text:
Teletraffic engineering/What is the Engset calculation?

Author: Nosipho Dhladhla

Summary
The Engset traffic model explores the relationship between offered traffic usually during the busy hour, the blocking that will occur in that traffic and the number of circuits provided where there number of sources from which the traffic is generated is known. It is used in place of the Erlang B traffic model in cases where the ratio of the number of sources to the number of circuits is less than 10, as the Erlang B overestimates blocking for a finite number of sources [1]. The Engset formula assumes that calls, when blocked, are cleared ( only valid if the calls are overflowed to another trunk group). It is used in applications such as small telephone systems or PBX systems, where a finite number of users have dial access [2].

Definition
The Engset formula is used to determine the blocking probability or probability of congestion occuriing within a circuit group. It is similar to the Erlang B formula but specifies a finite number of sources.It also assumes that blocked calls are cleared or overflowed to another circuit group.

Engset Calculation
The Engset calculation, was developed by Tore Olaus Engset to determine the probability of congestion occurring within a circuit group. The level of congestion can be used to determine a network's perfomance as it is measured by the grade of service. The Engset formula requires that the user knows the expected peak traffic, the number of sources and the number of circuits in the network [3].

Engset's equation is similar to the Erlang B formula except that the Erlang B assumes an infinite number to sources. In situations where you have a limited number of sources generating calls to a call centre, Erlang B can result in too high a number of circuits required [4]. Engset specifies a finite number of callers and thus would produce a more accurate result for traffic generated by a finite source [3, 4]. For a large user population, however, the Engset and the Erlang B give the same result [3].

Solving the Engset formula involves iteration in that to obtain the answer to this probability, the calculation must first determine an initial estimate. The user makes an initial guess of probability Pb, and runs the Engset formula using that guess. The process is repeated using the answer found as the new guess until it (the guess at that time) converges with the answer [3,2].

Engset formula [2]:

 * $$P(b)=\frac{\left[\frac{\left(S-1\right)!}{N!\cdot\left(S-1-N\right)!}\right]\cdot M^N}{\sum_{X=1}^N\left[\frac{\left(S-1\right)!}{X!\cdot\left(S-1-X\right)!}\right]\cdot M^X}$$

 * $$M=\frac{A}{S-A\cdot\left(1-P(b)\right)}$$

where

 * A = offered traffic in erlangs, from all sources
 * S = number of sources of traffic
 * N = number of circuits
 * P(b) = probability of blocking

Example
Suppose that company X has 10 telephone extensions, generating 5 erlangs of traffic for outgoing calls during the busy hour. Using the Erlang B formula for a grade of service of 1%, 11 circuits (lines) would be needed by company X. Calculations for Erlang B can be carried out using the Erlang B calculator. There are only 10 extensions so 11 lines is an overestimate.

Using the Engset formula for the same example, 9 lines would be specified which is fine as not all extensions will be used simultaneously all the time. Calculations done using the Engset calculator.

Exercises
Exercise 1

Using the Erlang B formula and the Engset formula, compare the number of lines specified in each of the calculations for the same number of sources and traffic offered for a grade of service of 0.01.

Number of sources: 10, 20, and 100.

Offered traffic = 5 erlangs.

Solution 1

Exercise 2

Finite source formulas such as the Engset formula have fewer applications than infinite formulas (Erlang). Another finite source formula is the Binomial formula. It differs from the Engset formula in that it uses traffic per source rather than the total traffic from all sources. It also assumes that traffic is queued rather cleared when blocked as does the Engset formula [2].

The Binomial finite source formula is given by [2]:

$$ \begin{matrix} \mathbf{Pb = \sum^{S-1}_{x=N} ~ \frac {(S-1)!} {x! (S-1-X)!} ~ A^x (1-A)^{(S-1-X)}} & \begin{array}{l} \mathbf{Where:} \\ \mathbf{\quad A = Offered~Erlangs~per~source} \\ \mathbf{\quad S = Number~of~sources} \\ \mathbf{\quad N = Number~of~servers} \\ \mathbf{\quad Pb = Probability~of~blcoking} \end{array} \end{matrix} $$

Compare the probabilities for the Binomial and Engset calculations for the same number of sources for traffic offered equal to 2 erlangs, with 5 available lines and a grade of service of 0.02.

Number of sources: 10, 20, and 30.

Solution 2


text:
Teletraffic engineering/How does Internet telephony traffic differ

Author: Chilekwa Bwalya

Summary
The growth of the Internet has seen the demand and introduction of new services beyond those originally envisaged by the early designers of what we now call the Internet. One of the new services that has received a lot of attention is the transmission of voice calls on the Internet. Applications have been developed that enable Internet users talk to other users located anywhere in the world. We examine the characteristics of the traffic generated by Internet Telephony and compare it with the traditional PSTN traffic.

Definition

 * Internet Telephony
 * Internet telephony refers to communications services- voice, facsmile and voice-messaging applications that are transported via the Internet, rather than the public switched telephone network(PSTN). The basic steps involved in originating an Internet telephone call are conversion of the analog voice signal to digital format and compression/translation of the signal into Internet protocol(IP) packets for transmission over the Internet; the process is reversed at the recieving end.[1] The other term used for Internet Telephonyy is VOIP or Voice Over Internet Protocal, a term we shall use interchangeably with Internet Telephony.

How does Internet Telephony traffic differ(VOIP) from PSTN traffic?

 * Transmission Mode:
 * VOIP:
 * VOIP traffic is packetised and transported as UDP datagrams. The network does not guarantee the availability of sufficient transmission bandwidth for the call.

 * Figure 1: Packet-switched communications between two systems. Adapted from Gorry Fairhust

 * PSTN:
 * PSTN traffic is transported as streams of data over a dedicated transmission link. The network guarantees the availiabilty of sufficient transmission bandwidth for the duration of the call.

 * Figure 2: Circuit-switched communications between two nodes. Adapted from Gorry Fairhust

 * Transmission Delay:
 * VOIP:
 * Internet is designed to be a packet switched network. Thus VOIP packets are subject to varying amounts of transmission delay(Jitter) which results in periods of silence during the conversation or breaks in some words. The propagation delay between any two links is constant. The variation in delay is caused by the non-constant amount of time a given packet spends at a node awaiting service in a queue. The amount of time a packet spends at a given node is a function of the traffic load on that node or the average queue length.
 * PSTN:
 * The PSTN network is circuit switched in which the traffic channel is reserved for the duration of the call. The delay experienced in a purely circuit switched network is constant is only limited to propagation delay. The reserving of resources along the transmission path ensures that data arriving at any given node is immediately routed onto the next hop towards the destination.

 * Transmission Path:
 * VOIP:
 * Because the Internet is a packet switched network the paths taken by any two packets for a given source and destination node are not necessarily the same. This results in an increase in the amount of variations of transmission delay experienced by packets.
 * PSTN:
 * In a circuit switch network, a transmission path between this source and destination node is first established prior to the transmission of data. This path is maintained for the duration of the call. Thus the data stream flows in the same path during the call.

 * Intermediate Node Failure(Partial Network Failure):
 * VOIP:
 * Packet switched data has a high degree of immunity from network failure than circuit switched data. A single node failure would result in packets taking a different route avoiding the failed element. The packets for an on-going call would still reach the destination node and thus the call would be maintained.[3]
 * PSTN:
 * For circuit switched data, a node failure along the path would disrupt an on-going call and would result in a Call drop.

 * User Identity
 * VOIP:
 * The user in Internet telephony is identified using an IP address.
 * PSTN:
 * User identity in PSTN traffic is through the E.164 Numbering system [4]

 * Signalling
 * VOIP:
 * Signalling in Internet telephony is a best-effort inband system.
 * PSTN:
 * PSTN employs common channel signalling which uses dedicated signalling channels. An example of such a signalling channel is Signalling System No. 7 or SS7[4]

Example
An example of Internet telephony applications on the Internet is Skype which operates on a peer-to-peer model, rather than the more traditional server-client model. The Skype user directory is entirely decentralised and distributed among the nodes in the network, which means the network can scale very easily to large sizes (currently over 100 million users) without a complex and costly centralised infrastructure. [2]

Exercises
Assuming the following topology:
 * Two hosts, A and B, connected by a single link of rate R.
 * Links are un-congested thus there is no queuing delay within each switch
 * Host A sends a packet to Host B. Packet size is L bits
 * The length of each link is M meters and the propagation speed is S meters/sec

Express the following:
 * a) Propagation delay, dprop in terms of M and S
 * b) Transmission delay dtrans in terms of L and R
 * c) End-to-end delay (ignoring queuing and processing delays)
 * d) Suppose dprop is greater than dtrans. At time t= dtrans where is the first bit of the packet?
 * e) Suppose dprop is less than dtrans. At time t= dtrans where is the first bit of the packet?

