Wikiversity pages corresponding to any Wikipedia article. Three types of Wikiversity [[Portal:Learning Projects|Learning Project]] can be take a Wikipedia article as a starting point: #projects designed to find high quality, verifiable sources. These projects seek to evaluate the quality of sources used in existing Wikipedia articles and support study groups that seek to find better sources. See: [[Citing Sources]]. #Wikipedia articles are written with the assumption that the reader has a certain basic level of knowledge. Wikipedia readers who do not have the assumed level of knowledge can benefit from a guide that might be called "what you should know in order to understand this Wikipedia article". Wikiversity Learning Projects that develop such introductory guides to Wikiversity pages are welcome. #Some Wikipedia users may want more detailed information than is provided by a Wikipeda article. Wikiversity Learning Projects can be developed that take Wikipedia articles as a starting place for more detailed investigations of a topic. Example: [[Cell biology improvement drive]]. ==Template for linking Wikipedia articles to Wikiversity projects== This template can be added to a Wikipedia article in order to inform Wikipedia users that a Wikiverity project exists that might be of interest to readers of that Wikipedia article. {{Wikiversity at Wikipedia|Wiki 101}} <nowiki>{{</nowiki>[[Template:Wikiversity at Wikipedia|Wikiversity at Wikipedia]]<nowiki>}}</nowiki> note: this template automatically inserts the name of the page where the template is included (example to right). The template call should include the page name of the project: <nowiki>{{WikiversityInterWikiLink|Wiki 101}} </nowiki> ==See also== *[[Service community]] ==External links== *[http://education.wikia.com/wiki/Wikiversity Wikiversity Core Courses Initiative] - support for [[Service community|service]]-oriented projects that improve Wikipedia and other Wikimedia sister projects. {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Page moved from Meta]] 4006 19712 2006-08-29T03:41:11Z JWSchmidt 20 from [[w:Template:Wikiversity]] <div class="infobox sisterproject"> <div style="float: left;">[[Image:Wikiversity beta.png|50px|none|Wikiversity]]</div> <div style="margin-left: 60px;">[[Wikiversity]] has, or is developing, course material about this subject:<div style="margin-left: 10px;">'''''[[v:{{{1|Special:Search/{{PAGENAME}}}}}|{{{1|{{PAGENAME}}}}}]]'''''</div> </div> </div><noinclude> ---- This [[Wikipedia:Template|template]] is a [[Wikipedia:Avoid self-references|self-reference]] and so is part of the Wikipedia project rather than the encyclopaedic content. Usage: # '''<nowiki>{{wikiversity}}</nowiki>''' - defaults to the page name # '''<nowiki>{{wikiversity|subject}}</nowiki>''' - uses the word "subject" in this example [[Category:Interwiki link templates|{{PAGENAME}}]] </noinclude> 4008 20742 2006-08-29T11:23:50Z JWSchmidt 20 /* Service activities in support of Wikibooks */ [[b:Human Physiology]] example Wikiversity strives to provide education-related services to WikiMedia sister projects. ==Service activities in support of Wikibooks== [[Image:Wikibooks-logo.svg|100px|right|Wikibooks logo]] It is natural for some Wikiversity participants look to Wikibooks for online textbooks. It is natural for some Wikiversity projects to contribute to the development and improvement of textbooks. This does not mean that the Wikibooks and Wikiversity projects are in competition or in a state of conflict. It simply means that some Wikiversity Learning Projects will lead to improvements in textbooks at Wikibooks and some Wikiversity participants will make use of textbooks at Wikibooks to facilitate the attainment of their educational goals. This synergy is a win-win situation for Wikiversity and Wikibooks. There should be links from Wikiversity to every textbook at Wikibooks and a standing invitation for Wikiversity participants to both use and help improve those textbooks. An instuctor assigned a class of students the task of working on the [[b:Human Physiology|Human Physiology]] textbook at Wikibooks. This is an example of "[[Portal:Education|learn by doing]]". All Wikiversity departments can promote similar improvement drives for Wikibooks. ==Template for linking a Wikibooks textbook module to a Wikiversity project== This template can be added to a Wikipedia article in order to inform Wikipedia users that a Wikiverity project exists that might be of interest to readers of that Wikipedia article. {{WikiversityInterWikiLink|Wiki 101}} <nowiki>{{</nowiki>[[Template:WikiversityInterWikiLink|WikiversityInterWikiLink]]<nowiki>}}</nowiki> note: this template automatically inserts the name of the page where the template is included (example to right). The template call should include the page name of the project: <nowiki>{{WikiversityInterWikiLink|Wiki 101}} </nowiki> ==See also== *[[Service community]] *[[Citing Sources]] == External links == * [http://wikibooks.org/ Wikibooks]: developing and disseminating textbooks * [http://collaboration.wikia.com/wiki/Wikiversity The relationship between Wikiversity and Wikibooks] {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Page moved from Meta]] 4009 21621 2006-08-30T15:05:52Z JWSchmidt 20 link to [[Wikiversity:Original research]] Secondary research is concerned with the assessment of existing knowledge. Good secondary research can often lead to new ways of looking at things and progress towards the creation of new knowledge. We risk wasting time recreating the wheel if we engage in [[Wikiversity:Original research|original research]] without being aware of past efforts. Within Wikiversity, a common way to learn about a subject of interest is to participate in a project that reviews the existing literature and summarizes the results of that review in wiki pages. ==See also== *[[Citing Sources]] - core Learning Project devoted to finding and citing good sources in WikiMedia projects. *[[Wikipedia:Forum for Encyclopedic Standards]] {{WikiversityUsers}} [[Category:Wikiversity]] [[Category:Page moved from Meta]] 4010 21668 2006-08-30T17:26:21Z Reswik 82 editing phrase relating to NPOV {{Template:Policy planning}} {{Wikiversity}} '''Note''': This page contains a suggested system for support of original research at Wikiversity. It is not clear that Wikiversity will ever allow any original research. Issues such as those raised below must be taken into account and a set of research policies developed if the Wikiversity community is going to open its arms to original research. ---- The role of "experts" as Wikipedia editors has always been controversial. Often, the people who know the most about a topic are advised not to edit articles about that topic because of the danger of introducing personal biases. Well-documented and objectively-verifiable "facts" are given preference over expert opinion. While Wikiversity encourages the recognition of biases, Wikiversity also wants to encourage the participation of experienced educators who will share their expertise within the Wikiversity community. In order to facilitate the constructive utilization of expert knowledge that exists within the Wikiversity community, Wikiversity can develop a new type of wiki functionary, the "referee". Wikiversity referees can be particularly useful in several roles: #trusted advisors for students #trusted editors for guiding the community towards satisfactory outcomes of content disputes #facilitators of a formal [[Wikiversity:Peer review|peer review]] process for [[Wikiversity:Original research|original research]] #ambassadors for facilitating interactions between Wikiversity and professional educators and researchers outside of Wikiversity ==Trust== In order for Wikiversity to function efficiently as a meeting place for learners and experienced teachers, it is important that Wikiversity have a system that will allow participants to know something about the backgrounds of people they interact with at Wikiversity. As "[[w:Category:Wikipedia functionaries|functionaries]]" with special responsibilities, Wikiversity referees need to be subjected to a special level of scruitiny in order to generate and sustain trust within the Wikiversity community. Wikiversity referees need to have a public record of constructive activity within Wikiversity. This public record depends on the record of page edits that exists in the "history" of each wiki page. If a Wikiversity participant makes useful edits and has constructive interactions with other members of the community, their edit history will reflect their service to the community. However, it is cumbersome to review the edit history of a wiki editor. Wikiversity needs a systematic way to convert edit histories into faculty evaluations. How does a wiki deal with this sort of problem? Wikipedia has developed a special subset of wiki editors: [[w:Wikipedia:Administrators|administrators]]. A Wikipedia administrator is a "trusted member of the community" who has undergone an explicit [[w:Wikipedia:Requests for adminship|peer-review]] by the community. Administrators are experienced wiki editors and are expected to have knowledge of the community policies that regulate [[Wikipedia:Administrators' reading list|how the wiki works]]. Wikiversity, like all WikiMedia projects, needs administrators (here we call them "[[Wikiversity:Custodianship|custodians]]"). However, when it comes to questions about article content, custodians are no different from any other Wikiversity editor. Being a custodian/administrator for a wiki indicates a certain amount of expertise about that wiki, but says nothing about expertise in any other area. ==Peer review of faculty members== In addition to custodians/administrators, Wikipedia has other "[[w:Category:Wikipedia functionaries|functionaries]]" who perform special tasks (for Wikiversity functionaries, see [[Wikiversity:Support staff|Support staff]] and [[Wikiversity:List of custodians|this list]]). A Wikiversity referee is a member of the community who makes a special commitment to share their education-related expertise with the Wikiversity community. The special commitment includes submitting to a peer-review process by which the community openly documents the past history of the referee in such a way that it becomes relatively easy for all members of the community to know if the referee has expertise in particular subject areas that are of interest to the Wikiversity community. As for other Wikiversity functionaries, being a Wikiversity referee is not an "honor", it is a commitment to perform special tasks for the community. In particular, Wikiversity referees will be called upon for help with those tasks that require expert knowledge about a subject area within Wikiversity. ==Expert opinion about wiki content== Wikipedia has always had to deal with simple vandalism and more sophisticated "jokes" and falsifications. Persistent problems are met by blocking users from editing and protecting pages from being edited. Sometimes "spoof" articles are added to Wikipedia that pass the casual inspection of vandalism patrollers. It takes an expert to spot a good spoof. Wikiversity needs experts in all topic areas who can provide informed opinion when there are disputes or uncertainty about Wikiversity content. Wikiversity referees have the <b>special obligation</b> of recognizing spoofs and frauds <b>and explaining to non-experts how to understand that specific Wikiversity content is bogus</b>. ==Ambassadorial function== Wikiversity is devoted to exploration of how to use the wiki user interface to promote learning. While exploring new ways of learning, Wikiversity seeks to have constructive relations with the "outside world" of more conventional educational institutions. Wikiversity tries to provide educational resources to the world and also provides a platform by which educators and researchers from all around the world can interact. Many working professionals cannot commit their time to projects unless they trust the people they are working with. Wikiversity does not use a standard system of academic credentials, so outside professionals face a problem in knowing if they can have a professional interaction with members of the Wikiversity community. The process by which Wikiversity openly evaluates the performance of Wikiversity referees provides a system for designating trusted members of the Wikiversity community with expert knowledge in certain topic areas. Wikiversity referees can function as ambassadorial contacts for outside professionals seeking to build collaborative projects with Wikiversity. ==Peer review of original research== Conducting [[Wikiversity:Original research|original research]] is not the main mission of Wikiversity, but unlike the long-standing policy of Wikipedia, original research is not excluded from Wikiversity. Any original research that arises within Wikiversity must be clearly identified as such and subjected to formal peer review. The Wikiversity peer review process must be entirely transparent and openly conducted in wiki format. Wikipedia referees can act to facilitate and guide the Wikiversity community as it reviews original research results within Wikiversity. ==See also== *[http://academia.wikia.com/wiki/Main_Page Peer reviewed wiki publishing] *[http://en.wikipedia.org/w/index.php?title=Wikipedia:Wikipedia_Signpost/2006-07-31/Listserv&oldid=66968788 Professors criticize, praise Wikipedia in listserv discussions] {{WikiversityUsers}} [[Category:Page moved from Meta]] [[Category:Research policy proposals]] 4013 19764 2006-08-29T04:30:02Z JWSchmidt 20 [[Wikiversity:Faculty club]] moved to [[Wikiversity:Review board]]: better name #REDIRECT [[Wikiversity:Review board]] 4023 19825 2006-08-02T07:22:07Z Jguk [[Web Design:A Step-by-Step Introductory Web Project]] moved to [[Web Design/A Step-by-Step Introductory Web Project]] If you've not used Cascading Stylesheets (CSS) before, and have limited or no experience with HTML, then you might want to follow a step-by-step project book that takes you from creating your HTML and CSS files through to the finished product: a simple HTML/CSS website. Below you will find at least one option for such a step-by-step project. If you are aware of other project-based introductory books, or similar online resources, link them here! == Sarah's Postcards == [[image:Sarahspostcards.jpg|right]] Your first client, Sarah, is really a good friend who has just returned from a trip to Barcelona with tons of photos and an idea of selling postcards on the web! Sarah's got tons of great photos from mosaics (shown here on the right), markets, architecture and festivals. The instructions for creating the HTML and CSS code, structuring the HTML, preparing the photos and publishing the site on the web can be found in Elizabeth Castro's excellent book "Creating a Web Page with HTML". You can read more about the book on the [[Web Design:Useful Books|Useful Books]] page. You can view an example of the actual site you will create at [http://sarahsnotecards.com/ http://sarahsnotecards.com/]. [[Category:Web Design]] 4024 19829 2006-08-02T07:09:34Z Jguk Given that everything we need to learn Web Design is already freely available online, the purpose of this course isn't to provide yet more content! Instead, this resource aims to provide a flexible learning pathway linking the excellent online resources together with fun learning activities. The best bit is, if you find a great resource or can improve this course in any way, you can update it (Be bold!) =Course Overview= The current structure for each topic in this course is: * Outline * Suggested Activities * Your learning Resources * Related Qualifications ... but feel free to change or experiment if think you can improve it! Each topic in the course includes suggested activities and may also be linked to [[Web Design:Qualifications|qualifications]] within your country, helping you to demonstrate your skills or build a portfolio that you may be able to use for assessment (and if the qualifications for your country aren't listed, why not add a link!) = Group/classroom activities = If you are lucky enough to be learning together with a group of people, you might want to break up your class or project work with some fun [[Web Design:Group Activities|group activities]] related to your Web Design course that challenge the way the web is used for learning! [[Category:Web Design]] 4025 19861 2006-08-02T07:22:12Z Jguk [[Web Design:Advanced HTML Tutorial]] moved to [[Web Design/Advanced HTML Tutorial]] {{nav|Web Design}} Now that you have completed your [[Web_Design:Basic_HTML_and_CSS_Tutorial#Basic_HTML|first HTML page]] lets move on to some advanced HTML. Lets start off with Headers. <table> <tr> <td style="background-color: #3aaef3;"> <p style="font-size: x-large;">Heading 1</p> <p style="font-size: large;">Heading 2</p> <p style="font-size: medium;">Heading 3</p> <p style="font-size: small;">Heading 4</p> <p style="font-size: smaller;">Heading 5</p> <p style="font-size: xx-small;">Heading 6</p> </td> <td> Headers are text that are formatted in the style of headers just like you would find in a report. There are six levals of header with &lt;h1&gt; being the biggest and &lt;h6&gt; beign the smallest. To create headers simply surround an area of text with a begining and ending header tag. Header tags are very useful. However, if you want normal text then you should you a paragraph tag &lt;p&gt;. Paragraph tags again do exactly like their name suggests. They format you text as a paragraph. To use them all you have to do is surround an area of text with a &lt;p&gt; and a &lt;/p&gt;. Ok so you have lots of nicely formatted text but you want some images. Well lets do that then. </td> </tr> </table> To add images to you web documents you need to use the image tag. Unlike other tags however, the image tag has no end tag. In order to use the image tag we will have to go over attributes. Attributes and subsections that get added to a beinging tag to add functionality. Attributes DO NOT get added to end tags. Insert the &lt;img&gt; tag where you want you image to go. Now in the tag add the "src" attrubute and specify the path to the image file on the server (or local directory) that your document is on. Eg. &lt;img src="images/image.gif&gt;. True HTML 4.01 requires that the image tag also have height, width, and alt, attributes. But what do these do? The height and width attributes specify the size of your image. Most browsers will determine this on their own but specifieing them allows for faster download times. You can also change the values to something other than the olrigional dimensions of the image. This allows you to decrease or inceas the size of the file. You can even distort images by only changing 1 dimemsion. The alt attribute specifies the alturnitive text that comes up if the image can't be displayed. You would be surprised how often this is needed. If an image get corrupted, deleted, or moved without changing the path a graphical browser can't display it and instead will attempt to use alturnitive text. There are many text-only browsers that can ONLY display alturnive text for images as well. A common example is Lynx. Alturnitive text should either say the text on an image or describe the image. E.g. An image that links to a downloads page says "Downloads" the alturnitive text should say "downloads" as well. E.g.(2) An image of a cat has no text should have alturnitive text that describes the cat. == Making your pages HTML 4.01 complant according to W3C specification == In this section we will talk about how to keep you web documents compliant with HTML 4.01. === Doctype Specification === One requiement to HTML 4.01 is the doctype tage. This tag is placed above the &lt;html&gt; tag and HAS NO end tag. [[Web Design:CSE_HTML_Validator_Tutorial|CSE HTML Validator]] can insert this for you. [[Category:Web Design]] 4026 19887 2006-08-02T07:22:16Z Jguk [[Web Design:Alice in Wonderland]] moved to [[Web Design/Alice in Wonderland]] [[Image:Aliceprogramming.jpg|left]] Meet Alice! [http://alice.org/ Alice] is an incredibly fun program that has been made freely available as a public service by [http://www.cmu.edu/ Carnegie Melon University]. The great part about Alice is that you'll start learning the basics of computer programming without even knowing it! Just have fun exploring and creating your own virtual world! == Getting Started == You can freely download the Alice program from [http://alice.org/ http://alice.org/], but it's quite large (over 100Mb) so if you're in a class then you may want to check whether someone else has already downloaded it! Once it's downloaded, unzip the file into a location on your computer (such as the C:\Temp). Now if you look inside the Alice folder that's been created for you (ie. C:\Temp\Alice) you'll see a file called Alice.exe - just double-click on it to get started! === Tutorial 1: Ice skater === When Alice loads up, click on the big "Start the Tutorial" button and you'll be taken step-by-step through a fun activity... just watch that skater dance! Activity 1: After finishing the first tutorial, see if you can get your ice-skater to skate out a square! === Tutorial 2: Crushing the phone === [[Image:AliceProgrammingTut2.jpg|right]]You might want to take a break or go on directly to the second tutorial. Activity 2: When you finish the second tutorial, come back to tutorial 1 (the Ice Skater), and have a go at adding a new method for the skater called Do Square. Whenever your skater's Do Square method is called, she should do exactly that! Now might be a good time to think a bit about what you've learned so far. If you keep a blog for your own thoughts/learning/fun, why not take 5mins now to summarise what you've learned so far, then ask someone you know to comment on your blog with some feedback! === Tutorial 3: A sing-a-long === After completing tutorial 3, you're ready to create your first computer game! Can you believe it?! Activity 3: Come back again to tutorial 1 (the Ice Skater), and try adding some events so that when you press the arrow keys your skater skates in that direction. You could even add the spacebar as a jump button! Hint: You might need to create two new methods: Turn Left and Turn Right. Make sure you save your Ice Skater example world in your own folder as we'll build on this later. === Tutorial 4: Creating your own Beach scene === The fourth tutorial will show you how you can create your own scenes, using all the great 3D models that come for free with Alice! Activity 4: When you finish this tutorial, you'll be ready to start your own project! Start creating your own world and having a look at all the different available objects! === Activity 5: Learning about Variables === Opening up your own Ice Skater example world again: * If you haven't already done so, add an event so that when the space bar is pressed your skater jumps. * Test your program to make sure that this works. We're going to get our ice skater to remember how many times she's jumped during her performance! But to do this, we'll first need to create a '''variable'''. Just think of a variable as a container where you can store things. * Click on the Iceskater object in the object browser and select the Properties tab of the IceSkaters details. * Click on the Create New Variable button. * Give your variable the name howmanyjumps. By creating this variable for our IceSkater, we can get her to remember how many jumps she's done. Set the type of the variable to Number and set it's initial value to 0 (as she hasn't jumped yet!) Next we need to make sure that whenever our Ice Skater jumps, she adds 1 to our variable howmanyjumps: * Click on the Methods tab of the IceSkaters details. * Click on the Edit button next to the Jump method, as we want to change what happens whenever she jumps * You'll then see a lot of code (that's the code to make her jump). If it worries you, click on the '-' next to "Do Together" at the top to minimize all the code. * Click back on the Properties tab of the IceSkater details and drag your howmanyjumps variable over to the end of the Jump code (it should be just after the last "IceSkater Set Pose" command.) * When you drop your variable their, you'll be able to tell Alice what you want to do with it. Choose the option to increment your variable by 1. Try running your world again... notice any difference? That's right, it doesn't seem any different yet! Even though our new bit of code is working, we haven't done anything to help us see what's going on! To do so, we'll need to use an if statement! === Activity 6: Using IF-Statements in ALICE === If-statements are one of the most useful tools of computer programmers, as they allow your programs to make decisions! We're going to modify our IceSkaters Jump method so that if she's jumped twice already, the next time we press the space bar she'll just say "I'm too tired to jump anymore!". Here's the steps: * Click on the Edit button of your Iceskaters Jump method, * From the bottom of the screen, drag in the If/Else statement and drop it at the top of your Jump method. When you let go of the mouse button, you will be asked to choose the condition for your If statement... just choose "true" for the moment. Now, we want to do something special when our IceSkater has jumped twice, ie. when our howmanyjumps variable is equal to 2. To make this happen: * Look at your Iceskaters Properties, and drag your howmanyjumps variable into your if statement (where it currently says "true"). * When you drop your variable in the right spot, you will be asked what you want to set as the condition. We want to say something like "If howmanyjumps is equal to 2". See if you can make this happen (Hint: in computer programming "is equal to" is often represented by two equal signs ==.) At this point, you'll notice that your If statement says: <pre> If howmanyjumps == 2 then Do Nothing, Else Do Nothing </pre> We can now choose what we will do when she's jumped twice, and what she'll do otherwise: * Looking back at the methods for your IceSkater, you'll find there a method called Say. Drag this method and drop it onto the first "Do Nothing" of your If Statement. You'll be prompted as to what you want to say, choose Other and set the text to "I'm too tired to jump any more. Sorry." * If our IceSkater hasn't yet jumped twice, we just want her to do her normal thing, so drag all the statements that are below your If statement into the Else section of your If statement (where the remaining "Do Nothing" is). Now test your program! You should find that your IceSkater will jump twice, but after that will tell you she's too tired. '''Practice''': To practice creating variables and using IF statements, we're going to modify our program so that our IceSkater gets dizzy if she spins too much! Here's some tips to get started: * Add a new event so that when the 'S' key is pressed, your skater spins (and test to make sure it works). * Create a new variable for your IceSkater called howmanyspins (set to 0 initially). * Edit your Iceskaters Spin method so that after all the other code, your new variable is incremented by 1. * Add an IF statement to your Spin method so that if your IceSkater has already done two spins she says "I'm feeling dizzy. Sorry.", otherwise she should do her normal Spin. Test to make sure it works and get someone else to take a look at your work! === Activity 7: Using While-loops in ALICE === To be completed. == A design project == Now the fun begins... Let your imagination run wild and create your own interactive world! '''Your situation is this''': A recruiter at KidzWorks - a company that designs interactive computer experiences for toddlers - has heard some good reports about your creative abilities with computers (through your facilitator of course!). Her name is Janet and she's keen to see your creative flair in action. Janet's asked you to build a small interactive environment for 3-5 year olds. Here's what Janet's written: Hi! Thanks for taking up this challenge! I hope it will be a rewarding experience for you too! Basically, we're keen to create small interactive worlds that young kids can play with - similar to the singing penguins that you should have already seen when you were learning Alice, but something of your own! Feel free to be creative, but be careful not to make your project too complicated... You might choose an activity that helps with counting or spelling or another idea of your own! === 1. Deciding on your activity === The first decision you'll need make is how your users (remember, they're 3-5 years old!) will interact with your world. Most of our environments simply involve the user clicking on different objects - but don't let that restrict you! The objects can make sounds when clicked on, or change colour, or disappear... that's up to you. You may want to run your idea past your classmates or facilitator to get additional ideas too. === 2. Designing your world === You'll then need to create your world, importing and arranging the 3D objects that will decorate your world! Note, you can grab lots of pre-designed objects from the [http://alice.org/gallery/index.html Alice Gallery] online === 3. Creating your interaction === Once your world is ready you can begin adding interaction through mouse or keyboard events. You can have objects that change or make noises when your users click on them, or you might allow your users to control the movement of an object using the keyboard or mouse. === 4. Creating your introduction === It's useful for your users to see what your world is about when it first starts - just like the brief song of the singing penguins in the third tutorial that helps you to see that the penguins each sing a note! Design and create a brief animated introduction (10-30secs) for your own world that is played whenever your world first starts. This intro should help your users see how they can interact with your world. === Checklist === Once your world is finished, you should find that you have: * imported objects into your world * used the methods and properties of different objects within your world * created your own methods for some objects within your world * added your own events to your world so that your world reacts to user interaction * had some fun learning the basics of computer programming! In addition, you should have also * used a variable or two in your program to count something (or add functionality in some way!) * used an IF-statement or two to make decisions in your program If you were really tricky, you may have also * used a While-loop to repeat a few things in your program! I hope you enjoy creating your first interactive world, and if we like what we see, we might have a development position becoming available at Kidzworks shortly! - Janet. [[Category:Web Design]] 4027 22078 2006-09-01T00:23:04Z Michaelnelson 310 Fixed broken link <small>&lt; [[Web Design]] </small> Javascript has a tainted history of image-rollovers and marquee-texts flashing across the page, but it's now coming of age with heaps of amazing effects and new possibilities for Web Design! As an example, [http://maps.google.com/ Google Maps] is just one application that uses Javascript to enable excellent user interaction on a web page. Or to see what visual effects are possible with Javascript check out [http://script.aculo.us/ script.aculo.us]. But getting back to the basics where we'll begin... == Outline == This topic aims to help you learn the basics of programming with JavaScript. Specifically, * How to include JavaScript code in your Web pages * Using the JavaScript 'alert' function * Events in a web-browser (onmouseover, onclick, etc.) * Creating pop-up windows (yuk!) * Getting your program to make decisions: if-statements * Form validation: Checking an HTML form with Javascript. * Expanding/Collapsing sections of your HTML Page with Javascript. == Suggested Activities == * [[Web Design/Alice in Wonderland|Alice in Wonderland]] - Have fun creating and interacting with your own 3D world... and learn the fundamentals of computer programming while you're at it! * [[Web Design/Javascript:Getting to know your Window|Getting to know your Window]] - Taking your first steps through Javascript with a bit of fun! * [[Web Design/Javascript:Getting to know your Document|Getting to know your Document]] - See how using the document and a few IF statements can help validate forms! * [[Web Design/Javascript:Algorithms - translating an idea into code | Algorithms - translating an idea into code]] - Start learning some tips for turning your ideas into actual code! * [[Web Design/Javascript/Debugging your Javascript with Firebug]] - Learn how to find the errors in your javascript and fix them! * [[Web Design/JavaScript:JavaScript Challenges|JavaScript Challenges]] Build on your skills with the document and window objects and apply your knowledge to solve these problems! * [[Web Design/JavaScript:Web Programming Intro|Web Programming Intro]] - Research some of the fundamental principles of computer programming to create an ongoing resource of your own! * [[Web Design/JavaScript:JavaScript Pen-n-paper Activities|JavaScript Pen-n-paper Activities]] - Sometimes it's helpful to get away from the computer and get an old-fashioned pencil out and learn! These activities will help re-inforce you JavaScript skills * [[Web Design/JavaScript/AJAX Challenges|AJAX Challenges]] - (Advanced) Get started with some tutorials and challenges to learn the basics of AJAX. == Your learning resources == === Online tutorials === * [http://www.how-to-build-websites.com/Javascript_tutorial/JavascriptTutorialPart1.htm Introduction to Programming] - This tutorial starts right from the beginning helping you to learn what programming is as a non-programmer (Written by a graphic artist!). Part 2 of this tutorial introduces some Object-Oriented programming concepts. It might be good to read this before going on to other more practical tutorials. * [http://www.yourhtmlsource.com/javascript/ Learn to write Javascript] - An excellent free online intro to Javascript! Includes basics through to form validation and DHTML! (Moves quite fast). * [http://www.w3schools.com/js/ W3Schools JavaScript tutorial] - Lots of info with some interactive activities (and lots of adds). === Examples === The following examples from [http://www.w3schools.com/js/default.asp W3Schools] demonstrate some typical uses of JavaScript * [http://www.w3schools.com/js/tryit.asp?filename=tryjs_openwindow Simple Popup] - Opening a popup window. * [http://www.w3schools.com/js/tryit.asp?filename=tryjs_openallwindow More useful Popup] - Controlling the popup window's size and other properties. * [http://www.w3schools.com/js/tryit.asp?filename=tryjs_lengthvalidate Form Validation 1] - Checking the number of characters entered into a form field. * [http://www.w3schools.com/js/tryit.asp?filename=tryjs_formvalidate Form Validation 2] - Validating a few fields on a form. * [http://www.w3schools.com/js/tryit.asp?filename=tryjs_email Basic email validation] - Making sure the user included an '@' symbol in an email field. === Online Reference === * [http://www.ilovejackdaniels.com/css/css-cheat-sheet/ CSS Cheat Sheet] - everything you'll ever need to remember about CSS all packed onto one page! * [http://www.d.umn.edu/itss/support/Training/Online/webdesign/ Web Design References] - A huge mega-reference (nearly 3,000 links) of information and articles about web design and development. It is dedicated to disseminating news and information about web design and development with emphasis on elements of javascript CSS, accessibility, web standards, user experience, and much more. * [http://www.d.umn.edu/itss/support/Training/Online/webdesign/webdev_listserv.html - Web Design Update] - A a plain text email digest newsletter. It typically goes out once a week. All web designers and developers are invited to join. === More advanced JavaScript === The following links might give you an idea of what's possible even though they go well beyond the scope of this topic! * [http://developer.apple.com/internet/webcontent/validation.html Apple's Form Validation] - a page explaining the JavaScript code that Apple recommends for email, numbers etc (more advanced - includes scary regular expressions!) * [http://www.xs4all.nl/~sbpoley/webmatters/formval.html Javascript form validation] - Input validation that displays messages on your actual page (without using alert boxes). Looks great but is quite complex. * [http://script.aculo.us/ script.aculo.us] - Examples of some of the visual effects and interactivity that's possible with modern JavaScript and CSS. * [http://www.webpasties.com/xmlHttpRequest/ Intro to AJAX] - Guide to Using XMLHttpRequest (with Baby Steps) from WebPasties (requires knowledge of PHP/MySQL) === Books === * [[Programming:JavaScript]] - A wikibook for learning Javascript! == Related Qualifications == You can find out how what you've learned in this module relates to qualifications in your country on the [[Web Design:An Introduction to Programming with Javascript:Quals|An Introduction to Programming with Javascript:Quals]] page. == Further reading == * [http://blog.explorationage.com/articles/2006/01/08/how-to-add-a-google-map-to-any-web-page-in-less-than-10-minutes "How to add a Google Map to any web page in less than 10 minutes"] by Joshua Siler [[Category:Web Design]] 4028 19932 2006-08-02T07:22:24Z Jguk [[Web Design:An Introduction to Programming with Javascript:Quals]] moved to [[Web Design/An Introduction to Programming with Javascript:Quals]] The module: [[Web Design:An Introduction to Programming with Javascript|An Introduction to Programming with Javascript]] is related to qualifications in the following countries: == Australia == The following units of competency from the [[Web Design:Australian Qualifications|ICA40305 Certificate IV in Information Technology (Websites)]] are related * [[Web Design:ICAB4137A Produce basic client side script for dynamic web pages|ICAB4137A Produce basic client side script for dynamic web pages]] == Another Country == [[Category:Web Design]] 4029 19942 2006-08-02T07:23:36Z Jguk [[Web Design:An introduction to Project Management]] moved to [[Web Design/An introduction to Project Management]] [[Image:ganttproject.jpg|right|Gantt Project]] Here's an activity that will help you demonstrate your ability to create task-breakdowns and Gantt charts, as well as reflect on some of the underlying principles of Project Management. == Scenarios == Pick a scenario from the following, or create your own! === Scenario 1: Party socialite === You're known around the joint as a bit of a party goer... people constantly come up to you asking when your next party is going to happen. You've already put on 4 big nights this year, but organising the whole deal is not something that you like doing. So, to make things easier for next time, you decide to plan this one in a way that you can re-use... '''Variations''': Organising an day-trip, dinner party, pub-crawl etc, community event. === Scenario 2: A holiday with friends === Getting away with friends has always been important to you, but for some reason, your friends always leave it up to you to organise the whole trip! Every time that you go away, you always pack similar stuff, but up until now, you've never kept the list of things that you have to pack or get done before going away. Now's the time... '''Variations''': === Scenario 3: Choose your own adventure=== And add it back in here so that other people can use your idea! You could even use a real project that you're working on! == Your task == With your chosen scenario, you'll be specifying and ordering your tasks, as well as setting their durations to produce a beautiful Gantt chart. As well as this, we'll research and reflect a bit on what we're actually doing with Project Management. You can choose whether you demonstrate your work by uploading it to your blog (including a screenshot of your Gantt chart), or as a printed document. Here we go: === Create a task-breakdown for your project === Use your scenario to create a task-breakdown for your project. You should aim to have around 15-20 tasks (don't make it too big!) that need completing for your project. A simple list will do fine, such as: # Find out who's interested ## Ring Adam to see if he can round up the gang ## etc. # Find accomodation # ... === Estimate your task times === Once you're happy with your task-breakdown, using the project management tool of your choice (one that can be used to produce Gantt charts), have a go at estimating how long it will take to complete each task. === Produce your Gantt chart === Now you're ready to specify what comes before what! Use your tool to specify the predecessors for each task (what has to happen before a task can start). This should get you your Gannt chart! When you're happy with your Gantt chart, you might want to do a screenshot so you can upload the image to your blog. === Research and Reflection === If you're planning on using your blog to demonstrate your work, now's a good time to create a new post introducing your scenario, add your task-breakdown and include the image of your Gannt chart. Using your research skills, include a reflection on the following: * Outline the stages of a typical '''project management lifecycle'''. Describe how the some of the stages match your own project plan as well as where your own project plan differs. Make sure you include references/links to any resources you use! * List the variables that Project management tries to control. Describe three different scenarios that demonstrate how each of these variables will be affected if something unexpected occurs with your own plan (eg. a plane is delayed, less people turn up than expected, the food at your resort is a lot more expensive than expected).Again, make sure you include references/links to any resources you use! [[Category:Web Design]] 4030 24075 2006-09-05T10:17:10Z 88.107.213.79 /* Suggested Activities */ [[Image:CSSZenGardenLikeTheSea.png|thumb|right|The amazing CSSZenGarden site]] We're going to start slowly and introduce some of the most useful features of HyperText Markup Language (HTML) and Cascading StyleSheets (CSS) through some hands-on, practical activities. As [http://htmldog.com/guides/htmlbeginner/ Patrick Griffiths says]: "The thing to keep in mind is that HTML and Cascading Style Sheets (CSS) are all about separating the '''content''' (HTML) and the '''presentation''' (CSS). HTML is nothing more than fancy structured content"...we'll control the way that this content is displayed with our stylesheet! But before we can design glamorous pages like those you'll see on [http://csszengarden.com/ CSSZenGarden], we'll need to learn how to use some basic HTML and Cascading Style Sheets (CSS). == Module aim == * Introduce basic HTML elements: <code>html</code>, <code>head</code>, <code>body</code>, <code>title</code>, <code>p</code> and <code>h1</code>. ** Use the HTML 4.01 Strict DOCTYPE ** Validate our HTML documents using the W3C online validator * Introduce basic CSS properties: <code>color</code>, <code>background-color</code> and <code>font-family</code>. ** Add <code>link</code> elements to HTML documents. * Add a bit more HTML and CSS. == Suggested Activities == The following activities (together with the learning resources below) may help you apply the skills outlined above as you learn them in the context of a small project. If you can improve them, please do! * [[Web Design/What is a Mark-up language anyway|What is a Mark-up language anyway?]] &#8211; Discovering that you've been marking-up stuff your whole life! Includes two hands-on activities. * [[b:HTML Programming|HTML Programming]] &#8211; create and validate a simple web page. Remember to validate every document you create for the other activities. * [[Web Design/A Step-by-Step Introductory Web Project|A Step-by-Step Introductory Web Project]] &#8211; If you've not used Cascading Stylesheets (CSS) before, and have limited or no experience with HTML, then this will be the a good place to start. * [[Web Design/HTML Challenges|HTML Challenges]] &#8211; Challenges 1 and 2 will (eventually) help you learn how to structure your HTML code. * [[Web Design/CSS Challenges|CSS Challenges]] &#8211; After the step-by-step project, you might be ready to try the first two CSS Challenges. * [[Web Design/A Small Website Project|A Small Website Project]] &#8211; If you already feel comfortable with the basics of CSS and HTML, you may choose instead to implement your own simple site. This may enable you to integrate some other skills into your project also (such as creating a small site specification). == Your learning resources == The following resources may help you get started, but they are only suggestions. You may have other resources that you have found to be incredibly useful for learning the basics... and if so, why not update this page! Use these resources together with the suggested activities (or your own activities) to apply what you're learning as you go. === Online tutorials === [[Image:Htmldog.gif|right|htmlDog.com - A site with excellent tutorials.]] There are a lot of excellent tutorials out there for learning the basics of HTML and CSS, but many are out of date and obsolete. Here are a few tutorials that some of us have found useful: (please feel free to recommend others, but try to limit this list to 5). * [http://htmldog.com/guides/htmlbeginner/ HTMLDog's HTML Beginners Guide] and [http://htmldog.com/guides/cssbeginner/ CSS Beginners Guide] provide excellent step-by-step learning pathways! * [http://westciv.com/style_master/academy/hands_on_tutorial/index.html WestCiv's Hands-on CSS tutorial] - An excellent hands-on project-based CSS tutorial (this tutorial builds on your HTML foundation)! This tutorial extends past the basics of CSS but includes an excellent intro too! * [http://mezzoblue.com/downloads/markupguide/ Mezzoblue's HTML markup guide] - From the guy who created CSSZenGarden, this guide covers HTML basics including Headings, paragraphs, a number of inline text tags and lists. * [http://www.wpdfd.com/editorial/basics/ CSS From the ground up] - Another excellent step-by-step tutorial for learning the basics of HTML/CSS coding. * [http://www.w3schools.com/ W3Schools tutorials] - Some great step-by-step tutorials, but lots of ads. * [[Wikibooks:XML: Managing Data Exchange/CSS|Wikibooks CSS Guide]] - A detailed wikibook on CSS * [[Wikibooks:Authoring Webpages]] - Another Wikibook tutorial ''Several other [http://www.google.com/search?hl=en&q=html+tutorial&btnG=Google+Search tutorials] can be found online.'' As you move through a tutorial, you may want to apply some of what you're learning to one of the suggested activities. === Online References === * [http://www.ilovejackdaniels.com/css/css-cheat-sheet/ CSS Cheat Sheet] - everything you'll ever need to remember about CSS all packed onto one page! * [http://www.d.umn.edu/itss/support/Training/Online/webdesign/ Web Design References] - A huge mega-reference (nearly 3,000 links) of information and articles about web design and development. It is dedicated to disseminating news and information about web design and development with emphasis on elements of CSS, accessibility, web standards, user experience, and much more. * [http://www.d.umn.edu/itss/support/Training/Online/webdesign/webdev_listserv.html - Web Design Update] - A a plain text email digest newsletter. It typically goes out once a week. All web designers and developers are invited to join. === Books === [[Image:CreatingAWebPageWithHTML.jpg|right|Creating a web page with HTML by Elizabeth Castro - an excellent introduction to HTML and CSS.]] Like the tutorials, there's lots of great books and even more obsolete ones. One book that introduces the basic tools of the Web (HTML and CSS) using current standards but without overwhelming the reader with detail is Elizabeth Castro's [http://www.amazon.com/exec/obidos/tg/detail/-/032127847X/ Creating a Web Page with HTML]. The book steps you through a small web project from beginning to end, including everything from creating the basic HTML, CSS and images, through to publishing your site on the web. You might want to check out other [[Web Design:Useful Books|Useful Books]] for learning the basics too! === An HTML Editor === To edit HTML you need a basic text editor. Although you can use something as simple as Notepad, a dedicated HTML editor can provide lots of useful features (such as colour coding) and automatic error checking that will become more important as your HTML pages grow. At the other end of the spectrum, word processors (such as Microsoft Word) often provide "Save as HTML" functions but they add extra formatting that may make your HTML display unpredictably. Ideally you'll find it easiest to use a text editor that provides a bit of extra functionality for editing HTML text. One excelent text editor that is designed for editing HTML is [http://www.htmlvalidator.com CSE HTML Validator]. The lite version is free. For other HTML editors, see [[Web Design/Useful Applications|Useful Applications]]. == Checklist == After completing the activities in this section, you should be familiar with the following: * Creating your first HTML page * Using basic HTML tags and attributes (&lt;html&gt;...&lt;/html&gt;, &lt;head&gt;...&lt;/head&gt;, &lt;body&gt;...&lt;/body&gt;) * Creating Page Titles, Paragraphs and Headings (&lt;title&gt;...&lt;/title&gt;, &lt;p&gt;..&lt;/p&gt;, &lt;h1&gt;...&lt;/h1&gt;) * Creating Links, Images and lists (&lt;a&gt;...&lt;/a&gt;,&lt;img /&gt;, &lt;ul&gt;...&lt;/ul&gt;) * Changing fonts and colours with CSS * Setting borders, margins and padding * Defining CSS selectors, properties and values Ready for a test? Give the [http://flashcardexchange.com/flashcards/view/367073 Web Design Level 1 Flashcard set] a test and check your familiarity with the new concepts! == Related Qualifications == You can find out how what you've learned in this module relates to qualifications in your country on the [[Web Design/Learning Basic HTML and CSS/Quals|Learning Basic HTML and CSS:Quals]] page. [[Category:Web Design]] 4031 20029 2006-08-02T07:23:32Z Jguk [[Web Design:Basic HTML and CSS Tutorial]] moved to [[Web Design/Basic HTML and CSS Tutorial]] HTML stands for Hypertext Markup Language and is composed of many things called tags. An example of a tag is &lt;tag&gt;. Tags are used to tell a browser how to format text, mark different areas, and other thing. However, more recently many HTML formatting tage such as the &lt;font&gt; tag have been removed from HTML in favour of CSS. CSS stands for Cascading Style Sheets. We will go over that later in this chapter. == Basic HTML == <table> <tr> <td>[[Image:Html_screenshot1.gif|Your finished basic html]]</td> <td> Ok so you are ready to start making a simple website. Alright then lets start: There are two kinds of tags, a beginning tag &lt;tag&gt; and an end tag &lt;/tag&gt;. Now that you know that we can start your first web document. Load up you HTML Editor. The screenshot examples are up CSE HTML Validator lite v6.52. The first tag you need is a beginning &lt;html&gt; tag. This tells your browser that this is an HTML document. Next you will need a beginning &lt;head&gt; tag. This marks the head of you document. In the head exsits many elements many of which you will learn more about later in this Wikibook.</td> </tr> </table> <table> <tr> <td>One of the things that is in the head is the title. The title is what appears at the top of you browser. A title is very important and should describe in as little words as possible the content of you page. To make a title you should add a &lt;title&gt; tag followed by the text you want to use as a title and then a &lt;/title&gt; tag to close it off.</td> <td> [[Image:Html_title.gif|An example of a title]] </td> </tr> </table> Now you have to close the head of you document. That's right you need to add a &lt;/head&gt; tag. Now you need to create a body. The body is where the content that the browser displays exsists. To make it you need a &lt;body&gt; tag. Now we need to close our body and end the HTML Document and a &lt;/body&gt; then a &lt;/html&gt; tag to your document. Now between the &lt;body&gt; tags type some text and save your document. When you save you document save it as "index.html". Now that it is saved load up you HTML file in a browser. [[Image:Html_screenshot2.gif|An example of a website]] There you have created a web page. Go pat yourself on the back. It may not be much yet but you will learn more in the next chapter. == Basic CSS == [[Category:Web Design]] 4032 24032 2006-09-05T04:33:14Z Michaelnelson 310 Reverting temporarily until images are consistent... see Talk page. Added note about li's for poetry in the challenge. These challenges are here to help you flex your CSS skills, and see where you need to practice more! ==Instructions== Copy-n-paste the HTML into your own file. You'll need to link the HTML to a style-sheet, and then go for your life! Your goal is to get the HTML looking like the image (or better!) == CSS Challenge 1 - Fonts and Colours == [[Image:csschallenge0.png|thumb|right|Challenge 1]]This first challenge only involves changing your fonts and colours - no layout or other more advanced CSS here! Copy-n-paste the HTML to get started, and click on the image to see what your page should look like! Hints: * You'll need to link your HTML to a new stylesheet. Notes: * Lines of poetry like this really shouldn't be marked-up as list-items. The current draft of XHTML 2.0 introduces the <code>l</code> element ([http://www.w3.org/TR/xhtml2/mod-text.html#sec_9.7.]), which is intended for marking up lines of verse amongst other things. <pre> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> <html> <head> <title>CSS Challenge 1</title> </head> <body> <h1>Shakespear's Sonnet #18</h1> <p>This is one of the most famous of the sonnets. It is referenced in the film Dead Poets Society and gave names to the band The Darling Buds and the book and television series The Darling Buds of May. Read it and weep!</p> <ul> <li>Shall I compare thee to a summer's day?</li> <li>Thou art more lovely and more temperate:</li> <li>Rough winds do shake the darling buds of May,</li> <li>And summer's lease hath all too short a date:</li> <li>Sometime too hot the eye of heaven shines,</li> <li>And often is his gold complexion dimm'd,</li> <li>And every fair from fair sometime declines,</li> <li>By chance, or nature's changing course untrimm'd:</li> <li>But thy eternal summer shall not fade,</li> <li>Nor lose possession of that fair thou ow'st,</li> <li>Nor shall death brag thou wander'st in his shade,</li> <li>When in eternal lines to time thou grow'st,</li> <li> So long as men can breathe, or eyes can see,</li> <li> So long lives this, and this gives life to thee.</li> </ul> <p class="copyright">See the <a href="http://en.wikipedia.org/wiki/Shakespeare%27s_Sonnets"> Shakespear's sonnets</a> Wikipedia article for more information </p> </body> </html> </pre> == CSS Challenge 2 - Shakespeare's Sonnet == [[Image:csschallenge1.png|thumb|right|Challenge 2]]This second challenge will help you to re-cap your CSS text formatting skills, as well as start using margins and padding. Copy-n-paste the HTML to get started, and click on the image to see what your page should look like! [[Image:Cssthingy.gif|thumb|right|Challenge 2-A]]You can also try to get your page to look like the page from the image on the right (challenge 2-A), which uses a few more advanced (though not too hard) CSS techniques. If you can improve on the design (shouldn't be too hard!) without increasing the difficulty of this challenge, great! I'll happily replace the image! Hints: <pre> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> <html> <head> <title>CSS Challenge 2</title> </head> <body> <div id="wrap"> <h1>Shakespeare's Sonnet #18</h1> <p>This is one of the most famous of the sonnets. It is referenced in the film Dead Poets Society and gave names to the band The Darling Buds and the book and television series The Darling Buds of May. Read it and weep!</p> <ul> <li>Shall I compare thee to a summer's day?</li> <li>Thou art more lovely and more temperate:</li> <li>Rough winds do shake the darling buds of May,</li> <li>And summer's lease hath all too short a date:</li> <li>Sometime too hot the eye of heaven shines,</li> <li>And often is his gold complexion dimm'd,</li> <li>And every fair from fair sometime declines,</li> <li>By chance, or nature's changing course untrimm'd:</li> <li>But thy eternal summer shall not fade,</li> <li>Nor lose possession of that fair thou ow'st,</li> <li>Nor shall death brag thou wander'st in his shade,</li> <li>When in eternal lines to time thou grow'st,</li> <li>So long as men can breathe, or eyes can see,</li> <li>So long lives this, and this gives life to thee.</li> </ul> <p class="copyright">See the <a href="http://en.wikipedia.org/wiki/Shakespeare%27s_Sonnets"> Shakespear's sonnets</a> Wikipedia article for more information </p> </div> </body> </html> </pre> == CSS Challenge 3 - 2-column layout== [[Image:csschallenge3.png|thumb|right|Challenge 3]]This one will get you fiddling with margins and padding! Hints: * You'll need to set a fixed width for your wrap, and then float the navigation div. * You may also want to fiddle with widths/margins of the navigation and content divisions! <pre> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> <html> <head> <title>CSS Challenge 3</title> </head> <body> <div id="wrap"> <div id="nav"> <h2>Sonnet Index</h2> <ul> <li><a href="#">Sonnet #1</a></li> <li><a href="#">Sonnet #6</a></li> <li><a href="#">Sonnet #11</a></li> <li><a href="#">Sonnet #15</a></li> <li><a href="#">Sonnet #18</a></li> </ul> </div> <div id="content"> <h1>Shakespeare's Sonnet #18</h1> <p>This is one of the most famous of the sonnets. It is referenced in the film Dead Poets Society and gave names to the band The Darling Buds and the book and television series The Darling Buds of May. Read it and weep!</p> <ul> <li>Shall I compare thee to a summer's day?</li> <li>Thou art more lovely and more temperate:</li> <li>Rough winds do shake the darling buds of May,</li> <li>And summer's lease hath all too short a date:</li> <li>Sometime too hot the eye of heaven shines,</li> <li>And often is his gold complexion dimm'd,</li> <li>And every fair from fair sometime declines,</li> <li>By chance, or nature's changing course untrimm'd:</li> <li>But thy eternal summer shall not fade,</li> <li>Nor lose possession of that fair thou ow'st,</li> <li>Nor shall death brag thou wander'st in his shade,</li> <li>When in eternal lines to time thou grow'st,</li> <li>So long as men can breathe, or eyes can see,</li> <li>So long lives this, and this gives life to thee.</li> </ul> <p class="copyright">See the <a href="http://en.wikipedia.org/wiki/Shakespeare%27s_Sonnets"> Shakespear's sonnets</a> Wikipedia article for more information </p> </div> </div> </body> </html> </pre> == CSS Challenge 4 - 2 Columns with a header and footer == [[Image:csschallenge4.png|thumb|right|Challenge 4]] This time you've got an extra header and horizontal navigation to worry about! Hints: * For some ideas for styling the horizontal nav bar, see [http://css.maxdesign.com.au/listamatic/ listamatic]. * You'll need to fiddle with paddings/margins to get the divs bumped up against each other. <pre> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> <html> <head> <title>CSS Challenge 4</title> </head> <body> <div id="wrap"> <div id="header"> <h1>Shakespear.net</h1> </div> <div id="nav"> <ul> <li><a href"#">home</a></li> <li><a href="#">Writings</a></li> <li><a href="#">Sonnets</a></li> <li><a href="#">Life Story</a></li> <li><a href="#">About Shakespear.net</a></li> </ul> </div> <div id="sidebar"> <h2>Sonnet Index</h2> <ul> <li><a href="#">Sonnet #1</a></li> <li><a href="#">Sonnet #6</a></li> <li><a href="#">Sonnet #11</a></li> <li><a href="#">Sonnet #15</a></li> <li><a href="#">Sonnet #18</a></li> </ul> </div> <div id="content"> <h1>Shakespeare's Sonnet #18</h1> <p>This is one of the most famous of the sonnets. It is referenced in the film Dead Poets Society and gave names to the band The Darling Buds and the book and television series The Darling Buds of May. Read it and weep!</p> <ul> <li>Shall I compare thee to a summer's day?</li> <li>Thou art more lovely and more temperate:</li> <li>Rough winds do shake the darling buds of May,</li> <li>And summer's lease hath all too short a date:</li> <li>Sometime too hot the eye of heaven shines,</li> <li>And often is his gold complexion dimm'd,</li> <li>And every fair from fair sometime declines,</li> <li>By chance, or nature's changing course untrimm'd:</li> <li>But thy eternal summer shall not fade,</li> <li>Nor lose possession of that fair thou ow'st,</li> <li>Nor shall death brag thou wander'st in his shade,</li> <li>When in eternal lines to time thou grow'st,</li> <li>So long as men can breathe, or eyes can see,</li> <li>So long lives this, and this gives life to thee.</li> </ul> </div> <div id="footer"> <p class="copyright">See the <a href="http://en.wikipedia.org/wiki/Shakespeare%27s_Sonnets"> Shakespear's sonnets</a> Wikipedia article for more information </p> </div> </div> </body> </html> </pre> == CSS Challenge 5 - Gimme some whitespace == [[Image:csschallenge5.png|thumb|right|Challenge 5]]This one's inspired by the design of [http://clearleft.com clearleft]. A nice clean look with lots of whitespace. Have fun! [[Image:csschallenge5.jpg|thumb|right|Logo for Challenge 5]] Hints: * You'll need to hide the h1 somehow! <pre> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> <html xmlns="http://www.w3.org/1999/xhtml"> <head> <title>live and let learn </title> </head> <body> <div id="header"> <blockquote> Learning is not a privilege, it's a right </blockquote> <div id="logo"> <h1>live and let learn</h1> <img src="csschallenge5.jpg" alt="live and let learn" /> </div> </div> <div id="content"> <div id="content-side"> <dl> <dt><a href="services/">Services</a></dt> <dd>Learning and facilitation through TAFE WSI</dd> <dt><a href="learning/">Personal Learning</a></dt> <dd>Learning from the network</dd> <dt><a href="resources/">Resources</a></dt> <dd>Browse through resources ...</dd> <dt><a href="about/">About</a></dt> <dd>What am I about? Personal interests and other stuff</dd> </dl> </div> <!-- content-side --> <div id="content-main"> <h2>Please update your links!</h2> <small>Wednesday, October 12th, 2005</small> <p>New blog address: <a href="http://liveandletlearn.net/learning/"> http://liveandletlearn.net/learning/</a> </p> <p>During the last holidays I&#8217;ve been busy moving my blog from <a href="http://www.absoludity.net/blog/">absoludity.net</a> to <a href="http://liveandletlearn.net/learning/">liveandletlearn.net</a> &#8230; why? Good question! Part of the Web Design course that I facilitate is a client project where participants are required to develop a site from start to finish - and it&#8217;d been a while since I&#8217;d been through that process myself - so what better a project for the holidays (next to my gardening project to get me <em>away</em> from the computer)! </p> <p>You&#8217;ll notice that the site itself is still in prototype stage, but the blog is all up and running so I&#8217;m going to be using liveandletlearn from now on. <strong>Please update your bookmarks/feeds</strong>! And please give me any feedback you&#8217;ve got time for at <a href="http://liveandletlearn.net/learning/">liveandletlearn.net</a>! </p> </div> <!-- content-main --> </div> <!