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Hormone

Welcome to the Wikiversity learning project about hormones. Wikiversity learning resources about hormones are under development.

Introduction
Hormones are molecules that are :

 * 1) made in and released from a cell
 * 2) carried through the circulatory system
 * 3) act through specific receptor systems to modify the behavior of target cells.

Hormones help coordinate the behaviors of distant parts of animals. One of the most familiar hormones is insulin. Insulin is made in the pancreas and is transported through the blood stream to its many target tissues. The pancreas is positioned so as to efficiently sense when food molecules are available in the digestive system. Insulin is released when food molecules are available and it triggers many cells in the body to adjust their metabolic processes so as to help store the available food molecules.

The fact that hormones function as control signals that are transported through the blood makes them an important class of drugs. For example, insulin can be used as a drug by some people with diabetes. Some drugs target the production of hormones or their receptors. We can also often influence the actions of hormones by our daily behaviors. Thus, there are many circumstances when people become interested in hormones for health reasons.

Additional resources

 * Hormones as drugs

title: Hormone


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Introduction to Electronics/Lecture Test Equipment

DMM
Digital Multimeters (DMM) are used for measuring voltage, current, or resistance. They often have other features easing lab use, allowing you to measure for capacitance, inductance, and temperature among other things. They have two probes for taking measurements. Care must be taken that they be used properly depending on what is being measured else excessive current may flow through the probes.

When measuring voltage, set the multimeter into a voltage reading mode. In this mode only minuscule amounts of current should be able to flow through the probes. Place the probes across two points in the circuit to measure the voltage across those points. Voltage is always measured between two points. Sometimes its conventional to discuss a voltage at a single point in the circuit, but in this case, the voltage is conventionally relative to the circuit ground.

When measuring current, set the multimeter to measure current. In this mode ideally unlimited current should be able to flow through the probes. Multimeters should have a protective fuse which should blow when measuring current that is too great. Current is always measured through the probes, not across them. Therefore, to measure current through a device, disconnect that device, then touch one probe to the device lead and touch the other probe to the point in the circuit where the device lead was connected. Current should flow through the probes as though the device was connected directly in the circuit.

Power Supplies
Power supplies provide a stable source of power for circuits. A voltage is specified for the device. Also importantly, current limits are often also specifyable. Mindfully setting maximum current limits can protect circuits when mistakes are made which would cause excessive current to flow.

Oscilloscopes
Oscilloscopes are for measuring time varying voltages, particularly periodic signals. Oscilloscopes have a screen which displays a graph of the voltage over time, called the waveform. Oscilloscope screens are typically divided into squares called divisions. Vertically, the voltage per division can be adjusted to see smaller or larger voltages. Horizontally, the time per division can be adjusted to see faster or slower signals. Digital oscilloscopes often have other features for performing mathematical operations on the input signals.

watting for copyright permissions   images/diagrams 50% done Back to: Topic:Electronic Engineering

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


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Introduction to Electronics/Lecture Smart test equipment

 * Lecture 2, Smart test equipment
 * Spectrum Analyzer, Logic Analyzers, Digital Storage Oscilloscopes ...

Back to: Topic:Electronic Engineering


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User talk:Nina Elmendorf-Steele

Welcome
Hello Nina Elmendorf-Steele, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 01:41, 13 November 2007 (UTC)

title: User talk:Nina Elmendorf-Steele


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User talk:Darrel

Welcome
Hello Darrel, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 01:45, 13 November 2007 (UTC)

Promotional Materials
Darrel, I am curious as to why you deleted my paragraphs from http://en.wikiversity.org/wiki/Wikiversity:Getting_involved while leaving your own. I can kind of understand the competing introduction paragraph but the paragraph regarding "One Laptop per Child" goes to the heart of Wikiversity's mission. In my view, free learning materials will have limited impact if children world wide cannot access them. I would appreciate the immediate restoration of that paragraph. If you do not know how please consider consulting a custodian. Thanks for your consideration and efforts in this matter. If you wish to discuss the matter further please leave a message at my user talk page. Mirwin 05:43, 28 December 2007 (UTC)
 * Disregard above message, I misread the diff file.  I have tit for tatted you and left a request for people to put their introductionary materials on their user page.  Cheerio! Mirwin 05:50, 28 December 2007 (UTC)

title: User talk:Darrel


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Anaphylaxis/Anaphylactic shock

Anaphylactic shock, the most severe type of anaphylaxis, occurs when an allergic response triggers a quick release from mast cells of large quantities of immunological mediators (histamines, prostaglandins, leukotrienes) leading to systemic vasodilation (associated with a sudden drop in blood pressure) and edema of bronchial mucosa (resulting in bronchoconstriction and difficulty breathing). Anaphylactic shock can lead to death in a matter of minutes if left untreated.

An estimated 1.24% to 16.8% of the population of the United States is considered "at-risk" for having an anaphylactic reaction if they are exposed to one or more allergens, especially penicillin and insect stings. Most of these people successfully avoid their allergens and will never experience anaphylaxis. Of those people who actually experience anaphylaxis, up to 1% may die as a result.[3] Anaphylaxis results in fewer than 1,000 deaths per year in the U.S. (compared to 2.4 million deaths from all causes each year in the U.S.[1]). The most common presentation includes sudden cardiovascular collapse (88% of reported cases of severe anaphylaxis).

Researchers typically distinguish between "true anaphylaxis" and "pseudo-anaphylaxis." The symptoms, treatment, and risk of death are identical, but "true" anaphylaxis is always caused directly by degranulation of mast cells or basophils that is mediated by immunoglobulin E (IgE), and pseudo-anaphylaxis occurs due to all other causes. The distinction is primarily made by those studying mechanisms of allergic reactions.

title: Anaphylaxis/Anaphylactic shock


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Construction/Planning

Construction planning

Construction engineers use various methods of planning a project. Most common is Microsoft Project and Primavera. The Construction Planning Engineers visualize the sequence of Executing a project and present them in a graphical or table, Presentable format.

Gantt and PERT charts are methods used in the programming, planning and control of construction projects. These methods and applications can be used as an efficient and powerful project management tool system. Historically PERT was invented by the US Navy as part of the Polaris mobile submarine-launched ballistic missile project. It was then developed in the ‘50’s, primarily to simplify the planning and scheduling of large and complex projects and was seen as a ‘scientific management’ approach to project management which took on the aspects of Fordism and Taylorism.

The Program Evaluation and Review Technique commonly abbreviated PERT is a model and tool for project management. It is a basic and effective method to analyze the construction tasks involved in completing a construction project, especially the time needed to complete each task, and identifying the minimum time needed to complete the total project. In doing so, decisions can be made instead of it making decisions for the user. The illustration of a PERT chart is a display of interconnected events conventionally represented as numbered circles or squares. These are linked by arrows which either precede or succeed each activity. PERT charts are usually drawn on ruled paper with the horizontal axis indicating time period divisions in days, weeks, months, and so on. Although it is possible to draw a PERT chart for an entire project, the usual practice is to break the plans into smaller, more meaningful parts. This is very helpful if the chart has to be redrawn for any reason, such as skipped or incorrectly estimated tasks. On the Pert chart design these activity boxes can also split and run simultaneously in order to illustrate other areas of work within a project. These boxes contain start and finish dates, durations and earliest and latest start and finish dates. The advantage of this technique as a project management tool can be seen back in the times when computers were not so common. It meant that activities could be programmed on projects of differing magnitude and complexity involving a large number of tasks and dependencies, hence PERT is and was intended for very large-scale, one-time, complex, non-routine projects. It does, however incorporate uncertainty in the sense that it is possible to plan a construction project not knowing precisely the details and durations of all the activities involved such as bricklaying and the installation of windows. In this respect it is seen as an event-oriented technique rather than start- and completion-oriented. However PERT can dictate the critical path of a project which is the longest possible continuous pathway taken from the initial event to the terminal event. It also determines the total calendar time required for the project; and, therefore, any time delays along the critical path will delay the reaching of the terminal event by at least the same amount. Also Lead and Lag Time can be taken into account. These are the times by which a predecessor or successor event must be elapsed in order to allow a sufficient time for the following PERT event to start. Also, a project is to determine the tasks that the project requires and the order in which they must be completed. The order may be easy to record for some tasks (i.e. When building a house, the land must be graded before the foundation can be laid) while difficult for others (There are two areas that need to be graded, but there are only enough JCB’s to do one). Additionally, the time estimates usually reflect the normal, non-rushed time. Many times, the time required to execute the task can be reduced for an additional cost or a reduction in the quality. Critical Path Method (CPM) charts are similar to PERT charts and are sometimes known as PERT/CPM. In a CPM chart, the critical path is indicated. A critical path consists that set of dependent tasks (each dependent on the preceding one) which together take the longest time to complete. Although it is not normally done, a CPM chart can define multiple, equally critical paths. Tasks which fall on the critical path should be noted in some way, so that they may be given special attention. One way is to draw critical path tasks with a double line instead of a single line. Tasks which are on the critical path must receive attention by both the project manager and the personnel assigned to them. The critical path for any given method may shift as the project progresses and this can happen when tasks are completed either behind or ahead of schedule. This causes other tasks which may still be on schedule to fall on the new critical path. In this respect, the Gantt chart evolved with the Critical Path method.

