text:
Template:Activity

 This is meant to be used like

Possibly even an activity with graduated hints:

I've not created a template before, so I'm starting from someone elses and modifying. Need to change the image, and I'd like to add rounded corners and a thicker border, but for now at least we can use it!

title: Template:Activity


text:
User talk:David Callaghan

Hi there, and a warm welcome to Wikiversity! I saw some of your posts about developing course materials and putting them here on Wikiversity. What we are trying to do is to build online communities around learning materials. If you have further questions, please don't hesitate to ask - either on my talk page, or over at the Colloquium. All the best, --HappyCamper 05:05, 15 December 2006 (UTC)

We'd love to have you contributing coursework materials to Wikiversity! Please feel free to post your materials for the business school and other users can edit your course materials to make them better.

BTW Merry Christmas! Rayshan 07:01, 25 December 2006 (UTC)

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

title: User talk:David Callaghan


text:
Template:Narrative dialog editing:Table of contents:Lesson 03 - Understanding "L-Cuts"

 * {| cellpadding="3" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |What are "L-Cuts"?
 * }

 * {| cellpadding="3" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |When are "L-Cuts" allowed?
 * }

 * {| cellpadding="3" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |"Hearing Voices" DVD-Video
 * }

 * {| cellpadding="2" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |"Fireworks Display" DVD-Video
 * }
 * }


text:
Film editing/Understanding "L-Cuts"

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * 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" |  Editing a conversation means creating "L-Cuts"   Learning the theory of "L-Cuts" - The most important lesson in film editing
 * style="width: 50%; background-color: #fffff0; 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: 50%; background-color: #fffff0; 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;" |

Lesson summary

 * Two disks
 * The Star Movie Shop created two DVD-Video disks about "L-Cuts". These disks are called "Hearing Voices" and "Fireworks Display".  Even though the Star Movie Shop is no longer open to the public, your instructor can still loan you these disks if you promise to return each disk in one month.

 * "Hearing Voices"
 * This DVD-Video/Data disk is a simple introduction to "L-Cuts" and cut-away (insert) short. This disk is more entertaining.

 * "Fireworks Display"
 * This DVD-Video/Data disk explains completely the uses of "L-Cuts". The disk shows you examples of the four different ways that "L-Cuts" can be used to enhance the telling of the story.  This disk is more theoretical.

 * Execellent homework
 * These disks are good for studying at home. If your school has these disks, take them home and study them carefully.  Many of the effects are only a few frames long.  Therefore, you need time to understand what is happening.

 * 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;"|

The theory of "L-Cuts"

 * Sound edit vs. picture edit
 * An "L-Cut" is where the audio and the picture are edited at differently. This physical difference is the "L-Cut" because it look like an "L" in the timeline.

 * But realize that "L-Cuts" are much more than just separate edits of audio and video. "L-Cuts" change the mood of the scene.

 * Always in sync
 * You need to understand one thing about "L-Cuts". Even though the picture and the audio tracks are edited separately, the audio remains in perfect sync with the picture.  If you do not do "L-Cuts" correctly, you can create a mess if you are not careful.

 * Do it the easy way
 * Creating an "L-Cut" can be extremely difficult. That is why the lessons of the Star Movie Shop show you a very easy procedure for editing a conversation which automatically creates "L-Cuts" without any effort.  Very easy!

 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
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The next page

 * The next page tells more about L-Cuts.
 * What are "L-Cuts"? [[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]]

 * }

title: Film editing/Understanding "L-Cuts"


text:
User:Versageek

My English Wiktionary Userpage

title: User:Versageek


text: User talk:Versageek

title: User talk:Versageek


text:
Talk:Exploring science through fiction

It is very interesting. Has anybody got suggestions for winter reading? Stylistically, I like Asimov's works. From the brief description, Manifold trilogy seems to blend pre-history with speculation, which is good. Path to nowhere seems to be weaving a web of logical puzzles. Artifical Intelligence will probably bring changes into the future society.--Hillgentleman|Talk 09:09, 15 December 2006 (UTC)

title: Talk:Exploring science through fiction


text:
Wikiversity talk:Register Language of Interest

Português


text:
Film editing/Analyze your dailies for an editing workhop

Under Construction This Month
{| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto"
 * 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" | Lesson #05 - How to create your own editing workshop disk
 * style="width: 60%; background-color: #fffff0; 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: #fffff0; 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;" |

Review the dailies

 * Each scene will have totally different dailies. Much depends on how the scene was shot; not just the contents of the scene.