Solution

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


text:
Teletraffic engineering/Routing

Module 15 of the Teletraffic Textbook

Summary
Routing (also spelt routeing) can be loosely described as the process of getting from here to there. Routing may be discussed in the context of telephone networks or computer networks. In telephone networks, routing is facilitated by switches in the network, whereby in computer networks routing is performed by routers in the network.
 * This article discusses routing in the context of telephone networks. For routing in other contexts, see routing in computer networks.

Definition: Routing in telephone networks
Routing in the context of telephone networks is the selection of a specific circiut group, for a given call or traffic stream, at an exchange in the network [4]. "The objective of routing is to establish a successful connection between any two exchangesin the network" [4]. By selecting routes that meet the constraints set by the user traffic and the network, routing determines which network resources (circuit group) should be used to transport which user traffic [1].

Different networks employ different routing techniques, but all communication networks share a basic routing functionality based on three core routing functions [1]:
 * 1) Assembling and distributing information on the state of the network and user traffic that is used to generate and select routes.
 * 2) Generating and selecting feasible and optimal routes based on network and user traffic state information.
 * 3) Forwarding user traffic along the selected routes.

The public switched telephone network (PSTN) architecture is made up of a hierarchy of exchanges (e.g local and regoinal exchanges) with each level of the hierarchy performing different functions [4]. Two adjacent exchanges in the network may be connected by several direct routes consisting of one or more circuits [4] as shown in figure 1.

In circuit-switched networks, such as the PSTN, switching and transmission resources are dedicated to a call along the path from source to destination for the complete duration of the call. Routing decisions are imperative in facilitating this process as they determine the most efficient links to use to connect users for a call [2]. Routing in the PSTN is done using a hop-by-hop approach [5]. When a user wants to make a call, they dial the destination number to which the call should be routed. This destination number is made up of a prefix (area code or national destination network), which identifies the geographical location of the called party, and a unique number (the subscriber number) linked to the prefix that identifies the exact destination to which the call should be routed [2,5]. The end exchange to which the calling party is connected (the originating exchange) uses the area code to identify the outgoing circuit group connecting to the first choice adjacent exchange en-route [5]. This circuit group is called the first choice route and is obtained using a routing table at the originating switch [5]. The function of the switch at the originating end exchange is to connect the switch input port to which the calling user is connected to a free outgoing circuit group in the first choice group [5]. If all the circuits along the first choice route are fully occupied, the switch then attempts to use an alternative route circuit group to route the call to the destination exchange [5]. The originating exchange then forwards the address to the adjacent exchange (first choice or alternate route), and the procedure is repeated at the adjacent exchange in order to reach the destination end exchange to which the called party is connected [5]. When the address reaches the destination exchange, it only needs to process the last part of the address to identify the switch input port that the called party is connected to [5].

Routing directs forwarding [3]. Forwarding of traffic can be done using connection-oriented or connectionless approaches [1]. In connection-oriented forwrding, forwarding instructions are installed in all the switches along a designated route before the route can be used to transport traffic [1]. Traffic forwarded using the connectionless approach carries its own forwarding information either as precise routing commands for each switch along a route or as hints that may be autonomously interpreted by any switch in the network [1].

In PSTN, forwarding of traffic is based on the connection-oriented approach. Call routing is achieved using pre-computed routing tables, containing all the possible pre-defined routes for a connection, at each switch [2]. The pre-defined routes specified in the routing table include information of a direct route (or routes) to be used under normal traffic and network conditions (e.g no link failure or network congestion) as well as alternative routes that should be used in the event that all circuits along the direct route are fully occupied [2]. An alternative route may be an indirect route consisting of several circuit groups connecting two exchanges via other exchanges [4]. The following example illustrates the use of an alternative route to connect two exchanges in the event of the direct route being congetsed.

Example
Let us suppose we have three areas served by exchanges A, B and C as shown in Figure 2. At a grade of service of 0.002 (blocking probability of 0.2%), using an Erlang B table generator, we would require 81 circuits to carry 60 erlangs of traffic during the busy hour. If we decreased the number of circuits between exchanges B and C while still maintaining the busy hour traffic at 60 erlangs, we would be increasing the efficiency of the B-C link at the expense of a reduced grade of service (or increased blocking probability). This would result in bocking along the B-C route. The switch at B would therefore have to route traffic meant for C that experienced congestion along the direct B-C route via exchange A using the B-A route. The switch at A would then route this traffic along the A-C route to exchange C.

Routing and flow control are network control processes that operate in a dynamic environment determined by the network and user traffic state [1]. Routing schemes may be classified as static or dynamic depending on the types of state changes they respond to, as well as the speed of their responses [1]. Possible state changes that occur include link and switch failure, variations in user traffic, and availability of network resources [1]. In static routing systems, routing is based on the expected, as opposed to the actual, user and network behaviour and does not change according to the current state of the newtork and user traffic [1]. In dynamic routing systems, the routing pattern is automatically altered based on present changes in the user and network state [1]. Cost and performance tradeoffs are normally required when designing a routing system for specific networking environments [1].

Exercises

 * 1) What is routing in the context of telephone networks? Click here for answer
 * 2) What are the two types of routing schemes and how do they differ? Click here for answer
 * 3) What is the function of a switch and how does it aid routing in a telephone network? Click here for answer

title: Teletraffic engineering/Routing


text: User talk:Bhuvan

title: User talk:Bhuvan


text:
Teletraffic engineering/Blocking

Module by: Nomfundo N. Dlamini

Summary
The telephone system is not dimensioned such that all subscribers can be connected at the same time [2]. Providing sufficient resources to carry all traffic that could be offered in a telecommunications system would be very uneconomical [1]. Subscribers have to share resources because equipment at the exchanges is expensive. As a result of this, telecommunications systems are likely to experience problems at times, for example calls fail to get through. This phenomenon is termed blocking. Indiscernible amounts of blocking are acceptable in the telecommunication systems.

What is Blocking?
Blocking in telecommunication systems is when a circuit group is fully occupied and unable to accept further calls [1]. It also referred to as congestion. Due to blocking in telecommunications systems, calls are either queueued (but not lost) or are lost (all calls made over congested group of circuits fail). Such systems are called queueing systems (delay systems) and lost-call systems respectively. The proportion of calls that are lost or delayed during blocking portray the measure of the grade of service which is basically the measure of the service provided. A large grade of service indicates a poor service offered to the customer. The grade of service is always specified at the busy hour.
 * An example of a queueing system: a message-switched exchange
 * An example of a lost-call system: a circuit-switched exchange

The grade of service (B) in a lost-call system is defined as [1]:

B = Number of lost calls / Number of offered calls

B may also be defined as [1]:

 * B = Lost traffic / Offered traffic
 * B = Proportion of time in which congestion exists
 * B = Probability that a call will be lost through congestion

There are acceptable grade of service standards for different telecommunication systems [1]. Values which are lower than the stipulated values imply the systems offer poor service.

 * 0.001 for cheap tie line circuits
 * 0.002 for within building inter-exchange connections
 * 0.01 for expensive international circuit groups
 * 0.02 for cellular circuit groups

The grade of service is the blocking probability. A higher grade of service implies high probability of loss during the busy hour. Blocking probability is the chance that a customer will be denied service due to lack of resources. A blocking probability of 0.01 means 1% of customers will be denied service. It should be as low as possible and can be decreased by [3]:

 * 1) Increasing resources in the system
 * 2) Offering incentives and discounts during off-peak hours to encourage usage of resources outside the busy hour.

Two formulae are used for calculating the blocking probability: the Erlang-B and Erlang-C. The choise of formula is dependent upon the method of handling of customers when all resources are busy.

 * Erlang-B: used for lost-call systems whereby calls are lost should all resources be busy.
 * Erlang-C: used for queueing systems whereby calls are queued should all resources be busy.

The Erlang-B formula is:

$$P_B = \frac{\frac{A^N}{N!}}{\sum_{i=0}^{N}{\frac{A^i}{i!}}}$$ .............(1)

where

A is the total traffic offered in units of Erlangs N is the number of circuits PB is the probability that a customer's request will be rejected due to lack of resources.

The Erlang-C formula is:

 * $$P_c = {{\frac{A^N}{N!} \frac{N}{N - A}} \over \sum_{i=0}^{N-1} \frac{A^i}{i!} + \frac{A^N}{N!} \frac{N}{N - A}} \,$$.................(2)

where:

A is the total traffic offered in units of Erlangs N is the number of circuits Pc is the probability that a customer has to wait for service

Example
Let us assume that a teletraffic engineer wants to design a telecommunications system that will be a lost-call system with a blocking probability of 0.02 (2%). The maximum amount of busy-hour traffic (BHT) that the engineer wants the system to support during the busy hour is 78 Erlangs. Using the Erlang B calculator, we can find the number of circuits or circuits that the engineer is supposed to budget for as being 90.