-- content --> </body> </html> </pre> == CSS Challenge 6 - The Headline Challenge == Design the CSS below so it has a look and feel that related to one of the following word. "Passion", "Love", "Funky", "Creative", "Elegant". For some inspire checkout the collection of [http://www.smileycat.com/miaow/archives/typography-for-headlines-2.html Typography for Headlines] Hints: * You'll need to link your HTML to a new stylesheet. <pre> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd"> <html xmlns="http://www.w3.org/1999/xhtml"> <head> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1" /> <title>Headline Challenge</title> > </head> <body> <h2 class="dateheader">Monday, May 29, 2006</h2> <div class="thepost"> <h3 class="posttitle">CSS Layout</h3> <p> Wonder when CSS layout techniques will be less of an art and more of a science. </p> <p class="postfooter"> <em>posted by Robin </em></p> </div> </body> </html> </pre> == CSS Challenge 7 - == == CSS Challenge 10 == A Zen garden entry! [[Category:Web Design]] 4033 20076 2006-08-22T04:33:28Z Michaelnelson 310 /* Articles worth reading */ <small>&lt; [[Web Design]] </small> == Module Aim== == Suggested Activities == == Your learning resources == === Articles worth reading === * [http://www.digital-web.com/articles/principles_of_design/ The principles of Design] - Starting with the basics of Balance, Proportion and Dominance, this article uses simple examples and has useful links too. * [http://www.digital-web.com/articles/elements_of_design/ The elements of Design] - Part 2 in the series, introduces the basic elements of design (point, line, form, texture, colour) and related areas. * [http://www.digital-web.com/articles/designing_for_the_web/ Designing for the Web] - Part 3 in the same series. * [http://www.digital-web.com/articles/principles_and_elements_of_design/ Principles and Elements of Design] - Part 4 in the same series, brings everything together with examples. * [http://mezzoblue.com/archives/2004/05/14/colour_schem/ Choosing a colour scheme] - Dave Shea's own tips for choosing a colour scheme for your website (includes some great links). * [http://www.actmedia.net/articles/ar_browser_safe_colors.htm Browser Safe colors] - Color your web site with the browser safe colors (includes interesting other articles). === Online tutorials === * [http://www.webdesignfromscratch.com/clarity.cfm WebDesign from Scratch] - This section on visual design for clarity has some excellent explanations. === Online references === * [http://www.webstyleguide.com/interface/user-centered.html The Web Style Guide] - This section on Designing a User-Centered interface as well as the [http://www.webstyleguide.com/page/hierarchy.html Visual Heirarchy] section apply design principles directly to web design. === Recommended Books === == Related Qualifications == [[Category:Web Design]] 4034 22081 2006-09-01T00:25:37Z Michaelnelson 310 Once you feel that you're starting to feel more confident with your HTML/CSS skills (see [[Web Design:Intermediate HTML and CSS|Intermediate HTML and CSS]]), you might want to flex your muscles and create your first real client project! This will give you a real experience of the web design process - from project conception through to hand-over and beyond! == Module Aim== In this section we'll aim to discover the ''process'' of web design through a real client project. Specifically we'll aim to: * Determine exactly what our client (and our clients' users) require. * Define our project. * Plan and budget our project. * Design the Information Architecture (the way the sites information will be organised) for the site. * Design visual prototypes for the site * Implement the site * Conduct user testing and performance testing. == Suggested Activities == * [[Web Design/A scaffolded Web Project|A scaffolded Web Project]] - Step out and begin your first project with the help of a bit of scaffolding from some professionals! * [[Web Design/An introduction to Project Management|An introduction to Project Management]] - Discover the essence of project management: what are we trying to control? * Completing the three Adobe tutorial below and applying them to your own client project. * [[Web Design/Testing Website performance| Validating your websites performance]] - Plan, test and document the performance of your client websiet! == Your learning resources == === Books === * [http://www.web-redesign.com/ Web Re-design 2.0] - The best way to learn a professional web-design process is to work with a professional web designer - but failing that, this great book written by professional webdesigners outlining the process that they use (together with the resources they use) is the next best thing! === Online tutorials === * Adobe have an excellent series stepping you through the information design process: # [http://www.adobe.com/education/webtech/CS2/unit_planning1/ia_print.htm Information Design] - From Interview to Content # [http://www.adobe.com/education/webtech/CS2/unit_planning2/sd_print.htm Site Design] - Site structure, navigation and usability. # [http://www.adobe.com/education/webtech/CS2/unit_planning2/pd_print_id.htm Page Design] - Layout grids through to prototype. * [http://webmonkey.wired.com/webmonkey/design/site_building/tutorials/tutorial1.html Webmonkey's Info Architecture tutorial] - A practical step-by-step guide for researching and documenting your websites information architecture. * [http://webdesignfromscratch.com/web_design_process.cfm WebDesignFromScratch's Web Design Process] - Ben Hunt share's his own web design process from 10 years of experience in one concise page! === Tools === * [http://iainstitute.org/tools/ Information Architecture Institute Tools] - Bringing new Information Architecture tools to the community so we can learn from each other. Some great free templates and toolkits! === Theory articles === * [http://www.steptwo.com.au/papers/kmc_whatisinfoarch/index.html What is Information Architecture] - "Effective IA must reflect the way people think" - an excellent tutorial with tips, step-by-step guidelines and tools. === Online references === * [http://www.webstyleguide.com/ The Web Style Guide] - The first chapter contains lots of info about the ''process'' of Web Design, including Information Architecture and defining your site. * [http://www.webdesignfromscratch.com/ WebDesign from Scratch] - Lots of information about designing for your users, the [http://www.webdesignfromscratch.com/tutorials.cfm tutorials] demonstrate the process of putting "together a design that is appealing to use as well as to look at," covering some basic Information Architecture and Usability. == Related Qualifications == [[Category:Web Design]] 4035 20114 2006-08-02T07:23:58Z Jguk [[Web Design:Developing your online portfolio]] moved to [[Web Design/Developing your online portfolio]] Developing your own online portfolio may be one of the most useful projects you'll undertake while learning Web Design. Even though you'll be your own client for this project, you '''won't''' be the target user audience, so we'll carry out a full design specification as per normal! ==Competitive Analysis== The fun part is seeing how other people in web-design are setting up their own portfolios! It's a great way to get ideas and find something that you like! (In fact, when designing any site it's always a good idea to see what your competitors are doing!) The following lists have been collated on the fly to look at. Feel free to edit the following lists of WebDesign sites - just try to limit each grouping to 20-or-so sites. === Websites of Individual Web Designers === * [http://www.456bereastreet.com/ 456BereaStreet] - Roger Johansson * [http://www.mezzoblue.com/ MezzoBlue] - Dave Shea * [http://www.stopdesign.com Stop Design] - Douglas Bowman * [http://www.zeldman.com/ Zeldman]- Jeffery Zeldman * [http://www.mikeindustries.com/ MikeIndustries] - Designed for simplicity and beauty with only three links from the landing page (Blog, Portfolio, About... what else would you want?) * [http://www.redwolf.com.au/ Redwolf] - A simple, yet graphically appealing site, catches your attention with its large image on the main page. The only downside to this site, is that the menu at the top is extremely small, and can be difficult for people when navigating. * [http://deyalexander.com/ Dey Alexander] - Dey's personal online presence as a User Experience Design Specialist. Excellent example of a personal site that will get you a job! (Of course, you need Dey's experience too!) * [http://www.7nights.com/asterisk/ Asterix] - Keith Robinson's Web Design site with a focus on IA. * [http://phark.net/ - phark.net] - Personal portfolio of Mike Rundle. === Websites of small Web Design firms === * [http://maxdesign.com.au/ MaxDesign] - Web Design and Graphic Design. Lots of extras! * [http://www.designinsite.com.au/ Design Insite] - A nice simple first page, but changes to a more complex and completely differnet format. * [http://www.singerdesign.com/ Singer Design] - A nice web site for this company in North Sydney. * [http://www.delongedesign.com.au/ Delonge Design] - A small design company on the Gold Coast, Australia. * [http://www.glassonion.com.au/ Glass Onion] - A company in Darlinghurst they highlight the importance of web standards and benefits of which the standards mean to their customers. * [http://www.designjunction.com.au/index.php Design Junction] - A more advanced example, dealing with a small web/graphic design team based in Melbourne, Australia. * [http://www.bulliegraphics.com.au/ Bullie Graphics] - Custom Web Site Design for small businesses, providing professional and affordable website design based in Sydney, Australia. [[Category:Web Design]] 4036 20143 2006-08-08T04:42:39Z Michaelnelson 310 /* Suggested Activities */ At its simplest, a dynamic website is one that provides customised content to you as you browse. This might depend on information you've provided through filling out an HTML form, or by clicking on products that you would like to add to your shopping cart. These days, nearly all websites contain some dynamic functionality! We'll start out by seeing how we can respond to information a user enters into a form, and progress gradually to using databases with our dynamic sites. Note: It is assumed that you are familiar with a little bit of computer programming (variables and if-statements in particular) - if not, please work through the [[Web_Design:An_Introduction_to_Programming_with_Javascript|Introduction to programming with Javascript]]. == Module Aim== * Setting up your own webserver for testing * Responding to user information on forms * Web server/browser requests responses * Using PHP templates to maintain your site * PHP Strings * Arrays in PHP == Suggested Activities == * Setting up your own webserver with XAMP-Lite * Installing Wordpress - our first taste of what's possible with PHP. * Using PHP to create a template for your website * [[Web Design/Dynamic Websites/Responding to HTML Forms|Responding to HTML Forms]] - From a simple "Thankyou Jerry for your details." through a complete receipt and automatic emails. * [[Web Design/Dynamic Websites/Calculating Totals and Discounts|Calculating Totals and Discounts]] - Extending your simple receipt to calculate the total for the order, include a postage fee and apply a discount. * Work through parts 1-8 of the [http://devzone.zend.com/node/view/id/627 PHP for Beginners] tutorial. * [[Web Design/Dynamic Websites/Creating Database Tables| Creating Database Tables]] - Creating your first database table using PhpMyAdmin. * [[Web Design/Dynamic Websites/PHP Challenges| PHP Challenges]] - Get some practise applying your PHP skills! Includes responding to users, designing multi-page forms, getting the data into a database and displaying info from a database. === More advanced === * [http://designwebsites.blogspot.com/2006/05/taking-joomla-for-test-drive.html Taking Joomla for a test drive] - experience for yourself what's possible and learn how to install your own fully fledged content management system (CMS)! Warning, Joomla is a huge application that can take some getting used to just to use! == Your learning resources == === Online tutorials === * [http://www.zend.com/php/beginners/ PHP for Beginners] - Zend Technologies PHP for Absolute Beginners. * [http://www.free2code.net/plugins/articles/read.php?id=259 An intro to PHP] - Free2Codes introductory PHP tutorial. Assumes you know nothing about PHP to start with! * [http://www.mezzoblue.com/archives/2005/06/08/simple_templ/index.php Simple Templating] - A great way to see one of the most-used features of Server-Side scripting: creating simple templates for your sites! == Software == * [http://www.apachefriends.org/en/xampp-windows.html#646 XAmp Lite] - Set up your own computer as a webserver with PHP. == Related Qualifications == [[Category:Web Design]] 4037 20149 2006-08-02T07:10:08Z Jguk Once your basic response and email are all happening, and you're feeling a bit more confident with your first PHP pages, it's a good time to start learning a bit more about PHP variabls and control structures! But before moving on from here, please make sure that your response.php currently: * Responds personally to the user * Includes the details of the product selected by the user (its name and its price) * includes the billing information for the user. == Adding up the total == If a visitor to your site indicates that they want to buy 5 T-shirts at $15 each, we need to let them know what their total comes to! To do this, we'll need to create a variable. You might have noticed that variables in PHP always have a dollar sign ($) in front of them. Here are a few examples: <pre> $num1 = 12; // This is a number $string1 = "Here's a string in double quotes"; $string2 = 'Here\'s a string in single quotes'; </pre> Can you guess why the apostraphe (') in $string2 has a back-slash (\) in front of it? We need to create a new variable called $total in our response.php. Initially we'll set it to 0 like this: <pre> $total = 0; // We'll use this variable to calculate the total for the order </pre> but your challenge is to print out the total for the order when your form is submitted! {{WebDesign/Exercise|Adding up the total| If your visitor submits your form indicating that they want to buy 5 T-shirts at $15 each, what would the total be? Fill in the blanks in the following: <pre> $total = ___ * ___ ; </pre> In our situation, we don't know how many items our visitors would like to buy until they submit the form. See if you can modify the code above to use your $quantity variable instead of '5'. Add this line to your code and print it out on your receipt. No peaking at the solution until you have had a good attempt yourself! | You should already have a variable called $quantity in your response.php that takes the value from your form. For example, if your form includes the input field: <pre> Please enter the number of T-shirts that you would like to buy: <input type="text" id="quantity" name="quantity" /> </pre> then your response.php would create the variable $quantity like this: <pre> $quantity = $_POST["quantity"]; </pre> Let's pretent that whatever product of service that your form is selling costs $15 per item, then calculating the total and printing it out can be done as follows: <pre> $total = $quantity * 15; print("<p>Total: $quantity items at 15 each comes to: $total</p>"); </pre> Extra: So you don't need to change your code everywhere when you put the price up to $20, create another variable $tshirt_price (or something relevant to your own form), set it equal to 15 and then use this variable in your calculation instead of the constant number 15. }} == Including postage in the total == Now that we've calculated the total for our order, we need to include a postage fee! The following exercise will help you along the way! {{WebDesign/Exercise|Including postage| To include the postage fee, we need to take our current total and add $20 to it, and then inform our customer of the total including postage. You'll need to add the following code (after filling in the blanks) to calculate the new total: <pre> $total = ________ + ________; // Add the postage fee of 20 to our current total </pre> and then include a new print() statement that informs your visitor of the total including postage! | Sorry - hope to have time soon. When you get the answer, how about adding it in here! }} == Free delivery for bulk buys == Let's say you decide it would be good for business if you offer free delivery if customers buy more than 6 items. Your pseudo-code should look something like this: <pre> if the quantity is less than 7 then do the following: add the $20 postage fee to the total </pre> You might want to take a look at [http://au3.php.net/manual/en/language.control-structures.php#control-structures.if if-statements in the PHP manual] or [http://www.free2code.net/plugins/articles/read.php?id=259&page=6 Free2Code's explanation of if-statements] to get an idea of how if-statements work in PHP (they're nearly identical to if-statements in JavaScript). TODO: Exercise with solution == Discount if you spend over $200 == Finally, if your customers spend over $200 (modify to suit your needs), they get a 10% discount. TODO: Exercise with solution [[Category:Web Design]] 4038 20154 2006-08-02T07:10:14Z Jguk Before we can start using databases to create dynamic sites, we first need to create a database table! Since most cheap hosting sites support MySQL as their database server, we're going to use a special program that's been written by someone else to help us setup and administer our MySQL databases... it's called PhpMyAdmin. From the [http://www.phpmyadmin.net/home_page/ PhpMyAdmin homepage]: phpMyAdmin is a tool written in PHP intended to handle the administration of MySQL over the Web. Currently it can create and drop databases, create/drop/alter tables, delete/edit/add fields, execute any SQL statement, manage keys on fields, manage privileges,export data into various formats and is available in 50 languages. To take part in this activity, you'll need to know: * the URL of your database host, as well as your database username and password. If you are unsure about these, ask your hosting company or your facilitator. * Alternatively, you can install [http://www.apachefriends.org/en/xampp-windows.html#646 XAMP Lite] on your local computer as it has PhpMyAdmin already installed for you. == Getting aquainted with PhpMyAdmin == To start getting aquanted, there's a nice and simple [http://www.reg.ca/faq/PhpMyAdminTutorial.html PhpMyAdmin Tutorial] that will get you started creating your first example table using PhpMyAdmin, and inserting data into it. Try it out and see how you find the experience! After finishing the tutorial, you might like to reflect on your blog or elsewhere: * Describe why database tables usually have one field set as the primary key? * How is the Auto Increment option useful?, * When adding a fields to a database, what other information do we need to specify? == Creating your own table == Once you've finished with the example, we're ready to create our own database table! Referring back to an HTML form that you have created in the past (one that collects information from users, say for purchasing a product): # write down the fields that will require to store this information in a database. # Using PhpMyAdmin, create a new table in your database with a meaningful title (relevant to the data you're collecting, such as orders or enquiries etc) # Specify the fields that you require to store your data (making sure that you choose the correct type, and that you've created a primary key etc). # Insert 4 or 5 lines of sample data to your new table, each time noting the actual SQL code that is being used to add the information into your database. == More on Database Types == To re-cap some and pull together some of the things you've learned so far, read through [http://www.tqnyc.org/tutorial/mysql/index.php Using MySQL] down to (but not including unless you're keen) the Basic SQL Statement. For the moment, it's important that you: * Feel comfortable creating a new table in a database using PhpMyAdmin, * Correctly select the type for each field in your table using only the simple types (e.g. int, text, varchar, datetime, but you should be aware that there's lots of other types), * Create a primary key for each table and use the auto-increment option correctly, * Have a vague idea of what an SQL statement looks like (more on this later!) Phew! Enough for one day?! Next, we'll be finding out how we can connect to our database from PHP! [[Category:Web Design]] 4039 20176 2006-08-28T03:06:16Z 203.166.99.246 /* PHP Challenge 7: Displaying details for one record */ == PHP Challenge 1: Idiot Box Survey == [[Image:Braun HF 1.jpg|thumb|right|210px|A very old TV]] '''Scenario''': You are working as IT Support for a small high school in your area. The Parents and Community committe have commissioned a small project to help kids in the school work out exactly how much time they're spending infront of the TV, Computer or PlayStation, as well as collect data on how free time is spent. === Creating the form === You've been asked to whip up a prototype form to collect the following info (remember your target audience when labeling your fields!): * First and last name * Year of birth * Current year at school (e.g. 7-12) * Number of siblings * At what time they go to bed, and at what time they wake up. * Approximate time spent of homework per day * time spent watching TV/DVD etc. per day * Time spent using computer or games console per day * time spent with family per day * time spent with friends per day You do not necessarily need to make your form pretty or worry about Javascript input validation for the prototype, but it certainly needs to be easy to use. === Processing your form === Your prototype will also require a php script (or server-side language of your choice) to process the info. The P&C committe have asked for the following: * A message saying "Great! Thanks [firstname] for responding to our survey". * A display of the students details formatted suitably (just name, birth-year, current school year and number of siblings) * An email should be sent to a set email address with a a subject of, for example, "David Terry's Survey results." and a message that includes the data entered (no need to worry about formatting in the email). == PHP Challenge 2: Idiot box statistics == You receive an email from the P&C Committee asking that once you have this working, your challenges are to modify your response so that it also says: "Based on the information you've entered, you will spend:" * x hours watching TV or movies per year. * x hours doing homework per year. * x hours per year infront of a tv or computer screen per year * x hours per year with friends and family per year Note, this information does not need to be included in the email. With this you will be ready to demonstrate your prototype! === Extra challenges === Not for the feint-hearted! * Use the students current year at school to work out how many years they have left at school, and from this, how many hours they will spend doing homework or watching a screen until they finish school. * Work out the percentage of awake time spent in front of a screen. == PHP Challenge 3: Combining your form and response == After working through [http://www.zend.com/php/beginners/php101-3.php Part 3 of Zend's PHP for beginners] series, you've worked out that it's a bit neater to put all your code into the one file (rather than having separate files for your form and form processing). Modify your prototype from Challenge 1 to use just one php file that either displays your survey form or processes the results, depending on whether the form has been submitted (based on the tutorial). == PHP Challenge 3.5: Looping the loop == [http://www.zend.com/php/beginners/php101-3.php Part 3 of Zend's PHP for beginners] also gives you an overview of a few different ways that you can repeat stuff in your PHP code. The following challenges are designed to help you re-enforce in your mind how while loops and for loops can be used. Take a look at the following piece of code and work out what it does as you read through it, then copy-n-paste it into a PHP file to test it out. <pre> $x = 1; while ($x < 10) { print ("<p>$x</p>"); $x = $x + 1; } </pre> Your challenges: * Modify the loop so that it displays the numbers from 1 to 100 * Modify the loop so that it displays the even numbers between 1 and 100 * Modify the loop so that it displays the numbers from 100 to 1 (ie. in reverse order) The above while loop can be written as a for-loop too: Look through the following code... <pre> for ($x=1; $x < 10; $x=$x+1) { print("<p>$x</p>"); } </pre> Now, use the above to: * Do all of the above challenges, but using a for-loop instead of a while loop. * Copy-n-paste and modify the above piece of code so that it prints the numbers as a single unordered list. Ie. the HTML output should look like: <pre> <ul> <li>1</li> <li>2</li> ... <li>100</li> </ul> </pre> Last but not least, * Copy-n-paste and modify your code to create a simple form that allows the user to select the day of the month that they were born. Ie. the HTML output should look something like: <pre> <form> <p>Name: <input type="text" name="fullname" /></p> <p>Day of month you were born: <select name="dayofmonth"> <option>1</option> <option>2</option> ... <option>31</option> </select> </form> </pre> == PHP Challenge 4: Input validation with PHP == == PHP Challenge 5: Putting stuff into a DB == The P&C committe is happy with your prototype and have given you the go-ahead to develop the database functionality. This challenge will require you to: * [[Web Design/Dynamic Websites/Creating Database Tables|create the database table]] using PhpMyAdmin (or similar), * Using PhpMyAdmin, add some data to your database and note the SQL querie that was used to add the data (copy the complete query). * Update your form processing code so that after displaying the results your code # Connects to your database server # Selects your database # Runs the query that PhpMyAdmin generated for you # Closes the connection to your database server Here's some template code to get you started: <pre> <?php // // Step 1: Connecting to the database server // print ("<h2>Step 1: Connecting to the database server</h2>\n"); print ("<p>First we need to connect to the database server:</p>\n"); // // Try connecting to the database server... you'll need to replace // your database server, username and password! // $result = mysql_connect("your_db_server", "username", "passwd"); // // We'll check to make sure that the connect worked using an if-statement // Once the page is successfully displaying the desired results, we can // simply comment out all these 'if' statements that check for errors. // if (!$result) { print("<h2>Failed to connect to database!</h2>"); } else { print("<p>Connection established</p>"); } // // Step 2: Selecting the database // print ("<h2>Step 2: Selecting the database</h2>\n"); $result = mysql_select_db("your_db_name"); if (!$result) { print("<h2>Failed to select database!</h2>"); } else { print("<p>Database selected successfully</p>"); } // // Step 3: Run an SQL query! // First create the query in a variable of our own called $sql, then // run the query using the special mysql function. You might want to // insert info into your DB using phpMyAdmin to find out exactly // how your INSERT statement will look! // print("<h2>Step 3: Run an SQL query!</h2>"); $sql = "INSERT INTO blah ... rest of your INSERT statement goes here;"; $result = mysql_query($sql); // As usual, check to make sure that it worked: if (!$result) { print("<h2>Failed to run the query! Error is:" . mysql_error(). "</h2>"); } else { print("<p>Query ran successfully!</p>"); } // // Step 4: Process the results // When we're inserting information into a database, we don't actually // have any results to process... this'll come later when we're getting // data out of a database. So, we can skip step 4 for now! // // // Step 5: Close the connection with the database server // Although we don't _really_ need to do this (it'll be done for us) // it's good for us to know that it happens. // print("<h2>Step 5: Close the connection to the database server</h2>\n"); mysql_close(); ?> </pre> * Once the last step has been tested and works (you'll need to check whether the test information has actually made its way into your database), modify your query so that the actual information entered into the form is inserted into your database and test it again. == PHP Challenge 6: Getting stuff out of a DB == After reviewing your form for entering new data for the survey, the P&C committee ask you to create a page that displays all the collected data. You warn them that they will need to implement some security around this function before going live with the survey application (so that only certain people can view the information), but you agree to get a prototype going to show them how it will work (ie, you don't need to worry about the security issue for the moment!). Step-by-step: * Create a special page of your site that displays the data from your table. Here's some template code to look through, modify and try out: <pre> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> <html> <head> <title>Getting info from a database</title> </head> <body> <h1>Getting info from a database into PHP</h1> <?php // // Step 1: Connecting to the database server // print ("<h2>Step 1: Connecting to the database server</h2>\n"); print ("<p>First we need to connect to the database server:</p>\n"); // // Try connecting to the database server... you'll need to replace // your database server, username and password! // $result = mysql_connect("your_db_server", "username", "passwd"); // // We'll check to make sure that the connect worked using an if-statement // Once the page is successfully displaying the desired results, we can // simply comment out all these 'if' statements that check for errors. // if (!$result) { print("<h2>Failed to connect to database!</h2>"); } else { print("<p>Connection established</p>"); } // // Step 2: Selecting the database // print ("<h2>Step 2: Selecting the database</h2>\n"); $result = mysql_select_db("your_db_name"); if (!$result) { print("<h2>Failed to select database!</h2>"); } else { print("<p>Database selected successfully</p>"); } // // Step 3: Run an SQL query! // First create the query in a variable of our own called $sql, then // run the query using the special mysql function // print("<h2>Step 3: Run an SQL query!</h2>"); $sql = "SELECT * from upload;"; $result = mysql_query($sql); // As usual, check to make sure that it worked: if (!$result) { print("<h2>Failed to run the query! Error is:" . mysql_error(). "</h2>"); } else { print("<p>Query ran successfully!</p>"); } // // Step 4: Process the results // This part is the tricky part... lots of new learning... have a coffee // before getting through this. // print("<h2>Step 4: Process the results</h2>\n"); // // Get the first row from the result of our query. Note, mysql_fetch_array() // returns a value of false if there's no more results left. // $row_array = mysql_fetch_array($result); while ($row_array != false) { // print out whatever we want from this row print("<p>Filename: " . $row_array["filename"] . ".</p>\n"); // before trying to get the next row! $row_array = mysql_fetch_array($result); } print("<h2>Step 5: Close the connection to the database server</h2>\n"); mysql_close(); ?> </body> </html> </pre> After getting the above template code to work with your database (and more importantly, verifying that you understand how it's working, espectially the while loop): * Modify the code above so that, instead of each row of your table being displayed as a paragraph, each row is outputted as a row of an HTML table. == PHP Challenge 7: Displaying details for one record == The following week you meet up with the committee again to demonstrate your work. The committe is impressed to see that you've formatted the survey information in a nice table, but have a few concerns. The biggest concern of the committee is that it is a lot of information to display on the screen at once. They would like to modify the application so that when the survey results from the database are displayed, only the following information is included in 3 colums: * Name: Firstname and last name, * Total hours spent in front of a screen per week, * Total hours spent with friends and family per week. Furthermore, when these results are displayed, the committee would like to be able to click on the name of a student to view the details for that student. On a piece of paper, see if you can break down your task into a number of steps to tackle (before going on)! Step-by-step: * Modify your results from Challenge 6 so that each row displays the name, Screen hours per week and Social hours per week and test. * Add the following link around each student name: &lt;a href="details.php?id=4" title="View student details" &gt;&lt;/a&gt; Note that this linking URL contains some extra information so that the file details.php will know which student we want to view. Make sure the links appear. * Create a new file called details.php with the normal HTML structure. Initially, just add the following PHP code inside the body (Note, it includes an intentional error): <pre> $student_id = $_POST["id"]; print("<h2>You have requested to view the details of the student with the id=" . $student_id . "</h2>"); </pre> Test this code by entering the url "details.php?id=4" into your browser and see if you can get it working. Hint: We've incorrectly used the $_POST array, even though we haven't actually posted any information from a form using the method="post". Hint 2: Instead we want to GET the information that was sent through the URL. Once you think it's working, modify the url in your browser to "details.php?id=2" to see if it really is working! Next, * Check out the W3Schools explanation of the [http://www.w3schools.com/php/php_get.asp $_GET array in PHP]. * Use PHPMyAdmin to see if you can find out the SQL query that will return one specific row of your database table (ie, you want to select all the fields from your table [http://www.w3schools.com/sql/sql_where.asp WHERE] the id is equal to 4.) Test that it works in PHPMyAdmin using other values for the ID. * Add the code to your details.php to: # Connect to the database server, # Select your database, # Run your SQL query, # Display the result of your query (Note: you won't need a while loop this time, as there should only ever be one result! You can use an if statement instead to make sure that your query did retun a result) Test that this works, first by entering the URL in your browser "details.php?id=4", then change the id to display different records. Now the only remaining problem is that every student listed on our summary page links to the one student details page (the student with the id=4). The last element of this challenge is: * Modify the link around each student name so that each link contains the corresponding id for that student. == Deleting stuff from a database == == Putting it all together == [[Category:Web Design]] 4040 20199 2006-08-02T07:10:38Z Jguk One of the simplest and yet most useful things we can do on a Dynamic site is interact with the information provided through our HTML forms! == A simple response == If you haven't already created a form for selling a product or service as part of the [[Web_Design:An_Introduction_to_Programming_with_Javascript|Intro to programming with Javascript]], create a form now... be creative! You may want to use HTMLDog or [http://www.w3schools.com/html/html_forms.asp W3Schools] as references as you go. Make sure that your form: * includes at lease two normal input fields where your users can enter their first and last names (they should have name="firstname" and name="lastname" respectively). * allows a visitor to select a product to purchase, * allows a visitor to indicate the quantity of the product ("I'd like to buy 4 T-shirts"). * allows visitors to include their billing information. * you've uploaded your form onto your website (or if you are using your own computer as a web-server, that you've put it in the right place) and test it out. === Responding to your form === When your form is submitted, we want to let our user know that we've received their submission. Create a new file with the following code: <pre> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> <html> <head> <meta http-equiv="Content-Type" content="text/html; charset=UTF-8" /> <title>My web site: Thanks for that!</title> </head> <body> <h1>Processing your request</h1> <?php // First set some variables from the form... $firstname = $_POST["firstname"]; $lastname = $_POST["lastname"]; print("<h2>Thank you $firstname.</h2>"); print("<p>We've received your order as follows:</p>"); print("<p>Name: $firstname $lastname. </p>"); ?> </body> </html> </pre> You might want to read through the code to see if it gives you any hints as to what it will do, but don't worry too much about the details just yet. Save this file as response.php and upload it to the same folder as your form. Test it out by submitting your form again (but don't be disappointed if nothing happens!) === Connecting your form to your php file === Nothing happened? That's right! We haven't yet connected our form to our php file! All that's left to do is modify our html form tag so that it includes the following two attributes: <pre> <form action="response.php" method="post" > </pre> Note: you might have other attibutes such as onsubmit="checkForm()" inside your form tag - make sure you leave them there! This now tells our form that the action it should take when the form is submitted is to send all the info to a file called response.php. There are two ways that this can be done with a web form, one is called "post" the other is called "get". We'll learn more about these later, but for the moment it's enough to know that we're "posting" our form information. Submit your form again and you should now see a result! {{WebDesign/Exercise|Extending your receipt| Try the following: * Continue to add to your response.php file so that all the information submitted on your form is printed out like a receipt. Do this in stages, one at a time, '''testing every time'''! | For each (sorry, I'll fill in later!) }} {{WebDesign/Exercise|Formatting your receipt| Now that you've got all the information for your receipt, you might want to make it look a bit prettier! # Modify your response.php so that it links to your normal stylesheet (just the normal way, nothing special here!) # If your response is tabular data, try using an HTML table to layout your data. | Sorry (again). you can add the solution yourself here... I'll try to get around to it! }} == Sending an email with the form information == In the past, we have used the action attribute of our form to automatically email our forms, like follows: <pre> <form action="mailto:me@myemail.com" method="post"> </pre> but this way of collecting information is pretty limited. (TODO:Add limitations) Now that we're handling our form from PHP, it's really easy to send an email automatically. Try adding the following bit of code to the PHP code in response.php: <pre> // First set the subject of the email: $subject = "A new order from website"; // Then set the message text of the email. The \n character is for a new line // so that our email doesn't appear as one big line. $message = "A new order has been submitted by $firstname $lastname.\n Please respond ASAP"; // Then send it off using the php mail function! Find out the scary details // at: http://www.php.net/manual/en/function.mail.php mail("me@myemail.com", $subject, $message); </pre> Make sure you substitute your own email address instead of "me@myemail.com", and then test it out! The following activities need to be filled out in more detail TODO: Activity 1: Include more of your form information in your email. TODO: Activity 2: (advanced), try sending an HTML email. [[Category:Web Design]] 4041 20207 2006-08-02T07:21:19Z Jguk [[Web Design:Dynamic websites]] moved to [[Web Design/Dynamic websites]] Back to [[Web Design]] [[Web_Design:An_Introduction_to_Dynamic_Websites|Old Page]] Dynamic websites are type of websites that use one or more computer programming languages that allow the content to be managed or somehow outputted using a server-side application. Dynamic websites are mostly rich of content and manageable. Most [[Open Source]] website applications are competitive in the part of managing the content with an ease. Dynamic websites are examples like Wikibooks, [http://wikipedia.org/ Wikipedia], or [[w:Blog|blog]] portals. They allow the usage of custom templates and actions in the server-site, such as logging and adding new data. Today, it's quiet hard to find a website that wouldn't be dynamic-content based. Most dymanic websites are built on top of programming languages that are fast and can be used straight out of the box. Most of them are compatible with [http://hoohoo.ncsa.uiuc.edu/cgi/ CGI] to be used with [http://httpd.apache.org/ Apache], or other powerful web servers. Most used programming languages on the web today: * [[Programming:PHP|PHP]] * [[Programming:ASP|ASP]] * [[Programming:.NET|.NET Framework]] * [[Programming:Perl|Perl]] * [[Python Programming|Python]] * [[Programming:Ruby|Ruby]] Note that Perl was the whole start of the server-side scripting for people who couldn't afford to buy or to learn the alternatives. Perl is now most portable solution that is available mostly in the world. (add more) Powerful dynamic website applications can also be built using almost any bigger programming language (C, C++, Pascal for example) which speeds up overall execution time of the script. Using PHP or other applications is a bit of pain as the applications are quiet slow because they need to interpretate the source code, compile and execute it. Whereas, compiled applications are only executed either using SAPI or CGI interface. An example of powerful applications would be [[w:eBay|eBay]] - though the author is not sure but there are .DLL files. Also, Borland embeds .exe applications inside their search engine. ==Web Servers== Webservers compatible with CGI/FastCGI applications: * [[w:Apache HTTP Server|Apache HTTP Server]] * [[w:lighttpd|lighttpd]] * [[w:Sun Java System Web Server]] * [[w:Zeus|Zeus]] Web Server * [[w:IIS|IIS]] (ISAPI Only?) [[Category:Web Design]] 4042 20217 2006-08-21T04:14:02Z Michaelnelson 310 /* AJAX (a.k.a. XMLHTTPRequest) */ As a developing technology, there's always a bunch of tools and techniques that are emerging into the world of Web Standards. Here's your chance to find an emerging technology that interests ''you'', and start playing with it! == eXtensible Markup Language == Currently this is a stub. Activities: * [[Web Design/XML Challenges|XML Challenges]] will get you started creating your own SVG, rolling your own RSS feed, displaying maths in your browser. == AJAX (a.k.a. XMLHTTPRequest) == Experiment with those fancy dynamic widgets in your site! Get started learning AJAX with the [[Web_Design/JavaScript/AJAX_Challenges|Javascript AJAX Challenges]]. == Activities == * [[Web Design/Emerging Technologies Research Activities]] == Further reading == * [http://blog.codedread.com/archives/2005/12/01/guide-to-deploying-svg-with-html/ Guide to Deploying SVG with HTML] * http://svg.codebot.org/ (???) [[Category:Web Design]] 4043 20225 2006-08-21T05:02:46Z Michaelnelson 310 /* Activity 2: Protocols and RFC's */ You are a member of an IT services team within a medium sized Sydney office of a large international Human Resources company called KorTech. Kortech's flagship product is a Human Resource Information System, called Humanet. This system has a web-interface and was built using PHP together with a database back-end. Yet there are plans for a totally-revamped version of the product, Humanet 2.0. But you don't get to work on that project! You're just fixing peoples problems with their desktop PC's. Being sick and tired of your day-to-day duties, you've been looking for a move within the company for a while now. You'd love to be able to work with the developers and designers on the Humanet 2.0 project. == Activity 1: Gary's email == And then one Monday morning, you discover the following in your inbox: G'day Look, I know you people in the IT department don't like to be disturbed ;), but the MD seems to think that you're pretty well-informed. We're going to need another web-developer in a months time for the Humanet 2.0 project, so I thought I'd pop this question your direction. I'm quite familiar with HTML from my experience on the Humanet project, but one of our web developers keeps insisting on us using XHTML rather than HTML. He's new on the job and so I don't want to make a big decision based on a new recruit's insistence. Is XHTML a new language? How does it relate to HTML and why should we use it? And what is the Document Object Model (DOM) that the newby keeps referring to? And finally, how do you keep up with your tech-information? I don't have much time, but I want to be able to keep up with developments in the industry, especially new web-standards. As I said, I do want to look into these things myself, but am quite busy at the moment. It would be extremely helpful if you could answer my questions and provides links so I can find out more over the weekend. Thanks in advance, Gary Project Manager - Humanet KorTech Pty. Ltd. Write a brief informal reply to Gary, making sure you include links and explain things in terms that Gary will understand. == Activity 2: Protocols and RFC's == Impressed with your previous effort, three weeks later you come in on a Monday morning to discover the following email: <pre> Hi again, Look, the managers at our last meeting were pretty impressed with your last email (I hope you don't mind, but I printed off a few copies so that other managers could get up-to-speed as well). The boss has decided that our monthly management meetings should include a short 10 minute tech-segment, as a way to help us managers keep our foot in the door with technologies and standards. Again, I hope you don't mind, but I volunteered you and your desk-buddy as the ideal people to give the first presentation next week. The boss has requested that we all learn a bit about the HyperText Transfer Protocol (we know that it's the http that we always type in our web-browsers, but that's about it). I guess you'd want to include: * most importantly, a demo of some kind, showing HTTP in action, * a bit about the history of HTTP (including what these RFC things are), * the most common features/requests/responses of http that we'd be used to seeing, * some time for a few questions, * A few recommendations if people want to find out more. Sorry to put you in the hotseat, but I thought it might be a great way for you to show the other managers that you really do know your stuff! Gary </pre> Prepare your presentation for the managers meeting next week! (OK, so you may not really have to give your presentation, but learn everything you'd need to learn to give the presentation and go over the outline of your presentation with your facilitator). [[Category:Web Design]] 4044 20243 2006-08-02T07:10:47Z Jguk If you are lucky enough to be learning together with a group of people, you might want to break up your class or project work with some fun group activities related to your Web Design course that challenge the way the web is used for learning! * [[/Paired Bio Pages/]] - Find your first client from within the group (preferably someone you don't know well), prepare for your interview, conduct the interview (and take photo?), before creating your Bio page (HTML or Word). Good way to get to know each other and find out different levels of skill in both design and technical areas. * [[/Scoping a Small Project/]] - In small groups (3 or 4) plan a small project (quote, tasks, timeline). * [[/Discovering the Skills that are 'Web Design'/]] - Working in groups (or a group) to put together a prioritised list of skills and technologies a web designer needs to learn. Quick activity for learning more about each others different background knowledge. * [http://www.weblogg-ed.com/2005/07/12#a3766 Wikipedia Worktank] - Getting into groups, choosing an article and verifying/correcting it's validity. See how collaboration works on a global scale! Check one week later to see how any edits have been received by others and reflect on the experience. * [[/Weekly Team Meetings/]] * [[/Ordering Tasks for a Web Project/]] - Work in pairs to order and set the precedence for all the tasks required to build a website! * [[/A WebDesign Quiz show/]] - Here's a chance to go over lots of things that you've learned in a fun way with your class! [[Category:Web Design]] 4045 20267 2006-08-02T07:10:53Z Jguk == Generating the questions for your Quiz Show == Creating questions on your own is hard, so it might be best to decide on small teams of two or three people for the quiz show, and then create your questions in your teams. Each individual is to come up with 3 questions each using the resources below and the help of their team. After reviewing each question with your team, write it up on an individual piece of card (or paper) with your name at the bottem (so you won't be asked your own question!). === Topics === The topics you choose from will depend on what you've been learning to-date. Below is an outline that you might want to choose from, but feel free to choose questions that are related to other experiences in your class that may not be related to web design (they might add some fun!) * html - ** tags (e.g. which of the following is not a valid tag) ** attributes ** using tags meaningfully ** validating * Clients * css ** font choices ** selectors ** debugging * Documentation * Photoshop * javascript ** events ** functions ** if-statements ** debugging * Flash * php * Information Architecture ** stake-holders in a project ** how you can * Accessability and Usability * Search Engine Optimisation * managing your time effectively === Types of questions === * multiple-choice *# Which of the following HTML is incorrect: a) blah... b) ... *# * short-answer *# List 3 rules of XHTML, (for example, Every opening tag must have a corresponding closing tag). *# After coding your CSS, you test it in the browser and find that it looks wrong in IE. Describe a strategy for fixing your CSS (in outline, what are the first steps you would take?) * Problem solving *# How many errors can you find in the following piece of HTML? * True or False * Jeopardy (Give the answer, find the question) === Different types of rounds === Ideas? # quick answer (as many questions in a minute) # topic-based (ie. HTML round, CSS round) # Charades # Pictionery-type # Listing # Benefits and Disadvantages # Other team picks the topic # New Price is Right - style where the winner has to order a list of statements == Running your Quiz Show == *Team competitions- like trivia nights *All compete against each other *Teams, with reps from each team answering for the team *Working as a whole group to achieve a goal or prize [[Category:Web Design]] 4046 20273 2006-08-02T07:11:00Z Jguk Even though BaseCamp comes highly recommended from current web professionals, it's also useful (and sometimes necessary) for us to use other Project management software... and as per usual, the most used application is the Microsoft product: Microsoft Project. Here's a task for a bit of fun that will introduce some of the fundamental skills required to use MS Project. Your task is to produce a gantt chart using the tasks listed below. To do so, we'll need to # Order the tasks below into something sensible (you might find it easiest to copy the list into a word-processor to do this). # Group the tasks smaller lists (such as 1. Requirements gathering, 2. Design phase, 3. Implementation/Testing phase, 4. Evalutation phase). Again, probable easiest to do this in a word-processor. # Add the tasks to the project # Estimate the time required for each task (don't worry too much about accuracy at this stage!), and finally # Set the precedence for each task (that is, identifying any previous tasks that need to be completed before this task can start). == Example (unordered) list of tasks == (if you can add a task that hasn't been thought of here, please do!): * Code HTML/CSS * Final product sign-off * Develop content listing and labels * Website performance testing * Develop Page Mockups in Photoshop * Test links for website * Monitor website traffic patterns * Initial client interview * Develop web-based prototype * Organise hosting for website * Usability testing with subset of target users * Develop content (with searching in mind) * Define user audience * Determine site structure * Evaluate site's performance against set goals * Develop Competitive Analysis * Describe example scenarios * Obtain signoff for design and scope * Monitor ranking in major search engines * Specify goals for website * Document design sketches * Validate HTML/CSS * Register site's domain name * Upload files to registered domain [[Category:Web Design]] 4047 20283 2006-08-02T07:11:05Z Jguk <small>[[Web Design]] &lt; [[Web Design:Group Activities|Group Activities]] </small> [[Image:PersonProfile.png|right]] The whole web design class has been approached by a local newspaper and asked if we could put together a bunch of (brief) biographical pages about us - the local web design students at the local college. The purpose of each biographical page is to enable readers to see a little into the life of a student, their goals and aspirations, likes, world-views, hobbies or views on current events. They've asked also if an aspect of each page-design could reflect something of the persons character (such as the choice of colours, font or theme graphics). The newspaper has asked for the pages to be in either a word-processor format or HTML. == Outline of Activity == In this group activity you'll get the chance to: * interview another participant in the class - finding about their interests and passions - as well as, * demonstrate any background skills in design, communication or technology that you've picked up in school or work (none assumed!) * learn from each other! Duration (suggestion only): * Planning client interview - 10 mins * Conduct interview (and possibly take photo of your client or for background image of your page) - 30 mins * Report back results of interviews to the group - 10 mins * Create Bio page - 60 mins (or longer, depending on your page!) * Discuss final bio pages (both from designer and clients perspective) together with whole group. == Planning your client interview == As well as the normal details such as names, interests, motivations etc., you may want to run with a theme or metaphor for your client's bio page and interview. Be as creative as you feel comfortable, but remember that the person you're interviewing is your client - you are creating the page to reflect their personality, not your own! There's some interesting personal interview-type questions on [http://www.wilderdom.com/games/descriptions/EverythingYouEverWantedToKnowAboutOneAnother.html Everything you ever wanted to know about each other]. == Relationship to Qualifications == If you already have substantial HTML/CSS skills and knowledge, you ''may'' be able to use this activity to demonstrate your skills for assessment purposes. Talk to your facilitator for more information. [[Category:Web Design]] 4048 20290 2006-08-02T07:12:04Z Jguk This activity is best suited to small groups of 3-4 people. '''Time required''': 30 minutes in groups, then 20mins+ discussion, reflection. == Scenario == Bluetech is a small factory automation company with three employees, situated in your local area. The owner of the company, Jillian, is a friend of your Uncle's. Jillian has mentioned to your Uncle a number of times over the past 8 months that she's wanting to contact you to talk about "putting a site together" for Bluetech. After a phonecall, you finally meet up with Jillian for an initial discussion about his website. The meeting is only 15mins long (due to Jillian's busy schedule) and is interrupted a number of times by one of Jillian's employees. You come away from this initial meeting with the following details: * Jillian just wants a small website (3-5 pages) * The purpose of this website is to expand Bluetech's customer base. * The specific goals are: # Demonstrate Bluetech's professional work through an online portfolio of recent work. # Enable users to find out more about the company (history, mission statement, etc.) # Encourage users to contact Bluetech for a quote # Entice users to re-visit the page every so often. * Jillian would also like the site to include a bio of her own education, experience and background. Other points you've noticed: * Jillian doesn't understand a lot about web design, but is keen to understand your needs. * The company is quite busy. You leave the meeting a little dazed and with more questions than when you first entered. == Your groups task == * Create a list of tasks for this project. * Create an initial quote based on one person working on this project (cost and deadline). * Design a very brief prototype (storyboard or wireframe, no images/designs required just your ideas for structuring the information). * If you have time, create a list of further information that you need from Jillian. == Reflection == As each group presents their project outline, you might find it helpful to discuss how you came to your decisions in each area. Remember, there's no 'right' answer - our aim here is more to discover the problems! [[Category:Web Design]] 4049 20309 2006-08-10T02:31:41Z Silversheep /* Challenge 4: A simple form */ Use the following HTML Challenges to hone your decision making skills... should I use an &lt;h2&gt; element or an &lt;strong&gt; element? It's important while doing these challenges to not think about how the page will be displayed yet, but instead focus on creating meaningful mark-up! == Challenge 1: Headings everywhere! == == Challenge 2: Using Div's to divide the page up == == Challenge 3: Tables for tabular data == [[Image:Webdesign_table1.jpg|right|An HTML table with tabular data!]] Use the [http://www.htmldog.com/guides/htmlintermediate/tables/ HTML Dog intermediate tutorial on tables] or [http://webdesignfromscratch.com/html-tables.cfm Web Design from Scratch's table tutorial] to re-create this table. Notes: * You'll need to add a bit of style too (borders for your table and td elements)! * You shouldn't need to add any bold to get your heading looking like a heading. * As always, validate your page to make sure you've got everything in the right place. == Challenge 4: A simple form == [[Image:Simple_form.png|thumb|right|Example Graphic]] For this challenge, you might want to refer to [http://htmldog.com/guides/htmlbeginner/forms/ HTML Dog's Beginner tutorial for Forms]. Create a small online survey with four questions of your own. You survey should first collect the participants details (name, address, gender, D.O.B., a password etc), followed by four questions to answer. Ensure that your survey includes: * Simple text inputs * A password input. * Select drop-down boxes (for State, or within your questions). * Radio buttons and checkboxes (as part of your form design). * A large text area for comments at the end. * A submit button with your own text (such as "Send Survey") * A reset button. == Challenge 5: Creating an Image Map == [[Image:Map_of_Australia.png|thumb|left|Map of Australia]]Using some free third party software of your choice (or hand code it if you're really keen), use the map of Australia (or your own country) as a graphical table-of-contents. When a user clicks on a state, they should be taken to a separate page just for that state. You will need to create: * An index.html containing your image map * At least two pages of two different states to demonstrate that you can link the image map. These pages can just be place holders (ie., you just need to demonstrate that you can create and use an image map correctly). * You should be able to explain how the html for the image map works. * And of course, all your pages should validate. == Challenge 6: Some advanced table features == Tables can get quite a bit more stylish (and accessible) than the previous challenge! For some examples ranging from no-style to pretty tables, check out [http://fluidmind.org/test/css/tables.html FluidMind's Styling tables with CSS]. Work through [http://veerle.duoh.com/index.php/blog/comments/a_css_styled_table/ Veerle's CSS Styled Table] tutorial , trying it out as you go (you'll need to download the provided images). Once you've got your beautiful table working from the example, * Open up your HTML Challenge 3 - Tables for tabular data and save it as challenge5.html. * Add an extra two rows of data to your table (you'll need to make up the values). * Apply the styles from your example to your own table (this should only require a few changes to your markup!) == Challenge 7: An accessible form with style == [[Image:Webdesign_example_form.jpg|thumb|right|An example form]] Have a go at creating a new webpage that displays a form with the fields in the image. You might need to read through [http://htmldog.com/guides/htmladvanced/forms/ HTML Dog's Accessible forms tutorial] for this challenge. * Note that fieldsets are being used to group the form fields. * Since we may not yet know how to process the information on a form, for the moment just use the form attribute <nowiki>action="mailto:my@emailaddy.com"</nowiki> to send yourself an email (modify with your own address). * As always, ensure that your page validates! * oh, and you'll need to add a submit button! Once you have your form displaying, we'll take it one step further by adding some accessibility: * Identify all the labels for your fields using the &lt;label&gt; element. * Add access keys for your fields and test them! [[Category:Web Design]] 4050 23644 2006-09-04T17:55:10Z 88.107.184.210 So far we should feel confident creating a basic HTML file, using headings (&lt;h2&gt;...&lt;/h2&gt;) and paragraphs (&lt;p&gt;...&lt;/p&gt;), images (&lt;img /&gt;), lists (&lt;ul&gt;...&lt;/ul&gt;) and links (&lt;a&gt;...&lt;/a&gt;). We should also be okay with linking our HTML to a stylesheet (&lt;link /&gt;) and setting up some basic styles (fonts, sizes, colours, margins and padding). Now we're ready to learn more about structuring our HTML so we can control more of the style with our CSS! We'll also learn why it's worthwhile creating semantic (i.e. meaningful) markup. == Module aim == This module aims to raise our awareness of the different types of HTML documents that we can create &#8211; and how we can check (validate) our HTML to make sure it's correct. We'll also learn how to divide our content into meaningful sections that we can style with our CSS. Specifically we'll investigate how to: * Learn the strengths and weakness of the different HTML 4.01 and XHTML 1.0 DOCTYPEs * Understand semantic markup. * Use HTML tables for tabular data (not for page-layout!) * Group HTML content using &lt;div&gt;...&lt;/div&gt;'s. * Use id's and classes selectors. * Use more complex CSS selectors. * Create user forms for gathering user input. == Suggested Activities == (needs work) * Need some articles on [[Web Design/Semantic Markup|Semantic Markup]]. * [[b:CSS Programming/Selectors|CSS Selectors]]. * [[Web Design/HTML Challenges|HTML Challenges]] - Challenge 3 will get you started with tables. * [[Web Design/CSS Challenges|CSS Challenges]] - Gradually build your CSS skills for page layout. * [[Web Design/HTML Challenges|HTML Challenges]] - Challenge 4 will get you started with forms. * HTML Form design: Design scenario for selling product/service on previous project, using a table to display prices, and a small form to get required info from user. * [[Web Design/A Garden Project|A Garden Project]] - Start creating your first entry for [http://csszengarden.com/ CSSZenGarden] and learn more about CSS Selectors while you're at at! (Too advanced for here) == Your learning resources == There's lots of excellent tutorials out there for learning HTML, but there's also lots of old or even obsolete tutorials too. Here's a few resources that some of us have found useful: (please feel free to recommend others, but try to limit each list to 5). === Articles worth reading === * [http://www.alistapart.com/articles/doctype/ Fix your site with the right DOCTYPE] - Find out a bit about DOCTYPEs and why you should use them! * [http://www.mezzoblue.com/archives/2004/04/30/a_roadmap_to/ A roadmap to Standards] - An excellent introduction to the 'extra-bits' required for designing sites with XHTML/CSS. Includes a pop-quiz for removing presentation stuff from your code! * [http://www.mezzoblue.com/archives/2004/03/10/css_problems/ CSS Problem Solving] - Some very practical tips for solving those CSS issues with your site! === CSS Techniques === * [http://www.456bereastreet.com/lab/developing_with_web_standards/csslayout/2-col/ A simple 2 column layout] - A great tutorial for creating a fixed-width 2 column layout with CSS (that shows you some of the bugs to avoid!) * [http://www.alistapart.com/articles/dropdowns/ Suckerfish Dropdowns] - Step-by-step instructions for creating CSS-based drop-down menus. * [http://www.alistapart.com/articles/mountaintop/ Mountaintop Corners] - How to create rounded corners for elements of you pages. * [http://www.sixapart.com/pronet/articles/ydsf_-_robust_c.html Robust CSS Drop Shadows] - Creating drop-shadows for images or any other element of your page. === CSS/HTML tutorials === * [http://css.maxdesign.com.au/selectutorial/index.htm MaxDesign's Select Tutorial] - Excellent tutorial for learning how CSS selectors work, giving you more control over your pages style! * [http://webdesignfromscratch.com/html-tables.cfm HTML tables] - From WebDesignFromScratch... yet another excellent resource from Ben Hunt ''showing'' you how to create HTML tables! * [http://wufoo.com/ Wufoo] - See how easy it is to create an amazing looking form (and then disect the HTML/CSS so that you understand it! * [http://www.htmldog.com htmlDog] - Includes intro, intermediate and advanced tutorials/reference on HTML tables, div's, spans, forms and DOCTYPE's === Online Reference === * [http://www.ilovejackdaniels.com/css/css-cheat-sheet/ CSS Cheat Sheet] - everything you'll ever need to remember about CSS all packed onto one page! * [http://www.d.umn.edu/itss/support/Training/Online/webdesign/ Web Design References] - A huge mega-reference (nearly 3,000 links) of information and articles about web design and development. It is dedicated to disseminating news and information about web design and development with emphasis on elements of CSS, accessibility, web standards, user experience, and much more. * [http://www.d.umn.edu/itss/support/Training/Online/webdesign/webdev_listserv.html - Web Design Update] A a plain text email digest newsletter. It typically goes out once a week. All web designers and developers are invited to join. === Books === * [http://www.d.umn.edu/itss/support/Training/Online/webdesign/books.html - Books] -List includes CSS, Accessibility, Color, Dreamweaver, Information Architecture, Evaluation, JavaScript, Navigation, PHP, Project Management, Typography, Usability, Web Standards, Writing, (X)HTML. == Related Qualifications == [[Category:Web Design]] 4051 20349 2006-08-14T03:25:03Z Michaelnelson 310 Please help out and update the following challenges if you think they can be improved! == Challenge 1: Postcodes and Suburbs == [[Image:Bullaburra_Station.jpg|thumb|270px|Bullaburra Station]]AJAX can seem really scary when you're starting out, but the Mozilla team have worked hard to create the [http://developer.mozilla.org/en/docs/AJAX:Getting_Started AJAX: Getting Started tutorial] to help us understand the building blocks of AJAX. Work your way through the tutorial through to Step 4, making sure you test it out as you go. Once you have Step 4 working, your challenge is: * Modify the tutorial so that you html page contains three postcodes in your area. * When a postcode is clicked on, your AJAX will request the corresponding XML file from the server corresponding to that postcode to find and display the suburb using a window Alert. An example XML file for the suburb Bullaburra might be: <pre> <?xml version="1.0" ?> <suburb> <name>Bullaburra</name> </suburb> </pre> '''Note''': this is not a practical way at all to look up postcodes, it's just an example to build upon. We'll see a much more realistic example of this problem in a later challenge. * Modify your code so that when a postcode is clicked, the population of that suburb is displayed as well as the suburb name (you'll need to update your XML files slightly to include the population) * Modifying your code so that the suburb information displays in your actual page (rather than in an alert box). Hint: add an input box with an ID and set it's value from your Javascript code. * Modify your code so that, instead of text that can be clicked on, your page provides a select drop-down box where the user can select their postcode. When a postcode is selected, your AJAX should then display the corresponding suburb and population info. * Advanced Challenge: (not for the feint hearted) Instead of separate XML files for each postcode, create a single XML file that contains information for all three postcodes and update your code to use this one file instead. == Challenge 2: Looking up suburbs == Note: this challenge requires that you are already familiar with PHP, MySQL and how to get info out of a database and into a page. TODO [http://www.webpasties.com/xmlHttpRequest/ Guide to Using AJAX and XMLHttpRequest from WebPasties] 4052 23652 2006-09-04T18:17:59Z 88.107.184.210 /* Challenge 1: Peekaboo Elements */ Please make sure you are familiar with the window and document objects in javascript before taking on these challenges (see [[Web Design/Javascript:Getting to know your Window|Getting to know your Window]] and [[Web Design/Javascript:Getting to know your Document|Getting to know your Document]]) == Challenge 1: Peekaboo Elements == Add the following fieldset to a form of your own and preview it in your browser: <pre> <fieldset> <legend>Email subscriptions</legend> <p id="subscribepara"> <input type="checkbox" name="subscribe" id="subscribe" /> <label for="subscribe">Yes! I would like to receive the occasional newsletter via email</label> </p> <p id="emailpara"> <label for="email">Email Address:</label> <input type="text" name="email" id="email" /> </p> </fieldset> </pre> The aim of this challenge is to only display the email paragraph when the checkbox is checked, but we'll break that down into smaller tasks! '''Step 1: Hiding the email fields by default''' Add some plain old CSS style so that the "emailpara" paragraph isn't displayed when the page first loads (using the CSS 'display' property). Test to make sure this works. '''Step 2: Adding a function template''' Create a new function called toggleEmail() that simply displays an alert, ie. window.alert("Yep, my function is being called"); Add an event so that when the checkbox is clicked your function is called and ''test that it works''! '''Step 3: Display the email fields''' Now we'll add some code so that our function actually does something useful! Using JavaScript, we can change the style of any element on our page using the style object. Every element has a style object and we can access it like this: <pre> document.getElementById("subscribepara").style.backgroundColor = "blue"; </pre> In plain English, the above JavaScript statement says: # Get the element on my document that has the id of "subscribepara", # Grab it's style object, # and set the backgroundColor of this style to "blue". Try copy-n-pasting the above statement into your function and see what it does! Notice that the style property names are slightly different to those that we use in CSS (backgroundColor vs. background-color). W3Schools has a great reference for the [http://www.w3schools.com/htmldom/dom_obj_style.asp HTML DOM Style object] that outlines all the property names and values. Now see if you can modify your function so that it unhides your "emailpara" paragraph when the it runs. '''Step 4: Making the email field toggle''' When you test your form at the moment, you'll notice that you can click on the checkbox and the email field displays, but when you un-check the checkbox the extra paragraph doesn't hide itself again! Our challenge is to add an if-statement to our toggleEmail() function that checks to see if the checkbox is currently checked. If it is, we want to display our "emailpara" paragraph, otherwise we want to hide it! To do this, we need to know how we can find out if a checkbox is currently checked... luckily for us, W3Schools's [http://www.w3schools.com/htmldom/dom_obj_checkbox.asp HTML DOM Checkbox] reference tells us that a checkbox element has a property called 'checked' that is either true or false (ie. we can use, document.getElementById("idofinputelement").checked to find out the value of a checkbox, either true or false). '''Step 5: When Javascript is disabled''' At the moment if a user views the page with CSS enabled but Javascript disabled they will never see the email field. Remove the CSS that hides the email field and replace it with Javascript to hide the field when the page's <code>onload</code> event is fired. You may want to take a look at your earlier if-statements from your input validation to see how you might complete this challenge! When you get it working, yell out "JavaScript is way cool" and stand up and point to yourself (and take a break!) == Challenge 2: 'Same as above' Postal Address boxes == Add the following fieldset to a form of your own and preview it in your browser: <pre> <fieldset> <legend>Billing Information</legend> <p>Postal Address: <br /> <textarea name="postaladdress" id="postaladdress"></textarea> </p> <p>Home Address: <input type="checkbox" name="homepostalcheck" id="homepostalcheck" /> <label for="homepostalcheck">Same as above</label><br /> <textarea name="homeaddress" id="homeaddress"></textarea> </p> </fieldset> </pre> The aim of this challenge automatically copy the postal address to the home address field if a user checks the "Same as above" checkbox. In addition to this, we'll disable the home address field when the checkbox is checked. '''Step 1: Adding a function template''' Add a javascript function to your page called setHomeAddress() that simply displays an alert, ie. window.alert("Yep, my function is being called"); Add an event so that when the checkbox is clicked your function is called and ''test that it works''! '''Step 2: Setting the value for the Home Address''' We already know how to find the value of any element in our document... the trick here is to set our "homeaddress" element's value equal to the value of our "postaladdress" element. To set the homeaddress we could do something like: <pre> document.getElementById("homeaddress").value = "Hi there"; </pre> Test and see if it works! You should find that when you click on your checkbox, the homeaddress is set to the text "Hi there". Now see if you can modify the above line so that instead of placing "Hi there" in the box, it puts the value of the postal address field. '''Step 3: Disabling the Home Address field''' Use the W3Schools page about the [http://www.w3schools.com/htmldom/dom_obj_textarea.asp HTML DOM TextArea] object and see if you can find a property that will allow us to disable our textarea. Try setting this property for your "homeaddress" element in your setHomeAddress() function. Make sure you test it out! '''Step 4: Toggling the Home Address''' Now when you test your form, you'll notice that when you un-check your checkbox, the home address field isn't enabled. Have a go at adding an if-statement to your setHomeAddress() function so that when the checkbox is un-checked the Home address field is re-enabled (you may want to review your solution to Challenge 1!) == Challenge 3: Radio Buttons and Check Boxes == Radio buttons and check boxes behave a little differently to a normal &lt;input&gt; elements, just by their nature. For example, so far we've been using code like: <pre> if (document.getElementById("firstname").value == "") { window.alert("...."); return false; } </pre> to check if a certain input box on our form is empty. But how do we do this for radio buttons? They don't take a value that our user types in... a radio button or check box is either checked or not checked! Take a copy of the following form and save it in a file of your own: <pre> <form action="mailto:me@fakeemail.com"> <fieldset> <legend>Radio buttons and Check Boxes</legend> <p>What's your favourite berry?: <input type="radio" value="male" name="favfruit" id="optstraw" /> <label for="optstraw">Strawberries</label> or <input type="radio" value="female" name="favfruit" id="optblue" /> <label for="optblue">Blueberries</label> </p> </fieldset> <input type="submit" value="Check it out!" /> </form> </pre> '''Step 1: Setting up your input validation''' First, if you don't have one already, create a blank checkForm() function for your form and make sure that your function is being called when the form is submitted (using a simple window.alert ). Hopefully we're starting to see why we always do this! '''Step 2: Finding out if a radio button has been checked''' Once you're convinced that your checkForm function is being called, fill out your checkForm function so that it looks like this: <pre> function checkForm() { // First, create our own variable so we don't have to keep typing // all that document.getElementById crap var optStrawberry = document.getElementById("optstraw"); if (optStrawberry.