text:
Cookbook:Arambasici (Croatian Sour Cabbage Rolls)

| Cuisine of Croatia

Arambašići are a speciality from Sinj, Croatia. Unlike some other cabbage rolls, which use fresh leaves, these are rolled up in whole pickled cabbage leaves.

Ingredients

 * 600 g beef (best from the neck), finely chopped
 * 150 g smoked ham or bacon, finely chopped
 * 50–60 g suet from ox kidneys, finely chopped
 * 200 g pork, finely chopped
 * Mutton (optional), finely chopped
 * 2 large onions, chopped
 * Some garlic
 * Cloves
 * Grated lemon rind
 * Salt
 * Pepper
 * Some ground cinnamon
 * 2–3 cloves, crushed
 * 1 grind nutmeg
 * 1 head of whole pickled cabbage (sauerkraut) or fresh white of grape leaves
 * Smoked pork
 * Smoked ham or tongue
 * Broth or water

Preparation

 * 1) Combine the beef, ham, suet, pork, and mutton in a bowl.
 * 2) Add the chopped onions, garlic cloves, grated lemon rind, salt, pepper, a little cinnamon, crushed cloves, and ground nutmeg.
 * 3) Mix all the ingredients well; knead together with your hands, if desired.
 * 4) Separate the leaves from the sauerkraut head, setting aside the better ones for stuffing.
 * 5) Cut away part of the leaf stalk at the base.
 * 6) Add a spoonful of the meat mixture to each kraut leaf.
 * 7) Roll the Arambašici from the base of each leaf, and fold the ends together well so that they do not fall apart during cooking.
 * 8) Put 1 spoonful of grease in a deep stoneware casserole dish.
 * 9) Pack and layer the Arambašici rolls tightly next to one another in the casserole dish.
 * 10) Layer smoked meat between the layers of kraut rolls.
 * 11) Pour the broth or water over the Arambašici. Cover tightly and cook 3–4 hours over low heat.
 * 12) Shake casserole form several times, but do not stir.

Notes, tips and variations

 * It is best to pre-cook the Arambašici in the evening, and on the following day cook until done.
 * Apart from other ingredients, fresh sauerkraut is the most important for good and tasty Arambašici.
 * Arambašici is also delicious in the summer. Should you not be able to find any sauerkraut in the summer, you can also use fresh cabbage or grape leaves. Sort out the leaves and blanch them with boiling water to soften them. Fill with the Arambašici mixture and cook in the same manner as with the sauerkraut leaves.
 * Chopping the meat is better than running through a grinder, and in this way it retains more of its flavour.


text:
User:MXC

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

title: User:MXC


text:
User talk:MXC

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Defining sin and cosine.png
Is it possible to move the image you created, Image:Defining sin and cosine.png, to the wikimedia commons? That way I might use it in the brazilian wikibooks (and all other projects), like here: Trigonometric ratios in the circle. Albmont (talk) 01:27, 30 March 2009 (UTC)

title: User talk:MXC


text:
Using GNOME/Tips and tricks

The "out of the box" GNOME desktop is rather dull and boring (at least to some people). Here's how to make it a bit more interesting : 1. Delete the upper panel which contains the main GNOME menus. 2. Now, to the lower panel, add the Main Menu, the Clock, the Notification Area, the Desktop Switcher and the Window List by right clicking and clicking Add to Panel on the lower panel. Position all this as you please by dragging the applets around a bit. 3. Right click on the lower panel and click Preferences and increase the panel size as appropriate. 4. Go to GNOME Look or GNOME Art and download some wallpapers, icon themes, window borders, application themes or complete themes featuring all of the above components (GTK+ Themes). Now read on to know how to use all this stuff.

Adding Wallpapers
Right click on the GNOME desktop and click Change Desktop Background and then in the dialogue that pops up choose Add Wallpaper and choose the appropriate wallpaper(s). Alternatively, you can just drag the wallpapers into the Change Desktop Background dialogue.

Adding Themes
Go to the Main Menu -> System -> Preferences -> Themes and click Install Theme. Choose a theme file by entering the exact location or by clicking Browse (usually ending in .tar.gz) and click Install Theme to install it. Alternatively, you can drag the theme files to the Themes dialogue. Please note that the icon themes and window borders might not show up in the themes list. To access those, just click on Theme Details and click the appropriate tab. Now you can select the theme you installed from the list.

There you are. Now the dull GNOME desktop looks lively again!

Making screenshots
A screenshot can be captured by either selecting "Take Screenshot..." from the "Actions" menu (in GNOME versions older than 2.10), by selecting "Take Screenshot" from the "System..." menu (GNOME 2.10 or greater), by using the screenshot applet or by using one of the following two keyboard shortcuts, configured in Preferences → Keyboard Shortcuts: The screenshot is saved in PNG format.
 * Print Screen, to take a screenshot of the entire screen, or
 * Alt + Print Screen, to take a screenshot of the currently active window.

Defining Default Directories
Sometimes it's worth to define custom directories locations. Ex: Music, Videos, etc. It can be done editing file ~/.config/user-dirs.dirs and setting custom places for these personal stuff. Use it to recover from some mess eventually done by another environment or application. In my case something moved my Desktop folder inside Burning folder. I had to figure out how to set it back to correct place grepping a little: simply I couldn't find out how to do it using regular setup menus or gconf-editor.

title: Using GNOME/Tips and tricks


text:
Neapolitan/501 Neapolitan verbs/natà

natà

 * English- to swim
 * Italian- nuotare

To form the compound tenses add the auxiliary verb (avé) + past participle (natato)

1. Indicativo
 * a. presente
 * {| class="wikitable"

 * align="left"|io
 * align="left"|nato
 * align="left"|tu
 * align="left"|nate
 * align="left"|isso/essa
 * align="left"|nata
 * align="left"|nuje
 * align="left"|natammo
 * align="left"|vuje
 * align="left"|natate
 * align="left"|isse/lloro
 * align="left"|natano
 * }
 * align="left"|natate
 * align="left"|isse/lloro
 * align="left"|natano
 * }
 * }

 * b. mperfetto
 * {| class="wikitable"

 * align="left"|io
 * align="left"|natévo
 * align="left"|tu
 * align="left"|native
 * align="left"|isso/essa
 * align="left"|natéva
 * align="left"|nuje
 * align="left"|natévamo
 * align="left"|vuje
 * align="left"|nativeve
 * align="left"|isse/lloro
 * align="left"|natévano
 * }
 * align="left"|nativeve
 * align="left"|isse/lloro
 * align="left"|natévano
 * }
 * }

 * c. passato remoto
 * {| class="wikitable"

 * align="left"|io
 * align="left"|natétte
 * align="left"|tu
 * align="left"|natiste
 * align="left"|isso/essa
 * align="left"|natétte
 * align="left"|nuje
 * align="left"|natéttemo
 * align="left"|vuje
 * align="left"|natisteve
 * align="left"|isse/lloro
 * align="left"|natéttero, carétteno
 * }
 * align="left"|natisteve
 * align="left"|isse/lloro
 * align="left"|natéttero, carétteno
 * }
 * }

 * d. futuro sémprece
 * {| class="wikitable"

 * align="left"|io
 * align="left"|natarràggio
 * align="left"|tu
 * align="left"|natarràje
 * align="left"|isso/essa
 * align="left"|natiarrà
 * align="left"|nuje
 * align="left"|natiarràmmo
 * align="left"|vuje
 * align="left"|natiarràte
 * align="left"|isse/lloro
 * align="left"|natiarrànno
 * }
 * align="left"|natiarràte
 * align="left"|isse/lloro
 * align="left"|natiarrànno
 * }
 * }

2. Cungentivo
 * a. mperfetto
 * {| class="wikitable"

 * align="left"|io
 * align="left"|natésse
 * align="left"|tu
 * align="left"|natisse
 * align="left"|isso/essa
 * align="left"|natésse
 * align="left"|nuje
 * align="left"|natéssemo
 * align="left"|vuje
 * align="left"|natisseve
 * align="left"|isse/lloro
 * align="left"|natésseno
 * }
 * align="left"|natisseve
 * align="left"|isse/lloro
 * align="left"|natésseno
 * }
 * }

3. Cundiziónale
 * a. presente
 * {| class="wikitable"

 * align="left"|io
 * align="left"|natarrìa
 * align="left"|tu
 * align="left"|natarrìsse
 * align="left"|isso/essa
 * align="left"|natarrìa
 * align="left"|nuje
 * align="left"|natarrìamo
 * align="left"|vuje
 * align="left"|natarrìsseve
 * align="left"|isse/lloro
 * align="left"|natarrìano
 * }
 * align="left"|natarrìsseve
 * align="left"|isse/lloro
 * align="left"|natarrìano
 * }
 * }

4. 'Mperativo
 * a. presente
 * {| class="wikitable"

 * align="left"|tu
 * align="left"|nata
 * align="left"|vuje
 * align="left"|natate
 * }
 * }

5. Participio passato
 * natato

6. Gerunnio
 * natanno

title: Neapolitan/501 Neapolitan verbs/natà


text:
Cookbook:Corn Pone

Corn pone is a small simple corn cake, similar to a johnnycake. It was originally cooked in ashes, and introduced to early European settlers by indigenous Americans.

Ingredients

 * 1 qt water
 * Cornmeal
 * 1 oz butter
 * Salt (optional)

Procedure

 * 1) Put on the water in a pot, and as soon as it boils stir in enough cornmeal to make a very thin batter.
 * 2) Beat it frequently while it is boiling for 10 minutes; remove from the heat, pour it in a pan, and add the butter and salt to taste.
 * 3) When the batter is lukewarm, stir in enough corn meal to make it quite thick.
 * 4) Let rise overnight.
 * 5) Pat the dough out into small cakes.
 * 6) Butter a baking tin and bake in a moderate oven or butter a cake pan, fill it ¾ full, and bake.

Notes, tips, and variations

 * This recipe did not originally have an oven temperature; 350°F is probably safe.
 * To prevent lumping, mix some cool water into corn meal first, before adding boiling water. See details at Mixing flours or dry meal with hot liquids.

title: Cookbook:Corn Pone


text:
Cookbook talk:Corn Pone

Indian pone authors and history
= From Wikipedia:Talk:Indian pone =
 * 2005-07-24 14:56:41 User:SimonP (restore, never listed on VfD, and moving recipes is not policy)
 * 2005-07-24 07:36:39 User:Rmky87
 * 2005-04-22 15:16:50 User:Krash (fix link)
 * 2004-09-18 16:09:43 User:Anthony DiPierro
 * 2004-02-18 00:15:16 User:Angela (fmt)
 * 2003-11-08 12:01:03 User:Gentgeen (wikified)
 * 2002-03-29 13:32:15 User:62.98.178.73

Naming
Is "Indian Pone" the best name for this? It may be historical, but a quick google search tells me that "corn pone" is a far more common name for the dish. Additionally, english Wikipedia uses "corn pone" over "Indian pone". -- Nostriker (discuss • contribs) 14:46, 1 February 2022 (UTC)

title: Cookbook talk:Corn Pone


text:
Cookbook:Hummus (Greek)

| Mediterranean cuisine | Greek Cuisine | Hummus

Hummus is a nutritious dip originating from the Middle East. It is called revythosaláta (ρεβυθοσαλάτα) in Greek.