Click here for Erlang-C calculator

Exercises

 * Exercise adopted from this link

Consider the resource dimensioning of DTMF (Dual Tone Multi Frequency) receivers in the Xenon switching system. DTMF receivers are used to receive tones from the phone keypad and recognize the dialled digits. Thus a DTMF receiver should be allocated before dial-tone is fed to the subscriber. The DTMF receiver can be freed after digit dialling has been completed. The average duration of the digit dialling phase is 30 seconds. The total number of circuits in the system is 180. A XEN processor shall handle at least 20,000 originations in the busy hour. Calculate the blocking probability of the system stated using: The Erlang-B model.

 * Solution

title: Teletraffic engineering/Blocking


text:
User talk:Nosipho

Image copyright problem with Image:Binomial.jpg
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title: User talk:Nosipho


text:
User talk:Mfundo

Image copyright problems

 * Your currently affected uploads are listed below. Please provide a license template and source for each. Thanks. – Mike.lifeguard | @en.wb 23:44, 13 February 2008 (UTC)

 * 2007-03-21 13:23, Mfundo: Queue system.xls: untagged! ; 0 (0)
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title: User talk:Mfundo


text:
Teletraffic engineering/What is Trade in Services?

Author: Nosipho Dhladhla

Summary
The general agreement on Trade in Services, GATS is the first of a set of multilateral trade rules designed to promote liberalization of Trade in services [1]. It came in to force in 1995 as a result of the Uruguay Round negotiations. Because of it, large segments of the services economy that were viewed as domains for government ownership and control, given their infrastructural importance and the perceived exsitence of natural monopolies have undergone fundamental technical and regulatory changes in recent decades, opening them to private commercial participation and reducing existing barriers to entry [2]. The telecommunictions industry is  a typical example of trade in services in which governments have gradually exposed previous monopoly domains to competition and flexible fair trades.

Definition
Trade in services refers to the sale and delivery of an intangible product called a service between the producer of the product and the consumer [3].

Trade in Services
Trade in services is the sale and delivery of a service product between a producer and consumer. International Trade in Services is trade based in different countries, or economies, in legal terms [3]. A set of rules governing trade of services are embodied in the General Agreement of trade in services (GATS). During the Uruguay Round trade negotiations which resulted in the establishment of the World Trade organisation,WTO, country partners recognised the need for a comprehensive set of rules governing trade in services and hence GATS was drafted [1]. It then  became enshrined as one of the four pillars of the international treaty comprising the WTO Agreement, 1995 (Shiven, trade expert on GATS and the WTO) [3]. Countries can, therefore freely decide how to negotiate trade agreements between each other, what sectors to liberalize and the mode of supply they want to cover for a given sector.

International trade in services is defined by the Four Modes of Supply of the GATS [3].

 * Cross border trade, which is defined as delivery of a service from the territory of one country into the territory of other country;
 * Consumption abroad - this mode covers supply of a service of one country to the service consumer of any other country;
 * Commercial presence - which covers services provided by a service supplier of one country in the territory of any other country, and
 * Presence of natural persons - which covers services provided by a service supplier of one country through the presence of natural persons in the territory of any other country.

In telecommunications, telecommunications services are any service provided by a telecommunications provider ( the producer) or a specified set of user-information transfer capabilities provided to a group of users (the consumers) by a telecommunications system. The telecommunications service user is responsible for the information content of the message. The telecommunications service provider has the responsibility for the acceptance, transmission, and delivery of the message [4].

GATS obligations are summarised in figure 1 below and represent the frame work of obligations that apply to services and a negotiated set of specific commitments regarding particular services that each member country has agreed to list in a national schedule of commitment. The most general rule is the obligation to grant most-favoured-nation treatment to foreign services and service suppliers of other members in similar sectors [1].

Figure 1 Architecture of the General Agreement on Trade in Services.

Other organisations with interest in trade in services are OECD, APEC. Their websites contain general information update on international negotiations and specific information and research on trade in services.

The past decades have seen a broad structural shift towards services for most country economies. A large percentage of workers employed in services is also on the rise.

Services are, on balance, more knowledge-intensive than other sectors and therefore employ proportionately many more well-educated workers than other industries. For example, a majority of workers in the telecommunications services sector have post-secondary education. Interestingly, some of the best-paid jobs are in the services sector - in telecommunications, financial, legal, advertising, computer software and engineering services [1].

Example
The telecommunications services sector, tourism sector, the financial services sector, the business sector, construction sector, and the Computer sector are examples of services sectors.

Exercises
Most WTO country members classify Telecommunication Services according to the system used in GATS. There are sixteen categories including telecommunication services, voice telephone services, packet-switched data transmission services, circuit-switched data transmission and many others.

Try to name as many of the rest of the categories as you can.

Telecommunication services include: Telex services, Telegraph services, Facsimile services, Private leased circuit services, Electronic mail, Voice mail, On-line information and data base retrieval, Electronic data interchange (EDI), Enhanced/value-added facsimile services, incl. store and forward, store and retrieve, Code and protocol conversion, On-line information and/or data processing (incl. transaction processing), [extra credit for others]


text:
User:Ruddyjohn

I am a Brit living in France. I did Fine Art/Art History at Nottingham U and Philosophy (to Part One) at UCL."French Civilization and Literature" sounds grand but it was Mickey Mouse diploma cooked up at the SORBONNE for foreign students during the long Summer break. But it looks good on the CV. (that is, at that time when things looking good on the CV ('Resumé)was important to me) My interests are in The Humanities: History, US History, -especially Slavery and the Civil War - the successive Immigration Waves and their effect on the immediately preceding immigrants, pressure for jobs and housing etc, from the mid 1850s to about 1910. At present I am working on a project concerning the arrival of the MUSTANGS on the Great Plains. My paricular bee-in-the-bonnet is that in all probability this should have been before the 1720s- the accepted chronology - when they show up in East Texas.Think of the reproduction rates of those Spanish horses that escaped, were rustled by Native Americans, or swam ashore from incoming convoys that foundered in storms off Florida, Louisiana, Galveston! etc. Any help at all on this subject, especially references to daybooks,logs, cargo lists and the like would be most welcome.

title: User:Ruddyjohn


text: Category:Teletraffic engineering

title: Category:Teletraffic engineering


text:
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text:
Film editing/Analyzing film dailies/Girl and the Golden Jewel

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 * style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |

 * style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |
 * style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

"The Girl and the Golden Jewel"

 * This is your final exam. It requires a huge amount of special effects, sound effects, music, voice over, and just about everything else.

 * The location
 * A musium which has priceless treasures including the famous "Golden Jewel".

 * The characters
 * There are three characters in this scene... even though you only see one person. One of the characters is the beautiful Korean princess who is evil but very good looking.  The other characters is the "Golden Jewel" which sings and flashs on and off and has sparkles flying about its head.  (You don't see or hear any of this when you watch the dailies.  You have to create all of that.) The third character is the "Alarm System" which makes all sorts of sounds.

 * The story - Short version

 * The evil but beautiful princess tries to take the jewel but cannot. She says "Curses" and leaves.

 * The story - Long version

 * Actually, here is what happens: The evil princess walks through the museum until she hears the song of the "Golden Jewel".  The evil princess walks up to the "Golden Jewel" and listens to the "Golden Jewel" sing, "I am so beautiful" (or something like that.)

 * The evil princess has tripped the alarm system when she walked passed the electonic eye. So when the evil prince puts her hand through the force field, the alarm system begins to react (and make even more noise.)

 * Finally, when the evil princess leaves, the "Golden Jewel" begins to sing a very nasty song. (This way, the audience will not be upset when other super villains steal the "Golden Jewel".)

 * The challenge

 * To do a good edit of this scene will take you about one year. Even if you work in a team, it can take months.  The film clips are only one tiny part of the scene.  You have to create all the rest.

 * What are plates?

 * This scene requires special visual effects. To do this, the cinematographer shot "plates" which are static shots of the background.

 * As you watch the film dailies for this scene, look for the two shots where nothing moves. You need to use these shots of the background when you create all the special visual effects of the force field and of the glowing particle which fly around the "Golden Jewel".

 * style="width: 50%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Edit this scene

 * The editing of this scene would not be difficult if all the elements were given to you. But none of the elements are included... not even the script of what the "Golden Jewel" says.

 * Order the disk

 * Purchase the disk from the Star Movie Shop. Remember, if you have earned enough points at the Wikiversity Film School, the disk is free.  If you do not have enough points, the Star Movie Shop will eagerly accept PayPal. To contact the Star Movie Shop, you simply @undefined [[Image:Crystal Clear app xfmail.png|24px]]

 * The Overview Movie

 * Start by looking at the overview movie. You need QuickTime Movie Player to view this movie (and the dailies.)  The overview movie shows you the more important parts of the film dailies in chronological order.  This makes editing the scene much easier.

 * Transfer the dailies

 * Copy the dailies (not the overview movie) to your hard drive. If necessary, convert the dailies to whatever format your editing program prefers. This will probably require QuickTime Pro.  Import them into your editing program.

 * Edit this scene

 * The editing of this scene would not be difficult if all the elements were given to you. But none of the elements are included... not even the script of what the "Golden Jewel" says.