[you need to find the property] == false) { window.alert("Please select your favourite berry!"); return false; } return true; } </pre> Note that this function is not complete. We need to find out what the radio button's property is that will tell us whether the radio button has been checked or not. Take a look at [http://www.w3schools.com/htmldom/dom_obj_radio.asp W3Schools HTML DOM Radio Object] and see if you can find out what that property is. When you find it, replace the [you need to find the property] in the code above accordingly! Test out your code and see if it does what you expect. '''Step 3: Getting it to work properly!''' You might have noticed that our code is not really doing what we want, even though it's doing exactly what we've asked it to! It's currently forces the user to select the strawberry option. We need to modify our code so that it alerts the user only if the strawberry option is false '''and''' the blueberry option is false (ie. neither option has been checked). Looking at the logical operators on [http://www.w3schools.com/js/js_operators.asp W3Schools Javascript Operators] page, see if you can find out how to make sure that both radio buttons are unchecked before alerting the user. If you get this working, now's a great time to go back to any forms you've designed in the past and add input validatin for your radio buttons! == Challenge 4: Better input validation == So far our form input validation has consisted of some annoying window.alert() boxes when users enter in the wrong information, but surely there's a more user-friendly way?! This challenge will help you creat in-line error messages that only appear when they need to! Create a new page with the following form: <pre> <form action="mailto:me@fakeemail.com" onsubmit="return checkForm();"> <fieldset> <legend>Personal details</legend> <p>Full name: <input type="text" name="fullname" id="fullname" /></p> <p class="errormsg" id="nameerrormsg">Please enter your name above</p> <p>Street Address: <input type="text" name="streetaddr" id="streetaddr" /></p> <p class="errormsg" id="addrerrormsg">Please enter your street address</p> </fieldset> <input type="submit" value="Submit it!" /> </form> </pre> '''Step 1: Some plain old styling''' First, just some plain old CSS! Add some style so that the error messages use red text, and make them bold! Note, the error messages have been given a class="errormsg". Once you've checked that they look the way you want them, use your CSS knowledge to make sure that they are not displayed by default when the form first loads. '''Step 2: Setting up your checkForm() function''' Just a blank function that simply displays a window.alert so that you know it's connected ok! You'll need to add an event and call your function from your form. '''Step 3: Displaying your error messages''' This step will be similar to the Peekabo challenge above (Challenge 1). When the form is submitted, our checkForm() function is called. If the "fullname" field is empty, then we want to display the "nameerrormsg" paragraph. == Challenge 5: Making sure a number is entered == So far we've worked out how we can check to see if a field is empty or not. Now we want to take this one step further and verify that whatever was entered is actually a number. Imagine you've got a Quantity field where the visitor specifies how many of a certain product they want to buy. You don't want them to enter 'a' or 'Hi there'. '''Step 1: Updating your form''' Add an input field to your form that has the name "quantity" and modify your checkForm() function so that the value can't be empty. '''Step 2: Checking for a number''' Javascript has a special function called isNaN(), short for "is Not a Number", that can be used to test a value to see if it could be understood as a number. For example, isNaN(1.5) will return true, whereas isNaN("hi there") will return false. Take a few minutes to experiment with the [http://www.w3schools.com/jsref/tryit.asp?filename=tryjsref_isnan W3Schools demo of isNaN()] until you are comfortable that you understand what it does. In your checkForm() function, right after you've made sure that the quantity field isn't empty, add another if-statement as follows: <pre> // you only need the following line if you don't already // have a variable for your quantity field. var quantity = document.getElementById("quantity"); // Now check if the value of the quantity field is // a number or not?! if (isNaN(quantity.value)) { // if quantity wasn't a number, then we want to let the // user know that they need to correct the error! // Add your code below: // Lastly, return false so that the form won't be submitted. return false; } </pre> '''Step 3: Adding a postcode field''' Now add a further field to your form with the name postcode. * Update your checkForm() function so that the postcode cannot be left blank. * Now update your checkForm() function again so that the postcode field must contain numbers only (see step 2 above). '''Step 4: Checking the length of the postcode field''' Everything in Javascript that can have a length has a special length property. This helps us to find out how many characters a user has typed in, for example, the following JavaScript code gets the "fullname" input element from the document and then displays an alert message telling the user how many characters were entered into the "fullname" input element: <pre> var fullname = document.getElementById("fullname"); window.alert("The length of the fullname field is: " + fullname.length); </pre> Take a few minutes to see how the length field is used in this [http://www.w3schools.com/js/tryit.asp?filename=tryjs_lengthvalidate W3Schools Example]. * Modify the W3Schools example so that the field can have up to 8 characters. Now applying this to your own form: * modify your checkForm function so that the postcode field can only contain 4 characters. == Time for a re-cap == So far, you've managed to: # Check whether a field is empty # Check whether the entered text in a field is a number using the isNaN() function. # Check the length the entered text in a field (ie, how many characters have been entered) using the length property. # Improve your input validation so that it displays error messages within the page (rather than the rather ugly window.alert() message box), by hiding and showing your own error messages with the style object. Not bad! If you feel that you need more practise with the above, you might want to try going over the previous 5 challenges by creating a new form. To be completed. == Challenge 6: Checking for a Valid Email == Checking to see if a postcode is valid required us to check that: # the entered postcode was a number # the entered postcode had exactly 4 digits (depending on your country!) What can we check to make sure that an entered email address is actually a valid email address? Take a piece of paper and see if you can come up with two or three things that email addresses always need to contain before they can be processed. '''Step 1: Making sure that the '@' symbol is present''' Every email address contains one, and only one, "at" symbol (@). The email address entered into your form is just a bunch of characters strung together inside quotes, such as "Hi there". All programming languages refer to this bunch of characters as a String. The great thing about Javascript is that every string has a whole bunch of built-in properties and methods that we can use. In fact, we've already used the length property back in Challenge 5 to work out how many characters our postcode contained. Take a few minutes to read through the [http://www.w3schools.com/js/js_obj_string.asp W3School overview of the String object]. You may also want to look at some of the examples. One of the methods that you should have seen there is the indexOf() method. We can use the indexOf() method to find out where the "@" symbol appears in our email address,if at all! Note that the indexOf() method returns a number corresponding to the index or position where the thing you are looking for is (or -1 if it isn't there at all!). For example: <pre> var myString = "Hi there!"; window.alert("Position of H is: " + myString.indexOf("H")); // position will be 0 window.alert("Position of i is: " + myString.indexOf("i")); // position will be 1 window.alert("Position of the is: " + myString.indexOf("the")); // position will be 3 window.alert("Position of ! is: " + myString.indexOf("!")); // position will be 8 window.alert("Position of Z is: " + myString.indexOf("Z")); // position will be -1 </pre> If you want to test the above, try the [http://www.w3schools.com/jsref/tryit.asp?filename=tryjsref_indexof example of indexOf() at W3Schools]. Now, assuming your form has an input element with the id="email", you should be able to add the following code to your checkForm() function before having a go at modifying it to get it to work. <pre> // you only need the following line if you don't already // have a variable for your quantity field. var email = document.getElementById("email"); // First, create a variable to remember the position of the "@" symbol var atPos = email.value.indexOf("@"); if (atPos == ??) // you need to replace the question marks with { // Then there wasn't any @ symbol within the email address! // Let the user know that they need to correct the error! // Add your code below: // Lastly, return false so that the form won't be submitted. return false; } </pre> '''Step 2: Making sure that there is at least one character before the @''' '''Step 3: Making sure that there is a dot (.) after the @''' '''Step 4: Making sure that there is at least 2 characters after the dot''' '''Advanced: doing it all with a regular expression''' [[Category:Web Design]] 4053 20392 2006-08-02T07:12:20Z Jguk Sometimes it's more beneficial to think through your learning away from the computer! These activities are designed for exacly that. You might want to print them out and get together with some other learners in a sunny spot! == Spot the errors == See how many JavaScript errors you can spot in the following page: <pre> <html> <head> <title>Testing your Javascript skills</title> <script type="text/javascript"> function checkform { // First check whether anything has been entered // in the required field if (document.getElementById("lastname").value = "") { / Uh-oh, the lname field was blank! Let's let the user know! window alert("Please enter your last name"); document.getElementById("lname").focus(); return true; } // If our code gets this far, then both fields // must have had some text! Let onsubmit know // that all is ok by returning true! return true; </script> </head> <body> <form action="mailto:me@fakeemail.com" onsubmit="checkForm()"> <p>The fields marked with an asterisk (*) are required fields:</p> <p>*First Name: <input type="text" name="fname" id="fname" /></p> <p>*Last Name: <input type="text" name="lname" id="lname" /></p> <input type="submit" value="Enter Info" /> </form> </body> </html> </pre> Hint: There's currently 10 errors (if you edit this activity, please update this!). When you think you've found all the errors you're going to find: # go back to your computer, # copy-n-paste the code into your text editor, # fix all the errors that you've found, # and test the code to see if your web browser can help you find any remaining errors! == Fill in the blanks == In the following web page, there are 10 blanks (..........) to fill in! Without looking at your own code (or anyone elses!) have a go at filling in all the blanks! <pre> <head> <title>Fill in the blanks!</title> <script type="text/javascript"> .......... toggleEmail() { var mycheckbox = document.getElementById(".........."); var myhiddenpara = document.getElementById(".........."); if (mycheckbox........... == ..........) { myhiddenpara.style.display=".........."; } else { myhiddenpara.style.display=".........."; } } </script> <style type="text/css"> /* make the email paragraph hidden to begin with */ #emailpara {.......... : ..........} </style> </head> <body> <form action="mailto:me@fakeemail.com"> <fieldset> <legend>Email subscriptions</legend> <p id="subscribepara"> <input type="checkbox" name="subscribe" id="subscribe" ..........="toggleEmail()" /> <label for="subscribe">Yes! I would like to receive the occasional newsletter via email</label> </p> <p id="emailpara"> <label for="email">Email Address:</label> <input type="text" name="email" id="email" /> </p> </fieldset> </form> </body> </html> </pre> When you've filled in all ten blanks, you might want to check with someone else's answers, or: # go back to your computer, # copy-n-paste the above code, # fill in the blanks, # test your code to see if your web browser finds any mistakes! == JavaScript Tag Soup == This activity may help learners work out some of the activities from [[Web Design/Javascript:Getting to know your Window|Getting to know your Window]], [[Web Design/Javascript:Getting to know your Document|Getting to know your Document]] or the [[Web Design/JavaScript:JavaScript Challenges|JavaScript Challenges]] in small groups, hopefully discussing what goes where and why! Copy the following list of statements and print them out in a large font. Javascript: <pre> function function var var document document window window alert("Yep, it's working") alert(" ") open(" ") open(" ") style display checked getElementById(" ") getElementById(" ") getElementById(" ") if if elseif style style display display value value return return return true true false false () () () () () ( ( ( ) ) ) == == = = { { { { } } } } . . . . . . . . toggleEmail checkForm mycheckbox myhiddenpara </pre> HTML: <pre> <script type="text/javascript"> </script> <form action="mailto:me@test.com" onsubmit=" "> </form> <p> </p> <p> </p> <p> </p> <p onclick=" "> </p> <p onmouseover=" "> </p> <p id="emailpara"> </p> <input type="checkbox" name=" " id=" " /> <input type="text" name=" " id=" " /> <label for=" "> </label> <label for=" "> </label> <textarea name=" " id=" " > </textarea> <textarea name=" " id=" " > </textarea> </pre> CSS: <pre> #emailpara display: none; { { { } } } </pre> After cutting out, use these bits of paper to do Getting to Know your Document and JavaScript Challenges in small groups (3-4) or individually. [[Category:Web Design]] 4054 20418 2006-08-07T05:56:12Z 203.166.99.251 /* Examples of other student sites */ == Introduction == You've been sitting in class for three hours now and have had an earful of theory about “computer programming”. It seems that your teacher hasn't yet realised that he could have just left a tape of his voice droning through the room and done something more useful with his time. Just one analogy to compare programming to the real world! As your teacher answers another of his own questions in his monotone drone, you begin dozing off... Waking up slowly – a situation that is familiar enough for you to wipe the drool from your desk before you even open your eyes – you look around to see if anyone noticed...phew, there's no one here to notice. Wondering what exciting transmissions of information you missed, you open a browser and go to http://www.w3schools.com to find out what kind of introduction to programming they have on their site. Hey, this is quite useful, I wonder what other introductions to programming are around on the Internet... == Task == Being the nice person that you are, and knowing that there's a 99% chance that no-one else learned any more than you did during the lesson, you decide to create your own "introduction to programming – a student perspective", with links to useful sites on the net where your study-buddies can find further information. Using your newly found HTML/CSS skills, create a small site that can serve as a tutorial to others wanting to learn about Web Programming. Feel free to make digress and make your site as interesting and/or interactive as you can, but make sure that you touch-base with the following points (remember, always include links to your resources): ===General programming principles === * Why might we want to learn computer programming to design webpages... isn't HTML and CSS enough? * How can you describe a "variable" to someone who hasn't done programming before? * What are control structures and what are they good for? === Object-Oriented programming principles === * What is Object Oriented programming in every-day terms? * Describe the difference between an object's properties and an object's methods, using an visual example (a drawing, photo or diagram)! * Referring back to your diagram, describe how the 'dot syntax' works (eg. window.alert() ) with examples from your own drawing of setting properties and using methods. * Provide examples of 3 objects used in Javascript Web programming, describing some corresponding properties and methods for each object. === Web Programming languages === Investigate 3 of the following languages, describing a bit about their history, popularity and what they're used for. * php * asp * ruby on rails * jsp Feel free to choose other web-programming languages if you know of any others! Remember to keep your post fun and easy to read - other people might learn a lot from your site too! == Examples of other student sites == * [http://adam.learningwebdesign.net/tag/intro_to_programming/ Adam's Introduction to Programming] - Created June 2006 as a series of blog posts (which is why the sections are in reverse order). * [http://brigitte.learningwebdesign.net/programmingweb/ Brigitte's Introduction to programming] - Created May 2006 * [http://rob.learningwebdesign.net/programming/index.php Rob's Introduction to Programming] - Created May 2006 * [http://adrienne.learningwebdesign.net/web_programming_site/index.php Addye's Introduction to Programming] - Created May 2006 [[Category:Web Design]] 4055 20437 2006-08-02T07:12:40Z Jguk One of the most difficult things about learning any new language (spoken or computer) is learning how to ''express yourself''! Most people seem to think that it's much easier to learn to read another language - or even listen and understand bits and pieces - rather than use that new language to express your own ideas! Why is this? It's no different for us when we're learning computer programming... it is a totally new language - a new way of expressing ideas. It takes a lot of time and practise to be able to express simple ideas, let-alone being fluent! These activities are designed to help you start speaking your first words in computer programming. Don't let the word 'Algorithm' scare you off! An Algorithm is just like a recipe - a small set of instructions in a language that takes some ingredients and does something with them to produce a cake! We're not going to learn anything too complicated about algorithms (if you're after more detail, you can read the [http://en.wikipedia.org/wiki/Algorithm Wikipedia article on Algorithms]), we're going to instead focus on learning to think like a computer and express our ideas to a computer! Note: Most of the activities following will require a class-room environment unfortunately (until we find a way to hide answers on the page so you can just see them after having a go yourself!) == Your first algorithms == Well, not really your first algorithm. You use algorithm's all the time in life, from serving people a cup of coffee, through to making a decision whether to go out on Saturday night... but we do it all without thinking because it's so familiar to us. For the following tasks, we might need to slow down and examine our own thinking (also called [http://en.wikipedia.org/wiki/Metacognition metacognition]) to find out exactly what goes on in our minds! === Task 1: Making a cup of coffee (or tea!) === We'll start with something that you've done so often in life that it's probably hard to actually define what you do - serving coffee! Here's the scenario: You've just purchased a new toy called a Servitude3000 - a small robot that can handle most tasks around the house and understands plain English. After adoringly giving him the name "ScrapMetal', you decide to invite a few friends around to show off! Note: Even though Scrappy understands plain English, he needs everything spelled out very precicely. Any ambiguity and he starts doing his routine for "Do the Locomotion", so be very careful! ==== Milk or no milk? ==== After inviting Neville, Bhim and Addye over for some coffee, you decide to get Scrappy ready. Using the examples below from Scrappy's instruction manual, write down the steps that you will take to make a cup of coffee for your friend Neville who's always early. Note to self: you remember that Neville doesn't take any sugar, but can't quite remember whether he has milk in his coffee! Example statements to use (not in order, and not exhaustive - you'll probably need more!) * Pour ...... into ...... * Get ...... from ...... * Put ...... in/on ....... * Fill ...... with ...... * If ....... then do the following: Once you've got your algorithm down, give it a name, such as ServeCoffee() and get someone else to follow your algorithm to see if it works! Isn't it amazing how complicated a simple process like making a cup of coffee can be! ==== And how many sugars? ==== The doorbell rings and it's your next friend, Bhim, who has a sweet tooth. Now you'll need to modify your algorithm so that you can put as many sugars in our coffee as required by your friends! To do so, we'll need ask our friends how many sugars they would like and then remember this value (we might use a variable called 'numsugars' to remember this). But how will we modify our algorithm so that it puts this many sugars in the cup? Unfortunately we can't just say to scrappy "put 4 sugars in the cup" - if you think about your own thought process, you count out each spoon withouth thinking too much. If you don't think this is the case, imagine if a friend asked for 13 sugars in their coffee! Try arranging the following statements in an algorithm for putting the right amount of sugar in cup: * Add 1 to myCount * Add one teaspoon of sugar to cup * Ask person how many sugars they would like and remember this as numSugars. * Set myCount to 0 * While myCount is less than numSugars, do the following: Again, try getting someone else to follow your execute your algorithm for you and see if it works! ==== Coffee for everyone! ==== Finally your friend Addye arrives - and she's brought 4 other friends too! Have a go at modifying your ServeCoffee() algorithm to get some coffee ready for all 5 people! This could be hard, so you might like to work together with some friends and brainstorm a bit! === Task 2: Writing Algorithms Visually === [[Image:Flowcharts - Milk or no milk.gif|right|100px|thumb|Milk or no milk?]]Some people are much better at thinking visually - with pictures and lines. Flowcharts provide a way for us to do exactly that: visualise our algorithms! You can read more about [http://en.wikipedia.org/wiki/Flowchart Flowcharts on Wikipedia]. ==== Milk or no milk? ==== Going back to the Milk or no Milk problem above, click on the image and print out the full size version (or just draw it yourself!), and then have a go at adding arrows to indicate how our algorithm works! As usual, test your algorithm by running through it using your flowchart. If it seems to work, take a few minutes to convert this into pseudo-code. Did you find it easier to write your pseudo-code from the flowchart? If so, perhaps flowcharts are the way to go for you! ==== How many sugars? ==== [[Image:Flowcharts - How many sugars.gif|right|100px|thumb|How many sugars?]]Let us see how Repitition works with a flowchart! Try re-arranging the displayed flowchart symbols to describe an algorithm that adds the correct amount of sugar to your cup: * click on the "How many sugars?" image, * print out the full resolution version, * cut out the shapes * have a go at arranging them on a blank sheet of paper * when you're happy with your arrangement, stick them with glue and add your arrows! As always, test your algorithm by going through your flowchart yourself, or ask others to test it for you! Make sure that you try it with both 0 sugars and 3 sugars. When you are happy with your flowchart, see how easy (or difficult!) it is to convert your flowchart into pseudo-code. ==== Adding up the numbers from 1-50 ==== You might want to try this one in a group! Have a go at designing an algorithm to add all the numbers between 1 and 50! Try doing this with a flowchart first, then convert your flowchart into pseudo-code, and finally - for those who are really keen - we'll have a go at creating the Javascript to test out! Hint: If you're not sure where to start, break this problem down into two smaller problems: # Design your algorithm to just count from 1 to 50 (you will need statements like "set myCounter to 0" and "Add 1 to myCounter". # Modify your algorithm to keep a running tally, adding up the numbers as you go through. === Task 3: Something from your everyday life === Take 5-10 minutes to choose a ''simple'' task from your own everyday life (it could be "leaving the house", "rolling a cigarette", or "tending the garden") and create an algorithm describing your task! Try to find something that involves making simple decisions as well as repeating some steps. If you find it difficult to write pseudo-code, have a go at creating a flowchart instead! Once you have described your algorithm using a flowchart, you can then turn it into pseudo-code a lot easier. === Task 4: Ordering objects (a sorting algorithm) === Alls these every-day tasks seem a long way from our Javascript, but bear with us! What we're learning is how to use the fundamental structures of all computer programming languages: * Sequence (executing our statements in order) * Selection (if-statements, or decision statements) * Repetition (loops such as while or for-each loops) One last task before we move out of the real world! If you're in a class, get a bunch (say 8) people to stand up in a row. (If you're not in a class, any bunch of objects of different heights will do!) ==== Sorting without thinking ==== First, just have a go at re-arranging yourselves into order - from tallest to shortest. What strategy or algorithm did you use? Would this work with Scrappy? ==== Your first sorting algorithm ==== We want to see if we can get scrappy to arrange your friends into order! Working in small groups where possible, see if you can come up with an algorithm together! In addition to the statements we've already used, you may need some of the following: * currentPerson is person number 1 * If ..... > ...... then do the following: * tallestPerson is person number 1 * Remove tallestPerson out of the group * Measure the height of the currentPerson and store the measurement as currentPersonHeight * set tallestPerson equal to the currentPerson * set maxheight equal to currentPersonHeight Note: This activity is quite difficult! Don't worry if you need lots of help! It's pretty amazing to think that we do all this automatically without even thinking much about it! == Turning your algorithms into code == Next time, we'll start seeing how we can use this new way of thinking to help us write Javascript! To be continued... [[Category:Web Design]] 4056 20458 2006-08-02T07:12:45Z Jguk == The Document Object == So far we've been playing with the Window object... This has allowed us to do things like open new windows, close old windows, bring up 'alert' boxes (window.open(), window.close(), window.alert() respectively). But the window object isn't the only useful object around! Using your new-found JavaScript awareness, see if you can find out what the 'document' object is used for! You might want to check your JavaScript Cheat Sheet or a W3Schools tutorial... == Finding out what's on our document == Open up a form that you've created and do the following: # Choose a simple Text field on your form, and give it an id="firstname" # Add an 'onsubmit' event to your form tag, and write the code as follows: onsubmit="window.alert('The value is ' + document.getElementById('firstname').value);" # Now test out your form by typing in your field then clicking submit! TODO: Overview of document.getElementById == Creating functions in Javascript == We've got a problem now... it would be great to do a lot more than just one window.alert() when the user submits their form, in fact, we need to do a lot more. For this reason, we'll need to create our own function in JavaScript. To so this, add the following code somewhere inside your &lt;head&gt;...&lt;/head&gt; tags: <pre> <script type="text/javascript"> function checkForm() { window.alert('The value is ' + document.getElementById('firstname').value); } </script> </pre> Now we can modify our form's onsubmit to just call our new function, checkForm(). <pre> <form action="mailto:me@myfakeemail.com" onsubmit="checkForm()" > ... all your other form elements go here ... </form> </pre> Give it a try... it should behave exactly like it did before, but now we'll be ready to add more statements to our program! == Input Validation in JavaScript == Now that we've tested our function to see that it works, we now want to change it so that it will actually test the value of our field to see if it's empty, and if it is, then let the user know! To do this, we'll need to use an if-statement. <pre> <script type="text/javascript"> function checkForm() { if (document.getElementById("fullname").value == "") { window.alert("Please enter your fullname"); } else if (document.getElementById("address").value == "") { window.alert("Please enter your address"); } } </script> </pre> Our JavaScript code isn't perfect yet, but it's a starting point! Have a go at building on this to check the rest of your forms input boxes (Note: only the input boxes for the moment, don't worry about radio buttons or check boxes or the like). You might also want to [http://www.w3schools.com/js/js_if_else.asp learn more about the if-statement at w3schools]. == More on Functions == Before we can finish off our input validation, we need to learn a little more about JavaScript Functions. It would be worth reading [http://www.w3schools.com/js/js_functions.asp w3schools JS Functions page] right now to find out a bit more about how functions work. In particular, take notice of how functions can return a value... spend some time playing with the [http://www.w3schools.com/js/tryit.asp?filename=tryjs_function_return W3Schools Try It Interactive Demo for Javascript functions]. Try the following: # modify the demo so that multiplies 4 and 5 instead of 4 and 3. # modify the product function so that it adds the two numbers instead of multiplying them. == Stopping our form from being submitted == When you test your form, you'll notice that even though your input validation picks up the fact that there's stuff missing, it still goes ahead and tries to submit the form! We need to stop our form from being submitted if the input validation fails (ie, if the user has left some required field blank!) Luckily for us, our form's onsubmit event controls this! If the JavaScript code that is run on our onsubmit event evaluates to 'false', then the browser won't submit the form. Make the following modification to your onsubmit event: <pre> <form action="mailto:me@myfakeemail.com" onsubmit="return checkForm();"> ... all your other form elements are here ... </form> </pre> Now all you have to figure out is where you can put the JavaScript statement: <pre> return false; </pre> in your checkForm() function. In plain English, if you can figure out at which points your if-statement should say "OK! The input validation failed, don't let the form be submitted!", then that's where your return false should go. Give it a try! You might also need to have a situation where your checkForm() function has this bit of code: <pre> return true; </pre> Step through your checkForm() code mentally, and see if you can find the point where you can say: "OK! Everything was entered correctly on the form, let it be submitted!" If you can find this spot, that's where you want to return the value 'true'. === Putting the Focus back in the field === Wouldn't it be nice to put the cursor back into the right spot for our user after we have just asked them to enter their name? For example, the user didn't fill in their fullname, so when they tried to submit the form, our input validation pops up saying "Please enter your fullname". We already know how to get our hands on an object for the fullname input element using the document object's getElementById() method (see above code), but we dont' have any idea how we can get this put the cursor back in this input field (this is called: receiving the focus). Have a look at [http://www.w3schools.com/js/js_obj_htmldom.asp W3Schools JavaScript HTML DOM Objects] and see if you can find the reference for our input text field. When you find the right reference (the one that corresponds to our [http://www.w3schools.com/htmldom/dom_obj_text.asp text input box]), scroll down to take a look at the methods for this object, and you will find that it has a built-in focus() method! Click on the focus() method and look at the example you find there. Can you figure out where abouts you will need to put this code (with a small modification) in your own checkForm() function? Have a go... and if you get stuck, ask for help! (Hint: we want to put the focus on our fullname field right after we alert the user to the fact that they haven't entered their full name!) Copy-n-paste-n-edit this so that it works for the rest of your input validation fields too. == More advanced Input Validation techniques == [[Category:Web Design]] 4057 20468 2006-08-07T05:51:44Z 203.166.99.252 /* Activities */ OK: Sorry this isn't formatted yet or presented nicely - but it's late and I want to get away from the computer! Feel free to update it! We're going to start our JavaScript experience by getting to know our browser window a bit better... before you know it, you'll be able to describe what: window.alert('Hey there'); is all about, you'll be able to describe a few events that your web browser allows you to use, and you'll be able to make those annoying popup adds happen! == Getting Started == If you haven't already, it would be a good idea to follow through the excellent intro tutorial [http://www.how-to-build-websites.com/Javascript_tutorial/JavascriptTutorialPart1.htm Intro to programming] (including [http://www.how-to-build-websites.com/Javascript_tutorial/JavascriptTutorialPart2.htm Part 2]) either before starting this activity, or after the activity to help bring some of the ideas together. You may also want to print out the [http://www.ilovejackdaniels.com/javascript/javascript-cheat-sheet/ Javascript Cheat Sheet] - but don't be overwhelmed by the amount of info that's been squashed onto this one sheet... grab your highlighter and highlight the following bits to start with: * Under 'Window' (at the bottom left of the page), highlight 'alert' and 'open' * the entire "Event Handlers" section. Now simply: # choose and HTML file that you've been working on lately, # take a copy of it (and it's stylesheet if it has one), # and open the HTML file up in your favourite editor. You're ready to go! == Your first Javascript == Pick a paragraph of your choice and modify the opening tag so it looks like this: <pre> <p onclick="window.alert('Hi there');"> </pre> Leave the rest of your paragraph (the text and the closing tag) as is. View your page and click on that paragraph. Simple? (Re)-read over [http://www.how-to-build-websites.com/Javascript_tutorial/JavascriptTutorial_Part2b.php how-to-build-website's explanation of this window.alert statement] before going any further... and if you're in class, make sure you talk about what exactly is going on! === Activities === # Modify your code so that it says 'Hi [yourname]' (using your own name) and test it! # Use your cheat sheet to see if you can add some similar code to another paragraph, but this time modify the code so that you don't need to click on the paragraph, but can simply roll the mouse over it. # Have a go at modifying your page so that when it first loads, it pops a message saying "Welcome to my site!" # Lastly, using your cheat sheet, see if you can modify your page so that when you click on a certain paragraph, it closes your window! == Opening a new browser window == Your first challenge is to see if you can modify your page so that when you click on a paragraph, it will open a new browser window! === Activities === Once you've got that working, try the following: # Modify your code so that a popup window displays as soon as your page is loaded (Hint: you'll need to use the 'onload' event on your body element). # See if you can find out a bit more about the window.open method so that you can set the size of your window and make sure it looks like a real add by getting rid of all the guff (menus, address bar etc). Hint: You'll need to do a bit of research to find out more, try using google! # Modify your code so that when your page loads, three small windows open up at different points on the screen, all without toolbars etc. Now you know how to create annoying popup adds! [[Category:Web Design]] 4058 20473 2006-08-02T07:21:32Z Jguk [[Web Design:Learning Basic HTML and CSS:Quals]] moved to [[Web Design/Learning Basic HTML and CSS:Quals]] The [[Web Design:Learning Basic HTML and CSS|Learning Basic HTML and CSS]] module is related to qualifications in the following countries: == Australia == The following units of competency from the [[Web Design:Australian Qualifications|ICA40305 Certificate IV in Information Technology (Websites)]] are related but not fulfilled * [[Web Design:ICAB4135A Create a simple mark-up language document to specification|ICAB4135A Create a simple mark-up language document to specification]] * [[Web Design:ICAB4171A Develop cascading style sheets|ICAB4171A Develop cascading style sheets]] To demonstrate competence in these two units you will additionally need to demonstrate: * Document Type Declarations * Successful validation of your HTML pages using the W3 Validation service. == Another Country == [[Category:Web Design]] 4059 23390 2006-09-04T03:20:04Z 203.166.99.251 /* Level 3 */ This is a temporary page for brainstorming an idea for an improved course structure. If people do think it's a worthwhile restructure, then we can eventually make each level a separate page. The idea is to restructure the course into Levels rather than topics, where each level is achievable within a 2-3 week timeframe, builds on the previous level and includes a variety of technical, communication and multimedia skills. Hopefully this will provide more definite timeframes for progressing through the course, while at the same time allowing flexible learners to negotiate their own pace. For more information available at Enter the next level of Web Design. Please feel free to add/delete/restructur ideas here or on the blog post so we can build a better course! == Level 1 == '''Summary''': Learning your first HTML and CSS web page and get some help uploading it! '''Timeframe''': 5-7 working days. '''Overview of Learning''': Basic HTML tags (&lt;h1&gt;, &lt;p&gt;, Headings, paragraphs,) as well as start using divs. Interviewing client, cropping photos, reviewing a design. '''Communication Activities''': * Create own blog and introduce yourself! * Research and explain what you think are the 3 most important questions to ask a client when designing a site (rephrase). * Interviewing Sarah for Sarah's notecards site. * Activity on creating specific goals for Sarah's Notecards website * Creating your first TODO list! (Get used to them!) '''Design Activities''': * Review a recent redesign (such as [http://www.webdesignfromscratch.com/50-redesigns-sunhome.cfm http://www.webdesignfromscratch.com/50-redesigns-sunhome.cfm]), highlighting your own thoughts of the changes (need to reword) * Cropping, resizing and optimizing images for websites (fits in with Sarah's notecards). '''Technical Activities''': * Together in class, work through [[Web_Design/What is a Mark-up language anyway|What is a markup language anyway?]] * Work through [[Web Design:A Step-by-Step Introductory Web Project| Sarah's Notecards]] step-by-step project. * Re-cap new HTML and CSS skills by working through HTMLDog's beginner [http://htmldog.com/guides/htmlbeginner/ HTML] and [http://htmldog.com/guides/cssbeginner/ CSS] tutorials. * Complete [[Web Design:CSS Layout Activities#CSS_Challenge_1_-_Fonts_and_Colours|CSS Challenge 1]]. * 2 or 3 HTML Challenges (code the HTML to look like this page etc., helping learners to structure code correctly) * Complete [[Web Design:CSS Layout Activities##CSS_Challenge_2_-_Shakespeare.27s_Sonnet|CSS Challenge 2]]. == Level 2 == '''Summary''': Build on HTML skills with DOCTYPES and validation, tables, forms. '''Timeframe''': 10-12 working days '''Technical Activities''': * Adding DOCTYPEs to your web pages! Read the [http://www.w3schools.com/xhtml/xhtml_howto.asp w3schools XHTML HowTo] and then apply this to Sarah's notecards) * Validating Sarah's Notecards. * Installing Firefox toolbar and using validation tools * [[Web Design/HTML Challenges|HTML/CSS Challenges 3, 4 and 5]] - Basic Tables, forms and Image maps. * Integrate a [http://css.maxdesign.com.au/listamatic/ Listomatic menu list] into a page of yours * [[Web Design/CSS Challenges#CSS_Challenge_3_-_2-column_layoutCSS|CSS Challenge 3]] - A 2 column layout * Create a blog post explaining the difference between a block-level and inline element, using examples. * FTP permission and transmission modes * [[Web Design:A Small Website Project|A small website project]] Your site should pull together lots of the learning to date. This will provide an opportunity to demonstrate what we've learned so far).) '''Communication Activities''': * Write 2 user scenarios for your small website project. * Create very simple style guide for your small website project. * Write review on your blog of one HTML/CSS intro tutorial that you have really liked so far explaining why. Remember that your target audience who will read your review might not even know what CSS stands for! * Analyse a variety of client surveys and start collating your own. * Using your small website project in retrospect, setup a project and work schedule using Basecamp or MS Project that reflects the work that you did for the site. '''Design Activities''': * Read [http://www.digital-web.com/articles/principles_of_design/ Principles of Design] and summarise/review on your own blog (you might alternatively use the article [http://www.thinkvitamin.com/features/design/how-crap-is-your-site-design How crap is your site design].) Make sure you discuss how some of the prinicples have been applied to your own site or blog's design. == Level 3 == '''Summary''': Build on CSS skills working towards layout with CSS. Begin learning more specifically about Accessibility and Usability. Introduce Javascript events. '''Timeframe''': 10-12 working days. '''Technical activities''': * Creating accessible forms (labels, fieldsets etc) - updating previous form for Design * 1 HTML/CSS Challenge that involves more advanced tables. * 1 HTML/CSS Challenge that involves doing a layout with a table, just for understanding! (eg, CSS Challenge 2 but with tables). * Integrate [http://alistapart.com/articles/dropdowns/ Suckerfish Dropdown menus] into a page. * [[Web Design/Javascript:Getting to know your Window|Getting to know your window]] - Start learning about Javascript Events . '''Communication Activities''': * Create competitive analysis as part of Design Proposal 2. * Create a bloglines account and start reading each day! * Start setting milestones in Basecamp/Ms Project * Start learning about website accessibility. Create a checklist of Accessibility issues using the WC3 guidelines. '''Design activities''': * Start learning multimedia techniques for making web sites accessible- list software appropriate in creating an accessible web site. == Level 4 == '''Summary''': Continue learning more javascript events, introduction to XML, more CSS challenges, time management plans, working toward client interviews, testing for accessibility. '''Timeframe''': 10-12 working days '''Design Activities''': '''Technical activities''': * Continue learning javascript events [getting to know your window] * CSS Challenge 3 * Introduction to XML with SVG activities ([[Web Design/XML Challenges|XML Challenges]] 1, 2 and 3) '''Communication Activities''': * Develop a client survey * Learn and practice client interview 1: Obtaining client specifications * Conduct accessibility testing for 3 popular websites and document the results * Make a time management plan [using Basecamp/MS Project] * Begin documentation for client interviews/client projects == Level 5 == '''Summary''': Creating RSS feeds, more javascript events, ethics and copyright, documentation '''Timeframe''': 10-12 working days '''Design Activities''': '''Technical activities''': * [[Web Design/XML Challenges#XML_Challenge_4:_Roll_your_own_RSS_feed|Roll your own RSS feed]]: Building on your previous XML challenges to create your own RSS feed by hand! * More on Javascript: [[Web Design/Javascript:Getting to know your Document|Getting to know your document]] '''Communication Activities''': * Research copyright issues to participate in Copyright trivia * Ethics of web development- Develop a code of ethics for yourself as a web developer * Make a checklist of documents needed for the client project report * Conduct a client interview2- Presenting a prototype: learning and practicing interviewing techniques == Level 6 == '''Summary''': Getting sign-off for your prototype, a first look at useability and continuing development of some technical skills in the background. '''Timeframe''': 10 working days '''Design Activities''': '''Technical activities''': * [[Web Design/JavaScript:JavaScript Challenges|Javascript Challenges]] 1 and 2 * Basic PHP templating '''Communication Activities''': * Setting up a project plan using Application Software (such as MS Project) * Successfully present a prototype design to a client (can be role-play) * Document prototype meeting in client project report (including sign-off sheets) * Develop a useability test (based on a template) and test against an existing web site == Level 7 == '''Summary''': Creating your own tutorial site: a web-programming intro, running your own usability test for your site and continuing to develop some technical skills in the background. '''Timeframe''': 10 working days '''Design Activities''': '''Technical activities''': * [[Web Design/JavaScript:JavaScript Challenges]] 3 and 4. * [[Web Design/Dynamic Websites/Responding to HTML Forms|Responding to HTML Forms]] - Start using PHP to respond to HTML forms starting with a simple "Thankyou Jerry for your details." through a complete receipt and automatic email. * [[Web Design/Dynamic Websites/Calculating Totals and Discounts|Calculating Totals and Discounts]] - using a few maths operators to calculate a receipt for your users. * [[Web Design/JavaScript:Web Programming Intro|Web Programming Website]] - Flex your HTML/CSS skills as you create a site demonstrating your Web Programming research/learning. '''Communication Activities''': * Prepare, execute and document your own sites useability test. == Level 8 == '''Summary''': Compiling your final client report '''Timeframe''': 8 working days '''Design Activities''': '''Technical activities''': * Working through parts 1,2 and 3 of the Zend [http://www.zend.com/php/beginners/ PHP for Beginners tutorial]. * [[Web Design/Dynamic Websites/PHP Challenges|PHP Challenge 1]] - Idiot box survey. * [[Web Design/Dynamic Websites/PHP Challenges|PHP Challenge 2]] - Processing the information. * [[Web Design/Dynamic Websites/PHP Challenges|PHP Challenge 3]] - Combining your form and response. * [[Web Design/Dynamic Websites/PHP Challenges|PHP Challenge 3.5]] - Looping the loop. '''Communication Activities''': * Compile your final client project report (this should include: ? Site overview, Goals, Target user Scenarios, Competitive Analysis,... ) == Level 9 == '''Summary''': More on Dynamic sites '''Timeframe''': 10 working days '''Design Activities''': '''Technical activities''': * Working through parts 4,6 and 8 of the Zend [http://devzone.zend.com/node/view/id/627 PHP for Beginners tutorial]. * [[Web Design/Dynamic Websites/PHP Challenges|PHP Challenge 5]] - Putting stuff into a database. * [[Web Design/Dynamic Websites/PHP Challenges|PHP Challenge 6]] - Getting stuff out of a database. * [[Web Design/Emerging Technologies Research Activities|Emerging Technologies Research Activities]]: Activity 1, Gary's email. * XML Schemas/DOCTYPEs * MathML Activity * Basic security for MySQL database '''Communication Activities''': * Working through Adobe's excellent series stepping you through the information design process, and applying to a client site: # [http://www.adobe.com/education/webtech/CS2/unit_planning1/ia_print.htm Information Design] - From Interview to Content # [http://www.adobe.com/education/webtech/CS2/unit_planning2/sd_print.htm Site Design] - Site structure, navigation and usability. # [http://www.adobe.com/education/webtech/CS2/unit_planning2/pd_print_id.htm Page Design] - Layout grids through to prototype. Note: You will find that you have already done most of the tasks outlined in these tutorials, look for the gaps and use the tutorials to pull together your knowledge of IA. == Level 10 == '''Summary''': More on Dynamic sites '''Timeframe''': 10 working days '''Design Activities''': '''Technical activities''': * [[Web Design/Dynamic Websites/PHP Challenges|PHP Challenge 7]] - Displaying info 1 record at a time. * [[Web Design/Dynamic Websites/PHP Challenges|PHP Challenge 8]] - Deleting from our database. * [[Web Design/Emerging Technologies Research Activities|Emerging Technologies Research Activity 2]] - Protocols and RFCs. == Level 11 == '''Technical activities''': * Working through parts 9,10 of the Zend [http://www.zend.com/php/beginners/ PHP for Beginners tutorial]. * [[Web Design/XML Challenges|An XML File for Music Albums]] - Creating your own XML file. * A PHP Challenge using SQLLite __NOTOC__ [[Category:Web Design]] 4060 20544 2006-08-02T07:13:00Z Jguk <small>&lt; [[Web Design]]</small> If you are studying towards a specific Web Design qualification, learning more about the requirements of your qualification will help you to plan your own study more effectively (or, if you are the facilitator of a Web Design course, it will help you plan your activities and assessments). Choose from the options below to learn more about the qualifications in your country (or, if they're not listed, add them yourself!) * [[Web Design:Australian Qualifications|Australia]] (2 Qualifications) * Any other takers? [[Category:Web Design]] 4061 20550 2006-08-02T07:21:37Z Jguk [[Web Design:Sample Timetable]] moved to [[Web Design/Sample Timetable]] This week-by-week timetable through the web course is intended only as a sample. All of us work at different paces and have different skills when we start. Feel free to update with your own feedback and experience! Note: This is being replaced by the [[Web Design/New Structure|new structure]] ideas. * Week 1 ** [[Web Design:A Step-by-Step Introductory Web Project|A Step-by-Step Introductory Web Project]] * Week 2 ** [[Web Design:A Small Website Project|A Small Website Project]] - Begin * Week 3 ** [[Web Design:A Small Website Project|A Small Website Project]] - Continued ** [[Web Design:CSS Layout Activities|CSS Layout Challenges]] - Challenges 1-2 ** [[Web Design:Intermediate HTML and CSS|Intermediate HTML and CSS ]] - Beginning learning about DOCTYPEs and validation, creating forms and tables. * Week 4 ** [[Web Design:A Small Website Project|A Small Website Project]] - Finishing off ** [[Web Design:CSS Layout Activities|CSS Layout Challenges]] - Challenge 3 ** [[Web Design:Intermediate HTML and CSS|Intermediate HTML and CSS ]] - Finishing off learning intermediate HTML and CSS. ** [[Web Design:Alice in Wonderland | Alice in Wonderland]] - Start learning about computer programming with this fun tool! * Week 5 ** [[Category:Web Design]] 4062 20557 2006-08-02T07:13:12Z Jguk This activity will introduce the basic concepts of website performance testing. You will be creating a performance testing plan that can be used immediately, as well as on an ongoing basis to monitor the performance of your website. == Planning == Early on during your client project, you will want to establish your performance criteria that will be used for testing your site. This will include a variety of both technical and business factors as described below. === Website goals === Review the agreed goals for your website with your client and translate these into measurable statistics that can be tested (ideally the goals should be measurable already). Some examples might be: * a certain number of unique visits per day/week. * a certain number of requests for more information or quotes for a simple site's contact form. * a percentage reduction in telephone enquiries over a 6 month period. * a certain number of registrations over a 6 month period, * growth in products sold over a 6 month period. * growth in advertising revenue from website over a 12month period. To be able to measure some of these stats, you will need to monitor your website traffic. This can be done with many free tools such as [http://www.google.com/analytics/ Google Analytics] or [http://sitemeter.com/ SiteMeter]. Often your web hosting will provide statistical tools too, but they may not be as easy to use. To get an idea of how larger companies use these statistics, browse through some of the [http://www.google.com/analytics/case_studies.html Google Analytics Case Studies]. === Page sizes/Download times === Testing the download times for all pages within the site, but especially the landing page. Example criteria could include: * Each page must be below 60kb, or * All background images below 20kb, or * Page download time on a 256/64 connection must be less than 1.5 seconds. === Link checking === Ensuring that all links on your pages are valid. There are automated tools to do this for you, but it still needs to be included in your performance testing plan. === Accessibility === Example criteria: * All pages are validated as XHTML 1.0 Strict * All pages meet Conformance level of website (A, AA, AAA). === Search Engine optimization === Pre-launch SEO: * Use of titles, headings, link texts. * Scan your page to [http://www.dlperry.com/what_search_engine_spiders_see.html see what search engine spiders see]. * Create a Google site map. * Perhaps using [http://www.google.com/trends Google Trends] to ascertain the most popular keyword that users use. For example, if you were creating a tour site, you could [http://www.google.com/trends?q=tourism%2C+tours compare the use of tourism and tours] to see that both words are quite popular as search terms, so you would want to use both words throughout your site. Post-launch SEO: * Monitoring search terms used to find the website and providing a monthly summary. === Usability === Usability testing is a subject on it's own and is not included in the scope of this activity. == Creating your Performance test plan == == Executing your testing == Once you have agreed on your performance testing plan with your client (this includes documenting the plan and obtaining sign-off) you can Saving all results. Keep a folder for all performance testing. [[Category:Web Design]] 4063 20572 2006-08-02T07:21:42Z Jguk [[Web Design:Useful Applications]] moved to [[Web Design/Useful Applications]] Here are some useful applications. == Browsers == * [http://www.mozilla.org/products/firefox/ Firefox] together with the [http://www.mozilla.org/products/firefox/ Web Developer toolbar] form an incredibly useful tool for designing and testing web pages. ==Web Editors== ===WYSIWYG (What you see is what you get)=== Some web designers prefer not to use WYSIWYG editors as they tend to have a mind of their own, or rather a mind of their programmer. This can lead to difficulties when they do something you don't want. They also make it possible to design pages without understanding anything of the code behind them. This is a good thing for beginners at first, but may make it more difficult to progress to more advanced design later. However, for absolute beginners they provide the quickest way to design simple pages. Macromedia Dreamweaver is a WYSIWYG editor that also lets you do code editing after you learn HTML. It probally is the best WYSIWYG application because it has many helpful tools like a Find & Replace for your whole site. Another WYSIWYG editor is Microsoft Frontpage which is basically set up like all other Microsoft programs so it is easy to use. ===Code Editing Only=== For straight code editing you can use Notepad, that comes with every Windows PC, or other program that can save as plain text. To make the task very much easier, download the free [http://www.notetab.com Notetab Light] which does everything Notepad does, but offers many shortcuts and endless customization to save you repetitive typing. A very nice free editor for Mac OS X is [http://www.barebones.com/products/textwrangler/ TextWrangler]. Another excellect editor for Mac OS X, which is also free for a non-commercial liscence, is [http://www.codingmonkeys.de/subethaedit/ SubEtha Edit]. ==Multimedia Design== [[Category:Web Design]] 4064 20580 2006-08-02T07:21:48Z Jguk [[Web Design:Useful Books]] moved to [[Web Design/Useful Books]] Please update this page with books that you have also found useful, but only if you have used them yourself (and are not the author!). Please describe why the book was helpful to you and include a link to the book on Amazon so we can read other reviews. == HTML/CSS Books == === Creating a Web Page with HTML - Elizabeth Castro === [[Image:CreatingAWebPageWithHTML.jpg|right|Creating a web page with HTML by Elizabeth Catro - an excellent introduction to HTML and CSS.]]Level: Introductory HTML/CSS This book is by the same author as "HTML for the WWW with XHTML and CSS" - Elizabeth Castro - but differs in that it aims to introduce the tools of the Web (HTML and CSS) without overwhelming the reader with detail. And it does this really well by stepping you, the learner, through a small web project from beginning to end. This includes everything from creating the HTML, CSS files and images yourself, through to publishing your site on the web. The straight-forward simplicity of the book is its greatest asset, leading you through all essential tasks related to creating a simple web page the right way. The book does not pretend to be a thorough guide to HTML and CSS, nor does it go into much depth about each step - but this is a strength not a weakness (each chapter does include a section called extra bits at the end). Instead, this is a book that tells you just what you need to know to get going but, importantly, it gets you going in the right direction! You can check out the [http://www.cookwood.com/htmlvqj/opinions/ reviews collected by the author], as well as those on [http://www.amazon.com/exec/obidos/ISBN=032127847X/ Amazon]. == CSS Specific books == == Server-side Scripting books == == Design books == == Book lists == * [http://www.d.umn.edu/itss/support/Training/Online/webdesign/books.html Book list at Uni. Minnisota] - List includes Accessibility, Color, CSS, Dreamweaver, Information Architecture, Evaluation, JavaScript, Navigation, PHP, Project Management, Typography, Usability, Web Standards, Writing, (X)HTML. * [http://www.webteacher.ws/recommended.html Books recommended by Web Teacher] for teaching and learning web design including (X)HTML, CSS, Dreamweaver, Usability, design, web standards, PHP and JavaScript. [[Category:Web Design]] 4065 22082 2006-09-01T00:27:20Z Michaelnelson 310 <small>&lt; [[Web Design]] </small> It is impossible for anyone to ignore the incredible learning opportunities that the internet brings! Although this course focuses on website design, we'll also be exploring ways to leverage the incredible information and tools that are freely available on the net so that we can keep on learning web design after completing the course and continue on for the rest of our lives! Sorry if that sounds cliche, but it is exciting! == Module Aim == Some of the things that you might learn in this module: * putting down in writing a topic or area that you would like to investigate further * finding useful resources that may facilitate your learning * interacting with others who are currently involved in the topic or area * Reflecting on your learning as you go in a way that allows other interested people to participate * Building a list of RSS feeds that will help keep you up-to-date in different areas Bear in mind that the skills that you practise in this module are life-long learning skills! Ideally you'll demonstrate these skills on an ongoing basis. == Suggested Activities == * If you don't already have your own blog, then setting up your own and starting to write regularly would be a great way to start learning! * [[Web Design/History of the Web|Discover the history of the Web]] - An interactive group activity exploring the history of the web. * [[Web Design/Blogging to learn|Blogging to learn]] - Using a blog for a 4-week learning project of your choice. * Starting to build own set of RSS feeds for web design news (you can start by seeing what other web-designers read, for eg: [http://htmldog.com/links/#blogs HTMLDogs blog roll]) * Contributing to the learning of others in the course * Contributing to a Wikipedia article of your choice. * [http://del.icio.us del.icio.us] - Starting your own social bookmarks collection! == Your learning resources == * [http://blendedlearning.wikispaces.org/Getting+Started+with+Blogging+in+Education Getting started with Blogging in Education] - A gentle introduction to blogging, from "what is a blog" and creating your own blog through to considering how blogging can be used to learn in education. * [http://www.blogger.com Blogger] - If you want to get straight in there and create your own blog, this is a great place to start! * [http://www.bloglines.com Bloglines] - As you find other blogs that are of interest to you, you might want to use an easy tool like Bloglines to help you track those blogs. == Related Qualifications == See [[Web Design:Using the Internet as a Learning Tool:Quals|Using the Internet as a Learning Tool:Quals]]. [[Category:Web Design]] 4066 20600 2006-08-02T07:21:55Z Jguk [[Web Design:Using the Internet as a Learning Tool:Quals]] moved to [[Web Design/Using the Internet as a Learning Tool:Quals]] The module [[Web Design:Using the Internet as a Learning Tool|Using the Internet as a Learning Tool]] is related to qualifications in the following countries: == Australia == The following units of competency from the [[Web Design:Australian Qualifications|ICA40305 Certificate IV in Information Technology (Websites)]] are related to this module: * [[Web Design:BSBCMN304A Contribute to personal skill development and learning|BSBCMN304A Contribute to personal skill development and learning]] == Another Country == [[Category:Web Design]] 4067 20622 2006-08-28T22:28:09Z 68.46.28.142 [[image:WhatIsMarkupAnyway.jpg]] How many times have you heard the term HTML - or HyperText Markup Language - and pretended that you knew exactly what people were talking about while secretly wondering what it actually means? You might have even used HTML a bit already, but still not feel confident to explain what 'markup' actually is... Well, the great news is, you've been marking-up documents in your own way ever since primary school! By the time you've finished this brief tutorial, you'll see how marking-up an HTML document is not much harder than formatting a word-processing document! Specifically, you'll be able to: * Identify two examples of 'mark-up' from your own everyday experience. * Explain why you have used mark-up when studying or in other situations. * Explain why, as web-designers, we need to get our hands dirty with mark-up languages rather than simply letting DreamWeaver do all the work for us. * Mark-up a simple HTML document with headings (&lt;h1&gt;...&lt;/h1&gt; and &lt;h2&gt;...&lt;/h2&gt;) and paragraphs (&lt;p&gt;...&lt;/p&gt;). In this activity, you'll get to markup a normal wordprocessing document before marking up the same document in HTML to see how similar the process is. ==Why should I care?== Because it'll make you a better web designer! Sure you can create a web page using DreamWeaver or other [http://en.wikipedia.org/wiki/Wysiwyg WYSIWYG] editors. In fact, you might be thinking "I can already create web pages and I don't know much HTML at all!" - of course you can! But creating HTML pages using DreamWeaver is kind-of like delivering a speech through a translator: Although you might know exactly what you want to communicate, you can't always control the end result... why? because your thoughts have been translated by someone else! In the ideal situation we would translate our thoughts ourselves... but to do so, we need to learn the language! If you still need more convincing, read [http://www.webdesignfromscratch.com/why-code-by-hand.cfm Why Code by Hand] over at WebDesign From Scratch. ==So where have I already used markup?== Ever since we learned how to underline important words or headings in primary school we have been using mark-up! Marking-up a document is simply a way of adding meaning or emphasis to a document without changing the content itself (ie. without changing the words.) Perhaps you can find some other examples of mark-up from everyday life? I remember one student trying to describe how makeup is actually a form of mark-up - adding emphais ''without'' changing the content! There's also many forms of mark-up that we've already used on computers. For example, MS Word (and other word-processors) all use some form of mark-up to format documents... even though it's hidden from our eyes! Open this [http://absoludity.net/files/webhistory_unformatted.doc Word Processing Document] and see what you can understand (it's about the history of the WWW). What meaning is missing from this document. How could this meaning be added without changing the any of the text? Have a go at marking-up the Word file as you see fit by setting headings and changing font sizes etc., without changing the text itself. Is the document now more meaningful? If so, how so. If you're doing this as part of an in-class activity, you might want to compare the way you've marked-up the document to others... have you added different meaning? So, it's about time that we had a go at marking-up a Hyper-Text Mark-up Language (HTML) document! ==Marking-up a document for the Internet - HTML== Now that we've mark-up an MS-Word document, we're going to mark-up the '''exact same document''' but in HTML! Download this [http://absoludity.net/files/WebHistory.zip zip-file] and unzip it to a directory. Once you've unzipped the files you can view the unformatted HTML file by double-clicking on it (webhistory.html). Now open the file 'webhistory.html' in your favourite text-editor (NotePad, HTML-Kit, etc.). Don't worry about the stylesheet just yet, we'll talk about it another time. For now we'll have a go at using some simple HTML tags to mark-up our HTML document - remember, we're adding meaning without changing the content (the words). To identify a piece of text in your document as a the most important heading (a level-1 heading), enclose it in tags like this: &lt;h1&gt;A short history of Mark-up and the WWW: Part 1&lt;/h1&gt; Once you've saved your changes, reload 'webhistory.html' in your browser (if you've already got it open in a browser, you can just click on the refresh button to re-load the page with your changes). Can you see the effect of your markup? See if you can find some other headings in the text and mark those up as well! (You can use &lt;h2&gt; ... &lt;/h2&gt; if the heading is a sub-heading of the first one). And you can also specify which bits of text are paragraphs using &lt;p&gt;...