Ingredients

 * 3 cups raw dried chickpeas (or skip the soaking and cooking steps, and use 7 cups of drained tinned/canned chickpeas)
 * 9 cups water
 * 1 tbsp cooking oil
 * ¾ cup (175 g) tahini (ground sesame seeds)
 * ¾ cup (175 g) freshly squeezed lemon juice
 * 12 cloves of garlic (peeled and roughly chopped)
 * ½ cup extra virgin olive oil
 * 1 tbsp salt
 * ½ tsp freshly-ground black pepper

Procedure

 * 1) Soak the chickpeas in water overnight, then drain.
 * 2) Gently simmer the chickpeas with the 9 cups water (generously salted) and the tablespoon of oil until very soft, but still whole (about 3 hours, or 10 minutes + cooling time if using a pressure cooker).
 * 3) Drain the chickpeas, and reserve a few cups of the cooking liquid (you will need it later).
 * 4) Rinse the chickpeas with plenty of cold water. While doing so, gently rub them between your hands to release the skins—they should float away with the rinsing water. After several changes of water, and removing a majority of the skins, drain the chickpeas again.
 * 5) Using a food processor (or other means), mix the lemon juice with the tahini.
 * 6) Purée (or mash) the chickpeas in batches, using the lemon juice and tahini mixture, the olive oil, and the cooking liquid as required to maintain the desired consistency (add the garlic to the batch with the olive oil, and process until smooth).
 * 7) In a large bowl, using a spoon, mix the salt and pepper into the other blended ingredients (add additional cooking liquid, if still too thick).

Notes, tips, and variations

 * 1–2 tablespoons of asafoetida (hing) powder can be used to substitute for the garlic, which may otherwise be omitted.
 * Use a pot that will hold several times the volume of the chickpeas and the water for cooking the chickpeas, because they will foam (the tablespoon of oil minimises that, however).
 * Use olive oil instead of the reserved cooking liquid to thin the hummus. Alternatively, mix in a tablespoon of olive oil into a serving before eating.
 * It's particularly good when eaten with sliced French stick (bread), and it is traditionally eaten with pita bread. It is also a nutritionally sound alternative to most other dips.
 * Hummus freezes really well, so consider making a double batch, and then freezing most of it in containers small enough to hold two servings (they can be defrosted overnight in the refrigerator, as needed).
 * Hummus is NOT a traditional Greek dish—it derives from Cyprus and the Middle East. Chickpeas in the traditional Greek cuisine (at least in Attica and Cyclades) are usually eaten only as soup.

title: Cookbook:Hummus (Greek)


text:
Network Plus Certification/Objectives

These objectives are up to date for the 2009 edition of the CompTIA Network+ exam.

The Network+ certification ensures that the successful candidate has the important knowledge and skills necessary to manage, maintain, troubleshoot, install, operate and configure basic network infrastructure, describe networking technologies, basic design principles, and adhere to wiring standards and use testing tools.

The skills and knowledge measured by this examination were derived from an industry-wide job task analysis and validated through an industry-wide global survey in Q2 2008. The results of this survey were used in weighing the domains and ensuring that the weighting is representative of the relative importance of the content.

The table to the right lists the domains measured by this examination and the extent to which they are represented. Network+ exams are based on these objectives.

''Note: The bulleted lists below each objective are not exhaustive lists. Even though they are not included in this document, other examples of technologies, processes, or tasks pertaining to each objective may also be included on the exam.''

Explain the function of common networking protocols:

 * Objective 1.1

 * ARP (Address Resolution Protocol)
 * DHCP (Dynamic Host Configuration Protocol)
 * DNS (Domain Name System)
 * FTP (File Transfer Protocol)
 * HTTP (Hypertext Transfer Protocol)
 * HTTPS (Hypertext Transfer Protocol Secure)
 * ICMP (Internet Control Message Protocol)
 * IGMP (Internet Group Management Protocol)
 * IMAP4 (Internet Message Access Protocol version 4)
 * NTP (Network Time Protocol)
 * POP3 (Post Office Protocol version 3)
 * RTP (Real-time Transport Protocol) - VoIP (Voice over Internet Protocol)
 * SIP (Session Initiation Protocol) - VoIP (Voice over Internet Protocol)
 * SMTP (Simple Mail Transfer Protocol)
 * SNMP2/3 (Simple Network Management Protocol version 2 or 3)
 * SSH (Secure Shell)
 * TCP (Transmission Control Protocol)
 * TCP/IP (Transmission Control Protocol/Internet Protocol) suite
 * Telnet
 * TFTP (Trivial File Transfer Protocol)
 * TLS (Transport Layer Security)
 * UDP (User Datagram Protocol)

Identify commonly used TCP (Transmission Control Protocol) and UDP (User Datagram Protocol) default ports:

 * Objective 1.2

TCP (Transmission Control Protocol) ports: UDP (User Datagram Protocol) ports:
 * 20 - FTP (File Transfer Protocol)
 * 21 - FTP (File Transfer Protocol)
 * 22 - SSH (Secure Shell)
 * 23 - Telnet
 * 25 - SMTP (Simple Mail Transfer Protocol)
 * 53 - DNS (Domain Name System)
 * 80 - HTTP (Hypertext Transfer Protocol)
 * 110 - POP3 (Post Office Protocol version 3)
 * 123 - NTP (Network Time Protocol)
 * 143 - IMAP4 (Internet Message Access Protocol version 4)
 * 443 - HTTPS (Hypertext Transfer Protocol Secure)
 * 53 - DNS (Domain Name System)
 * 67 - BOOTPS/DHCP (Bootstrap Protocol/Dynamic Host Configuration Protocol)
 * 69 - TFTP (Trivial File Transfer Protocol)
 * 161 - SNMP (Simple Network Management Protocol)

Identify the following address formats:

 * Objective 1.3

 * IPv4 (Internet Protocol version 4)
 * IPv6 (Internet Protocol version 6)
 * MAC (Media Access Control) addressing

Given a scenario, evaluate the proper use of the following addressing technologies and addressing schemes:

 * Objective 1.4

Addressing Technologies: Addressing schemes:
 * Subnetting
 * Classful vs. classless - e.g. CIDR (Classless Inter-Domain Routing), Supernetting
 * NAT (Network Address Translation)
 * PAT (Port Address Translation)
 * SNAT (Static Network Address Translation)
 * Public vs. private
 * DHCP (Dynamic Host Configuration Protocol) - static, dynamic APIPA (Automatic Private Internet Protocol Addressing)
 * Unicast
 * Multicast
 * Broadcast

Identify common IPv4 (Internet Protocol version 4) and IPv6 (Internet Protocol version 6) routing protocols:

 * Objective 1.5

Link state: Distance vector: Hybrid:
 * OSPF (Open Shortest Path First)
 * IS-IS (Intermediate System - Intermediate System)
 * RIP (Routing Information Protocol)
 * RIPv2 (Routing Information Protocol version 2)
 * BGP (Border Gateway Protocol)
 * EIGRP (Enhanced Interior Gateway Routing Protocol)

Explain the purpose and properties of routing:

 * Objective 1.6

 * IGP (Interior Gateway Protocol) vs. EGP (Exterior Gateway Protocol)
 * Static vs. dynamic
 * Next hop
 * Understanding routing tables and how they pertain to path selection
 * Explain convergence (steady state)

Compare the characteristics of wireless communication standards:

 * Objective 1.7

802.11 a/b/g/n: Authentication and encryption:
 * Speeds
 * Distance
 * Channels
 * Frequency
 * WPA (Wi-Fi Protected Access)
 * WEP (Wired Equivalent Privacy)
 * RADIUS (Remote Authentication Dial In User Service)
 * TKIP (Temporal Key Integrity Protocol)

Categorize standard cable types and their properties:

 * Objective 2.1

Type: Properties:
 * Category 3, 5, 5e, and 6
 * STP (Shielded Twisted Pair), UTP (Unshielded Twisted Pair)
 * Multimode fiber, single-mode fiber
 * Coaxial
 * RG-59
 * RG-6
 * Serial
 * Plenum vs. Non-plenum
 * Transmission speeds
 * Distance
 * Duplex
 * Noise immunity - security, EMI (Electromagnetic Interference)
 * Frequency

Identify common connector types:

 * Objective 2.2

 * RJ-11 (Registered Jack 11)
 * RJ-45 (Registered Jack 45)
 * BNC (Bayonet Neill-Concelman)
 * SC (Subscriber Connector or Standard Connector or Siemon Connector)
 * ST (Straight Tip)
 * LC (Local Connector)
 * RS-232 (Recommended Standard 232)

Identify common physical network topologies:

 * Objective 2.3

 * Star
 * Mesh
 * Bus
 * Ring
 * Point to point
 * Point to multipoint
 * Hybrid

Given a scenario, differentiate and implement appropriate wiring standards:

 * Objective 2.4

 * 568A
 * 568B
 * Straight vs. crossover
 * Rollover
 * Loopback

Categorize WAN technology types and properties:

 * Objective 2.5

Type: Properties:
 * Frame relay
 * E1/T1 (E-Carrier Level 1/T-Carrier Level 1)
 * E3/T3 (E-Carrier Level 3/T-Carrier Level 3)
 * ADSL (Asymmetric Digital Subscriber Line)
 * SDSL (Symmetric Digital Subscriber Line)
 * VDSL (Very High Bitrate Digital Subscriber Line)
 * Cable modem
 * Satellite
 * OC-x (Optical Carrier)
 * Wireless
 * ATM (Asynchronous Transfer Mode)
 * SONET (Synchronous Optical Networking)
 * MPLS (Multiprotocol Label Switching)
 * ISDN BRI (Integrated Services Digital Network Basic Rate Interface)
 * ISDN PRI (Integrated Services Digital Network Primary Rate Interface)
 * POTS (Plain Old Telephone Service)
 * PSTN (Public Switched Telephone Network)
 * Circuit switch
 * Packet switch
 * Speed
 * Transmission media
 * Distance

Categorize LAN technology types and properties:

 * Objective 2.6

Types: Properties:
 * Ethernet
 * 10BaseT
 * 100BaseTX
 * 100BaseFX
 * 1000BaseT
 * 1000BaseX
 * 10GBaseT
 * 10GBaseSR
 * 10GBaseLR
 * 10GBaseER
 * 10GBaseSW
 * 10GBaseLW
 * 10GBaseEW
 * CSMA/CD (Carrier Sense Multiple Access with Collision Detection)
 * Broadcast
 * Collision
 * Bonding
 * Speed
 * Distance

Explain common logical network topologies and their characteristics:

 * Objective 2.7

 * Peer to peer
 * Client/server
 * VPN (Virtual Private Network)
 * VLAN (Virtual Local Area Network)

Install components of wiring distribution:

 * Objective 2.8

 * Vertical and horizontal cross connects
 * Patch panels
 * 66 block
 * 110 block
 * MDFs (Main Distribution Frames)
 * IDFs (Intermediate Distribution Frames)
 * 25 pair
 * 100 pair
 * Demarc
 * Demarc extension
 * Smart jack
 * Verify wiring installation
 * Verify wiring termination

Install, configure, and differentiate between common network devices:

 * Objective 3.1

 * Hub
 * Repeater
 * Modem
 * NIC (Network Interface Card)
 * Media converters
 * Basic switch
 * Bridge
 * Wireless access point
 * Basic router
 * Basic firewall
 * Basic DHCP (Dynamic Host Configuration Protocol) server

Identify the functions of specialized network devices:

 * Objective 3.2

 * Multilayer switch
 * Content switch
 * IDS/IPS (Intrusion Detection System/Intrusion Prevention System)
 * Load balancer
 * Multifunction network devices
 * DNS (Domain Name System) server
 * Bandwidth shaper
 * Proxy server
 * CSU/DSU (Channel Service Unit/Data Service Unit)

Explain the advanced features of a switch:

 * Objective 3.3

 * PoE (Power over Ethernet)
 * Spanning tree
 * VLAN (Virtual Local Area Network)
 * Trunking
 * Port mirroring
 * Port authentication

Implement a basic wireless network:

 * Objective 3.4

 * Install client
 * Access point placement
 * Install access point
 * Configure appropriate encryption
 * Configure channels and frequencies
 * Set ESSID (Enhanced Service Set Identifier) and beacon
 * Verify installation

Explain the function of each layer of the OSI (Open Systems Interconnection) model:

 * Objective 4.1

 * 1) Physical
 * 2) Data Link
 * 3) Network
 * 4) Transport
 * 5) Session
 * 6) Presentation
 * 7) Application

Identify types of configuration management documentation:

 * Objective 4.2

 * Wiring schematics
 * Physical and logical network diagrams
 * Baselines
 * Policies, procedures, and configurations
 * Regulations

Given a scenario, evaluate the network based on configuration management documentation:

 * Objective 4.3

 * Compare wiring schematics, physical and logical network diagrams, baselines, policies and procedures, and configurations to network devices and infrastructure
 * Update wiring schematics, physical and logical network diagrams, configurations, and job logs as needed

Conduct network monitoring to identify performance and connectivity issues using the following:

 * Objective 4.4

 * Network monitoring utilities (e.g. packet sniffers, connectivity software, load testing, throughput testers)
 * System logs, history logs, event logs

Explain different methods and rationales for network performance optimization:

 * Objective 4.5

Methods: Reasons:
 * QoS (Quality of Service)
 * Traffic shaping
 * Load balancing
 * High availability
 * Caching engines
 * Fault tolerance
 * Latency sensitivity
 * High bandwidth applications
 * VoIP (Voice over Internet Protocol)
 * Video applications
 * Uptime

Given a scenario, implement the following network troubleshooting methodology:

 * Objective 4.6

 * 1) Information gathering - identify symptoms and problems
 * 2) Identify the affected areas of the network
 * 3) Determine if anything has changed
 * 4) Establish the most probable cause
 * 5) Determine if escalation is necessary
 * 6) Create an action plan and solution identifying potential effects
 * 7) Implement and test the solution
 * 8) Identify the results and effects of the solution
 * 9) Document the solution and the entire process

Given a scenario, troubleshoot common connectivity issues and select an appropriate solution:

 * Objective 4.7

Physical issues: Logical issues: Issues that should be identified but escalated: Wireless issues:
 * Crosstalk
 * Near End crosstalk
 * Attenuation
 * Collisions
 * Shorts
 * Open impedance mismatch (echo)
 * Interference
 * Port speed
 * Port duplex mismatch
 * Incorrect VLAN (Virtual Local Area Network)
 * Incorrect IP (Internet Protocol) address
 * Wrong gateway
 * Wrong DNS (Domain Name System) server
 * Wrong subnet mask
 * Switching loop
 * Routing loop
 * Route problems
 * Proxy arp
 * Broadcast storms
 * Interference (bleed, environmental factors)
 * Incorrect encryption
 * Incorrect channel
 * Incorrect frequency
 * ESSID (Enhanced Service Set Identifier) mismatch
 * Standard mismatch (802.11 a/b/g/n)
 * Distance
 * Bounce
 * Incorrect antenna placement

Given a scenario, select the appropriate command line interface tool and interpret the output to verify functionality:

 * Objective 5.1

 * traceroute
 * ipconfig
 * ifconfig
 * ping
 * arping
 * arp
 * nslookup
 * hostname
 * dig
 * mtr
 * route
 * nbtstat
 * netstat

Explain the purpose of network scanners:

 * Objective 5.2

 * Packet sniffers
 * Intrusion detection software
 * Intrusion prevention software
 * Port scanners

Given a scenario, utilize the appropriate hardware tools:

 * Objective 5.3

 * Cable testers
 * Protocol analyzer
 * Certifiers
 * TDR (Time-domain Reflectometer)
 * OTDR (Optical Time-domain Reflectometer)
 * Multimeter
 * Toner probe
 * Butt set
 * Punch down tool
 * Cable stripper
 * Snips
 * Voltage event recorder
 * Temperature monitor

Explain the function of hardware and software security devices:

 * Objective 6.1

 * Network-based firewall
 * Host-based firewall
 * IDS (Intrusion Detection System)
 * IPS (Intrusion Prevention System)
 * VPN (Virtual Private Network) concentrator

Explain common features of a firewall:

 * Objective 6.2

 * Application layer vs. network layer
 * Stateful vs. stateless
 * Scanning services
 * Content filtering
 * Signature identification
 * Zones

Explain the methods of network access security:

 * Objective 6.3

 * ACL (Access Control List)
 * MAC (Media Access Control) filtering
 * IP (Internet Protocol) address filtering
 * Tunneling and encryption
 * SSL VPN (Secure Sockets Layer Virtual Private Network)
 * VPN (Virtual Private Network)
 * L2TP (Layer 2 Tunneling Protocol)
 * PPTP (Point-to-Point Tunneling Protocol)
 * IPSEC (Internet Protocol Security)
 * Remote access
 * RAS (Remote Access Service)
 * RDP (Remote Desktop Protocol)
 * PPPoE (Point-to-Point Protocol over Ethernet)
 * PPP (Point-to-Point Protocol)
 * VNC (Virtual Network Computing)
 * ICA (Independent Computing Architecture)

Explain methods of user authentication:

 * Objective 6.4

 * PKI (Public Key Infrastructure)
 * Kerberos
 * AAA (Authentication, Authorization, and Accounting)
 * RADIUS (Remote Authentication Dial In User Service)
 * TACACS+ (Terminal Access Control Access Control System+)
 * Network access control
 * 802.1x
 * CHAP (Challenge Handshake Authentication Protocol)
 * MS-CHAP (Microsoft Handshake Authentication Protocol)
 * EAP (Extensible Authentication Protocol)

Explain issues that affect device security:

 * Objective 6.5

 * Physical security
 * Restricting local and remote access
 * Secure methods vs. unsecure methods
 * SSH (Secure Shell), HTTPS (Hypertext Transfer Protocol Secure), SNMPv3 (Simple Network Management Protocol version 3), SFTP (Secure File Transfer Protocol), SCP (Secure Copy Protocol)
 * Telnet, HTTP (Hypertext Transfer Protocol), FTP (File Transfer Protocol), RSH (Remote Shell), RCP (Remote Copy Protocol), SNMPv1/2 (Simple Network Management Protocol version 1 or 2)

Identify common security threats and mitigation techniques:

 * Objective 6.6

Security threats: Mitigation techniques:
 * DoS (Denial of Service)
 * Viruses
 * Worms
 * Attackers
 * Man in the middle
 * Smurf
 * Rogue access points
 * Social engineering (phishing)
 * Policies and procedures
 * User training
 * Patches and updates

title: Network Plus Certification/Objectives


text:
A-level Mathematics/OCR/C2/Integration

Integration, is the process of anti-differention. In the last segment we saw that differentiating a function gives the gradient (or rate of change) of that function. Integrating a function, on the other hand, gives the area underneath the curve of that function.

Basic integration
Integration is the reverse of differentiation.

Notation
The integral sign is $$\int f \left (x \right ) dx$$. This symbol was chosen by Leibniz because it looks like an elongated S and an integral is a limit of sums. The f(x) is known as the integrand. The dx means that we integrate with respect to x.

Integration Rules
An arbitrary constant must be created every time a function is integrated. This is because when a constant is differentiated it becomes zero, so there is no way of telling if such a constant used to exist.

$$\int x^n\, dx = \frac{1}{n+1} x^{n+1} + C,\ (n \ne -1)$$

$$\int kx^n\, dx = k \int x^n\, dx$$

$$\int \left\{ f^'(x) + g^'(x)\right\}\, dx = f(x) + g(x) + C$$

$$\int \left\{ f^'(x) - g^'(x)\right\}\, dx = f(x) - g(x) + C$$

Examples
$$\int x^3 = \frac{1}{3+1} x^{3+1} + c = \frac{1}{4} x^{4} + c$$

$$\int 4x^3 = 4 \int x^3 = 4 \left ( \frac{1}{3+1} x^{3+1} \right ) + c = 4 \left ( \frac{1}{4} x^{4} \right ) + c = x^4 + c$$

$$\int x^4 - 3x^3 + 4x^2 - x + 3 = \int x^4 - \int 3x^3 + \int 4x^2 - \int x + \int 3 = \frac{1}{5}x^5 - \frac{3}{4} x^4 + \frac{4}{3} x^3 - \frac{1}{2}x^2 + 3x + c$$

Fundamental Theorem of Calculus
This is the most important rule in calculus it establishes that differentiation and integration are inverse processes. Here is the theorem: Let f be continuous on [a,b]. The first rule states that if we integrate a function and then we differentiate the resultant then we will arrive at the same function. The second part says that we can find a definite integral by subtracting the value of F at the endpoints.
 * 1) If $$g(x) = \int_{a}^{x} f \left ( t \right )\ dt$$ then $$g' \left ( x \right ) = f \left ( x \right )$$
 * 2) $$\int_{a}^{b} f \left ( x \right )\ dx = F \left ( b \right ) - F \left ( a \right )$$, F is the antiderivative of f such that F' = f

Indefinite Integrals
The first part of the Fundamental theorem of calculus establishes that if we differentiate a function and then integrate a function we get a indefinite integral. When we evaluate an indefinite integral the resultant will be a function. For an indefinite integral we use the appropriate rule to get the general antiderivative. If a point on the graph is given we solve for C, to get the complete antiderivative.

Example
The rate of a function is given by the equation $$4x^3 + 3x^2 - 4x + 2$$, the point (0, -7) is on the curve. Find the equation of the curve.

 * 1) We need to find the general indefinite integral of $$4x^3 + 3x^2 - 4x + 2$$.

$$\int (4x^3 + 3x^2 - 4x + 2)dx = x^4 + x^3 - 2x^2 + 2x + C$$
 * 1) Now we substitute the point (0, -7) into the general antiderivative to get the value of C.

$$-7 = \left ( 0 \right )^4 + \left ( 0 \right )^3 - 2 \left ( 0 \right )^2 + 2 \left ( 0 \right ) + C$$

$$C = -7$$
 * 1) Now we can write the complete antiderivative.

$$F \left ( x \right ) = x^4 + x^3 - 2x^2 + 2x - 7$$

Definite Integrals
The definite integral is used to find the area underneath a curve. The second part of the fundamental theorem of calculus allows to evaluate these integrals, the resultant will be a number. The Definite Integral is denoted as $$\int_{a}^{b} f \left ( x \right )\, dx$$. In the definite integral a is the lower limit and b is the upper limit together they are known as the limits of integration. The limits of integration on which interval to find the area. When we evaluate a definite integral we don't write the +c because they will always cancel out and are liable to cause confusion. When we write $$F(x)\Big]_{a}^{b}$$ this means that we have found the indefinite integral and are going to find the definite integral from b to a.