 * Submit your finished scene

 * This scene is worth 10 points for just editing the footage and 100 possible for all the rest including music, voice over singing, visual effects, sound effects, etc. @undefined  [[Image:Crystal Clear app xfmail.png|24px]]

 * style="width: 50%; background-color: #ffff77; border: 1px solid Red; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 50%; background-color: #ffff77; border: 1px solid Red; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Analyze the Dailies

 * Where is the sound?

 * When you watch the dailies, you do not hear the voice of the "Golden Jewel". You do not hear the sound effects of the alarm system.

 * This is not a case of "Fix it in post!" where the crew feels lazy. Rather, all these elements are missing so that you can have more control during the editing process.

 * If you do not see soneone saying something (that is, if you do not see their lips actually move), you probably do not want to record the audio during production.

 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

The next scene

 * After you edit "The Girl and the Golden Jewel", you are ready for a bit of fun.

 * Go to "Wedding Bells" on the disk "24 Unedited Scenes" DVD-Data disk. [[Image:Crystal Clear action forward.png|24px]]

Contact your instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here. [[Image:Crystal Clear app xfmail.png|24px]]

 * }


text:
User:Wayne McCracken

Wayne McCracken is a 60 year old recently retired electrical engineer located in Burlington, Ontario, Canada (Burlington is a suburb of Toronto).

My interests are (not necessairly in order of importance): • Science (particulairly physics) • Photography (trying to improve on the artistic side) • Many other things

title: User:Wayne McCracken


text:
User talk:Wayne McCracken

Hello, and welcome to Wikiversity! I hope you enjoy the place and decide to stay. In the meantime, here are some links which might be of use to you:

 * About Wikiversity
 * The Colloquium (where many participants can be found) and:
 * A collection of projects

In the meantime, if you have questions, please feel free to come to my talk page. All the best, --HappyCamper 17:45, 10 March 2007 (UTC)

title: User talk:Wayne McCracken


text:
Teletraffic engineering/Routing/Answer 1

Answer 1

 * 1) Assembling and distributing information on the state of the network and user traffic that is used to generate and select routes.
 * 2) Generating and selecting feasible and optimal routes based on network and user traffic state information.
 * 3) Forwarding user traffic along the selected routes.


text:
Teletraffic engineering/Routing/Answer 2

Answer 2
To perform the actual forwarding of traffic along routes defined in the switch routing tables.


text: User talk:Chuboltite

title: User talk:Chuboltite


text: Category:Probability

title: Category:Probability


text:
Wikiversity:Non-Commercial Tag Issues

The problem
The problem is that there is a large amount of courseware out there that cannot be incorporated in Wikipedia or Wikiversity because of a restriction on "non-commercial use." The purpose of this page is to describe the problem and think about solutions for fixing it.

Why Non-Commercial tags are a problem
NC tags effectively prevent mass collaboration. If you have a document with fifty authors each with a non-commercial tag, then you will need every author to give their permission before you can use the object commercially. This also effectively prevents people with commercial interests from participating in document editing, and also prevents many uses of the document.

The main fear of people who put in the NC tag is to that someone will use the work to derive "unjust riches". The fear is that someone with a commercial interest will take the work and make a huge amount of money, and that the original author will get nothing. This is a perfectly justifiable fear, but the education effort should point out that the solution to this is the "share-alike" tag.

Why Non-Commercial tags are not a problem
Wikiversity does not have to incorporate everything. Wikiversity pages can always link to learning resources that are under a "no commercial re-use" licensing restriction.

title: Wikiversity:Non-Commercial Tag Issues


text:
User:Giovanni~enwikiversity

Username Giovanni is a psuedonym for a student currently studying applied linguistics (Romance Languages and Literatures) at the University of Notre Dame. He is currently being trained in Italian and Portuguese, but speaks French and English. His other interests include the entire field of linguistics, politics, history, culture, applied theology and law.

title: User:Giovanni~enwikiversity


text:
User:Sunir~enwikiversity

I am the Founder of http://www.BibWiki.com and MeatballWiki.

 * http://usemod.com/cgi-bin/mb.pl?SunirShah
 * http://sunir.org
 * mailto:sunir@sunir.org

My goal is to support open access journals through http://www.bibwiki.com.

title: User:Sunir~enwikiversity


text:
User talk:Giovanni~enwikiversity

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 Giovanni. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Giovanni~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 23:32, 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) 06:09, 19 April 2015 (UTC)

title: User talk:Giovanni~enwikiversity


text:
Introduction to Reading English

English is constructed of:

 * 1) /Nouns/ - Nouns are Objects, meaning Persons, Places, or Things.
 * 2) Example - I threw the ball.
 * 3) /Verbs/ - Lexical Verbs fall into three main categories, actions, states and events.
 * 4) [Action] Action verbs may have an object (transitive verbs) or they may have none (intransitive verbs)
 * 5) Example - Action (transitive):I threw the ball.
 * 6) Example - Action (intransitive) : He smiled.
 * 7) [state] State verbs are verbs like love, hate, think, believe. They tend to be verbs concerned with emotions and thinking, as well as the verb to be
 * 8) Example - I admire him for his courage
 * 9) [Event] Some verbs describe events rather than actions.
 * 10) Example - Stocks fell on Wall Street this morning.
 * 11) /Auxiliary Verbs/ - These are the verbs be, do and have. They are used for interrogatives, aspect and passive. Note that the three verbs can also exist as lexical verbs.
 * 12) Example - Do you like her?
 * 13) Example - He has been living here for three years.
 * 14) Example - He was killed in an accident.
 * 15) /Modal Verbs/ Core modal verbs (must, could, should, might, can, may, will, would, shall) indicate degree of probability/certainty/necessity and are also used to indicate politeness and tentativeness.
 * 16) Example - (probability) He could be in Birmingham but he might have gone to Nuneaton.
 * 17) Example - (necessity) You must sign it now or you'll lose the money.
 * 18) Example - (politeness) Would you step this way, sir?
 * 19) /Adjectives/ - Words that DESCRIBE Nouns.
 * 20) Example - I threw the red ball.
 * 21) /Adverbs/ - Words that DESCRIBE Verbs.
 * 22) Example - I quickly threw the red ball.
 * 23) /Pronouns/ - Words that IDENTIFY the Actor or Object.
 * 24) Example - I quickly threw the red ball.
 * 25) Example - He quickly threw the red ball.
 * 26) Example - It quickly threw the red ball.
 * 27) Example - I quickly threw the red ball at it.

title: Introduction to Reading English


text:
User:Coolsoundingme

Christopher Richard Wahl

Born: 4 October 1984 Buffalo, NY USA

Private Pilot Certificate - Airplane Single Engine Land: 25 April 2003

Instrument Rating - Airplane Single Engine: 27 August 2003

Commercial Pilot Certificate - Airplane Single Engine Land: 5 May 2005

Certificated Flight Instructor - Airplane Single Engine Land: 3 October 2007

B.S. Professional Pilot, Farmingdale State University of New York.

title: User:Coolsoundingme


text:
User talk:ChrisBradley

TESOL stuff
Hi Chris, I have categorized your newly added grammar pages into Category:TESOL grammar. They were in Category:TESOL read which didn't seem quite as correct to me. Hope this helps. Thanks for helping Topic:TESOL start up. --Rogerhc :-) talk 05:36, 11 March 2007 (UTC)

title: User talk:ChrisBradley


text:
Introduction to Reading English/Nouns

A noun names :
 * persons, places, animals or things (man, canteen, flower)
 * concepts or ideas (peace, joy, democracy)
 * quality, property or condition (strength, blackness, apathy)

Classification of Nouns

 * Proper noun  is the distinctive name of anything. It always begins with a capital letter . Examples: Wikiversity, John Doe, America
 * Common noun  is the general name for anything. It always begins with a small letter . Examples: parent, cat, boy

Special Classes of Nouns

 * Concrete noun  names something that can be perceived with the five senses (sight, sound, touch, smell and taste). Examples: air, flower, food, water
 * Abstract noun  names something that can't be perceived with the five senses. Examples: love, truth, belief, sympathy
 * Collective noun  names a collection or a group of similar things. Examples: flock, herd, pack, etc.
 * Mass noun  a noun that is very rarely plural and is never with articles 'a' and 'an'. Examples: advice, equipment, fruit, information, weather
 * Compound noun  is made up of two or more words forming a unit idea. Examples: skyscraper, rubout, commander-in-chief