A Gantt chart is a popular type of bar chart that illustrates a project programme. Gantt charts illustrate the start and finish dates of the activities and summary elements of a construction project. The initial format of the chart was developed by Mr. Henry Gantt (1861-1919) in 1910. The method was seen at the time as a revolutionary tool and was overlooked by the PERT method. By the 1980s, the PC eased the implementation and editing of elaborate Gantt charts or programmes. Gantt charts are now used in software applications such as MS Project. This software was primarily intended for project managers and construction planners. Nowadays, the Gantt chart has become a common technique for representing the phases and activities of a project work breakdown structure, so they can be understood by site management and subcontractors.

On a Gantt chart activity elements and summary elements comprise the work breakdown structure of the project such as excavation and concrete pouring. Some Gantt charts also show the dependency relationships between activities like the PERT chart. A Gantt chart used in construction can be a compilation of activities shown in a bar format. These bars can be linked together to show the sequence of activities. The longest sequence of activities is known as the critical path of the programme as described above. The advantage of the Gantt chart over a PERT chart means that a series of activities can be reviewed during a project and also can be used to show current status using percent-complete shadings in a vertical format. A Gantt chart programme can list all the tasks to be undertaken with start and finish dates and durations. Each activity can also have resources and costs assigned to them. The advantage of this means that the progress updating of the programme can be evaluated in terms of value undertaken and work complete on-site.

It can be seen that a Gantt chart has a distinct advantage over a PERT chart in respect that it is easier to be visually represented by showing activity bars instead of activity shapes which can be misleading to the reader. Also a Gantt chart can be represented in a graphical format indicating resources and the critical path. The most commonly used type in the Irish Construction Industry is the Gantt chart which is tried and tested using computer software applications such as MS Project.

BIBLIOGRAPHY

[http://studentweb.tulane.edu/~mtruill/dev-pert.html http://www.mindtools.com/critpath.html http://gates.comm.virginia.edu/rrn2n/teaching/gantt.htm http://www.netmba.com/operations/project/pert/ http://whatis.techtarget.com/definition/0,,sid9_gci331391_top1,00.html]

Books

Project Management Demystified – Geoff Reiss – E & FN Spon Practical Tools, Techniques and MS Project Scheduling – Dick Billows - PMI

THE CONSTRUCTION PLANNING MANAGEMENT METHODOLOGY

A.	TENDER STAGE:

At tender stage the Contractor is required to produce the following:-

1.	Tender Programme – Fully logic linked and rescheduled to identify the Critical Path, any float and earliest Completion Date. Allowances for Inclement Weather and Industrial Disputes are to be made and clearly identified.

2.	Tender Specific Requirements – Information required to be submitted with the Tender includes:

2.1.	Tender Programme as item 1 above 2.2.	Labour Histograms 2.3.	Method Statements 2.4.	Cash Flow 2.5.	Activity Schedule

3.	Tender Planning Notes – All information used to arrive at individual activity duration’s and sequencing of the works (e.g. Breakdown of quantities, Chosen output, Resources, Calculations of duration, Specialist contractors used etc.). This should be produced as a spreadsheet relating to the BoQ.

4.	Tender Planning Philosophy – A list of the main programme restraints, milestones and other important factors, including any alternatives considered, which may have an effect upon the programme. For successful tenders this will be expanded into a written narrative explaining the philosophy behind the Tender Programme.

The Contractor will be required to attend a Program Review Meeting with the Architect and Project Manager. This should be attended by the following Contractor’s personnel whom the Contractor proposes to allocate to the project – Project Planner, Project Manager, Site Manager, Contract Administrator, General Foreman and whosoever else the Contractor wishes to attend. The Project Manager and Project Planner will be required to give a presentation of the Tender Program philosophy explaining the logic behind the document.

This presentation will also require the Contractor to demonstrate fully logic linked activities with the Procurement Programme and the Architects/Consultants Design Programme.

The Program is required to address and identify specific programming issues including: the “weathering” of the Building, the early “hand-over” of dedicated areas, the interfaces with the Specialist Nominated Sub-contractors, the co-ordination of the Lift Services, Mechanical Services and Electrical Services Sub-contractors, management of Specialist Contractors/Suppliers (including suppliers and installers of Fittings, Furniture and Equipment) appointed by the Client and other relevant issues that impact on the completion of the project within the defined parameters for quality, time and cost.

B.	CONTRACT AWARD – Contract Programme:

The Contractor is required to provide a Project Programmer who will be assigned to the project to fulfil the objectives for the duration of the Contract. The Project Programmer’s prime responsibility will be to ensure that all of the Project Programmer, Programming and Monitoring Objectives for the contract as set out in this document are met.

Prior to the award of the contract the Contractor will be required to prepare the following for acceptance by the Architect and Project Manager:

1.	Contract Programme:

1.1.	Developed from the Tender Programme on a Gantt Chart in format in sufficient detail to allow for accurate progress monitoring for contractual purposes. The activities on the programme must be fully logic linked and scheduled to identify the Critical Path to the project.

1.2.	The programme is to be prepared with the following Key Drivers in perspective.

1.2.1.	To record agreed intentions with the Project Manager, Design Consultants and Client.

1.2.2.	To identify the project Completion Date, Handover Dates for Separable Parts of the Works, Power-on Dates, Commissioning, Snagging and the like.

1.2.3.	To supply a timetable for co-ordinating the issue of design information, the placing of orders / delivery of materials and operations of plant and sub-contractors.

1.2.4.	To provide a basis for assessment if interim valuations and ‘payment by results’.

1.2.5.	To show the sequence of operations and output required from the Main Contractor and Sub-contractors.

1.2.6.	To provide a yardstick for monitoring progress against forecast for individual activities.

1.2.7.	To furnish the Client with milestone dates for decision-making and occupancy.

1.2.8.	To identify the activities on the CRITICAL PATH for the construction works supported by ‘network logic arrows’.

1.2.9.	To discourage changes in design by indicating the natural consequences, while at the same time facilitating amendments and minimising their harmful effects should  contingencies arrive.

1.3.	The detail to be depicted on the programme should be set out in accordance with the following guidelines: 1.3.1.	A ‘broad’ Master Programme. 1.3.2.	Intermediate/Section/Phase/Zone Programmes 1.3.3.	Detailed Operation Programmes identifying the activity/activities to be undertaken. 1.3.4.	Procurement Programme 1.3.5.	Outstanding Information

1.4.	Each and every activity on the programme is to be detailed to include the following detail:

1.4.1.	Activity reference number 1.4.2.	Activity name and outline description 1.4.3.	Activity duration 1.4.4.	Early Start date 1.4.5.	Early Finish date 1.4.6.	Late Start date 1.4.7.	Late Finish date 1.4.8.	Free Float for each activity 1.4.9.	Total Float for the programme 1.4.10.	Critical Activities 1.4.11.	Preceding Activities (Precedence Diagram/Network Analysis) 1.4.12.	Dependent Activities (as above) 1.4.13.	Resources to be deployed on the specific activities

1.5.	The programme chart must clearly identify Project Start Date and Earliest Completion Date for the project, including allowances for inclement weather and potential delays due to industrial relations disputes.

2.	Contract Specific Requirements:

In addition to that outlined above, documentation to be submitted by the Contractor includes:

`	2.1.	Labour Histograms 2.2.	Method Statements 2.3.	Cash Flow Forecast 2.4.	Activity Schedule 2.5.	Resource Schedule 2.6.	Schedule of Submittals to be provided for the approval of the Client 2.7.	Schedule of Samples to be provided for the approval of the Client

3.	Contract Project Programmer Notes:

3.1.	All information used to arrive at individual activity durations and sequencing of the works:

3.1.1.	Breakdown of quantities 3.1.2.	Chosen output 3.1.3.	Resources 3.1.4.	Calculation of durations 3.1.5.	Specialist contractor used

3.2.	This document should be produced as a spreadsheet relating to the BoQ.

3.3.	All major items including Prime Cost and Provisional Sums must be accounted for.

4.	Contract Project Programme Methodology:

A list of all programme restraints, milestones and all other important factors, including any alternative considered, which may have an effect upon the programme. This will be summarised into a detailed written narrative explaining the methodology behind the Contract Programme.

5.	Procurement and Information Release Schedules:

As appropriate and linked to the Design Programme produced by the Architect and other design consultants.

5.1.	These schedules are to be converted into a Gantt chart and are to outline the order of priorities and timetables for document release from the respective designers’ offices.

5.2.	Symbols are to be added to the chart to indicate the latest dates by which information must be at hand in order to co-ordinate the supply of materials, labour and sub-contractors’ (on-site and off-site) works. Suitable symbols should identify the following as an example:

5.2.1.	Latest date for drawings and details from the consultant

5.2.2.	Latest date for bending schedules

5.2.3.	Manufacturers drawings to be approved.

5.2.4.	Nominations required.

5.2.5.	Submittals to be approved.

5.2.7.	Structural steel to be delivered

6.	Sub-contractors:

Sub-contractors works must be scheduled so that their individual start (ES & LS) and finish (EF & LF) dates dovetail exactly into the overall timetable for the project.

C.	CONTRACT PERIOD – Construction Programme:

The Contractor is required to ensure that every member of the Site Team, including specialist contractors and suppliers, must understand and fully commit to the Contract Programme.