 * How long are the dailies?
 * The first question you must ask is how long are the dailies. As an example,

 * style="width: 40%; background-color: #e0e0ff; 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 Basic contents of an editing workshop disk

 * Finding the scene
 * To create an editing workshop for dialog editing, you need a scene which stands by itself.   one actor over another.

 * }

{| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto"
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The Next Page

 * The next page explains your choices for marketing the disk and now that effects the design of the disk.
 * Page 3 - Tour vs. Workshop

Contact Your Instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here.

 * }


text:
Film editing/Editing workshop distribution

Under Construction This Month
{| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto"
 * 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" | Lesson #05 - How to create your own editing workshop disk. Distribution
 * style="width: 60%; background-color: #fffff0; 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: #fffff0; 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;" |

Where's the profit?

 * Sales income
 * Highlander charged about $80 for "Highlander Uncut" CD and about $300 for the raw dailies on BetaSP tape. The disk was aimed totally at consumers with large binder.  The tape was sold only to schools.

 * style="width: 40%; background-color: #e0e0ff; 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;"|

Strange Options
The disk can be designed as a fund raiser for schools
 * Fund Raisers

The disk can be designed for selling through film students to other film students. 150,000
 * Multi-level marketing

 * }

{| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #ffffff; 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" |

Next Page

 * The next page of this lesson is Page 5 -The future of editing workshop disks

Contact Your Instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here.

 * }


text:
Film editing/Future of editing workshops

Under Construction This Month
{| cellpadding="20" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto"
 * 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" | Lesson #05 - How to create your own editing workshop disk. The future
 * style="width: 60%; background-color: #fffff0; 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: #fffff0; 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;" |

Contests, winners, and prizes

 * Contests
 * The next level of editing workshop disk contains award winning edits of the scene. You can get this from contests.  Naturally, a company like Apple or South Pacific Pictures can have better prizes than Steve Balderson.

 * style="width: 40%; background-color: #e0e0ff; 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;"|

Part of the filmmaking process

 * The disk can bring people into the filmmaking process
 * By planning ahead, the entire filmmaking process can be brough into the home and the classroom.

 * }

{| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto"
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End of Lesson and Course

 * This is the end of this course.

Contact Your Instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here.

 * }


text:
Film editing/Editing dialog for music

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
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Who comes first? (Picture or music)

 * The normal procedure in Hollywood is to edit your movie and then find a film composer to add a bit of music. This is totally wrong.

 * Two concerns
 * The most important thing to remember is music creates the mood for the scene.

 * The second thing to remember is you cannot have strong music when there is dialog.

 * So it is very difficult for a film composer to find room to add the necessary music.

 * The solution
 * The obvious solution is to edit the scene in a special way (by adding gaps in the dialog) so that the film composer has the room to add the necessary music.

 * Not always
 * This does not work always. But the  has a disk which explains this using a simple demonstration of a scene with no gaps in the dialog and a scene were artificial gaps were added to the scene.

 * And if you have earned enough points, you can get the disk for free.

 * style="width: 55%; background-color: #efe; 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;"|

Ordering the Editing Workshop disks
This lesson uses two scenes on a DVD-Video disk to demonstrate how scenes are editing for music You need to order the DVD-Video if you wish to take this lesson.
 * The "Blindman's Bluff Production" Editing Workshop DVD-Video

Currently, there are almost no scenes for practicing film scoring. Therefore, I use this disk for this lesson.

You can order the "Blindman's Bluff Production" Editing Workshop DVD-Video by going to the Star Movie Shop website. Currently, the price of this disk is $24 plus $3 shipping in the USA. They accept only PayPal.
 * Order the disk

Or you can pay with the points you have earned at Wikiversity.