Rules of Definite Integrals

 * 1) $$\int_{a}^{b} f \left ( x \right )\ dx = F \left ( b \right ) - F \left ( a \right )$$, F is the antiderivative of f such that F' = f
 * 2) $$\int_{a}^{b} f \left ( x \right )\ dx = - \int_{b}^{a} f \left ( x \right )\ dx$$
 * 3) $$\int_{a}^{a} f \left ( x \right )\ dx = 0$$
 * 4) Area between a curve and the x-axis is $$\int_{a}^{b} y\, dx\ ( \mbox{for}\ y \ge 0)$$

 * 1) Area between a curve and the y-axis is $$\int_{a}^{b} x\, dy\ ( \mbox{for}\ x \ge 0)$$

Area of a Region Bounded By A Curve
When we evaluate area underneath curve we need to make sure that the interval over which we are finding the area is not in part or in full below the x-axis. In order to determine this fact we need to find x-intercepts of the function. Then we see if a x-intercept is in the interval. If so we need to determine which part of the interval is below the x-axis. If the whole interval is below the x-axis we take the absolute value of the area $$\int_{a}^{b} \begin{vmatrix} f \left ( x \right )\end{vmatrix} dx$$ .If only part of the interval is under the x-axis we need to break up the integration function into positive and negative parts. For the negative parts we need take the absolute value of the area. For example: If we need to find the area of $$\int_{a}^{b}$$ and on the interval's $$a,a_1$$ and $$b_1,b$$ the curve is above the x-axis and on the interval $$a_1,b_1$$ the curve is below the x-axis, we would break the integral into these parts: $$\int_{a}^{a_1} f \left ( x \right ) dx + \int_{a_1}^{b_1} \begin{vmatrix} f \left ( x \right )\end{vmatrix} dx + \int_{b_1}^{b} f \left ( x \right )dx$$. If you are unable to evaluate the definite integral you will need to use a numerical method to estimate the area.

Example
Evaluate $$\int_{0}^{3} x^3 - 6x\ dx$$.

 * 1) First we need to find the x-intercepts. In this case they will be at 0 and 2.
 * 2) Then we determine where x is positive or negative on the interval.

0__f(1)=-5__2__f(3)=9.
 * 1) Now we break the integral into parts. $$\int_{0}^{2} \begin{vmatrix} x^3 - 6x \end{vmatrix}\ dx + \int_{2}^{3} x^3 - 6x\ dx$$.
 * 2) Now we evaluate the two definite integrals.

$$\left ( \left ( \frac{1}{4} \left ( 3 \right )^4 - 3 \left ( 3 \right )^2 \right ) - \left ( \frac{1}{4} \left ( 2 \right )^4 - 3 \left ( 2 \right )^2 \right ) \right )$$ + $$\left ( \begin{vmatrix} \left ( \frac{1}{4} \left ( 2 \right )^4 - 3 \left ( 2 \right )^2 \right ) - \left ( \frac{1}{4} \left ( 0 \right )^4 - 3 \left ( 0 \right )^2 \right ) \end{vmatrix} \right )$$.

$$\left ( -6.75 - - 8 \right )$$ + $$\left ( \begin{vmatrix} -8 - 0 \end{vmatrix} \right)$$ = 9.25
 * 1) The area under the curve of $$x^3 -6x$$ between 0 and 3 is 9.25.

Area Bounded By Two Curves
In order to calculate the area bounded curves we need to:
 * 1) Find the places where the 2 curves intercept. $$f\left(x\right) = g\left(x\right)$$. The lower point of intersection will become the lower limit and the upper point of intersection will become the upper limit of integration.
 * 2) Decide whether to integrate with respect to x or y. This is easy to do in most cases, see if the function is more easily integrated as y = f(x) or x = f(y).
 * 3) Determine which curve is above the other curve.
 * 4) Subtract the bottom curve from the top curve. $$A = \int_{a}^{b}\begin{vmatrix} f\left(x\right) - g\left(x\right) \end{vmatrix} dx$$
 * 5) Evaluate the definite integral

Example
Find the area bounded by $$y = x^2 + 3x - 3$$ and $$y = x$$.
 * 1) $$x^2 + 3x - 3 = x\,$$

$$x^2 + 2x - 3 = 0\,$$

$$\left(x + 3\right)\left(x - 1\right)=0$$

$$x = -3\ or\ 1\,$$
 * 1) We will integrate with respect to x because the equation is in the form f(x).
 * 2) We now have to determine which line is above the other. For this we just test a point. I will use f(x) = 0

$$y = 0^2 + 3\times0 - 3$$ and $$y = 0\,$$

$$y = - 3$$ and $$y = 0\,$$

So $$y = x$$ will be above $$y = x^2 + 3x - 3$$.
 * 1) Now we write out the integral.

$$\int_{-3}^{1} \begin{vmatrix} \left(x\right) - \left(x^2 + 3x - 3\right) \end{vmatrix} dx$$

$$\int_{-3}^{1}\begin{vmatrix}-x^2 - 2x + 3\end{vmatrix} dx$$
 * 1) Finally we evaluate the definite integral.
 * $$\begin{vmatrix} -\frac{1}{3}x^3 - x^2 + 3x\end{vmatrix}\Big]_{-3}^{1} $$
 * $$\begin{vmatrix}\begin{bmatrix}-\frac{1}{3}\left(1\right)^3 - \left(1\right)^2 + 3\left(1\right)\end{bmatrix} - \begin{bmatrix}-\frac{1}{3}\left(-3\right)^3 - \left(-3\right)^2 + 3\left(-3\right)\end{bmatrix}\end{vmatrix}$$
 * $$\begin{vmatrix} 1\frac{2}{3}- (-9) \end{vmatrix}$$ $$Area = 10\frac{2}{3}$$

Area Between Two Curves
When we calculate the area between two curves the procedure is very similar as to when we calculate the area bounded by two curves. In the problem the limits of integration will be given. The major difference is that in some cases we need to split the integral up.
 * 1) Find the places where the 2 curves intercept. $$f\left(x\right) = g\left(x\right)$$.
 * 2) If the two graphs intercept at a point within the limit of integration, we will need to split the integral into parts. We will use the points of interception as break points.
 * 3) Decide whether to integrate with respect to x or y. This is easy to do in most cases, see if the function is more easily integrated as y = f(x) or x = f(y).
 * 4) Determine which curve is above the other curve. If the integral has been split up do this on every interval.
 * 5) Subtract the top curve from the bottom curve.$$A = \int_{a}^{b}\begin{vmatrix} f\left(x\right) - g\left(x\right) \end{vmatrix} dx$$. If the integral has been split up we add up the parts.
 * 6) Evaluate the definite integral(s).

Example
Find the area between by $$y = x^2 + 3x - 3$$ and $$y = x$$ between x = -4 and x = 4.
 * 1) $$x^2 + 3x - 3 = x\,$$

$$x^2 + 2x - 3 = 0\,$$

$$\left(x + 3\right)\left(x - 1\right)=0$$

$$x = -3\ or\ 1\,$$
 * 1) Since the graph have points of interception on the interval we need to split the integral into parts. The parts will be (-4, -3), (-3, 1), and (1,4)
 * 2) We will integrate with respect to x because the equation is in the form f(x).
 * 3) We now have to determine which line is above the other on each interval. For this we just test a point on each interval.

For the line $$y = x$$ __f(-4)=-4__f(-2)=-2___f(3)=3__.

For the curve $$y = x^2 + 3x - 3$$ __f(-4)=-1__f(-2)=-5___f(3)=15__.

Now we will know that on the interval (-4, -3) $$y = x^2 + 3x - 3$$ is above $$y = x$$, (-3, 1) $$y = x$$ is above $$y = x^2 + 3x - 3$$, and (1,4) $$y = x^2 + 3x - 3$$ is above $$y = x$$.
 * 1) Now we write out the integral.

$$\int_{-4}^{-3}\begin{vmatrix} \left(x^2 + 3x - 3\right) - \left(x\right)\end{vmatrix} dx$$ + $$\int_{-3}^{1}\begin{vmatrix} \left(x\right) - \left(x^2 + 3x - 3\right) \end{vmatrix} dx$$+ $$\int_{1}^{4}\begin{vmatrix} \left(x^2 + 3x - 3\right) - \left(x\right)\end{vmatrix} dx$$

$$\int_{-4}^{-3}\begin{vmatrix} \left(x^2 + 2x - 3\right)\end{vmatrix} dx$$ + $$\int_{-3}^{1}\begin{vmatrix}-x^2 - 2x -3\end{vmatrix} dx$$ + $$\int_{1}^{4}\begin{vmatrix} \left(x^2 + 2x - 3\right)\end{vmatrix} dx$$
 * 1) Now we evaluate the definite integrals.

$$\begin{vmatrix}\frac{1}{3}x^3 + x^2 -3x\end{vmatrix}\Big]_{-4}^{-3}$$ + $$\begin{vmatrix} -\frac{1}{3}x^3 - x^2 + 3x\end{vmatrix}\Big]_{-3}^{1} $$ + $$\begin{vmatrix}\frac{1}{3}x^3 + x^2 -3x\end{vmatrix}\Big]_{1}^{4}$$

$$\begin{vmatrix}-9 - \frac{-76}{3}\end{vmatrix}$$ + $$\begin{vmatrix}\frac{2}{3}- 18 \end{vmatrix}$$ + $$\begin{vmatrix} \frac{76}{3} - \frac{-5}{3}\end{vmatrix}$$

$$Area = 60 \frac{2}{3}$$

Estimating Area Underneath A Curve
It becomes necessary to estimate the area underneath a curve when a function is very difficult or impossible to integrate or when we obtain our curve from a set of values.

Trapezium Rule
The Trapezium Rule estimates the area under a curve between limits by turning the curve into a set of trapeziums (or strips) and each strip is made out of two ordinates, so there is always one more ordinates than there are strips. The formulae is:

$$\int_a^b y \,dx \approx \frac{1}{2} h \left \{\left (y_0 + y_n \right ) + 2\left (y_1 + y_2 + \ldots + y_{n-1} \right ) \right\}$$

Where: $$h = \frac{b-a}{n}$$

Example
Use the Trapezium Rule to evaluate $$\int_{0}^{1}(2x + 1)^1/2\ dx$$ using 4 strips.

Firstly, we work out h.

$$h = \frac{1-0}{4} = \frac{1}{4} = 0.25$$

Now we start setting up the Trapezium Rule.

$$\int_{0}^{1}(2x + 1)^1/2\ dx \approx \frac{1}{8} \left [f \left (0 \right )+ f \left (1 \right ) + 2\left \{ f \left (0.25 \right ) + f \left (0.5 \right ) + f \left (0.75 \right )\right \} \right]$$

Solving for the f(n) we get:

$$\int_{0}^{1}(2x+1)^1/2\ dx \approx \frac{1}{8} \left [1 + 1.73 + 2\left \{ 1.22 + 1.41 + 1.42\right \} \right]$$

$$\int_{0}^{1}(2x+1)^1/2\ dx \approx\ 1.39375$$

Integrals to Infinity
An integral that has either it upper limit going to $$\infty$$ or is lower limit going to $$- \infty$$ is an improper integral and cannot be computed directly instead we need to find the limit of the function. The improper integrals $$\int_{a}^{\infty} f\left(x\right)\ dx$$ and $$\int_{-\infty}^{b} f\left(x\right)\ dx$$ is convergent if the limit exists and divergent if the limit does not exist. The rules to calculate a integral going to infinity are:

1) If $$\int_{a}^{\infty} f\left(n\right)\ dx$$ exist for all number $$n \ge a$$, then
 * $$\int_{a}^{\infty} f\left(x\right)\ dx = \lim_{n \to \infty} \int_{a}^{\infty} f\left(x\right)\ dx$$ The limit has to be a finite number.