Properties of Nouns

 * 1) Person
 * 2) Number
 * 3) *Singular in number indicates one object only. Examples: bus, girl, boy, town, stone
 * 4) *Plural in number indicates two or more objects. Most noun form their plural by adding -s or -es Examples: bag-bags, tree-trees, glass-glasses, church-churches
 * 5) Gender determines the sex of a noun.
 * 6) *Masculine gender indicates the male sex. Examples: brother, gander, nephew, father, John
 * 7) *Feminine gender indicates the female sex. Examples: mother, sister, doe, Mary
 * 8) *Common gender indicates uncertainty of sex which is either male or female. Examples: teacher, parent, horse, cat, child
 * 9) *Neuter gender indicates that an object is without sex. Examples: rock, leaf, sea, montain, hill, paper
 * 10) Case shows the relation of a noun to other words in the sentence or phrase.
 * 11) *Nominative case  indicates that a noun is doing or being something in the sentence. A noun in the nominative case can be either a subject or predicate but not both in the sentence.
 * 12) *Objective case  indicates that a person or a thing is being acted upon. A noun in the objective case can be use as object of the verb or object of the preposition.
 * 13) *Possessive case indicates that a person or a thing owns something. The possessive form of a noun is usually formed by adding an apostrophe (') or an apostrophe s ('s)

Uses of Nouns

 * 1) Subject refers to the word about something is said in a sentence.
 * 2) Predicative nominative or predicate noun renames, identifies or explains the subject in a sentence. It is normally placed after a linking verb.
 * 3) Direct object refers to the receiver of the action in a sentence. It answers the question What? or Who?
 * 4) Indirect object tells to whom, to what, for whom or for what a thing is done.
 * 5) Object of the preposition answers the question What? or Whom? after the preposition.
 * 6) Appositive refers to a noun that identifies or provides further information about another word in the sentence.
 * 7) * Essential appositive makes the meaning of a sentence clear. It is usually not set off by a comma.
 * 8) * Non-essential appositive may be omitted in the sentence without changing the meaning of it.
 * 9) Objective complement adds to the meaning of or renames the direct object. It appears only with these verbs: appoint, call, consider, declare, elect, judge, label, make, name, select or think.
 * 10) Direct address is the name or word by which a person is addressed. It is set off by a comma.

title: Introduction to Reading English/Nouns


text:
Introduction to Reading English/Verbs

A verb is a word or group of words expressing an action, a condition or a state of being.

Categories of Verbs

 * 1) Action verbs describe physical or mental action.
 * 2) * Transitive verb is a verb having a direct object.
 * 3) * Intransitive verb is a verb never having a direct or indirect object to receive its action.
 * 4) Auxiliary (linking) verbs connect the subject of a sentence to a noun or adjective that describes the subject.
 * 5) Modal (helping) verbs are used before action or linking verbs to convey additional information regarding aspects of possibility or time.

title: Introduction to Reading English/Verbs


text:
Introduction to Reading English/Adjectives

Adjectives
Adjectives are words that describe nouns.

Syntax
In English, adjectives go before nouns, for example 'The black cat.'

Gradable and non-gradable
Adjectives are generally gradable or non-gradable. Gradable adjectives can take the word "very", but not the words "completely" or "absolutely", whereas non-gradable adjectives are the reverse: they sound strange with the word "very" and do take the words "absolutely" or "completely."

Examples of gradable and non-gradable adjective pairs:

Choosing a gradable or non-gradable adjective can change the force of your language, which is important for example for communicating your feelings when giving praise or making complaints, or for using exaggeration to make a story more interesting.


text:
File:Forbe--Seduced by the Dark Side.pdf

Used with the WikiU Film School Lesson on how to format a movie script


text:
User:Chyld989

Hello. My name is Tom, and I've always loved all things wiki. I decided to sign up so I could add/edit to pages I already read, and now I will undoubtedly lose many hours of sleep due to not realizing time does in fact pass while I edit wiki pages.

title: User:Chyld989


text:
C++/Functions and Recursion

This lesson will have to do with using functions and recursion to improve readability and efficiency of your code. This lesson assumes you have a general grasp of C++ syntax. Other than that, I will explain everything as well as I can.

Functions
Simply put, a function is a segment of code that is isolated from the main code segment. A function is called from a section of code. When the function's code has been executed, it returns to the calling code. The general form of a function is:

 * return_type function_name ([arg1_type arg1_name, ...]) { code }
 * }
 * }

Here is an example of a function:

 * The   at the beginning is the return type of the function.
 *   is the function's identifier. It will be what is used to call the function.
 *   and   are called parameters. They are defined in the form . These will be explained later.
 * The code for the function is enclosed in a set of curly brackets  .
 * Every function with a return type other than  must have a   statement. This is the data that the function will be sending back to the calling code.

Many conventions exist governing the form of functions in C++. Generally, whatever form is most readable to you is the one you should use. For example, some coders will leave the opening  on the same line as the function definition while others will give it its own line. Also, some coders would name the above function. This is mostly personal preference.

The Function
The  function is a special function. Every C++ program must contain a function named "main". It serves as the entry point for the program. The computer will start running the code from the beginning of the main function. There are two main types of  functions; one with and one without parameters. Below are examples of both:

The reason for having the parameter option for the main function is to allow input from the command line. When you use the  function with parameters, it saves every group of characters (separated by a space) after the program name as elements in an array named. The array datatype may be beyond you at the moment, but don't fret. In time you will learn of it. Here is an example of a command line statement with a program that uses a  function that accepts arguments. C:\> program.exe text 234 This command would pass the following information to the  function:
 * argc = 3
 * argv =
 * Note that the '234' is a string, not an integer value

Since the  function has the return type of , the programmer must always have a return statement in the code. The number that is returned is used to inform the calling program what the result of the program's execution was. Returning 0 signals that there were no problems.

Function Declarations
Before we discuss calling functions, we must talk about declarations. Programs written in C++ are executed in logical order from the top down. A statement can only use symbols, or named constructs like functions, that are declared in code that has already been executed. Put simply, the compiler must be aware of the name used to describe a function before that function can be called in the code.

For example, to allow  to call functions that are defined after the main function itself in the code, we use forward declarations. A forward declaration tells the compiler that a function exists and what its arguments look like, but the definition of function will be elsewhere.

The declaration begins much the same as the definition.

Example:

Note that the argument names are optional since the declaration does not need to use the arguments in any way. However, keeping the arguments needed in the declaration may be useful for documentation purposes.

Calling
Calling refers to how a function is used from code.

Example:

First note the use of the two declarations that precede the  function. They allow  to use   and   even though they aren't defined until after. The forward declarations ensure that the compiler knows that when it sees the symbols "fctn1" and "fctn2" that those names refer to functions somewhere in the program.

Next, notice that to call  all we had to do was enter. Since it doesn't require any arguments and it has a  return value, this is very simple. For  however, we see that it not only requires two arguments, but also returns an integer as well. To pass data to a function, you simply list the data in the order it is called for by the function definition. To catch the returned data, we use the assignment operator '=' and assign the returned value to a variable.

Another thing to note is that functions with a  return type, as , do not require a return statement as they do not return anything.

Parameters
Parameters are how data is passed between functions through the call of the function. Above we learned that you list the data you want to pass to a function in the call between the. The order of the list is determined by the function definition. The first parameter in the list will be assigned to the variable listed first in the function definition. Also, in most cases, you must have the correct number and type of data being passed to the function or you will receive an error when you try to compile your program.

For example: This would pass the contents of the variable  to   in the function. Then the integer value '12' would be passed to.

Passing Methods
By default, values are passed to a function through a method called pass by value. This means that the value of the variable is passed, not the variable itself. This would be like giving a person a copy of your driver's license. They can read all of your information and they can change whatever they want on their copy, but the original is not altered in any way.

If desired, a value can be passed through a method called pass by reference where the function is actually given the address of the variable, allowing it direct access to the information. This is done by placing a '&' after the data type in the function definition (this must also be present in any forward declaration). So, if we were to want to pass num1 using pass by reference, we would say:

as before in the  function, but in the definition, we would say

Following is a guide as to when one should use pass by reference to alter data, and when one should just use a return statement:

You can mix between the use of pass by value and pass by reference from parameter to parameter, but it is not good programming practice to mix the use of pass by reference and returning.

Default Parameters
It's possible to assign default values to parameters that are omitted from the function call. The default values are usually defined in the function declaration like this example: In this case, if the parameters aren't provided, they will be assigned 4 and 5 respectively. So, for example, if you had the call Neither of these calls would raise an error. In the first one, both values would be set to their defaults. In the second example, the first argument would be passed 33 while the second argument would still be defaulted to 5. You cannot default the Second one without defaulting the first one.

Scope
Scope refers to the level of access an object has. A function can access only global variables and those that are passed to it through arguments. Also, any variables declared inside a function are only available to that function. For example, an integer declared in  will not be available to any other function unless it is passed as an argument. Vice versa, an integer declared in a function will not be available to the  function.

Recursion
Recursion is a method of function calling in which a function calls itself during execution. Let's start by showing an example and then discussing it.

This is a classic application of recursion. This function calculates the factorial of a number. As you probably know the factorial of n, written n!, is the product of every number from 1 to n. So we can say that 4! = 4×3×2×1. Let's step through what happens in our function when we call.