You can soon as you have 27 points, you can request the disk for free.
 * Free offer

Note : You can earn enough points simply by doing an excellent job of Formatting the script and by taking the Pop Quiz for creating the thumbnail storyboards.

To contact the Star Movie Shop, you simply Click Here. Or visit their Star Movie Shop website. Or just contact your instructor (That's me.)
 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #fffff0; 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;" |

Refresher about narrative music

 * What is narrative music?
 * Narrative music is music which is so expressive, strong, and powerful, the music acts like a narrator. When you have a narrator in a scene, you don't want the narrator talking and the actors talking at the same time.  You will not be able to hear either one of them if they both talk at once.

When you film a scene, there is no music. The music is added later.
 * The problem

 * Therefore, when you film a scene, there are no gaps in the dailog for the narrative music. You have to create unnatural gaps in the conversation to add the narrative dialog.

 * Making room for narrative music
 * When you have dialog, there is no room for adding narrative music. you need music to help explain the mood of the scene.  have a very special need for music yet you have additional limitations on the music.

 * 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;"|

Review: Background vs. Narrative music

 * Background music
 * Background music is soft and gentle. You can put background music anywhere.

 * You don't need any special editing for this.

 * Narrative Music
 * You can add narrative music almost anywhere... except over dialog. Narrative music and dialog do not mix well.  You have to keep them separate.  You do this by creating a pause between the sentences of the actors and inserting the narrative music to fill up the gap.

 * Therefore, you must create these gaps when you edit the scene.

 * }

{| 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 page

 * The next page explains the contents of the disk
 * The contents of the "Blindman's Production" 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]]

 * }

title: Film editing/Editing dialog for music


text:
Template:Narrative dialog editing:Table of contents:Lesson 04 - Editing dialog for music

 * {| cellpadding="3" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 1 - Disk contents
 * }

 * {| cellpadding="3" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2 - Creating the gaps
 * }

 * {| cellpadding="2" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3 - Software for film scoring for non-musicians
 * }

 * {| cellpadding="3" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 4 - Film scoring procedures
 * }

 * {| cellpadding="3" cellspacing="0" width="350px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 5 - Creating a demo reel
 * }
 * }


text:
Category:Narrative Film Editing

A course in editing dialog for narrative film production.

title: Category:Narrative Film Editing


text:
History of Asia/Southeast Asia

General Modules

 * GM0001 Archaeology in Southeast Asia
 * GM0002 Integration of Southeast Asia
 * GM0003 Prehistory of Southeast Asia
 * GM0004 Southeast Asia in the Global Context
 * GM0005 Southeast Asian Islam in Historical Context
 * GM0006 Historiography of Southeast Asia
 * GM0007 Nationalism in Southeast Asia
 * GM0008 Women in Southeast Asian Societies
 * GM0009 Comparative Southeast Asia: The Eleven Governments
 * GM0010 ASEAN: After the 1997 Financial Crisis

History of Indonesia

 * ID0001 From Sriwijaya to Majapahit
 * ID0002 Rise Of The Nation

History of Malaysia

 * MA0001 From Malaya to Malaysia: A History of Modern Malaysia (1874-1970s)

History of the Philippines

 * PH001 The Philippines: Pre-1521
 * PH001A The Austronesian Origins
 * PH001B The Southeast Asian Connection
 * PH002 The Colonial Crisis
 * PH002A Spanish Colonial Period
 * PH002B American Colonial Period
 * PH002C Japanese Interlude
 * PH003 Towards Philippine Nationhood
 * PH005 Philippines Today: A Fragile Democracy (From EDSA to Gloria)

History of Singapore

 * SG0001 Economic History of Singapore, 1965-
 * SG0002 International History of Singapore, 1965-

Examination Boards Modules

 * EB0001 Singapore Examinations and Assessment Board - GCE Ordinary Level History
 * EB0002 Singapore Examinations and Assessment Board - GCE Advanced Level History
 * EB0003 Cambridge International Examinations - GCE Ordinary Level History
 * EB0004 Cambridge International Examinations - GCE Advanced Level History