Project Programming must be a continuous activity, hence, the preparatory groundwork of the Contract Programme must be extended by the regular preparation of Short Term Programs for both on-site and off-site activities.

The Construction Programme:

The Contractor is required to liaise with the Design Team to ensure that the Contract Programme is to be converted into the Construction Programme for the purpose of continuous programming, co-ordinating, monitoring and re-programming the construction works during the construction period.

1.	Continuous Programming, Co-Ordinating, Monitoring and Re-Programming: must be systematically and analytically focused on the following objectives:

1.1.	Site management must ‘look ahead’ to foresee future requirements and hence avoid delays

1.2.	Review the actual performance achieved:

1.2.1.	To ‘track’ performance against programmed activities 1.2.2.	To identify and take corrective action for shortcomings, where required 1.2.3.	To take advantage of any gains achieved

1.3.	To incorporate any design modifications

1.4.	To facilitate improved production techniques in the light of more detailed information and/or further investigation

1.5.	To be developed by the Contractor in more detail than the Contract Programme to allow for construction management and detailed progress monitoring. Fully logic linked and re-scheduled to clearly identify the critical activities, activity float and projected milestone (e.g. weathering, power on etc.), sectional and contract completion dates. The Construction Programme is required to be a live document which must be continually reviewed, revised and re-scheduled taking into consideration all available information.

2.	Short Term Project Programmes:

The Contractor’s Construction Programme will be required to comply with the following guidelines:

2.1.	The Contractor is to prepare, at monthly intervals, an update of the Construction Programme specifically focused on the next four/five weeks ahead. The period may be varied to coincide with particular stages of the work – a Staged Possession/Handover Programme.

2.2	The programme is to be a translation of the actual progress achieved coupled with a forecast of work to be done to achieve completion of the project within the contracted time scale for the project (duly amended as approved by the Architect).

2.3.	The layout of the updated Construction Programme is to be in the same format and to the same detail as that required for the Contract Programme with the following enhancements:

2.3.1.	The time period is to be portrayed in weeks and days as appropriate for a Short Term Programme

2.3.2.	Relevant operations are to be translated from previous programmes, together with any work outstanding from the previous periods (clearly identified separately) and any additions or items brought forward for any reason (clearly identified separately). Work packages are to be broken down into scope items/activities to a degree sufficient to reflect effective on-site management and off-site co-ordination of resources.

2.3.3.	Particular emphasis should be placed on the maintenance of continuity of work for both labour and sub-contractors.

2.3.4.	Every activity is to be systematically checked to ensure that:

2.3.4.1.	Essential design and approvals information is or will be available to allow the activity to proceed as planned

2.3.4.2.	Sub-contractor activities are proceeding in accordance with agreed time-scales.

2.3.4.3.	Any potential bottlenecks or hindrances are to be thoroughly investigated and obviated.

2.3.4.4.	Where necessary, proper correction action, redeployment and re-programming of the activity coupled with corrective action to dependent activities should be assessed in order to arrest any potential of ‘spillage’ to activities

2.4.	The Contractor will be required to present the updated Construction Programme to reflect the following criteria:-

2.4.1.	Each and every activity on the programme is to be detailed to include the following detail:

2.4.1.1	Activity reference number 2.4.1.2 Activity name and outline description 2.4.1.3	Activity duration 2.4.1.4	Early Start date 2.4.1.5	Early Finish date 2.4.1.6	Late Start date 2.4.1.7	Late Finish date 2.4.1.8	Free Float for each activity 2.4.1.9	Total Float for the programme 2.4.1.10 Critical Activities 2.4.1.11 Preceding Activities (Precedence Diagram/					 Network Analysis) 2.4.1.12 Dependent Activities (as above) 2.4.1.13 Resources to be deployed on the specific activities

2.4.2.	The status of each activity on the programme with either the status indicated by way of shading to reflect the component of work complete, or lines beneath each activity to record “as built” information (i.e. days work, % complete, comments, A.I.s etc.).

2.4.3.	A tabular report recording “slippage” of activities against programme.

2.4.4.	A “Jagged Line” programme reflecting the status of each activity at the date of updating the document. 2.4.5.	A “Rescheduled” Programme – showing the amended forecast Completion Date and the amended Critical Path for the project.

3.	Progress Report:  The Contractor will be responsible for making sure that all records, as built information and relevant comments are up to date and readily available. The Project Programmer will agree and record the % complete for each activity with the Project Manager at least once per month. The Project Programmer will then resource and update the Construction Programme accordingly.

4.	Change Order Schedule: The Contractor will be responsible for ensuring that a Change Order Schedule is maintained on site to log all instructions, design changes and variations that are issued to him. Prior to the monthly Progress Report, the Contractor will assess the direct time delay associated with each instruction, design change and variation. The Contractor will then incorporate the changes into:-

4.1.	The Contract Programme in order to assess the impact, if any, on the agreed Date of Practical Completion of the Project and an Extension of Time should be sought.

4.2.	The Construction Programme in order to assess the revisions that have to be made to the programme in order to achieve the previously agreed Date of Practical Completion. 5.	Monthly Programme Report:  The Contractor will be required to produce a summary report in a tabular format. This report will address the following key issues:-

5.1.	Progress to date.

5.2.	Analysis of progress.

5.3.	Critical Activities to be focused on for the next month.

5.4.	Interface with the Design Programme.

5.5.	Interface with the Procurement Programme.

5.6.	Projected dates for hand over of dedicated areas and dates of Practical Completion for the Contract. 5.7.	Substantiated requests seeking an entitlement for an Extension of Time to the Contract Programme based upon known changes/variations.

5.8.	Recommendations for reprogramming the Construction Programme for the remaining works within the constraint of the original Completion Date.

6.	Revised Construction Programme:  Following the review of the Programme Report the Project Manager, in conjunction with the Architect, will decide whether or not the updated Construction Programme needs to be revised and/or accepted as presented.

The Construction Programme must remain a LIVE document throughout the contract.

title: Construction/Planning


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Linux/Reading the Linux Kernel Sources

Reading the Linux Kernel Sources
Part of an ongoing Linux Kernel exploration by SVLUG - the Silicon Valley Linux Users Group

You might enjoy our first YouTube video!

Good places to follow along:

 * surfing the sources
 * http://lxr.linux.no - browse the linux source code
 * Tamacom Kernel Source Tour

Look out for this: sometimes code gets moved from one file or one directory to another.... or converted from raw assembler (in the arch area) into C and categorized. Therefore the LXR site letting you surf the older source trees can be very interesting. A specific example of this is the eventual combining of several closely related architectures into one arch with sub-architectures.

 * Wikipedia handy words
 * Linux kernel
 * Extended memory
 * computer interrupt
 * computer pointers
 * the C programming language
 * Potentially useful books
 * Assembly Language Step by Step by Jeff Duntemann (Wiley 2000) ISBN 0471375233 - section on the gas assembly language syntax (Chapter 12), INTs used in Linux (Chapter 13), etc.
 * Linux Device Drivers, 3rd edition, Jonathan Corbet, Alessandro Rubini, and Greg Kroah-Hartman (O'Reilly 2005) ISBN 0-596-00590-3 - covers device drivers for kernel 2.6.10. Full text available for free at LWN
 * See also Ralf Brown's x86 interrupt list

Introduction to the Linux Kernel Source
Traditional computer science programming courseware, for the most part, uses source code examples that are over-simplified and academic, giving little insight into how things work in the real world, and into the forces that change source code over time.

The Linux kernel is one of the most widely used pieces of production source code in the world today. It's been under continuous development for over two decades, and has seen ever-growing popularity and usage. In that respect, it's one of the more seminal works of source code for any aspiring engineer to study.

Studying the Linux kernel sources poses a number of challenges. The kernel is comprised of over 15 million lines of code. In addition, the kernel is a unique "program" - one which provides the most fundamental support for the system's hardware, libraries and the applications which run under it. So studying a kernel is considerably more complicated than studying a typical user space C program. We can't just start at int main (int argc, char **argv) ...' and proceed from there.

The Linux kernel has a number of different distinct entry points. It also contains a small amount of assembly code required for firmware loads and kernel boot sequences. Naturally the Linux kernel cannot link with the standard C libraries (since, at their core the C libraries depend on systems calls which are provided by the kernel --- so that would present a classic chicken-and-egg problem).

Here we'll present a number of tips for studying the kernel sources. We'll then provide an outline for one sequence of topics which can be studied in a progressive and productive way. The outline will be primarily presented as links via Cross-referencing Linux

We'll also rely heavily on other online resources such as the LDP Kernel Hacker's Guide (which, although quite dated can give us some historical perspective on the code from a time when the kernel was somewhat smaller and simpler).

Get Linux first release 0.01

Where the CPU Starts Executing
One approach would be to start where the CPU starts executing a freshly loaded kernel image.

Naturally we could ask ourselves: "what is the first part of the compiled kernel that will be executed?" Another way of asking this is: "what is the kernel's 'entry point?'" (Unfortunately search on the obvious Google terms: "Linux kernel 'entry point'" leads to discussions of how system calls transition from user space into kernel space --- which is a different sort of "entry point" (though one well worth studying)).