&lt;/p&gt;, paragraph tags!) How is this similar, and how is it different from marking-up the word processing document earlier? ==Ta daaa! You've done it!== Congratulations! You've now marked-up an HTML document without using DreamWeaver or FrontPage! You might want to scroll back up to the top and check that you've learned what we set out to learn, noting whether you feel confident or whether you need to spend some more time going over the details. You may also want to review some of the concepts we've discussed by reading the htmlDog tutorials on [http://www.htmldog.com/guides/htmlbeginner/paragraphs/ paragraphs] and [http://www.htmldog.com/guides/htmlbeginner/headings/ headings]. When you're ready head back to [[Web Design:Learning Basic HTML and CSS|Learning Basic HTML and CSS]] and take a look at your first project! [[Category:Web Design]] 4068 20646 2006-08-22T00:05:32Z 203.166.99.239 /* XML Challenge 5: Adding some maths to your pages */ The following challenges will help you familiarise yourself with a few other applications of XML (other than the XHTML that you've already been doing!) == XML Challenge 1: Getting to know SVG == Copy the following file into your editor of choice and save it as "myfirstsvg.svg", then open up the file in a browser (Internet Explorer with the Adobe plugin, or Firefox 1.5): <pre> <?xml version="1.0" ?> <!DOCTYPE svg PUBLIC "-//W3C//DTD SVG 1.1//EN" "http://www.w3.org/Graphics/SVG/1.1/DTD/svg11.dtd"> <svg width="100%" height="100%" version="1.1" xmlns="http://www.w3.org/2000/svg"> <style type="text/css"> rect { fill: rgb(0,0,255); stroke-width: 1; stroke: rgb(0,0,0); fill-opacity:0.7; } </style> <rect width="300" height="100" transform="translate(50,150)" /> </svg> </pre> Assuming this is the first time you've seen an SVG file, you might notice that it looks very similar to an HTML file, but with some obvious differences! # Change the rectangle so that it's filled with yellow # Make the rectangle's border a bit bigger and modify the color of the border (let's say, green!) # Any ideas what the fill-opacity might do? Test it out. # See if you can turn your rectangle into a square # Finally, can you modify the position of your rectangle? Easy?! == XML Challenge 2: More SVG elements == Still using the same SVG file (myfirstsvg.svg), add the following element to your SVG: <pre> <circle cx="100" cy="150" r="40" /> </pre> Test it out and see if it does what you expect! Looks a bit boring though! Add some plain old CSS style, so that # your circle is filled with the color Blue, # your circle has a stroke similar to your rectangle # your circle has an opacity of 0.7 Note, if you're using FireFox, you can also use CSS pseudo selectors, like :hover to change your shapes when the mouse hovers over them! (for eg: circle:hover {fill-opacity:0.3} ) Finally, see how you go arranging the Olympics logo: # Add another 4 circles to your file (you might want to 'translate' them so that they aren't all on top of each other) # Give each circle an id, just like you would an HTML element, then use this ID to make each circle a different colour. # Arrange the colours and the positions of your circles to form the Olympic logo == XML Challenge 3: Animating the Olympics with SVG! == Animating shapes in SVG is really easy! There's actually a tag called animateTransform to help us out, but unfortunately it's not yet supported by FireFox's native SVG, so we'll need to install the Adobe SVG plugin. Note that the animateTransform element goes '''''inside''''' the circle element! (Watch out for this, make sure that you don't close your circle element before your animateTransform element). Modify one of your circles as follows: <pre> <circle cx="100" cy="150" r="40"> <animateTransform attributeName="transform" attributeType="XML" type="translate" from="50,150" to="300,100" begin="0s" dur="2s" fill="freeze"/> </circle> </pre> Now, # Try playing with the 'from', 'to', 'begin' and 'dur' attributes, testing to see what they do. # When you feel ready, have a go at creating an animation where 5 circles animate to form the Olympic logo! Your circles should all begin at the side of the page, and then animate to form the Olympic logo! == XML Challenge 4: Roll your own RSS feed == RSS is a family of web feed formats, specified in XML and used for Web syndication. RSS is used by (among other things) news Web sites, weblogs and podcasting. No one can really decide what it stands for (either Really Simple Syndication, Rich Site Summary or RDF Site Summary) Web feeds provide web content or summaries of web content together with links to the full versions of the content, and other metadata. RSS, in particular, delivers this information as an XML file called an RSS feed, webfeed, RSS stream, or RSS channel. In addition to facilitating syndication, web feeds allow a website's frequent readers to track updates on the site using an aggregator. (see the [http://en.wikipedia.org/wiki/RSS_%28file_format%29 Wikipedia RSS article] for more information.) You've probably already been using newsfeeds to keep up-to-date with the world of web design, using Bloglines or another news reader. In this activity, you'll follow a tutorial to create your own RSS news feed for your site! The article [http://www.xul.fr/en-xml-rss.html Really Simple Syndication] will help you familiarise with the basic tags that are used with RSS as well as step you through creating your own RSS file. After reading through the article in overview, # Create a new blank RSS file of your own and save it as feed.xml # Work through the "Building a personal RSS Feed, step-by-step" to create your own RSS feed for your own site. Try to make sure you've got 3 or 4 items in your feed. They might point to different sections of your site. # Once you're happy with your file you'll want to validate your file to make sure you haven't forgotten any closing tags etc. RSS feeds can be validated just like web pages using the [http://validator.w3.org/feed/ feed validator]. Copy and paste the text of your rss feed into the validator and see what happens! # Upload your feed onto your websites main folder # Finally, verify that your feed works by adding it to your Bloglines account (or other feed reader). == XML Challenge 5: Adding some maths to your pages == Just to see how easy it is to combine XML languages, create a new file with the following code, and save it as mathmltest.xml (Note the .xml extension, not .html). Open the file in Firefox and test the result. (Note, the following example is simplified a little, for the full details visit the [http://www.w3.org/Math/ W3 specification]). <pre> <?xml version="1.0"?> <?xml-stylesheet type="text/xsl" href="http://www.w3.org/Math/XSL/mathml.xsl"?> <html xmlns="http://www.w3.org/1999/xhtml"> <head> <title>Testing MathML in a web page</title> </head> <body> <h1>Here's some example MathML</h1> <h2>A simple fraction</h2> <math xmlns="http://www.w3.org/1998/Math/MathML"> <mfrac> <mrow> 3 </mrow> <mrow> x + 2 </mrow> </mfrac> </math> <h2>A more complicated fraction</h2> </body> </html> </pre> Unfortunately MathML gets a bit too complicated to do anything too flash yet, so the following challenges just help apply the above example. Try adding an extra section to your file for each of the challenges below: '''A more complicated fraction''' <math>x = -\frac{b}{2a} \ </math> '''An advanced equation (hard)''' <math>x_ = \frac{-b + (b^2-4ac)}{2a}. </math> Here is a site which generates Math ML using simple computer symbols to make the equation and then translates it. [http://www.mathmlcentral.com/Tools/ToMathML.jsp MathML Central] == XML: Challenge 6: Creating a Google sitemap == === What is a Sitemap for? === First we need to find out what a Google sitemap is for. In summary, [http://www.google.com/support/webmasters/bin/answer.py?answer=40318&ctx=sibling What is a Sitemap and why should I have one?] from Google says: A Sitemap file lets you tell us about all the pages on your site, and optionally, information about those pages, such as which are most important and how often they change. By submitting a Sitemap file, you can take control of the first part of the crawling/indexing processes: our discovery of the pages. === What does the XML Sitemap file look like? === Then find out what the XML file should look like: [http://www.google.com/webmasters/sitemaps/docs/en/protocol.html Using the sitemap protocol] (This page also has an example of a Google sitemap). Now you may be ready to: * Create a Google sitemap for a small site of yours (perhaps your portfolio site) * Validate your sitemap using [http://www.smart-it-consulting.com/internet/google/submit-validate-sitemap/ smart-it-consulting's free validator]. === How do I submit my google sitemap? === Once you've created your sitemap, you can follow the instructions on [http://www.google.com/webmasters/sitemaps/docs/en/about.html About Google Sitemaps] to learn where abouts your file needs to go on your server and how to submit it with Google. == An XML file to store CD's == == Creating an XML Schema == [[Category:Web Design]] 4070 20665 2006-05-22T05:57:59Z 203.52.130.137 /* ICA40305 Certificate IV in Information Technology (Websites) */ <small>[[Web Design]] &lt; [[Web Design:Qualifications|Qualifications]]</small> This page lists the current (or soon to be endorsed) national Web Design qualifications in Australia. = ICA40305 Certificate IV in Information Technology (Websites) = This qualification is in the final stages of review prior to being endorsed by the [http://www.dest.gov.au/ Department of Education, Science and Training]. It forms part of the ICA05 training package (View the [http://www.bsitab.org/IT%20update.htm ICA05 Training Package Status]). To attain this qualification within Australia, you must demonstrate your competence in 25 units as follows (include link to NTIS when new qualification is available): * 12 core units, plus * 9 units from the Design stream OR 8 units from the Administration stream, plus * 4 elective units (Eventually you can) Click on a competency below to see the specific learning outcomes and links to learning activities that may give you ideas for demonstrating ''your'' competence. == Core Units of Competency == * [[Web Design:BSBCMN304A Contribute to personal skill development and learning|BSBCMN304A Contribute to personal skill development and learning]] * [[Web Design:CUSADM08A Address copyright requirements|CUSADM08A Address copyright requirements]] * [[Web Design:ICAA4041A Determine and confirm client business expectations and needs|ICAA4041A Determine and confirm client business expectations and needs]] * [[Web Design:ICAB4135A Create a simple mark-up language document to specification|ICAB4135A Create a simple mark-up language document to specification]] * [[Web Design:CIAB4225A Automate processes|CIAB4225A Automate processes]] * [[Web Design:ICAD4043A Develop and present a feasibility report|ICAD4043A Develop and present a feasibility report]] * [[Web Design:ICAD4217A Create technical documentation|ICAD4217A Create technical documentation]] * [[Web Design:ICAI4189A Ensure website content meets technical protocols and standards|ICAI4189A Ensure website content meets technical protocols and standards]] * [[Web Design:ICAT4221A Locate equipment, system and software faults|ICAT4221A Locate equipment, system and software faults]] * [[Web Design:ICAU4205A Select and employ software and hardware tools|ICAU4205A Select and employ software and hardware tools]] * [[Web Design:ICAW4214A Maintain ethical conduct|ICAW4214A Maintain ethical conduct]] * [[Web Design:PSPPM402A Implement projects|PSPPM402A Implement projects]] == Specialist Core Stream - Design == * [[Web Design:ICAA4142A Design a website to meet technical requirements|ICAA4142A Design a website to meet technical requirements]] * [[Web Design:ICAA4233A Determine and apply appropriate development methodologies|ICAA4233A Determine and apply appropriate development methodologies]] * [[Web Design:ICAB4137A Produce basic client side script for dynamic web pages|ICAB4137A Produce basic client side script for dynamic web pages]] * [[Web Design:ICAB4171A Develop cascading style sheets|ICAB4171A Develop cascading style sheets]] * [[Web Design:ICAD4198A Develop guidelines for up-loading information to a website|ICAD4198A Develop guidelines for up-loading information to a website]] * [[Web Design:ICAS4201A Transfer content to a website using commercial packages|ICAS4201A Transfer content to a website using commercial packages]] * [[Web Design:ICAT4183A Confirm accessibility of website for people with special needs|ICAT4183A Confirm accessibility of website for people with special needs]] * [[Web Design:ICAU4207A Apply web authoring tool to convert client data for websites|ICAU4207A Apply web authoring tool to convert client data for websites]] == Suggested Elective Units == * [[Web Design:ICAB5165A Create dynamic web pages|ICAB5165A Create dynamic web pages]] * [[Web Design:ICAB5180A Integrate database with a website|ICAB5180A Integrate database with a website]] * [[Web Design:ICAA5146A Develop website information architecture|ICAA5146A Develop website information architecture]] * [[Web Design:ICAA5141A Design dynamic websites to meet technical requirements|ICAA5141A Design dynamic websites to meet technical requirements]] == Other related units== * [[Web Design:ICAB4222A Apply introductory programming skills in another language|ICAB4222A Apply introductory programming skills in another language]] = ICA50605 Diploma of Information Technology (Website Development) = This qualification is in the final stages of review prior to being endorsed by the [http://www.dest.gov.au/ Department of Education, Science and Training]. It forms part of the ICA05 training package (View the [http://www.bsitab.org/IT%20update.htm ICA05 Training Package Status]). [[Category:Australia bookshelf]] 4071 20670 2005-12-22T14:10:54Z Cyberjunkie This unit covers the skills and knowledge required to support own learning and skill development needs in the context of an organisation's goals and objectives. This competency can be viewed directly on the Australian National Training Information Service website: * [http://www.ntis.gov.au/cgi-bin/waxhtml/~ntis2/unit.wxh?page=80&inputRef=23969&sCalledFrom=std BSBCMN304A Contribute to personal skill development and learning] The competency is outlined here together with ideas for demonstrating your competence as well as related modules where you can learn more skills relevant to this unit. == Performance Criteria == #'''Identify own learning needs for skill development''' ##Personal learning needs and skill gaps are self assessed ##Advice on learning needs is provided to relevant personnel ##Opportunities for undertaking personal skill development activities are identified and planned in liaison with work groups and relevant personnel #'''Undertake personal skill development''' ##Appropriate opportunities provided by the workplace are identified ##Opportunities are identified to use appropriate new skills in workplace activities ##Coaching / mentoring advice is followed through in work activities #'''Monitor learning effectiveness''' ##Feedback from individuals or colleagues is used to identify future learning opportunities ##Where a final assessment process is carried out, the outcomes are reviewed and further learning needs are identified. ##Suggestions for improving learning opportunities and assessment processes are provided to appropriate personnel == Ideas for demonstrating competence == == Related Web Design Modules == * [[Web Design:Using the Internet as a Learning Tool|Using the Internet as a Learning Tool]] [[Category:Australia bookshelf]] 4072 20686 2005-12-22T14:11:20Z Cyberjunkie This unit defines the competency required to design, create and save a simple mark-up language document to a given specification using a text editor rather than an authoring tool. This competency can be viewed directly on the Australian National Training Information Service website: * [http://www.ntis.gov.au/cgi-bin/waxhtml/~ntis2/unit.wxh?page=80&inputRef=24373&sCalledFrom=std (ICAITB135A) Create a simple mark-up language document to specification] (update to new competency when available). The competency is outline here together with ideas for demonstrating your competence as well as related modules where you can learn more skills relevant to this unit. == Performance Criteria == Realistically, this unit is best undertaken together with [[Web Design:ICAB4171A Develop cascading style sheets|ICAB4171A Develop cascading style sheets]] as some of the performance criteria below (regarding document formatting and positioning) are ideally achieved with Cascading Style Sheets. Together these two units form a good grounding for [[Web Design:ICAB4137A Produce basic client side script for dynamic web pages|ICAB4137A Produce basic client side script for dynamic web pages]]. The following performance criteria come from the National unit of competency (add link when available). == Ideas for demonstrating competence == * [[Web_Design:A Small Website Project|A Small Website Project]] - A small website project (with some advanced options) will provide an opportunity to demonstrate most, if not all of the outcomes for this unit of competence. * Other ideas? Edit and add your own ideas for demonstrating competence in this unit! == Related Modules == * [[Web Design:Learning Basic HTML and CSS|Learning Basic HTML and CSS]] * [[Web Design:Intermediate HTML and CSS|Intermediate HTML and CSS]] [[Category:Australia bookshelf]] 4073 20692 2005-12-22T14:11:44Z Cyberjunkie This unit defines the competency required to produce a number of client side scripts for dynamic web pages, utilising a range of relevant features from different appropriate languages. This competency can be viewed directly on the Australian National Training Information Service website: * [http://www.ntis.gov.au/cgi-bin/waxhtml/~ntis2/unit.wxh?page=80&inputRef=24375&sCalledFrom=std (ICAITB137A) Produce basic client side script for dynamic web pages] (update to new competency when available). The competency is outline here together with ideas for demonstrating your competence as well as related modules where you can learn more skills relevant to this unit. == Learning Outcomes == The specific performance criteria for this unit can be viewed online on the [http://www.ntis.gov.au/cgi-bin/waxhtml/~ntis2/unit.wxh?page=80&inputRef=24375&sCalledFrom=std NTIS site] (update to new ICA05 competency when available). In outline, this unit requires that you: # Analyse the exact requirements for your specific project, including the dynamic functionality (e.g. form validation, fades, animations, interactivity etc.) and the client-side scripting language that you can use to achieve this functionality. # Design and create your HTML (ensuring that you meet accessibility requirements and other relevant standards) with your initial client-side script embedded or linked in a separate file. # Test, debug and retest your scripts until you achieve the functionality that you're aiming for. # Finish off the documentation (you should already be commenting appropriately in your code!) and submit your design for approval to the appropriate person. == Ideas for demonstrating competence == A combination of the activities mentioned in the module [[Web Design:An Introduction to Programming with Javascript|An Introduction to Programming with Javascript]] may help to demonstrate competence in this unit. == Related Web Design modules == * [[Web Design:An Introduction to Programming with Javascript|An Introduction to Programming with Javascript]] [[Category:Australia bookshelf]] 4074 20695 2005-12-22T14:12:11Z Cyberjunkie This unit defines the competency required to develop cascading style sheets (CSS) that are attached to a mark-up language document in order to externally define and control styles to enhance and achieve commonality between web documents. This unit of competency can be viewed directly on the Australian National Training Information Service website: * [http://www.ntis.gov.au/cgi-bin/waxhtml/~ntis2/unit.wxh?page=80&inputRef=26474&sCalledFrom=std (ICAITB171A) Develop cascading style sheets (CSS)] (update to new competency when available). The competency is outline here together with ideas for demonstrating your competence as well as related modules where you can learn more skills relevant to this unit. == Performance Criteria == Realistically, this unit is best undertaken together with [[Web Design:ICAB4135A Create a simple mark-up language document to specification|ICAB4135A Create a simple mark-up language document to specification]]. Together these two units form a good grounding for [[Web Design:ICAB4137A Produce basic client side script for dynamic web pages|ICAB4137A Produce basic client side script for dynamic web pages]]. The following performance criteria are from the National unit of competency (add link when available). # Define styles ## Identify and document the purpose of the mark-up language document ## Identify and document appropriate styles that are to be controlled by the CSS ## Define and document styles in accordance with established design or business guidelines # Produce CSS ## Produce CSS using the determined styles # Attach CSS to new mark-up language documents ## Start new mark-up language document ## Attach CSS to document ## Produce document, applying styles from CSS ## Repeat this process, attaching the same CSS to different document # Attach CSS to existing mark-up language documents ## Open existing mark-up language document ## Attach CSS to document ## Apply styles from CSS to document, removing redundant tags ## Repeat this process, attaching the same CSS to different document # Edit CSS ## Edit CSS and confirm changes in attached document # Validate CSS ## Validate that the website functions correctly and that the styles satisfy the purpose of the document ## Validate that the website functions correctly using different browsers == Ideas for demonstrating competence == * [[Web_Design:A Small Website Project|A Small Website Project]] - A small website project (with some advanced options) will provide an opportunity to demonstrate most, if not all of the outcomes for this unit of competence. * Other ideas? Edit and add your own ideas for demonstrating competence in this unit! == Related Modules == * [[Web Design:Learning Basic HTML and CSS|Learning Basic HTML and CSS]] [[Category:Australia bookshelf]] 4075 21784 2006-08-31T00:00:21Z Michaelnelson 310 [[Web Design:Accessibility]] moved to [[Web Design/Accessibility]]: Following new naming convention {{C2wv}} == What Accessibility Is and Isn't == Accessibility focuses not only on people with disabilities, but on ANYONE who may experience difficulty in reading a website. For example, users with a very old computer system, a visually impaired user, or even down to someone with a broken arm who can't use a mouse! See wikipedia's definition for one of the best explanations. [[http://en.wikipedia.org/wiki/Web_accessibility]] Accessibility on the web is governed by the [http://www.w3c.com W3C] and currently based on [http://www.w3.org/TR/WAI-WEBCONTENT/ WCAG 1.0] (Web Content Accessibility Guidelines) with [http://www.w3.org/TR/WCAG20/ WCAG 2.0 Working Draft] closing on 22nd June 2006. Usability is often confused with Accessibility. Although hard to define, it comes at a more general approach- ensuring everyone (disability, disadvantages, or totally able) is able to use the site in the most straightforward manner. This could include, having things that are easy to find in prominent spots, ensuring common or repeated tasks on a website can be shortcutted etc. You'll often hear about GUI (graphical user interface) and whenever I think of usability I think about improvements I would make to the GUI. As a summary- Accessibility- ensuring information is physically retriveable Usability- ensuring the information is retrieved in an easy and simplified manner == Resources on Accessibility == [http://www.maxdesign.com.au/presentation/workshop/ Russ Weakley's Basic webstandards Workshop] [http://del.icio.us/accessibility del.icio.us/accessibility] [http://www.drc-gb.org/employers_and_service_provider/services_and_transport/inaccessible_website_demo/start_page.aspx Inaccessible Website Demonstration] == Resources to help make your site Accessible == [http://www.w3.org/TR/WAI-WEBCONTENT-TECHS/ Techniques for Web Content Accessibility Guidelines 1.0] [http://www.w3.org/TR/WAI-WEBCONTENT/full-checklist.html Full Checklist for WCAG 1.0 Compliance] == Tools == [http://www.webbie.org.uk WebbIE, Speaking Browser] [http://www.accessify.com Accessify] [http://www.webstandards.org The Web Standards Group] [http://www.contentquality.com/ Cynthia Says] [http://www.snook.ca/technical/colour_contrast/colour.html Colour Contrast Check] 4078 20735 2006-08-29T11:16:50Z TimNelson 352 [[Wikiversity:Confessions]] moved to [[Wikiversity:Disclosures]]: JW feels it's more appropriate, and he's probably right. #REDIRECT [[Wikiversity:Disclosures]] 4083 20999 2006-08-29T15:17:37Z TimNelson 352 {| class="toccolours" cellspacing="3px" align="right" style="clear: right; margin: 0 0 1em 1em" | <center><font size=4>'''[[Wikiversity:Disclosures | Disclosures]]'''</font><br>of bias</center> '''POV:''' {{ for | call=Disclosures/POV | sep=, | {{{1|}}} | {{{3|@}}} | {{{5|@}}} | {{{7|@}}} | {{{9|@}}} }}<br> '''EP:''' {{ for | call=Disclosures/EP | sep=, | {{{2|}}} | {{{4|@}}} | {{{6|@}}} | {{{8|@}}} | {{{10|@}}} }} |} <noinclude> To test this, use <nowiki>{{Template:Disclosures||gaaname}}</nowiki> and ensure the links point to the right places. To use this, odd-numbered parameters are POVs, and even-numbered ones are EPs. Unfortunately I couldn't think of any better way to do this. It only takes 10 parameters because I figured 5 POVs and 5 EPs should be enough for now; when we need more, someone who knows how will just have to put them in. </noinclude> 4085 21263 2006-08-29T19:43:40Z JWSchmidt 20 more specific category [[Category:Research policy proposals]] {{Template:Policy planning}} '''Peer review''' (known as '''refereeing''' in some [[w:Academic|academic]] fields) is a process of subjecting an author's [[w:Scholarly method|scholarly]] work or ideas to the scrutiny of others who are experts in the field. ==See also== *[[Wikiversity:Review board]] *[[Wikiversity:Original research]] [[Category:Research policy proposals]] 4129 20987 2006-08-29T14:52:12Z TimNelson 352 [[ {{ #switch: {{ #if: {{{1|}}} | {{{1}}} | NPOV }} | NPOV = Wikiversity:Neutral_point_of_view | Creationist = Wikiversity:Creationist_point_of_view | Wikiversity:Unknown_point_of_view }} | {{ #if: {{{1|}}} | {{{1}}} | NPOV }} ]] <noinclude><br><br><i>This page is part of [[Template:Disclosures]]</i></noinclude> 4130 20988 2006-08-29T14:53:13Z TimNelson 352 [[ {{ #switch: {{ #if: {{{1|}}} | {{{1}}} | Progressivism }} | Essentialism = w:Educational_essentialism | Progressivism = w:Educational_progressivism | Perennialism = w:Educational_perennialism | Existentialism = w:Educational_existentialism | Behaviourism = w:Educational_behaviourism | Wikiversity:Unknown_educational_philosophy }}| {{ #if: {{{1|}}} | {{{1}}} | Progressivism }} ]] <noinclude><br><br><i>This page is part of [[Template:Disclosures]]</i></noinclude> 4131 22782 2006-09-03T03:58:38Z JWSchmidt 20 two links *[[Measurement]] *[[Motion - Kinematics]] *[[Motion - Dynamics]] *[[Motion - Mechanics]] *[[Energy]] *[[Waves]] *[[Sound]] *[[Light and Optics]] *[[Electricity]] *[[Magnetism]] *[[The Atom]] *[[Nuclear Physics]] *[[Particle Physics]] *[[Cold fusion]] Also look at the [[b:Physics Study Guide|Physics Study Guide]] [[Category:Physics]] [[Category:Page moved from Wikibooks]] 4132 20977 2006-08-02T18:21:17Z 68.93.211.5 /* Introduction */ == Newton's Laws == Classical Mechanics is the study of the motion of particles and systems of particles and of the forces which induce changes in motion. Quantum mechanics and Relativity, developed in the 20th century, were advancements, which corrected classical mechanical errors in motion. However, since classical mechanics is easier to understand and widely applicable to most everyday physical situations it is still quite useful today. Classical Mechanics were described in detail by Sir [[w:Isaac Newton|Isaac Newton]] in his two volume [[w:Philosophiae Naturalis Principia Mathematica|Philosophiae Naturalis Principia Mathematica ]] in the 17th century, sometimes referred to as Principia or Principia Mathematica. We will begin our study of classical mechanics with Newton's three laws of motion. '''1) An object at rest will remain at rest unless acted upon by a force. An object in motion will remain in motion unless acted upon by a force.''' This first law was a major advancement in [[Physics]], as it was previously assumed that an object in motion on earth would always return to a state of rest unless acted on by a force. We now understand that the force of friction must act upon the object to return it to rest. '''2) Force = the change in momentum of a particle (or system of particles) with respect to time.''' This law is often portraited in the simple equation, <math>F=ma</math> which is true when the mass is constant. A derivation of this simpler equation is displayed below. '''3) Every action has an equal and opposite action.''' This can be displayed by pushing on the wall or firing a gun. When I apply a force to the wall, the wall in turn applies an equal and opposite force on me. When the propellant in a gun is ignited the resulting chamber pressure propells the bullet forward and an equal force pushes the gun backward, providing the kickback force. == Introduction == Classical mechanics is the study of every day forces which we come in contact with. The goal of classical physics is to be able to describe perfectly any and all kinds of motion. from this it would follow that if you knew only part of the motion of an object, then you could determine each other part of the motion. Essentially, motion boils down to where an object is, how fast it is going, and how fast it is changing how fast it is going. In strict physical terms, these quantities are: Position: the location of an object (generally from its centre of gravity) in relation to all other objects in a system. Velocity: the rate at which the position changes. Acceleration: The rate at which the object's velocity changes. The units used to describe these quantities are: *meter (m): the standard unit for distance in one direction. A meter is about 39 inches, or slightly more the three feet. *second (s): the standard unit for time. a second is the time that elapses during 9,192,631,770 vibrations of the cesium 133 atom. These relate to each other as follows: Position = ''x'' (in meters) Velocity = change in position (distance ''d'') divided by change in time (''t'') :''v'' = (change in ''d'')/''t'' Acceleration = change in velocity (''v'') divided by change in time :''a'' = (change in ''v'')/''t'' for example, if I were to walk in a straight line 10 m, and it took me 5 s to do this, my velocity would be: :''v'' = (change in ''d'')/''t'' :''v'' = 10 m/5 s :''v'' = 2 m/s my velocity was 2 m/s In a similar fashion, if you knew my initial velocity to be 2 m/s and after a 20 s stretch, my velocity was 42 m/s, my acceleration would be :''a'' = (change in ''v'')/''t'' :''a'' = (42 m/s - 2 m/s)/20 s :''a'' = (40 m/s)/20 s :''a'' = 2 m/s&sup2; my acceleration was 2 m/s&sup2; In physics, there is a distinction between average velocity and instantaneous velocity. Instantaneous velocity is the velocity at a specific point in time, and can be only derived with advanced calculus which may be covered in an advanced section. Average velocity, however, is what we will be dealing with. Average velocity involves the difference between two points in space and the difference in time associated with them. This is different from average speed. Average speed is the distance traveled divided by the time expended. Speed is based on the '''path''' an object takes, while velocity is based on the '''displacement''' of an object, i.e. the amount of distance it actually covered. for example, if I were to move 10 m to the left, and then 10 m to the right, over the course of 1 s, my path would be 20 m long, but my displacement would be 0 m, because the starting point and ending point were the same. Therefore, my average speed would be 20 m/s, while my velocity would be 0 m/s. The difference is important, because in physics, speed is never used, only velocity. The reason for this is that a physicist is considered an outside observer, and should be able to describe the event perfectly without actually witnessing what occured. If only two data points are taken, then velocity is the only way to calculate things because no data has been taken in the middle, and no data about the path can be known. Long ago, in the 1600's, a man named Isaac Newton established three laws relating to motion, which brought physics out of what was described above to a new level. His first law was that each object will stay in motion unless acted upon by an unbalanced outside force, and likewise for an object at rest. This established a thing called '''momentum''', which is a property of matter based upon an object's mass and velocity. An object, like a train moving at 10 m/s, will have more momentum than, say, a pea at the same velocity. This means that, in the same amount of time, the train will require more '''energy''' to stop than the pea. However, velocity also plays a role, as a 20 m/s train will be harder to stop than a 10 m/s train. His second law stated that force equals mass multiplied by acceleration. Derivation of ''F'' = ''ma'' from Newton's original definition (Force is the rate of change of momentum) <math> F=\frac{dp}{dt} = \frac{d(mv)}{dt} =m\frac{dv}{dt} + \frac{dm}{dt}v = ma + \frac{dm}{dt}v</math> Then, if mass is kept constant, <math>\frac{dm}{dt}=0</math>, and <math>F=ma \,</math>. {{stub}} 4134 21264 2006-08-29T19:44:36Z JWSchmidt 20 more specific category [[Category:Research policy proposals]] {{Template:Policy planning}} Since Wikiversity does not prevent participants from crossing the line into [[Wikiversity:Original research|original research]] and since Wikiversity participants are also encouraged to document their personal learning experiences, page protection at Wikiversity is slightly more complex than at Wikipedia. Wikiversity incorporates the page protection system of Wikipedia (protection of pages from editing by [[Wikiversity:Custodianship#Edit and move protection of pages|custodians]]), but adds an additional element. Registered Wikiversity participants can protect pages that they create from modification by other Wikiversity editors. This allows Wikiversity participants to easily create "archive pages" that will document their own experiences, thoughts, plans and multiple stable versions of documents set aside for study and future reference. Decisions by Wikipedia users to protect pages are always subject to review and reversal by custodians and [[Wikiversity:Review board|referees]]. Pages that a user has created can be marked as protected using the page protection templates. ==Protect template== [[Template:Protect]] <nowiki>{{Protect|JWSchmidt}}</nowiki> produces: {{Protect|JWSchmidt}} Only Wikiversity participants with a registered username and a confirmed email address can use page protection templates. Anyone using a page protection template must place the [[Wikiversity:Scholarly ethics|scholarly ethics template]] on their user page. The first section of a page using [[Template:Protect]] must explain why the page has been protected from editing. Any Wikiversity editor can remove a page protection template from a page if *the page is not in the main namespace *the template was placed on the page by someone who was not the creator of the page *there is no reason provided for use of the template *the person who placed the template on the page is not a registered user, does not have a confirmed email address, or does not have the scholarly ethics template an their user page. Wikiversity [[Wikiversity:Review board|referees]] and custodians can remove a page protection template from a page if the page has content that is against Wikiversity policy or is disruptive to Wikiversity. ==See also== [[Wikiversity:Original research]] [[Category:Research policy proposals]] 4135 20993 2006-08-29T14:58:30Z TimNelson 352 Transwiki paste from [[m:Template:for]] {{for/aux |v@= |c={{{call}}} |pv={{{pv|1}}} |prefix={{{prefix|}}} |postfix={{{postfix|}}} |s={{{sep|}}} |pc1={{{pc1|=}}} |pc2={{{pc2|=}}} |pc3={{{pc3|=}}} |pc4={{{pc4|=}}}| 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4138 21014 2006-08-29T15:30:23Z 74.116.113.241 '''Stubs''' are Wikiversity modules that have not yet received substantial attention from the editors of [[Wikiversity]], and do not yet contain sufficient information on their subject matter. In other words, they are short or insufficient pieces of information and require additions to further increase Wikisities's usefulness. The community values stubs as useful first steps toward complete modules. Anyone can complete or expand a stub. 4142 21266 2006-08-29T19:45:26Z JWSchmidt 20 category to noinclude section <div style="background-color:#FFF594; padding:10px; border:1px solid black;"> This Wikiversity main [[Wikiversity:Namespaces|namespace]] page has been protected from editing by a registered Wikiversity participant (see: [[Wikiversity:Page protection templates]]). This page is <big>'''NOT'''</big> available for editing by the Wikiversity community. Leave your comments on [[Talk:{{PAGENAME}}|the discussion page]] (talk page) or contact the person who protected this page, [[User:{{{1}}}|{{{1}}}]], at [[User talk:{{{1}}}|their talk page]] or by [[Special:Emailuser/{{{1}}}|email]].</div> <noinclude>Use this template to protect main [[Wikiversity:Namespaces|namespace]] pages that you have created.<BR>'''Note''': you must include your username in the template call. Use the template this way: '''<nowiki>{{Protect|username}}</nowiki>''' and replace "username" with your Wikiversity username. See [[Wikiversity:Page protection templates]] for details on when and how to use this template. [[Category:Protect template|*]]</noinclude> 4143 21028 2006-08-29T15:58:56Z JWSchmidt 20 subcategory [[Category:Templates]] 4145 21052 2006-08-29T17:16:22Z JWSchmidt 20 /* [[Portal:Learning Materials|Learning materials]] */ link to [[science teaching materials for creationism]] Welcome to the '''Creation Science and NPOV Study Group'''. ==Learning Project Summary== * '''Course code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' ==Content summary== This is a learning project devoted to exploration of Creation Science as an example of a topic the presents challenges to the conventional Wikimedia "Neutral point of view" policy. See: [[Wikiversity:Disclosures]] ==Goals== This learning project offers learnings activities to help the Wikiversity community learn how to constructively include the exploration of topics that esist at the fringe of conventional science. Concepts to learn include: [[/concepts]] ==[[Portal:Learning Materials|Learning materials]]== *[[science teaching materials for creationism]] - thread from the Wikiversity [[Wikiversity:Colloquium|Colloquium]]. * .. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. *ect. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... [[Category:Creation science and NPOV]] 4146 21047 2006-08-29T17:07:12Z JWSchmidt 20 subcategory [[Category:NPOV case study]] 4147 21048 2006-08-29T17:08:16Z JWSchmidt 20 subcategory [[Category:Wikiversity policy]] 4148 21913 2006-08-31T12:15:09Z JWSchmidt 20 [[Category:Biology learning projects]] This is a discussion page for a topic that was started at the [[Wikiversity:Colloquium|Colloquium]] page. What should Wikiversity do if a an editor wants to add learning materials to Wikiversity that aim to teach creationism as science? ==Copied from the Colloquium page== (original source; [http://en.wikiversity.org/w/index.php?title=Wikiversity%3AColloquium&diff=1801&oldid=1783 start] - [http://en.wikiversity.org/w/index.php?title=Wikiversity%3AColloquium&diff=20753&oldid=20740 end]) The original section heading was "Food for thought". From the Foundation's mailing list:<BR>'''"in the US many people who homeschool do this because they do not like the lack of religion in public schools. How will WV handle the develpoment of science teaching materials for homeschoolers which are based in 'creationism'?"''' <BR>Birgitte SB<BR>Wikiversity is going to need both "category:science" and "category:pseudoscience"....and maybe a major learning project designed to make clear the difference. --[[User:JWSchmidt|JWSchmidt]] 00:14, 16 August 2006 (UTC) :Would anyone actually label their educational material as "pseudoscience"? ;-) It's a good question though - we'll need categories (and hopefully also metadata) to help us in this. Maybe some sort of template for the top of a material page indicating what agegroup the material is aimed at and what sort of pedagogical/theoraetical framework it fits into would be useful? [[User:Cormaggio|Cormaggio]] 06:39, 16 August 2006 (UTC) ::Doubtful. 8) But can honest religious people demand that their beliefs be called "science"? People who advocate creationism should quite happy to explain that the bible tells how the universe and man were created. I see no reason they would disagree that this is a belief system, not a theory proven by modern empirical evidence. Thus there should be no problem putting the material under appropriate theology or religious links. This material can and should be put under an appropriate area or category and linked to from the appropriate areas in science regarding disputed material such as evolutionary theory. If it is labeled as alternate scientific theory then it should be reasonable to identify upon what basis it is falsifiable. If it is simply belief, faith, and therefore unproven honest people will not insist on calling it science. Likewise it can include information attempting to demonstrate that evolutionary theory is or is not falsifiable in various contexts. I think it should be pretty obvious when dishonest people insist on labeling their opponents with perjorative terms. For example practitioners of Wicca are pretty sensitive about being labeled and lynched by "Christians" with good historical reason. If somebody insists on placing information about the Wiccan religion under the category of Christian Witches then we might suspect a problem exists. Intelligent Design on the other hand should stimulate very interesting discussion! A key I think is not allowing specific POV to label others destructively while attempting to present all reasonable or mainstream views for the participants to evaluate for themselves. [[User:Mirwin|Mirwin]] 10:57, 16 August 2006 (UTC) :::Geeky intrusion - Wiccaversity! (Sorry, I couldn't help it..) [[User:Cormaggio|Cormaggio]] 15:43, 16 August 2006 (UTC) : There are different ways to teach creationism in an NPOV way. It can be a subject of history, especially US history: how did the creationist movement start, who are its leaders, etc.? It can be an interdisciplinary examination from biology and political science, describing the strategies creationists have used to attack science, their propaganda materials, etc. It can be a look at creationism as a mythology, in which case the subject can be divorced from scientific criticism and presented only in terms of its beliefs and values. All these are NPOV, i.e., they would be based on what the most knowledgeable people have to say about these topics. : Of course the idea of "teaching" creationism in the sense of colporting creationist propaganda is anathema.--[[User:Eloquence|Eloquence]] 11:08, 16 August 2006 (UTC) ::I think we need to be a little more open than that. I don't think there's anything outright wrong with having learning materials that teach creationism or other theological concepts. One exciting possibility this project has is to bring together all kinds of disciplines and point of view. Why limit that to what science has approved? -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 11:20, 16 August 2006 (UTC) ::: It's not about approval, it's about experts in a particular field. Where creationists make claims about biology, they are in the domain of biology, and experts from that field will unequivocally refute them. When they limit themselves to stating their beliefs about creation as mythology, biologists are irrelevant. NPOV requires us to give the most space to the most knowledgeable people in a particular field. I don't think there are any peer reviewed biological papers written by creationists, except maybe in their own fringe publications.--[[User:Eloquence|Eloquence]] 11:35, 16 August 2006 (UTC) ::::Seems to me there should be no problem with them forking it to another wiki, keeping the hard science basics, but recontextualizing to fit into a different metaphysics. --[[User:SB Johnny|SB Johnny]] 20:01, 16 August 2006 (UTC) ::::: NPOV is not a confirmed policy at Wikiversity yet although it may be binding by the terms of the approved proposal for six months. There is no effective material volume limit at an electronic learning institution beyond that of our infrastructure. If the Wikimedia Foundation refuses to host intellectually honest non NPOV material then that will limit our initial learning processes quite a bit and likely limit initial participation but it will have to be lived with until other arrangements are feasible for supporting infrastructure and technical expertise. There are at least two kinds of peer review likely to be quite prevalent at Wikiversity. Peers at equivalent levels exchanging/studying material new to them. People with less learning in a given subject interacting with a subject expert. In the latter case "NPOV only" attitudes are likely to at least occasionally hamper people attempting to analyze the assumptions and detailed reasoning chains implicit in their own current POV. While this may be appropriate for highest speed manufacturing of an NPOV encyclopedia I have serious questions regarding its uncritical application to self motivated peer exchange groups. [[User:Mirwin|Mirwin]] 04:35, 18 August 2006 (UTC) ::::::Although I agree there is no electronic limit to the material. If we really want to provide usable teaching materials, there will limits on the materials themselves. Lessons must be doable in a reasonble amount of time and courses also have usability limits. This will certainly hamper the WP approach of giving voice to all competing opinions in order to achieve NPOV.--[[User:BirgitteSB|BirgitteSB]] 22:27, 18 August 2006 (UTC) :::::::I disagree entirely. There are no single standard fits all. With alternate presentations always just a link or search away why define straitjackets? If somebody wants to come in a provide a single massive two week lesson plan and others feel it is unwieldly and unusable as is then they can take the FDL'ed material, link back to the point of origin, and rip it up and represent in whatever chunks they wish to present to their intended audience. Now we have two groups serviced. The orginal group of two oddballs that show up to interact with the first one. And the millions who can benefit from the second. Certainly we should have some voluntary guidelines or non binding recommendations on how to effectively present the material. Consider a division of labor between technicians, tech writers, engineeers, and customer instructors. We wish to get information from all of these sources and present it to all of these sources. In some topics an engineer does not want effective lesson plans. He/she has spent between four and ten years learning the material in reasonable size chunks. When studying advanced techniques some of them would prefer a huge (and I mean huge) specification document and a thick drawing set (say two inches of E-size drawings). If someone chooses to FDL a set of the above in print ready FDL form so it can be used somehow in an intensive 3 day seminar on how to do a real heat analysis of a real building we do not want someone pointing to a firm limit that was set out of concern for the mythical average student. Wikiversity to some extent should be about freedom from constraints often encountered with good reason in physical world but which are being redefined by managed information on demand on the internet. If there are practical considerations like disk space and servers then obviously we have to live with it we can expand the infrastructure appropriately. There are articles on Wikipedia in math way too technical and compressed for non mathmaticians. I have a fairly good practical education in math and since I have difficulty reading these pages I know they are not appropriate for the general public. The solution is not to delete or restrict these pages but rather add appropriate introductory lead in material liberaly laced with links to entire textbooks at Wikibooks and courses here at Wikiversity such that the average reader who chooses to can spend ten years studying math and then go back and read these advanced pages and fix typos if they choose to discuss them for a few months with the others hanging around the page. [[User:Mirwin|Mirwin]] 23:35, 19 August 2006 (UTC) When we start labelling pages with "pseudoscience" or other pejorative terms we compromise our neutrality. When we silence the creationist or expect him to explain himself from the confines of the coffin to which we have relegated his ideas we give the lie to our own principles. It is not the function of NPOV to put chains on free speech; it is sufficient that it support an asymptotic approach to consensus. Thus faced with the thesis of "Arguments for creationism" we must allow for a (presumably articulate) guest lecturer to put forth his point of view as a proponent fairly and unmolested. Another guest lecturer in opposition should be able to present his case under the same circumstances. Both of these POVs should be protected. The "students" would then discuss the matter and strive to bring the matter closer to NPOV. Most importantly, part of their discussions should be focused on what do these two guests have in common. The role of the teacher in all this is not to disburse knowledge, but to facilitate its acquisition by the students, perhaps by repeatedly asking the questions that bring a subject to a new synthesis of NPOV. [[User:Eclecticology|Eclecticology]] 20:17, 22 August 2006 (UTC) :Wikiversity would never try to silence creationists, but Wikiversity can force creationists who participate at Wikiversity to follow a code of intellectual honesty. Wikiversity scholars need a way to move beyond the confines of Wikipedia's NPOV policy. I think that a policy on [[Wikiversity:Scholarly ethics|Scholarly ethics]] is a good way to guide Wikiversity participants when they step outside of the confines of NPOV. --[[User:JWSchmidt|JWSchmidt]] 20:32, 22 August 2006 (UTC) ::Would you exclude an article that starts with, "I am a creationist, and this is what I believe: ... " [[User:Eclecticology|Eclecticology]] 05:56, 24 August 2006 (UTC) "I am a creationist, and this is what I believe: ... " <-- I have two questions about your question:<BR>1) What more does the creationist say after, "I believe"? Many "scientific creationists" '''assume''' the existence of a "supernatural force". As soon as you go down that road you place yourself in the position of needing to explain what a "supernatural force" is and why you can assume that one exists.<BR> 2) What is the context of, "I believe"?. In the study of religion, the observation that many people believe in a "supernatural force" is not remarkable. In the study of science, the concept "supernatural force" must be approached with [[w:Skepticism#Empirical skepticism|skepticism]] and [[w:Occam's razor|Occam's razor]], key elements of scientific investigation that very few "scientific creationists" bother to apply to their religious convictions.<BR>If unexamined belief is the foundation of one's exploration of reality then you have left the domain of science. Creationists who do so, yet continue to claim to be "scientific creationists" have become [[w:Pseudoscience|pseudoscientists]].<BR>I would not exclude such an article from Wikiversity, but if an article is making pseudoscientific claims then it should be in [[:Category:Pseudoscience]]. --[[User:JWSchmidt|JWSchmidt]] 11:58, 24 August 2006 (UTC) ====Two points==== * This can be solved by the proposed [[Wikiversity:Disclosures | Disclosures]] policy; people just declare their streams to be Creationist, with Creationist units and lessons * As someone on Slashdot pointed out, just because it's science doesn't mean that it's true. For example, AFAIK, there's no scientific way to either prove or disprove the existance of God. Science therefore typically applies Occam's razor (part of the scientific method), and assumes that God doesn't exist, and bases some parts of scientific knowledge on this assumption. If one assumes, though, that God *does* exist (via non-scientific methods of proof, eg. philosophical methods), then the parts of science that are based on the assumption that there's no God, while still quite scientific, can seem like rather a waste of time. Both Creation scientists and Non-creation scientists believe that the purpose of eg. Natural science courses is to teach the truth about nature using the most reliable method where possible. So basically, the main disagreement is: ** Atheistic scientists generally believe that the scientific method is the only, or most reliable method of truth, and don't use any other method when determining the existance of God ** Creation scientists believe that the scientific method is not the best method to use when determining the existance of God, and use some other method. While many will admit that this is not science according to the scientific method, they all believe it to be true, and therefore what should be taught while studying eg. Biology. They look on Science as subordinate to their religious beliefs, and, if you assume that's true, then it's still science, not pseudoscience. Anyway, much as I enjoy the discussion, I'll hopefully be able to stop here :). Hopefully Disclosures should make the entire discussion redundant :). [[User:TimNelson|TimNelson]] 12:10, 26 August 2006 (UTC) ---- "Science therefore typically applies Occam's razor (part of the scientific method), and assumes that God doesn't exist" <-- If you apply Occam's razor you are following an [[w:Algorithm|algorthm]] that leads you to use as few assumptions as possible. The idea of a supernatural God is an idea for which it is difficult to find objective evidence. If you build a world view by assuming that God exists, you have increased your number of assumptions beyond what science requires. Science does not "assume that God doesn't exist". Nobody has to create an assumption of non-existence to deal with every imagined thing for which there is no clear objective evidence. Science has another rule: "big claims require strong evidence". The existence of a supernatural God is about the biggest claim ever made and most scientists rightly demand a large amount of objective evidence to support claims of such magnitude. "scientific way to either prove or disprove the existance of God" <-- Science is not about "proof" in the sense you seem to be suggesting. Science has a standard approach to claims about supernatural entities: show us the objective evidence. Then there is the "scientific Catch-22": if we do have objective evidence for a phenomenon/entity then it becomes part of the natural world and science can study it. "If one assumes, though, that God *does* exist (via non-scientific methods of proof" <-- This makes no sense. If you have a proof then you do not have to assume. "Atheistic scientists generally believe that the scientific method is the only, or most reliable method of truth" <-- I doubt it. I agree with what it says at [[w:Science#Goals of science|Wikipedia]]: "Science does not and can not produce absolute and unquestionable truth. Rather, science tests some aspect of the world and provides a reasonable theory to explain it." "Creation scientists believe that the scientific method is not the best method to use when determining the existence of God, and use some other method." <-- This is fine as long as they do not call what they are doing "science". "this is not science according to the scientific method, they all believe it to be true, and therefore what should be taught while studying eg. Biology" <-- This is a perfect example of what the practice of pseudoscience amounts to; not doing science yet teaching it as science. "They look on Science as subordinate to their religious beliefs, and, if you assume that's true, then it's still science, not pseudoscience." <-- What constitutes science is not determined by what creationists believe, it is determined by a social process in which objective observations that people can share are studied in a collaborative way. Beliefs that are not supported by objective evidence make little progress within the scientific community.<BR>--[[User:JWSchmidt|JWSchmidt]] 17:25, 26 August 2006 (UTC) {| style="background: white; margin-left: 1cm" | style="background: teal; color: white" | '''Definition of Science'''<br>[[User:TimNelson|TimNelson]] 12:02, 29 August 2006 (UTC) |- | '''Definition of Science''' Ok, I didn't stop; maybe next time. I think the definition of science is the key to understanding the whole disagreement. I can see two possibilities: # Creation scientists and Atheistic scientists disagree on the definition of science # Creation scientists and Athetstic scientists disagree on the definition of the scientific method Under possibility 1, the Creation scientists assert that the category eg "natural science" should contain the truth about the natural world, whereas Atheists believe that it should contain only the output of the scientific method. Under possibility 2, the Creation scientists differ in their definition of the scientific method in that they presuppose that God is part of it. '''Non-scientific methods of proof''' IIRC, non-scientific methods of proof aren't as objective/rigorous as the scientific ones (whether one is attempting to prove or disprove). I apologise for linking to something from 1873, but it does cover the subject. No, I don't expect you to read more of those links than you're interested in; they're just provided for examples (I'm not trying to prove God here, as this margin is insufficient :), but merely help you see how some people think). # Links: [http://www.ccel.org/ccel/hodge/theology1.iv.i.iv.html Can the existance of God be proved] ## [http://www.ccel.org/ccel/hodge/theology1.iv.ii.i.html Ontological argument] (this page also contains, partway down, "The cosmological argument" and "The Teleological argument" -- they presumably didn't scan the book very well :) ) ## [http://www.ccel.org/ccel/hodge/theology1.iv.ii.ii.html Moral/Anthropological argument] Yeah, I got bored of the usual comment style :). |} ---- *Brigitte, There are strict standards in the ''sciences''. In mathematics, it is ''rigorousness''. In physics, it is ''prediction-experimental verification-repeted verification''. If the creationist can do that, great! I would be interested to hear about such a ''complete, rigorous, predictive, repeatable, self-consistent'' theory.[[User:Hillgentleman|Hillgentleman]] 00:33, 28 August 2006 (UTC) ---- ===end of material copied from the Colloquium=== ==Further discussion== "Creation scientists and Atheistic scientists disagree" <-- I'm not sure that a disctinction between "Creation scientists" and "Atheistic scientists" is the distinction that needs to be drawn. Many scientists see no conflict between their religious views and science as conventionally defined. Many religious non-scientists accept the fact of evolution. The [[w:Evolution and the Roman Catholic Church|Roman Catholic Church's position on evolution]] is generally in line with the goal of leaving, "the evaluation and endorsement of specific scientific theories to scientists" ([http://en.wikipedia.org/w/index.php?title=Evolution_and_the_Roman_Catholic_Church&oldid=70047793 Wikipedia]). Maybe the correct distinction is between those who seek a literal interpretation of revelations and those who do not. "Many Christian churches reject creation science in favour of some version of [[w:Theistic evolution|Theistic evolution]]" ([http://en.wikipedia.org/w/index.php?title=Creation_science&oldid=72191013 Wikipedia Creation science article]). What do we do if teachers want to teach topics with different POV? Do we allow forking?--[[User:Rayc|Rayc]] 04:27, 31 August 2006 (UTC) * ... [[Category:Creation science and NPOV]] [[Category:Forums]] [[Category:Biology learning projects]] 4149 23278 2006-09-03T23:51:03Z 65.87.138.121 /* Base Units */ == Meaning and definition of measurement == '''Measurement''' is the process of attaching a numeric value to an aspect of a natural phenomenon, such as the '''''volume''''' of the milk produced by a cow, in order to be able to describe that phenomenon accurately and make comparisons to other similar phenomena, like "the crop production of the farm have had a 120% growth over the last 5 years." To begin the process of measurement, we need to recognize the type of the aspect of the phenomenon we are going to measure. For example the diameter of the front wheel of a bicycle is of type '''Length''', how fast the bicycle is moving is described by '''Speed''' and the amount of air crammed inside the wheel is determined by '''Pressure'''. The next thing we are going to need for doing a measurement is a '''Standard Unit''' for that type of aspect of natural phenomenon. For example, we can select a special person, like a king, and announce the length of his foot as the standard unit of length. From now on, when we are talking about the height of a sapling, we are talking of how many feet as long as the king's foot do we need to cover the sapling. the number of the feet needed, which might turn out to be 7.75 and there is nothing wrong with that, is now considered the ''length of'' that thing. Congratulations! we have managed to correctly attach a numeric value (7.75) to the ''length'' of the ''sapling''. Now, for a more formal definition of measurement, we can refer to wikipedia, which says: ''"'''Measurement''' is the process of estimating the ratio of a magnitude of a quantity to a unit of the same type. A measurement is the result of such a process, expressed as the multiple of a real number and a unit, where the real number is the ratio. An example is 9 metres, which is an estimate of an object's length relative to a unit of length, one metre."'' == Importance of measurement == Unless we are able to measure some phenomena, we cannot say we scientifically know anything about that thing. Measurement gives a base to understand the universe. All around us we are surrounded by various things. We might not note it but unconciously we are actually "measuring" things and understanding them one way or the other. Just imagine how a world would be without we being to measure anything. We are surrounded by "''Measurement''". == Base Units == In Physics, we have now moved from [[w:Imperial unit|Imperial]] units (pounds, yards etc), to the [[w:Metric|Metric]] System (metres, grams etc). However, we also use a variety of base units, and from these base units, we are able to derive some of the familiar units we know, i.e. the Newton. This range of units compile into a group known as the Systeme Internationale (SI). Most of the units you should recognize from your previous studies; these units are the base units in the SI system measurement: {| border=1 cellspacing=0 cellpadding=5 | '''Base Quantity''' | '''Base Unit''' | '''Symbol''' |- | Length | Metre | (m)or s, x or l in equations |- | Time | Second | (s) or t in equations |- | Mass | Kilogram | (kg) or m in equations |- | Current | Ampere | (A) or I in equations |- | Temperature | Kelvin | (K) or T in equations or θ |- | Amount of Substance | Mole | (Mol) or n in equations |- | Luminous intensity | Candela | (cd) |} == Derivation == With these base units, we can combine them to form derived units, such as the Newton, acceleration or speed; as an example, let us look at speed. Speed is described by the following equation: <math>Speed=\frac{Distance}{Time}</math> As you know, Distance is in Metres, and Time is in Seconds, so m divided by s obviously gives us m/s. Since this is higher physics, it needs to be put into index notation, which means that the derived unit now becomes <math>ms^{-1}</math> If we write this as a non-negative power, then we get: <math>ms^{-1}=\frac{m}{s^1}</math> Now, let us use this derived unit to find another unit commonly met, Acceleration. Acceleration is the rate of change of Velocity, described by the equation: <math>Acceleration=\frac{Final Velocity-Initial Velocity}{Time Taken}</math> or in symbols: <math>a=\frac{v-u}{ \Delta\ t}</math> Thus, if we divide <math>ms^{-1}</math> by the Time Taken (in seconds) we get <math>ms^{-2}</math> Again, if we write this as a non-negative power, we get: <math>ms^{-2}=\frac{m}{s^2}</math> == Homogeneity == This has shown how base units are used to form the derived units we know, the use of base units can also tell us whether an equation is {{H:title|An Equation that has the same base units on both sides.|Homogenous}} or not. Homogeneity can be used to see whether an equation is correct or not, but be warned, this does not necessarily mean that an equation is correct overall, it only says whether the base units are the same on both sides! The Speed equation is Homogenous because the product of the equation is <math>ms^{-1}</math>, and we divided the distance (m) by the time (s), so the base units used on one side of the equation are the same as the base units used on the other side of the equation. == Methods of Measurement == The base quantities are measured in different ways, the Kilogram is measured on scales, length is measure with a ruler, a [[w:Micrometre|Micrometre]], [[w:Vernier Callipers|Vernier Callipers]], a Laser gun, there are many for length. Current is measured with an Ammetre, Temperature with a thermometer, Time with a watch! The amount of substance is deduced by equations, as is Luminous Intensity. == Uncertainty == All measurements have a degree of uncertainty. This can be shown as an absolute uncertainty, or percentage uncertainty. (Percentage uncertainty) = 100 <math>\times</math> (absolute uncertainty)/(measured value). The last figure in a number that is measured is called the doubtful figure. [[Category:Physics]] [[Category:Page moved from Wikibooks]] 4151 21364 2006-08-30T02:03:18Z Trevor MacInnis 99 +cat '''Kinematics''' is the branch of [[w:Newtonian mechanics|mechanics]] concerned with the motions of objects without being concerned with the forces that cause the motion. In this latter respect it differs from dynamics, which is concerned with the forces that affect motion. There are three basic concepts in kinematics - speed, velocity and acceleration. == Speed == The ''speed'' of an object is how fast it is moving (the same as the ordinary, everyday definition). The standard equation for average speed is :<math>v_{av} = \frac{\Delta s}{\Delta t}</math>, where :<math>v_{av}\,</math> stands for average speed :<math>\Delta s\,</math> stands for distance = Ending Position - Start Position :<math>\Delta t\,</math> stands for time = Ending time - Beginning time For example, if a bus takes two hours to travel 100 km, then it has an average speed of :<math>v_{av} = \frac{100 {\rm\ km}}{2 {\rm\ hours}} = 50 {\rm\ km/h}</math> Speed is a [[w:scalar|scalar]] value, in comparison to velocity which is a [[w:vector|vector]] == Velocity == The ''velocity'' of an object (such as a bus) is how fast it is moving in a particular direction. To specify the velocity, both a speed ''and'' a direction must be given. Continuing with the bus from the example above, if it is moving eastwards, then its velocity is 50 km/h, heading east. == Acceleration == ''Acceleration'' is the rate of change of velocity over time. Recalling the definition of velocity, this could mean a change in speed or direction. So, if the bus (yes, it's still with us!) goes around a curve without slowing down, still traveling at 50 km/hr, but now turning toward the south (say), then it ''is'' accelerating, even though its speed isn't changing. Acceleration will prove to be an important topic when it comes to '''dynamics''', which is concerned with the forces that make objects move. [[Category:Physics]] [[Category:Page moved from Wikibooks]] 4153 21365 2006-08-30T02:03:30Z Trevor MacInnis 99 +cat '''Dynamics''' is the study of ''why'' things move, in contrast to kinematics, which is concerned with describing the motion. Things move because they are subjected to forces. A force applied to an object causes an acceleration proportional to the object's mass:F = ma. In this equation, Newton's Second Law, F and a are both vectors. The units have to be consistent. [[Category:Physics]] [[Category:Page moved from Wikibooks]] 4155 22492 2006-09-02T03:38:26Z Digitalme 39 /* <math>E=mc^2</math> */ m,ath == Definition == Energy is the ability to do work. Energy is one of the main forces that controls the universe. It comes from the Greek word "Ergon", which means "work in". == <math>E=mc^2</math> == Energy equals mass times the speed of light squared ([[E=mc²|<math>E=mc^2</math>]]) was [[Albert Einstein]]'s theory of defining energy. It states that energy and mass are the same thing, just at different speeds. From theory of relativity [[Category:Physics]] [[Category:Page moved from Wikibooks]] 4157 21369 2006-08-30T02:30:17Z Trevor MacInnis 99 +cat == Transverse and Longitudinal waves == <br>There are two types of waves:'''Transverse and Longitudinal Waves.''' Transverse Waves are waves that vibrate perpendicular to the direction of travel of the wave. Examples of Transverse Waves include, but are certainly not limited, to: Electro-Magnetic Waves*, Sine and Cosine Waves,and the wave of a string. Longitudinal Waves are waves that vibrate parallel to the direction of travel of the wave. They are also commonly referred to as Pressure or Compression Waves. Longitudinal waves include Sound waves, ''(Although you wouldn't know it if you looked at sound waves on an osciliscope!)'' and the waves of a spring or Slinky pulled back and forth *Electromagnetic Waves - are waves that can travel through a vacuum. These waves are unique because they do not need a medium of travel unlike all other waves. Sunlight is an electromagnetic wave. Electromagnetic Waves travel at the speed of light and have no mass. ==Equation for Velocity and Wavelength== <table WIDTH="75%"><tr><td style="background-color: #00000; border: solid 2px #7B68EE; padding: 1em;" valign=top> <center><big>'''V = f(λ)'''</big></center> </td></tr></table> <br>In this equation: f is the frequency (The number of peaks to pass a point in a given time, usually in Hz, MHz, or KHz) λ (The Greek Letter Lambda) is the wavelength (Usually measured in Meters) and V is the resulting Velocity in m/s (Meters Per Second).wave speed is equal to the frequency times the wave length.It can be understood as how frequently a certain distance is transversed.