Special Interest Modules

 * SI0001 History Education in Singapore

Planned Modules

 * History of Brunei
 * History of Indo-China
 * History of Malaya
 * History of Myanmar
 * History of the Philippines
 * History of Indonesia & Timor-Leste
 * History of Thailand
 * History of Cambodia

title: History of Asia/Southeast Asia


text:
User:Teemu

Home page: http://www2.uiah.fi/~tleinone

Courses I am taking

 * Spanish: An Introduction

Courses I am teaching

 * Composing free and open online educational resources

 * Brief History of New Media

Skills, Knowledge, Competencies (0-3)
This is a proposal: I think that in all the Wikiversity user pages, users should define their skills, knowledge, and competencies in each of the subjects of the schools.

There should be some template or some other easy way to list or search people with different profiles.

Legend

 * 3 = Professional learning content provider / teachers
 * 2 = Knowledgeable "hobbyist" with knowledge and skills to provide learning content or to teach the subject
 * 1 = Apprentice with interest to contribute and learn more on this subject area
 * 0 = No or very little prior knowledge, skills or interest on the subject (default)

Wikimania paper

free education and free school?

title: User:Teemu


text:
User talk:Mpluby~enwikiversity

On the British empire
Your edit to British empire was very well needed and has proved to be very useful. But you have added links onto the placenames. This is not needed, as this is wikiversity, not Wikipedia, and is a place for learning materials and teaching on skills, history and so on. Not like wikipedia which is a learning source of all information, not a teaching source. Articles on newfoundland and so on, aren't needed. Student Galaxy 15:22, 15 December 2006 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Mpluby. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mpluby~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 23:39, 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) 06:16, 19 April 2015 (UTC)

title: User talk:Mpluby~enwikiversity


text:
Pomology/Teaching tools

The Pomology Teaching Tools is a non-research project based on practical support to the Department of Pomology. It may also help to the other departments of horticulture. Its attempt is to create study tools for studying pomology, such as pictures, schematic drawings, videos and textbooks. This project should coordinate work on this area and may collaborate with the School of Education.

Pictures
The Department of Pomology needs specific pictures for its teaching operations. The picture is understood here as a photograph. By uploading pictures you can help other people to make schematic pictures from them.
 * Study this: Descriptive Pictures

Demand for Pictures
List here pictures, which are wanted. Then specify what they should include.
 * actinidia fruit - cross section
 * pineapple fruit - cross section

List of uploaded pictures
See them in the gallery.

Schematic Pictures
When we want to help you to understand a specific problem or thing we can use schematic pictures. They are understood here as photographs with schemes within them. See an example:
 * Study this: Schematic Pictures

Demand for Schematic Pictures
List here schematic pictures, which are wanted. Then specify what they should include.

List of uploaded schematic pictures
See them in the gallery.

Available sources
If you are storing here a file, where language could be changed when make a Schematic Picture list it here with contact info or websites. It can be used for spending time, which people from other wikiversity mutations don’t need to spend too much time on creating up new schematic pictures.

Drawings
Drawings or paintings are tools which where developed especially to teach something the observer. They are usually black and white, but might be also colored. Drawings should be easy to understand. They might be developed by drawing and/or painting. Advance users can make them from pictures (=photographs).
 * Study this: Botany Ink Drawing
 * See also: Vector Drawing

Demand for Drawings
List here drawings, which are wanted. Then specify what they should include.

List of uploaded drawings
See them in the gallery.

Video/Animations
Videos and animations are other tools which can help the student to understand the problem. Pomology teaches the student how two maintain fruit crops, harvest them and about post-harvest processes.

Demand for Videos or Animations
List here videos/animations, which are wanted. Then specify what they should include.

Sounds
It is not expected that Department of Pomology will need some sound for its purposes. This paragraph is here for possible needs in the future. Some participants may feel useful to hear expressions or articles via audio. For this needs go to the next paragraph.

Pronunciation/grabbed text
We don’t expect at this time, that there will be a demand for lessons/projects/subjects to have them in audio. We think that there will be a demand for pronunciations of specific words and/or audio text books.