In order to answer that question we have to consider how a kernel gets loaded into memory and started on a system. When a computer starts up the system memory (RAM) is empty; the only available operating instructions are in ROM (read-only memory) --- also called the firmware.

Naturally the firmware is different for each system architecture. Thus PCs, PowerPC (older Machintosh systems, and IBM POWER, RS/6000 workstations, etc), DEC Alpha, MIPS, SPARC, and other systems each have their own low-level code --- and their own loading conventions. Any given compilation of the kernel will have at least one such entry point.

It's even more complicated than that, however, because there are, in some cases such as the PC, a number of different ways that the kernel can be loaded. For example from hard disk, floppy, CD-ROM or over a network (e.g. via PXE). Older Linux kernels, (before circa 2003) could be dumped onto a raw floppy diskette (using the dd command) and booted from there. We see where that code used to be here:

http://lxr.linux.no/source/arch/x86/boot/bootsect.S

As the error message here indicates this raw boot model is no longer supported. So we have to use some program like syslinux, lilo, or grub to load the kernel and jump into the code.

Another complication is that the normal PC Linux kernel image is compressed. There is a small header of code which does some minimal memory management and decompresses the rest of the image into RAM. Then that bit of code jumps into the kernel. The PC (x86) code for decompressing a kernel image can be found in .../arch/i386/boot/compressed/head.S, with other architectures' decompression code found by simply swapping out i386 for your architecture of choice.

Of course, this is so tied to the architecture that it is in assembly language making it somewhat more difficult for C programmers to read. There are a few comments at the beginning of this file which reveal a little about the expectations/assumptions that the code must make about how controls has been passed to it. These become requirements for how the bootloader (syslinux, lilo, grub) must prepare things before the processor jumps to the instruction after the startup_32 label. It uses these arguments to find and decompresses the kernel into the correct place and then jumps to the "correct place," which the code only refers to using a register.

According to the comments, the point that the decompression code jumps to is found in arch/$YOUR_ARCH/kernel/head.S and is marked with the macro ENTRY(stext). Again, the trail fades out. Calculated values are jumped to and macros are invoked. The next hint can be found in the Linux Kernel 2.4 Internals page: after the initial assembly, execution jumps to start_kernel in init/main.c. From there the code becomes much easier to read.

 * Is this correct? Is there any point in the Linux kernel sources called before this point when loading a compressed kernel? The filename head.S is the convention used for this meaning.

 * startup_32 is the code called by setup.S which does the transition into protected mode. setup.S also #includes video.S and seems to call into the subroutines defined there.

 * Is there currently any way to load an uncompressed Linux kernel on a 32-bit PC? How about under x86_64?

 * Is it possible to step through the code with a JTAG based source level debugger in our weekly meeting? Even though this may affect timing, it can tell us what code is actually executed, the calling sequence and the values of variables.

 * It is possible to step through the code with a JTAG based source level debugger on some embedded Linux device that boots Linux directly from Flash? (That keeps us from getting bogged down in the details of the MBR/bootloader, which is unnecessarily complicated on many x86 machines). Perhaps Tomato_(firmware) ?

Where to Therefrom?
Even if we choose to pursue this path of exploring the kernel ... where does the chain of execution go from there? At the end of head.S we see the code clear the EBX register and jump to the address which is contained at that point in the EBP (base pointer) register. The preceding code was calculating possible offsets between the kernel's compiled in load/start address and the location at which it was actually loaded (if it was built as "relocatable").

Notice that the jump is not to a symbolic label, and the comments in the sources don't tell us where to read next.

It should be obvious that starting our reading where the CPU starts executing might present some challenges that we're not quite ready to tackle.

Where "User Space" is Started
Every good Linux systems administrator should know that the classic UNIX kernel starts exactly one normal user space program. So, perhaps this is a useful place to start reading the kernel sources. We know that several things have to happen before init is started (the root filesystem must be located and mounted, the initial console must be opened and connected to file descriptors 0, 1, and 2 (stdin, stdout, and stderr respectively) and the initial environment must be created.

Each pre-requisites has it's own pre-requisites: the block device on which the rootfs is hosted must be detected and initialized, the memory limits must be scanned (or otherwise auto-detected), any memory management unit (MMU) and programmable interrupt controllers (PICs, APICs, IOAPICs) must be detected, enumerated and programmed; etc.

So we could find where the init process is created and trace backwards from there to learn more about how the system is prepared for its ultimate mission (running our programs, one would think).

We can also ask ourselves what happens after the init process has been started. Of course any competent sysadmin knows what happens out in user space: init reads /etc/inittab and executes all of the processes described there.

From that we can intuit at least some of what the kernel must be doing.

Clearly the scheduler must be running, giving the init process and each of its descendants time to execute code in user space.

Any good UNIX programmer knows that code in user space can only do some very basic operations --- basically computation, arithmetic and string operations, on memory that's already allocated to the process. Everything else involves access to files, devices, or other system calls (requests to the kernel to do provide a service to the program).

So we can also look forward, finding out how the kernel handles system calls, and how it provides filesystems.

Let's start at: http://lxr.linux.no/source/init/main.c#L839

We can see here that the kernel attempts to start /sbin/init, /etc/init, /bin/init and finally falls back to trying /bin/sh. If we read backwards a little bit we see where the kernel tries to execute whatever program was based via the init= kernel argument by the boot loader (and we can follow the hyperlinks to find where the command line was parsed for such an option). Going back a little further we can see where the kernel tries to start the /init (formerly the /linuxrc) if there was one in an initial RAM disk.

We can compare the current version of this file to the oldest one available (from the 1.0.9 kernel version) and see how much is recognizable, and then consider the changes that have accrued over the years, and ponder why those changes where made.

After init Has Been Started
A traditional UNIX kernel only starts one normal user space process, init and thereafter it assumes its roles as the mediator between user space and the system hardware resources.

 * Show how the kernel spawns modprobe and hotplug utilities as a counterpoint to the traditional UNIX model

Primarily the kernel schedules CPU time to processes, dispatches signals to them, and handles system calls for them. That's the view of the kernel from the perspective if the applications programmer.

 * Show how the kernel handles system calls via entry.S et all

 * Compare this to the sysenter VDSO technique

 * Other memory mapping tricks?

From another perspective the kernel services interrupts --- hardware events.

The first and most obvious would the periodic events from the system clock --- on a PC those from from a PIT (programmable interrupt timer). The system clock interrupt becomes the heartbeat of the system. During this interrupt the kernel updates the "jiffies" value, possibly updates the kernel real-time clock values, and schedules user space processes and kernels tasks.

(Most interrupts for most I/O devices are divided into a couple of parts, traditionally called the "bottom half" and the "top half" --- the bottom half is normally the minimal amount of work that saves enough state and status that will allow the rest of the work to be deferred until the top half can be scheduled to run --- so these are one source of kernel tasks that can require scheduling; additionally the Linux kernel maintains a number of kernel threads which appear in normal ps listings as processes (with funny names that are enclosed in square brackets. those exist in that form so that the kernel can schedule them using the same mechanisms as for any user space processes).

 * The above top half/bottom half explanation is the reverse of what the Linux Device Drivers book says. :-(  That is, the top half is normally the minimal amount of work that saves enough state and status that will allow the rest of the work to be deferred until the bottom half can be scheduled to run.

 * I see that w: Talk:Interrupt_handler also mentions that some people use top/bottom with a swapped meaning of other people. Perhaps, here at Wikiversity, we should use the unambiguous "first level interrupt handler" and "second level interrupt handler" terminology.

 * Find the code responsible for handling the system clock interrupt!

 * Find one of the simple kernel thread tasks, such as krecoveryd and show how it's initialized and what it does during it's time slices

 * Discuss the idle task

End of the Road
While it's useful to start, in some sense, where the user space interactions with the kernel "start" --- it's also useful to have some idea how it all will end. Once the kernel has started and settles into its role, handling system calls, dispatching signals, servicing interrupts, it will do so until ...

title: Linux/Reading the Linux Kernel Sources


text: Category:BCP/Flora of Oregon

title: Category:BCP/Flora of Oregon


text:
Bloom Clock/Keys/Southwest Oregon/August

August
All plants blooming in August


text:
Bloom Clock/Keys/Southwest Oregon

The pages below are keys for flowers that have been logged as blooming Southwest Oregon during a particular month.