 * is called
 * Since n=4, we take the  path. We return 4×
 * is called
 * Since n=3, we take the  path. We return 3×
 * is called
 * Since n=2, we take the  path. We return 2×
 * is called
 * Since n=1, we take the first path and finally return 1 to the previous function
 * returns 1 so  can return 2×1...2
 * returns 2 so  can return 3×2...6
 * returns 6 so  can return 4×6...24

Many times, a recursive solution to a problem is very easy to program. The drawback of using recursion is that there is a lot of overhead. Every time a function is called, it is placed in memory. Since you don't exit the  function until n reaches 1, n functions will reside in memory. This isn't a problem for the simple factorial(4), but other functions can lead to serious memory requirements.

title: C++/Functions and Recursion


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Summary
== Summary ==


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User talk:Helen Phelan

Hi Helen, and thanks very much for adding yourself to the Action research/AREOL25 page, and your positive comments there. I'm especially intrigued about the work of J L Moreno - incidentally, did you see the mini thread about drama (I think it's called "Research Action") on the discussion list? Anway, looking forward to exploring ideas here - let's see what we can make of it.. Cormaggio talk 10:51, 11 March 2007 (UTC)

title: User talk:Helen Phelan


text:
Thumbnail storyboard sheet:SBTDS:Forbe

{| cellpadding="10" cellspacing="5" style="background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: LightGray; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Thumbnail Storyboard by Forbe
1

YOUNG PERSON: That was a great movie ...

2

CUT TO

3

YOUNG PERSON (cont): But I don't understand one thing.

4

OLD PERSON: Hum... What's that?

5

YOUNG PERSON: I don't understand how anyone can be 'seduced by the dark side'.

6

OLD PERSON: Hum.

7

The old person has an idea.

8

OLD PERSON: What computer do you use at home?

9

YOUNG PERSON: A Macintosh.

10

OLD PERSON: But what computer does your father use at work?

11

YOUNG PERSON: Humm.

12

YOUNG PERSON: Seduced by the dark side!

13

The old person smiles

14

The old person and the young person...

15

slowly go home together.

The End

 * }

title: Thumbnail storyboard sheet:SBTDS:Forbe


text:
User talk:Lasborn

Image copyright problems

 * The currently affected images are below. For each, please provide a license template and source. Thanks. – Mike.lifeguard | @en.wb 23:17, 13 February 2008 (UTC)

 * 2007-03-11 11:57, Lasborn: Figure 1.jpg: untagged! ; 0 (0)
 * 2007-03-11 12:11, Lasborn: Pic.jpg: untagged! ; 0 (0)
 * 2007-03-11 12:42, Lasborn: Figure 2.jpg: untagged! ; 0 (0)
 * 2007-03-11 12:46, Lasborn: Pic1.jpg: untagged! ; 0 (0)
 * 2007-03-11 12:56, Lasborn: Routing 1.jpg: untagged! ; 0 (0)
 * 2007-03-11 12:59, Lasborn: Routing 2.jpg: untagged! ; 1 (1)
 * 2007-03-11 13:51, Lasborn: Routing 3.jpg: untagged! ; 0 (0)
 * 2007-03-12 10:21, Lasborn: Routing 4.jpg: untagged! ; 0 (0)
 * 2007-03-12 10:26, Lasborn: Routing 5.jpg: untagged! ; 1 (1)
 * 2007-03-20 17:42, Lasborn: Modelling1.jpg: untagged! ; 1 (1)

title: User talk:Lasborn


text:
Teletraffic engineering/Routing/Module 15/Answer 1

Answer 1
Routing in the context of telephone networks is the selection of a specific circiut group, for a given call or traffic stream, at an exchange in the network.


text:
Teletraffic engineering/Routing/Module 15/Answer 2

Answer 2

 * 1) Static routing schemes: Routing is based on the expected, as opposed to the actual, user and network behaviour and does not change according to the current state of the newtork and user traffic. The routing pattern is always the same.
 * 2) Dynamic routing schemes: Routing pattern is automatically altered based on present changes in the user and network state. The routing pattern varies.


text: File:BioPic JWL Sept06.jpg

title: File:BioPic JWL Sept06.jpg


text:
Teletraffic engineering/How does Internet telephony traffic differ/Solutions to Module 8

Solution

 * a) dprop = $$\frac{M}{S}$$

 * b) dtrans = $$\frac{L}{R}$$

 * c) dprop + dtrans = $$\frac{M}{S}$$ + $$\frac{L}{R}$$

 * d) At t=dtrans, the bit would have moved along the link a distance of:

 * d = S*dtrans

 * The link distance M is given by:

 * M = S*dprop

 * Since dprop > dtrans, the bit will still be on the link going towards the other end of the link.

 * e) At t = dtrans, the bit would have moved along the link a distance of:

 * d = S*dtrans

 * The link distance M is given by:

 * M = S*dprop

 * Since dprop < dtrans then M < d, hence the bit would have already reached the other end of the link


text: File:Trunking.jpg

title: File:Trunking.jpg


text:
User:JWSchmidt/Blog/11 March 2007

IRC meeting about research  The IRC meeting about research held on 10 March 2007 attracted about 30 people to the #wikiversity chat channel. (Note: there are some links below to specific sections of the research policy pages at the Wikiversity multi-lingual hub, however the links do not actually take you right to the correct sections of those pages.)

Background
Wikiversity has an education-oriented mission that leads some participants to explore how to move beyond the Wikimedia Foundation Neutral point of view (NPOV) policy and the Wikipedia:No original research (NOR) restriction. In particular, the Wikiversity community was asked to develop research guidelines during the first six months of the project (email discussion group post, by Board member Anthere; special projects committee resolution).

Issues raised in the IRC discussion
Scope of research. An attempt was made to start with the scope of research activities that will be allowed within Wikiversity. One issue raised was the relationship between publishing of research results and the conduct of research at Wikiversity. Rayc mentioned a rather extreme way to define research, "only things that will eventually be published be considered research. everything else would be a learning project." Rayc suggested a second category, "casual research", as being, "something that is not going to be published." CQ (yeoman) mentioned the idea of, "classifications or ratings for research intensity... for instance 'formal methods' for academically peer-reviewed projects at one end but allowing 'informal or casual' research for the rest of us." The only distinction between types of research projects in the current proposed policy is for projects that would require review by an IRB (Institutional Review Board). Wikiversity would not have an IRB, but it might make sense to have a "research review board" that could deal with any Wikiversity research issues that might come to involve an IRB from a bricks-and-mortar research institution. The term "research review board" was selected in anticipation of a future time when communities of Wikiversity scholars might begin to explore formal peer-reviewed publishing within Wikiversity, but the proposed research policies leave that for the future. For now, the proposed research review board would be an advisory board that would help the whole Wikiversity community deal with any problems arising in on-going research projects. User:Cormaggio stated the current major goal for Wikiversity research, "a place where people can learn about the practice of doing good research".

Another topic that arose early in the IRC-based discussion was the question of to what extent research policy can be set for all Wikiversity projects. The Wikimedia Foundation Board of Trustees originally requested that "as much as possible" there be one set of rules for all of Wikiversity rather than have each language-specific Wikiversity website doing their own thing. The largest objection to uniform policy seemed to come from Rayc, "uniform policies don't seem to have taken hold in wikipedia. What is the benfit?" However, as far as I can tell, NPOV and NOR are universal policies in Wikipedia projects. If Wikiversity is going to allow original research and editing outside of the restrictions of traditional NPOV policy, then there can be a single Wikiversity-wide approach to doing so. I think it is clear that the Board does not want to get into a situation where each time a small community starts a new Wikiversity website for a particular language, they have to re-invent rules for research activities just for that language.

A second issue related to the scope of Wikiversity research was if the education-oriented mission restricts the scope of research or if Wikiversity is open to all types of research. The current policy proposal starts with the idea that "The scope of research at Wikiversity is limited to research activities that promote learning and the goals of the Wikimedia Foundation." I think it would be possible to fit many kinds of research into the Wikiversity mission, but it also makes sense to include the idea that: "At times, it may be useful to amend the Wikiversity research guidelines so as to explicitly exclude some types of fringe research if they disrupt Wikiversity or distract the community from its educational mission." I think that sentence probably addresses a concern raised by Gmaxwell, "Do you agree that if we wanted to we could define a policy that said 'we will reject whatever our community dislikes'?" If someone brings some fringe research topic to Wikiversity and it causes more conflict and disruption than education, then the community will certainly be able to restrict that area of research.

The research policy proposal includes a list of categories of research projects that are not suitable for Wikiversity.

Restrictions on the scope of research imposed by ethical guidelines
Xenon (gboyers) made the point that there are, "boundaries and limits imposed before we can allow research to proceed - even if they're just ethical guidelines," and that the proposed policies include ethical guidelines that restrict research activities. Among the inherent limitations on research projects, "ethical guidelines would obviously be the strictest". If you accept that issues at the level of the Wikimedia Foundation related to enforcing the wiki website privacy policy are "ethical issues", then I think it is the case that ethical restrictions on research are of fundamental importance. User:WiseWoman suggested that we keep things simple, "Tell the truth. Don't make up things. Help each other." The proposed research policy says, "Wikiversity participants who engage in research activities must not attempt to use Wikiversity as a platform for advocating or advancing propaganda or any other type of deception or intellectual dishonesty, but rather, Wikiversity editors must remain devoted to scholarly consideration of their topic of study. This means not distorting or hiding evidence and not crafting illegal, deceptive, dishonest or otherwise unethical accounts of facts or ideas. Wikiversity scholars can, and must, study their subjects with devotion to honesty and the highest scholarly standards."