Demand for audio pronunciation
List here words or expressions which you need to hear:

Demand for audio text books
List here official names of text books under Department of Pomology that you want to hear. IMPORTANT: only finished text books can be grabbed!*

Text Books
Text Books are wikiversity full text materials, which are used for studying. It is very difficult to write a good book in a real life. The wikiversity community might help to get easier to obtain free study text books. They should be developed/written by teachers/instructors, but also other people can help. If you would like to help and you are not skilled follow the instruction line for each textbook in the main page discussion. Wikiversity textbooks can be developed by transporting texts from Wikibooks, but also other sources are needed due to the official policy of WikiMedia Foundation.

Textbooks under development

 * Pomology - undergraduate/graduate textbook which is being prepared on Wikibooks.
 * Tropical and Subtropical Pomology - this full text textbook will cover all fruit production of tropics and subtropics. It will be designed on the Graduate level, that Undergraduate and Graduate students may use it. Also the post-graduate students might study from that. It will also give a general information to the students of Citriculture and Banana Production, such as Viticulture on the Department of Viticulture and Enology.

title: Pomology/Teaching tools


text:
User talk:Lockleong93

welcome
welcome to Wikiversity, there's so much to do, I hope you enjoy it.

General
Hello Lockleong93, how are you? My name is Daniel, I have begun the Department of Chinese History, if you would like to work together on any aspect I would really find that beneficial to both departments. By the way I believe that this department is very well thought out and very well structured. Hope to hear from you. --DanSto 05:17, 23 June 2007 (UTC)

Department of Asian History
I've proposed the creation of a Department of Asian History which would combine the three current Asian history departments. Please share your thoughts. The Jade Knight (d'viser) 19:31, 7 October 2008 (UTC)

If you want your user page actually deleted, so that content does not show in history except to administrators, that can also be done. --Abd 16:23, 4 September 2011 (UTC)

Your blanking of pages and listing as a project coordinator?
I see that you blanked your user page. I also noticed today that an IP deleted your username as a coordinator of a project. If that was you, please confirm your desire here, logged in. If you cannot log in for some reason, then respond here as the IP. It would be better if you had email enabled, of course, then we could notify you and get a response that is verified as you.

If I can be of any assistance, please ask. I'm reverting the IP removal, tentatively, absent verification that this is you. --Abd 16:17, 4 September 2011 (UTC)

title: User talk:Lockleong93


text:
Wikiversity:Main page design changes

Discuss redesign of the main page. See also: Talk:Main Page for ideas about leaving Main Page as it is and using Main Page as a new entry point to Wikiversity for new visitors.

Prefatory note
This discussion is kept here as historical reference. There is now a learning project relating to main page design known as the main page learning project.

Summary (Dec-April)
During the past five months proposals have ranged from minor additions to the existing main page (such as adding a "collaboration of the month" section) to radical redesign and moving the main page back to the main namespace where it could function as a learning resource to introduce new visitors to Wikiversity. Also, there have been related discussions about changing the entire "introduction experience" for new visitors including updating the welcome template and shifting the high-level Wikiversity "content browsing interface" away from its bias towards a conventional college-level course catalog (for example, see Pre-tertiary portal). Should the Main Page be a resource for new visitors that efficiently helps them understand Wikiversity?

Slogan
Another issue relevant to Main Page design arises from the slogan "set learning free" that is now on the main page (see Figure 1A) in a position similar to what is done at Wikipedia (Figure 1B). At Wikibooks, they just use their tagline "From Wikibooks, the open-content textbooks collection" (Figure 1C). Wikiversity does not have a tagline at MediaWiki:Tagline. Should we have one? It can remain on the Main Page or be suppressed from being displayed on the main page, as is done at Wikipedia. Figure 1D shows the Wikipedia tagline as seen on all pages except the Main Page. Also, another option is to put a slogan on the logo image that appears on the upper left corner of every wiki page as is done at Wikipedia and Wikibooks but not at Wikiversity (Figure 1E). Should Wikiversity add a slogan to the displayed logo? If so, could we then create a tagline and have the tagline displayed on the Main Page?