January
(No data)

February
(No data)

March
(No data)

April
(No data)

May
(No data)

June
(No data)

July
(No data)

September
(No data)

October
(No data)

November
(No data)

December
(No data)

title: Bloom Clock/Keys/Southwest Oregon


text:
User:DrWhoToo

I am an Assistant Professor possessing a Master of Science Degree in Systems Science! My graduate work was in Fuzzy Set Mathematics, but now teach Computer Science and Information Technology courses at Broome Community College (full-time) and Binghamton University (part-time). I am involved with developing a Video Gaming curriculum as my current interests are in animation and Web design. My home page can be found at: http://www.sunybroome.edu/~hinton_r/

Rachel E. Hinton Assistant Professor of Computer Studies Broome Community College, State University of New York Home Page: http://www.sunybroome.edu/~hinton_r/

Adjunct Lecturer of Computer Science Watson School of Engineering, Binghamton University

"Tell me, and I forget Show me, and I remember, Involve me, and I learn" -Lakoda-

title: User:DrWhoToo


text:
User talk:Biliana

Welcome
Hello Biliana, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( talk ?, wiki blog ) 16:36, 13 November 2007 (UTC)

title: User talk:Biliana


text:
User talk:Medelam

Welcome
Hello Albertus Aditya, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( talk ?, wiki blog ) 16:37, 13 November 2007 (UTC)

title: User talk:Medelam


text:
User talk:Osdevgray~enwikiversity

Welcome
Hello Osdevgray, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( talk ?, wiki blog ) 16:38, 13 November 2007 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Osdevgray. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Osdevgray~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:46, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:17, 19 April 2015 (UTC)

title: User talk:Osdevgray~enwikiversity


text:
User talk:MichaelJancsy~enwikiversity

Welcome
Hello MichaelJancsy, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( talk ?, wiki blog ) 16:40, 13 November 2007 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called MichaelJancsy. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name MichaelJancsy~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:43, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:15, 19 April 2015 (UTC)

title: User talk:MichaelJancsy~enwikiversity


text:
Hormones as drugs

This Wikiversity learning project allows participants to explore how hormones are used as drugs and other related drugs that modify hormonal signals in the body. The emphasis is on common health-related topics that involve hormones.

Why hormones can often be used as drugs
Animals have evolved such that hormone molecules are stable enough in the blood stream to be able to reach target tissues and trigger a desired response. Direct injection of hormones into the body allows for replacement of endogenous hormone by hormone applied as a drug. Since 1922, insulin has been injected and used as a drug used to substitute for low levels of endogenous insulin in diabetics. Insulin does not need to be injected directly into a blood vessel to be effective (see subcutaneous injection).

Other ways to introduce hormonal drugs into the body include: Inhalable insulin recently became available as an alternative to injection. Other hormones are better candidates for absorption into the body because of their molecular structures. For example, progesterone can be administered either orally or topically.
 * 1) oral administration and absorption from the digestive tract into the blood
 * 2) absorption from the surface of the body

title: Hormones as drugs


text:
User:John van v~enwikiversity

My web presence: John V at Care2.com

Photography
Recent and old school pictures

ThinMan: Information Society
Technology, Education, and the ThinMan model

Empathy
Empathy as emotional communication and a spiritual science

Middle School Science
The Wikiversity page for Middle School Science

title: User:John van v~enwikiversity


text:
Wikiversity:Introduction/archive

Hi, my name is Aslin Kirkpatrick. I am a 2nd year student at McMaster University. I am mostly interested in how technology permeates through our education system today and how tools such as interface can be utilized to better a web course delivery. I am also conducting a personal research on the effect of technology on our lives and how it change our societal value, as a student, individual, and as part of community.

Happy browsing!
 * Hi, I'm Katie B., I'm from Stargard, Poland. I learn German and I'd like to study history, so I have to read sth from history;))) Nice day to everyone

Hello my name is Lina and I am interested in learning greek.
 * I'm Wal and I want to say hello to everybody.
 * I m Hristo Hristov from Bulgaria. I have graduated in Industrial management & Marketing, and my personal and scientific interest are considered with Business clustering, Supply networks, Business consulting.
 * Hello to all. I am Jimmy Johnson, a computer science student, looking to freshen up my mathematics knowledge.

Hi, I'm Dave. I want to take part in learning and teaching language. a message in the edit window. (There has to be one in every crowd)Wolffu 16:37, 6 September 2007 (UTC) had to try it out.I already know how to edit, but I just thought I would give it a shot anyways. (:  - Thomas Wade Shalom: I'm delighted to meet you all. Let the fun begin!! Shir-El, August 14th, 2007. Hi This is a Turkish photo amator Hello, Kevin here. I love learning all types of new th This seems like a great idea-  will give it a try --Avihs.k 10:39, 8 August 2007 (UTC) Science student
 * Hi I am Avihs.K from TN(India), I interested in General Knowledge Thingsspecially in Science Field and I am a Computer

Hi,this is dj. I'm here to learn more about wiki. Hello, I'm Claudia and I am working on getting more knowledge for a better / brighter future 2 reasons. One knowledge is one thing I know, the more you share it(or divide it) the larger it gets! Second as below I have taken ( and hope to continue taking!) much so wish to share as well.
 * Hello, I'm Al and I hope that I can enrich my life through photography.
 * Bonjour à tous!
 * umm...
 * Hello My name is Krishna Tadepalli. I intend to enhance my knowledge.I would like to learn French, German and Psychology
 * Hi im bazzmanchesteruntd
 * This may be part of my independent study in e-commerce, after I figure it out, that is!
 * This is a great idea give to the peoples the chance to learn, a right that every one has too. no matter who are you.
 * this is my first edit
 * Salam people.
 * Добрый день! Labdien! Hello!
 * Aahhh!!!
 * Avihs.k 10:27, 8 August 2007 (UTC)
 * (and yet, I wonder if I shall ever teach what I have learned...)
 * Hello, Oohaiyo Gozaimasu, Guten Tag, and Greetings. I am QuestionMarc currently a Computer Science undergrad with the hopes of imparting as much of my knowledge as I can. Let us make this site a great success. (Oct. 30th - 2:14am).
 * Hi everybody! My name is Oleg and i'm from Ukraine.

Why did I join Wikiversity?