</br> [[Category:Physics]] [[Category:Page moved from Wikibooks]] 4159 21370 2006-08-30T02:30:45Z Trevor MacInnis 99 +cat Light and Optics are all around you. There are several different kinds of lenses and mirrors including concave and convex. [[Category:Physics]] [[Category:Page moved from Wikibooks]] 4161 21371 2006-08-30T02:31:13Z Trevor MacInnis 99 +cat == Faraday's Law == The magnitude induced EMF through a loop of conducting material is equal to the magnitude of the time derivative rate of change of the magnetic flux through that loop. <math>\left|\frac{d\phi_{B}}{dt}\right| = \left|EMF\right|</math> == Lenz's Law == The polarity of the induced EMF is such that oppose the changes/current that causes it. [[Category:Physics]] [[Category:Page moved from Wikibooks]] 4163 23967 2006-09-05T00:39:57Z Az1568 793 Spelling: untill->until ; == The Very Basics (presented to you by an idiot) == **before you read, consider my advice: go to a different web page to learn about atoms** here's a very good page: http://education.jlab.org/atomtour/index.html Atoms. Everything in our world is built up out of atoms. Even we, human beings, are built up out of atoms. We are built up primarily out of Carbon (C) atoms. In fact, almost anything that lives is built up out of Carbon atoms. But Carbon isn't the only atom that exists. 102 different varieties of atoms are occur naturally here on Earth. These 102 can be found inside the [http://en.wikipedia.org/wiki/Periodic_table#Standard_periodic_table periodical table of the elements] along with other elements which can be synthesised in the laboratory. All the elements higher than 102 have been synthesised by man in the laboratory. An element is a specific type of atom. The elements of the periodic table can combine to form molecules which, as a substance, has different characteristics then the elements that form it. Examples of molecules are: H2O (more commonly known as water), H2O2 (hydrogen peroxide), DNA, etc. Everything you see around you is made of molecules, which consist of atoms that may or may not be of different elements. == Atoms are wonderful aren't they? == But that's much to much about molecules, now lets go back to the atoms where this article should be about. Atoms are very wonderful, you don't know why?! One short example: you were built up out of atoms? remember?? great! If you would take a pair of tweezers and do the impossible, indeed, take your body and the tweezers. And if you 'ld do the imposible, take atom for atom away from your body and throw it at a big pile the other atoms from your body, they won't function as your body anymore. They won't even know they were you. Actually they will never think of something. They just do their thing and die after their rather short life time. Still not impressed? than please click the cross at the right upper corner to exit this browser, or if you have a Mac click the red circle at the left upper corner. Another thing that (I think is quiet impressive) is that when you heat up atoms they are starting to vibrate. The hotter they get the more they vibrate, but the colder they get, the slower they vibrate. This goes on until the atom reaches the tempreature of 0 Kelvin which is equal to -273.15 degrees celcius. If the atom reaches this tempreature it stops vibrating, the point is also known as 'absolute zero' because nothing can be colder than that, simply because if it reaches that tempreature the thing were the coldnes comes from cant spawn it anymore because it is also not vibrating anymore. Maybe a bit hard to understand, otherwise sleep some nights and think about it while you sleep. == Electrons, Protons and Static Electricity == Now I'll get to one of the most boring part of atoms, so prepare for the worst!! Atoms aren't the smallest particles we know (that are quarks or something in that direction) but that wasn't what I wanted to say. I wanted to talk about the protons and electrons that are in and around the atom. To be exactly, the protons are inside the atom and the electrons are cirlcling around the atom. Another fact is that the protons 'll NEVER leave their sweet home atom but that the electrons can and 'll do it. Protons can also be called the positive charged particles (further described as the + particles) and the electrons can be described as the negative charged particles (further on described as the - particles). Now we are going to get to the part that the physiscians call 'interesting' and 'wonderful' I 'ld like to call it static electricity. If you are having something, we 'll take the PVC tube you used to guide the electricity cable from the socet to your computer. This tube is a normal PVC tube, it contains 2 protons and 2 electrons, we can say that this PVC tube is 'in balance'. If you have a way to remove the neutrons, for example with the tweezers (which is a bad example, because its impossible to carry out. But later I 'll come up with somthing reasonable) they are gone. Now the atom hasn't got its 2 electrons anymore. HELP says the atom I AM POSITIVELY CHARGED. From this moment it is going to look around to grab electrons from any atom surrounding him, for example his neigbour. Now he is neutrally charged again. If we bring this theory into a very interesting experiment, you won't get any interesting results. This is only to let you understand it better. So we take a wooden cloth (which is negatively loaded, this means it has more electrons than protons!) and we take the neutral PVC tube. Than we are going to rub the PVC tube with the wooden cloth. Now you 'll see (actually you can't see it) that the - particles from the wooden cloth make a journey to the PVC tube. Now the PVC tube get's negatively loaded, so it wan't to give away it's electrons to another thing. Now you should try to hold a positively or neutraly loaded PVC tube next to it. And what we 'll see is (what we had expected) that the tubes are going to move to each other. If you remember the sentence: An atom wants to be positively loaded. You 'll pass your exam about static charge (I hope...). One last message, don't confuse protons, electrons and neutrons with each other, because than it 'll become a big mess in your head. [[Category:Physics]] [[Category:Page moved from Wikibooks]] 4165 21373 2006-08-30T02:32:31Z Trevor MacInnis 99 +cat At present, we understand that there are two categories of fundamental particles bosons and fermions. === Bosons === Bosons are things that we normally associate think of as energy or forces. A light can seen thought of as a set of particles known as photons. Similarly other forces like the strong nuclear forces, the weak nuclear force, and gravity are associated with bosons known as gluons, the W particle, and the gravition. === Fermions === Fermions are things that we normally associate with matter. Examples of fermions are quarks which combine to make up protons and neutrons, and electrons. There are other more exotics particles are fermions. === The difference between fermions and bosons === =Quarks= There are 6 types, or 'flavours' of quark, these are: up down charmed strange top(or truth) bottom (or beauty) [[Category:Physics]] [[Category:Page moved from Wikibooks]] 4175 23184 2006-09-03T18:27:52Z JWSchmidt 20 link to Wikiversity beta {| class="messagebox" |- | [[Image:Bulbgraph.png|30px]] ||'''This page is now being developed and will be ''proposed'' as part of possible future Wikiversity {{{type|[[Wikiversity:Policies|policy, guideline,]] or processes}}}''' for dealing with original research within Wikiversity. The ideas on this page are under [[{{NAMESPACE}} talk:{{PAGENAME}}|discussion]]. The actual policy discussions will take place at the Wikiversity beta multi-lingual website, start at: [http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/En Scope of research]. References or links to this page should not describe it as "policy". |{{#if:{{{1|}}}|{{shortcut|{{{1|}}}}}}} |} 4180 21759 2006-08-30T21:11:03Z JWSchmidt 20 add header linking to [http://beta.wikiversity.org] Discussions related to the development of research poilicy are going to be conducted in a multi-lingual format at [http://beta.wikiversity.org beta.wikiversity.org]. [[Category:Research]] [[Category:Wikiversity policy]] 4182 21279 2006-08-29T20:09:34Z Preadaptation 616 Welcome to the Wikiversity Department of Molecular Biology. ==Department description== The Department of Molecular Biology is where Wikiversity participants can organize efforts that attempt to facilitate explorations of molecular structures as fundamental components of cellular life. This department covers a wide range of specialized disciplines, such as [[Topic:Biochemistry | Biochemistry]], [[Topic:Biophysics | Biophysics]], [[Topic:Cell Biology | Cell Biology]], [[Topic:Genetics | Genetics]], [[Topic:Cell Physiology | Cell Physiology]], [[Topic:Cell Anatomy | Cell Anatomy]], [[Topic:Immunology | Immunology]], and [[Topic:Neurobiology | Neurobiology]]. ==Department news== * Augus 29, 2006 - School founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * *[[Molecular Biology]] - Exploring Molecular Biology. Independent study with projects. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==References== Key resources for Molecular Biology ===Wikipedia=== * [[w:Molecular biology]] ===Wikibooks=== Works in progress - these texts are currently at Wikibooks: * [[Wikibooks:Molecular biology]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * [[User:Preadaptation]] - see: [[Molecular Biology]] [[Category:Molecular biology]][[Category: Basic sciences]] 4184 23997 2006-09-05T02:46:02Z 66.32.251.78 Work The formula of work is: W=f*x (Work equals the product of force times distance). The movement and force must be in same direction. For example carrying your backpack for a kilometer is not counted as work but going upstairs with your backpack is counted as work. *no! Because since you are doing some effort while carrying your bag it is counted as you have done some work. the force that does the work is called the force of the friction and the distance is how far you've carried it. 4185 22689 2006-09-02T22:13:48Z Wvaughan 751 Conservation of energy is simple law stating that although energy may change form, it cannot disappear altogether. More recently, this law has been modified to take into account the equivalence of mass and energy (<math>E = mc^2</math>) discovered by Einstein. This new law is called called the law of conservation of mass and energy. It states that although mass may convert to energy, and vice versa, neither may disappear without compensation in the other quantity. However, the original form of the law is adequate in most everyday situations. A concrete example of energy conservation is found with falling objects. Near the surface of the Earth, the gravitational potential energy of an object is given by <math>mgh</math>, where m is the object's mass, g is a positive gravitational constant, and h is the object's height from where the object started to where it is now (measure with downward values negative). When an object falls, its potential energy is converted into kinetic energy (given by <math>(1/2)mv^2</math>). In math: <math>-mgh = \frac{1}{2}mv^2 </math> where m is mass, v is velocity. There is a negative sign in front of the potential energy because when the object is gaining kinetic energy, it will be losing potential energy. 4186 21298 2006-08-29T21:05:16Z Messedrocker 35 [[Topic:Language Aquisition]] moved to [[Topic:Language Acquisition]]: correct spelling of acquisition #REDIRECT [[Topic:Language Acquisition]] 4188 21657 2006-08-30T16:25:57Z Senthryl 566 /* Assigning */ This lesson will instruct you on the creation of variables in Visual Basic 6, as well as variable types. This lesson requires a very basic understanding of the interface in Visual Basic 6. If you have not done so already, it is recommended that you read the [[Introduction to VB6]]. == Setting Up The Project == In order to start demonstrating the concepts of variables to you, we must first set up a small program where you can experiment with code. This will also be the foundation from which we will build on in following lessons. To start, create a Standard EXE in the same way that you did in the previous lesson. When you are taken to the form designer, double-click anywhere in the blank content of your form. This will bring up the code editor with the following code: <pre>Private Sub Form_Load() End Sub</pre> Take care to remember these last few steps; you will need to do this again every time that you learn a new concept. For now, don't worry what this code means. All that you need to know is that all of the code that you type between these two lines will be executed when your program launches, but before the form becomes visible. == Hello, World! == To test this new concept, enter the following code between the two lines: <pre>MsgBox "Hello, World!"</pre> Now press F5 to run your application. This classic program will pop up a dialog box with the message [[HelloWorld|Hello, World!]] This illustrates how the code between these two lines executes. The line that you entered instructs VB to display a dialog box with the text "Hello, World!" By running the application you can see that, after you click "OK", the default form that was added to your project appears. The details of this are beyond the scope of this lesson, but just know for now that code entered between these two lines executes <i>before</i> the form appears. == What Is A Variable? == Now that you know how to set up a simple project to test code found in these lessons, we can begin with the topic: Variables and Types in VB6. Variables are very similar to their counterparts in mathematics. Variables have a name, such as "x", and hold a value, such as "2". === Box Analogy === A common analogy for variables is a box with a label on it. The box holds content (data) inside of it, such as a number. The label on the box has a name printed on it (identifier). If a person has a room full of these boxes, and knows the name of a specific box, they can find that box and look at the data inside of it. If need be, they could also change the data inside the box before putting it back on the shelf. === Variable Types === So far, you know that variables have a name and hold a value. These are two concepts attributed with variables. There is, however, another concept; types. A variable has a name, content, and a type. A type describes what kind of content will be stored in the box. For example, one box might hold a number, while another box would hold a sentence. Some boxes may only be big enough to hold small numbers, whereas other boxes may be big enough to hold large numbers. The type of a variable governs what content can be stored inside of it. == Creating Variables == When a variable is created within a program, it is said to be "declared". In terms of the box analogy, declaring a variable would be equivalent to placing a new box on the shelf. When declaring a variable, you must give it a name and a type. Based on the type, the variable will automatically be loaded with some default data. Your first variable will be named "x" and will hold a number. Create a new to test code within (described in the previous sections), and add the following code: <pre>Private Sub Form_Load() Dim x As Integer End Sub</pre> === Analysis === The previous code consists of 3 lines. We will only take interest in the second line for now. This statement is made up of 4 words. "Dim" stands for "Dimension", and instructs your computer that you would like to create a new variable. "x" is the name of the variable. You must seperate "Dim" and the name of your variable with a space. "As" is an instruction to your computer that you would now like to define the type of the new variable. "Integer" is the name of a type that is built-in to Visual Basic. "As" must be seperated from the variable name and the variable type by a space. === Output === When you launch this program with F5, nothing will appear to happen before the form loads. However, a variable has been created in memory called "x" with a type of "Integer". == Variable Types == The previous example used the "Integer" type to define a variable. This is one of many built-in types in Visual Basic, which are listed here. === Numeric, Integers === The following types will hold a numeric value between two given numbers. They <b>CANNOT</b> hold decimal values. * <i>Byte</i> - Holds a number from 0 to 255 * <i>Integer</i> - Holds a number from -32768 to 32767 * <i>Long</i> - Holds a number from -2,147,483,648 to 2,147,483,647 === Numeric, Decimal === The following types will hold a numeric value between two given numbers. They <b>CAN</b> hold decimal values, but only with a certain amount of precision. * <i>Single</i> - Up to 7 digits, can hold exponents up to +-38 * <i>Double</i> - Up to 14 digits, can hold exponents up to +-300 === Other === * <i>Boolean</i> - Is either True or False * <i>Currency</i> - Holds a number between +-922,337,203,685,477.5807 * <i>String</i> - Holds text, such as a word or sentence * <i>Date</i> - Holds a date from Jan 1, 100 to Dec 31, 9999 == Variant Type == When you don't declare a type for your variable, it automatically gets a type of Variant. A Variant is a variable that can hold anything. Visual Basic will make an educated guess based on what you do with the variable first, and change the way that the variable is stored in memory to accomplish the task for you. This sounds like it's a great thing, but it isn't. Variants are extremely slow, since Visual Basic needs to do a lot of work determining how to store it. They also don't work well with many built-in functions. They also have the chance of choosing the wrong type, especially if your code gives the variable values in different ways. The bottom line is simple: don't use Variants. Always explicitly declare the types of your variables. == Excercise == Try declaring a variable of a few of the different types listed above. The syntax for a variable declaration is found earlier in the lesson. Remember that the keywords need to be seperated by spaces. == Using Variables == Variables would be useless if you couldn't do anything other than declare them. Once you have declared a variable, you can interact with it in many ways. Each of these interactions has their own syntax. === Assigning === To give a variable some new data, you can use the assignment operator ("="). For example, declaring x as an Integer variable and loading it with the value 2 would be accomplished in this way: <pre>Private Sub Form_Load() Dim x As Integer x = 2 End Sub</pre> Note that this is not the same as stating equality, as it would be in mathematics. If you have never used a programming language before, this line may look like it says "x is equal to 2". This is not correct, however, since it is possible to do this: <pre>Private Sub Form_Load() Dim x As Integer x = 2 x = x + 1 End Sub</pre> In mathematics, the line <tt>x = x + 1</tt> would not make any sense. This is the trap that you will fall into if you read this line as "x is equal to x plus one". Instead, this line should be read as an <i>assignment</i>, such as "set the value of variable x to the current value of variable x plus one". This works because Visual Basic replaces variable names with their values <i>before</i> assigning a value to whatever is on the left of the assignment operator. Therefore, Visual Basic reads this line as <tt>x = 2 + 1</tt>. === Displaying === The value inside a variable can be accessed by writing the variable's name in an appropriate position. For example, you could display the value of a variable in much the same way as we displayed "Hello, World!" previously in this lesson: <pre>Private Sub Form_Load() Dim x As Integer x = 2 MsgBox x End Sub</pre> You can use this technique to see what the default value of a variable is by displaying the variable before a value is assigned. <pre>Private Sub Form_Load() Dim x As Integer MsgBox x End Sub</pre> === Math === Variables of a numeric type (see the type list above) such as an Integer or Double can have mathematic operations performed on them. To add two variables together, one would use the addition operator ("+"). Likewise, there is also a subtraction operator ("-"), multiplication operator ("*"), and division operator ("/"). These operators are used much like they are in mathematics, with one variable on the left and one variable on the right. <pre>Private Sub Form_Load() Dim a As Integer Dim b As Integer Dim c As Integer a = 5 b = 5 c = a + b MsgBox c End Sub</pre> These do not have to be variables, however; they could just as easily be constant numbers. <pre>Private Sub Form_Load() MsgBox 5 + 5 End Sub</pre> == Why Use Variables? == At this point you may be wondering why somebody would use variables instead of always using constants. The answer is quite simple: constants must be constant, while variables can be variable. It is very common in a program to perform an action based on input. In order to do this, the input must be stored somewhere; and that is what variables are used for. You will discover the full power of variables when you learn about functions and how to fill variables based on user input. == Implicit Declaration == Don't be scared off by the title of this section, it's actually a very easy concept. When you reference a variable in your program that doesn't exist, Visual Basic will create the variable for you. For example: <pre>Private Sub Form_Load Dim a As Integer Dim b As Integer a = 5 b = 2 c = a + b MsgBox c End Sub</pre> The previous example will add 2 variables together and display the result. However, it uses a variable called "c" which was never declared. When your program gets to this line, a variable called c will automatically be created for you with a Variant type (a bad thing). This also brings another problem: typos. What if you misspell the name of a variable? The following listing demonstrates this common bug. <pre>Private Sub Form_Load Dim There As Integer There = 2 Dim Who As Integer Who = 5 Dim What As Integer What = Who * 3 Dim Why As Integer Why = What / There Dim When As Integer When = Why * Who What = 3 Their = What + When MsgBox There End Sub</pre> This program is intentionally bloated and complicated. Several variables are declared and modified, and at the end, the value is assigned to the first variable. When the variable is displayed however, it is unchanged... it retains it's value of 2 from the start of the program. This is because the variable was misspelled as "Their" near the end of the listing. Visual Basic automatically created a Variant variable called "Their", but since the variable is spelled correctly later on, it is magically unchanged. This mistake may be obvious in such a small program, but image a large program with hundreds of thousands of lines of code. If a variable was misspelled in one obscure part of the program, it would be nearly impossible to track down the bug when the program began behaving oddly. === Protecting Yourself === Luckily, it is extremely easy to protect yourself against this feature-- turning it off! You can turn off this feature by typing "Option Explicit" at the top of your program. <pre>Option Explicit Private Sub Form_Load Dim There As Integer There = 2 Dim Who As Integer Who = 5 Dim What As Integer What = Who * 3 Dim Why As Integer Why = What / There Dim When As Integer When = Why * Who What = 3 Their = What + When MsgBox There End Sub</pre> This listing is identical to the last one, except with "Option Explicit" at the top. The typo is immediately flagged by Visual Basic when you try to run this program. 4190 23935 2006-09-04T22:50:29Z Trevor MacInnis 99 +cat == Theory of Limits== Let's consider the following expression: <math>\frac{n}{n+1}</math> <br /> As n gets larger and larger, the fraction gets closer and closer to 1: <ol> <li><math>\frac{1}{2}</math></li> <li><math>\frac{2}{3}</math></li> <li><math>\frac{3}{4}</math></li> </ol> <br />'''...''' <ol start="999"><li><math>\frac{999}{1000}</math></li></ol> <br /> As n approaches infinity, the expression will evaluate to fractions where the difference between them and 1 is negligable. The expression itself approaches 1. As mathematicians would say, the '''limit''' as n goes to infinity of the expression is 1 or in symbols: <math>\lim_{n\rightarrow \infty}\frac{n}{n+1}=1</math>. == Basic Limits == For some limits, the variable can be replaced with its value directly: <br> <math>\lim_{x\rightarrow 5}\frac{x+10}{2x}=\frac{5+10}{2*5}=\frac{3}{2}</math> <br />and <br /> <math>\lim_{m\rightarrow b}\frac{m+b}{m}=\frac{b+b}{b}=2</math> <br /> <br />Others are somewhat more complicated: <br /> <math>\lim_{x\rightarrow \infty}\frac{5x+1}{x}=\lim_{x\rightarrow \infty}5+\frac{1}{x}=5+0=5</math> == Right and Left Hand Limits == == L'Hopital's Rule == [[Category:Mathematics|Limits]] 4194 24123 2006-09-05T13:31:40Z JWSchmidt 20 fixing links <div style="text-align:center;">__NOEDITSECTION__ <div style="float:left; width:33%; padding: .5ex 0;">1. [[Wikiversity:Introduction|Introduction]]</div> <div style="float:left; width:33%; padding: .5ex 0;">2. [[Wikiversity:Introduction edit|Learn more about editing]]</div> <div style="float:left; width:33%; padding:.5ex 0; font-weight:bold; background-color:#ff9; border:2px solid #fc0; border-bottom:0; font-size:130%; ">3. [[Wikiversity:Introduction explore|Explore Wikiversity]]</div> </div> <div style="clear:both; width:100%; border:3px solid #fc0;"> <div style="padding:1ex; "> <div style="text-align:left;padding-bottom:1em"> <div style="margin:1em auto;width:90%"> [[Image:Wikiversity sidebar.png|frame|right|The Wikiversity side bar.]] <h3 style="font-size:100%; margin:0; ">Explore Wikiversity...</h3> * The Wikiversity side bar has useful links and a search tool. ** The '''[[Help:Contents|Help]]''' item in the side bar links to the Wikiversity help pages. ** The Wikiversity '''[[Wikiversity:Colloquium|Colloquium]]''' is a place to ask questions. ** The '''search tool''' allows you to search for Wikiversity pages about a topic. ** The toolbox contains handy links to pages such as the file upload page. * Another way to explore is to '''[[Wikiversity:Browse|browse]]''' Wikiversity content. <h3 style="font-size: 100%; margin: 0;">Become a part of the community...</h3> <p style="font-size:125%;margin:0">You can '''[[Special:Userlogin|create your own username]]'''.</p><p style="margin:0">There are many [[Wikiversity:Why create an account|benefits of creating one]].</p> * Find out about the Wikiversity '''[[Portal:Education|model for online learning]]'''. * Learn about the '''[[Wikiversity:History of Wikiversity|History of Wikiversity]]'''. * Keep abreast of the latest Wikiversity '''[[Wikiversity:News|news]]'''. * The '''[[Wikiversity:Community Portal|Community Portal]]''' has announcements about the Wikiversity project. <h3 style="font-size:100%; margin:0; ">Find out more...</h3> *'''[[Wikiversity:About|Frequently Asked Questions]]''' * Puzzled by Wikiversity jargon? We have a [[Wikiversity:Glossary|Glossary]]. * For further help, see [[Wikiversity:Questions]] and [[Wikiversity:Welcome, newcomers|Welcome, newcomers]]. </div> </div> </div> </div> <div style="border-top:1px solid #fc0; padding:.3em 0; text-align:center; background-color:#ff9; margin-top:.5em; font-size:140%; ">Learn how to [[Wikiversity:Introduction|'''edit pages''']]</div></div> 4200 24134 2006-09-05T14:05:07Z JWSchmidt 20 __NOTOC__ __NOTOC__ __NOEDITSECTION__ <div style="text-align:center;"> <div style="float:left; width:33%; padding: .5ex 0;">1. [[Wikiversity:Introduction|Introduction]]</div> <div style="float:left; width:33%; padding: .5ex 0; font-weight:bold; background-color:#ff9; border:2px solid #fc0; border-bottom:0; font-size:130%">2. [[Wikiversity:Introduction edit|Learn more about editing]]</div> <div style="float:left; width:33%; padding: .5ex 0;">3. [[Wikiversity:Introduction explore|Explore Wikiversity]]</div> </div> <div style="clear:both; width:100%; border:3px solid #fc0;"> <div style="border:3px solid #fc0;padding:.5em 1em 1em 1em;border-top:none;background-color:#fff;color:#000"> <h3 style="font-size:100%;margin:0;">The edit toolbar</h3> [[Image:Edit toolbar.png|thumb|left|Wikiversity edit toolbar.]] * When you '''[[Wikiversity:Introduction|edit pages]]''' there is an edit toolbar at the top of the edit window. The toolbar provides one-click access to 14 common editing tasks such as creating '''bold text'''. * If you are new to [[wiki]], you can just type and add plain text. Your knowledge and ideas are the most important contribution to Wikiversity. However, if you add plain text you should expect other Wikiversity participants to format your text. In fact, since this ''is'' a wiki, you should expect your contributions to be altered and improved by others. * For more advanced information about editing wiki pages see such as creating '''[[Help:Link|hypertext links]]''' please see the '''[[Help:Contents|help pages]]'''. <h3 style="font-size: 100%; margin: 0;">Start a new Wikiversity webpage</h3> [[Image:EditURL.png|thumb|left|300px|Create a new page name.]] * An easy way to create a new Wikiversity page is to think of a descriptive name for a topic and then type it into the window of your web browser that shows page URLs. Just add the new page name after,<BR>"<nowiki>http://en.wikiversity.org/wiki/</nowiki>" and hit your enter or return key. * Additional help is available about '''[[Help:Starting a new page|creating new pages]]''' [[Image:Edit this page.png|thumb|right|300px|Create a new page.]] <h3 style="font-size:100%;margin:0;">If your "new" page already exists</h3> * If the page name you select is already in use you you will be shown the existing page. * It is good practice to use the '''"search for this page title"''' link before creating a new page. You may find that there is already an existing page about the topic you are interested in. <h3 style="font-size:100%;margin:0;">What to say on your new page</h3> * Wikiversity accepts most educational content. Just start typing! **Textbooks are kept at our sister project, [[b:Main Page|Wikibooks]]. * For additional information see '''[[Wikiversity:Adding content|Adding content]]'''. * Experiment with editing in the '''[[Wikiversity:Sandbox|Sandbox]]''' </div> <div style="border-top:1px solid #fc0;padding:.3em 0;text-align:center;background-color:#ff9;margin-top:.5em;font-size:140%">[[Wikiversity:Introduction explore|'''Explore Wikiversity &gt;&gt;''']]</div> 4201 24136 2006-09-05T14:14:19Z Reswik 82 changing that Wikiversity is a wiki to that it is a community (it is much more than a website--community conveys more of this)-- adding sentence about wiki <!-- PLEASE DO NOT list this template for deletion or make other changes without reading the talk page, discussing your proposed change, and understanding how the templates and the Introduction pages work together --> <div style="text-align:center;border-bottom:3px solid #fc0"> <div style="float:left;width:32%;font-weight:bold;background-color:#ff9;color:#000;padding:.3em 0;border:2px solid #fc0;border-bottom:0;font-size:130%">1. [[Wikiversity:Introduction|Introduction]]</div> <div style="float:left;width:32.5%;padding:.3em 0;margin:2px 2px 0">2. [[Wikiversity:Introduction edit|Learn more about editing]]</div> <div style="float:right;width:32.5%;padding:.3em 0;margin:2px 2px 0">3. [[Wikiversity:Introduction explore|Explore Wikiversity]]</div><div style="width:0;height:0;clear:both;overflow:hidden"></div> </div> __NOEDITSECTION__ <div style="border:3px solid #fc0;padding:.5em 1em 1em 1em;border-top:none;background-color:#fff;color:#000"> Here at Wikiversity, you can '''edit the webpages right now'''. == What is Wikiversity? == [[Image:Edit button.png|frame|300px|right|Click '''edit''' to change a Wikiversity webpage.]] Wikiversity is a community devoted to [[Wikiversity:Learning|collaborative learning]]. The Wikiversity website uses [[wiki]] software. A wiki is a special type of website that makes collaboration easy. Wikiversity participants are constantly improving the educational content of Wikiversity webpages. Every change is recorded and inappropriate changes are usually removed quickly, and repeat offenders can be prevented from editing. == How can I help? == '''Don't be afraid to edit'''&mdash;''anyone'' can edit almost any page, and we encourage you to '''[[Wikiversity:Be bold|be&nbsp;bold]]'''! Find something that can be improved, either in content, grammar or formatting, and fix it. You can't break Wikiversity. Anything can be fixed or improved later. So go ahead, edit an article and help make Wikiversity the best learning center on the Internet! <div style="width:100%"> === Make your first edit right now: === [[Image:Edit button closeup.png|thumb|left|The '''edit''' button.]] [[Image:Save page.png|thumb|right|The '''save page''' button.]] #Click the '''edit''' button for this page, above #Type a message in the edit window #Click '''save page''' to save your writing (for further experiments use the [[Wikiversity:Sandbox|sandbox]])<div style="font-size:88%;margin-top:-.1em">...or "show preview" to test your changes #Please, no profanity, libel, or personal attacks. #Please do not remove the header message (it's the stuff in <nowiki>{{ }}</nowiki> marks)</div> <div style="float: right; margin-top: 0.0em; background-color: #ff9; color: #000; padding: .2em .6em; font-size: 130%; border: 1px solid #fc0;">'''Next:''' [[Wikiversity:Introduction edit|'''Learn more about editing''' &gt;&gt;]] </div> </div> <div style="clear:both"></div> </div> __NOEDITSECTION__ __NOTOC__ <includeonly>[[Category:Wikiversity basic information|Introduction]]</includeonly> <includeonly>[[Category:Wikiversity help|Introduction]]</includeonly> <includeonly>[[Category:Help|Introduction]]</includeonly> 4215 21361 2006-08-30T02:01:19Z Trevor MacInnis 99 [[Wikiversity:High School Physics]] moved to [[Topic:High School Physics]]: proper namespace #REDIRECT [[Topic:High School Physics]] 4216 21393 2006-08-30T03:03:03Z Senthryl 566 This lesson will instruct you on the creation and usage of functions and subroutines using Visual Basic 6.0. This lesson assumes that you can navigate the Visual Basic IDE, and create a simple project with which to test code. It is recommended that you read the [[Introduction to VB6]] as well as the [[Variables and Types in VB6]] lesson before starting. == What Are Subroutines? == Subroutines can be thought of as miniature programs. A subroutine has a name attributed with it, much like a variable does. Unlike a variable, a subroutine doesn't hold data. Instead, it holds code. When the code in a subroutine is executed, the subroutine is said to be "called". Therefore, one subroutine can "call" another subroutine. Some subroutines are called automatically when certain actions are performed. For example, the Form_Load subroutine is automatically called when a form loads. This is where you have been inserting your test code before. What you were actually doing was adding code to this subroutine. === A Note On Form_Load === Technically, Form_Load isn't really a subroutine, it is a special type of subroutine called an Event. Events will be covered later on in the series, but for now just consider Form_Load to be a subroutine. == Why Use Subroutines? == You may ask yourself why subroutines would even be used. Why wouldn't you simply put all of your code in one place? Subroutines are useful because they eliminate redundancy. Consider a complicated program like a word processor. When certain actions are performed, such as closing the program, opening a file, or closing an individual file, the word processor would probably check to see if you had modified your document. If the user had modified the document since they opened it, the user would be prompted to save the file before performing the action. You could imagine that checking if the document was modified, prompting the user, and acting on the input would require many lines of code. If the programmer had literally typed this code into all of the places in the program where this check was to be made, it would still work fine. However, what would happen if the way the program handles documents changed, and therefore this code needed to be changed? The programmer would have to change the code in every place where this check was made. Even worse, what if the programmer changed the code in a few places but not in another? This would lead to bugs that are difficult to track down. Instead, if this code was put in a subroutine, the subroutine would simply be called from all of these places. If the code then needed to be changed, the programmer would only have to change it in one place; inside the subroutine. By doing this, subroutines eliminate redundant code, making the entire program easier to manage. == Creating A Subroutine == Creating a subroutine involves two lines of code. Luckily though, the Visual Basic code editor is smart, and will insert the second line for you! A subroutine begins with the word "Sub", followed by a space, then a name identifying the subroutine. Two parentheses follow, which are used for a parameter list. Don't worry about these yet, they will be covered later in the lesson. <pre>Sub TestSub() End Sub</pre> After you enter the first line and press Enter, the second line will automatically be added for you. These lines represent the start and end of the subroutine. Any code inserted between these lines will be executed when the subroutine is called. A subroutine can be called in one of two ways: using the Call keyword, or by simply stating its name. <pre>Sub TestSub() MsgBox "Code in TestSub()" End Sub Private Sub Form_Load() MsgBox "Code in Form_Load()" TestSub MsgBox "Back in Form_Load()" End Sub</pre> You can also use the Call keyword, as mentioned above: <pre>Sub TestSub() MsgBox "Code in TestSub()" End Sub Private Sub Form_Load() MsgBox "Code in Form_Load()" 'This line is functionally equal as the line in the previous example Call TestSub MsgBox "Back in Form_Load()" End Sub</pre> == Comments == The previous listing introduced a new syntax element: the comment. A comment is a line that is <b>NOT</b> source code. Instead, it is there as guidance to the person reading the code. When programmers write programs, they usually (or at least they should) add comments describing large sections of code that could potentially be confusing. Comments begin with an apostrophe ("'") and end with a new line. Everything that you type after the apostrophe is ignored by Visual Basic, which is the entire point of comments. You will see comments in all future listings describing new concepts and syntax. == Subroutine Scope == The declaration of a subroutine has an optional keyword that can be used before "Sub". You may enter a keyword representing scope here. "Private" and "Public" are examples of scopes. You may have noticed that the Form_Load subroutine has the word "Private" before "Sub". This declares that this subroutine has a Private scope. If you don't specify the scope of a subroutine, Visual Basic will use a default scope. You should never rely on default scope, however. Get in the habit of always explicitly declaring the scope of your subroutines. === What Is Scope? === In the context of subroutines, scope represents where in your program the subroutine can be called from. Subroutines with a Private scope can only be called from the source file from where they were defined. Subroutines with a Public scope can be called from anywhere in your program. For example, a subroutine with a Private scope in a form can not be called from another form, whereas it can if it has a Public scope. === Why Use Scope? === Why would you ever limit where you can call a subroutine from? Why wouldn't you make all subroutines Public so that there are no limitations on your program? Subroutine Scope is one of many tools that programmers can use to find bugs. If you know that your subroutine should never be called from a different source file, you should declare the subroutine to be Private. This will prevent you from making a silly mistake and calling this subroutine where it shouldn't be called. This will prevent mistakes that could be extremely damaging and hard to detect. Instead, your program will crash with an error rather than executing the subroutine with unpredictable results. == Parameters == Parameters, more confusing called Arguments, are variables that can be "passed into" a subroutine. A subroutine with parameters looks like this: <pre>Private Sub DisplayAdd(x As Integer, y As Integer) MsgBox x + y End Sub Private Sub Form_Load() DisplayAdd 5, 2 End Sub</pre> A new subroutine has been declared called DisplayAdd. This declaration is different than the declarations that you have seen so far, however, as code has been added between the parenthesis. From your knowledge of variables, this syntax should look somewhat similar to you. <tt>x As Integer</tt> and <tt>y As Integer appear</tt> to be variable declarations without the "Dim" keyword. These declarations are separated by a comma. These variables are the Parameters for the DisplayAdd subroutine. Code within the subroutine can access x and y as usual, as if they were normal variables. However, when the subroutine is called, the calling subroutine will also provide values for these parameters. Therefore, the subroutine has now become dynamic. The code can act on input without caring where the input came from. When the Form_Load subroutine calls DisplayAdd with the parameters 5 and 2, the code within DisplayAdd is executed. The first line adds x and y together and displays the result. x and y have already been filled with the values 5 and 2 from the Form_Load subroutine. The calling subroutine doesn't have to use numeric constants, however. It can use variables as well: <pre>Private Sub DisplayAdd(x As Integer, y As Integer) MsgBox x + y End Sub Private Sub Form_Load() Dim a As Integer Dim b As Integer a = 5 b = 2 DisplayAdd a, b End Sub</pre> This code has identical results. Note that DisplayAdd cannot access a and b. As far as DisplayAdd is concerned, a and b are represented as x and y. Attempting to access a or b from DisplayAdd would result in an error. == ByRef and ByVal == Parameters can be sent to a subroutine By Reference (ByRef) or By Value (ByVal). ByRef is the default, and means that changes to the variable in the subroutine will result in changes to the source variable outside of the subroutine. ByVal literally copies the values of the variables from the calling subroutine into the called subroutine. By doing this, the variables can be changed, but their values will not change outside of the called subroutine. ByVal can also be a lot slower with large variable types, however, since memory has to be copied from one location to another. If you don't have any reason to do so, there is no need to pass variables ByVal. You can explicitly state the way that a variable is passed to a subroutine by using these keywords before the variable name. Using the ByRef keyword, one could write a Swap function, which switches the values of 2 variables. <pre>Private Sub Swap(ByRef x As Integer, ByRef y As Integer) Dim temp As Integer temp = x x = y y = temp End Sub Private Sub DisplayVals(ByRef a As Integer, ByVal b As Integer) 'Don't worry about understanding the next line yet, it will be explained later MsgBox "a = " & CStr(a) & vbCrLf & "b = " & CStr(b) End Sub Private Sub Form_Load() Dim a As Integer Dim b As Integer a = 10 b = 12 'Display values, swap, and display again DisplayVals a, b 'The next line is functionally identical to "Swap a, b" Call Swap(a, b) DisplayVals a, b End Sub</pre> Notice that Call was used instead of simply stating the subroutine name. When using the Call method however, you must use parenthesis when calling the subroutine. Note that this program would also have worked without typing "ByRef" anywhere, since it is the default. The ByRef and ByVal keywords are rarely used in simple programs, however, but it's a nice trick for your toolkit. == Functions == Subroutines have a close cousin called Functions. Functions are basically the exact same as subroutines, except that they return a value. That means that the function itself has a type, and the function will return a value to the calling subroutine based on the code that it contains. An example of this would be a function that adds two numbers, shown below. A function is declared the exact same way as a subroutine, except using the "Function" keyword instead of "Sub". To return a value, assign a value of the proper type to the function's name, as if it were a variable. <pre>Private Function Add(ByRef x As Integer, ByRef y As Integer) Add = x + y End Function Private Sub Form_Load() Dim a As Integer Dim b As Integer Dim c As Integer a = 32 b = 64 c = Add(a, b) MsgBox c End Sub</pre> == Functions Or Subroutines? == The best way to determine which is better for your application is by asking yourself a simple question. Will you need to return a value? If so, use Functions. If you don't, use subroutines. 4220 24233 2006-09-05T19:14:01Z 67.85.32.209 /* Share you learning goals */ [[Category:Wikiversity]] Turn your independent study project into a collaborative learning project. ==Learning goals== Share your '''learning goals''' with the Wikiversity community. What most interests you? What topics do you find intellectually stimulating? Wikiversity was created as a center for collaborative learning designed to serve the needs of learners. If you are new to [[wiki]] you might feel shocked and disoriented. Conventional bricks-and-mortar educational institutions have a menu of courses that you are forced to select from. Wikiversity is a "short order cook" that takes requests and cooks to order. So click the "edit button" and become a Wikiversity participant. By sharing your learning goals you will be able to find and join [[Wikiversity:Learning community|learning groups]] that share your interests and can facilitate your learning path. [http://en.wikiversity.org/w/index.php?title=Wikiversity:Learning_goals&action=edit&section=new Click here to place your order] ===See also=== * [[Wikiversity:Introduction explore|Introductory tutorial]] for Wikiversity. * You may also want to [[Wikiversity:Questions|ask a question]] or [[Wikiversity:Request custodian action|request help]] from a [[Wikiversity:Custodianship|custodian]]. =Share your learning goals= I want to read about philosophy. I am aware that there is actually a school under that topic but the thing is there's no content. I wondered if somebody would care to transfer those pages? Because philosophy is one thing I really want to get into but always feel disoriantated. I need a tutor or a guide! Help please! --[[User:Quinlan Vos|Quinlan Vos]] 22:38, 31 August 2006 (UTC) :I'm puting a request in for [[b:Wikiversity:Introduction to Philosophy]] to be moved over. There also is [[b:Philosophy]] section over at wikibooks which might be useful. Sorry I can't help more.--[[User:Rayc|Rayc]] 04:15, 2 September 2006 (UTC) ::I've transferred over [[b:Wikiversity:Introduction to Philosophy]] to [[Introduction to Philosophy]].--<b><span style="font-family:Trebuchet MS;">[[User:Digitalme|<span style="color:gray;">digital</span>]]<span style="color:gray;">_</span>[[User_talk:Digitalme|<span style="color:red;">me</span>]]</span></b> 04:25, 2 September 2006 (UTC) :::Thanks a lot guys --[[User:Quinlan Vos|Quinlan Vos]] 16:43, 5 September 2006 (UTC) 4221 21917 2006-08-31T12:19:22Z Michaelnelson 310 Moved einstein quote == Project Summary == === Project Goals === This learning project aims to: * investigate the similarities and differences between certain rotations in 3D Geometric Algebra and the [[Wikipedia:Lorentz transformation|Lorentz transformation]] that forms the mathematical basis for [[Wikipedia:Special relativity|Special Relativity]] === Assumed background knowledge/skills === For this [[Wikiversity:Learning projects|learning project]], if you are familiar with: * basic Geometric Algebra in 3 dimensions (see [[Investigationg 3D Geometric Algebra]]). * An understanding of [[Wikipedia:Special relativity|Special Relativity]] will be useful to see the similarity and differences that exist between Special Relativity and 3D Geometric Algebra. Wikipedia has a separate, less-technical [[Wikipedia:Introduction to special relativity|Introduction to special relativity]], and Wikibooks has a [[Wikibooks:Special Relativity|Special Relativity]] text. <blockquote>Without the belief that it is possible to grasp reality with our theoretical constructions, without the belief in the inner harmony of the world, there can be no science. This belief has and always will be the fundamental motive for all scientific creation.<ref>Albert Einstein, ''The Evolution of Physics'', (New York: Simon & Shuster, 1938), p. 313.</ref></blockquote> 4222 21455 2006-08-30T04:31:49Z TimNelson 352 [[School of Linguistics/Indo-European languages]] moved to [[Indo-European languages]]: Moved from Wikibooks #REDIRECT [[Indo-European languages]] 4224 21460 2006-08-30T04:35:17Z TimNelson 352 [[Category:Languages and Language families]] 4225 21480 2006-08-30T04:55:53Z TimNelson 352 [[Category:Language and Literature]] 4226 21501 2006-08-30T05:08:06Z TimNelson 352 [[Category:Indo-European languages]] [[Category:Language Acquisition]] 4227 21502 2006-08-30T05:08:21Z TimNelson 352 [[Category:Indo-European languages]] [[Category:Language Acquisition]] 4228 21506 2006-08-30T05:10:35Z TimNelson 352 [[Category:Indo-European languages]] [[Category:Language Acquisition]] 4229 21507 2006-08-30T05:10:41Z TimNelson 352 [[Category:Indo-European languages]] [[Category:Language Acquisition]] 4230 21513 2006-08-30T05:18:03Z TimNelson 352 [[School of Linguistics/Dravidian languages]] moved to [[Dravidian languages]]: Move from Wikibooks #REDIRECT [[Dravidian languages]] 4231 21515 2006-08-30T05:18:34Z TimNelson 352 [[School of Linguistics/Caddoan languages]] moved to [[Caddoan languages]]: Move from Wikibooks #REDIRECT [[Caddoan languages]] 4232 21517 2006-08-30T05:18:50Z TimNelson 352 [[School of Linguistics/List of endangered languages]] moved to [[List of endangered languages]]: Move from Wikibooks #REDIRECT [[List of endangered languages]] 4233 21519 2006-08-30T05:19:07Z TimNelson 352 [[School of Linguistics/List of extinct languages]] moved to [[List of extinct languages]]: Move from Wikibooks #REDIRECT [[List of extinct languages]] 4236 22859 2006-09-03T12:46:52Z JWSchmidt 20 /* Organizing main namespace content */ example <font size=4>'''Welcome to the '''Fine Arts Portal''' of [[Wikiversity]]'''</font> Hello and welcome to the Fine Arts Portal! The Wikiversity Division of Fine Arts is part of [[School:Art and Design|The School of Art and Design]]. By scanning our [[Wikiversity:Naming conventions|subdivisions and departments]], you can clearly see that the purpose of this Portal is to acquaint students with fields spanning from practical arts and crafts, the illusive industries of film and television production, to thesbian methodology. Visual, performance, tangeble, if it's art, this portal is here to link you to Wikiversity pages dedicated to making these fields more accessible to the curious, dedicated, open-minded student. This Portal is a large organizational structure which contains various departments and subdivisions. The departments and subdivisions should be listed in the departments and subdivisions section. In general, Portals do not contain many learning resources. A portal can link to some [[Portal:Learning Projects|projects]] that are important for developing [[Portal:Learning Materials|learning resources]] that are related to the topics covered by the portal. ==Subdivisions and Departments== The Subdivisions and Departments of Fine Arts exist on pages in the "Topic:" namespaces. Start the names of pages for departments and subdivisions with the "Topic:" prefix; department and subdivision pages reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and subdivisions link to learning meaterials and learning projects. Subdivisions serve to organize several related departments. For more information on subdivisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. ===[[Topic:Art Crafts|Division of Art Crafts]]=== :From glass blowing to basket weaving, this subdivision of Fine Arts is dedicated to the exploration and application of the ability to manipulate raw materials into both the practical and works of art. Departments include, but are not limited to, woodworking, jewelry, weaving, and yarn works. Whether you want to learn how to crochet a pair of socks for your little brother next winter holidays, or get the foundations to enable you to make some necklacesses to show at the next crafts fair, this is the place for you hands-on, hard-working students to call home. *Active contributors ** ** ===[[Topic:Art Studies and History |Institute of Art Studies and History]]=== :This institute is for scholars wishing to persue the analysis and methodology behind visual and performing arts. Anybody interested in having an educated opinion when criticizing films, art, or dance needs first understand its history and patterns, symbols and icons. Departments in the Art Studies and History subdivision include, but are by no means limited to, cinema studies and art history. Whether to compare German Expressionism and Italian neorealism, write a review about a Jackson Pollock peice, or fully appriciate the religious iconography in European medievil art, this department is here at your desposal. *Active contributors ** ** ===[[Topic:Institute of Dramatic Writing |Institute of Dramatic Writing]]=== :Going beyond the basic principles of litterature and writing, this institute strives to impart the elements of drama to all willing students. Narrative structure, script writting, tools to understand the construction of both the short screenplay and the feature length, everything you ever wanted to know about the how-tos of writing for film, television, and theater are packed up into this department. *Active contributors ** ** ===[[Topic:Fashion|Division of Fashion]]=== Departments include Fashion Design, Fashion Illustration, Fashion Business and Fashion Journalism. *Active contributors ** ** ===[[Topic:Film and Television |Institute of Film and Television]]=== :There will be a paragraph detailing the mission of the curriculum of this subdivision shortly. The departments currently under construction are narrative film production, documentary production, narrative television production, and photography. Feel free to add contributions. *Active contributors ** ** ===[[Topic:Performance Art|Division of Performance Art]]=== :There will be a paragraph detailing the mission of the curriculum of this subdivision shortly. The departments currently under construction are production design, drama, and dance. Feel free to add contributions. *Active contributors ** ** ===[[Topic:Visual Art |Division of Visual Art]]=== :There will be a paragraph detailing the mission of the curriculum of this subdivision shortly. The departments currently under construction are painting, drawing, and sculpting. Feel free to add contributions. *Active contributors ** ** ==Organizing main namespace content== '''conceptual maps''':<BR> (conceptual, British) Portal -> Division -> Subject -> Topic -> Lesson<BR> (conceptual, U.S.A.) Portal -> School -> Division -> Department -> Lesson<BR> (Wikiversity [[Wikiversity:Namespaces|namespaces]]) Portal: namespace -> School: namespace -> Topic: namespace -> Lessons in the main namespace (no prefix)<BR> (Example) [[Portal:Humanities|Humanities]] -> [[School:Art and Design|School of Art and Design]] -> [[Topic:Fine Arts|Division of Fine Arts]] -> [[Topic:Fashion|Subdivision of Fashion]] -> [[Topic:Fashion Illustration|Department of Fashion Illustration]]. ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in developing this portal, you can list your name here (this can help new portals grow and the participants communicate better; for [[w:Portal:History|mature portals]] a list of participants is not needed). * [[User:Bozaloshtsh|Bozaloshtsh]] ==Portal news== * August 30th - Portal Created! ---- ==Commentary== {| cellspacing=3 width="100%" |- valign="top" |width="100%" bgcolor="#f5f5f5" style="border:2px solid #cococo;padding:1em;padding-top:0.5em;"| ''This entire Division is still under construction. Helping out in the construction is encouraged.'' |} [[Category:Portal]][[Category:Art and Design]] 4237 22536 2006-09-02T08:31:14Z JWSchmidt 20 image caption Welcome to the Wikiversity '''Center for the Study of War'''. [[Image:800px-PicassoGuernica.jpg|thumb|right|300px|[[w:Guernica (painting)|Guernica]] by [[w:Pablo Picasso|Pablo Picasso]], was inspired by Picasso's horror at the Nazi German bombing of Guernica, Spain on April 26, 1937 during the Spanish Civil War. What roles do the reactions of artists and journalists play in our perception of war? Can a single painting express more than any single photograph?]] ==Center description== Participants engage in collaborative research, the authoring of articles, cyber round table discussions and other types of creative projects about the history of war as a cultural practice and relate that research to the current wars going on throughout the world. ==Center news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[War Seminar]] - learning project devoted to discussions about the history of war as a cultural practice and current wars in the world. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:War| ]] 4238 23877 2006-09-04T22:07:40Z Trevor MacInnis 99 +cat There are two types of '''talk pages''' - standard talk pages are used to discuss an article, whilst user talk pages are used to communicate with other users or leave them messages. Every page has an associated talk page, except pages in the ''Special:'' [[Help:namespace|namespace]]. If there is no discussion of a page, the link to its talk page will be red. You can still discuss the page - you will just be the first person to do so. ==Accessing a talk page== To access a talk page look for a link labelled ''Talk'', ''Discussion'' or ''Discuss this page''. These links will be found either at the top of the page or on the left hand side (near ''Edit this page''). A talk page adds ''Talk:'' to the beginning of the main page's title. If the main page has a prefix then talk is added after this prefix. For example, a talk page associated with the main article namespace simply has the prefix ''Talk:'', while a talk page associated with the user namespace has the prefix ''User talk:''. This article is in the ''Help:'' namespace, so the talk page for this article is [[Help talk:Talk page]]. The [[Main Page]] is in the main namespace (because it has no prefix), so its talk page is simply [[Talk:Main Page]]. After someone else edits your user talk page, the alert "You have new messages" is automatically displayed on all pages you view, until you view your user page. ==Using talk pages== You should sign your contributions by typing three or four tildes <nowiki>(~~~ = Username)</nowiki> <br><nowiki>(~~~~ = Username 19:36, 10 January 2006 (UTC))</nowiki>. See [[Help:Automatic conversion of wikitext]]. On a talk page, "this page" usually refers to the main page (i.e. the page the talk page is associated with). If the talk page itself is referred to, write "this talk page". When debating the name of the page or discussing merging it with another page, always mention the current page name. Otherwise after [[help:renaming (moving) a page|renaming (moving) a page]], references to "this page name" become ambiguous. The "Post a comment" feature allows convenient appending of a [[Help:section|section]] with the section header the same as the [[Help:edit summary|edit summary]], and typed only once. This also works on other pages as well, though there is no link displayed, so you will need to use the URL, e.g. http://meta.wikimedia.org/w/wiki.phtml?title=Meta:Sandbox&action=edit&section=new The practice of "spamming" - posting similar messages to more than a few users' talk pages, often for the purpose of soliciting a certain action - is discouraged. ====Formatting==== Because the [[wiki]] software platform provides for a wide range of formatting styles, proper or at least consistent formatting is essential to maintaining readable talk pages. The reference of a comment is determined by the number of colons (':') in front of the it. If a reply is made to a statement, one adds a colon to the number of colons used in the statement being replied to. This style of conversation is easy to read. Example: {| border="1" cellpadding="6" cellspacing="0" | <nowiki>How's the milk? --[[Bob]]</nowiki><br> <nowiki>:It's great!! --[[Lisa]]</nowiki><br> <nowiki>::Not too bad.. --[[George]]</nowiki><br> <nowiki>:::I made it myself! --[[Bob]]</nowiki><br> <nowiki>I think the milk-discussion should be moved to [[Talk:Milk]].. --[[Lisa]]</nowiki><br> <nowiki>:I tend to disagree. --[[George]]</nowiki><br> |} The above will produce this: {| border="1" cellpadding="6" cellspacing="0" | How's the milk? --[[Bob]]<br> :It's great!! --[[Lisa]]<br> ::Not too bad.. --[[George]]<br> :::I made it myself! --[[Bob]]<br> I think the milk-discussion should be moved to [[Talk:Milk]].. --[[Lisa]]<br> :I tend to disagree. --[[George]]<br> |} ==See also== *[[Help:Template#Template_talk_page|Template talk page]] [[Category:Help]] 4240 21592 2006-08-30T12:41:16Z JWSchmidt 20 subcategory [[Category:Sociology]] 4241 22273 2006-09-01T19:55:24Z Smithgrrl 186 /* Assignments */ The '''War Seminar''' learning project is devoted to discussions about the history of war as a cultural practice and current wars in the world. [[Image:AtomicEffects-Hiroshima.jpg|thumb|right|300px|[[w:Hiroshima|Hiroshima]]]] ==Learning Project Summary== This learning project hosts discussions about war. ==Goals== This learning project offers learnings activities that encourage the participation of Wikiversity editors who are interested in war as a cultural phenomenon. Concepts to learn include: the causes of war and the history of attempts to limit the number and destructiveness of wars. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Raodmaps to peace]] - discussion of historical examples of how wars end and plans for ending existing wars *[[Religion and war]] - discussion of the role of religion in war *[[Terrorism and war]] - discussion of the role of terrorism in war *[[War and laws]] - discussion of laws that regulate the conduct of war *[[Art and War]] -- war as an art and artistic representations of war * ... ==Content summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== 1. Take a look at Sun Tzu's ART OF WAR at [http://www.chinapage.com/sunzi-e.html#13] Make a list of 10 issues that Sun Tzu raises. 2. Now read this poem out loud: Anthem for Doomed Youth What passing-bells for these who die as cattle? Only the monstrous anger of the guns. Only the stuttering rifles' rapid rattle Can patter out their hasty orisons. No mockeries now for them; no prayers nor bells, Nor any voice of mourning save the choirs,-- The shrill, demented choirs of wailing shells; And bugles calling for them from sad shires. What candles may be held to speed them all? Not in the hands of boys, but in their eyes Shall shine the holy glimmers of good-byes. The pallor of girls' brows shall be their pall; Their flowers the tenderness of patient minds, And each slow dusk a drawing-down of blinds [[w:Wilfred Owen|Wilfred Owen]] ====Activities==== *Activity 1 Ask your family members and friends what they understand by the word "war." Take notes of their comments. *etc. If you want to, gather together in real time or here at wikiversity (click on the discussion tab at the top of this page), and compare reactions and thoughts. What consensus, if any, can you reach? What differences in views do you see? Are these differences related to age, gender, race, religious beliefs or what? *Activity 2 Read the information about Wilfred Owen at Wikipedia. Share the poem with others and dicuss how Owen's language, imagery, method of argumentation (poem versus treatise) lead him to make the conclusions about war that he does. If you want, do some research about [[w:World War I|World War I]]. Discuss with others in realtime and/or post your thoughts on the discussion page. If you like this poem, do some research on line and see if you can find more poems by this poet. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. -- [[w:Sun Tzu|Sun Tzu]], [[w:The Art of War|The Art of War]] *Reading 2. -- [[w:Wilfred Owen|Wilfred Owen]], "Anthem for Doomed Youth." * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *ect. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * --[[User:Smithgrrl|Smithgrrl]] 19:41, 1 September 2006 (UTC) [[Category:War Seminar|War Seminar]] 4242 21596 2006-08-30T12:50:17Z JWSchmidt 20 subcategory [[Category:War]] 4243 21609 2006-08-30T13:34:48Z JWSchmidt 20 start project Participants in this [[Wikiversity:Learning projects|project]] create short (15 to 60 seconds) promotional videos for Wikiversity. ==Styles== Suggest types of promotional videos for Wikiversity. ===Like Apple computer ads=== * See: "[http://www.apple.com/getamac/ Get a Mac]" ads [[Category:Wikiversity shorts]] 4244 21610 2006-08-30T13:35:01Z JWSchmidt 20 subcategory [[Category:Wikiversity the Movie]] 4260 21648 2006-08-30T16:01:30Z Trevor MacInnis 99 [[Wikiversity:Talk page]] moved to [[Help:Talk page]]: proper namespace for a meta copied help page #REDIRECT [[Help:Talk page]] 4262 24221 2006-09-05T18:08:03Z Wikihigh 644 /* External links */ Welcome to the '''Wikihigh Development Project'''. ==Project summary== Wikihigh is a proposal for an accredited online high school, including GED preparatory course offerings, conceived with the intention of providing free and convenient access to a quality educational program. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Wikiversity outreach]] - establishing constructive interactions with other educational institutions * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Seek grant support **[http://www.gatesfoundation.org/Education/ Bill & Melinda Gates Foundation] - committed to raising the high school graduation rate and helping students get ready for college and work. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *ect. ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] *[[User:JWSchmidt]] - I am interested in outreach from Wikiversity to existing schools that use a large amount of online learning resources * ... ==High schools using online education== *[http://www.phxhs.k12.az.us/education/school/school.php?sectionid=5539 Phoenix Union Cyber High School] - internet-based curriculum, computer studios not classrooms, self-paced learning, opened 2006. **"[http://www.azcentral.com/arizonarepublic/local/articles/1217cyberhigh.html Tech-savvy Cyber High still in need of students]: All schoolwork will be on PCs" by Karina Bland in [[w:The Arizona Republic|The Arizona Republic]] (Dec. 17, 2005). ==See also== *[[School of Mathematics:High School Mathematics|High School Mathematics]] ==External links== *[http://directory.google.com/Top/Reference/Education/Directories/ Education Directories] *[http://www.free-ed.net/free-ed/ Free-Ed.Net] *[http://www.thinkquest.org/library/ ThinkQuest] *[http://about.com/education/ About Education] *[http://www.math.armstrong.edu/webhelp.html/ Web Help] *[http://www.visualmathlearning.com/index.html/ Visual Math Learning] *[http://www.wtamu.edu/academic/anns/mps/math/mathlab/ Virtual Math Lab] [[Category:Education]] [[Category:{{PAGENAME}}|{{PAGENAME}}]] 4266 21990 2006-08-31T14:51:17Z Trevor MacInnis 99 link to [[Wikiversity:Introduction]] {{{nosubst|{{#ifeq:{{NAMESPACE}}|{{<includeonly>subst:</includeonly>NAMESPACE}}| |{{error:not substituted|Welcomeip}}<div style="display:none;">}}}}} <!-- Template:Welcomeip -->'''Welcome!''' Hello, and [[Wikiversity:Welcome, newcomers|welcome]] to [[Wikiversity]]. Thank you for your contributions. Currently, you are [[Help:Editing|editing]] without a username. You can continue to do so, as you are not required to log in to Wikiversity to read and edit articles; however, logging in will result in a username being shown instead of your IP address (yours is {{<includeonly>subst:</includeonly>PAGENAME}}). Logging in does not require any personal details, and there are many other [[Wikiversity:Why create an account?