2) If $$\int_{n}^{b} f\left(x\right)\ dx$$ exist for all number $$n \le b$$, then
 * $$\int_{-\infty}^{b} f\left(x\right)\ dx = \lim_{n \to - \infty}\int_{-\infty}^{b} f\left(x\right)\ dx$$ The limit has to be a finite number.

3) If $$\int_{a}^{\infty} f\left(n\right)\ dx$$ and $$\int_{n}^{b} f\left(x\right)\ dx$$ are convergent, then
 * $$\int_{-\infty}^{\infty} f\left(n\right)\ dx = \int_{n}^{a} f\left(x\right)\ dx + \int_{a}^{\infty} f\left(n\right)\ dx$$ a is any real number.

You can now attempt the Integration practice problems.

title: A-level Mathematics/OCR/C2/Integration


text:
Muggles' Guide to Harry Potter/Magic/Centaur

Overview
Centaurs are magical creatures with the upper body of a man and the lower body of a horse.

Extended Description
Centaurs are a noble race that greatly values astrology and Divination. They like to keep to themselves, and think that it is beneath them to do a wizard's bidding. There is a large herd of centaurs that lives in the Forbidden Forest around Hogwarts. They are excellent archers. Notable Centaurs include Firenze and Bane; Magorian and Ronan are also mentioned.

Centaurs do not like to associate with humans, but they "do not harm foals" (meaning children and teenagers). They also do not like being underestimated or thought of as creatures. They attack Professor Umbridge after she calls them "filthy-half breeds" and states they have "near-human intelligence." They also get extremely angry at Hermione for letting on that she and Harry had purposefully led Umbridge into the forest so the Centaurs could "take care of her for them."

Analysis
Centaurs see themselves as more intelligent and more aware of the world and the Universe than humans; this is why the more excitable among them, notably Bane, get so angry when their intelligence is impugned by "mere Humans". Firenze is expelled from the herd because he chooses to work for Professor Dumbledore, as the majority of the herd feel that this makes him subservient to a human.


text:
Cookbook:Dr. Kitchener's Pudding

| Desserts

A delicious pudding dish.

Ingredients

 * 3 eggs
 * ½ cup (120 ml) milk
 * 2 oz (57 g / ⅓ cup) moist sugar
 * 2 oz (57 g / ⅓ cup) grated nutmeg
 * 4 oz (110 g / ¾ cup) flour
 * 8 oz (230 g) finely-chopped suet
 * 3 oz (85 g / 1¼ cups) breadcrumbs

Procedure

 * 1) Beat the eggs, strain them through a sieve, then gradually stir them into the milk.
 * 2) Mix in the sugar and nutmeg.
 * 3) Add the flour, beating the mixture until it becomes a smooth batter.
 * 4) Gradually add suet and bread-crumbs. Mix all thoroughly together, at least half an hour before putting the pudding into a pot.
 * 5) Transfer batter into a buttered mould. Cook for 50 minutes at 350 F.

title: Cookbook:Dr. Kitchener's Pudding


text:
Cookbook talk:Dr. Kitchener's Pudding

Dr. Kitchener's pudding authors and history
= From Wikipedia:Talk:Dr. Kitchener's pudding =
 * 2005-08-20 11:38:32 User:Uncle G (The recipe is now in the Cookbook.)
 * 2005-07-06 23:34:23 User:Dr.frog m (categories)
 * 2004-10-13 19:30:25 User:Dp
 * 2004-09-18 16:08:58 User:Anthony DiPierro
 * 2003-11-11 19:27:16 User:Big Bob the Finder m (Update of "ancient" entries)
 * 2002-03-29 13:16:44 User:62.98.178.73 m

title: Cookbook talk:Dr. Kitchener's Pudding


text:
Cookbook:Uppittu (Indian Semolina Porridge)

Upma or uppittu as it is referred to in Karnataka is a wholesome Indian dish made of rava (cream of wheat). There are many ways it is prepared but typically includes a healthy amount of vegetables added during preparation. The rava used for this must be the large-grained variety, as upma prepared with fine rava tends to become soggy.

Ingredients:

 * 4 tbsp oil
 * 1 cup upma rava (common in India and also found in Indian stores in other countries)
 * 1 tsp mustard seeds
 * 1 tsp finely-chopped ginger
 * 1 tsp finely-chopped garlic
 * 1 medium-sized onion, finely chopped (more onions may also be added to give extra flavour)
 * 1 medium-sized tomato, chopped
 * 4–5 finely-chopped green chilli peppers
 * Salt (to taste)
 * 2 cups water
 * 1 tbsp lemon juice

Procedure:

 * 1) In a wok or other suitable pan, heat 1 tbsp of oil. When the oil is hot add the rava, and stir it with a spoon until it starts browning. The main purpose of this is to coat the rava grains with the oil so that they don’t stick. Be sure not to burn the rava or you will have to restart. Set the rava aside, and let it cool.
 * 2) In the same wok or another suitable pan, heat the remaining oil. When hot, add the mustard seeds and wait until the seeds start crackling. When the crackling starts tapering off, add the onions and fry until golden brown.
 * 3) Add the ginger and the garlic, and stir for a few seconds.
 * 4) Add the remaining vegetables and the water, plus enough salt such that when tasted it is slightly saltier than required. Turn the heat to medium and let it simmer until the vegetables are cooked but still crispy.
 * 5) Turn the heat to low, and start adding the rava to the water. This is the most important step that determines the correct consistency of the upma. The rava must be added as quickly as possible while continuously stirring the contents, ensuring no lumps are formed.
 * 6) When the rava is thoroughly mixed, cover the vessel and let it cook for a few minutes, stirring the contents every 20 seconds or so.
 * 7) Turn the heat off, add the lemon juice, and mix it well.
 * 8) Eat with a variety of sides like chutney, sugar, pickles, etc.

Notes, tips, and variations

 * You can add other vegetables like potato, zucchini, mushroom, peas, beans, etc. to suit your taste.


text:
Cookbook talk:Uppittu (Indian Semolina Porridge)

Uppittu authors and history
= From Wikipedia:Talk:Uppittu =
 * 2005-08-20 11:42:49 User:Uncle G (The recipe is now in the Cookbook.)
 * 2004-12-05 20:25:19 User:Rbrwr m
 * 2004-11-30 12:39:33 User:Utcursch m (categorized)
 * 2004-11-28 10:37:07 User:Woggly (wikified, a little)
 * 2004-08-13 18:35:04 User:Nuggehalli (Added Page)


text:
Cookbook:Paste for Tarts

| Pastry

Ingredients

 * 1 ounce white granulated sugar
 * 1 pound fine flour
 * 3 ounces butter
 * 1 gill cream, boiling

Procedure

 * 1) Combine the sugar and flour.
 * 2) Make it into a stiff paste with the boiling cream and butter.
 * 3) Work the dough well, and roll it very thinly.

title: Cookbook:Paste for Tarts


text:
Cookbook talk:Paste for Tarts

Paste for tarts authors and history
= From Wikipedia:Talk:Paste for tarts =
 * 2005-08-20 11:44:32 User:Uncle G (The recipe is now in the Cookbook.)
 * 2004-12-25 21:22:17 User:Edward m (this is a recipe)
 * 2004-12-25 21:20:11 User:Edward (vote for deletion)
 * 2004-10-15 22:04:49 User:Man vyi m (cat:)
 * 2004-09-18 16:11:22 User:Anthony DiPierro
 * 2004-02-25 01:59:28 User:63.92.156.234
 * 2003-12-02 13:46:01 User:Gentgeen (wikified)
 * 2002-03-31 10:04:34 User:62.98.138.5 m

title: Cookbook talk:Paste for Tarts


text:
User talk:Cormaggio

I hadn't seen your note on my user page as I hadn't got the old "You have new messages" sign (or do you get that on Wikibooks?) Cormaggio 11:22, 20 August 2005 (UTC)

 * Dunno. Lets find out. Maybe I should have put my original message here. I have been neglecting wikibooks in favor of other projects. I have been neglecting wikiversity because it seemed like it would never be a project. --JWSurf 13:31, 20 August 2005 (UTC)

("original message" pasted here)

 * I'm still not sure why there is an effort to remove the wikiversity pages from wikibooks. Maybe the long-standing failure to start a wikiversity and the sudden effort to remove wikiversity is driven by people who own stock in some other online university. --JWSurf 16:34, 16 August 2005 (UTC)

 * Hah! A conspiracy - I knew it! :-) Cormaggio 11:18, 20 August 2005 (UTC)

Wikiversity:About
I like what you did to About. --JWSurf 20:54, 22 August 2005 (UTC)

 * Thanks. It still needs a good bit of work though - feel free to edit mercilessly.. But I think we also need to do this more visibly, on Meta. Cormaggio 23:27, 22 August 2005 (UTC)

Tests and Quizzes
How to enable tests and quizzes? I am trying to develop a school, and I want to make some tests for those who wish to be the students. Can you help me? --George D. Bozovic talk 00:07, 2 January 2006 (UTC)

Re: Professors and other nonsense with Wikiversity
I'm not sure if you have had a chance to see this page on Meta that was about a conference in South Africa that Anthere attended as an official representative of the Wikimedia Foundation: Conference reports/FLOSS, South Africa 2005/Workshop 2

That is a huge eye opener in terms of what the Foundation board may be thinking in terms of Wikiversity, and it is just one more example that if you ask an average Wikimedia user what exactly Wikiversity means to them, you would probably get a different answer from each and every person you would ask that question to. I have seen so many different responses both from supporters and detractors of Wikiversity that sometimes I even wonder if they are talking about the same project proposal. I would try to graph out the various philosophies to compare one person's vision about Wikiversity to another, but I can come up with at least six different axis of future directions for Wikiversity, including potential for accrediation, relationship between professors and students, original research, teaching actual classes, development of educational resources, and wheither it should even be a Wikimedia project at all. Even more interesting is that most people don't have strong opinions on any of these topics, but tend to muddle in the middle about each of these potentials although there are strong champions for each end of these philosophies, for example those that absolutely don't want a heirarchy and those that do, or those that feel Wikiversity is about an on-line learning experience (actual classes) and those that think it should only be in essence a one stop shopping center for textbooks and classroom visual aides. There are some people with general leanings in one direction or another, however, but I havn't found any consistant correlation between the various schools of thought. Supporters of original research, for example, have divirgant opinions on all of the other issues.

The important thing to note is that none of this has really been resolved in any direction, although there are sometimes strong opinions on the subject. Wikiversity is evolving even now, and I think this tension between traditional educational model thinking and those that are used to peer-related activities that are natural to Wikis will be almost an ever-present feature of Wikiverity for as long as it exists. If some group gets in and forces "policy" one way or another, there will still remain those who insist at going the other way. For myself, I tend to agree with you in terms of keeping the peer relationships going on Wikiversity, being one friend offering some new knowledge to another friend. Getting all huffed up over maintaining mideval relationships imposed during feudal monarchial governments can seem downright silly in a modern world, but you must keep in mind that this is a point-of-view as well.

What Wikiversity needs now is simply some leadership. I am also appalled that the indecisiveness of the Wikimedia Foundation board regarding new projects. They aren't saying "No", but neither are they saying "Yes". It shouldn't be that hard of a decision to make, and I don't even see a statement like "we want to review all of the discussion on the subject, and it is simply going to take some time to digest everybody's thoughts". Instead I see an odd disconnect between the Wikimedia Foundation board's view of Wikiversity and what the participants think it is or ought to be.