Detecting and eliminating bogus research
A problem that has been made clear through past experience at the Wikipedia project is that wiki projects become targets for people who want to post bogus ideas. The policies that require citation of verifiable sources and the NPOV and NOR policies help to defend Wikipedia against large amounts of potential trouble from pushers of fringe ideas and scam artists who enjoy posting bogus ideas. What is not clear to most people is the role played by experts in helping a wiki community identify bogus ideas and keep them out of a wiki website. The familiar problems with identifying and removing bogus wiki content will be larger problems within Wikiversity research projects where the protections used at Wikipedia will be removed. The proposed research guidelines say, "some forms of bogus and unethical research can only be recognized by experts" and calls for Wikiversity to have a system (research review board) that promotes the use of expert knowledge to detect and correct problems in research methods.

Historybuff (HistoryOnTheRoad) made the point that, "A uniform approach will cut down on 'forum shopping' that an extreme group does to try to find a WV that will accept it's screwball theory." User:WiseWoman made the point that, "what one group finds 'well-documented and cited' is considered to be 'non-verified' in another." Somehow we need to be clear about the distinction between large issues that need to be stated explicitly in Wikiversity-wide policy and small issues that need to be handled by smaller communities of participants at the level of editing individual wiki webpages and research projects. The current proposal says, "Wikiversity does not exist as a platform to support advocates of particular political movements, religious ideologies or scientific, legal or historical theories." That is a general policy statement that allows Wikiversity communities a basis in policy for blocking unwelcome groups from using Wikiversity as a soap box for their propaganda. The details of determining what is "unwelcome" or a "screwball theory" is left up to individual wiki communities. We do not try to micromanage and provide a list of every specific research project that would not be welcome within Wikiversity. Such details are "fine-tuning" that will take place outside of the policies when the general principles in the policies are applied by the Wikiversity community.

The research policy proposal identifies two levels of "fine-tuning"; conventional wiki editing processes that provide for continual peer review of wiki content and, in addition, something new. "Conventional wiki editing" includes all of the tools that have been developed by editors at Wikipedia, such as the Wikipedia processes by which community members use templates to flag problems on wiki pages and then use of discussions to decide how to correct problems, and, if needed, delete pages that cannot be corrected. At Wikipedia, decisions about page deletion often come down to counting the number of verifiable citations that can be found to support the importance and continued existence of a page. When the Wikiversity community gets involved with discussion of research projects, it will not be possible to just count existing published sources that support the research. When dealing with the production of new research results, you need to make use of the experience of participants who are familiar with the problems that can arise from bogus research methods. The proposed research review board is a suggestion for how to create a process that would help the community make use of existing expertise in the community for dealing with problems that will arise in research projects.

For the types of research projects that are appearing within Wikiversity (see the examples at scope of research), there are no great controversies and a formal research review board is not needed. However, it is easy to imagine future situations that will benefit from a formal research review board. There will be "crank research" placed on Wikiversity pages, and Wikiversity will benefit from a system that encourages participants with expertise to help identify and correct/remove bogus research. Eventually, some Wikiversity participants will want to experiment with formal peer review of research results. The proposed research review board could gracefully evolve into a way for Wikiversity to incorporate a formal peer review process.

Gmaxwell mentioned the idea that, "it's usually best to wait until there is a problem before deciding on a policy to avoid problems, rather than trying to pre-solve issues which may never arise and working with conjecture rather than fact". I think that attitude is fairly common among wiki participants and it can be applied to the whole process of creating policy for research projects within Wikiversity. _sj_ suggested that, "the 'review board' should be a process and perhaps a page, not a group of users". I imagine that Wikiversity might come to have a "process" such as Wikipedia:Articles for deletion, but I'm more interested in a process that would focus on identifying methodological problems in research projects and guiding the community towards correcting problems that arise in research projects. The proposed research review board is designed to "help the community verify the methods used in research projects and deal with any potential problems". The distinction between "a process" and "a group of users" seems like an artificial distinction, particularly when Wikiversity will be a community in which some people have previous experience in dealing with research problems while others are trying to learn how to do research. Why not allow the community to have a process that explicitly calls upon more experienced members of the community to take a leadership role in the process?

It is natural for people to see words like "review board" and start imagining a select group that will impose its will. Anyone who reads the proposed research review board policy will see that it is essentially a proposal for an advisory board designed to guide community discussions. Mike42 expressed such concerns as, "If 'we' is an elected group, then people will see them as above the rules." This is why the review board policy says, "Becoming a Referee means taking on extra duties and responsibilities in service of the Wikiversity community. In particular, Referees are expected to apply their expertise and experience to help guide the community in peer review of research methods and practices used in Wikiversity research projects. Referees never demand action based on their 'expert opinion', rather they use their expertise to help provide explanations that guide the community to consensus."

Comments
JW: I think that this is an absolutely essential piece to the puzzle if we are to have any sustainable credibility as a valid source of reference. The ideal would lie in a WSERB (Wikiversity Services Ethics Review Board) coupled with a Peer Review Process. That being that there be a pair or team working together before any item is "Accepted" into the Wikiversity. There could be an interim phase where the submission is "pending" pending editorial or peer review and acceptance. Not any different than we utilize to publish in a journal. I feel quite adamantly about this because the Wikiversity is public domain and the information enclosed herein may benefit all. However, interpretation of this knowledge may result in negative impacts to the users. It wasnt that long ago In Canada that this credibility was an issue. That was of the major Canadian news networks airing a clip of a boat in high seas and distress that was on YouTube and mistakenly labelled as occurring off Newfoundland. In reality it was no where near the Canadian coast and this had negative impacts on the shipping company in question.

What is published in Wikiversity should be valid, accurate, credible and replicatable. We ultimately need depth and breadth. Challenging ideas while labelled challenging or contoversial I feel should be included as long as a disclaimer is attached. If we are using this service clinically we are able to make an educated and informed decision as long as conflicts of interest and diclaimers for "off-label" uses (no matter what area or service) are included.

Thanks for all of your dedication to the cause and enriching minds across the miles and the years. Joel Lamoure 00:14, 16 March 2007 (UTC)

Trust
"credibility as a valid source" <-- Why should anyone trust the information they find at Wikiversity? Sure, you could make Wikiversity a closed project where every editor and edit is under strict control. But Wikiversity is using the Wikipedia model of openness and inclusiveness. We invite everyone to edit. Wikiversity is a wiki where participants can "learn by doing" and, in particular, learn by editing webpages. So if anyone can edit, why trust the content? We rely on some rules that shape the culture of Wikiversity. In particular, we demand that information on Wikiversity pages be supported by citation of verifiable sources. But what happens when we follow our interests and start exploring new domains of knowledge beyond what can be supported by previously published information? When we move beyond the safety of Cite sources, how can we keep Wikiversity safe from errors and fraud and hoaxes?

Wikipedia has always made use of experts and the special skills they have, but Wikipedia has never turned the expertise of editors into "a big deal". As Wikiversity moves towards allowing original research projects, it is clear that those projects can benefit from the experience of experts who have already learned how to do good research in various subject areas. How can we encourage the participation of experts and make use of that participation to provide the Wikiversity project with credibility? And how can we attract and efficiently utilize experts while still keeping Wikiversity an open and inclusive project where non-experts feel welcome and eager to participate? I hope we can continue to engineer a wiki culture to promote the idea of, "From each according to his abilities, to each according to his needs."--JWSchmidt 01:21, 16 March 2007 (UTC)

 * Gmaxwell mentioned the idea that, "it's usually best to wait until there is a problem before deciding on a policy to avoid problems, rather than trying to pre-solve issues which may never arise and working with conjecture rather than fact".
 * This was from the experience of the English Wikipedia. However, if I am not mistaken, it took Larry Singer some effort to formulate the NPOV policy originally, and the English Wikipedia had Jimbo Wales and then the ArbComm to protect it. Core policies should not wait.Hillgentleman|Talk17:34, 23 March 2007 (UTC)]

Board of Trustees watch

 * Resolutions - March 2007
 * Report on board meeting - March 2007

title: User:JWSchmidt/Blog/11 March 2007


text:
User:Freiberg

This is not my main account. To see my main account, see Meta.

fr:Utilisateur:Freiberg

title: User:Freiberg


text:
Storyboard Artwork Project/Options

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | [[Image:Crystal Clear app kfm home.png|50px]]Optional: Other storyboarding options

 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

The two parts of storyboarding:
The challenge of storyboarding is two fold:

 * Step 1 - Breaking down the scene.