|benefits for logging in]]. When you edit pages: * Please [[Wikiversity:Copyrights|respect others' copyrights]]; do not copy and paste the contents from webpages directly. * Please use a [[Wikiversity:Neutral point of view|neutral point of view]] when editing articles. * If you are testing, please use the [[Wikiversity:Sandbox|Sandbox]] to <span class="plainlinks">[http://en.wikiversity.org/w/index.php?title=Wikiversity:Sandbox&action=edit do so].</span> * Do not add unreasonable contents into any [[Wikiversity:Browse|articles]], such as copyrighted text, advertisement messages, and text that is not related to an areas's subject. Adding such content or editing articles maliciously is considered [[Wikiversity:Blocking policy|vandalism]]. The [[Wikiversity:Introduction|Intoduction]] is a good place to start learning about Wikiversity. For now, if you are stuck, you can ask a question on {{#if:{{{1|}}}|[[user talk:{{{1}}}|my Talk page]]|my Talk page}}. I will answer your questions as far as I can! Thank you again for contributing to Wikiversity.{{{nosubst|{{#ifeq:{{NAMESPACE}}|{{<includeonly>subst:</includeonly>NAMESPACE}}| |</div>}}}}}<!-- Template:welcomeip --><noinclude> [[Category:Templates using ParserFunctions|{{PAGENAME}}]] [[Category:Welcome templates|{{PAGENAME}}]] </noinclude> 4277 21687 2006-08-30T18:07:24Z Daniel575 649 self-made == Summary == self-made == Licensing == {{GFDL-self}} 4278 21690 2006-08-30T18:07:56Z Daniel575 649 self-made == Summary == self-made == Licensing == {{GFDL-self}} 4315 21785 2006-08-31T00:00:21Z Michaelnelson 310 [[Web Design:Accessibility]] moved to [[Web Design/Accessibility]]: Following new naming convention #REDIRECT [[Web Design/Accessibility]] 4321 21903 2006-08-31T12:05:09Z JWSchmidt 20 [[Category:Wikiversity screenshots]] == Summary == Wikiversity screen shot. == Licensing == {{GFDL-self}} [[Category:Wikiversity screenshots]] 4322 23953 2006-09-05T00:05:23Z Digitalme 39 Reverted edits by [[Special:Contributions/24.85.167.234|24.85.167.234]] ([[User_talk:24.85.167.234|Talk]]) to last version by [[User:JWSchmidt|JWSchmidt]] {{Please leave this line alone}} <!-- Feel free to change the text below this line. No profanity, please. --> Hello 4323 21848 2006-08-31T03:27:42Z JWSchmidt 20 subcategory [[Category:Help]] 4324 21849 2006-08-31T03:28:18Z JWSchmidt 20 subcategory [[Category:Wikiversity]] 4325 24020 2006-09-05T03:20:44Z JWSchmidt 20 Template:Please don't change this page {{Please don't change this page}} 4326 24124 2006-09-05T13:35:04Z JWSchmidt 20 Template:Please don't edit this page {{Template:Please don't edit this page}} 4337 21881 2006-08-31T04:39:09Z JWSchmidt 20 link repair There is not a canonical list of '''''unsolved problems in software engineering'''''; however, there are the following issues: ==[[w:Engineering Challenges| Engineering Challenges]]== * Is it possible to simulate a [[w:Blue_brain|human mind]]? * Is computer [[w:consciousness| consciousness]] possible? * Is it possible to solve any [[w:NP-complete|NP-complete]] problem quickly (in polynomial time)? * Will software complexity continue to match or exceed [[w:Moores Law|Moores Law]]? * Is it possible to have computers solve their own problems, in particular configuration problems or problems involving improper setup, integration or programming? * Is it possible to write software that users can themselves extend and interact with to solve the actual problem they want to solve, as opposed to the software that was written by the developer in a general way? ==[[w:Software Engineering Project Management|Software Engineering Project Management]]== *List of [[w:antipattern|antipattern]]s, which might be thought of as statements of poor practice, in contradistinction to the list of [[w:Design pattern (computer science)|design patterns]] *Poorly predictable relationship of project [[w:duration (project management)|duration]] to program functionality *Systematic detection of software defects *Statistical tendency of project to run behind schedule and over-budget *Adding additional manpower to a lagging software project (especially in later parts of the project) may actually cause further schedule slippage due to overhead experienced during the integration of new employees. See [[w:The Mythical Man-Month]]. ==[[w:Programming Complexity|Programming Complexity]]== *Current complexity of most programming languages, in general *Current complexity of most applications, to the extent that companies fail when programmers leave, if those companies have no one else who understands what the programmers have done. ==[[w:Standards (software)|Standards (software)]]== *Non-standard implementation of standards or specifications by multiple organizations result in a requirement for implementation specific code and special case exceptions as a necessity for cross-platform interoperability. Notable modern examples include web browser compatibility and web-services interoperability. Companies create competing standards to solve their own problems and use their political clout to market the standard and themselves. Although competing standards sometimes improve upon existing problems, rarely do they replace or even provide an improvement upon current standards. That is to say that while a portion of the competing standard may outperform the other current standards in one area, a portion of the competing standard will suffer. *Differential implementations of standards by one specification. One explanation is that the early-adopters program according to an older, outdated version of the spec. Another possible explanation is that the companies' different implementations revealed after-the-fact that the specification had unclearly-defined or ambiguous rules. Eg: different blog software companies have implemented the metaweblog api based on the metaweblog api specification, although they did so differently since there was confusion about the methodNames of those methods shared with the blogger api (blogger.methodname vs metaweblog.methodname). *Arbitrariness of most software concepts, which is related to historical hardware and software implementation, lack of common standards worldwide, and economic pressures. [http://en.wikipedia.org/wiki/Unsolved_problems_in_software_engineering original source] [[Category:Forums]] 4338 21922 2006-08-31T12:20:38Z JWSchmidt 20 more specific category Pages in this category are scholarly discussions. [[Category:Discussions]] 4340 21998 2006-08-31T14:59:58Z JWSchmidt 20 add image Some of the yet '''unsolved problems of neuroscience''' include: [[Image:Brain chrischan 300.gif|thumb|right|300px]] * ([[w:Self|Self]]-)[[w:Awareness|Awareness]]: What is the [[w:neuronal|neuronal]] basis of [[w:subjective|subjective]] experience, wakefulness, [[w:alert|alert]]ness, [[w:arousal|arousal]] and [[w:attention|attention]]? What is its function? * [[w:Perception|Perception]]: How does the [[w:brain|brain]] transfer [[w:sensory|sensory]] information into coherent, private percepts? What are the [[w:wiktionary:rule|rules]] by which perception is organized? What are the [[w:features|features]]/[[w:objects (image processing)|objects]] that constitute our perceptual experience of [[w:internal|internal]] and [[w:external|external]] events? How are the [[w:senses|senses]] integrated? Is [[w:face|face]] perception special (e.g. [[w:inert|inert]])? What is the relationship between subjective experience and the [[w:nature|physical]] world? * [[w:Learning|Learning]] and [[w:Memory|Memory]]: Where do our memories get stored and how are they retrieved again? How can learning be improved? What is the difference between [[w:explicit|explicit]] and [[w:implicit|implicit]] memories? How [[w:Plasticity|plastic]] is the mature brain? * [[w:Development|Development]]: How and why did the brain [[w:Evolution|evolve]] (the way it did)? What are the [[w:molecular|molecular]] determinants of individual brain development? * [[w:Sleep|Sleep]]: What is the function of sleep? Why do we [[w:dream|dream]]? What are the underlying brain mechanisms? What is its relation to [[w:anesthesia|anesthesia]]? * [[w:Cognition|Cognition]] and [[w:Decisions|Decisions]]: How and where does the brain [[w:value|evaluate]] [[w:reward|reward]] value and [[w:effort|effort]] ([[w:cost|cost]]) to modulate [[w:behavior|behavior]]? How does previous experience alter perception and behavior? What are the genetic and environmental contributions to brain function? * [[w:Language:Language]]: How is it implemented neurally? What is the basis of [[w:semantics|semantic]] [[w:meaning|meaning]]? * [[w:Diseases|Diseases]: What are the neural bases (causes) of [[w:mental|mental]] diseases like psychotic disorders (e.g. [[w:mania|mania]], [[w:schizophrenia|schizophrenia]]), [[w:Parkinson's disease|Parkinson's disease]], [[w:Alzheimer's disease|Alzheimer's disease]] or [[w:addiction|addiction]]? Is it possible to recover loss of sensory or motor function? == External links == *[http://en.wikipedia.org/wiki/Unsolved_problems_in_neuroscience original source] * [http://nba.uth.tmc.edu/homepage/eagleman/10Q/ 10 Unsolved Questions of Neuroscience] course at the University of Texas at Houston Medical School and UT Austin. There are book chapters online there. * Many theories exist to answer at least some of these questions. [[Category:Forums]] [[Category:Biology learning projects]] 4342 21900 2006-08-31T08:16:54Z Enkhuush 675 Enkhuush 4344 21927 2006-08-31T12:28:58Z JWSchmidt 20 more specific category [[Category:Wikiversity maintenance]] 4345 21908 2006-08-31T12:10:39Z JWSchmidt 20 subcategory [[Category:Plant Sciences]] 4346 21909 2006-08-31T12:11:14Z JWSchmidt 20 subcategory [[Category:Research]] 4347 21920 2006-08-31T12:19:54Z JWSchmidt 20 subcategory [[Category:Wikiversity]] 4348 21925 2006-08-31T12:28:10Z JWSchmidt 20 subcategory [[Category:Wikiversity maintenance]] 4349 21930 2006-08-31T12:34:10Z JWSchmidt 20 subcategory [[Category:Wikiversity maintenance]] 4350 21937 2006-08-31T12:44:37Z JWSchmidt 20 subcategory [[Category:Images]] 4351 21938 2006-08-31T12:45:02Z JWSchmidt 20 subcategory [[Category:Wikiversity]] 4352 21952 2006-08-31T12:54:11Z JWSchmidt 20 subcategory [[Category:Images]] 4353 21957 2006-08-31T13:23:06Z JWSchmidt 20 subcategory [[Category:Templates]] 4354 21959 2006-08-31T13:28:24Z JWSchmidt 20 subcategory [[Category:Astronomy]] 4355 21961 2006-08-31T13:48:19Z JWSchmidt 20 [http://galex.stsci.edu/GR2/?page=gidata&gi=9 image source] "[http://www.stsci.edu/institute/Copyright no claim to copyright is being asserted by STScI and it may be freely used as in the public domain in accordance with NASA's contract]" {{PD}} [http://galex.stsci.edu/GR2/?page=gidata&gi=9 image source] "[http://www.stsci.edu/institute/Copyright no claim to copyright is being asserted by STScI and it may be freely used as in the public domain in accordance with NASA's contract]" {{PD}} 4356 21962 2006-08-31T13:50:07Z JWSchmidt 20 start <center> <div class="boilerplate" id="pd" style="width: 95%; margin: 0 auto; text-align: justify; background: #F1F1DE; padding: 0 10px; border: 1px solid #CC9;"> ''This image has been released into the '''[[Wikipedia:Public domain|public domain]]''' by the copyright holder, its copyright has expired, or it is ineligible for copyright. This applies worldwide.'' </div> </center> [[Category:Public domain images|{{PAGENAME}}]] 4357 21963 2006-08-31T13:51:01Z JWSchmidt 20 subcategory [[Category:Images]] 4358 21964 2006-08-31T13:57:46Z JWSchmidt 20 data example Data from the Galaxy Evolution Explorer (GALEX) Mission (launched April 28, 2003) ==GALEX project information== GALEX is the first Space Ultraviolet sky survey. Data from two wavelengths of light (1350-1750Å and 1750-2800Å) are being collected and made public. The measured UV properties of galaxies will be used to estimate star formation rates in galaxies. The goal is to map the history of star formation in the universe over the red shift range zero to two. The GALEX mission includes an Associate Investigator program for supporting data analysis. GALEX data are available in a large archive available to the entire astronomical community and to the general public. This supports a wide variety of investigations of the data from the UV sky survey. ==Data== [[Image:GALEXexample.png|thumb|left|400px|[http://galex.stsci.edu/GR2/?page=gidata&gi=9 GALEX data example]]] ==External links== *[http://galex.stsci.edu/GR2/ GALEX data] [[Category:Astronomy Project]] 4359 21967 2006-08-31T13:59:28Z JWSchmidt 20 subcategory [[Category:Learning projects]] 4360 21969 2006-08-31T14:15:29Z JWSchmidt 20 [http://galex.stsci.edu/GR2/ source]{{PD}} [http://galex.stsci.edu/GR2/ source]{{PD}} 4368 21987 2006-08-31T14:42:56Z JWSchmidt 20 examples Wikiversity's sister projects such as Wikipedia discard articles that do not conform to the narrow mission of the various Wikimedia projects. The '''Wikimedia Garbage Detail''' is a Wikiversity project devoted to learning how to efficiently capture discarded content from other Wikimedia projects that is suitable for Wikiversity. ==Templates== At Wikipedia, use <nowiki>{{Template:Wikiversity}}</nowiki> to mark unwanted content that should be migrated to Wikiversity. ==Examples== *[[w:Wikihigh|wikihigh]] at Wikipedia --> [[Wikihigh]] at Wikiversity *[[Unsolved problems in neuroscience]] - was nominated for deletion at Wikipedia. [[Category:Service projects]] 4369 21986 2006-08-31T14:38:57Z JWSchmidt 20 subcategory [[Category:Wikiversity]] 4370 21991 2006-08-31T14:51:35Z Trevor MacInnis 99 +cat [[Category:Templates]] 4371 21995 2006-08-31T14:52:58Z Trevor MacInnis 99 +cat [[Category:Templates]] 4372 21999 2006-08-31T15:06:41Z SB Johnny 61 fix link from wikibooks #REDIRECT [[Hitler's Germany]] 4373 22001 2006-08-31T15:11:30Z JWSchmidt 20 subcategory [[Category:History]] 4375 22034 2006-08-31T18:24:35Z MediaWiki default You do not have a valid email address set in your [[Special:Preferences|user preferences]]. 4376 22035 2006-08-31T18:24:40Z MediaWiki default Go! 4377 22036 2006-08-31T18:24:40Z MediaWiki default 4378 22037 2006-08-31T18:24:41Z MediaWiki default Go to page 4379 22038 2006-08-31T18:24:41Z MediaWiki default next page &rarr; 4380 22039 2006-08-31T18:24:41Z MediaWiki default &larr; previous page 4381 22041 2006-08-31T18:24:47Z MediaWiki default Display users starting at: 4382 22043 2006-08-31T18:25:20Z MediaWiki default (a file on your computer) 4383 22044 2006-08-31T18:25:20Z MediaWiki default (a vaild, publicy accessible URL) 4385 22051 2006-08-31T18:53:59Z Digitalme 39 archive notice <center>'''This is an archive of past discussions. Please do not modify it or make new requests here. Please do so at [[Wikiversity:Import]].'''</center> ==Completed== * http://en.wikibooks.org/wiki/Wikiversity:Productive_Forking_and_Tailoring_is_Encouraged I would like this linked to from the policy discussion and voting page. If there is a place for discussion of draft policy or guidelines that is adequate as well. Forking and tailoring the material to achieve different purposes is a fairly obvious way to rapidly expand our available materials for various purposes. However, I fear much of the local wiki culture is oriented around deleting material perceived as redundant and eliminating duplication from the database. Hence a discussion of this type of useful activity from the start may be extremely useful. Thanks! [[User:Mirwin|Mirwin]] 23:32, 16 August 2006 (UTC) :Linked to with voting and discussion at [[WV:RULES]]. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 08:03, 17 August 2006 (UTC) *http://en.wikibooks.org/wiki/Wikiversity:School_of_Communication *http://en.wikibooks.org/wiki/Wikiversity:School_of_Media_Studies --[[User:Rayc|Rayc]] 15:34, 17 August 2006 (UTC) *http://en.wikibooks.org/wiki/Wikiversity:School_of_Library_and_Information_Science probably should come too.--[[User:Rayc|Rayc]] 15:41, 17 August 2006 (UTC) :All done. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 16:03, 17 August 2006 (UTC) * [[:m:Template:Wikiversity]] and [[:m:Template:WikiversityActivities]] (see ''What links here'' of local pages) [[User:555|555]] 19:56, 16 August 2006 (UTC) :Done. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 20:09, 16 August 2006 (UTC) *[[b:Wikiversity:School of Aviation]], [[b:Wikiversity:School of Aviation/Chapter 1 Airplane Components]] - [[User:Trevor MacInnis|Trevor MacInnis]] 02:40, 18 August 2006 (UTC) *:Done. --[[User:Robert Horning|Robert Horning]] 05:01, 18 August 2006 (UTC) *http://en.wikibooks.org/wiki/Wikiversity:School_of_Psychology --[[User:Rayc|Rayc]] 23:42, 17 August 2006 (UTC) *:Done, with all subpages as well. It has been moved to [[School:Department of Psychology]]. --[[User:Robert Horning|Robert Horning]] 05:47, 18 August 2006 (UTC) *http://en.wikibooks.org/wiki/Wikiversity:School_of_Mathematics and this one with all it's subpages for Robert Horning. --[[User:Rayc|Rayc]] 16:05, 19 August 2006 (UTC) *:Done. --[[User:Robert Horning|Robert Horning]] 06:59, 20 August 2006 (UTC) *http://en.wikibooks.org/wiki/Wikiversity:School_of_Literature_and_English_Studies/Writing_Center which I'd like to now come under the new Literary Studies thing (we're stepping away from strictly English). [[User:Atrivedi|Atrivedi]] :Done. Now located at [[School:Department of Literary Studies/Writing Center]]. Please forgive the 80,000 moves of the talk page. I was clearly not up to par. -- [[User:sebmol|sebmol]] [[User talk:sebmol|^?]] 22:01, 17 August 2006 (UTC) *I need this file: http://en.wikibooks.org/wiki/Wikiversity:School_of_Engineering/Free_or_open_source_design_tools transiki'd to: <s>http://en.wikiversity.org/w/index.php?title=Free_or_open_source_design_tools</S> Thanks! [[User:Mirwin|Mirwin]] 06:10, 25 August 2006 (UTC) **Done, now at [[Topic:Engineering/Free_or_open_source_design_tools]] --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 23:02, 27 August 2006 (UTC) *I would like the two files below (currently at Wikibooks) moved over into the lesson space under http://en.wikiversity.org/wiki/Topic:Project_Management :http://en.wikibooks.org/wiki/Wikiversity:School_of_Project_Management/Goal_Setting_and_Management ::[[Topic:Project Management/Goal_Setting_and_Management]] :http://en.wikibooks.org/wiki/Wikiversity:School_of_Engineering:Critical_Thinking_%26_Self_Communication:goal_setting ::[[Topic:Project Management/Experimental Self Communication/Critical Thinking & Self Communication/Goal Setting]] Thanks! [[User:Mirwin|Mirwin]] 05:13, 23 August 2006 (UTC) ::*Imported, moving now. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 23:39, 27 August 2006 (UTC) :::Moved, feel free to rename, but don't delete redirects.--[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 23:48, 27 August 2006 (UTC) 4390 22070 2006-08-31T23:43:35Z JWSchmidt 20 {{Main welcome}} {{Main welcome|JohnWSchmidt}} 4392 22095 2006-09-01T00:42:35Z Digitalme 39 moved from wb '''Sociology of the family''' is a branch of sociology studying the construction and role of families, as well as the relations both within the domestic sphere and outward into the work sphere. For this purpose sociologists use a very broad definition of family; one source renders it "an intimate domestic group made up of people related to one another by bonds of blood, sexual mating, or legal ties"{{fn|1}}. ==Methodology== Research methods in the sociology of the family can be broken down to three major approaches, each with its own strengths and weaknesses; which need be employed in a study, then, relies largely on the subject of, and questions posed by, the research. One approach is survey research of contemporary families. This holds the benefit of leaving statistical data and large and hopefully random samples from which a researcher can interpolate the general traits of a society. However, survey respondents tend to answer as would feel regular or ideal rather than as things might actually be. It also gives a very one-sided explanation view of a larger group which does not sufficently allow for contention. Another method is ethnographic research of families. Where surveys allow for broad but shallow analyses, observation allows sociologists to obtain rich information on a source of a much more limited size. It allows the research an "insider" perspective, and through this closer look a better idea of the actual social framework of families. Where surveys are strong, however, ethnographic research is weak. By reducing the size of a sample size, it may be no longer evident how representative the family being researched is to families at large within a society, and then also does not allow much room in linking the specific traits of the families being observed to a society more generally. Finally, a researcher can use documented studies of families from the past as a source of information. These sources may include very personal items (such as diaries), legal records (census data, wills, court records), and matters of public record (such as sermons). ==History== In attempting to explain contemporary society, it is important to look first at the social construction that lead to its development. ===Hunting and Gathering societies=== At an early stage of development societies may practice huntering and gathering. Ideal type characteristics for these societies include: *Small groups (30-100 people) *Open, elliptical camps *Simplistic technology *Children spaced apart 4-5 years in age (due to low fat diet and regular lactation) Ideal type characteristics for labor division is as follows: *Women **Gather 80% of food supply **Plant **Manage distribution of food **Care for children **Build/repair shelters *Men **Hunt **Prepare the fields **Care for children **Build structures *Children **Help to gather food **Discipline is passive **Cared for by siblings, parents, and other adults The general ideology of these groups is typically: *Egalitarian (no hierarchy of power; men, women, children cooperate) *Monogamus and bilineal **Trial marriage **Divorce not common, nor traumatic ***No wealth to divide ***Children continue to be cared for by multiple adults Modern governments tend to take issue with nomadic groups, often forcing them to settle in a particular location. This can have various effects on the way of life among these groups: *Physical context **Solid permanent structures; doors close off families from one another **Small scale agriculture and flocks **Private property **Wider political and social contact for boys *Division of labor **Women and girls ***Preserve and prepare foods ***Begin to be seen as domestic **Men and boys ***Care for flocks ***Broader social knowledge and ties ***Begin to be seen as public leaders *Ideology **Hierarchy ***Stratification by gender ***Stratification by class **Marriage and divorce ***Become more formalized (parents take control) ***Reinforces class privilege ***Divorce becomes more problematic {{fnb|1}}Oxford Dictionary of Sociology ([[w:Gordon Marshall|Marshall]], 1998) [[Category:Sociology]] [[Category:Page moved from Wikibooks]] 4396 22137 2006-09-01T05:03:11Z Rayc 57 Test picture for the bloomclock project == Summary == Test picture for the bloomclock project == Licensing == {{self-GFDL-Cc-by-sa-2.5}} 4397 22163 2006-09-01T10:34:36Z Echud123456 708 I used a font called Accidental Presidency to make this I used a font called Accidental Presidency to make this 4399 22232 2006-09-01T17:15:18Z Digitalme 39 sp '''Rollback''' is a vandalism reverting tool available to Wikiversity custodians. [[Image:Rollback button.png|thumb|300px|Rollback button]] ==Use of the rollback tool== Custodians have a ''rollback tool'' to revert the last change or group of changes made to a page by the same user. There is no option to provide a change summary when using this tool. Instead, a text similar to "Reverted edits by User:Foo; changed back to last version by User:Bar" will is added automatically. This tool is used to respond to [[#Obvious vandalism|obvious vandalism]]. ===Reverting edits that are not obvious vandalism=== For other edit reversions a good edit summary should be provided. When a custodian wants to revert an edit that is not obvious vandalism the rollback button should not be used. ===Other rollback-like tools=== Any other mechanism for reverting edits that does not involve providing an edit summary specific for each reversion should also only be used for obvious vandalism. ==Obvious vandalism== In the context of reverting edits, always [[Wikiversity:Assume Good Faith|Assume Good Faith]]. "Obvious" does not mean "obvious to me". "Obvious" means that it is obvious to you and it will be obvious to everyone else. New wiki participants make many edits that are useless, wrong, bad, silly, disruptive or misguided. It is the responsibility of more experienced editors to explain why such edits are reverted. If there is any possibility that an edit was not vandalism then do not use the rollback tool to revert it. ==If your edit has been rolled back== If your edit was rolled back and you do not think that it should have been reolled back or if you would like feedback about how to improve your editing, discuss your edit with the Wikiversity participant who did the rollback. ===Revert wars=== Never use the rollback tool during a dispute over page content. During content disputes good edit summaries are required. Before reverting a reversion during a content dispute, solve the dispute on the discussion (talk) page. ==See also== *[[Wikiversity:Custodianship#Rollback|Custodianship tools]] discussion of the use of the rollback tool at the custodianship page. [[Category:Wikiversity policy]] 4400 22177 2006-09-01T13:22:53Z JWSchmidt 20 #REDIRECT [[Wikiversity:Rollback]] #REDIRECT [[Wikiversity:Rollback]] 4402 22200 2006-09-01T14:42:21Z JWSchmidt 20 subcategory [[Category:Wikiversity development projects]] 4403 22201 2006-09-01T14:42:42Z JWSchmidt 20 subcategory [[Category:Wikiversity]] 4421 22230 2006-09-01T17:05:58Z JWSchmidt 20 Modified version of a [http://en.wikipedia.org/wiki/Image:CannotCreate.jpg public domain image at wikipedia] {{PD}} Modified version of a [http://en.wikipedia.org/wiki/Image:CannotCreate.jpg public domain image at wikipedia] {{PD}} 4424 22365 2006-09-01T22:34:53Z Rayc 57 cat Welcome to the Wikiversity Department of Marine Biology. ==Department description== The Department of Marine Biology is where Wikiversity participants can organize efforts that attempt to facilitate exploration of marine biology in all its aspects and link them to the study also of marine chemistry and marine physics in order to benefit fom an integrated approach to the marine sciences. The Department needs to develop more Marine Biology-related [[Portal:Learning Projects|activities]] that Wikiversity participants can use as learning resources. ==Department news== * September 1, 2006 - School founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==References== Key resources for Marine Biology ===Wikipedia=== * [[w:Marine biology]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * [[User:Jimbobalina2005]] - see: [[Marine Biology]] [[Category:Marine sciences]] [[Category:Biology]] 4426 22358 2006-09-01T22:33:51Z Rayc 57 cat Welcome to the Wikiversity Department of Marine Chemistry, part of the school of Physical Sciences and member of the Marine sciences category. ==Department description== The Department of Marine Chemistry is where Wikiversity participants can organize efforts that attempt to facilitate exploration of marine chemistry in all its aspects and link it with study of marine biology and marine physics to benefit from an integrated apporach to marine sciences. The Department needs to develop more Marine Chemistry-related [[Portal:Learning Projects|activities]] that Wikiversity participants can use as learning resources. ==Department news== * September 1, 2006 - School founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==References== Key resources for Marine Chemistry ===Wikipedia=== * [[w:Marine chemistry]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * [[User:Jimbobalina2005]] - see: [[Marine Chemistry]] [[Category:Marine sciences]] [[Category:Chemistry]] 4427 22334 2006-09-01T22:28:57Z Rayc 57 Welcome to the Wikiversity Department of Marine Physics, part of the school of Physical Sciences and member of the Marine sciences category. ==Department description== The Department of Marine Physics is where Wikiversity participants can organize efforts that attempt to facilitate exploration of marine physics in all its aspects and link it with study of marine biology and marine chemistry to benefit from an integrated apporach to marine sciences. The Department needs to develop more Marine Physics-related [[Portal:Learning Projects|activities]] that Wikiversity participants can use as learning resources. ==Department news== * September 1, 2006 - School founded! ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==References== Key resources for Marine Physics ===Wikipedia=== * [[w:Marine physics]] ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * [[User:Jimbobalina2005]] - see: [[Marine Physics]] [[Category:Marine sciences]] [[Category:Physics]] 4428 22923 2006-09-03T15:50:09Z JWSchmidt 20 another category The purpose of the marine sciences category is part of the philosophy of the constituent departments - that advancement in any of the three departments is contingent on advancement of knowledge of the biology, chemistry and physics of the sea, and that study in one department is not sufficient for a deep understanding of the subject. [[Category:Physical Sciences]] [[Category:Interdisciplinary Studies]] [[Category:Life Sciences]] 4429 23819 2006-09-04T20:53:45Z Nouiz 722 /* References */ Added links to others introduction ==Summary== This learning project is about [[chain mail]]. We can do historic armor and jewelry with [[chain mail]]. Their is many thing that are commun about the two as how to make ring, how to close them and some assembling patterns. The difference is in the material used, the size and gauge of ring and shape we built with the ring. ==Warning== It can be dangerous to make chain mail. You are the only person responsible for what happen when you do. ==Prerequisites== When the project will be advensed no knowledge. You will need rings. You can build them or buy them. You will also need grip. The minimum can be acquired at low fee. ==Goals== *Be a learning place for begginer and intermediate knowledge people about [[chain mail]]. *Be a reference place for information needed about [[chain mail]]. *Their will always be link to other page that have information that is not included here or are not usefull to duplicate as it is too much well done. ==Activities== *[[/Getting Rings/]] *Activity 2. *etc. ==Readings== Each activity has a suggested associated background reading selection. *Reading 1. *ect. ==References== *[[Wikipedia:Chain mail]] *[[Wikibooks:Armour]] *[[Wiktionary:Chain mail]] Other Introduction: *[http://homepage.ntlworld.com/trevor.barker/farisles/guilds/armour/mail.htm Butted Mail: A Mailmaker's Guide 4th Edition] Books: *Great Wire Jewelry: Projects & Techniques ISBN 1-57-990093-3 Additional helpful readings include: [[Category:Learning projects]] [[Category:Research]] [[Category:Chainmail]] 4430 22922 2006-09-03T15:49:16Z JWSchmidt 20 already in this category by way of the Marine sciences category == Introduction == Welcome to the school of Marine Sciences, part of [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]], a categorization that reflects the broad range of topics studies by participants in the school, from the physics of the seas, to the ecology of marine macrofauna, to the engineering of ships and the like. The school of Marine Sciences encompasses both pure and applied science, and includes the departments of [[Topic:Marine Biology|Marine Biology]], [[Topic:Marine Chemistry|Marine Chemistry]], [[Topic:Marine Physics|Marine Physics]] as well as [[Ocean Engineering and Naval Architecture|Ocean Engineering and Naval Architecture]]. == Philosophy == The philosophy of the school reflects its interdisciplinary nature. Regardless of the department studied in the most, for example Marine Biology, you cannot get a very deep understanding of marine biology without understanding other aspects of marine science. Similarly, an ocean engineer might benefit from study of marine biology and consider the environmental impact of ships and how they might be designed to lessen any damage to flora and fauna. Another important part of the school's philosophy is the commitment to studying all parts of systems and their interrelations with other parts of a system. We reject a reductionist approach. == Active Participants == *[[User:Jimbobalina2005]] == School News == *School founded 1 September 2006 ==[[Portal:Learning Materials|Learning materials]] and [[Portal:Learning Projects|learning projects]]== Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! ==References== Key resources for Marine Sciences ===Wikipedia=== * [[w:Marine sciences]] [[Category:Marine sciences|*]] [[Category:Wikiversity schools]] 4432 23812 2006-09-04T20:39:38Z 24.37.31.178 /* Where to buy */ Added links to advenced tools that some people use Their is 2 ways for gettings rings, you can buy them or make them. Their is a list of place who sold them at the end of this lesson. Rings are caracterized by the thickness of the wire and the inside diameter(ID) of the ring. The wire diameter(WD) is refered in gauge or in milimeter. If it is in [[w:wire gauge| gauge]] we must make sure if it is Standard Wire Gauge or [[w:American Wire Gauge| American Wire Gauge]]. Some people use an aspect ratio (AR). The formule to calculate the aspect ration is: AR=ID/WD. More explaination there [http://www.mailleartisans.org/articles/articledisplay.cgi?key=10902]. This ratio is usefull as not all pattern of mail have the same minimal AR. Some need more flexibility then other. Here is a list of the minimal AR for some pattern: [http://home.comcast.net/~zlosk/maille/artable.html]. ==Making rings== WARNING: The first rule of thumb is to be VERY CAREFULL when making rings yourself. It can hurt you or people around you or object around. To help protect yourself always wear protective glass and good glove. Also staying alert is important. You are the only responsible for anything that happens durings making rings. Nobody garanty those instruction. To make rings we start with wire. We make a coil of it and cut the coil to make rings. ===Wire=== The wire can be of many diffent type of material. The material can be separated in two categories: soft and hard material. Both can be used in jewelry or decorative armor. Do you use soft material for SCA event. They are not strong enought. ====Soft material==== * Aluminium ** Anodized aluminium ** Etched aluminium ** Bright aluminium * Brass * Bronze * Copper ** Enameled copper * [[w:Gold | Gold]] ** Gold Filled * [[w:Neoprene | Neoprene]] * Niobium ** Anodized Niobium * Sylver ** Nickel Sylver ====Hard material==== * Inconel(Not sure) * Steel ** Mild Steel ** Galvanized Steel ** Stainless Steel * Titanium ** Anodized Titanium ===Making coil=== To make a coil we need a rod or an mandrel. A mandrel is a rod with one of its end who have a saw cut in it. We put an end of the wire in this cut to stop it from moving. If you have a rod, you can saw a line in one of its edge or you can use wise grip to immobilize the wire when coiling. You can make the coil manually by turning the wire on the rod. But you can use a drill or other mechanical tools to turn the rod. WARNING: Using a mechanical tool for this can be DANGEROUS. ===Cutting coil=== Ther is many ways of cutting coil to make wire. We can use different type of cutter, manual saw or mechanical saw with a tool like a dremel. WARNING: Using a machanical saw is DANGEROUS. Never try to hold free hand your coil. This will expel the rings every where and can destroy your eyes or hurt other part of your body. ==Where to buy== ===Rings,wire,coil=== *[http://theringlord.com The Ring Lord] ===Rings and jewelry stuff=== *[http://www.metaldesignz.com/ Metal Designz] *[http://www.urbanmaille.com/ Urban Maille] *[http://www.valleygem.com/ Valley Gem] *[http://www.silver-maille.com/ Silver-Maille] ===Wire and jewelry stuff=== *[http://www.firemountaingems.com/ Fire Mountain Gems] *[http://wire-sculpture.com Wire Sculpture] *[http://www.inmcrystal.com/ INM Crystal] *[http://www.thunderbirdsupply.com/ Thunderbird Supply] *[http://www.preciousmaille.com/ Precious Maille] ===Advenced Tools === You don't need these sort of tools. But some people use them. *[http://www.contenti.com/index.html Contenti] *[http://www.longcanyon.com/Resources_Koil_Kutter.htm Koil Kutter] *[http://www.lonniesinc.com/Products/Tools/Bench_Accessories/jumpringer_system.htm Jump Ringer] 4459 22314 2006-09-01T21:21:58Z 86.1.208.188 ... 4460 22450 2006-09-02T00:01:15Z Digitalme 39 fixing math tag ==Basic Definition== Intuitively, a ''set'' can be thought of as a ''collection'' of ''elements''. For example, we write <math>X = \{ 1, 2, 3 \}</math> to denote a set <math>X</math> containing the numbers 1, 2 and 3. 4461 22320 2006-09-01T22:04:20Z Ehremo 728 [[Topic:Real and Complex Analysis]] moved to [[Topic:Analysis]] #REDIRECT [[Topic:Analysis]] 4463 22325 2006-09-01T22:08:18Z 70.30.67.174 A time domain signal, <math>f(t)</math> 4464 22329 2006-09-01T22:10:20Z Digitalme 39 [[Getting Rings]] moved to [[Chain mail/Getting Rings]]: Moving from mainspace to subpage #REDIRECT [[Chain mail/Getting Rings]] 4469 22402 2006-09-01T22:46:50Z Ehremo 728 Redirecting to [[School:Mathematics/Undergraduate/Pure Mathematics]] #REDIRECT [[School:Mathematics/Undergraduate/Pure Mathematics]] 4503 22431 2006-09-01T23:15:14Z Trevor MacInnis 99 fix double redirect #REDIRECT [[School:Mathematics/Undergraduate/Pure Mathematics]] 4514 22397 2006-09-01T22:45:07Z Ehremo 728 [[School of Mathematics:Undergraduate Pure Mathematics]] moved to [[School:Mathematics/Undergraduate/Pure Mathematics]] #REDIRECT [[School:Mathematics/Undergraduate/Pure Mathematics]] 4517 22412 2006-09-01T22:59:32Z Ehremo 728 [[School of Mathematics:Applied Mathematics]] moved to [[School:Mathematics/Undergraduate/Applied Mathematics]] #REDIRECT [[School:Mathematics/Undergraduate/Applied Mathematics]] 4518 22415 2006-09-01T23:00:45Z Ehremo 728 [[School of Mathematics:Statistics]] moved to [[School:Mathematics/Undergraduate/Probability and Statistics]] #REDIRECT [[School:Mathematics/Undergraduate/Probability and Statistics]] 4521 22424 2006-09-01T23:04:54Z Ehremo 728 [[School of Mathematics:Actuarial Mathematics]] moved to [[Topic:Actuarial Mathematics]] #REDIRECT [[Topic:Actuarial Mathematics]] 4523 22428 2006-09-01T23:06:42Z Ehremo 728 [[School of Mathematics:Engineering Mathematics]] moved to [[Topic:Mathematical Physics]]: as it is shouldn't it be a division? #REDIRECT [[Topic:Mathematical Physics]] 4526 23436 2006-09-04T04:37:20Z Trevor MacInnis 99 fix double redirect #REDIRECT [[School:Mathematics/Philosophy of Mathematics]] 4527 22445 2006-09-01T23:31:35Z Ehremo 728 [[Topic:Philosophy of Mathematics]] moved to [[School:Mathematics/Philosophy of Mathematics]] #REDIRECT [[School:Mathematics/Philosophy of Mathematics]] 4535 22488 2006-09-02T03:23:21Z JWSchmidt 20 I (John Schmidt) created this for Wikiversity. == Summary == I (John Schmidt) created this for Wikiversity. == Licensing == {{GFDL-self}} 4536 22798 2006-09-03T05:39:44Z JWSchmidt 20 [[Category:Portal]] [[Image:Logo Movie.gif|thumb|left|135px|[[Portal:Wiki Scholar/About the movie|About this movie]].]] '''Under construction'''<br>''Learning the wiki way ..... follow your star'' ==Plans== This will be the portal for a future [http://academia.wikia.com/wiki/Wiki_Journal wiki journal] (to be hosted at Wikiversity) called "Wiki Scholar". The "Wiki Scholar" journal will be a place for commentary on Wikiversity and proposals for how to improve it. ===Wiki Scholar journal content categories=== *Wikiversity reports. Accounts of interesting projects, activities and content at Wikiversity. *Proposals. Suggestions for how to improve Wikiversity or start a new experimental direction for exploration by the Wikiversity project. *Critical review. What is wrong with Wikiversity? Constructive criticism of Wikiversity systems and practices. ===Wiki Scholar participants=== Everyone is welcome to help develop the "Wiki Scholar" journal. ==See also== *"[[User:JWSchmidt/Wiki Scholar|Learning the wiki way]]" - an essay, planned as content for the future "Wiki Scholar" journal. [[Category:Wiki Scholar]] [[Category:Portal]] 4537 22490 2006-09-02T03:25:54Z JWSchmidt 20 subcategory [[Category:Formal peer reviewed wiki publishing]] 4540 24165 2006-09-05T15:32:17Z JWSchmidt 20 [[Category:Introduction to Philosophy]] {{nav2|Wikiversity|Wikiversity:School of Philosophy}} === Welcome === '''Introduction to Philosophy''' is under development. How would you like to add to it and aid its development? This learning project introduces participants to Philosophy, its major terms, themes and thinkers. Hopefully most of them will be interesting and enjoyable to you. ''Intro to Philosophy'', like any "intro" to an academic topic, is always a little too broad. It is designed to give you the common foundation that anyone taking Philosophy courses should have. Unlike more advanced philosophy courses, the reading should be relatively less challenging, and only be to get you ready for the real philosophy stuff. === Overview === ''Intro to Philosophy'' deals with typical topics while trying to improve and innovate: #Pre-Socratics (Anaxamander, Heraclitus, several important others) #What is Philosophy? (Questioning(Socratic Method)/Philo Sophia(Love of Wisdom)/Philosopher opposed to the Sophist) #Everything after Plato (done very quickly) === Objectives=== An ''intro course'' should prepare students for 3000 level courses in the subject. Such courses in Philosophy assume basic knowledge and demand intense, challenging reading. Therefore, this course should give you the basic fundamentals that the higher Philosophy courses can build on. Typically, these are (among others): What thinking there was before Socrates? How was Socrates different, a turning point? What about all that stuff since then? ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] *[[User:Seapal|Seapal]]. * ... === Philosophy Begins With Socrates (or is it Plato?) === Socrates is often presented as the father of philosophy. He was a citizen of Athens, a city-state in Ancient Greece. Since he never wrote anything down, we only know him from the writings of few people, particularly Plato, his student. Therefore, it is the Socrates we see in Plato's writings that we focus on when introducing Philosophy, most typically. It will never be clear how much the Socrates of Plato's writing was true, and how much was just Plato using Socrates as a character (Plato's writings are dialogues, back and forth conversations between Socrates and another character). The Socrates that appears in Plato's dialogues is used as an example of philosophy. Socrates typically "plays dumb" (called ''Socratic irony'') and the person he is speaking with does not seem to notice. In this way, Socrates leads the person, by asking them questions, to realize they really knew nothing. This "teaching by questioning" is referred to as the ''Socratic method''. Over and over, the wisest, most famous and successful celebrities of Ancient Greece are revealed to know nothing when they agree to enter into a dialogue with Socrates. This persistent, "wise" questioning is often presented as an example of a Philosopher. Socrates was a Philosopher, and these other people (professional teachers of rhetoric at the time) are called ''sophists'', the most famous being Gorgias. Plato (or Socrates) criticizes the sophism of Gorgias and other rhetoricians. Go read Plato's dialogue ''Gorgias'' to see what I'm talking about. That should really be enough for now. Leave the "pre-socratics" and the motivations of Plato and life story of Socrates for some other time. --[[User:Seapal|Seapal]] 19:34, 10 July 2006 (UTC) === Aristotle's ''The Rhetoric'' === Aristotle was a student of Plato (and Plato was a student of Socrates). Plato's (or Socrates') ideas about truth (from ''The Gorgias'') should be contrasted with Aristotle's break from Plato in this matter (see ''The Rhetoric''). They both have every different concepts of truth (or "epistemologies"--ways of knowing--''epistemology'' is the term for the branch of philosophy for the study of truth). Aristotle, in a kind of handbook made from lecture notes by his students we call ''The Rhetoric'', says something very different than Plato/Socrates about the value of rhetoricians (or sophists). (unfinished) --[[User:Seapal|Seapal]] 19:34, 10 July 2006 (UTC) <[[Wikiversity:School_of_Philosophy|Home]] ------------------------------------------------------------------------------------------------------ == Introduction to Philosophy == '''[[Philosophy]]''', from the greek Philos (friend,lover) and Sofia(knowledge, wisdom), etymologicaly means "The love of wisdom". The term originally comes from classical Greece, and was originally used by [[Socrates]] because he, as opposed to the wise men of his time, said that he did not know anything, but that he loved and was seeking out knowledge. ''I only know that I don't know anything, and even of that I am not sure'' ''--Socrates'' ------------------------------------------------------------------------------------------------------ Philosophy asks the big questions, questions that can't be answered. Is there a God? Can anything be real? What is ''right?''. These are questions which have been asked since the dawn of time up to the present day. They have all asked BIG questions some have got answers, some haven't but we still ask these questions to get better answers and to better our knowledge about the world. ''To do'' philosophy, you need an open mind. To start philosophy I would recommend reading "Sophies World" It is a great introduction and will really get you thinking! Enjoy --[[User:Mgspro|Mgspro]] 18:53, 5 May 2006 (UTC) (very incomplete) --------------------------------------------------------------------------------------------------------------------------------------------------------- "Sophie's World" is a high school-level fiction book, which was on my high school's summer reading list several years back. "Philosophy: The Basics" by Nigel Warburton also skims philosophical arguments (like "Sophie's World"), but in a non-fiction format. This is the "Chapter 1 God" listing in its Table of Contents: 1 God - - 11 The Design Argument - - 12 Criticisms of the Design Argument - - 13 The Anthropic Principle - - 16 Criticism of the Anthropic Principle - - 16 The First Cause Argument - - 17 ... The author (Warburton) cites who supports/supported each argument or criticism. Hume, Pascal, Kant, and others are name dropped in that respect. Read "Philosophy: The Basics" if you're not in the mood for fiction. --[[all_one]] 5-5-06 <[[Wikiversity:School_of_Philosophy|Home]] [[Category:Page moved from Wikibooks]] [[Category:Introduction to Philosophy]] 4541 22532 2006-09-02T08:18:26Z JWSchmidt 20 This file is from the [[w:Image:PicassoGuernica.jpg|English language Wikipedia]]. == Licensing == {{art}} This file is from the [[w:Image:PicassoGuernica.jpg|English language Wikipedia]]. == Licensing == {{art}} 4542 22534 2006-09-02T08:22:51Z JWSchmidt 20 from [w:Template:Art]] <!-- Template Art, Fair use tag, based on Template:Image-license-fairuse --> <div class="boilerplate" style="margin:0.5em auto;width:80%;clear:both;background-color:#f7f8ff;border:2px solid #8888aa; padding:4px;font-size:85%;min-height:64px;vertical-align:center" id="imageLicense"> <div style="float:left" id="imageLicenseIcon">[[Image:Red copyright.svg|64px|Copyrighted]]</div> <div style="text-align:left;margin-left:68px" id="imageLicenseText"> This image is of a '''drawing''', '''painting''', '''print''', or other two-dimensional work of art, and the '''copyright''' for it is most likely owned by either the '''artist''' who produced the image, the '''person who commissioned the work''', or the '''heirs thereof'''. It is believed that the use of '''low-resolution''' images of works of art *for '''critical commentary''' on **'''the work in question''', **'''the artistic genre or technique of the work of art''' or **'''the school to which the artist belongs''' *on the [http://en.wikipedia.org English-language Wikipedia], hosted on servers in the United States by the non-profit [http://wikimediafoundation.org Wikimedia Foundation], qualifies as '''[[fair use]]''' under [[United States copyright law]]. '''Any other uses of this image, on Wikipedia or elsewhere, may be [[copyright infringement]].''' See [[Wikipedia:Fair use]] for more information. '''To the uploader''': please add a detailed ''fair use rationale'' for each use, as described on [[Wikipedia:Image description page]], as well as the '''source''' of the work and copyright information. </div> </div> [[Category:Fair use images of art|<noinclude> </noinclude>{{PAGENAME}}]]<noinclude>[[Category:Non-free image copyright tags|{{PAGENAME}}]] 4543 22535 2006-09-02T08:23:33Z JWSchmidt 20 subcategory [[Category:Images]] 4544 24097 2006-09-05T12:33:53Z 85.28.102.143 /* Proofs */ == Syllabus == This is an introductory undergraduate course aimed at introducing the student to fundamental mathematical concepts such as sets, number systems and proofs. The following topics will be covered: Sets. Integers, rational numbers, real numbers. Decimal expansions for rationals and reals. Inequalities, complex numbers. Induction; examples and applications. == The practice and language of mathematics == Throughout pre-university level education, mathematics focuses on [[wikipedia:arithmetic|arithmetic]] and on manual computation. This leads to the common misconception that mathematics is fundamentally about numbers and calculation. In reality, mathematics is a much vaster field which explores many concepts such as [[wikipedia:probability|uncertainty]], [[wikipedia:dynamical systems|change]], [[wikipedia:topology|space]] and [[wikipedia:Entropy_in_thermodynamics_and_information_theory|information]], and whose boundaries blur with other subject areas such as [[wikipedia:mathematical logic|philosophy]], [[wikipedia:mathematical physics|physics]], and [[wikipedia:mathematical economics|economics]]. Mathematics is not characterised by the phenomenon (e.g. the stock market) or structure (e.g. a number system) we choose to analyse, but rather by the ''method'' with which we analyse them. Central to this method is the concept of a ''proof''. === Proofs === In mathematics a proof is a [[wikipedia:logical argument|logical argument]] used to demonstrate to the reader the validity of a given statement. For example, suppose I wanted to prove to you that there is an infinite number of primes<ref>A prime number is a number that can only be divided by 1 and by itself. For example, 13 is a prime number, whereas 8 is not since <math>8 \div 4 = 2</math></ref>. One approach would be to create a long list of primes: 2, 3, 5, 7, 11, 13, ... and show you that I can keep going. This would not be considered a mathematical proof. Perhaps I've persuaded you that there are a lot of primes, maybe even an infinite number of them, but it's not certain - after a few hours of listing prime numbers, I might run out! That would serve me right for making long lists of prime numbers. The other approach would be to come up with a cunning argument would eliminate any possibility that there were not an infinite number of primes - such as this one, invented by Euclid: <div style="border: 1px solid rgb(153, 153, 153); padding: 10px;">Suppose there are only 100 prime numbers, which we'll list as <math>p_1</math>, <math>p_2</math>, <math>p_3</math>, <math>p_4</math>, ..., <math>p_{100}</math> to indicate the first, the second, the third, ..., up to the 100th prime number. Now consider the number <math>N = p_1 \times p_2 \times \cdots \times p_{100} + 1</math>. We cannot divide <math>N</math> by <math>p_1</math>, because then we'd have a remainder of 1. The same applies to <math>p_2</math> and <math>p_3</math> and so on. Therefore, we have two possibilities: * <math>N</math> is a prime number which is not in our list (since it's bigger than all the primes in our list). * <math>N</math> is not a prime number, but in this case it must be divisible by a prime number. <math>N</math> isn't divisible by any of the prime numbers in our list, therefore there must be a prime number which isn't in our list. In either case, we have found a prime number which is not in our list of 100 prime numbers. This implies that there are at least 101 prime numbers. Now suppose there are only 101 prime numbers... but then we can repeat the same argument with a list of 101 prime numbers! But suppose there are only 102 prime numbers? And so on. Hence we conclude there is an infinite number of primes.</div> Don't worry if at this stage you don't understand every step in the proof - the important thing is to understand that mathematics is not about being 'fairly sure' that something is true (by gathering evidence, like we do in other subjects), it's about coming up with an argument which shows that it ''must'' be true. That is the essence of a mathematical proof. == Sets == === What is a set? === The concept of a ''set'' is central to university-level mathematics. Intuitively sets can be thought of as 'collections' of mathematical objects, which we call ''elements'' of the set. For example, the set <math>X = \{ 1, 2, 3 \}</math> contains the elements 1, 2 and 3. To say that 1 is an element of X (i.e. that X contains 1) we write <math>1 \in X</math> Similarly, we can write <math>1 \not\in \{ 4, 5 \}</math> to express that 1 is not an element of the set <math>\{ 4, 5 \}</math>. Often it is not possible to write every element of a set - for example, the set may be infinite or even just very large. In this case we can write <math>\{ 1, 2, 3, ... \}</math> to describe the set containing all whole numbers from 1 onwards (this is an infinite set). Alternatively, we can write <math>\{ 1, 2, 3, ..., n \}</math> to describe the set of all whole numbers between 1 and <math>n</math> inclusive. At other times, it may be desirable to describe a set by the properties of its elements. <math>\{ x : 10 \leq x \leq 100 \}</math> denotes the set containing the numbers 10 to 100. We can read this as 'the set of <math>x</math> such that <math>x</math> is between 10 and 100'. Finally, it's important to realise that a set need not only contain numbers, as you might have assumed from reading the above section. A set can contain points on a plane, or geometrical shapes, or people or animals or vegetables. For example we can imagine the following sets: <math>\{ \mbox{points on the plane less with distance less than 1 from the origin} \}</math> <math>\{ \mbox{people with brown eyes} \}</math> In fact sets can even contain other sets: <math>Y = \{ \{ 1 \}, \{ 1, 2 \}, \{ 1, 2, 3 \} \}</math> Note that in this last case it is ''not'' correct to write <math>1 \in Y</math>, since in fact <math>Y</math> contains a '''set containing 1'''. Therefore instead we should write <math>\{ 1 \} \in Y</math>. === Subsets === We say that a set <math>A</math> is a ''subset'' of another set <math>B</math> if every element of <math>A</math> is also an element of <math>B</math>. For example, the set of people with brown eyes is a subset of the set of all people. Also, the set <math>\{ 1, 2 \}</math> is a subset of the set <math>\{ 1, 2, 3, ... \}</math>. To express this in mathematical notation we write <math>\{ 1, 2 \} \subset \{ 1, 2, 3, ... \}</math> Note that the subset does not need to be a finite set - it is correct to write <math>\{ 2, 4, 6, ... \} \subset \{ 1, 2, 3, ... \}</math> This is because every even number is a whole number. == Number systems == It's a common misconception that mathematics is only about numbers - it would be more accurate to say that mathematics is a method for analysing well-defined generalized structures. However, it's undeniable that 99% of the time these structures are of a numerical nature, so it makes sense to start studying mathematics by understanding the distinction between different types of numbers. === Natural numbers === Positive whole numbers (excluding zero) are known as '''natural numbers'''. The set of natural numbers is therefore denoted by the letter N. <math>\mathbb{N} = \{ 1, 2, 3, 4, ... \}</math> === Integers === '''Integer''' is the correct mathematical term for 'whole number'. This includes all natural numbers, all negative integers and zero. We use the letter Z to denote the set of integers. <math>\mathbb{Z} = \{ ..., -3, -2, -1, 0, 1, 2, 3, ... \}</math> === Rational numbers === The integers are closed under the operations of addition, subtraction and multiplication. By this we mean that if <math>a</math> and <math>b</math> are both integers, then so is <math>a + b</math>, <math>a - b</math> and <math>ab</math> (mathematicians tend to leave out the <math>\times</math> sign when writing the product of two numbers, so <math>a \times b</math> becomes <math>ab</math>). However, if we divide one integer by another, we are not guaranteed that the result is also an integer. For example, dividing 6 by 10 we get the fraction <math>\frac 3 5</math>. The fractions are known '''rational numbers''' and the set of rational numbers is denoted by the letter Q. Using set notation, we can write <math>\mathbb{Q} = \left\{ \frac a b : a \in \mathbb{Z} \mbox{ and } b \in \mathbb{Z} \right\}</math> Note that a rational number <math>q \in \mathbb{Q}</math> can have more than one representation as a fraction - for example <math>\frac 4 7</math> and <math>\frac 8 {14}</math> are the same number. === Real numbers === It is possible to construct numbers which are not rational numbers. For example, <math>\sqrt{2} \not\in \mathbb{Q}</math>. By this, we mean that it is impossible to represent <math>\sqrt{2}</math> as a fraction - there does not exist a pair of integers <math>a, b</math> such that <math>\sqrt{2} = a/b</math>. These numbers (in addition to rational numbers) are known as '''real numbers'''. To come up with a rigorous description of the real numbers requires some higher level maths (in particular, the real numbers can be described as the ''completion'' of the rational numbers), however for now we will content ourselves to say that the real numbers are the numbers you can represent with a finite or infinite decimal representations. Some examples of real numbers are * <math>1</math> * <math>0</math> * <math>0.25</math> * <math>3.3333333...</math> * <math>\sqrt{3}</math> * <math>\pi</math> and we denote the real numbers with the symbol <math>\mathbb{R}</math> == Footnotes == <references/> 4545 22739 2006-09-03T01:09:41Z SB Johnny 61 If you know of any academic (or other) institutions that you think might be interested in collaborating with Wikiversity, please list them here. Please try to be specific about what kinds of collaboration you think might be possible (ie specific kinds of activities they do that we could help with, and vice versa). Obviously, Wikiversity content should be useful to ''any'' academic institution (and many other types of institutions too), so please keep this page to ideas on or information about ''mutually beneficial collaborations''. ==Ideas== *[http://globaltext.org/ Global Text Project] - "The goal is to create a free library of 1,000 electronic textbooks for students in the developing world." The Global Text Project is managed by the [http://www.terry.uga.edu/cisl/ Center for Information Systems Leadership], Terry College of Business, The University of Georgia. See also: [[Wikiversity and Wikibooks services]]. *[http://psychology.wikia.com/wiki/Main_Page]- the psychology wikia group was interested in collaberation. ==Institutions== *[http://www.phxhs.k12.az.us/education/school/school.php?sectionid=5539 Phoenix Union Cyber High School] - internet-based curriculum, computer studios not classrooms, self-paced learning, opened 2006. See also: [[Wikihigh]]. *[http://education.nasa.gov/home/index.html NASA education programs] - U.S. government based, so all public domain. ==See also== *[[Wikiversity:Research collaboration]] *[[Educational Wikis]] [[Category:Wikiversity development projects]] 4546 22569 2006-09-02T13:39:05Z JWSchmidt 20 header Pages in this category are concerned with collaborative research projects that allow Wikiversity to interact with other institutions. See: [[Wikiversity:Research collaboration]]. [[Category:Research]] 4548 22573 2006-09-02T13:46:56Z JWSchmidt 20 subcategory [[Category:Wikiversity]] 4555 23593 2006-09-04T14:56:49Z Trevor MacInnis 99 format style {{shortcut|[[WV:G]]}} This is a '''glossary of terms commonly used on [[Wikiversity]]'''. For more help, see [[Help:Contents]], [[Wikiversity:Questions]], and [[Wikiversity:Help desk]]. For abbreviations often used in [[Help:Edit summary|edit summaries]], see [[Wikiversity:Edit summary legend]]. {{CompactTOC2}} ==A== ;<span id=AGF style="font-weight: bold">AGF</span> : Abbreviation for "assume good faith", a guideline whereby one should not assume that a bad edit was done maliciously. See [[Wikiversity:Assume good faith]]. ;<span id=AGF style="font-weight: bold">Anon</span> : Abbreviation for "anonymous user". This is what you are if you have not [[Special:Userlogin|logged in]]. :''Also used: IP user''. ;<span id=Archive style="font-weight: bold">Archive</span> : A '''[[#Subpage|subpage]]''' of a '''[[#Talk page|Talk page]]''' to which some parts of the discussion are transferred, to reduce the size of the Talk page. Rarely, the term may refer to the [[Wikiversity:Archive]] page, for obsolete historical material. : ''See also: [[Wikiversity:How to archive a talk page]].'' ==B== ;<span id=Ban style="font-weight: bold">Ban</span> : Banning is the extreme, last resort action by which someone is prevented from editing Wikiversity for a prolonged or indeterminate length of time. Reason for banning is usually a long history of biased edits, persistent adding of incorrect or doubtful material, refusal to cooperate with others, or extreme incivility and threats. If someone is banned, their username is blocked, and any username or IP that is with great likelihood identified as being the same person can be blocked without any further reason. See also: '''[[#Block|Block]]'''. ;<span id=Barnstar style="font-weight: bold">Barnstar</span> : [[Wikiversity:Barnstars|Barnstars]] are a light-hearted system of awards given to Wikiversity editors by other editors to acknowledge good work or other positive contributions to Wikiversity. They take the form of an image posted to an editor's [[#Talk page|talk page]], usually in the form of a five-pointed star. There are a wide variety of different types of barnstar, each indicating a different reason for the award having been given. ;<span id=Be_Bold style="font-weight: bold">Be Bold</span> : The exhortation that users should try to fix mistakes in articles themselves, rather than complain about them. See [[Wikiversity:Be bold]]. ;<span id=Blanking style="font-weight: bold">Blanking</span> : Removing all content from a page. Newcomers often do this accidentally. On the other hand, if blanking an article is done in bad faith, it is ''[[#Vandalism|vandalism]]''. If blanking is done to a vandalised brand-new page, it is maintenance, and the page will be deleted by an [[#Custodian|Custodian]] within a few hours if no dispute arises. {{tl|Delete}} should be added to the blanked page to draw attention to it, rather than just blanking it. Newcomers often mistake blanking for ''deletion''. ;<span id=Block style="font-weight: bold">Block</span> : Action by a Custodian, removing from a certain IP-number or username the ability to edit Wikiversity. Usually done against addresses that have done vandalism or against users who have been banned. See also: '''[[#Ban|Ban]]'''. ;<span id=Boilerplate_text style="font-weight: bold">Boilerplate text</span> : A standard message which can be added to an article using a [[m:template|template]]. For example, {{tl|stub}} is expanded to the following: <blockquote> <div class="boilerplate metadata" id="stub" style="white-space: nowrap;"> ''This article is a [[Wikipedia:Perfect stub article|stub]]. You can [[Wikipedia:Find or fix a stub|help]] Wikipedia by [{{SERVER}}{{localurl:{{NAMESPACE}}:{{PAGENAME}}|action=edit}} expanding it]''.</div > </blockquote> : ''See also [[Wikiversity:Boilerplate text]].'' ;<span id=Bot style="font-weight: bold">Bot</span> : A program that automatically or semi-automatically adds or edits Wikipedia-pages. : ''See also [[Wikipedia:Bots]].'' ;<span id=Broken_link style="font-weight: bold">Broken link</span> : ''Also used: '''edit link''', '''red link'''.'' : A link to a nonexistent page, usually colored {{red|red}}. [[Template:]] may display this way depending on your settings. ;<span id=Broken_redirect style="font-weight: bold">Broken redirect</span> : Redirect to a non-existing page. Common opinion is that these should be removed. ;<span id=Bureaucrat style="font-weight: bold">Bureaucrat</span> : A Wikiversity [[Wikiversity:custodianship|custodian]] who has been entrusted with promoting users to Custodian. : ''See also [[Wikiversity:Bureaucrats]].'' : ''Also used: '''[[#Crat|Crat]]'''.'' ==C== ;<span id=Category style="font-weight: bold">Category</span> :''Also used: '''cat''' '' : A category is a collection of pages automatically formed by the Wikiversity servers by analysing category tags in articles. Category tags are in the form <nowiki>[[Category:Computers]]</nowiki>. The part after the ":" is the name of the Category. Adding a category tag causes a link to the category and any super-categories to go to the bottom of the page. As stated, it also results in the page being added to the category listing. A list of basic categories to browse through can be found at [[:Category:Wikiversity]]. A user-friendly way to find a category for academic topics is to start at [[:Category:Wikiversity portals]]. ;<span id=Checkuser style="font-weight: bold">Checkuser</span> :An access level that lets users with it see the IP addresses of logged-in users, usually to determine if someone is using [[w:WV:SOCK|sockpuppets]] to violate policy. Currently only granted to certain members of the [[w:WP:AC|Arbitration Committee]] and other trusted users. :''See also [[m:checkuser]]''. ;<span id=Cleanup style="font-weight: bold">Cleanup</span> : The process of repairing articles that are ungrammatical, are poorly formatted, etc. Cleanup generally requires only editing skills, as opposed to the specialized knowledge that is more often called for by [[Wikipedia:Pages needing attention|pages needing attention]]. : ''See also: [[Wikipedia:Cleanup process]].'' ;<span id=Comment out="font-weight: bold">Comment out</span> : To hide from normal display whilst retaining the material for editors to see. This is done by inserting the characters <nowiki><!