 * 1)  Because knowledge makes u important!
 * 2)  Because I've been told...  The best things in life are free! (tm)
 * 3)  BECAUSE KNOWLEDGE IS POWER!
 * 4) I had no idea the wiki world was anything like this. Amazing!
 * 5) This is what it ought to be
 * 6) After a long cynical decade, I'm so excited!!
 * 7) I bought a Linux format magazine a couple of weeks ago, its a "build a website" special. Anyway, after reading an article highlighting the benefits of installing a wiki, I thought I'd check the site out. I have much to learn, but I think this is great!!
 * 8) So much I can learn and it is all $FREE!!!
 * 9) This is good for learning.
 * 10) I also hope to learn languages.
 * 11) I would like to learn Spanish as I feel that I have lost my lazy bones and can now do it =)Ironmanchris
 * 12) I want to learn languages.
 * 13) I'm doing a research project on wikis, and a series of links got me here! :)
 * 14) I'm just bored
 * 15) I'm interested in seeing what I can learn and how I can improve myself by taking my learning and growth into my own hands. The fact that this education is free is the best part of all - I can't wait to jump in with both feet!
 * 16) Because I'm interested in all technological developments that can be applied to Digital Librarianship.  Wiki has TONS of potential for future applications, and I like to have a small part in that.
 * 17) He is Risen.  Whoever did this!! for the job that I do.
 * 18) Because Wikiversity is a better mode of learning than just reading books. Books develop habits of passivity: you cannot interact with them. If you are an adult and used to the passive, book-centered mode of learning, at Wikiversity you will experience a sharp learning curve.rep here
 * 19) I disagree.  Books and Wikis should be complementary.  You do interact with books.  You don't need to throw out the old to welcome the new.  In each case, it depends on the quality of the resource.
 * 20) Wikiversity enables great levels of collaboration, with people all over the world.
 * 21) Active learning with Wikiversity can be done anywhere there is an internet connection - it beats having to go to the library again and again!
 * 22) You can study in your own time - what other educational tool allows you to work on coursework in your underwear at 3:00AM?
 * 23) Wikiversity supports a nonlinear, active approach to learning. Instead of waiting for the next lesson in the sequence to appear, you are given freedom and agency in your education to determine what seems most relevent to discover next.
 * 24) When was the last time a Robot edited something you submitted for a class?
 * 25) You cannot truly learn anything on your own. Wikiversity exposes the process of education to the wonderful Brownian motion of society, so we can all bounce into each other to get where we want to go!
 * 26) Communal learning is more effective than the one-dimensional approach we often receive from professors.
 * 27) Because I want to change some typos in this text...e.g. "showing" should be replaced with "showing" (in the section about the tutorial video).
 * 28) Because I'm awesome.
 * 29) Learning is something we all must do to feel alive!
 * 30) I haven't "joined" anything yet.  But I'm interested.  This seems like the way of the future.
 * 31) The concept of a free learning database for the entire world is absolutely magnificent.
 * 32) I wanna wiki.
 * 33) I want to learn from and contribute to the open distribution of information.
 * 34) It has so much potential - true scholarship and a whole world of possibilities
 * 35) Want to take over the world - and have no money
 * 36) I want to find out how to make one myself.
 * 37) Because I want to go back to College for free.
 * 38) I wanted to learn Mathematics especially algebra, limits, graph theory etc. :bony
 * 39) I want to help a Wiki project, but Wikipedia had every bit of useful information I know.  I also want to learn Geometry and Algebra 2.  I also agree with #18, #7, and especially #9 --Freiberg 23:51, 13 March 2007 (UTC)
 * 40) I want an additional avenue to learn and to teach what I know. Karlm 04:35, 2 April 2007 (UTC)
 * 41) I want to wiki too!
 * 42) Who knows, I may be able to get my MD on here one day.  Plus, Wikipedia is so great, why NOT a whole Wikiversity?!?!
 * 43) Because I'm curious.
 * 44) Because I want to learn how to delete the double "you" from the next page. And of course some more useful stuff.
 * 45) Because it sounds like a great idea.
 * 46) Share the knowledge
 * 47) I like to Learn and improve myself!
 * 48) Because I always wanted to study English Lit in a guided, collaborative way. And to learn more about Wiki because it might lead to a literacy project. I believe that the more literate we are, the better we get along. Janet 16:56, 7 April 2007 (UTC)
 * 49) It's a secret to everyone.
 * 50) I want to teach everyone all the things that no-one else can teach them.Fubsadoo 13:03, 9 April 2007 (UTC)
 * 51) I also want to learn new things...knowing is everything (aravind kyatan)
 * 52) I sense something starting out that's gonna get big.Fubsadoo 13:03, 9 April 2007 (UTC)
 * 53) I want to be in a community that I can help and can help me, thats simple but radical in terms of existing institutional structure Chelodonium 10:58, 14 April 2007 (UTC)
 * 54) Because I want to be part of the wikivolution, and also because I want to learn what I once thought was unusefull, but that I now see is so fundamental : knowledge is freedom ! --Heuser.f 19:08, 18 May 2007 (UTC)
 * 55) hoping to be of some help .. --Managingcurves 15:28, 19 March 2007 (UTC)
 * 56) I wish to learn and share my knowledge with the world!- Bananaclasic 8:21 AM 13:25:00 May 25 2007 (UTC)
 * 57) I want to help other's through Wiki,The way Wiki helped me...Iamsandeep 19:08, 25 May 2007 (UTC)
 * 58) I always want to keep learning and to help others learn as I learn is intriguing --Elizabeth92 02:55, 29 May 2007 (UTC)
 * 59) Knowledge is power and wiki has a lot of knowledge.
 * 60) `I am simply curious.
 * 61) I would like to actually do something with my life. I'd like to be able to help others fight their inner deamons and to once again be happy.
 * 62) i love the idea of being linked with people from all over the world and building knowledge every passing minute.
 * 63) I am using this so much I just figured I should join.
 * 64) Because I'm so bored!
 * 65) I want to contribute because I have taken so much!
 * 66) This snowball of human knowledge is awesome! Thomas Jackson 23:02, 21 June 2007 (UTC)
 * 67) I intend to enhance my knowledge.I would like to learn French and many interesting subjects.
 * 68) I thought it would be fun to take some courses here:)Halved sandwich 02:50, 28 June 2007 (UTC)
 * 69) I want to learn German, Psychology...
 * 70) Because life's too interesting to only take 2 majors Nofrak
 * 71) No. 56 it's very similar to me. Knowledge should always be free. It's the only way people can really change the world. Khullah 01:57, 3 July 2007 (UTC)
 * 72) Knowledge is power, and I'm hungry for more knowledge. silhouette88
 * 73) Because I may have hated high school, but I truly love to learn.  At first, it'll be German.  Then, maybe Russian.  Or I could pick up my Mandarin again.  As well as non-language stuff.
 * 74) I've always loved learning, so I spent a long time at the University. Now that I've become a teacher, I'm even more interested in the learning process. Wikiversity is an invaluable tool for me as I will be able to learn and share my knowledge for free and without moving from my desk! Thank you Wikiversity! I'll probably start with foreign languages and humanities, but I am also interested in maths, sciences, and basically anything that's offered and meets high standards of teaching. Mazeppa 18:07, 15 July 2007 (UTC)
 * 75) I have an interest in learning new things and trying out new programs
 * 76) To take a swim in this sea of opportunity.
 * 77) It is a good collaborative result
 * 78) I want to learn and teach! MA Shiekh
 * 79) Hello I am siva. I am studying intermediate first year sciences(+1 sciences).I was absent to the classes for two months. Hence, I cant follow my lessons. I cant understand anything if I revise my textbook. SO I WANTED TO LEARN AND CREATED MY ACCOUNT. ALL OF YOU WHO KNOW TEACHING. PLEASE TEACH ME.
 * 80) To Share & Learn. Debabrata Paul
 * 81) One thing I love most is personal development. Personal development      always whets me  to take research. Here I am scanvaging.Phemme Owoade loves researching.
 * 82) hello people.
 * 83) hi there
 * 84) ...Salutations From Venezuela...
 * 85) I love to learn. I'm not in school right now and it seems like a good use of my time.
 * Hi, Jhonnatan from Colombia has just edited something shared by a global community. I'm loving this.
 * 1) just testing
 * 2) Hello from Canada JeremyP
 * 3) Cool
 * 4) I felt like going ahead in my classes, but my teachers refuse to give me more notes.
 * 5) I want to find materials
 * 6) Tangerine Dragonfly here; looking to enrich my life.
 * 7) Whoa! It works!
 * 8) Coz i like learning new stuff :)
 * 9) I want to know anything
 * 10) I'll do a report about wikiversity. I think it's interesting. Please share!!
 * 11) Hello from onecardaway
 * JP:just getting to know things about wiki ....fr. 12 oct 2007
 * Hi, this editing looks really confusing, but i guess it works
 * 1) So that people who might not have the money for "higher education" can still be educated.
 * 2) hello, from carlsbad, california! –Vixi5 02:24, 2 November 2007 (UTC)
 * 3) I like free things and sharing information.
 * 4) Simply because we are so lucky to have the time, the means and the opportunity to do it.
 * 5) I just like to keep evaluting myself :) and I wanna thank Wiki for help!
 * 6) Pretty awesome. Aslin Kirkpatrick here revisiting this page. Love Wikiversity for its effort! |-)

title: Wikiversity:Introduction/archive


text:
Talk:Jazz Piano

My name's Alan. I'm going to be working on this page as a useful resource to direct my occasional piano students to rather than reinventing the wheel entirely for each student each time. I welcome anyone who wants to help to contact me if you like, or add whatever you want.

title: Talk:Jazz Piano


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Cornish Language/Kernowek Onen/Answers page

The man is big. An den yw bras. or: Yth yw an den bras. or: Bras yw an den. The new church is good. An eglos nowydh yw da. or: Yth yw an eglos nowydh da. or: Da yw an eglos nowydh. The big man went into the church, thereafter, to the old town hall. An den bras eth aberth y'n eglos, ha wosa henna, dhe hel coth an dre.


text: Deutsch/Übung/sprechen

title: Deutsch/Übung/sprechen


text: Template:Verb-tabelle

title: Template:Verb-tabelle


text: Template:Verb-Tabelle

title: Template:Verb-Tabelle


text: Deutsch/Übung/aufstehen

title: Deutsch/Übung/aufstehen


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User talk:Pansch

Welcome
Hello Pansch, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( talk ?, wiki blog ) 00:32, 14 November 2007 (UTC)

title: User talk:Pansch


text:
File:William Lewis-Seduced by the dark side frame.png

Used with the WikiU Film School Lesson on how to do thumbnail storyboarding


text:
File:William Lewis-Seduced by the dark side cc.jpg

Used with the WikiU Film School Lesson on how to do thumbnail storyboarding


text:
User:JWSchmidt/Blog/13 November 2007

How do Wikiversity and Wikibooks relate to each other?It is hard for me to address this kind of question without placing my thoughts into the context of the history of Wikimedia sister projects like Wikipedia, Wikibooks and Wikiversity. Wikipedia and Wikibooks were given narrow missions. Wikimedia has a broad mission. Wikiversity was created as a sister project where participants could explore the education-oriented use of wiki technology in ways that are not allowed at other Wikimedia wiki projects; in particular, Wikiversity was kicked out of Wikibooks because what the Wikiversity participants were starting to do was not welcome at Wikibooks. Some Wikiversity participants use Wikibooks textbooks and participate in the creation and development of Wikibooks. Some Wikibooks editors want to do things besides just make textbooks, so they also edit at Wikiversity where they are free to use wiki technology in ways that are not allowed at Wikibooks.

Wikipedia
It makes sense that an encyclopedia was the first "book" attempted in wiki format. An encyclopedia is modular and can be built and used without defining a specific order or scope. Just start anywhere and go from there. Thousands of people can start in thousands of different places and eventually the whole encyclopedia will come together, without anyone needing to make some master plan. Wikipedia is successful when it deals with topics for which it is easy for many collaborators to agree on what has been previously published about that topic. Encyclopedias tend to have general articles that tell a broad audience the major facts about a topic. Of importance for Wikipedia in particular, but also Wikimedia in general, it was decided early on that Wikipedia was not a place for novel ideas and novel presentations. Wikipedia just repeats what others have previously said in verifiable and reliable sources. Wikipedians are supposed to be drones who copy existing information from other sources and put it into wiki format. Why do Wikipedians do it? Some people are intellectually engaged with topics and they get benefits and satisfaction from writing about their interests. While the Wikipedia model depends on collaborative editing, it is a successful model because an encyclopedia can be formed by a fairly stereotypical process of stitching together the largely-independent efforts of many people all doing their own things. The target audience can be expected to guide itself....starting anywhere and moving on to any other part of the encyclopedia from that starting point. Encyclopedias are designed to be general and readers are not expected to need a lot of hand-holding. Difficult and technical parts of an encyclopedia can be marked as such....with a little warning: you really should find a guide who can lead you into this thicket.