BTW, in terms of User:Gh0st deleting things from his own talk page, I don't see anything specifically wrong with that practice. He got the message, and doesn't want to be reminded that other people have different opinions on the subject. That is a reflection of his tolerance toward differing opinions (and unfortunately typical of most university professors from my experience). You should use that to judge his potential as an instructor as well. I do appreciate that some people like him are trying to organize some actual classes that will be taught through Wikiversity, as I think there needs to be some demonstration classes to convince the board that this is a real possibility. --Rob Horning 09:28, 19 March 2006 (UTC)

 * Well, thank you for such a lengthy response! There's loads here but I'll try to answer your points one by one.

 * On Anthere's presentation: Yes, I was in contact with her while she was preparing that presentation - but she made no secret of the fact that she herself was quite confused by what Wikiversity was. I don't think this represents the board's view per se, but rather reflects her own research on the various ideas of what Wikiversity could be. Note that the other attendees at the conference thought the e-learning model was unworkable, but preferred the repository idea instead. I think this has certainly influenced her thinking since then. But you can see that it represents a clear interest in the project. And on the board's "indecisiveness" - this is exactly why I have been asked to join the Special projects committee, and your idea for what the board should be saying/asking is exactly what is being asked of me/us :-) I don't know if you've appreciated the importance of that fact so far - that this committee will set up Wikiversity, soon, with the support of the people, like yourself, who have been putting in the work so far. I've taken on the "leadership" challenge, but I really hope to count you in on this process..
 * On policy or the project's identity: Well, this is where all the misunderstanding and circular arguments have been coming from. But, in my mind at least, the confusing range of ideas about Wikiversity can all be resolved with the "repository-of-resources and learning-community" model. This is one where people develop resources together, just like on any other Wikimedia project, and then use them to discuss, problematise, research, learn. This is peer-learning in action. But, and this is the crucial point, it doesn't have to be just between peers, or "friends", as you say - it can just as easily work as a dialogue between a teacher and student, with questions like, "why do you think this is so?", "have you thought about..?". I think that the community model involves people who want to teach, ie help other people learn - but it can't involve other people who are inflexible enough to relinquish control of 'their course'. In short, Wikiversity can support leadership (just like any community), but not ownership. This is why I think User:Gh0st's attitude is so unsustainable - he's free to develop materials and then use them but not to use Wikiversity as a platform. And as for his blanking of questions from me and another user, well, I think that's a terrible precedent to set (especially for a self-appointed "leader"); it is a clear violation of etiquette, and even though not mentioned on Etiquette or w:Wikipedia:Etiquette, I definitely think it should be. In fact, I'm going to take this up on the mailing list, probably foundation-l. Well, I think in a rambling sort of way, that addressed most points you made. I think, overall, we need to work on creating a sustainable vision for Wikiversity that will continue to attract and include people from all backgrounds. If this disappoints some people who want to bolster their ego by calling themselves a "professor", so be it. Cormaggio 14:19, 19 March 2006 (UTC)
 * In reply to this, I fail to see what the real difficulty is to simply "turning on" http://en.wikiversity.org/ at the moment? The debate by the Foundation board should be if we can secure the domain (it has been done and is owned by the Wikimedia Foundation), and if there is going to be a viable community to keep it sustained.  I can understand some need to clarify what the "founding" policies are going to be, but that work has been done, nor were there any real suggestions or guidelines as to what those policies should be.  I can appreciate the P.R. angle that the board members are working with, but it really isn't that hard to do.  It certainly wasn't that hard to create http://de.wikiversity.org/, nor has there been even a mention that it was created improperly by any board member.
 * As far as the Special Project Committee is concerned: I am not at all pleased with the way it was put together, even though I would have to admit that if I was given the choice to hand select the members of such a group that I would likly have chosen most of the same people.  The insular procedure of accepting new members into that group is going to ultimately be its downfall, as there is no mechanism to bring in people with substantially different points of view.  I'll reserve ultimate judgement and I'm trying to keep a relatively low profile over the group, but all I consider the Special Projects Committee to be is simply a bunch of Wikimedia users who got together to help get a few things rolling.  It certainly doesn't represent the Wikimedia community, nor should it ever.  Board members who treat anything developed by that group should give it the same credibility as any other ad-hoc committee formed by any other group of Wikimedia users.  --Rob Horning 21:02, 19 March 2006 (UTC)

 * (I moved your comment here to aid reply.) Wikiversity.de was created without the consent of the board - what we've been trying to do since (as you know) is to get board approval for Wikiversity. It certainly won't be hard to "turn on" Wikiversity - that's never been the issue - the issue is the scope etc of the project, and whether that's workable and sustainable. The "PR angle" shouldn't really be an issue either - although we don't want (as Angela once pointed out) people turning away because their hopes of getting a free education are not fulfilled - is that what you meant here?

 * The special projects committee was set up, by the board, to set up or facilitate new projects, to interface with other organisations, and to coordinate research efforts (amongst other things), and as such, it represents the organisation of Wikimedia, rather than the community, per se. But we want to be as open to the community as possible, and we're trying to make clear what our procedures are so any individual or group can bring their ideas to fruition. We're also making our policy on how we accept new members, and believe me, we will be accepting new members. However, the bulk of the work will actually be done through subcommittees, focussed on individual tasks. One of these subcommittees will be on Wikiversity - I am spearheading this. These subcommittees make their own rules of procedure, but are ultimately answerable to the main SP committee. Some will be more closed - others will be more open. I'm hoping to make this as open and as accepting of people of "substantially different points of view" as possible - but, most importantly, I'm trying to put together a good, practical, exciting and inviting proposal, probably containing evidence of how it will work, and possibly some indication of its policy framework. This is what the Special projects committee and the board ultimately want. Cormaggio 22:35, 19 March 2006 (UTC)

 * Thank you for being involved at least with this group. Time will tell how truly open it is, and I do have my doubts.  Jimbo himself has been critical of some of the opinions I've expressed over the subject of new project creation, but experience has almost vindicated what I've said about the creation of new wikis (aka seperate projects) with the Wikimedia Foundation.  de.wikiversity was announced to Foundation-l within days of its creation, and IMHO it should have been shut down immediately for no other reason than precedence.  It wasn't, and neither was the action condemned by the board (which could have been done in a civil tone as well).  Oh well, I guess you can tell by my tone that I do have strong opinions here.  I think Wikiversity could be started with a strong "disclaimer" on the front page that Wikiversity is still being established.  The big problem I see at the moment is that content is being added to Wikibooks that admins here on Wikibooks are very reluctant to delete because of its association with Wikiversity.  Some Wikiversity content has been put up for a VfD, but I've especially been relutant to even question some of the content.  Original research is explictly prohibited, and that has been the main thing that was removed, including the whole mess with the Wikimania proceedings that resulted in a deletion war between myself, Kernigh, and Brion Vibber.  And you thought edit wars could be nasty?  I do wish the Wikimania participants would have used a connection to Wikiversity as justification for keeping it on Wikibooks, but they didn't.  --Rob Horning 13:03, 20 March 2006 (UTC)

 * Likewise, thanks for your continued dedication to the Wikiversity dream (even keeping material on Wikibooks, when it should be deleted). On wikiversity.de, I think there was confusion all round at the time, but things have moved on since then. Wikimedia is now (as you know) getting its house in order with regards to the full process by which work is done and decisions are made etc, and these committees are meant to be addressing that. But I digress. And on the Wikimania proceedings transwiki, I have to say that I had no idea it was happening until after the event (your post to Meta I think it was that alerted me). I certainly would have chimed in if I had known.. Cormaggio 13:19, 20 March 2006 (UTC)

Wikikernel and a seed Wiki
While I'm pestering you, I might as well note that I've started a new project proposal on Meta that is essentially restarting one that you have done earlier. I have linked to your earlier effort, and now I'm just trying to solicit comments and trying to overcome objections that were raised earlier by Angela and Anthere.

Any comments or even assistance in trying to get this proposal going would be significantly appreciated. This is just another attempt to Be Bold and to try and get something going where IMHO there is a real need. --Rob Horning 11:05, 19 March 2006 (UTC)

This sounds like Wiki project incubator or thinktank type project. How does it differ from the "Special Projects" committee? Was just wondering...--Mfinney 15:18, 25 March 2006 (UTC)

 * Hi Mike. Robert's talking about an idea to have a wiki for hosting projects that have participants but don't yet have an official home or recognised status. The Special projects committee is (amongst other things) about giving projects that status. I don't really see how this idea is different from Seed wiki, but in any case, I think it would be good to get something like this going - it might make it easier for the Special projects committee to see which projects would work and which wouldn't. Cormaggio 17:11, 25 March 2006 (UTC)

Jesus, Cormaggio!

 * I have to make some comments here, because whilst there are some correct assessment, there is ALSO a lot of bullshit. Maybe may I also clarify some questions. Anthere 06:53, 4 April 2006 (UTC)

I realize that you are under thirty, a rising star with an education in education, and now selected by the Wikimedia Foundation power structure as their special representative less disliked than any other incorrigables at Wikiversity. Personally, I did not care for the syllabus or outlined approaches of Gh0st's Poly Sci classes or apparent leadership style but would it be so difficult to simply advise him/her to title his activity a series of seminars and leave them alone to prototype some online learning? If the newcomer user:Wikizach takes me up on prototyping some poly sci classes then the student body will have some options in at least one learning area at Wikiversity.

 * No. Cormac is not a "selected representative". The current situation is "some editors made a proposal to start wikiversity. It was presented to the board, to see if the Foundation would support the project (ie, pay for the servers maintaining the project, pay for the bandwidth etc...). The board thinks that the project as proposed may not be suitable. And as a result, the project is stuck. And the board does not have time to push for modifications that might be suitable. The sp committee is there to have things done that the board is clearly not able to do itself. By lack of time, interest, or whatever. Cormac, as an interested party, will, hopefully, make it so that the project gets alive. That does not mean he leads the project. Nor that he will take the decision to start it or not. Rather see him as an interface.

Meanwhile I have found nothing promised at meta regarding submitting the proposal and getting our permanent URLs active. Get your paperwork done and leave the harassing of other participants to us other mere participants. How are you going to play mediator or leader when you are defining yourself as one side of the newly arising disputes that the Wikimedia Foundation has suckered you into taking on? Do yourself a favor. Go find out if Roberth or Maveric149 (former leaders in charge of proposal of Wikiversity now going on three years slow rolling by Board) and find out if they have hard feelings towards you being picked to take credit for leading their project into the promised land. In fact, go consult JWSurf and MFinney regarding office politics in private. Notice both of them are experienced managers and instructors. Try not to threaten them with spurious charges of incivility or your new found status as the selected minion of the stacked Board's selected committee.
 * I think I do not belong to the "stack" stuff. The board approved three people to start this committee, Danny, Jakob and myself). These three people chose the current committee members. And definitly chose Cormac. Not the board. This will be the same for any future member. The committee will choose them; Not the board. Roberth is actually on the subcommittee if I understood well. Mav could be if interested naturally. When the subcommittee is formed, any member on it may be chosen as the "chair" (which might be understood as the "leader"). Or no one if you think it best. Cormac is not the leader of it. He is what the group will accept him to be.