--</nowiki> at the start of the comment text and <nowiki>--></nowiki> at the end. These character strings are used to delimit comments in HTML code. ;<span id=Community Portal="font-weight: bold">Community Portal</span> : One of Wikiversity's main pages. It can often be found on the quickbar (on the left side in most skins), and is a page that lists the collaboration of the week, outstanding tasks that need to be addressed, and several other useful bits of information and resources. The [[Wikiversity:Community Portal|Community Portal]] is useful for picking an article or topic to work on or read. ;<span id=Contribs style="font-weight: bold">Contribs</span> : Short for contributions. These are the [[Wikiversity:Introduction|edits]] that a user has made. ;<span id=Copyedit="font-weight: bold">Copyedit</span> : A change to an article that only affects formatting, grammar, and other presentational aspects. ;<span id=Copyvio style="font-weight: bold">Copyvio</span> : ''Also used: '''copyviol''', and occasionally '''CV'''.'' : [[w:Copyright|Copyright]] violation. Usually used in an edit summary when some copyrighted material has been added to Wikipedia. : ''See also [[Wikiversity:Copyrights]].'' ;<span id=Crat style="font-weight: bold">Crat</span> : Short for '''[[#Bureaucrat|Bureaucrat]]'''. ;<span id=Cut_and_paste move style="font-weight: bold">Cut and paste move</span> : Moving a page by taking the text of the page, and put it into the edit window for the second page. Generally considered worse than the 'move page' option, because it causes the page and its edit history to be in different places. Cut and paste moves can be fixed by Custodians. : ''See also [[Wikiversity:How to fix cut and paste moves]].'' ;<span id=CV style="font-weight: bold">CV</span> : ''See '''[[#Copyvio|Copyvio]]'''.'' ;<span id=CV style="font-weight: bold">Colloquium</span> : The [[Wikiversity:Colloquium|Colloquium]] is a general Wikiversity community discussion page. ;<span id=CV style="font-weight: bold">Course</span> : Courses are one type of [[Portal:Learning Projects|learning project]]. The [[m:Wikimedia Foundation|Wikimedia Foundation]] Board of Trustees [http://wikimediafoundation.org/wiki/Meetings/November_13%2C_2005 rejected] the first [http://meta.wikimedia.org/wiki/Wikiversity Wikiversity project proposal] and [[Wikiversity:Original proposal#Evaluation of the old proposal|instructed]] the Wikiversity community to modify the proposal to "exclude online-courses". See the Wikiversity [[Portal:Education|e-learning model]]. ;<span id=CV style="font-weight: bold">Custodian</span> : Wikiversity sysops are called "[[Wikiversity:Custodianship|custodians]]". ==D== ;<span id=CV style="font-weight: bold">Department</span> : A Wikiversity Department is a specialized portal for organizing learning materials for a narrow topic of study. Example: the [[Topic:Cell Biology|Department of Cell Biology]]. Pages for Departments are placed in the "Topic:" [[Wikiversity:Namespaces|namespace]]. ==E== ==F== ==G== ==H== ==I== ;<span id=CV style="font-weight: bold">IAR</span> : Ignore A Rule. In all cases, Wikiversity rules, guidelines and policies exist to facilitate the goals of the Wikiversity project. If a rule, guideline or policy is being used to defeat the goals of the Wikiversity project, then Wikiversity participants should ignore that rule and work to replace it with a rule that serves the needs of the project. ==J== ==K== ==L== * Learning Project - [[Portal:Learning Projects|Learning projects]] at Wikiversity are usually collaborative webpage editing projects for Wikiversity participants. By participating in learning projects, Wikiversity editors "learn by doing" in the wiki way. * Lesson - Lessons are one type of [[Portal:Learning Projects|learning project]]. Conventional lessons can be downloaded and used outside of Wikiversity or read by Wikiversity browsers. Other Wikiversity lessons include activities that require collaborative editing of Wikiversity webpages. ==M== ==N== * NPOV - Neutral Point Of View. Most Wikimedia Foundation projects follow a [[m:Neutral point of view|conventional NPOV policy]] in order to limit bias in wiki webpages. Wikiversity has the [[Wikiversity:Disclosures|Disclosures]] policy in order to allow some pages to express a bias. ==O== ==P== * Policy - Many Wikiversity [[Wikiversity:Policies|policies]] are similar to those for Wikipedia. Other Wikiversity policies are specific for the educational mission of Wikiversity. In all cases, Wikiversity policy exists to facilitate the goals of the Wikiversity project. * Portal - Wikiversity portals are user-friendly webpages that introduce people to a topic and link to Wikiversity webpages related to the topic. Wikiversity portal pages exist in the "Portal:", "School:" and "Topic:" [[Wikiversity:Namespaces|namespaces]]. See: [[Wikiversity:Naming conventions|Naming conventions]]. * POV - Point of view. Wikiversity pages that explore a topic from the perspective of a biased point of view explicitly describe that perspective according to the [[Wikiversity:Disclosures|Disclosures]] policy. * Project - Wikiversity is a place for collaborative [[Portal:Learning Projects|learning projects]]. Wikiversity also has community development projects that concern the general function of Wikiversity as a wiki. ==Q== ==R== *'''Rollback'''- [[Wikiversity:Custodianship|custodians]] have access to a rollback tool for rapidly reverting the edits of vandals, see: [[Wikiversity:Rollback]]. ==S== * School - Within Wikiversity there is a "School:" [[Wikiversity:Namespaces|namespace]]. A Wikiversity school functions as a special portal that can organize efforts of Wikiversity participants to create learning resources for a set of related academic topics. See: [[Wikiversity:Naming conventions#Schools|Naming conventions]]. * Stub ==T== * Template ==U== ==V== ==W== ==X== ==Y== ==Z== [[Category:Wikiversity Reference|Glossary]] 4558 22619 2006-09-02T15:47:35Z JWSchmidt 20 start "See also" section When [[Help:editing|editing]] an article, there is a small field labeled "Summary" under the main edit-box. It looks like this: :[[Image:Edit_Summary-2.png|Edit summary text box]] It is highly recommended that one fill in the edit summary field, as it makes it easier for you and your fellow contributors to understand what has changed, and is helpful when going through the history of the page. ==Writing edit summaries== '''Always fill in the summary field'''. This is considered an important guideline. Even a short summary is better than no summary. An edit summary is even more important if you delete any text; otherwise, people may think you're being sneaky. Also, mentioning one change but not another one can be misleading to someone who finds the other one more important; add "and misc." to cover the other change(s). Accurate summaries help people decide whether it is worthwhile for them to check a change. We've found that summaries often pique the interest of contributors with expertise in the area. This may not be as necessary for "minor changes", but "fixed spelling" would be nice even then. The edit summary box can hold one line of 200 characters. If you attempt to type or paste more than this only the first 200 characters will be displayed - the rest will be disregarded. Also, for example attempting to add 10 new characters (at the end or in between) to a summary already containing 195 characters will result in the first 5 new characters being inserted and the second 5 being disregarded. In the case of a small addition to an article, it is highly recommended to copy the full text of this addition to the summary field, giving a maximum of information with a minimum of effort. Put ''ft'' in front, as an abbreviation of "full text" (see the [[#Abbreviations|Abbreviations section]] for other abbreviations). This way, readers of the summary will be unlikely to check the page itself as they already know the extent of the edit. These kinds of edits allow users to check Recent changes, Page history and User contributions (see below) very efficiently - this also reduces the load on the servers. If the addition is more than 200 characters, so it does not fit fully in the edit summary box, you should write a short summary of the changes you have introduced into the article. For an addition of, say, 400 characters you can also save time by simply copying that into the summary field. The excess will fall off, and the first 200 characters will usually be acceptable as a crude "summary". Unfortunately you can copy only one line of text from the edit box into the edit summary box. The contents of further lines can be pasted at the end of the line. Thus, for example, a bulleted "see also" list is cumbersome to put in the edit summary box. One possible workaround for a new list is putting the list on one line, separated by the asterisks for the bullets, copying it to the edit summary box, and then, in the main edit box, putting the new lines before the asterisks. In addition to a summary of the change itself, the summary field may also contain an explanation of the change; note that if the reason for an edit is not clear, it is more likely to be reverted, especially in the case that some text is deleted. To give a longer explanation, use the Talk page and put in the edit summary "see Talk". After saving the page, the summary can not be edited--another reason to avoid spelling errors. In the case of important omissions or errors in the edit summary, you can make a [[Help:Dummy edit|dummy edit]] just to put the correction in the edit summary. ==Places where the edit summary appears== The edit summary appears in black italics in the following places: *[[Help:Page history|Page history]] - list of changes to the page you edited *[[Help:User contributions|User contributions]] - list of all your edits *[[Help:Watching pages|Watchlist]]'''<nowiki>*</nowiki>''' - list of recent changes to watched pages ([[Help: Logging in|logged-in]] users only) *[[Help:Diff|diff page]] - shows the difference between two edits *[[Help:Recent changes|Recent changes]] - list of all recent edits *[[w:Wikipedia:IRC channels|Wikipedia IRC channels]] - real time list of all edits *[[Help:Related changes|Related changes]] - list of recent changes to pages linked to the page you edited *List of new pages: shows the edit summary of the creation. '''<nowiki>*</nowiki>''' Use the enhanced watchlist to see all recent changes in the watched pages, not just the last change in each page. == Abbreviations == See [[w:Wikipedia:Edit summary legend|Edit summary legend]] for a list of commonly used abbreviations in edit summaries. ==Searching== The [[Help:Searching|Wikimedia search function]] can not search edit summaries, and they are not indexed by external search engines. ==File upload summary== When uploading an image one can supply an upload summary. This serves multiple purposes: *as second part of the automatically created edit summary of the upload log (the first part giving the file name) *as text in the entry of the [[Help:Page history#Image_history|image history]] *in the case that the file name of the image is new: **as edit summary for the creation of the image page **as wikitext for the editable part of the image page, which includes the following possibilities: ***briefly describe the image ***provide internal or external links ***call templates ***specify one or more categories the image is in The capacity of the upload summary is one line of 250 characters; in the upload log the last part may fall off, because this can contain 255 characters, including "uploaded "''filename''"". Note that there is no preview function to check the code for the links, template calls and category tags, but of course, if needed one can edit the image page after uploading, to correct errors and also to extend the text. See also [[Help:Image page]]. ==Section editing== When applying the [[Help:Section#Section editing|section editing]] feature the section title is automatically inserted as initial version or first part of the edit summary. Put more details after this text. In the case that you provide a long summary yourself you can delete the section title in order to stay within the limit of 200 characters. The automatic text appears by default in grey, with the manually typed text being black. If you create a new section before or after an existing section by clicking a section "''edit''" link, please delete the automatic edit summary to avoid confusion. Prior to May 2004, the automatic part of the summary was surrounded by "="-signs. The old style remains in edits from that time. ===Multiple sections in edit summary=== From Dec 2004, the section title that forms the automatic part of the edit summary is preceded by a right arrow which links to the section. For this purpose the section title appears within the marks /* and */ in the edit summary box. This code can be manually inserted, and by using the /* and */ syntax, it is possible to include links to multiple sections. This may be useful when editing a section which contains many sub-sections (to list changes made to each section), or when editing an existing section and also adding a new (sub-)section after it. For example, the edit summary: /* Foo */ test /* Bar */ test Is rendered as: <span class="comment"><span class="autocomment">[[#Foo|&rarr;]]Foo</span> test <span class="autocomment">[[#Bar|&rarr;]]Bar</span> test</span> =="Post a comment" feature== When starting a new thread on a Talk page, the "Post a comment" feature can be used. Click the plus sign next to the Edit link. A box labelled "''Subject/headline''" appears before the main editing box. Text typed here becomes both a new heading and the edit summary. ==Redirect== When creating a redirect, an edit summary is automatically provided, with the text according to [[MediaWiki:Autoredircomment]], but only if no edit summary is supplied (as opposed to the automatic edit summary in section editing, which can be supplemented by the user). ==Rendering of wikitext; URLs== Text in edit summaries renders internal links, including [[Help:Piped link|piped link]]s, and [[Help:Interwiki linking|interwiki]] links, even when enclosed within <nowiki><nowiki> and </nowiki></nowiki>. Therefore, copying wikitext in the edit summary box may be preferable to copying text from the preview, except when one wants to save space. Other wikitext coding is not interpreted. When copying an external link from the preview into the edit summary box then, depending on the operating system, the "printable version" is copied, i.e. how it is normally rendered, and in addition, between parentheses, the URL; hence the same information as in the wikitext, but in a different format, as well as a possible sequential number. ==See also== *[[Wikiversity:Rollback]] [[Category:Help]] 4563 23255 2006-09-03T23:04:27Z SB Johnny 61 /* How Globaltext could help Wikiversity reach its goals */ The website http://globaltext.org/ is working to help create free course materials using wikibooks textbooks, but using networking through the "brick-and-mortar" university community to get this done. If wikiversity and globaltext.org work together, we could get some serious stuff going. Seems to me that the best way for us to approach this organisation is to do it as a wiki-community, and write the letter together, the wiki way. As an arbitrary deadline, perhaps we could try to get a finished copy out by Monday, September 18. --[[User:SB_Johnny|<font color="green">'''SB_Johnny'''</font>]] | ^{[[User talk:SB_Johnny|<font color="green">talk</font>]]} 17:06, 2 September 2006 (UTC) :Great idea - thanks for this, Johnny. We'll also need to detail a bit here what exactly Globaltext is doing, in order to make it easier for us to tailor our letter. [[User:Cormaggio|Cormaggio]] 17:12, 2 September 2006 (UTC) ==Details of Globaltext's project== (see http://www.eurekalert.org/pub_releases/2006-08/uog-gtp083106.php for more on the project) = Letter = Text of letter below ==What is Wikiversity?== * Free, multilingual, multimedia learning materials * Learning communities ==How Wikiversity could help Globaltext reach its goals== *Massive, global, networked community ==How Globaltext could help Wikiversity reach its goals== *Peer reviews for courses and textbooks used by courses ==See also== *[[Wikiversity outreach]] [[Category:Wikiversity networking drafts]] 4565 22643 2006-09-02T17:13:16Z JWSchmidt 20 subcategory [[Category:Wikiversity development projects]] 4566 22654 2006-09-02T17:37:40Z Trevor MacInnis 99 +cat [[Category:Wikiversity]] 4569 22686 2006-09-02T20:40:43Z JWSchmidt 20 /* About the Wiki Scholar movie */ emphasis [[Image:Logo Movie.gif|thumb|right|135px|The [[Portal:Wiki Scholar| Wiki Scholar]] movie.]] ==About the Wiki Scholar movie== The word “scholar” can be applied to anyone who is a learner, although I would reserve its use for someone who consciously tries to find better ways to learn. The movie is meant to provide some images that concern Wikiversity as a place for scholars. [[Image:Reach.png|thumb|left|116px|Reach for a star.]] The movie starts with a baby reaching towards an object. This act of reaching is part of an instinctive human drive to explore the world. The phrase, “reach for the stars” and the similar phrase, “follow your star” are applicable to Wikiversity. Conventional educational institutions are typically restricted by the demands of their expensive infrastructure and students are forced to adapt themselves to the factory-like educational apparatus. In contrast, the Wikiversity infrastructure is cheap and of a type (the wiki user interface) that can adapt so as to support the needs of students. The baby is reaching towards a star. [[Image:Wikitool.png|thumb|right|135px|The wiki tool.]] From the perspective of biology, human behavior is fundamentally dependent on social learning. Even small children learn to use cultural artifacts, “tools”, that amplify one’s ability to explore the world. Wiki technology in general and Wikiversity in particular are tools that scholars can use as learning aids. The baby’s hand (which looks like the letter “w”) is shown grasping the wiki tool. Wikiversity becomes a tool that a scholar can use to explore the world. [[Image:Duck-Rabbit illusion.jpg|thumb|left|'''Liberation'''. When we can see the world in more than one way. [http://philosophy.wikicities.com/wiki/Ludwig_Wittgenstein Duckrabbit]]] I like the phrase “learning the wiki way” because it is an example of a phrase that has two good meanings.<BR>1) A good topic for Wikiversity scholars is: “the nature of wiki-style online collaboration”. We need to learn ''about'' "the wiki way".<BR>2) Wikiversity should be a place that strives to support learning in the wiki style of [[Portal:Learning Projects|learning projects]] that involve collaborative webpage editing. At Wikiversity we adopt the practice of learning ''in'' the wiki way. [[Image:Star banner.png|right]] “Wikiversity” is a strange word. For banners, I like the approach of putting the “wiki” part of “Wikiversity” above the “versity” part. I also like keeping the “star” and using the “hand” of a “w” to reach for the star. This leads to a logo that only uses the star and the "w" and "v" from "Wikiversity". [[Image:WVstar.png|frame|center]] [[Category:Wiki Scholar]] 4570 22672 2006-09-02T20:09:32Z JWSchmidt 20 == Licensing == {{GFDL-self}} 4571 22673 2006-09-02T20:17:18Z JWSchmidt 20 == Licensing == {{GFDL-self}} 4572 22675 2006-09-02T20:22:37Z JWSchmidt 20 == Licensing == {{GFDL-self}} 4577 22681 2006-09-02T20:29:13Z JWSchmidt 20 == Licensing == {{GFDL-self}} 4578 22735 2006-09-03T01:01:17Z Deltinu 736 {{nav2|Wikiversity|Wikiversity:School of Mathematics}} <center><big>'''Welcome to the School of Mathematics Course Catalog!'''<big></center> {{stub}} This is a list of all courses that the School of Mathematics has to offer. ''Please note that this list is probably not complete. Please feel free to add to it'' '''Preparatory Courses''' *[[School_of_Mathematics:High_School_Mathematics|High School Mathematics]] **Prerequisites/Recommended Preperation: Arithmetic '''General Mathematics''' ''Courses that were filed under more than one subdivision'' *[[School_of_Mathematics:Foundation_of_mathematical_concepts|Foundation of mathematical concepts]] **Prerequisites/Recommended Preperation: ''Please add'' '''Applied Mathematics''' * [[Introduction to Calculus]] **Prerequisites/Recommended Preperation: ''Please add'' '''Pure Mathematics''' *[[School_of_Mathematics:Introductory_Real_Analysis|Introductory Real Analysis]] **Prerequisites/Recommended Preperation: ''Please add'' *[[School_of_Mathematics:Introduction_to_Graph_Theory|Introduction to Graph Theory]] **Prerequisites/Recommended Preperation: ''Please add'' *[[School_of_Mathematics:Calculus|Calculus]] **Prerequisites/Recommended Preperation: ''Please add'' '''Probability and Statistics''' ''Please see [[School:Mathematics/Undergraduate/Probability_and_Statistics|this page]] for a Probability and Statistics course list and course progression'' 4579 22709 2006-09-02T23:31:31Z JWSchmidt 20 start template <div style="margin-left: auto; margin-right: auto; width:80%"> <div style="background-color:#f7f8ff; text-align:justify; padding:5px; border:1px solid #8888aa; border-right-width:2px; border-bottom-width:2px; margin-bottom:2em" > [[Image:Crystal Clear action easymoblog.png|left|50px|Please help]] This page was created{{#if:{{{1|}}}|&nbsp;by [[User:{{{1}}}|{{{1}}}]]}}, but so far very little [[Wikiversity:Useful content|useful content]] has been added. Everyone is invited to help add [[Portal:Learning Projects|educational content]] to Wikiversity. If you need help learning how to add content, see the [[Wikiversity:Editing tutorial|editing tutorial]]. </div> </div> <noinclude> In may cases, this template can be used in place of [[Template:Delete]]. [[Wikiversity:Welcome templates|Assume Good Faith]] from new editors. If you find a page that has little useful content, but it could become a useful page, add this template. For a description of this template and related templates, see: [[Wikiversity:Welcome templates]]<BR> '''Note''': when you use this template, if the page was created by a registered user, please include the username of the creator of the page as an [[w:Parameter (computer science)|argument]] of the template. If the page was created by someone editing from an IP address (xxx.xxx.xxx.xxx), provide the IP address, e.g. : <nowiki>{{Welcome and expand|guillom}}</nowiki> or <nowiki>{{Welcome and expand|xxx.xxx.xxx.xxx}}</nowiki> ==See also== *[[Template:Moved page]] [[Category:Wikiversity culture]] [[Category:Templates]] </noinclude> [[Category:Stub pages|*]] 4580 22760 2006-09-03T03:00:08Z JWSchmidt 20 update Welcome to the '''Primary Structure''' exploration project. [[Image:Translation-geneticsNL.png|thumb|right]] {{Welcome and expand|66.87.13.15}} ==Content summary== Participants explore the relation between gene sequence and protein sequence with special emphasis on RNA. The primary structure of proteins is determinded by the sequence of nuclotides in mRNA. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' [[Category:{{PAGENAME}}|{{PAGENAME}}]] 4581 22713 2006-09-02T23:38:48Z JWSchmidt 20 link to [[Wikiversity:Welcome templates]] '''See''': [[Wikiversity:Welcome templates]] [[Category:Wikiversity development projects]] 4582 22853 2006-09-03T12:30:03Z JWSchmidt 20 /* Departments */ update {{Welcome and expand|61.225.189.85}} [[Image:Fig5Cingulum d'apres une statue grecque.gif|thumb|right|300px|Illustration of classical attire from the 1893 book "LE CORSET A TRAVERS LES AGES"]] Welcome to the '''Division of Fashion''' which is part of [[School:Art and Design|The School of Art and Design]]. ==Division news== * '''2 September, 2006''' - Division founded! * ... ==Departments== The pages for departments are in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. '''Fashion''' is a subdivision of [[Portal:Fine Arts|Fine Arts]]. If you need to make a subdivision for Fashion, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. To start a new department you can use: [[Template:Department boilerplate]]. *[[Topic:Fashion Design|Fashion Design]] - projects aimed at developing skill for identifying fashion design elements, learnimg the basic steps of fashion design development, developing the ability to communicate fashion ideas fluently and quickly in a collaborative environment. *[[Topic:Fashion Illustration|Fashion Illustration]] - projects aimed at providing opportunity for participants to enjoy drawing and develop their fashion illustration skills. Participants draw figures using black line, color, and develop composition skills. *[[Topic:Fashion Business|Fashion Business]] - exploration of existing business models for fashion and textile design, illustration, manufacturing, merchandising, marketing and management. Help develop a list of Guest lecturers who will be invited to share tehir firsthand experience wiyh the many dimensions of the fashion business. *[[Topic:Fashion Journalism|Fashion Journalism]] - "learn by doing" projects that allow participants to experience the nature of fashion news and feature writing. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 4583 22716 2006-09-03T00:14:49Z JWSchmidt 20 [[School:School of Fashion]] moved to [[Topic:Fashion]]: not a school #REDIRECT [[Topic:Fashion]] 4584 22718 2006-09-03T00:17:41Z JWSchmidt 20 subcategory [[Category:Art and Design]] 4585 22750 2006-09-03T01:53:45Z JWSchmidt 20 reorder {{Welcome and expand|Jlguinn}} Welcome to the '''Punch Cards Project'''. ==Content summary== Punch cards were the first proposed control system for computational devices with a program. This project allows participants to explore the uses of punch cards in computer systems and other mechanical devices. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *[[w:Punch Card|Punch Card]] (Wikipedia) *etc. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' [[Category:{{PAGENAME}}|{{PAGENAME}}]] [[Category:History]] 4588 22743 2006-09-03T01:42:48Z JWSchmidt 20 {{Welcome and expand}} {{Welcome and expand|81.33.75.87}} ==Sources== *[[w:Bass (instrument)|Wikipedia on Bass (instrument)]] [[Category:Music]] 4589 22744 2006-09-03T01:44:34Z JWSchmidt 20 #REDIRECT [[Punch cards]] #REDIRECT [[Punch cards]] 4590 22749 2006-09-03T01:52:56Z JWSchmidt 20 subcategory [[Category:Computer Science]] 4591 22755 2006-09-03T02:50:23Z JWSchmidt 20 add image, link to [[Primary Structure]] Welcome to the '''Exploring Molecular Biology''' learning project. [[Image:Gene hu.png|thumb|right|300px|Diagram of a typical [[w:Gene|gene]].]] ==Content summary== Independent study with group collaboration projects for exploration of the molecular basis of life. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! * [[Primary Structure]] - participants explore the relation between gene sequence and protein sequence. * .. You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' [[Category:{{PAGENAME}}|{{PAGENAME}}]] 4592 22757 2006-09-03T02:51:26Z JWSchmidt 20 fix category [[Category:Biology]] 4593 22761 2006-09-03T03:00:24Z JWSchmidt 20 subcat [[Category:Molecular Biology]] 4594 22769 2006-09-03T03:23:46Z JWSchmidt 20 re-order {{Welcome and expand|62.69.73.224}} Welcome to the '''Philosophy of Art department'''. [[Image:Boethius imprisoned Consolation of philosophy 1385.jpg|thumb|right|300px]] ==Department description== The Philosophy of Art department promotes exploration of this ancient branch of philosophy from Plato and Aristotle through the philosophy of the Enlightenment and on through contemporary Anglo-American and Continental philosophy. ==Department news== * '''Date founded''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 4595 22763 2006-09-03T03:05:15Z JWSchmidt 20 [[Wikiversity:Philosophy of Art]] moved to [[Topic:Philosophy of Art]]: redirect to Topic namespace #REDIRECT [[Topic:Philosophy of Art]] 4596 22770 2006-09-03T03:24:00Z JWSchmidt 20 subcat [[Category:Art and Design]] 4597 22780 2006-09-03T03:56:09Z JWSchmidt 20 add image {{Welcome and expand|68.119.71.68 }} Welcome to the '''Cold Fusion''' learning project. [[Image:Autoradiograph200dpi.jpg|thumb|right|300px]] ==Content summary== Cold fusion is technically the name for any nuclear fusion reaction that may occur well below the temperature required for thermonuclear reactions (millions of degrees Celsius). There are a number of established processes by which this can occur, although currently none of these can produce more energy than is required to sustain and contain the reaction. ==Types of Cold Fusion== The term "cold fusion" is most often used in the narrow sense of a poorly understood phenomenon in electrolytic cells in which a small (table-top) setup near room temperature and standard atmospheric pressure, which has been controversially suggested produces the fusion of hydrogen (specifically deuterium) atoms into helium. ===Room temperature=== *[[Electrolytic cell fusion]]. Fleischmann and Pons used a double-walled vacuum flask for the electrolysis chamber (palladium cathode), so that heat conduction would be minimal. They used an open cell, thus allowing the gaseous deuterium and oxygen resulting from the electrolysis reaction to leave the cell. It was necessary to replenish the cell with heavy water at regular intervals. * .. ===Generally cold, locally hot fusion=== *Sonoluminescence * ... ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. *[[Electrolytic cell fusion]] * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' *[http://en.wikipedia.org/wiki/Cold_fusion Wikipedia article] on cold fusion. *etc. ==References== Additional helpful readings include: =External Links= *[http://www.nature.com/nature/journal/v434/n7037/full/4341057a.html Nature] 434, 1057 (28 April 2005) Physicists look to crystal device for future of fusion ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' [[Category:{{PAGENAME}}|{{PAGENAME}}]] 4599 22778 2006-09-03T03:48:13Z Fabartus 617 Import from en.wp {{interwiki class-sisterproject|<div class="sister-project"> }} <div style="float: left;">[[Image:Wikiversity beta.png|50px|none|Wikipedia]]</div><!--- Logo Alternative <div style="float: left;">[[Image:Wikiversity-logo-41px.png|50px|none|Wikipedia]]</div> ---> <div style="margin-left: 3px;">{{W2|Wikiversity}} has the similar ''Template'': '''''[[v:template:{{{2|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}]]'''''</div> <!---- Temp code to impliement on all ----> {{#if: {{{4|}}}|<div style="float:left;">''See /doc page: <br />[[W:Template:{{PAGENAME}}/doc|{{PAGENAME}}}/doc ]]'''''</div>}} {{#if: {{{3|}}}|<div style="float:left;">''See talk page: [[W:Template talk:{{PAGENAME}}|{{PAGENAME}} talkpage]]'''''</div>}} </div></div><noinclude> ;This page produces the graphic link box to the right :Temporary links {| !{{Lts|Interwikitmp-grp header_box_End}} !{{Lts|interwikitmp-grp}}<br>{{Lts|Interwikitmp-grp usage}} !{{Lts|Interwikitmp-grps see also}} |} {{-}} [[Category:Interwiki link templates|{{PAGENAME}}]] [[Category:Interwiki utility templates|!{{PAGENAME}}]] [[Category:Interwiki template-links-tagging templates|!{{PAGENAME}} ]] <!---- The New Project category ------> ---- ;Sourcepage= [[W:template:WikiVersity]]: {{I}}Other {{W2|sister project}}s using this template or a special form of it are: <!--- {{interwikitmp-grp|!{{PAGENAME}} }}---> ;{{w2|Sister project}} Complimentary templates. (All Link to template space here from a sister template page) {{interwikitmp-grp|!{{PAGENAME}}|{{PAGENAME}} }} [[da:Skabelon:WikiVersity]] [[de:Vorlage:WikiVersity]] [[fr:Modèle:WikiVersity]] [[hr:Template:WikiVersity]] [[hu:Template:WikiVersity]] [[nl:Sjabloon:WikiVersity]] [[no:Mal:WikiVersity]] [[ja:Template:WikiVersity]] [[os:Шаблон:WikiVersity]] [[pt:Predefinição:WikiVersity]] [[ru:Template:WikiVersity]] [[fi:Malline:WikiVersity]] [[sv:Mall:WikiVersity]] [[th:Template:WikiVersity]] [[vi:Tiêu bản:WikiVersity]] [[zh:Template:WikiVersity]] <!---- Bypass this noise for now, recursion issues? ==Usage== {{Interwikitmp-grp usage}} {{Interwikitmp-grps see also}} ---> </noinclude><includeonly> [[Category:Interwiki utility templates|{{{1|{{PAGENAME}}}}}]] <!--- This is correct placement outside the 'noinclude' block, see usage above ---> </includeonly> 4600 22781 2006-09-03T03:56:35Z JWSchmidt 20 subcat [[Category:Physics]] 4601 22786 2006-09-03T04:14:47Z JWSchmidt 20 Image:Spawar1stGenCFCell.JPG Welcome to the '''Electrolytic Cell Fusion''' discussion group. [[Image:Spawar1stGenCFCell.JPG|thumb|Cold fusion cell at the [[w:Space and Naval Warfare Systems Center San Diego|US Navy Space and Naval Warfare Systems Center]].|220px]] ==Reading== A constant current was applied to the cell continuously for many weeks, and heavy water was added as necessary. For most of the time, the power input to the cell was equal to the power that went out of the cell within measuring accuracy, and the cell temperature was stable at around 30 °C. But then, at some point (and in some of the experiments), the temperature reportedly rose suddenly to about 50 °C without changes in the input power, for durations of two days or more. The generated power was calculated to be about 20 times the input power during the power bursts. Eventually the power bursts in any one cell would no longer occur, and the cell was turned off. Pons and Fleischmann also initially reported that a cell was generating 2.45 MeV neutrons at a rate three times the natural background rate. There was, however, no equipment directly measuring neutron energies, and this report was based on a mistaken inference from a gamma-ray spectrum. The most spectacular result they reported was that in one cell the most of the electrode melted and part of it vaporized, destroying the cell and the fume hood enclosing it. In March, 2004, the U.S. Department of Energy (DOE) decided to review all previous research of cold fusion in order to see whether further research was warranted by any new results. The review document ([http://www.newenergytimes.com/reports/DOE/2004-DOE-Summary-Paper.pdf PDF file]) submitted to the DOE by the group of scientists who had requested a new review process states that "The experimental evidence for anomalies in metal deuterides, including excess heat and nuclear emissions, suggests the existence of new physical effects". It recognizes indirect evidence in support of the D + D → 4He + 23.8 MeV (heat) reaction, although the measurement of 4He quantity is imprecise. The reproducibility of the result will remain the main issue in cold fusion research until an experiment is designed which is fully reproducible by following a clear recipe, and which preferably generates power continuously rather than sporadically and does so in a way that cannot be attributed to experimental defects. source: [http://en.wikipedia.org/wiki/Cold_fusion#Current_understanding_of_physics Wikipedia]. ==Discussion== *Do you think study of cold fusion leads to meaningful results in physics? *Do you think it is likely that cold fusion will ever provide a useful source of energy? *Additional topics for study: **What role have news stories played in the ability of researchers to obtain funding for cold fusion? **Which governments support cold fusion research? [[Category:Electrolytic cell fusion]] 4602 22784 2006-09-03T04:09:16Z JWSchmidt 20 subcat [[Category:Cold fusion]] 4603 22785 2006-09-03T04:12:56Z JWSchmidt 20 [[w:Image:Spawar1stGenCFCell.JPG|from Wikipedia]] == Summary == [[w:Image:Spawar1stGenCFCell.JPG|from Wikipedia]] == Licensing == {{GFDL}} 4605 22789 2006-09-03T04:50:48Z Fabartus 617 Import from en.wp {{interwiki class-sisterproject|<div class="sister-project"> }} <div style="float: left;">[[Image:Wikiversity beta.png|50px|none|Wikipedia]]</div><!--- Logo Alternative <div style="float: left;">[[Image:Wikiversity-logo-41px.png|50px|none|Wikipedia]]</div> ---> <div style="margin-left: 3px;">{{W2|Wikiversity}} has the similar ''Template'': '''''[[v:template:{{{2|{{PAGENAME}}}}}|{{{2|{{PAGENAME}}}}}]]'''''</div> <!---- Temp code to impliement on all ----> {{#if: {{{4|}}}|<div style="float:left;">''See /doc page: <br />[[W:Template:{{PAGENAME}}/doc|{{PAGENAME}}}/doc ]]'''''</div>}} {{#if: {{{3|}}}|<div style="float:left;">''See talk page: [[W:Template talk:{{PAGENAME}}|{{PAGENAME}} talkpage]]'''''</div>}} </div></div><noinclude> ;This page produces the graphic link box to the right :Temporary links {| !{{Lts|Interwikitmp-grp header_box_End}} !{{Lts|interwikitmp-grp}}<br>{{Lts|Interwikitmp-grp usage}} !{{Lts|Interwikitmp-grps see also}} |} {{-}} [[Category:Interwiki link templates|{{PAGENAME}}]] [[Category:Interwiki utility templates|!{{PAGENAME}}]] [[Category:Interwiki template-links-tagging templates|!{{PAGENAME}} ]] <!---- The New Project category ------> ---- ;Sourcepage= [[W:template:WikiVersity]]: {{I}}Other {{W2|sister project}}s using this template or a special form of it are: <!--- {{interwikitmp-grp|!{{PAGENAME}} }}---> ;{{w2|Sister project}} Complimentary templates. (All Link to template space here from a sister template page) {{interwikitmp-grp|!{{PAGENAME}}|{{PAGENAME}} }} [[da:Skabelon:WikiVersity]] [[de:Vorlage:WikiVersity]] [[fr:Modèle:WikiVersity]] [[hr:Template:WikiVersity]] [[hu:Template:WikiVersity]] [[nl:Sjabloon:WikiVersity]] [[no:Mal:WikiVersity]] [[ja:Template:WikiVersity]] [[os:Шаблон:WikiVersity]] [[pt:Predefinição:WikiVersity]] [[ru:Template:WikiVersity]] [[fi:Malline:WikiVersity]] [[sv:Mall:WikiVersity]] [[th:Template:WikiVersity]] [[vi:Tiêu bản:WikiVersity]] [[zh:Template:WikiVersity]] <!---- Bypass this noise for now, recursion issues? ==Usage== {{Interwikitmp-grp usage}} {{Interwikitmp-grps see also}} ---> </noinclude><includeonly> [[Category:Interwiki utility templates|{{{1|{{PAGENAME}}}}}]] <!--- This is correct placement outside the 'noinclude' block, see usage above ---> </includeonly> 4606 22792 2006-09-03T05:24:54Z JWSchmidt 20 add image Welcome to the '''Stem Cells Study Project'''. [[Image:HESC.png|thumb|right|Microscopy of human stem cells.]] ==Content summary== What are stem cells? Why is stem cell research regulated by some governments? ==Goals== Help Wikiversity participants understand what stem cells are and how they can be used in medical treatments. This interdisciplinary project also investigates why and how some governments regulate stem cell research. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' [[Category:{{PAGENAME}}|{{PAGENAME}}]] 4607 22793 2006-09-03T05:25:32Z JWSchmidt 20 subcat [[Category:Cell biology]] 4608 22796 2006-09-03T05:35:41Z JWSchmidt 20 link to [[Stem Cells]] Welcome to the '''Center for the Study of Science research and the Law'''. ==Department description== This department provides learning resources that help Wikiversity participants explore how various governments regulate scientific research. ==Department news== * '''2 September, 2006''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Stem Cells]] - What are stem cells? Why is stem cell research regulated by some governments? * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). *[[User:JWSchmidt]] * ... [[Category:{{PAGENAME}}| ]] 4620 22820 2006-09-03T09:18:50Z Ehremo 728 [[School:Mathematics/Undergraduate/Foundations of Mathematical Analysis]] moved to [[School:Mathematics/Undergraduate/Foundations of Pure Mathematical]] #REDIRECT [[School:Mathematics/Undergraduate/Foundations of Pure Mathematical]] 4621 22822 2006-09-03T09:19:07Z Ehremo 728 [[School:Mathematics/Undergraduate/Foundations of Pure Mathematical]] moved to [[School:Mathematics/Undergraduate/Foundations of Pure Mathematics]] #REDIRECT [[School:Mathematics/Undergraduate/Foundations of Pure Mathematics]] 4624 22836 2006-04-12T22:37:48Z Kernigh Improve the message; in particular we do not have separate per-day categories. <noinclude>{{shortcut|&#123;{subst:nld}&#125;}}</noinclude> {| style="width:80%; margin: 0 auto; background-color:#FFFFFF; border:8px solid #ee0000; padding:5px; text-align; center;" |- | ''This image '''does not have information on its [[Wikibooks:Copyrights|copyright]] status'''. Unless the copyright status is provided, the image will be deleted seven days after this template was added '''({{{day}}} {{{month}}} {{{year|{{CURRENTYEAR}}}}}).''' Once a [[Wikibooks:Image copyright tags|copyright tag]] has been added, this template may be removed. <small>Use &#123;{no license|month={{CURRENTMONTHNAME}}|day={{CURRENTDAY}}|year={{CURRENTYEAR}}&#125;} or simply &#123;{subst:nld}}. Also, please consider notifying the uploader on their user talk page. You might notify them with:<br /><code>&#123;&#123;subst:[[Template:Image copyright|image copyright]]|Image:{{PAGENAME}}&#125;&#125; <nowiki>~~~~</nowiki></code></small></div> |} <includeonly> [[Category:Images with unknown copyright status|{{PAGENAME}}]]</includeonly><noinclude> ''This puts pages into [[:Category:Images with unknown copyright status]].'' </noinclude> 4625 22841 2006-04-12T21:23:27Z Derbeth warning - only subst: <noinclude><div style="margin: 20px; text-align:center; color:red">'''This template should only be used as <nowiki>{{subst:nld}}</nowiki></div></noinclude>{{no license|month={{<includeonly>subst:</includeonly>CURRENTMONTHNAME}}|day={{<includeonly>subst:</includeonly>CURRENTDAY}}|year={{<includeonly>subst:</includeonly>CURRENTYEAR}}}} 4626 23505 2006-09-04T08:15:49Z Az1568 793 +{{TestTemplatesNotice}} ==Image copyright problem with [[:{{{1}}}]]== <noinclude><!-- Caution: The presence of this message in edit view indicates that you're probably editing the master template. If you meant to edit a talk page, please go back and click the edit button for the page itself. --></noinclude> Thanks for uploading [[:{{{1}}}]]. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The [[w:Wikimedia Foundation|Wikimedia Foundation]] is very careful about the images included in Wikiversity because of [[w:Copyright|copyright law]] (see Wikiversity' [[Wikiversity:Copyright|Copyright policy]]). The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are [[w:open content|open content]], [[w:public domain|public domain]], and [[w:fair use|fair use]]. Find the appropriate template in [[Wikiversity:Image copyright tags]] and place it on the image page like this: <code>{&#123;TemplateName}}</code>. Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the [[Wikibooks:Study help desk|Study help desk]]. Thank you. <noinclude> {{TestTemplatesNotice}} [[Category:User warning templates|{{PAGENAME}}]] [[vi:Tiêu bản:Tin nhắn về bản quyền hình]][[fr:Modèle:Image sans licence]] </noinclude> 4627 22860 2006-09-03T12:47:29Z JWSchmidt 20 #REDIRECT [[Portal:Fine Arts]] #REDIRECT [[Portal:Fine Arts]] 4628 22865 2006-09-03T13:12:37Z JWSchmidt 20 add image Welcome to the '''Department of Fashion Illustration''' which is part of the [[Topic:Fashion|Division of Fashion]]. [[Image:Colleen's catwalk.png|thumb|right|300px]] ==Department description== The department of Fashion Illustration develops learning projects aimed at providing opportunity for participants to enjoy drawing and develop their fashion illustration skills. Participants draw figures using black line, color, and develop composition skills. ==Department news== * '''3 September, 2006''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 4629 22862 2006-09-03T12:49:14Z JWSchmidt 20 subcategory [[Category:Fashion]] 4630 22864 2006-09-03T13:11:09Z JWSchmidt 20 This is a modified version of [http://commons.wikimedia.org/w/index.php?title=Image:Catwalk.jpg&oldid=2777067 an image from Commons]. == Summary == This is a modified version of [http://commons.wikimedia.org/w/index.php?title=Image:Catwalk.jpg&oldid=2777067 an image from Commons]. == Licensing == {{GFDL-self}} 4659 22910 2006-09-03T15:18:10Z JWSchmidt 20 [[Topic:Entrepreneurship]] moved to [[Topic:Entrepreneurial businesses]]: more specific name #REDIRECT [[Topic:Entrepreneurial businesses]] 4660 22917 2006-09-03T15:27:45Z JWSchmidt 20 [[Category:Entrepreneurship]] [[Category:Business]] [[Category:Entrepreneurship]] 4661 22920 2006-09-03T15:47:31Z JWSchmidt 20 subcategory [[Category:Interdisciplinary Studies]] 4662 22929 2006-09-03T16:01:51Z JWSchmidt 20 [[Topic:Practical Human Life]] moved to [[Topic:Ecological Sustainability]]: A division of [[School:Practical Human Life]] #REDIRECT [[Topic:Ecological Sustainability]] 4663 22931 2006-09-03T16:03:51Z JWSchmidt 20 subcategory [[Category:Practical Human Life]] 4664 22945 2006-09-03T16:47:10Z JWSchmidt 20 subcategory [[Category:Social Sciences]] 4665 22948 2006-09-03T16:50:09Z JWSchmidt 20 [[Topic:Political Science]] moved to [[Topic:Politics of the European Union]]: more specific topic #REDIRECT [[Topic:Politics of the European Union]] 4667 22956 2006-09-03T17:09:09Z JWSchmidt 20 subcategory [[Category:Political Science]] 4668 23177 2006-09-03T18:15:44Z Digitalme 39 cat The fundamentals of violin are very difficult. A real live teacher is always preferable, especially for more advanced work and to preven injury. There are two equally important parts of playing the violin. The bow and the violin. The first lesson is that they are EQUALLY IMPORTANT. [[Category:Pages moved from Wikibooks]] 4670 23178 2006-09-03T18:15:53Z Digitalme 39 cat The study of classical vocal performance is split into several sub-divisions [[Operatic]] [[Oratorio]] [[Art Song]]/[[Lied]]/[[Melodie]] [[Chorus]] and [[Choral]] Each of these disciplines requires certain skill sets and a certain "tradition" or mores connected with the performance of these genres. Closely related areas of study to classical vocal performance would include those of [[Musical Theater]] [[Jazz Vocals]] - this is usually used as a catch all for any type of music of the jazz, pop, rock, and r&b genres [[Category:Pages moved from Wikibooks]] 4672 23179 2006-09-03T18:16:06Z Digitalme 39 cat == TC1 - Fundamentals of Music == === Lessons: === [[/Lesson_1/|Lesson 1]] - What is this thing called music?<br> [[/Lesson_2/|Lesson 2]] - [title needed]<br> [[/Lesson_3/|Lesson 3]] - [title needed]<br> [[Category:Pages moved from Wikibooks]] 4674 23180 2006-09-03T18:16:08Z Digitalme 39 cat == Basics of Music Theory == Music Theory is the general term for the study of specific techniques of composition in music. At the introductory level it involves primarily the analysis of musical works, but the intermediate and advanced student will become not just an analyst but a composer of their own works. The most basic aspects of music can be broken down into two categories: pitch and rhythm. Pitch is the description of a particular note in the musical scale. Rhythm is the length of time the note is played. [[Category:Pages moved from Wikibooks]] 4676 23299 2006-09-04T00:10:00Z Digitalme 39 toc {{School_of_Music_TOC_SMALL}} *[[Portal:Music/Introduction to Music|Introduction to Music]] *[[Portal:Music/Understanding_music|Understanding music]] *[[Portal:Music/Introduction_to_Chords|Introduction to Chords]] *[[b:en:The Physics of Music|The Physics of Music]] *[[b:en:Triads|Triads]] *[[Portal:Music/Beginners Music Theory|Beginners Music Theory]] *[[Portal:Music/Key Signatures|Key Signatures]] *[[Portal:Music/Scales|Scales]] *[[Portal:Music/Intervals|Intervals]] *[[Portal:Music/Aural Training|Aural Training]] [[Category:Page moved from Wikibooks]] 4678 22997 2006-09-03T17:31:12Z Digitalme 39 cat {{Wikiversity:School_of_Music_TOC_SMALL}} == Introduction to music == What is music? Humans have been making music since the Dawn of Time. Some of our strongest emotions may be brought on by listening to a piece of music. In this modern age, We hear music around us almost all of our waking hours, in one form or another. Most of us listen to recorded music or go to performances regularly, and some of us play a musical instrument. Prior to modern audio recording technology, music was available only in the presence of a musician, or to those who play an instrument or sing. === Musical concepts === A basic definition of what music really is (in the Western World), is the chronological organisation of sounds, that is, making certain sounds at certain times, which for the composer (writer) make sense. The first, most basic concept, is keeping the sounds "in time". This leads us to some of the first few musical concepts; beat, rhythm and duration. Duration is the length of a note or sound. Rhythm is a combination of different durations. If one duration is repeated (as with a ticking clock), the continuous repetition is known as the beat. Music is also the relationship between sound and silence. Duration and rhythm apply to silence in the same manner as they apply to sound. We perceive music as horizontal and vertical patterns. We hear melodies as a horizontal pattern. The notes (and silences) are heard one after the other over a period of time. We hear chords (groups of notes played simultaneously) in a vertical pattern. A mixture of one or all of these: melody, rhythm, chords, and silence form musical patterns. === Rhythm === Rhythm is the most basic concept of music. In all cultures worldwide, the most simple and basic forms of music are purely rhythms. A rhythm is a pulse; a repetition of sounds in a pattern. Simple rhythms can be recognised straight away. Tapping ''rhythmically'' at a drum constitutes tapping it at timed intervals in a pattern. The most common rhythmic pattern in modern-day Western music is <math>4/4</math> time (pronounced four-four time). This is where four pulses come one after the other, with the first of each four being given emphasis (known as an accent). Try this exercise: *Say the words "one, two, three, four, one, two, three, four..." etc. continously, and at even time intervals. *Now each time you say "one", say it slightly louder: "'''one''', two, three, four, '''one''', two, three, four..." etc. *You have just been saying the words "one", "two", "three" and "four" in <math>4/4</math> time. === Melody === In music, '''pitch''' is used to describe how high or low a note sounds. Anyone would know the difference between a high-pitched scratching of fingernails across a blackboard, and the low, rumbling growl of thunder. When Maria tells the children in ''The Sound Of Music'' that "the first few notes just happen to be...do re mi", she was referring to pitch. Using pitch, together with rhythm, we can start to construct '''melodies'''. Without rhythm, notes would just be long, sustained sounds. Without pitch, each sound would be the same (for example, the beating of a single drum). === Dynamics === In music, we use the word '''dynamics''' to describe how loudly or softly a note is played. Dynamics falls under the wider category of '''expressive techniques''', which are instructions for the performer to play loudly of softly, smoothly or detached, and many other effects. === Timbre (tone colour) === In music, the "colour" of a sound being produced is referred to as '''timbre''', or '''tone colour'''. Timbre is the difference between the harsh, scratchy sound of an electric guitar with distortion; the glassy, rounded sound of a piano; and the bird-like whispering sound of a flute. All these instruments could play exactly the same note, yet anyone would be able to recognise instantly an electric guitar from a piano from a flute. === Structure === Musical structure is usually defined by several things including [[w:Scale_(music)|scales]] and/or [[w:Arpeggio|arpeggios]] , [[w:Rhythm|rhythm]], [[w:Key_signature|key signature]], melodic patterns, variations Etc. To keep this particular paragraph concise, all or some of the elements of [[w:Music|music theory]] can be used in the structure of a musical piece. Many [[w:List_of_composers|composers]] that listen to [[w:Bach|Bach]] are fascinated by the [[w:palindromes|palindromes]], variations and inversions of patterns contained in its compositional structure, most of which will never be noticed unless you plan on going through the [[http://en.wikipedia.org/wiki/Musical_notation notation]] with a magnifying glass. --Subnote, Colhsh: Musical Structure also refers to the overall layout of a musical work as a whole, these come in several forms the simplest form is Binary form, in which there is one section of music "A" which is then juxtaposed against a contrasting "B" section which finishes it, giving the piece an "A-B" structure. An expansion on this is ternary form which is the same as binary, except that the "A" section is repeated, making the overall structure "A-B-A" Another musical form that was popular during the classical era is that of the Rondo form, in which there is an "A" section that is repeated throughout the work, but is interrupted by contrasting episodes, making any work in rondo form typically have the structure of "A-B-A-C-A-D-Etc." Larger structures include "Sonata form," which was developed in the Classical Period. The "Sonata form" often is the structure of the first movement of a Sonata, Symphony, and Concerto. The Sonata form is comprised of four sections. *Exposition - Introduces a main theme in the tonic key, and a subordinate theme in a related key - often the dominant, or if in a minor key - the relative major. *Development - Develops and elaborates the themes and explores new and exciting key centers. *Recapitulation - Returns to the tonic key and states the main theme and subordinate theme. The subordinate theme is often reworked to stay in the tonic. *Coda - Concludes the piece. === Texture === Texture refers to the layering of sounds on top of each other. For example, someone might be playing chords on the guitar, while singing a song over the top. Someone else might be playing the drums. Here we can observe '''three''' "layers of sound"; the '''melody''' (the voice), the '''accompaniment''' (the guitar chords) and '''rhycompaniment''' (the drum kit). [[Category:Page moved from Wikibooks]] 4680 23013 2006-09-03T17:32:28Z Digitalme 39 cat ==MUSIC!== Music is one of the most effective aspects of any culture. Almost anyone you know will most likely express a great interest in music and a particular style to which they are partial. But to more fully appreciate music, it is important to understand its inner workings at least to some extent. Music is extraordinarily complex, but some formulas and knowledge can help you understand it more easily. In using the word "understand", we need to clarify the meaning of music theory. The 'theory' of music is a way of talking and relating similar techniques and design processes; it does always remain just music 'theory' because the final basis for assesement is always based on subjectivity, personal opinion, and can be argued definitively from any imaginable angle. There is no final music 'truth' in any of our appraisal of harmony, melody, rhythmic form, nor any other designated parameter that we use to describe foundations for creating music. Because, as an artist, I strive to seek appreciation for all creative art expressions, beyond my own personal tastes, and preferences, my opinion must come after my interpretation, appreciation, and willingness to be open minded and infuenced by the artist more than by my own prejudices and biases. I cannot claim perfect adherence to any such policy of fairness, and friendly fellow encouragement through openess and willingness, but I think that it remains a much more productive mind frame, an artist's tool for further development. Through learning from our conscious efforts in adhereing to such humility, sincerity, and anti-egotistical type attitudes and reactions, we will in fact surprise ourselves in what we may one day uncover, if we remember to place people and personatlites before principles. For my own sincere beliefs describing the interpretation of music and art expressions in general, I strongly disagree with the following statement: "Firstly, in order to bring simplicity and understanding to music, we must acknowledge (despite the wishes of some) that music does indeed have a form and structure - all "good music" that is. Good music "has a direction, a tendency, a flow." Just who left this person in charge of making the final decision, about what is "Good Music" and what is not? Further statements following are their contributions to this wikibook, and for that reason they deserve my utter respect despite a highly different philosophical opinion. There truly must be value, in both sides of this approach to music "theory'. Very emotionally moving music is just that, moving. It plays with our minds pulling us aurally, and emotionally, in one direction and the next; it satisfies our musical desires in a delayed fashion. Think of it this way, how much more do you appreciate a glass of water after you have worked a hard day out in the sun than you would if you were inside lounging all day. Musical resolve and consonance (beauty and simplicity of sound and lack of dissonance) are most appreciated when they are delayed by a preceding dissonance. To further define consonance and dissonance, consonance can be thought of as "clean," "pristine," "pure," "clear," and "pretty." Dissonance can be referred to as "rough," "nasty," "ugly," or "harsh." Now these definitions would be in reference to only two notes being played, not in the context of any song. As I mentioned dissonace can become attractive in light of a following consonance. However, dissonance without resolve, or a move to consonance, is essentially unattractive. If you have a piano, play (only) the notes B and C (the two white keys that are right next to each other and just to the left of a pair of black keys). Keep pounding those two notes. They aren't pretty when played alone (just the 2 notes) and without any resolve to consonance are they? Now play that same C note along with the white key that is two white keys to the right - the note E. This is quite a pleasant sound. You can actually move all the way up and down the keyboard at this same interval and produce a pleasant sound. Now let's explore this a little further. The next two or five paragraphs will not be terribly exciting, but we need to do this so we can communicate clearly. Then it will be much better. Grab some coffee. We have largely been discussing how music "sounds." Some terms will help. When we get ready to sing a song or play a piece of music we like, we think of a series of "notes" that go up and down in a certain sequence. This applies to music from around the world as well. In a slow, dreamy, or romantic song each note may be played or sung for a half of a second, or several seconds. In a faster, energetic song many notes in sequence might be played in just one second. This gives each piece of music something we call rhythm, or to use a more common word - a beat. Rhythm is like the "pulse" of the music. Instinctively, we human beings can pick out the beat of nearly any song. It is interesting to see what happens when a person learning an instrument knows pitch, but ignores the beat or intended duration of the notes of a familiar song. When we create a single musical sound or note, it will be because our instrument or voice makes a physical vibration at a certain speed or frequency. The vibration makes the surrounding air vibrate in the same way, and it propagates out into further and further. This is identical to what happens when you drop a pebble into a pool of water. Our ears interpret these air waves as sound. When we talk about how notes are "high", "low," "going up", "staying the same", or "going down", we are describing another property of music called pitch. Pitch is a word musicians use to describe and write down the frequency of a note. We give letter names to certain frequencies. That way, everyone knows that when they play or see a "C" on a page, they refer to the same note. Imagine if we all had a different notion of what a "C" was - or no common way to communicate pitch! Then your cousin would know a very different version of Happy Birthday than you did. Rhythm is the arrangement of notes or other musical sounds in time. Many people often refer to the rhythm of a song as the 'beat'; however, rhythm encompasses more than the steady repeating of a drum pattern. Rhythm is the basis of melody. A melody without pauses and sudden flurries of notes would not be very pleasent to listen to for long. <!-- I'm not a music expert so feel free to change or delete this --> MORE LATER! [[Category:Page moved from Wikibooks]] 4682 23049 2006-09-03T17:33:52Z Digitalme 39 cat {{wikipedia|chord_(music)}} A chord, simply, is any combination of notes. Theoretically, any combination of notes is a chord, however, when used in a certain combination, some notes complement each other better than others. These notes are played together the most often, and make up the most popular chords. Traditionally, chords used three notes. While two notes is technically harmony, they can also be considered chords in general. Because of the broad nature of this definition, types of chords have been developed that "sound good", in the western philosophy of music. The following chords can be played in any scale. To understand them, one should have the basic knowledge of a [[Music:Scales_and_Intervals|scale]] first. There is no specific tonal order for the notes to be played; many kinds of "inversions" can be created by placing the notes in different orders. All examples are shown with the root note Bb. ==Major Chord== The major triad is often symbolized with a capital letter ('''C'''). It is three notes: the first, third, and fifth note of a scale. Alternatively, you can figure this chord out by adding a note a major third (4 half-steps) up from the root note and then a minor third (3 half-steps) up from that. If you add the half-steps of a major and minor third you will notice the third note is 7 half-steps up from the root making a perfect fifth. This interval will remain the same in major and minor chords. All primary triads are created by stacking intervals of a third. It is a very whole sounding chord, and is found within most, if not all popular songs. C Major triads, '''C - E - G''': [[Image:CMajor.png]] ==Minor Chord== The minor triad is often symbolized with a lower case letter, or 'min', or just an 'm' ('''c''' | '''C'''''min'' | '''C'''m). It is composed of three notes: the first, flat-third, and fifth. The lowered third represents the third note of a minor scale. Alternatively, you can figure this chord out by adding a note a minor third (3 half-steps) up from the root note and then a major third (4 half-steps) up from that. The quality of this chord is not as full as the major chord, and has a darker complexion. It also is found in a majority of popular music. C Minor triads, '''C - Eb - G''': [[Image:CMinor.png]] ==Diminished Chord== The diminished triad can be symbolized with either a '°' or with the abbreviation "dim" ('''C'''° | '''C'''''dim''). Its components include: the first, flat-third, and flat-fifth. Alternatively, you can figure this chord out by adding a note a minor third (3 half-steps) up from the root note and then another minor third (3 half-steps) up from that. If you add the half-steps of two minor thirds together you will notice the third note is 6 half-steps up from the root making a diminished fifth, giving the chord its name. Having 2 lowered notes, a diminished chord does not have great euphony. It sounds slightly out of place, but adds a certain musical flavor. C Diminished triads, '''C - Eb - Gb''': [[Image:CDim2.png]] ==Augmented Chord== The augmented triad is usually symbolized with a '+' or 'aug'('''C'''+ | '''C'''''aug''). It is rarely seen in music, but considered one of the main chord structures. It combines: the first, third, and an raised fifth. Alternatively, you can figure this chord out by adding a note a major third (4 half-steps) up from the root note and then another major third (4 half-steps) up from that. If you add the half-steps of two major thirds together you will notice the third note is 8 half-steps up from the root making a augmented fifth, giving the chord its name. An augmented fifth sounds the same as a minor sixth but is notated differently and consequently will sound different in context. It has a very unique sound. C Augmented triads, '''C - E - G#''': [[Image:CAug.png]] ==Dominant Seventh Chord== A seventh chord is attached to any other chord by the addition of the number '7' ('''Bb'''7). It can be attached to pretty much any chord, not just the major chord: ('''Bb'''7 | ''dim'' '''Bb'''7). Opposed to the logical addition of the seventh note of the scale, a flat-seventh note is added. When the seventh note is flat it is known as a "minor" 7. This chord became a dominant due to confusion if you were to say Bb minor7. That may lead somebody to believe it is a Bbminor with a 7th. Instead it is just a Bb7. '''Bb - D - F - Ab''' ==Major Seventh Chord== Like a dominant seventh chord, a note is added to a triad to create a major seventh chord. While a '7' represents the dominant seventh chord, the letters "maj" and a '7' represent a major seventh chord ('''Bb''' ''maj''7). The note added to this chord is the seventh note of the root's major scale. '''Bb - D - F - A''' ==Suspended(Sustained) Chord== The suspended chord, also called sustained chord, is symbolized with "sus" or "sus4" ('''Bb'''sus | '''Bb'''sus4). Another version of this chord is symbolized with "sus2" ('''Bb'''sus2). The 4 type combines the first, fourth, and fifth note, while the 2 type is first, second, and fifth. '''Bb - Eb - F''' (Sus4) '''Bb - C - F''' (Sus2) ==Add2/Add4 Chord== This chord is just like a suspended chord in that it uses the second and fourth note. The difference is that, whereas in a suspended chord the third note is omitted, in an "Add2/Add4" chord, the third is kept. '''Bb - D - Eb - F''' (add4) '''Bb - C - D - F''' (add2) ==Fifth Chord== The fifth chord or "power chord" is unusual because it truly is a harmony. The fifth chord is only the first and fifth scale degree of the root note and is represented with a 5 ('''Bb'''5). It is also called a "power chord" because it produces a very powerful sound. Many musicians use it when they wish the chord to have neither a major nor a minor effect. '''Bb - F''' ==Sixth Chord== The sixth chord is a four note chord, adding the sixth note of the root's major scale to a triad. All triads can become sixths, represented by the addition of a '6' (e.g. '''Bb'''m6). '''Bb - D - F - G''' ==Combinations== All of these symbols and chords can be combined to form all other chords. For example, one could create a minor major seventh chord ('''Bb'''mmaj7). '''Bb - Db - F - A''' Technically, any combination of notes can be termed with the combination of these previous basic chord types. [[Category:Page moved from Wikibooks]] 4684 23059 2006-09-03T17:36:04Z Digitalme 39 cat '''Introduction to Music Notation''' Musical notation is used to indicate the pitch (how high or low), temporal information (speed or placement in time) and duration (how long) of discrete sounds, which we call notes. notes are graphically represented by various signs depending on their duration and position. Notes are named successively using the first seven letters of the Roman alphabet, i.e. A, B, C, D, E, F, G. The notes that continue upwards beyond G begin at the begining of the sequence with A again. The interval from one A to the next A is called an octave (i.e. : 8 notes). Likewise, the interval between one C and the next C is also called an octave, etc... The notes are placed on a set of five horizontal lines separated by spaces. This group of five horizontal lines is refered to as a staff or stave. The plural form of either word is staves. The position of the note on the stave is directly related to its pitch. Thus, the higher up the stave the note is, the higher its pitch. The notes which fall outside of the range of the staff are placed on, above or below shorter lines, called ledger lines. In order for us to be able to determine the exact pitch of any note on the stave, we make use of a symbol called a clef, which is placed at the beginning of each stave and enables us to determine the pitches of the notes for that particular stave. There are many different clef signs, the two most common are the Treble (G) clef and the Bass (F) clef. The treble clef is an embellished G, and sits on the second line from the bottom of the stave, making notes placed on that line G's. The bass clef is an embelished F, which looks like a backwards C with two dots on top of each other (like a colon), and the two dots are on either side of the fourth line from the bottom (second line from the top) of the stave. This causes every note on that line to become F's. '''The notes of the Stave''' The notes of the Treble clef can be easily worked out by applying a simple rule, the spaces inbetween the lines of the stave from bottom to top spell the word 'F A C E'. Thus the bottom space is an 'F', the next space above that is an 'A', then a 'C' is the next space above that, and finally, the top most space is an 'E'. It is therefore easy to work out the notes on the lines. The first line at the bottom is an E, as E comes directly before F. Then the second line is a G, as G comes after F (also, the treble clef rests on the G line). The third (middle) line is a B, as B comes after A. Then the second line from the top is a D, as D comes after C, and the top most line is thus an F, as F comes after E. The notes of the Bass clef can be worked out in a similar fashion. I like to use an acronym for remembering the spaces of the bass clef. The acronym is All Cows Eat Grass ('A C E G'). So the bottom most space is an 'A', then the second space from the bottom is a 'C', then and 'E' and, finally, the top space is a 'G'. The lines can be worked out as described abover, making the first line a 'G', then an 'B', 'F', and the top line is a 'A'. [[Category:Page moved from Wikibooks]] 4686 23070 2006-09-03T17:36:55Z Digitalme 39 cat A key signature serves as a guide for the performer of a piece of music. The key signature determines the pattern of accidentals -- sharps and flats -- to be played, and reappears at the beginning of each staff. (In this way it differs from a time signature, which need be written only once.) For example, if the key signature consists of only F-sharp, each written note F in the piece should be played as F-sharp, even though no sharp immediately precedes the written note. Often, however, an accidental contradicting the direction of the key signature will appear immediately before the written note. An accidental immediately preceding the written note ''always'' takes precedence. (For instance, in our example, if the key signature contains F-sharp but a written note F appears with a natural sign written in front of it, F-natural should be played.) In traditional notation, this influence of the new accidental applies for the duration of the measure before the key signature resumes its "dominion", or until canceled by a subsequent new accidental. Since a the presence of a "key" in music is contingent on a certain pattern of accidentals, the key signature gives a partial indication of the key of a given passage of music. We need more than the key signature to determine the key of a passage, though -- that must be decided on the basis of contextual features to be explained elsewhere in the School of Music. All other things being equal, though, each key signature can represent one of two musical keys: one major, and one minor. Each is termed the "relative" major or minor, respectively, in relation to the other. For example, B-flat minor and G minor have the same key signature: the relative minor of the key of B-flat major is G minor, while B-flat major is the relative major of G minor. The following tables illustrate each key signature, along with a listing of their corresponding keys. It is of paramount importance for the practicing musician to memorize these keys and to be able to recall them instantly. <table align=center cellpadding="2" cellspacing="0"> <tr><th>Key Sig.</th><th>Major Key</th><th>Minor Key</th></tr> <tr><td align=center>[[Image:C Major key signature.png|C Major key signature]]<br>No sharps or flats</td><td>[[w:C major|C major]] </td><td>[[w:A minor|A minor]] </td></tr> </table> <div style="float:right"> <table border="1" cellpadding="2" cellspacing="0"> <tr><th>Key Sig.