 * Breaking the scene down means deciding which shots will be filmed. For each shot, you must decide the camera angle, the camera lens, the camera movement, the actor's movements. At the same time, you must decide the flow of the story from shot to shot.

 * Step 2 - Drawing the pictures.

 * Once you have made these decisions, you must draw thumbnail storyboards to communicate this information to me and the rest of our jolly crew who will work on your movie. We don't know what you are thinking unless you draw us a picture.

 * Send me your thumbnail storyboard frames.

 * When you are finished, send me your individual storyboard frames. I will create the storyboard for you.

 * Be sure to let me know what you are doing. You can email me by  Clicking Here. [[Image:Crystal Clear app xfmail.png|24px]]

 * style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" |

Begin now!

 * Print out this worksheet and begin.
 * Just print out the Storyboard Worksheet and decide what the audience should see.

 * That is all you have to do in this lesson.

 * Note:15 minutes maximum
 * Creating the thumbnail storyboards with pencil and paper should take only 15 minutes. If you spend more than 15 minutes on that part of the lesson, you are trying too hard.  Keep it simple!

 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 60%; background-color: BlanchedAlmond; border: 2px solid SaddleBrown; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

How to submit your thumbnail storyboards
You can submit your storyboards in at least four different ways.

 * style="width: 40%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" rowspan="5" |

Creating the thumbnail storyboards
This is the most important and challenging lesson in the whole course. Here you make the creative decisions.

In this lesson, you create the motion picture… with pencil and paper! In this lesson, you break down the scene into individual shoots and you draw the thumbnail storyboards for all the shots.

Many filmmakers say that once you have completed the storyboards for a movie, you have completed the movie.

If you have problems... If you have problems visualizing the scene, immediately go to the next lesson which uses the fantasitic demo program, FrameForge 3D Studio.
 * style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * Option 1 - Pencil and Paper Thumbnail Storyboards
 * Send me your individual thumbnail storyboards. (Scan the images, scan the page into your computer or mail me your thumbnail storyboards.)

 * style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * Option 2 - Refer to our library of storyboard frames
 * Tell me which frames you want by looking at our library of possible frames for this movie.

 * style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * Option 3 - Draw the thumbnail storyboards into your computer
 * Draw your frames into the computer using ArtRage2, Photoshop, or other software.

 * style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * Option 4 - Storyboard Artwork Project
 * Once the Storyboard Artwork Project produces stamps for Tux Paint (or other program), you will be able to quickly and easily draw your frames using the free Tux Paint.

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" FrameForge 3D Studio Demo Version
 * }
 * style="width: 40%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

 * Or just go to next lesson...
 * If you wish, you can skip all of this and go to the lesson: Create the 3D storyboard. In that lesson, you use FrameForge 3D Studio demo version to create the storyboard frames.

 * style="width: 60%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 400px;" |

Storyboard Artwork Project

 * This project turns Tux Paint into a storyboarding program for narrative filmmaking. This course shows you how to create special stamps which turn Tux Paint into a very simple storyboarding program similar to Storyboard Quick] and Storyboard Artist.

 * Tux Paint is a fun drawing program for kids. It allows kids to add pictures called "Stamps" to their artwork.  Storyboard Quick and Storyboard Artist also uses stamps to draw storyboards but, unlike Tux Paint, these programs are not free.  These special stamps are pictures of people in various poses, viewed from many different angles.  Storyboard Quick uses hand drawn pictures of people while Storyboard Artist uses 2D pictures from Poser.

 * Anyone who likes to draw figures or is learning to use Poser or DAZ Studio can participate. All you have to do is create poses of people viewed from many different angles. The first two pages of instructions are up. Click here to take a look! Then email me! Robert Elliott

 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 60%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

The next page

 * If you want to try creating storyboards with Art Rage FREE, go to Storyboarding with ArtRage2

 * Otherwise, you are ready to go to the course on 3D Storyboarding. [[Image:Crystal Clear action forward.png|24px]]

 * style="width: 40%; background-color: #EFFFEF; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |

Your career in storyboarding
If you enjoy creating storyboarding, you can make a career of it. There are many kinds of storyboarding, not just for motion pictures. This includes storyboarding for television advertising. That's were you will make most of your money.
 * Do you like making storyboards?

Take a look at Above and Beyond Artists Agency - Film Artists:Storyboards for examples from professional storyboard artists.
 * }

title: Storyboard Artwork Project/Options


text:
User talk:Freiberg

Thank you very much --Freiberg 22:50, 12 March 2007 (UTC)

Warehouse
Benjamin Franklin published information about microscopy around 1750. What if Franklin developed a system for sending secret messages in the form of microscopic script? The "apparatus" for reading the secret messages could be something like this, and each military commander would have one for reading orders that arrived in microscopic print. During the Revolution, microscopic messages were sewn into the stars of flags and carried to the battle fronts of the war. The family and husband of Betsy Ross might have had Masonic connections. Imagine that Betsy was familiar with The Talisman of Saturn and decided to use five-point stars rather than six. "On 29 May 1777, Betsy Ross was paid a large sum of money from the Pennsylvania State Navy Board for making flags." We can imagine that Betsy Ross was involved in an on-going system for sewing secret messages into flags. In 2010, maybe someone could find an old flag and one of Franklin's "solar microscopes" and discover the secret message that was sewn into a star. What would be a good message? --JWSchmidt 20:36, 18 August 2010 (UTC)

title: User talk:Freiberg


text:
User talk:Bestbuddy

Image copyright problem with Image:Grading.gif
Thanks for uploading Image:Grading.gif. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikiversity because of copyright law (see Wikiversity' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at Colloquim. Thank you. – Mike.lifeguard | talk 23:43, 28 September 2007 (UTC)

Image copyright problems

 * Your currently affected images are listed below. For each, please provide a source and license template. Thanks. – Mike.lifeguard | @en.wb 23:34, 13 February 2008 (UTC)

 * 2007-03-11 20:02, Bestbuddy: Untitled-1.jpg: untagged! ; 1 (1)
 * 2007-03-11 20:09, Bestbuddy: Untitled-2.jpg: untagged! ; 1 (1)
 * 2007-03-12 11:54, Bestbuddy: Untitled-3.jpg: untagged! ; 2 (2)
 * 2007-03-12 12:02, Bestbuddy: Untitled-4.jpg: untagged! ; 1 (1)

title: User talk:Bestbuddy


text:
Tribology

Tribology is the science of friction and wear. It is a sub-class of mechanical engineering, and is especially important for machine designing. There has been studies that indicate the influence of friction and wear in design. About 80% of all machine failures are associated with friction and wear.

Tribology usually looks that the reduction of friction and wear. It covers modes of surface failures (e.g. wear, pitting, galling). It talks about material selection, coatings, lubrications, and processes to increase efficiency.

Here is a "Cliff note" what I can remember from my college studies on this subject:

- increasing contact surface area (e.g. line contact of roller bearings instead of point contact of ball bearings) to reduce pitting

- hardening a surface will reduce its wear rate

- reducing friction will reduce wear

- softer materials flow better than harder ones, thus reducing friction

- a great combination of hard and soft would be to coat a hardened material with a softer one. For example, anodizing can put a hard thin shell onto an aluminum part. Dipping it into Teflon afterwards can embed Teflon molecules into the honeycomb matrix of the anodized surface. This leaves a soft Teflon surface (low friction) on a hard material (anodized shell).

- journal bearings only work when the shaft is spinning at a high enough speed to float it in the oil. This is why it is better to leave an engine idling for a few minutes than to stop and restart it. During startup, the shaft grinds against the inside of the journal bearing and create wear.

- some situations require making a profile to keep a part floating a moving fluid (e.g. the read/write head inside a hard drive floating on a very-thin stream of air above the spinning disc). It turns out that a step profile is actually better than a slanted or an airplane-wing one.

- on a macroscopic level, surface area has no significant effect on friction. Only the force pushing 2 surfaces together and their materials (listed as their coefficient of friction against each other) matter. For instance, a 100 lbs block of steel will slide with the same difficulty no matter how you change its surface area in contact with the ground. This is because decreasing the surface area decreases the area that covalent bonding between the block and the ground (decreases friction), but it increases the force-per-area that supports the weight (increases friction), and the two friction methods cancel each other out. This assumes that you don't decrease it so much that the block digs into the ground. This gets more into a mechanical method for stopping the movement instead of surface friction.

- decreasing surface roughness usually reduces "friction" and wear by decreasing the mechanical method for stopping the movement

- however, decreasing surface roughness also increases the contact surface area such that two too-smooth surfaces will experience molecular "sticktion" and can cause them to bind. Hard drive discs are very smooth. On the surface, there is a thin area near their center that have pits to reduce the smoothness. This allows the read/write head to dock there when the disc is not spinning.

title: Tribology


text:
Talk:Typography

Reviews of Touch Typing Software, doesn't belong here.

Touch Typing and Typography are two very different subjects.

title: Talk:Typography


text: User talk:Csterben

title: User talk:Csterben