Get our URLs active and turn on the web traffic. If five or fifty fullblooded P'hd Engineers, PE show up to give real courses with official syllabus, exercises, lectures, etc. etc. or retired NASA people grumpy at never getting to design an actual useful spacecraft or technology you do not want to be marginalized as the idiot trying to enforce uninformed Board mandates all by your lonesome. In case you missed it Wikiversity is an experiment. Nobody really knows what is going to work. We need to try some things and find out. The Board has painted themselves into some corners with their premature announcements and promises regarding "freeing the curriculum"
 * I must be very firm here. It is unnice to say "the board has said" when only Jimbo said something. Please, respect that each board member is an individual, with a past, an experience and opinion on his/her own. Thanks

and some other idiocies aimed at separating the fiscal entity from the "community" in pursuit of cash donations they control. When the dust settles do you want to be the villian scapegoated and outcast by the "community" of instructors, students, and participants who inevitably choose to do as they please rather than as the Board mandates for the Board's convenience or financial interests? Keep in mind Wikiversity is slowly getting started in spite of mismanagement of the Board. If the permanent URLs are not forthcoming soon how long do you suppose it will be ... nevermind. That argument was old a year ago and the lack of available public student wikis still mystifies me.
 * The problem is that you may start the project on your own, and hide it in one of Wikimedia project. But if it is not recognised as valid, one day or another, it might just be entirely erased. So, it might be a better idea to have it approved, so that it has the right on its own to be there... or move it to another hosting provider.

Please consider writing a paragraph submission memo for the modified proposal and request some of the regulars show up and express support and state personal exceptions. I personally will rewrite and repropose the alternative Wikiversity is Not section:

Wikiversity is not a place to tell others what they cannot do or try. Productive forking is encouraged, may the best learning community grow faster than its alternatives. cc: Lazyquasar 07:10, 2 April 2006 (UTC)
 * Cormaggio's discussion page.
 * Gh0st's disscussion page

 * Hi lazyquasar, I'm responding here, because it's easier to refer to what you're saying.

 * There are things that I agree with here, things I disagree with strongly, and things I simply don't understand. I agree that i may have come across too strongly in addressing User:Gh0st initially - but you have to realise the context of that. Did you look at, for example, the history page of the class or the school, or his deletion of subsequent queries of his actions? I thought that Buridan's question and point of view was a valid one and saw Gh0st's actions as, basically, bullying. However, I realise he had only joined wikibooks, and I was possibly too strong in my initial comment, and I don't feel so great about that.

 * On the work of getting Wikiversity set up, this is ongoing at Wikiversity/Modified project proposal, and details of the subcommittee we were talking about are at Wikiversity subcommittee. We're currently trying to figure out where we will actually get that paperwork done and how. This is a collaborative process, as always - it's not solely my responsibility - though I will put everything into seeing that it does get done, and well.

 * "selected minion of the stacked Board's selected committee" - this is just ridiculous. I'm still a participant of Wikiversity - I've been asked on to the SPC for various interests of mine, and I proposed the Wikiversity subcommittee, but that doesn't mean that I am its self appointed leader. When I said "spearheading" to Gh0st, I meant to just highlight the context of this to him, and that I will be playing an active role in this, as I am motivated to getting Wikiversity set up - just as you are, and just as Robert and Mav are. I'll be representing the subcommittee to the SPC, but I'm still involved in the project and its proposal and activities. So, of course I will give my opinion on anything I have an opinion on - how can you suggest that i just busy myself with the bureaucracy? And as for the "selected committee" of the "stacked board", well, it just betrays a complete misunderstanding.

 * What wikiversity is not - I fully agree that we need to allow Wikiversity to be an experimental place. But I still think we need to make broad recommendations about what is likely to work and what is not. I don't think this should at all be an imposition - I was thinking that working in a collaborative environment needs to be respected, so allowing for ownership of courses is potentially divisive. However, i do agree that some forking will happen - different people will have different methods. But: we still need to figure out how to deal with the board's directive to "exclude online courses" - I wouldn't call this mismanagement, but I do think it could have been explained better.

 * I haven't a clue what you mean about the board's financial interests or the other "idiocies" you mention - can you please start making sense and trying to work with me and others (including the board), rather than take this combative stance all the time? Cormaggio 12:54, 2 April 2006 (UTC)

 * The bane of science and productivity is people who have no idea about what will actually work in the field attempting to "lead" others by dictating what others can or can not do. Personally I think we can productively discuss "broad recommendations" as long as we do not drift into " ... as a designated representative of the Board's selected committe I am here to relay their a priori commandments to you so listen well or else dire consequences shall follow ..."

 * Regarding ownership. Wikiversity is not Wikipedia.  There can be more than one page per topic or student interest.  If ownership offends you then merely move on to an unowned or differently owned page or start and own or disown your own.  The self evolving and regulating web traffic will dynamically sort people, interests, and material appropriately when the site has established itself with thousands of diverse regular users.

 * Regarding stacked board. Run a search of the wikipedia-l mailing list for the first two or three years for foundation or non-profit.  You may find it illuminating.  I would suggest you do so before publishing any further academic work on "Democracy" within the Wikipedia community.  The actual label and lynch process early on resembled selective genocide or evolution more than "democracy".  Perhaps this has evolved in recent years.  Since I restrict my participation at Wikipedia to correcting obvious factual errors or adding citations, often anonymously, I am not really familiar with the "community" practices for the last year or two.  As a designated troll for the early temerity to ask some specific questions regarding business organization, long term plans, licensing issues, financial plans and attempting mediation in implementation of actual written policy vs. the prejudices, opinions, and personal desires of the "leadership" I got a pretty good bird's eye view of the prevailing "leadership" as practiced at early Wikipedia by project founders and Bomis employee's.

 * Collaboration does not mean everyone snaps to at the whim of a designated leader. To many people it means productive cooperation as in a barn raising.  People helping with things they know how to do or are interested in learning about.

 * Idiocy. Announcing to the world at large via a public conference the wonders of the Wiki Way and its potential in "freeing the curriculum" (presumably from the clutches of publishers and government regulators and economic pressures) and bridging the digital divide only to return to the wiki communities locally attempting to experiment with the technology on a public wiki funded by public donations to a non profit corporation and deny them stable URLs in favor of diverting traffic to a personally owned commercial wiki site could probably be termed many things: incompetence, criminal, shady, selfish, foolish, divisive, etc.   I prefer the broad category of "idiocy".  Notice that of five board members only two have publicly acknowledged interests in Wikia.  Why are the other three aquiescing in this foolishness?  Possibly because the Board is stacked (selected by Jimbo for his personal reasons as stated as intent on the public mailing lists) to go along with "Jimmy says ..." as the local "leadership"s governing ontological distinction?  If you dislike the term idiocy then you are welcome to call it what you please: genious of the Board, policy mandate from the community leadership, detailed policy established by consensus of survivors on surviving wiki pages, etc. etc.
 * This is public information, Jimbo is as of today the chair of Wikia. Angela is its vice-chair. Michael is the treasurer as I understood. And Tim is also working in Wikia. I am the only independant one. So, generally, I agree with your statement. This relation with Wikia may have two consequences. First, Wikia benefits from Wikipedia's popularity (it definitly does. Jimbo mentions Wikia each time he can; including in his permanent signature. And divert business that can not go in WMF). Finances are still a bit shared or were still shared until recently (office for example). Second, 3 board members are in effect Jimbo's employees, thus casting doubts on their voting directions. Practically speaking, I believe Michael though, is making a lot of effort to separate both entities and has shown a good level of independance from Jimbo. But right, a board with 3 members being the employees of a fourth is quite laughable :-) Why are we aquiescing to this foolishness ? Well, without giving details, I'd say that Michael is not aquieshing. Me neither. Pointing out to this situation more publicly might however have bad pr consequences. So, we need other solutions. Having subcommittees is part of the answer. Resigning is not. Evidence has shown that reality is manipulated.

 * Regarding the Board's mandate to exclude online "courses". You are welcome to do as you please.  I intend to ignore it.  A rose by any other name is a rose.  If a section of engineering students or practioners who start by helping each other out with discussions of statics or stress problems leave behind themselves a learning trail adequate for engineering candidates to review in preparation for the Professional Engineering exams you are welcome to call it a "review" or "learning trail" rather than a "course".  I suspect at the engineering school we will have a lot more trade studies and open source projects than actual "courses" if we ever achieve a stable URL space and an active community.

 * I have not suggested you busy yourself exclusively with the burearacracy. I have suggested that you complete whatever paperwork is necessary and sufficient to motivate the burearacry to quit stalling and activate our URL's and wiki databases and leave harassment of other wikiversity participants to other participants until you have completed this critical path activity.  By all means come back and participate (try to avoid announcing your status as a designated community leader and warning others of dire consequences from ignoring you) after completing this 30 minute milestone the committee needs for a fig leaf with the Board to demonstrate their masterful control of the willing volunteers.  I suggested an e-paragraph cover summary to deliver the existing proposal in an attachment (or via URL to a new official version).  It has been worked on and discussed to stale heat death over a couple of months and years.   No further evolution is likely without some actual field experimentation and resulting data.  Give them a suspense.  "In conclusion, the active Wikiversity developers' would appreciate an active URL and Wiki NLT 1 May 06 so that we may organize a publicity drive and fund raising activities to support dedicated servers and software tailoring to coincide with summer break."  CC it to all the applicable community mailing lists.  Tell them which mailing list the Wikiversity participants intend to discuss it on or respond to specific concerns ... I suggest the Textbook-L list since Roberth volunteered it; he, you and I are already there; it will visibly reassure the Wikibooks community we are attempting to get out of their hair and policy space; and there has been no action on setting up the requested Wikiversity-L list. When they respond that all fund raising must be coordinated by the Board and funds directed to official Wikimedia Foundation accounts but that they will ask Brion to activate the URLs after you acknowledge their authority to control the money.  Be a good little selectee and transmit the required fig leaf.  "Thank you for your efforts on our behalf.  I will inform the community we must work with the Treasurer of the Wikimedia Foundation and that we can expect the URLs and Wiki to be active in a few days since you, the committee, have graciously asked the Board in writing to request Brion to activate them."  It is not binding on anyone else considering supporting impending forks.

 * Please do not make the mistake of only asking for the singular activation of URLs. If the Board or committee were inclined to unilaterally fulfill their responsibilities without public acknowledgement of their alleged authority then someone would have already been reading the draft proposals and the URLs would already be active to allow effective participation of thousands of initial experimenters.   Some of whom would be the people who were invited to come check us out via the "Free the Curriculum" and other presentations at Wikimania 05.  BTW.  Have you seen any financial reports regarding Wikimania?  Did the Foundation or a private party make or lose money on the event and what are the projections for future years?
 * We did not lose money, nor make money from the event. You may ask Delphine (notafish) for more details. Some private parties funded it, and may have got some indirect financials benefits due to its support
 * Are the profits going to pay for public servers, stipends for cronies (forgive me ... respectable members of the Wikimedia Community), etc.
 * Sorry, there were no profit, so it will not goes to paying for servers or people
 * Are the audited expenses for travel, salary, lodging, etc. in line with other conventions hosted or sponsored by public/non profit foundations or commercial endeavers?
 * Good question ! Very good question. Well, as a non profit foundation, we have an independant audit mandatory. We recently picked up an audit firm and Michael cleaned up our finances the best he could. The audit started last week.
 * Hmm .. I seem to have drifted a bit here. Too bad we do not have a reputable investigative news wiki available to support public ICT endeavers.