Wikibooks
Of course, encyclopedia articles are not the only form of educational resources. It did not take long for some Wikipedia participants to feel restricted by Wikipedia's limited mission. Textbooks focus on a specific subject and attempt to provide a particular target audience with an organized and systematic (often linear) treatment of that subject. Can you make a good textbook just by stringing together a set of related encyclopedia articles? Not really, but you might make a good start at a textbook by pointing to a list of encylopedia articles and deciding to have the textbook cover those topics in a particular order. Are textbooks created by having a large group of strangers just start writing down what they know with the expectation that eventually it will all mesh together into a useful textbook? Not really, unless they all just agree to copy an existing paper textbook into wiki format. Even if you tried to make a wiki-format copy of an existing textbook, how would you make sure that the textbook was accurate, up-to-date, and useful? What working conditions do you need in order for a group of strangers to collaborate on creating a useful textbook? It is a more difficult problem than making an encyclopedia. You can get away with saying, "our encyclopedia is full of errors, so just use it as a starting point." But that is not how people use textbooks. Textbooks are used by people who make a commitment to study a subject in a systematic way in order to try to master that subject. Learners making that kind of large commitment want to know that they are making a wise investment of time. Almost nobody wants to use a textbook in a vacuum. Textbooks are almost always used by learners who exist in a social medium where they can discuss the subject, ask questions, and engage in other modes of learning besides just reading a text. Textbooks are created by experts who know a subject area and a target group of learners. Knowing how to make a useful textbook arises from experience with a particular type of learner with particular needs, interests and background. People who make textbooks make a commitment to the accuracy and utility of the text so that learners have good reason to trust the text and commit to an extended effort to make use of the text. Has Wikibooks ever defined a system by which the basic rules of collaborative wiki authoring that were developed for Wikipedia can efficiently produce useful textbooks?

Wikiversity
Some of us who tried to create textbooks at Wikibooks were quickly told to get lost because the Wikipedia rules do not allow authors to be creative. One of the first textbooks I started working on was a textbook about wiki technology. The NO ORIGINAL RESEARCH hammer quickly descended. It was soon made clear that the only allowed activity was to "reverse-engineer" existing copyrighted textbooks and put them into wiki format. So some of us wanted a "wikiversity" where we could do some "original research". Other people wanted to use wiki technology to make other kinds of learning resources that learners usually employ in parallel with textbooks. Wikiversity was eventually approved with a rather broad mission that includes any type of learning resource not already hosted at another Wikimedia project. Wikiversity was launched with the goal of making learning communities, of making Wikiversity not just a hosting site for static textual resources, but a destination where learners would come together in a collaborative learning environment where they would participate in "learn by doing", active learning projects. Wikiversity was given a chance to make room for original research projects. In my view, a Wikiversity is what you need in order to have the conditions for creating and using wiki-format textbooks....this is why Wikiversity formed within the Wikibooks project. Other people saw Wikibooks and Wikiversity as two different things and so Wikiversity was kicked out of Wikibooks. Different people had different visions for what the Wikibooks project should be. The minimalists won.

Full circle
I'm forced to conclude that the original "winning vision" for Wikibooks was as a place where a bunch of college students would altruistically collaborate to make free versions of traditional textbooks, in the same way they collaborate at Wikipedia to produce reviews of movies and video games. With luck, a few professors might assign their classes the task of writing the needed textbooks. For this rather limited goal, you need no Wikiversity. I suppose the idea is that at some point the Wikibooks textbooks will be good enough that students will stop buying commercial texts and just use wiki textbooks.

But now we have Wikibooks participants deciding that they do not want a Wikiversity, that it makes more sense to just put "extras" like lesson plans and pedagogic guidance for using the textbooks right inside Wikibooks. Even some English language Wikibooks participants feel the need for collaboration/development pages and dedicated user/discussion/help pages for each Wikibook...right in the Wikibooks website. Can this really be a surprise to anyone? Jimbo said, "Wikiversity stuff doesn't belong here. Wikibooks has an identity and mission, and other stuff doesn't belong here," but many Wikibooks participants never agreed that Wikiversity should be kicked out of the English language Wikibooks. So what should be done now? The simple "solution" would be for Jimbo to simply make a binding international version of the decision he made when he decided that the English language Wikiversity did not belong in the English language Wikibooks project. Maybe there could be a special cadre of vandal fighters who can perpetually purify Wikibooks websites of anything that is not a textbook. All of us who believe that a Wikiversity is a way to produce and make use of quality wiki-format textbooks can continue to work towards that dream in our isolated Wikiversity gulag archipelago of Wikiversities.

One Wikiversity with no content
Wikiversity should give-up content production

Above, I described the origin of Wikiversity in terms it trying to be a project where participants could do things with wiki technology that were not allowed at other Wikimedia projects. Theoretically, the rules could be changed at Wikibooks so as to allow all the types of content that are now only allowed at Wikiversity. This would allow Wikiversity to just focus on learning communities and learning projects. It is hard for me to get enthusiastic about this theoretical possibility because historically there has always been a strong policy at Wikibooks of "if it is not a textbook, it is not welcome"...this is why we had to spend years creating Wikiversity as an independent project in the first place. Some of us feel like we have previously fought this battle and lost. We had to spend years setting up Wikiversity just to avoid being told "go away" by the other Wikimedia projects. Has anything changed now that makes it possible to reverse course?

Are "learning projects" something Wikibooks probably will never do? Within Wikimedia, the first step towards learning projects were Wikipedia WikiProjects in the sense that it is possible to learn while editing Wikipedia and WikiProjects can coordinate content development for a particular topic area. Of course, at Wikipedia, the idea of "learn by wiki editing" always takes a back seat to the narrow mission of Wikipedia - the creation of encyclopedia articles. Teachers are invited to make their own "learn by editing Wikipedia" projects, but again, the scope of such projects is limited to the creation of encyclopedia articles.

Other Wikimedia projects have been slowly realizing the importance of finding new ways of fostering communities of editors with shared interests and specialized content development projects for narrow topic areas. When I started editing at Wikinews, I asked where the special pages were where participants with an interest in a particular topic area could collaborate to plan and create news articles. I was told that there were none and that none were welcome. It was very depressing to argue with administrators who were so sure that special support pages to aid collaborators in specific subject areas was a bad idea. Maybe things are getting better: Wikinews now has special pages for collaboration that are linked to each developing article. And as mentioned above, some Wikibooks participants now think it would be good to have designated collaboration/development pages and dedicated user/discussion/help pages for each Wikibook.....these would be specialized wiki tools for supporting communities of collaborators and learners. And of course, just helping to create a textbook can be a good "learn by editing" project. The point is, it makes sense to allow "learning projects" inside any Wikimedia Foundation-sponsored wiki project, so it cannot just be a matter of placing all content at Wikipedia and Wikibooks and all learning projects at Wikiversity. There are learning projects inside Wikipedia and Wikibooks and there is content at Wikiversity that is not allowed inside any other Wikimedia Foundation-sponsored wiki project.

One multi-lingual Wikiversity website
All of Wikimedia could be in a single Wiki website. So why are there different sister projects (Wikibooks, Commons, etc) and language-specific versions of each (English language Wikibooks, German language Wikibooks, etc)? Is there some compelling reason why language-specific Wikiversity websites should not exist? Yes, it is true that each language-specific Wikiversity website has language learning resources. Yes, by forcing all languages into one Wikiversity website you would increase interactions between people who speak different languages and yes this can be very educational. But many people want to engage in learning projects where their native (and for some of us, only) language is used without the distraction of having to deal with other languages. Wikiversity has the multi-lingual hub where all sorts of innovative language learning projects are possible. All language-specific Wikiversity websites are just a link away from each other - they can easily be knit together for language-learning opportunities. The existing multi-lingual "hub" functions as an incubator for new Wikiversities in additional languages. Should we impose a new rule saying that no new language-specific Wikiversity websites should be created? Should all the current language-specific Wikiversity websites be forced into the multi-lingual hub? I do not see a compelling reason to do this. If there is a compelling reason, it seems like the time to state that reason and act on it would have been a couple of years ago.

Small language-specific communities
Juan de Vojníkov wrote:"There are just about 3-5 interested people in extendeing its content. There is noone interested in maintaining that system". Of course, there are very good reasons why new language-specific wikis are not created unless there is a large enough core of interested editors (10 is often the number mentioned as a cut-off). It makes sense for smaller groups to work at the beta.wikiversity.org incubator where there is vandalism protection.

Structure of Content
Structure of Content

"the thing that makes Wikipedia successful in terms of participation and collaborative effort is that the project makes sense to anyone familiar with an encylcopedia" <-- As mentioned above, it makes sense that Wikipedia came first, but even after Nupedia morphed into Wikipedia, some people could only imagine making Wikipedia an online encyclopedia that would essentially be modeled after conventional print encyclopedias. The realities of Wikipedia not only have to mesh with participant's concepts of an encyclopedia, editors also have to think about how Wikipedia differs from conventional print encyclopedias. Wikiversity has to deal with this same two-part difficulty: first we have to get people to think about the general Wikimedia mission of using wiki technology to support learners and then we also have to get people to think about the aspects of conventional education that Wikiversity is not adopting. On the positive side (getting people to think of the possibilities) Jimbo's comments at Wikimania 2006 are a good rallying point: "..... the idea here is to also host learning communities, so people who are actually trying to learn, actually have a place to come and interact and help each other figure out how to learn things. We're also going to be hosting and fostering research into how these kinds of things can be used more effectively." (source)The idea of collaborative learning is foreign to many people.