</th><th>Major Key</th><th>Minor Key</th></tr> <tr><td align=center>[[Image:F Major key signature.png|F Major key signature]]<br>1 flat</td><td>[[w:F major|F major]] </td><td>[[w:D minor|D minor]] </td></tr> <tr><td align=center>[[Image:B-flat Major key signature.png|B-flat Major key signature]]<br>2 flats</td><td>[[w:B-flat major|B&#x266d; major]] </td><td>[[w:G minor|G minor]] </td></tr> <tr><td align=center>[[Image:E-flat Major key signature.png|E-flat Major key signature]]<br>3 flats</td><td>[[w:E-flat major|E&#x266d; major]] </td><td>[[w:C minor|C minor]] </td></tr> <tr><td align=center>[[Image:A-flat Major key signature.png|A-flat Major key signature]]<br>4 flats</td><td>[[w:A-flat major|A&#x266d; major]] </td><td>[[w:F minor|F minor]] </td></tr> <tr><td align=center>[[Image:D-flat Major key signature.png|D-flat Major key signature]]<br>5 flats</td><td>[[w:D-flat major|D&#x266d; major]] </td><td>[[w:B-flat minor|B&#x266d; minor]] </td></tr> <tr><td align=center>[[Image:G-flat Major key signature.png|G-flat Major key signature]]<br>6 flats</td><td>[[w:G-flat major|G&#x266d; major]] </td><td>[[w:E-flat minor|E&#x266d; minor]] </td></tr> <tr><td align=center>[[Image:C-flat Major key signature.png|C-flat Major key signature]]<br>7 flats</td><td>[[w:C-flat major|C&#x266d; major]] </td><td>[[w:A-flat minor|A&#x266d; minor]] </td></tr> </table> </div> <div> <table border="1" cellpadding="2" cellspacing="0"> <tr><th>Key Sig.</th><th>Major Key</th><th>Minor Key</th></tr> <tr><td align=center>[[Image:G Major key signature.png|G Major key signature]]<br>1 sharp</td><td>[[w:G major|G major]] </td><td>[[w:E minor|E minor]] </td></tr> <tr><td align=center>[[Image:D Major key signature.png|D Major key signature]]<br>2 sharps</td><td>[[w:D major|D major]] </td><td>[[w:B minor|B minor]] </td></tr> <tr><td align=center>[[Image:A Major key signature.png|A Major key signature]]<br>3 sharps</td><td>[[w:A major|A major]] </td><td>[[w:F-sharp minor|F# minor]] </td></tr> <tr><td align=center>[[Image:E Major key signature.png|E Major key signature]]<br>4 sharps</td><td>[[w:E major|E major]] </td><td>[[w:C-sharp minor|C# minor]] </td></tr> <tr><td align=center>[[Image:B Major key signature.png|B Major key signature]]<br>5 sharps</td><td>[[w:B major|B major]] </td><td>[[w:G-sharp minor|G# minor]] </td></tr> <tr><td align=center>[[Image:F-sharp Major key signature.png|F-sharp Major key signature]]<br>6 sharps</td><td>[[w:F-sharp major|F# major]] </td><td>[[w:D-sharp minor|D# minor]] </td></tr> <tr><td align=center>[[Image:C-sharp Major key signature.png|C-sharp Major key signature]]<br>7 sharps</td><td>[[w:C-sharp major|C# major]] </td><td>[[w:A-sharp minor|A# minor]] </td></tr> </table> </div> [[Category:Page moved from Wikibooks]] 4688 23077 2006-09-03T17:37:50Z Digitalme 39 cat A scale is a predetermined series of tones that define a musical context. A scale is defined as being major or minor according to whether the scale contains a major or a minor third, respectively. (If it contains both, as in the octatonic scale, it is considered to be neither major nor minor.) This holds true even if the scale in question is not "the" major or minor scale per se. The most important kind of scale we are concerned with is the ''diatonic'' scale; that is, any scale containing the interval sequence W-W-H-W-W-W-H (where "W" represents a whole step and "H" is a half step). Note that any other cyclic permutation of this interval sequence is also considered a manifestation of the diatonic scale! What follows is a discussion of the different scales -- that is, of the various permutations of this interval sequence -- with some supplementary remarks on usage. THE MAJOR SCALE Perhaps the most commonly encountered scale is the major scale. We arrive at this series of notes by beginning on any (fixed) tone -- the tonic -- and ascending verbatim through the interval sequence given above. Thus, the notes of the D major scale are D E F# G A B C# D. As an exercise, check for yourself that this series corresponds to our interval sequence. Note that the first and third scale degrees -- D and F# -- form a major third, the characteristic interval of the major scale. THE MINOR SCALES We obtain the "default" minor scale, called the natural minor scale, by choosing a note as our tonic and proceeding by the cyclic permutation W-H-W-W-H-W-W of our interval sequence. Note that a "shorthand" version of this process could consist in starting from the sixth note of the major scale and working our way up cyclically: using the example of the D major scale given above, we can see that the B minor scale is B C# D E F# G A B. There are also two other types of minor scales that deviate from the diatonic interval sequence: the harmonic and melodic minor scales. These two commonly-encountered variants and their usage will be discussed more in depth when your present author or another contributor has time for the discussion; for now, let it suffice to note that the harmonic minor scale differs from the natural minor one only in that its seventh degree is raised by a half step to form a leading tone, while the melodic minor scale is equivalent to a natural minor scale with its sixth and seventh degrees each raised a half step while the scale ascends; but on the way down, the melodic minor scale is identical to the natural minor. MODES While the major and minor scales are the most important ones occurring in tonal music, they are but two manifestations of the entire diatonic system, just two of seven possible cyclic permutations of our interval sequence. Each such permutation is spoken of by musicians as a ''mode''. Their names are Ionian, Dorian, Phrygian, Lydian, Mixolydian, Aeolian, and Locrian: seven permutations, seven diatonic modes. There is a simple way to familiarize yourself with these modes: on a piano keyboard, start on the note C and ascend on only white keys, one at a time, until you reach the C an octave above your starting point. You have just played a C major scale, or equivalently, a ''C Ionian'' scale. Now start on D and play only white keys up to the next D. You have played a D Dorian scale. So on for Phrygian mode, Lydian mode . . . Notice the different and exotic characters imparted to the various modes by cyclically permuting the diatonic interval sequence. As long as the correct sequence of intervals is preserved, you may choose any note as the first degree of any scale you like. E.g. F# Dorian: F# G# A B C# D# E F#. THE OCTATONIC (DIMINISHED) SCALE THE CHROMATIC SCALE AND THE WHOLE-TONE SCALE EXOTIC OR "ETHNIC" MODES MESSIAEN'S MODES OF LIMITED TRANSPOSITION [[Category:Page moved from Wikibooks]] 4690 23082 2006-09-03T17:38:58Z Digitalme 39 cat An interval in the musical sense, strictly speaking, is some quantification of the distance between any number of tones to one another. There are many ways in which one could go about naming intervals (e.g. frets on a guitar, frequency, cents). The predominant method used in music is to quantify intervals is based on the diatonic scale. Given a scale spelled, for example, C D E F G A B, we represent these members as the set of roman numerals I II III IV V VI VII, respectively. So the distance from C to E, or I to III, would be spoken as a third (e.g. E is the third of C). Define + and – as new symbols, and + and – as the familiar symbols for addition and subtraction. Then T2 + (T1– 1) = T2 + T1, and T2 – (T1– 1) = T2 – T1 , for any two scale tones. So when one says add two fourths together they mean to perform this alternate operation, such that IV + IV = VII. This last non-italicized Roman numeral is an interval. It is not necessarily the seventh of the scale it is a member of, it is the distance across two consecutive, stacked, fourths. It may also be convenient to use the Arabic numerals we are familiar with, so then in terms of addition/subtraction we would use 0 through 6 one to one for the roman numerals I through VII. So, 2 + 4 = III+V = 6 = VII, and I+I = I = 0 + 0 = 0. It’s important to remember that 0 corresponds to one I , 1→ II, 2→II, and so on to 6→7. There are two or three species of each interval, either minor and major, or diminished perfect and augmented(4ths and 5ths). Major intervals are larger than minor intervals and augmented intervals are greater than perfect intervals, which are greater than diminished intervals. In terms of a twelve-tone chromatic scale, whose elements are named 0 through 11, we can define diatonic intervals thusly: I = 0; II = 1,2; III= 3,4; IV=4,5,6; V=6,7,8; VI= 8,9; VII= 10, 11. [[Category:Page moved from Wikibooks]] 4692 23089 2006-09-03T17:49:14Z Digitalme 39 cat The ability to recognize and understand the music one hears. This can take the form of transcribing music into notation by ear or by hearing musical functions. Aural Training could also be used to identify formal structures on both large and small scales. One's ability in aural training varies greatly from person to person. For some it comes rather naturally and for others it is much more difficult, regardless of whether or not they are a musician. For those with perfect (absolute) pitch, some aspects of aural training are certainly made easier, but not all. Transcription: By focusing one aspect of the music at a time (i.e. rhythm, melody, bass line, etc.) one can, with proper training, transcibe the music they hear, into musical notation. This is a very common practice amongst jazz musicians as they transcribe solos recorded by other jazz musicians so as to develop their own improvisational abilities. General Aspects: In tonal music, different chords have different functions. It is possible to hear these different functions so as to have a better idea of what is happening in the music. Beyond function, even hearing the quality of the chord can be important and be used by musicians. These more general aspects tend to be used by more musicians (classical, jazz, etc.) than transcription. Formal Structures: On a large scale one can train themseleves to hear the different formal sections of a piece in any music. This could be through hearing the difference between verse and chorus in a popular song or hearing the the difference between the Exposition, Development and subsequent Recapitulation in classical sonata form. On a smaller scale, one could hear the differences between the Main Theme, Transition, and Subordinate Theme or even the structures in a single phrase (i.e. basic idea, contrasting idea, continuation, etc.) Absolute Pitch: The ability to remember the particular quality of pitch classes well enough to so as to recognise them on hearing. It is not a rare ability among musicians. [[Category:Page moved from Wikibooks]] 4694 23141 2006-09-03T18:05:05Z Digitalme 39 bad link <div align="center"> {| width="75%" cellspacing="0" |style="background-color: #e6e6e6; border: 1px solid #cccccc; padding: 0.5em; font-size: small; text-align: center;" valign=top| <h2>[[Portal:Music|School of Music]]</h2> [[Portal:Music/Beginner|Beginner]] | [[Portal:Music/Novice|Novice]] | [[Portal:Music/Advanced|Advanced]] | [[Portal:Music/Expert|Expert]] | [[Portal:Music/Introduction|Introduction]] | [[Portal:Music/Theory|Theory]] | [[Portal:Music/Composition|Composition]] | [[Portal:Music/Jazz|Jazz]] | [[Portal:Music/Ear Training|Ear Training]] |} </div><noinclude>[[Category:Page moved from Wikibooks]]</noinclude> 4695 23300 2006-09-04T00:10:20Z Digitalme 39 toc {{School_of_Music_TOC_SMALL}} *[[Wikiversity:School_of_Music/Improvisation|Improvisation]] *[[Chord Functions]] *[[Voice Leading]] *[[Cadences]] *[[Modulation]] *[[First Inversions]] *[[Second Inversions]] *[[Non-chord Tones and Arpeggiation]] *[[Seventh Chords and their Inversions]] *[[small forms]] [[Category:Pages moved from Wikibooks]] 4697 23119 2006-09-03T18:01:03Z Digitalme 39 cat The Oxford Concise Dictionary of Music by Michael Kennedy (1996) defines Improvisation as a performance according to the inventive whim of the moment, i.e. without a written or printed score, and not from memory. It has been an important element in music throughout the centuries. Improvisation is something quite interesting and fun to do. It is an amazing ability to be able to sit down at a piano, or whatever instrument, and just play to your heart's content. However, this ability requires an understanding of music theory, so I suggest that you (the reader) go to the beginner section and read the section on introductory music theory. If you feel that you are comfortable with music theory, then please continue. In classical music we have what is called a cadenza. A cadenza is an improvization, showing off the virtuosity of the soloist (whether it be a singer, pianist, violinist etc...), which is usually inserted into the final cadence of any section of a vocal aria or solo instrumental movement. [[Category:Pages moved from Wikibooks]] 4699 23301 2006-09-04T00:10:37Z Digitalme 39 toc {{School_of_Music_TOC_SMALL}} *[[Secondary Dominants]] *[[Augmented Sixth Chords]] *[[Neapolitan Chords]] *[[Augmented Chords]] *[[Ninth Chords and Beyond]] *[[Other Chromatic Harmony]] *[[Large Forms]] [[Category:Pages moved from Wikibooks]] 4701 23302 2006-09-04T00:10:49Z Digitalme 39 toc {{School_of_Music_TOC_SMALL}} *[[Twentieth Century Techniques]] *[[Twelve Tone Technique]] *[[b:enCounterpoint|Counterpoint]] [[Category:Pages moved from Wikibooks]] 4704 23148 2006-09-03T18:10:41Z Digitalme 39 links {{Wikiversity:School_of_Music_TOC_SMALL}} *[[Portal:Music/Introduction to Music|Introduction to Music]] *[[Portal:Music/Understanding_music|Understanding music]] *[[Portal:Music/Introduction_to_Chords|Introduction to Chords]] *[[Portal:Music/Beginners Music Theory|Beginners Music Theory]] *[[Portal:Music/Key Signatures|Key Signatures]] *[[Portal:Music/Scales|Scales]] *[[Portal:Music/Intervals|Intervals]] *[[Portal:Music/Aural Training|Aural Training]] [[Category:Pages moved from Wikibooks]] 4706 23155 2006-09-03T18:11:29Z Digitalme 39 cat {{Wikiversity:School_of_Music_TOC_SMALL}} *[[Wikiversity:School_of_Music/Theory/Chord Functions|Chord Functions]] *[[Wikiversity:School_of_Music/Theory/Voice Leading|Voice Leading]] *[[Wikiversity:School_of_Music/Theory/Cadences|Cadences]] *[[Wikiversity:School_of_Music/Theory/Inversions|Inversions]] *[[Wikiversity:School_of_Music/Theory/Non-chord Tones and Arpeggiation|Non-chord Tones and Arpeggiation]] *[[Wikiversity:School_of_Music/Theory/Ornaments|Ornaments]] *[[Wikiversity:School_of_Music/Theory/Form and Structure|Form and Structure]] [[Category:Pages moved from Wikibooks]] 4708 23163 2006-09-03T18:12:21Z Digitalme 39 cat *[[Wikiversity:School_of_Music/Composition/Improvisation|Improvisation]] *[[Wikiversity:School_of_Music/Composition/Patterns in Art and Music|Patterns in Art and Music]] *[[Wikiversity:School_of_Music/Composition/Language and Music|Language and Music]] *[[Wikiversity:School_of_Music/Composition/Basic Techniques|Basic Techniques]] *[[Wikiversity:School_of_Music/Composition/Intermediate Techniques|Intermediate Techniques]] *[[Wikiversity:School_of_Music/Composition/Advanced Techniques|Advanced Techniques]] *[[Wikiversity:School_of_Music/Composition/Motif Techniques|Motif Techniques]] *[[Wikiversity:School_of_Music/Composition/Idea and Development|Idea and Development]] *[[Wikiversity:School_of_Music/Composition/Harmony and Counterpoint|Harmony and Counterpoint]] *[[Wikiversity:School_of_Music/Composition/Form and Experiences|Form and Experiences]] [[Category:Pages moved from Wikibooks]] 4710 23170 2006-09-03T18:13:04Z Digitalme 39 cat *[[Wikiversity:School_of_Music/Improvisation|Improvisation]] *[[Wikiversity:School_of_Music/What Makes Jazz Chords Different?|What Makes Jazz Chords Different?]] *[[Wikiversity:School_of_Music/Jazz Forms|Jazz Forms]] [[Category:Pages moved from Wikibooks]] 4712 23175 2006-09-03T18:13:54Z Digitalme 39 cat *[[Intervals]]<br> *[[Chords]]<br> *[[Scales]]<br> *[[Rhythms]]<br> *[[Melodic Dictation]]<br> [[Category:Pages moved from Wikibooks]] 4717 23950 2006-09-04T23:59:30Z Smithgrrl 186 /* Readings that stretch your brain if you are at in high school or at a high school level */ == Readings that stretch your brain if you are at in high school or at a high school level == **[[w:Aimee Bender|Aimee Bender]], [[w:The Girl in the Flammable Skirt|The Girl in the Flammable Skirt]] -- contemporary fairy tales; strange and wonderful stories. **[[w:Daniel Clowes|Daniel Clowes]]. Any of his graphic novels. **[[w:Robert Cormier|Robert Cormier]], [[w:After the first death|After the first death]], [[w:I am the Cheese|I am the Cheese]], [[w:The Chocolate War|The Chocolate War]]] -- darkly thoughtful young adult novels. 4718 23199 2006-09-03T20:58:45Z Alarico 775 * [[Thesis, papers and dissertations about scientific collaboration]] 4719 23212 2006-09-03T21:38:37Z JWSchmidt 20 add sections <center><big>Welcome to the '''School of Environmental Sciences'''</big>, part of [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]].</center> A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain [[Portal:Learning Projects|projects]] for developing [[Portal:Learning Materials|learning resources]]. ==Divisions and Departments== Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the [[Wikiversity:Namespaces|Topic: namespace]]. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the [[Wikiversity:Naming_conventions|Naming Conventions]]. * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed). * ... ==School news== * '''Date founded''' - School founded! == Thesis, papers and dissertations == * [[Scientific information on environmental issues in the age of digital media]] --[[User:Alarico|Alarico]] 21:07, 3 September 2006 (UTC) [[Category:{{PAGENAME}}| ]] 4720 23985 2006-09-05T02:04:50Z Digitalme 39 abstract - '''A critical analysis of the actual management model of scientific information and some possible alternative models through collaborative platforms.''' Author: Mariano Senna da Costa, September 2006 Certified by: Prof. Dr. Joachim Hasebrook 1st. Thesis Adviser, International School of New Media / Luebeck, Germany Prof. Dr. Richard Scotti 2nd Thesis Advisory, International School of New Media / Luebeck, Germany © Copyleft [[/Abstract/]] [[Category:Thesis, papers, and dissertations about scientific collaboration]] 4723 23213 2006-09-03T21:39:15Z JWSchmidt 20 subcategory [[Category:Interdisciplinary Studies]] 4730 23225 2006-09-03T22:06:33Z Trevor MacInnis 99 allow cross namespace <noinclude><!--PNG images containing transparencies do not display properly for some users. Please consider this fact before replacing the already tiny GIF file.--></noinclude><div class="messagebox merge">[[Image:Merge-arrows.gif|left]] It has been suggested that this article or section be [[Wikiversity:Merging and moving pages|merged]] with ''[[:{{{1}}}|{{{1}}}]]''. ([[{{{2|:{{NAMESPACE}} talk:{{PAGENAMEE}}}}}|Discuss]])</div><includeonly>[[Category:{{#if:{{NAMESPACE}}|Items|Articles}} to be merged|{{PAGENAME}}]]</includeonly> 4733 24089 2006-09-05T11:30:16Z JWSchmidt 20 /* Links from Wikipedia */ needed links This is a record of methods for recruiting translators. ==Existing recruiting methods== *[[Wikiversity translations]] was linked to from these Wikiversity pages: **[[Portal:Learning Projects|learning projects portal]]. **[[Wikiversity:Browse]] **[[Wikiversity:Community Portal]] **[[School:Foreign Language Learning]] ===Links from Wikipedias=== ====English Wikipedia==== *[[w:Portal talk:Language#Wikiversity needs translators|Language portal]] *[[w:Talk:Wikiversity#Wikiversity needs translators|Wikiversity]] ====German Wikipedia==== * needed ====French Wikipedia==== * needed ==Plans for new methods== * .. [[Category:Wikiversity translations]] 4741 23296 2006-09-04T00:09:12Z Digitalme 39 [[Template:Wikiversity:School of Music TOC SMALL]] moved to [[Template:School of Music TOC SMALL]]: transwiki {| cellspacing="0" style="background-color: #e6e6e6; width:80px; margin-left: 1em; float:right; border: 1px solid #cccccc; font-size: small; text-align: center;" valign=top ! Chapters |- ! [[Portal:Music|Home]] |- | ---- |- | [[Portal:Music/Beginner|Beginner]] |- | [[Portal:Music/Novice|Novice]] |- | [[Portal:Music/Advanced|Advanced]] |- | [[Portal:Music/Expert|Expert]] |- | ---- |- | [[Portal:Music/Miscellaneous|Miscellaneous]] |} 4743 23298 2006-09-04T00:09:47Z Trevor MacInnis 99 +cat [[Category:Wikiversity maintenance|merge]] 4744 23314 2006-09-04T00:44:49Z JWSchmidt 20 [[Topic:Linguistics]] moved to [[Topic:History of Linguistics]]: more specific topic #REDIRECT [[Topic:History of Linguistics]] 4746 23317 2006-09-04T00:45:28Z JWSchmidt 20 subcategory [[Category:Linguistics]] 4751 23331 2006-09-04T02:05:51Z JWSchmidt 20 [[Topic:Physics]] moved to [[Topic:Particle Physics]]: make a more specific topic for [[School:Physics]] #REDIRECT [[Topic:Particle Physics]] 4753 23334 2006-09-04T02:06:23Z JWSchmidt 20 subcategory [[Category:Physics]] 4754 23853 2006-09-04T21:52:28Z DarkFighter 667 /* Recommended program */ ===Recommended program=== '''Introduction Courses I''' 1.1 Introduction to programming (non-OO, maybe done in Pascal) 1.2 History of computers (or Introduction to Computer Architecture) 1.3 Introduction to Calculus 1.4 Discrete Math 1.5 Inroduction to Linear Algebra - [[Linear algebra]] '''Introduction Courses II''' 2.1 Programming in C 2.2 Assembler language (x86 assembly) 2.3 Calculus II 2.4 Number Theory '''Intermediate Courses I''' 3.1 OO Programming (Java) 3.2 Statistics 3.3 Programming in UNIX OS (Linux) 3.4 Introduction to Networks '''Intermediate Courses II''' 4.1 Calculus III(Differential eqs, vector calculus) 4.2 Number methods 4.3 Introduction to Operating System design 4.4 Network Architectures '''Advanced Courses I''' 5.1 Intro to Databases 5.2 Artificial Intelligence 5.3 Functional Programmming (Lisp, Prolog, etc) '''Advanced Courses II''' 6.1 Some advanced learning project (micro-OS, design small CPU, new network protocol, etcx) ===Optional courses=== list of all odds and ends, together with their difficultness rating (Introductory I, Advanced II)... List of pre-needs for Introductory 1 esp math requirements and concepts list and self-assessment pre-tests List of learning styles with suggestions for adapting material 4755 23345 2006-09-04T02:29:25Z Fabartus 617 Import from en.wp <!--- Save file: WD_Interwiki_9-01-06.txt ... 9-03 Mn upgrade Ver ---><noinclude> Adapted from well debugged {{TL|W2c}}, and like {{TL|W2}}, will access a wikipedia page from any sister project or {{TL|W2c}} access a commons page, '''{{TL|Wd}} accesses a dictionary page''' from any {{W2|sister project}} and gives a user friendly pipetricked format for interwiki linking direct to access a {{w2|Wiktionary}} page. </noinclude><includeonly>{{#ifeq: {{SITENAME}}|Wiktionary|{{#if:{{{2|}}}|[[{{{1}}}|{{{2}}}]] |[[{{{1}}}|{{{1}}}]]}} |{{#if:{{{2|}}}|[[wiktionary:{{{1}}}|{{{2}}}]] |[[wiktionary:{{{1}}}|{{{1}}}]]}} }}</includeonly><noinclude> {{-}} ---- ;Template Logic: '''<nowiki>{{#if: {{{2|}}} | [[wiktionary:{{{1}}}|{{{2}}}]] | [[wiktionary:{{{1}}}|{{{1}}}]] }}</nowiki>{{I}}(an if-then-else structure) ''' {{interwikitmp-grp|{{PAGENAME}}|{{PAGENAME}}}} ---- Mnemonically, 'W' from Wiki plus 'D' for Dictionary: {{w2|initialism|(An initialism)}}: Adapted from {{W2c}}, Gives pipetricked form for interwiki linking direct to access a Wiktionary page. {{-}} ;On W2/Wb/W2c/Wd/Wq/Ws (sister templates): ;Scope: 'Wp' and 'Wc' are constrained by unavailable terms, including capital letter only variations, so as the first interwiki namespace to namespace templates (The goal was to have text links that reproduce identically on any {{w2|sister project}}, so that text and link explainations on category pages could be shared across the sister project gulf, while trying hard to connect them efficiently. So these are not templates with a trivial local need. :Like this template will be ported with usage and links to other sister's, the template family allows direct same syntax connection between sisters's, making it easier to weave interwiki links (e.g. Word definition links in technical matter) nearly seamlessly with and within standard wiki text. *They collectively eliminate link conversion. Such now takes a lot of manual editing converting from {{w2|the commons}} (Article page link) forms '''<nowiki>[[w:Article name]] or {{W|Article name}} to [[Article name]]</nowiki>''' on en.wikipedia. *'WD' is primarily useful for see also lists on en.wikipedia or other direct accessing needs into a Dictionary page. {{i}}(Talk page spats, for example). *This template will allow such pipetricking as well by testing for the second argument using if then else conditionals. [[Category:Interwiki link templates|{{PAGENAME}}]] [[Category:Miscellaneous templates|{{PAGENAME}}]]]] </noinclude> 4758 23367 2006-09-04T02:48:36Z JWSchmidt 20 [[Topic:Economics]] moved to [[Topic:Basics of Economics]]: more specific topic within [[School:Economics]] #REDIRECT [[Topic:Basics of Economics]] 4760 23372 2006-09-04T02:54:26Z JWSchmidt 20 subcategory [[Category:Economics]] 4762 23376 2006-09-04T03:03:02Z JWSchmidt 20 [[Topic:Construction]] moved to [[School:Construction]]: as per [[Portal:Practical Arts and Sciences]] #REDIRECT [[School:Construction]] 4764 23385 2006-09-04T03:15:23Z JWSchmidt 20 [[Topic:Project Management]] moved to [[Topic:Introduction to Project Management]]: more specific name #REDIRECT [[Topic:Introduction to Project Management]] 4766 23388 2006-09-04T03:15:52Z JWSchmidt 20 subcategory [[Category:Project Management]] 4767 23405 2006-09-04T03:49:31Z JWSchmidt 20 [[Topic:History]] moved to [[Topic:Philosophy of History]]: more specific topic #REDIRECT [[Topic:Philosophy of History]] 4776 23508 2006-09-04T08:55:06Z Az1568 793 +{{Welcome and expand|125.212.123.134}} {{Welcome and expand|125.212.123.134}} Pharmacy is a science and profession concerned with the safe use of medication. Traditionally, pharmacists have compounded and dispensed medications on the orders of physicians. More recently, pharmacy has come to include other services related to patient care including clinical practice, medication review, drug information, and poison control. Pharmacists are not just experts on drugs but the authority on drug use. 4780 23504 2006-09-04T08:11:36Z Az1568 793 +{{TestTemplatesNotice}} Please do not add nonsense to Wikiversity; it is considered vandalism. If you would like to experiment, use the [[Wikiversity:Sandbox|sandbox]]. Thank you. <!-- Template:Test2 (second level warning) --> <noinclude> {{TestTemplatesNotice}} [[Category:User warning templates|{{PAGENAME}}]] </noinclude> 4782 23506 2006-09-04T08:17:19Z Az1568 793 +User warning templates {| style="background-color:#F9F9F9; border:1px solid #AAA; padding:5px;" |- |[[Image:Information icon with gradient background.svg|32px]] | |'''Template usage notes''' * Please refer to the [[:Category:User_warning_templates |index of user warning templates]] before using any template on user talk pages to warn a user. Applying the best template available for your purpose may help reduce confusion from the message you are sending. * Please remember to [[m:Help:Substitution|substitute]] the template using <tt><nowiki>{{subst:</nowiki>{{PAGENAME}}}}</tt> instead of <tt><nowiki>{{</nowiki>{{PAGENAME}}}}</tt>. |} 4786 23521 2006-09-04T09:25:54Z JWSchmidt 20 [[Topic:Chemistry]] moved to [[Topic:Analytical Chemistry]]: more specific topic #REDIRECT [[Topic:Analytical Chemistry]] 4788 23526 2006-09-04T09:33:01Z JWSchmidt 20 subcat [[Category:Chemistry]] 4792 24071 2006-09-05T09:25:45Z Guillom 48 png -> svg {{announce|Beta.svg|{{{1}}}|{{{2}}}}} 4793 23568 2006-09-04T13:01:07Z JWSchmidt 20 /* Licensing */ Copyright by Wikimedia == Summary == [http://beta.wikiversity.org/wiki/Image:Beta.svg source] == Licensing == {{Copyright by Wikimedia}} 4808 23609 2006-09-04T16:34:50Z Digitalme 39 main welcome {{Main welcome}} 4809 23600 2006-09-04T16:21:45Z Reswik 82 creating page __NOTOC__ __NOEDITSECTION__ <!-- [[Template:MainPage/Style]] --> {{MainPage/Style |title=[[Wikiversity:Welcome, newcomers|Welcome]] <small>to</small> WIKITREK |subtitle=To boldly go where no Wiki has gone before... |right box=<center>[[Wikiversity:What is Wikiversity?|About]]&nbsp;'''&middot;'''&nbsp;[[Wikiversity:Browse|Browse]]&nbsp;'''&middot;'''&nbsp;[[Wikiversity:Community Portal|Community]]<br>[[Wikiversity:Adding content|Editing]]&nbsp;'''&middot;'''&nbsp;[[Wikiversity:Help desk|Questions]]&nbsp;'''&middot;'''&nbsp;[[Wikiversity:Guided tour|Tour]]</center> |introduction= '''[[Wikiversity:Browse|Browse]]''' our subject areas: [[:Category:Engineering and Technology|Engineering and Technology]] '''&middot;''' [[:Category:Humanities|Humanities]] '''&middot;''' [[:Category:Interdisciplinary Studies|Interdisciplinary Studies]] '''&middot;''' [[:Category:Life Sciences|Life Sciences]] '''&middot;''' [[:Category:Physical Sciences|Physical Sciences]] '''&middot;''' [[:Category:Professions|Professions]] '''&middot;''' [[:Category:Social Sciences|Social Sciences]] <!------------------------------------------------------------- Sidebar --------------------------------------------------------------> |Sidebar= </div> [[Image:South African classroom.jpg|200px|center]] <!------------------------------------------------------------- Main content --------------------------------------------------------------> |content= <!-- [[Template:MainPageBox]] --> {{MainPageBox|title=[[Wikiversity:What is Wikiversity?|What is Wikiversity?]] |link= |logo=Pix.gif |content= '''Wikiversity''' is a space for the creation and use of free [[Portal:Learning Materials|learning materials]] and [[Wikiversity:Learning projects|activities]]. Its primary goals are to: * Create and host [[Wikiversity:Licences|free]] content, multimedia learning materials, resources, and curricula for all age groups in all languages * Develop collaborative [[Portal:Learning Projects|learning projects]] and [[Wikiversity:Wikiversity community|communities]] around these materials Wikiversity supports both learning and teaching. For further details about Wikiversity, see an outline of our [[Wikiversity:Policies|policies]].<BR>[[Wikiversity:Welcome, newcomers|Welcome, newcomers]]! }} {{MainPageBox|title=Help develop Wikiversity! |link= |logo=Pix.gif |font_size=100 |content= '''Time dependent''': * [[m:Wikiversity/logo|Logo contest]] for Wikiversity on meta * [[Wikiversity:Motto contest|Motto and slogan contest]] - Help create a motto and a slogan for Wikipedia. *''Use new main page design?'' - '''[[Wikiversity_talk:Main_Page#New_page_design|comment soon]]''' on talk page. *[http://www.wikiversity.org/ Wikiversity Hub]. Please help draft hub page by editing at [[m:Www.wikiversity.org_template|meta-wiki www.wikiversity.org template]]. Details discussed [[Wikiversity:Colloquium#www.wikiversity.org|here]]. '''Ongoing''': *''[[Wikiversity:Browse|Browse]]'' and '''[[Wikiversity:Adding content|create content]]'''... *[[Wikiversity:Learning projects|Learning Projects]] encourage active learning. *[[Organizing Self Management For Wikiversity|Organizing Self Management]] for Wikiversity *[[Wikiversity:Policies|Policies]] - Help develop our policies. }} {{MainPageBox|title=Research |link= |logo=Pix.gif |title_color=ADA |content= *[[Wikiversity:Research]] *[[Wikiversity:Research Ethics|Ethics]] in research *[[Wikiversity:Original research|Original research]] }} {{MainPageBox|title=Services |link= |logo=Pix.gif |content= * [[Wikiversity:Service|Service]] - How Wikiversity can serve in general. * [[Wikiversity:Services|Services]] - How Wikiversity can help you. * [[Service community|Service community]] - How Wikiversity can serve Wikimedia communities. }} }} <!------------------------------------------------------------- Column Sections --------------------------------------------------------------> <!-- [[Template:MainPage/SubBox]] --> {{MainPage/SubBox |title= Communications and Community |content= *'''[[Wikiversity:Help desk|Help desk]]''' &mdash; Ask questions about using Wikiversity. *'''[[Wikiversity:Reference desk|Reference desk]]''' &mdash; Ask questions about anything. *'''[[Wikiversity:Community Portal|Community portal]]''' &mdash; A listing of projects, resources and various activities. *'''[[Wikiversity:Colloquium|Colloquium]]''' &mdash; Discuss Wikiversity issues and policies. *'''Other communications''' &mdash; [[Wikiversity:Chat|Chat]] with other Wikiversity users. Mailing list: [http://mail.wikimedia.org/mailman/subscribe/wikiversity-l Subscribe] to ''Wikiversity-l'' or [http://mail.wikimedia.org/pipermail/wikiversity-l/ view the archives]. *'''[[Wikiversity:News|Site news]]''' &mdash; Announcements, updates, and releases on Wikiversity and its [[Wikiversity:History of Wikiversity|history]]. }} {{MainPage/SubBox |title= Related Links |content= === Library=== * Wikiversity is still importing pages from Wikibooks. <br>Please request page imports at: '''[[Wikiversity:Import]]''' * [[Catalog]] * [[Wikibooks:Main Page|Textbook collection]] at Wikibooks * [[Wikibooks:]] - [[Wikibooks:Category:Wikiversity|Wikiversity Category]] · [[Wikibooks:Wikiversity|Wikiversity portal]] }} <!------------------------------------------------------------- SisterProjects --------------------------------------------------------------> |- | class="radius_bottom" style="font-family:Verdana, Arial, Helvetica, sans-serif; font-size: x-small; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; padding:0 .8em 0 30px" | '''[[Wikiversity:Help|Help]] · [[Wikiversity:Contact|Contact]]''' |- | &nbsp; |} ==Wikiversity in other languages== This Wikiversity is written in English. Started in 2006, it currently contains [[Special:Statistics|{{NUMBEROFARTICLES}}]] articles. Other Wikivesities are available:<br> {{WikiversityLang}} ==Wikiversity's sister projects== {{Sisterprojects}} <div style="clear:left"></div> </div> [[de:]] 4811 23607 2006-09-04T16:28:02Z JWSchmidt 20 sub [[Category:Biology]] 4813 23616 2006-09-04T16:44:39Z JWSchmidt 20 [[Topic:History of industrial design]] Welcome to the Wikiversity '''Division of Industrial Design''', part of the [[School:Art and Design|School of Art and Design]]. Industrial design is an applied art whereby the aesthetics and usability of products may be improved. ==Division news== * '''4 September 2006''' - Division founded! * ... ==Subdivisions and Departments== Like divisions, subdivisions and departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the [[Template:Subdivision boilerplate]] template to start a subdivision. * Transportation design * Environmental Design * [[Topic:History of industrial design|History of industrial design]] * Industrial design and the Law * Consumer Product Design * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 4814 24238 2006-09-05T21:12:33Z Mr Music 809 /* The Clarinet */ ==The Clarinet== The clarinet is a musical instrument in the woodwind family. The name derives from adding the suffix -et meaning little to the Italian word clarino meaning a particular trumpet, as the first clarinets had a strident tone similar to that of a trumpet. The instrument has an approximately cylindrical bore, and uses a single reed. Clarinets actually comprise a family of instruments of differing sizes and pitches. It is the largest such instrument family, with more than two dozen types. Of these many are rare or obsolete, and music written for them is usually played on one of the more common size instruments. The unmodified word clarinet usually refers to the B♭ soprano, by far the most common clarinet. Since approximately 1850, clarinets have been nominally tuned according to 12-tone equal-temperament. Older clarinets were nominally tuned to meantone, and a skilled performer can use his or her embouchure to considerably alter the tuning of individual notes. ==The Reed== ==The Mouthpiece== ==The Ligature== ==The Embochure== ==Links== *[http://en.wikibooks.org/wiki/Clarinet The Workbook for Clarinet] *[http://en.wikipedia.org/wiki/Clarinet Clarinet on Wikipedia] 4815 23617 2006-09-04T16:45:20Z JWSchmidt 20 subcategory [[Category:Art and Design]] 4816 23629 2006-09-04T17:07:09Z JWSchmidt 20 link to [[Chain mail]] Welcome to the '''Center for Study of the History of Industrial Design''', part of the [[Topic:Industrial Design|Division of Industrial Design]]. ==Center description== Industrial design originated as a profession in continental Europe, principally England, Germany and Scandinavia during the 1800s. The Wikiversity Center for Study of the History of Industrial Design explores both the history of ancient industries and the historical development of modern industries. ==Center news== * '''4 September 2006''' - Center founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Chain mail]] - design of armor and jewelry with [[w:Chainmail|chain mail]]. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 4817 23621 2006-09-04T16:47:43Z JWSchmidt 20 subcategory [[Category:Industrial Design]] 4819 23624 2006-09-04T17:00:40Z Mr Music 809 ==The Bassoon== The bassoon is a woodwind instrument in the double reed family that plays in the tenor range and below. It is also called fagott in German, fagotto in Italian, and basson in French. Appearing in its modern form in the 1800s, the bassoon is a part of orchestral, concert band, and chamber music literature. It is known for its distinctive tone color, wide range, variety of character, and agility. ==Links== *[http://en.wikipedia.org/wiki/Bassoon Bassoon on Wikipedia] 4820 23625 2006-09-04T17:02:29Z Mr Music 809 ==The Euphonium== The euphonium is a conical-bore, tenor-voiced brass instrument. It derives its name from the Greek word euphonion, meaning "beautiful-sounding" or "sweet-voiced" ("eu" means "well" (understood as "good") and "phonium" means "voice"). The euphonium is a valved instrument, and nearly all models are piston valved, though German rotary valved models do exist. ==Links== *[http://en.wikipedia.org/wiki/Euphonium Euphonium on Wikipedia] 4821 23627 2006-09-04T17:04:11Z Mr Music 809 ==The Flute== The flute is a musical instrument of the woodwind family. Unlike other woodwind instruments, a flute produces its sound from the flow of air against an edge, instead of using a reed. ==Links== *[http://en.wikipedia.org/wiki/Flute Flute on Wikipedia] *[http://en.wikibooks.org/wiki/Flute Flute Workbook] 4822 23628 2006-09-04T17:06:31Z Mr Music 809 ==The Horn== The horn is a brass instrument that consists of tubing wrapped into a coiled form. The instrument was first developed in France from the cor de chasse, or hunting horn in about 1650. Since 1750, when the instrument was refined and improved in England, it has been known as the French horn (although musicians, particularly players of the instrument, generally refer to it simply as the horn). In the 1960s the International Horn Society declared the official name of this instrument to be the "Horn." The horn is a conically shaped instrument much like the cornet and Saxhorns. It has a tapered bore which steadily increases in diameter along its length, unlike the trumpet and trombone which are considered cylindrical. Unlike most other valved brass instruments, which use piston valves, the horn uses rotary valves. Piston valves are of French origin. The earlier horns used pistons, but then changed to rotary valves, of German origin, to save space. Compared to the other brass instruments commonly found in the orchestra, the typical range of the horn is set an octave higher in its harmonic series, facilitated by its small mouthpiece. A typical horn contains twenty-six feet of tubing (the longest of any instrument). Its conical bore is largely responsible for its characteristic tone, often described as "mellow". The typical playing range of a horn differs from its written range by a fifth, and extends from the Bb below the bass clef to the F above the treble clef. Although this is the standard range found in classical repertoire, some players can play many notes beyond this range, both lower and higher. The horn typically plays higher in its harmonic series than other common orchestral brass instruments, where the partials are closer together (and harder to distinguish), making the horn one of the more difficult instruments to learn. ==Links== *[http://en.wikipedia.org/wiki/French_horn Horn on Wikipedia] *[http://en.wikibooks.org/wiki/Horn Horn Workbook] 4823 23630 2006-09-04T17:08:01Z Mr Music 809 ==The Guitar== The guitar is a fretted and stringed musical instrument. Guitars are used in a wide variety of musical styles, and are also widely known as a solo classical instrument. They are most recognised in popular culture as the primary instrument in blues, country, and rock music. The guitar usually has six strings, but guitars with seven, eight, ten, twelve, and eighteen strings are also found. ==Links== *[http://en.wikipedia.org/wiki/Guitar Guitar on Wikipedia] *[http://en.wikibooks.org/wiki/Guitar Guitar Workbook] 4824 23631 2006-09-04T17:09:40Z Mr Music 809 ==The Keyboard== A keyboard instrument is any musical instrument played using a musical keyboard. The most common of these is the piano, which is used in nearly all forms of western music. Other widely used keyboard instruments include various types of organs as well as other mechanical, electromechanical and electronic instruments. In common language, it is mostly used to refer to keyboard-style synthesizers. ==Links== *[http://en.wikipedia.org/wiki/Keyboard_instrument Keyboard Instrumnet on Wikipedia] *[ 4825 23633 2006-09-04T17:11:16Z JWSchmidt 20 subcategory [[Category:History of industrial design]] 4828 23650 2006-09-04T18:12:50Z JWSchmidt 20 Wikiversity screen shot == Summary == Wikiversity screen shot == Licensing == {{GFDL-self}} 4829 23653 2006-09-04T18:21:13Z JWSchmidt 20 Wikiversity screen shot == Summary == Wikiversity screen shot == Licensing == {{GFDL-self}} 4830 23656 2006-09-04T18:35:30Z JWSchmidt 20 Wikiversity screen shot == Summary == Wikiversity screen shot == Licensing == {{GFDL-self}} 4833 23670 2006-09-04T19:01:56Z JWSchmidt 20 Wikiversity screen shot == Summary == Wikiversity screen shot == Licensing == {{GFDL-self}} 4836 23793 2006-09-04T20:20:09Z JWSchmidt 20 /* Content summary */ [[Wikiversity the Movie]] Welcome to the '''Wikiversity the Movie Music Project'''. ==Content summary== Participants make the sound track for [[Wikiversity the Movie]], including original music. ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' [[Category:{{PAGENAME}}|{{PAGENAME}}]] [[Category:Music in Film]] 4837 23686 2006-09-04T19:35:09Z JWSchmidt 20 subcategory [[Category:Wikiversity the Movie]] 4838 24237 2006-09-05T21:11:14Z Mr Music 809 /* Four Mallet Grip */ ==Mallet Percussion== Mallet Percussion is a branch of instruments in the percussion family. It consists of instruments such as the xylophone, marimba, vibraphone, chimes and crotales. Mallet instruments are played with two to six mallets. Mallet instruments are unique to wind instruments since they can produce more than one tone at a time. === The Marimba === The marimba is a musical instrument in the percussion family. Keys or bars (usually made of wood) are struck with mallets to produce musical tones. The keys are arranged as those of a piano, with the accidentals raised vertically and overlapping the natural keys to aid the performer both visually and physically. The concert marimba is pitched an octave lower than its cousin, the xylophone. Both xylophone and marimba bars are usually made of rosewood, but presently, synthetic substitutions are becoming more and more popular. Another material also being used to make marimbas is glass. The bars of the marimba are wider and thinner than those of the xylophone, especially at the center; this change in shape causes the bars to respond a different set of overtones found in the overtone series, giving the instrument a richer tone. In particular the first overtone is two octaves above the fundamental frequency of the key, whereas a xylophone key's first overtone is an octave and a fifth above the fundamental. The result is that a xylophone will have a much brighter and shorter sound and is played with relatively harder mallets than the mellower marimba, which is typically played using comparatively softer mallets. Also whereas the xylophone's key widths are constant along its entire length, modern marimba keys are usually short (both lengthwise and widthwise) at the higher-pitched end and gradually "graduate" into the bottom octaves. This ensures that larger marimbas, such as 5-octaves, have enough material to generate low notes and overtones. === The Xylophone === The xylophone (from the Greek meaning 'wooden sound') is a musical instrument in the percussion family which probably originated in Indonesia. It consists of wooden bars of various lengths that are struck by a plastic, wooden, or rubber mallet. Each bar is tuned to a specific pitch of the chromatic scale. The arrangement of the bars is similar to the layout of the piano keyboard. The xylophone has a brighter tone than its cousin the marimba, and the notes have less sustain. Modern xylophones include resonating tubes below the bars. === The Vibraphone === The vibraphone, sometimes called the vibraharp or simply the vibes, is a musical instrument in the percussion family. It is similar in appearance to the xylophone, although the vibraphone uses metal bars instead of the wooden bars on the xylophone. The standard modern instrument has a range of three octaves, from the F below middle C. Larger four octave models from the C below middle C are also becoming more common. The vibraphone is commonly played with cord or yarn mallets.Below each bar is a resonator, a resonant metal tube, with a metal disc of a slightly smallerdiameter located at the top. The discs in each tube are connected via a rod which can be made to rotate with an electric motor. When the motor is on and a note is struck, the notes acquire a tremolo sound as the resonators are covered and uncovered by the rotating discs. The player can vary the speed of the tremolo. At slower speeds, the effect sounds more like a "wah-wah-wah." At faster speeds the tremolo is more pronounced. With the motor off vibraphone has a mellow, bell-like sound. The "vibrato" sound effect is what the vibraphne was named after. Because the amplitude is what varies, not the pitch, the name of the instrument is somewhat of a misnomer. The sound is dated and many modern vibists eschew the effect altogether. The vibraphone also has a sustain pedal similar to that used on a piano. When the pedal is up, the bars are all damped and the sound of each bar is quite short; with the pedal down, they will sound for several seconds, so frequent rapid pedalling is common when playing a vibraphone. The vibraphone was invented in the United States in 1921. It has a long history as a jazz instrument. However, the vibraphone has since been used in many other musical idioms, including popular music. === The Glockenspiel (bells) === The Glockenspiel (German, "play of bells", also known as orchestra bells and, in its portable form, bell lyra or bell lyre) is a musical instrument in the percussion family. It is similar to the xylophone, in that it has tuned bars laid out in a fashion resembling a piano keyboard. The xylophone's bars are wooden, while the glockenspiel's are metal, thus making it a metallophone. The glockenspiel, moreover, is much smaller and higher in pitch. When used in a marching or military band, the bars are sometimes mounted in a portable case and held vertically. In orchestral use, the bars are mounted horizontally. A pair of hard mallets are generally used to strike the bars, although if laid out horizontally, a keyboard may be attached to the instrument to allow chords to be more easily played. The glockenspiel's range is limited to the upper register, and usually covers about two and a half to three octaves. In sheet music, the notes to be played by the glockenspiel are written two octaves lower than they will sound when played. When struck, the bars give a very pure, bell-like sound. ==The Mallet== Different songs require different types of mallets, so here is an overview of each type. *'''Yarn/Cord Mallet''' ''for use on xylophone, marimba, and vibraphone'' *'''Rubber Mallet''' ''for use on xylophone, marimba, and glockenspiel'' *'''Wooden Mallet''' ''for use on xylophone'' *'''Brass/Aluminum Mallet''' ''for use on glockenspiel'' Most songs will call for a specific type of mallet. Mallets come in all sorts of shapes and sizes. The most common yarn mallet is an elliptical shape. Mushroom headed mallets are also fairly common, especially on vibraphone. Circular mallets are generally only wooden mallets, but some do come in yarn and rubber. Mallets also come in different hardnesses. The softest mallets are usually for use in the Bass Marimba range. Medium hardness mallets are for all around use, and hard mallets are best in the upper register. ==The Grip== === Two Mallet Grip === ''insert explanation here'' === Four Mallet Grip === Some songs call for four mallets to play. This allows more tones to be played at once. There are two common techniques to playing with four mallets. ==== Burton Grip ==== The Burton grip is a method of holding two mallets in each hand in order to play a mallet percussion instrument, such as a marimba or a vibraphone, using 4 mallets at once. It is formed as a variant of the cross grip, with the mallets held as follows: The outside mallet is placed and crossed over the inside mallet. The end of the inside mallet is held with little finger, and outside mallet is held between index and middle finger. The thumb is generally placed inside the inside mallet, but it sometimes is placed between the mallets to widen the interval. ==== Steven-Musser Grip ==== Steven-Musser technique is another method of playing keyboard percussion instruments with four mallets. The mallets are held hanging loosely, with the two outside mallets gripped with the pinky and ring fingers, and the inside mallets cantilevered between the flesh of the palm at the base of the thumb and the tip of the index finger. To change intervals, the inside mallet only is used. As the interval widens, the mallet rolls between the thumb and index finger such that the index finger moves from underneath to the side of the shaft, and the ring finger becomes the fulcrum of the cantilever. When properly used, this grip causes no tension on the hand muscles. Single independent strokes are used to strike using only one of the four mallets. The mallet is propelled with a doorknob-like rotation of the wrist. === Six Mallet Grip === This is insanely difficult. Do not attempt unless you are [http://en.wikipedia.org/wiki/Keiko_Abe Keiko Abe]. ==The Stroke== ''insert explanation here'' ==The Notes== ''insert explanation here'' ==Links== *[http://en.wikipedia.org/wiki/Mallet_percussion Mallet Percussion at Wikipedia] *[http://en.wikipedia.org/wiki/Marimba Marimba at Wikipedia] *[http://en.wikipedia.org/wiki/Xylophone Xylophone at Wikipedia] *[http://en.wikipedia.org/wiki/Vibraphone Vibraphone at Wikipedia] *[http://en.wikipedia.org/wiki/Chimes Chimes at Wikipedia] *[http://en.wikipedia.org/wiki/Glockenspiel Glockenspiel at Wikipedia] 4839 23718 2006-09-04T19:49:26Z JWSchmidt 20 link to [[Wikiversity the Movie/music]] Welcome to the Wikiversity '''Department of Music in Film''', part of the [[School:Music|School of Music]]. ==Department description== Participants study the history of music in film and create sound tracks for new movies. ==Department news== * '''4 September 2006''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Wikiversity the Movie/music]] - participants make the sound track, including original music, for [[Wikiversity the Movie]]. * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 4840 23706 2006-09-04T19:45:25Z JWSchmidt 20 subcat [[Category:Music]] 4841 23762 2006-09-04T20:07:22Z JWSchmidt 20 Departments Welcome to the '''Internet Audio and Video Institute''', part of the [[School:Media Studies|School of Media Studies]]. Participants in the Internet Audio and Video Institute study the historical origins of audio and video media and create new internet audio and video resources. Divisions help schools with many departments organize related departments. See: [[Wikiversity:Naming conventions]]. ==Division news== * '''4 September 2006''' - Division founded! * ... ==Departments== Departments are pages in the [[Wikiversity:Namespaces|Topic namespace]]) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. * [[Topic:Internet Audio|Department of Internet Audio]] * [[Topic:Internet Static Images|Department of Internet Static Images]] * [[Topic:Internet Moving Images|Department of Internet Moving Images]] * ... ==Active participants== The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 4842 23747 2006-09-04T20:00:33Z JWSchmidt 20 subcategory [[Category:Wikiversity School of Media Studies]] 4843 23780 2006-09-04T20:16:55Z JWSchmidt 20 link to [[Wikiversity the Movie]] Welcome to the '''Department of Internet Moving Images''', part of the [[Topic:Internet Audio and Video|Division of Internet Audio and Video]] ==Department description== Participants in the Department of Internet Moving Images study the history of moving images on the internet and participate in projects that involve creation of new video resources for use on the internet ==Department news== * '''4 September 2006''' - Department founded! ==[[Portal:Learning Projects|Learning Projects]]== See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model. Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the learning project (learning projects are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! We suggest the use of the [[Template:Learning project boilerplate|learning project template]], by doing <nowiki>{{subst:Template:Learning project}}</nowiki> on the new page. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource. *[[Wikiversity the Movie]] - participants produce a promotional DVD that illustrates and describes Wikiversity * ... Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing. Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by [[Wikiversity:Naming conventions#Learning project_codes|code]], however code numbers are optional. ===Degree plans=== See: [[Wikiversity:Naming conventions#Degree plan|Degree plan]] ===Streams=== See: [[Wikiversity:Naming conventions#Stream plan|Stream plan]] ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed). * ... [[Category:{{PAGENAME}}| ]] 4844 23769 2006-09-04T20:10:15Z JWSchmidt 20 subcategory [[Category:Internet Audio and Video]] 4845 23776 2006-09-04T20:15:19Z Trevor MacInnis 99 Directed acyclic graph of Wikiversity naming conventions == Summary == Directed acyclic graph of Wikiversity naming conventions == Licensing == {{GFDL-self}} 4849 23839 2006-09-04T21:21:57Z JWSchmidt 20 subcat [[Category:Practical Arts and Sciences]] 4850 23847 2006-09-04T21:36:20Z JWSchmidt 20 re-order Welcome to the '''Multi-lingual Voice Track and Text Project''' for [[Wikiversity the Movie]] ==Content summary== Participants make the voice track and any text elements for all the [http://beta.wikiversity.org Wikiversity project languages] (4 September 2006: Deutsch | English | Français | Português | Русский). ==[[Portal:Learning Materials|Learning materials]]== Learning materials and [[Portal:Learning Projects|learning projects]] are located in the main Wikiversity namespace. Simply make a [[link]] to the name of the lesson (lessons are independent pages in the [[Wikiversity:Namespaces|main namespace]]) and start writing! You should also read about the [[Wikiversity:Learning]] model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource. * ... ===Texts=== * [[Wikibooks:__Textbook Name___]] * ... ===Lessons=== * Lesson 1: ... ===Assignments=== ====Activities==== *Activity 1. *etc. ====Readings==== Each activity has a suggested associated background reading selection. *Reading 1. * '''Study guide:''' * '''Wikipedia article:''' [[w: __Article Name__ ]] *etc. ==References== Additional helpful readings include: ==Active participants== Active participants in this [[Portal:Learning Projects#Learning Groups|Learning Group]] * ... ==Learning Project Summary== * '''Project code:''' * '''Suggested Prerequisites:''' ** ... * '''Time investment:''' * '''Assessment suggestions:''' * '''[[Wikiversity:Major portals|Portal]]:''' * '''[[Wikiversity:Schools|School]]:''' * '''Department:''' * '''Stream''' * '''Level:''' [[Category:{{PAGENAME}}|{{PAGENAME}}]] 4851 23846 2006-09-04T21:33:31Z JWSchmidt 20 subcat [[Category:Wikiversity the Movie]] 4852 23855 2006-09-04T21:54:10Z Cormaggio 8 [[Wikiversity:Create a Random Lesson Plan]] moved to [[Wikiversity:Creating a lesson plan]]: remove "random" from the name #REDIRECT [[Wikiversity:Creating a lesson plan]] 4872 23954 2006-09-05T00:06:38Z Digitalme 39 [[ABSTRACT]] moved to [[Scientific information on environmental issues in the age of digital media/Abstract]]: subpage This paper consists of an investigation about the past, present and future of internal structures and processes of scientific information production and its management, with the focus on the analysis at institutions of environmental studies. Considering three dimensions of the communication process at academic institutions (technological, cultural and institutional), the research drawn near a philosophical review about some relations (economic, political and social) among these dimensions and therefore examine some aspects of the specialized information production and distribution. [[Scientific_information_on_environmental_issues_in_the_age_of_digital_media|Back to start page]] 4880 23931 2006-09-04T22:43:27Z Trevor MacInnis 99 +cat [[Category:Images]] 4881 23932 2006-09-04T22:44:53Z Trevor MacInnis 99 +cat [[Category:Templates]] 4884 23948 2006-09-04T23:56:23Z Pauric 815 Starting article The '''welcoming committee''' is an informal group of contributers who greet new users and help them get started. There are no requirements for joining, and no responsibilities. However, many of us are willing to spread the odd wing, and devote a little time to mentoring on an as needed informal basis. ==Members== If you want to see who we are, or add yourself to our noble ranks, you can add your name here. * [[Wikiversity:Welcoming_committee&action=edit|Add your name here]] ==See also== * [[Special:Log/newusers]] - recently registered accounts for you to greet * [[Wikiversity:Standard user greeting]] * [[Wikiversity:Welcome templates]] &mdash; See any and all of the see also's on [[:template:welcome]] for some other tips too! * [[Wikiversity:Tutorial|Tutorial]] * [[Wikiversity:WikiProject Community]] * [[Special:Contributions/newbies]] - Edits by newcomers. * [[Wikiversity:Shortcuts]] &mdash; Browsing here will give you many keys to the kingdom of WikiP knowledge and power! 4886 23955 2006-09-05T00:06:38Z Digitalme 39 [[ABSTRACT]] moved to [[Scientific information on environmental issues in the age of digital media/Abstract]]: subpage #REDIRECT [[Scientific information on environmental issues in the age of digital media/Abstract]] 4891 23968 2006-09-05T00:40:18Z JWSchmidt 20 subcategory [[Category:Research]] 4895 23992 2006-09-05T02:38:57Z 24.85.167.234 How does one go about getting degree granting acreditation? Someone has started a very interesting project, but has not written anything down about their ideas. I would like to hear more... 4896 23996 2006-09-05T02:43:41Z 66.32.251.78 A vector is a mathematical concept that has both magnitude and direction. It is often expressed as a series of numbers. For example, in the two-dimensional space of real numbers, the notation (1, 1) represents a vector that is pointed 45 degrees from the x-axis towards the y-axis with a magnitude of the square root of 2. 4897 24152 2006-09-05T15:08:20Z Daniel575 649 redirect, integrated material from here into that page #REDIRECT [[Topic:Emergency Medicine]] 4904 24011 2006-09-05T03:13:03Z Topps 821 == What is the difference between General Practice and Family Medicine? == While some would regard these two terms as synonymous, for others the distinction is essential. It is clear that in nearly all jurisdictions, there is a very high degree of overlap between the two areas. Sometimes the distinction is made that Family Medicine entails specific training and certification whereas General Practice connotes no specialty training. The Royal College of General Practitioners in London, UK, would be unlikely to agree with that last statement. For some colleges, Family Medicine is now seen as a specialty in its own right, with every bit as much complexity as other specialties, and often more challenging. In Canada, for example, certification by the College of Family Physicians of Canada (http://www.cfpc.ca) is comparable to many Board exams in the US, and has quite stringent requirements regarding maintenance of this certification. However, it is also clear that many General Practitioners or Family Physicians are now narrowing their scope of practice. The "family" connection in Family Medicine is sometimes a bit tenuous. Some GPs have a scope of practice that is so narrow, it belies the term generalist. So how then do you define "what is a family physician?" - definitions do exist for some colleges but these have not always kept up with the times. There is now some debate as to whether a GP who sees, for example, a practice consisting only of varicose vein sclerotherapy is a "general practitioner", or a "family physician". For many, this debate is moot. But for the Colleges, this lack of clarity can convey a loss of corporate identity. 4906 24022 2006-09-05T03:20:47Z Digitalme 39 [[General Practice:Emergency Medicine]] moved to [[Emergency Medicine]]: Correcting title #REDIRECT [[Emergency Medicine]] 4909 24025 2006-09-05T04:03:17Z JWSchmidt 20 Wikiversity screen shot == Summary == Wikiversity screen shot == Licensing == {{GFDL-self}} 4912 24049 2006-09-05T06:02:02Z JWSchmidt 20 /* Reputation and privacy */ update for Wikiversity This page explains why Wikiversity participants should create a user account. [[Image:View source button.png|frame|right|When a page is [[Wikiversity:Page protection|semiprotected]], anyone who is not logged into a user account cannot edit the page.]] == Benefits explained == === Username === If you '''[http://en.wikiversity.org/w/index.php?title=Special:Userlogin&type=signup create an account]''', you can pick a '''[[Wikiversity:Username|username]].''' When you edit Wikiversity pages while logged in, all of the contributions you make will be associated with your username. That means you will get full credit for your contributions to Wikiversity. In contrast, when you are not logged in, the edits are just assigned to your IP address. You can also view all your contributions by clicking the "My contributions" link, which is visible only when you are logged in. You will have your own permanent ''[[Wikiversity:User page|user page]]'' where you can write a bit about yourself. For example, you can describe your learning goals on your user page. [[Image:My talk.png|frame|left|Registered users have two personal pages including "my talk", watched pages and contributions lists, and the ability to edit [[Wikiversity:Page protection|semiprotected]] pages.]] You will have a permanent ''[[Help:Talk page#User talk pages|user talk page]]'' you can use to communicate with other users. You will be notified whenever someone writes a message on your talk page. If you choose to give an e-mail address (use the "preferences" link), other users will be able to contact you by e-mail. This feature is ''anonymous''; the user who emails you will not know your e-mail address. [[Image:Locked.png|frame|right|If you are not logged in to a user account, [[Wikiversity:Page protection|semiprotected]] pages can be viewed but not edited.]] === Reputation and privacy === '''You do not need to reveal your offline identity''', but having an account gives you a fixed Wikiversity identity that other users will recognize. Editing Wikiversity while logged in lets you build trust and respect through a history of good edits. It is also easier to communicate and collaborate with an editor if we know who you are (at least, who you are on Wikiversity). It is also easier for veteran users to [[Wikiversity:Assume Good Faith|assume good faith]] from new users who take the effort to create an account (and you may well become a veteran user yourself some day!). '''If you are not logged in, all your edits are publicly associated''' with your IP address at the time of that edit. If you log in, all your edits are publicly associated with your account name, and are internally associated with your IP address. See [[Wikiversity:Privacy policy|Wikiversity's privacy policy]] for more information on this practice. You are actually more anonymous (though more [[w:pseudonym|pseudonymous]]) logged in than you are as an "anonymous" editor, owing to the hiding of your IP address. Before selecting your username you should [[Wikiversity:Username|consider various factors]], including privacy and the possibility of offline harassment. For example, if you include personal information such as your email address in your Wikiversity username you may attract junk mail to your email account. [[Category:Wikiversity]] 4913 24039 2006-09-05T04:55:14Z JWSchmidt 20 Wikiversity screen shot == Summary == Wikiversity screen shot == Licensing == {{GFDL-self}} 4914 24042 2006-09-05T05:19:01Z JWSchmidt 20 start page Wikiversity [[Wikiversity:Custodianship|custodians]] can protect pages from editing. Pages can also be blocked from having their names changed. ==Types of page protection== ===Semiprotection=== Semiprotection of a page allows Wikiversity participants to edit the page if they edit by making use of a registered user account. Editors who are not logged in cannot edit pages that are semiprotected. ===Full protection=== When a page is fully protected most Wikiversity participants cannot edit the page. Custodians can still edit a protected page. ===Move protection=== Pages can also be protected against having their names changes. This is often described as "move protection" since the contents of the page cannot be moved to a page with a new name by using the "move" button. [[Category:Wikiversity]] 4915 24043 2006-09-05T05:25:46Z JWSchmidt 20 Wikiversity screen shot == Summary == Wikiversity screen shot == Licensing == {{GFDL-self}} 4916 24045 2006-09-05T05:33:42Z JWSchmidt 20 Wikiversity screen shot == Summary == Wikiversity screen shot == Licensing == {{GFDL-self}} 4917 24047 2006-09-05T05:46:36Z 203.154.27.131 dba 4921 24070 2006-09-05T09:22:56Z Guillom 48 == Licensing == {{Copyright by Wikimedia}} == Licensing == {{Copyright by Wikimedia}} 4922 24081 2006-09-05T11:00:35Z JWSchmidt 20 subcategory [[Category:Theology]] 4923 24085 2006-09-05T11:12:56Z JWSchmidt 20 [[School:Jewish Studies]] moved to [[Topic:Jewish Studies]]: a Division of [[School:Theology]] #REDIRECT [[Topic:Jewish Studies]] 4925 24091 2006-09-05T12:10:52Z JWSchmidt 20 Wikiversity screen shot == Summary == Wikiversity screen shot == Licensing == {{GFDL-self}} 4926 24093 2006-09-05T12:26:29Z JWSchmidt 20 start article If you [[Wikiversity:Why create an account|create a user account]] then a '''user page''' is created for you. [[Image:User page.png|frame|right]] ==What to put on your user page== Your user page is where you can write about your participation in Wikiversity. For example, you can describe your learning goals on your user page and list the [[Portal:Learning Projects|learning projects]] you participate in. ==User discussion page== Your user talk page is for discussions about you and your participation in Wikiversity. See [[Help:Talk page]] for conventions about how to hold discussions on talk pages. [[Category:Wikiversity|User page]] 4936 24109 2006-09-05T12:53:31Z Trevor MacInnis 99 [[Wikiversity:Wikiversity mission]] moved to [[Wikiversity:Mission]]: simpler/proper name #REDIRECT [[Wikiversity:Mission]] 4944 24161 2006-09-05T15:23:04Z Daniel575 649 Articles related to [[Topic:Emergency Medicine|Emergency Medicine]]. [[Category:Medicine]] 4945 24166 2006-09-05T15:32:39Z JWSchmidt 20 subcategory [[Category:Philosophy]] 4946 24194 2006-09-05T16:39:41Z Bounton 840 This family is also known as Miao-Yao and also Hmongic-Mienic. The ethnologue ("An encyclopedic reference work cataloging all of the world’s 6,912 known living languages") lists 35 languages in this family -- 29 Hmongic, 5 Mienic and 1 other. 4947 24228 2006-09-05T18:47:48Z Digitalme 39 welcome, format {{main welcome}} *[http://www.bbc.co.uk/schools/teachers/ks3/mathsfile.shtml BBC - Schools - Maths File Site Guide] *[http://nlvm.usu.edu/en/nav/vlibrary.html National Library of Virtual Manipulatives] 4948 24204 2006-09-05T17:26:15Z JWSchmidt 20 [[Category:Biology learning projects]] [[Category:Biology learning projects]] 4949 24209 2006-09-05T17:31:50Z JWSchmidt 20 start page This page shows how to access data that is stored in the genome databases. ==Entrez Database Search Engine== The [http://www.ncbi.nlm.nih.gov/gquery/gquery.fcgi?itool=toolbar Entrez Database Search Engine] of the U.S. National Library of Medicine provides access to genome sequence information. [[Category:Human Genetic Uniqueness Project]] 4950 24211 2006-09-05T17:34:43Z JWSchmidt 20 #REDIRECT [[Human Genetic Uniqueness Project]] #REDIRECT [[Human Genetic Uniqueness Project]] 4951 24217 2006-09-05T17:47:55Z JWSchmidt 20 I originally made this for Wikipedia I originally made this for Wikipedia 4952 24222 2006-09-05T18:28:22Z JWSchmidt 20 [[Category:Contract law]] '''Bilateral Contract:'''Agreement between two persons in which one party promises to deliver a performance in exchange for the performance of another '''Unilateral Contract:'''Agreement in which one party makes a promise to perform an act upon the actual performance of another. Advertisements are not contracts unless following are clearly defined: the time frame of the contract, the possible second parties. Commercial transactions are guided by the Uniform Commercial Code. "Unconscionable Contracts" will not be enforced, these exist when one party lacks full knowledge of the terms of the contract. Contracts with fraud will not be enforced either. These occur when one party tricks another into signing the contract by misleading them. Note however that both parties have the responsibility to examine the terms before signing. [[Category:Contract law]] 4953 24223 2006-09-05T18:28:50Z JWSchmidt 20 subcategory [[Category:Law]]