 * I will check out the links you provide to meta at my earliest convenience. Do not wait for me!  You are the man selected as the point of our stacked Board designed spear.  Go get em when and as you feel it appropriate.  Again, I advise merely dropping the spear and sending them a one paragraph email admitting we are finally ready and predominantly in compliance with their wise mandates (Two or three active "courses" in tens of "schools" must be less than .001% non compliance with the mandate right?   Multiple sides can posture around non data and non activity.  The important thing, after affirming the stacked Board is in charge and Wikia has the right to skim profits, is to collect some actual data regarding what might actually work in the field.)  Lazyquasar 23:03, 2 April 2006 (UTC)

=Summary=

Hi, I've been trying to figure out what's going on with Wikiversity, but I found nearly 30 uber-detailed discussions that I would need to grab a Slurpy and sit down for a week to read. Can you tell/point me to a way/concise summary of where it's going? It looked like you were a pretty major player with Wikiversity.

Furthermore, if I want to try to start up a class, do I need to be accredited/anything special like that? Or is Wikiversity so boggled down now that I can't do that.

Anyways, just wondering about everything. --Fephisto 19:55, 19 April 2006 (UTC)

Wikiversity course
You gave me a bunch of info on wikiversity, so I thought you'd be interested in this:

School of Mathematics:Calculus

If you could advertise somehow, that would be nice. Fephisto 04:09, 9 July 2006 (UTC)

In reply to your questions!

The majority of the information your asked for I have in the course outline of the website: School of Mathematics:Calculus. But just to repeat them anyways...

The materials (lectures, assignments, tests, what readings from the test, etc.) will be created in a sort of impromptu way, for two reasons: 1)This is a general Calculus class, I don't know where people are coming from, where they're starting from, nor what their goals are. I.e., some people will want to know Calculus intuitively (an integral is, more or less, the area under a curve), and others (math majors, or those who are uber-ambitious and have knowledge of set theory) will want to know Calculus formally and rigourisly (this is a partition, this is a lower and upper integral, etc.). 2)Both Wikiversity and I am not accredited, rather then grade-choke, I have the opportunity to allow the person to take what he wants from the class, I don't like rote learning, so since I have the opportunity to move away from this, I will try and do so.

If I missed something, ask me again, but if you really are eager, then send a pretest my way (my email is on my front page)! Fephisto 17:40, 13 July 2006 (UTC)

"And you're saying that they are in the Wikibooks mentioned on that page, and that you're going to then teach people about Calculus using those books, and according to their needs - right?"

Not entirely, I also mentioned that I'd be making assignments and lecture pages impromptu in Wikiversity as I said above. The most I'd do with Calculus pages is assign reading for a certain day.

"This might all be a bit confusing to you - in fact, it occurs to me to ask you about what you say on your page ("I hope Wikiversity doesn't go away") - does this mean you hope the projects don't separate? Are you aware of the context of all this? See the links to the current proposal I gave you before, if not. In any case, I'd really like to hear your views on the matter. Thanks."

I meant exactly what it said, I simply just hope it doesn't get deleted, that's all.

Teh Wishes, Fephisto 16:03, 14 July 2006 (UTC)

The course has already ended, there was a whopping one person (technically two people) that participated. If you're interested in the format or results check it out: School of Mathematics:Calculus.Fephisto 23:50, 19 August 2006 (UTC)

International development, Sustainable development
Hi Cormaggio, I noticed your interest in International development & Sustainable development. I'd like to see material on these topics too - I'm currently very active at Appropedia, and we're discussing the issue of textbooks at Appropedia's Village pump.

Personally I'm mainly interested in expanding the material on these topics on Wikipedia and Appropedia. If somebody wants to use that material for developing textbooks or courses, that's cool, but I don't want to focus on that just yet. (First things first.)

Anyhow, have a look at Appropedia and tell me your thoughts - is this kind of collaboration something that interests you?

btw, there's also a WikiProject International development, in case that's of interest. --Singkong2005 04:42, 15 September 2006 (UTC)

title: User talk:Cormaggio


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text:
Developing A Universal Religion/Present Day Religions/Judaism

Judaism was the first ethnic and religious group to oppose the prevailing Greek and Roman beliefs in many gods and to permanently adopt monotheism. Many Jewish beliefs and values were later carried over into its two most powerful progeny, Christianity and Islam, and Judaism continues to exert an influence far beyond that which one might expect from a relatively small religion.

According to the Old Testament, in the thirteenth century BC Moses was commanded by Jehovah to deliver the Hebrews from their Egyptian bondage. Aided by miracles, he eventually succeeded. On reaching the desert, Moses climbed Mount Sinai, returning after forty days with the Ten Commandments. These became fundamental Hebrew laws, and emphasize the importance of property, communal equality, individual rights, personal freedom and sexual morality.

Orthodox Jews believe that God gave the Torah to Moses on Mount Sinai. The written Torah is maintained on scrolls in every synagogue where each week portions are read aloud. This, and the oral Torah (recorded as the Mishnah and the Talmud by rabbis in the Middle Ages) are said to contain all of God's teachings for humankind.

The Hebrews, under Joshua, conquered Palestine, and later, under King David, established their capital in Jerusalem in 1003 BC, unifying the tribes of Israel. There, King David's son Solomon built the first Jewish temple. Periods of prosperity as well as misfortune followed, and are recorded in the Old Testament. Assyrians, in 721 BC, conquered northern Israel, then drove ten of the twelve Israelite tribes into exile. In 586 BC, Nebuchadnezzar II destroyed Jerusalem and Solomon's Temple, and the Hebrews were later exiled from the southern kingdom of Judah. Eventually the Hebrew tribes were allowed to return to Jerusalem as subjects of the Persian Empire. After a brief independence, they became subjects of the Roman Empire. Jerusalem was destroyed by Roman legions in 70 AD during the Great Revolt, and again the Jews dispersed. Many centuries of persecution followed, and the Jewish people only regained a land of their own, Israel, in 1948.

Jews maintained their faith through the many intervening centuries because they demanded strict adherence (through study, prayer and observance) to Judaism and to the Jewish Law; because they utilized one common language that all are required to know; because they practised an integrated communal and spiritual life; and because they were guided by an irrepressible hope for, and faith in, the establishment of a messianic kingdom.

Orthodox Jews believe that there is only one God, Yahweh, who created the universe, and who continues to govern it in an intelligible and purposeful manner. They also believe that they hold a covenant with their god, whereby they obey His laws in return for His acknowledgement that they are His chosen people, to be carefully cared for. In effect, Israel is to be the model for the human race.

The Jewish year includes five major and two minor festivals. Three of the major festivals were originally agricultural, and are thus tied to the seasons. (Passover celebrates their exodus from Egypt.) Practising Jews pray three times a day and recite benedictions (particularly before meals, which follow strict dietary laws). Male children, when eight days old, are publicly initiated into the covenant of Abraham through circumcision. Boys reach legal maturity at the age of 13, when they are considered adults and assume responsibility for observing all the Jewish commandments (bar mitzvah), and are called for the first time to read the Torah aloud in a synagogue. Girls reach maturity at 12 years of age.

Both men and women are expected to dress modestly, and are prohibited (by an extension of the requirement to separate the animal and vegetable spheres of life) from wearing any garment that combines both wool and linen. Men are required to wear a head covering called a kippah.

Orthodox Jews expect the Messiah to return, the dead to be resurrected, and there to be everlasting retribution.

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Developing A Universal Religion/Present Day Religions/Atheists And Non-Believers

Atheists and non-believers (who lack any belief in a god), number about 1.2 billion. Agnostics (who state that there is insufficient evidence to prove or disprove the existence of God, and neither believe nor disbelieve that a god might exist), are likely to form part of this total. These individuals have been included in this brief survey because they constitute one-fifth of the world’s population, and because their opinions are relevant to the subject matter of this book.

Countless numbers of philosophers and writers, from Lucretius to the present, have expressed non-belief either in the existence of gods or in their power over humankind. However, since no census, or its equivalent, sought atheistic or agnostic affiliations in past ages, we have no estimate of the number of followers such thinkers may have had.

Atheists typically consider the Bible, Koran, Vedas, Torah and other such texts to be simply records of myths or stories, and dismiss the idea that they could be revelations from a deity. They refute the existence of any god (as creator, or as a loving, caring overseer), and reject the concepts of divine creation, a soul, or an afterlife of any kind. On the other hand, non-believers simply do not believe in such things. They do not concern themselves with denying or affirming the possibility that a god or gods exist, and leave the whole matter for others to mull over.

Atheists may provide any of several reasons for their disbelief, the most common being the lack or inadequacy of evidence. In their opinion, all of the theological proofs that a god exists (particularly the Ontological, Cosmological, Teleological, and Moral arguments ) have been clearly refuted in one manner or another. Miracles, and such concepts as the existence or presence of a satan or a god, they argue, are so contrary to the behaviour of all everyday experience and knowledge of the real world, that incontrovertible evidence is needed for them to be credible—the ubiquitous hearsay evidence being particularly weak. They counter religious believers by asking how an “all-knowing” god can also be “all-good,” how an “all-good” god can permit innocent children or animals to suffer, and how such a being could allow evil to exist. There are many reasons why more people prefer to believe a god exists rather than to not believe. First, our mind's rationality requires us to aim our decisions at accomplishing some purpose; for many, a belief that God demands certain behaviours provides all the purpose they need. Second, believing that “God is responsible for all” supplies a plausible explanation for everything unknown. For example, before our current understanding of nuclear physics (to trace the evolution of stars), or genetics (to draft an accurate depiction of life's evolution), or pathogens (to account for certain illnesses), a conceivable interpretation was that God was the creator of stars and people, or was driving out evil. “Explaining” significant unknowns by attributing them to the behaviour of a god is still the simplest, most readily understood, and in many cases, the most convenient, answer for the world’s poorly educated majority. A third reason is that prominent and persuasive personalities, who may have a vested interest in the continuation of such beliefs, foster them. (Claiming to believe in God is considered to convey an image of being a caring, honest and respectable person in many societies—an image sometimes negated by the facts, but one which is nonetheless useful when seeking re-election, and vital when one's career lies within the church.)

Belief that God created all we see around us settles the question of how everything came into being, but it does not address the question of why the universe was created. This remains a mystery, to religions and to science.

To say that there was a creator is to make a statement purported to be factual. Any statement claiming to be factual opens itself up to scientific investigation. (This is the rationale for conducting the Jesus Seminars, see http://virtualreligion.net/forum.) And science is valuable precisely because it rejects any supposition that has no way of being disproved. Beliefs, by definition, cannot be disproved in the minds of those who believe, and therefore cannot be scientific. (This is why Creationism is not a science.)

Religions are based upon beliefs—or upon faith when belief is non-existent—rather than facts. Rational arguments can never deconstruct a believer’s mind, and there is nothing to be gained by embarking upon such an endeavour. However, rational arguments can shake faith (see Summary of Revelations and Conversions, footnote 1). And knowledge, particularly scientific understanding, can reduce or destroy an individual’s faith. Therein lies both danger (for purposeless minds are unhappy minds) and hope (for rationality’s future).

Atheism holds no particular philosophical position, and preaches no particular code of behaviour in refuting all divinities, spiritual religions and their doctrines. Although atheists must therefore develop their own standards of behaviour, there is no evidence that shows them to be any more or any less moral than those who have adopted the moral codes of a religion.

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