On the negative side, making clear what Wikiversity is not, we have the guidance provided by the Board of Trustees. In November 2005 the Wikimedia Foundation Board of Trustees rejected the first Wikiversity project proposal and instructed the Wikiversity community to modify the proposal to "exclude online-courses". The Wikiversity community was told to "exclude credentials and to clarify concept of e-learning". The approved Wikiversity project proposal makes clear that Wikiversity abandons conventional elements of education such as credentialed teachers and accreditation of degree programs. Many people have only known forms of education based on credentialed teachers, accreditation of degree programs, classes that meet for a fixed duration after which a grade is given to each student.....when such people hear that Wikiversity does not use that conventional approach they cannot even imagine an alternative.

For those who are willing to "think outside the box" at Wikiversity it is the case that there can be "a great many different interpretations of what the whole project should be". Wiki technology is new. Wikiversity is a place where we can experiment and try to discover useful ways to make use of wiki technology to support learning. Many people are made uneasy by the idea of experimenting with educational technologies. Many people want "a sure thing", not an exploration. Given the narrow missions of other wiki projects like Wikipedia, many people are not comfortable with the idea that Wikiversity is a place for exploring and experimenting.

"Wikiversity should abandon content production" <-- The formula adopted by Wikiversity is that the Wikiversity project is open to any type of educational content that is not welcome at other Wikimedia Foundation wiki projects. Wikiversity does not duplicate the content of other projects. Yes, some people might come to Wikiversity and start writing encyclopedia articles or textbooks, but it is easy to send such content off to Wikipedia or Wikibooks...or just redirect such editors to the sister projects as appropriate. Wikiversity editors can be gently re-oriented towards the creation of other types of content that are not welcome at Wikipedia and Wikibooks. I guess there might be some people who can imagine no types of content beyond encyclopedia articles and textbooks and such people might imagine that it makes sense to impose a rule on Wikipedia: "abandon content production". I think discussion groups are an important part of Wikiversity, but I think it is an error to imagine that Wikiversity should be all talk and "no content". Wikiversity has a "learn by doing" e-learning model. There are many "learn by doing" learning projects that will result in the creation of many different types of educational content.

Terminology to describe content
David Crochet wrote (pardon the translation): "Each lesson includes statements from the people who help to write the lessons and people who have knowledge which can help learners. There are pages for discussion so that the learners can ask questions, the goal being that questions will lead to modifications in order to improve the lesson."

We have been struggling some with "participant lists" at the English language Wikiversity. I like the idea of having a few standardized ways of saying, "If you are interested in using this lesson, you can get help from these people...."

The term "lesson" is popular at the English language Wikiversity. Personally, I've been trying to use other terms such as "learning project" and "learning resource" because I'm trying to break my own patterns of thinking with respect to conventional lessons and conventional courses. We have to make some kind of balance between using familiar terms and getting people to think about how Wikiversity differs from conventional lessons and courses.

title: User:JWSchmidt/Blog/13 November 2007


text:
User talk:GungerFang

Welcome
Hello GungerFang, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( talk ?, wiki blog ) 06:48, 14 November 2007 (UTC)

title: User talk:GungerFang


text:
Portal talk:Reading groups

Does anyone dislike the word "clubs" as much as I do? I'd prefer "group", or even "networks" perhaps. I'm interested in working on this page, so comments would be appreciated. Countrymike 07:04, 14 November 2007 (UTC)

 * Yeah, I'm with you there (preferring "group"). :-) Seems like the pagenames reflect that now... Cormaggio talk 10:56, 18 November 2007 (UTC)

 * Groups sounds swell.--Daanschr 16:09, 18 November 2007 (UTC)

Distinction between active and passive reading groups
At present, i am active in two reading groups. The thucydides reading group of me and Erkan is active every weekend on Wikiversity chat. Me and Mirwin are going to read The Diamond Age and will discuss about it next year. These are active reading groups. I have the impression that other reading groups must get started yet. I request to make an inventory on the activity of reading groups, in order to determine which are active or not. It will be hard to measure, since the Thucydides reading group mainly exists on Erkan's talk page and on the chat. An inventory would be a great help for new visitors. They can immediately join the activity, instead of being confronted by texts who have not been considerably edited for half a year.--Daanschr 12:22, 1 December 2007 (UTC)

 * Daanschr: I left a note on your Talk page about this. I think that groups that have no activity for over 6 months should still be listed, but more active groups designated as such. The current page seems to reflect this quite well. Countrymike 20:52, 2 December 2007 (UTC)

 * That is okay with me. If nothing new happens the coming months, than it will not matter. And if other people join, than it will be different, new ideas, more structure etc.--Daanschr 21:04, 2 December 2007 (UTC)

public domain texts
When the texts for a reading group are in the public domain, it would be good if the texts are mentioned on s:Wikisource:Requested texts, with a note that this is a Wikiversity request (otherwise we will probably ignore it) - if someone doesnt get back to you, come and bug me. Wikisource contributors will help set up the Wikisource text, and work with the reading group to digitise it. By placing the text on wikisource, the reading group can fix any transcription errors, add wikilinks to other sources or to Wikipedia, ask questions on the talk pages, and even annotate the text. John Vandenberg (chat) 10:56, 2 February 2008 (UTC)
 * From John's input this already was created: s:Talk:History of the Peloponnesian War, s:Author_talk:Aristotle. Thanks for your help to foster collaboration between wikisource and wikiversity. Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 11:02, 2 February 2008 (UTC)

title: Portal talk:Reading groups


text: Web architecture for Wikis/Portal:Reading clubs


text:
English as a second language/Pronunciation

English pronunciation
The vocal organs are the parts of the body used for speech. Everyone uses their vocal organs differently. In English as in other languages, the way a word is spoken by one person can be different to the way it is spoken by another person.

Differences are greater between people who speak different dialects. A dialect is a type of language spoken by a group of people. Like the differences between individuals, the way a word is spoken in one dialect can be different to the way it is spoken in another dialect. This is because the speakers of different dialects use their vocal organs differently (e.g. in the English language, British English is spoken differently to American English).

The main vocal organs are in the mouth (e.g. the tongue, the lips, the teeth) and in the throat (e.g. the vocal cords). The lungs are also called 'vocal organs' because they are parts of the body used for speech. When you speak, your lungs breathe air through the vocal tract, where the vocal organs are.

IPA Chart
This chart shows the similarities and differences in British, American, Australian and New Zealand English.

Key

RP: Received Pronunciation

GA: General American

AuE: Australian English

NZE: New Zealand English

English Language Timing
Language timing is the rhythmic quality of a particular type of speech, in particular how syllables are distributed across time. There are two types of language timing: stress timing and syllable timing.

Syllable Timing
In a syllable-timed language, every syllable is thought to take up roughly the same amount of time when pronounced, though the actual length of time of a syllable depends on situation. Finnish and French are commonly quoted as examples of syllable-timed languages. This type of rhythm was originally metaphorically referred to as 'machine-gun rhythm' because each underlying rhythmical unit is of the same duration, similar to the transient bullet noise of a machine-gun.

Stress Timing
In a stress-timed language, syllables may last different amounts of time, but there is a constant amount of time (on average) between two consecutive stressed syllables. English, German, Dutch, Italian and Portuguese are typical stress-timed languages. Stress-timing is sometimes called Morse-code rhythm. When spoken faster, a stress-timed language usually shortens, obscures, or drops vowels to carry more syllables between two stresses without changing its rhythm so much.

Origin of differentiation This difference comes from the human's two senses of rhythm. When a human hears a fast rhythm, typically faster than 330 milliseconds (ms) per beat, the series of beats is heard as one solid noise. For example, a human can imitate a machine gun sound, but hardly count its beats. Conversely, when a slow rhythm is heard, typically slower than 450 ms per beat, each beat is separately understood. The speed of a slow rhythm can be controlled beat by beat, such as hand clapping in music.

If a language has a simple syllable structure, the difference between the simplest and the most complicated syllables in the language is not wide, and it is possible to say any syllable in less than 330 ms. This includes languages that have very few consonants in each syllable. Thus we can use the fast syllable-timed rhythm. If a language has complex syllables such as ones with consonant clusters, the difference between syllables can be very wide, such as the words a and strengths in English. In this case, the language has slow stress-timed rhythm.

English Sentence Stress Rules
Stress Content Words

Content words carry meaning. Content words are:

 * Main Verbs
 * Nouns
 * Adjectives
 * Adverbs
 * Negative Auxiliaries

Do NOT Stress Structure Words

Structure words support grammar and are of secondary importance, so they are not stressed. Structure words are:

 * Pronouns
 * Prepositions
 * Articles
 * Conjunctions
 * Auxiliary Verbs

Exceptions

English allows you to intentionally emphasize what is otherwise a structural word. For example:

 * When in yours you can do what you want, but do not smoke in my car.

Meaning that it is not anyone else's car. By changing the normal pattern of stress, you draw attention to this word.

Examples
I WANT to HOLD your HAND.

You DIDN'T TELL her the TRUTH.

PLAYing on the ROAD is NOT a WISE CHOICE.