Browsing tools
The main page of a wiki must provide a way for people to navigate to the content pages of the wiki. Wikipedia has a small set of navigation links at the upper right corner of the Main Page and has a "Contents" link in the navigation sidebar (Figure 2A). Wikibooks has a large part of the Main Page devoted to a large group of content navigation links and uses a "Bookshelves" link in the navigation sidebar (Figure 2B). Wikiversity has a set of content navigation links on the main page that is heavily biased towards providing access to the course content of a university. Wikiversity uses a rather generic "Browse" link in the navigation sidebar (Figure 2C). Does Wikiversity need a new "top level" set of navigation links for that is less biased towards college-level content (see below)? Engineering and Technology · Interdisciplinary Studies · Social Sciences · Education · Media · Professions
 * Browse our content : Preschool · Primary Education · Secondary Education · Tertiary Education · Lifelong Learning · Other portalsCollege level subject areas: Humanities · Physical Sciences · Life Sciences · Practical Arts and Sciences · Mathematics ·

Do we need to change the "Browse" link in the navigation sidebar to link to a page that will include major sections for pre-college-level content? Is the current browse page only of use for people interested in college-level content?

Proposals - December 2006 to April 2007
Two proposed (at freenode #wikiversity-en) ideas for the redesign are:
 * Most visitors to the Wikiversity main page are new to wiki and need help to understand what is going on at Wikiversity. The main page needs to be a resource for these new visitors. Supporting Wikiversity participants <-- ways to support the different types of people who visit Wikiversity.
 * It is time to have featured content on the main page with good examples that show what Wikiversity is about.
 * Another proposal -- KISS.
 * There should be two links -- Students Click Here, Teachers Click Here. They can even go to the same page, but I would venture a guess that if we add something like that, our click numbers would go up.
 * Of course, we have to have something useful on the click-through page ... perhaps a guide for learners and a guide for learning material preperation, respectively. Just a thought. Historybuff 07:54, 16 January 2007 (UTC)
 * Right now we have a link for "learners" that goes to Learning goals and a link for "teachers" that goes to Wikiversity teachers. Wikiversity teachers needs to be updated or maybe switched to School and university projects. --JWSchmidt 13:53, 16 January 2007 (UTC)

 * I'm not a guru in UI design, so take what I say with a grain of salt. The links are done in the "wiki way", which is what we are all used to. But what about people arriving who aren't wikiwise?
 * While we might get clicks from Wikipedia and sister projects, we shouldn't assume that everyone understands how a wiki works, or what all those links are. Right now, it's a SEA of links on that page. Even experienced users might be suffer an information overload attack.
 * If we have to pack so much info on the front page, and we can't twiddle the info, I'd suggest adding some icons (maybe animated) to draw the readers eye to the spot you highlighted.
 * Also, we should have it say "Students (Learners)", as newcomers might not make that association.
 * I can now edit the Main Page (ugh), but it was much better when it was locked for me -- since it gave me links to the real content pages. (Also, how do you get those cool screenshots?) Historybuff 17:48, 16 January 2007 (UTC)

 * I second Historybuff's proposal above - to 'stream' the Wikiversity Main Page for different people (or interests) - i.e. teachers and students. I know that in some ways we are trying to blur the distinctions between 'teacher' and 'student' - but we are also trying to be of assistance to people who come here with those self-roles in mind. My proposal for this would be to create a "Teachers' portal" and a "Students' portal" (to go alongside the "Community portal") - possibly also a "Researchers' portal". In these portals we would have links to a range of explanatory pages about Wikiversity, as well as activities to get started. Pages and portals would be kept as focused and simple as possible - especially the portals (and Main Page). Irregardless of whether we go with this idea, I think the Main Page needs to be simplified - with icons, colours, and boxes guiding the eye to the main points of Wikiversity: 1) what it is/does, 2) how you can use it, and 3) how you can get involved. I don't think the Main Page needs a radical redesign - just reducing the "sea of links" effect, and focused more on drawing in visitors to where they are likely to be interested and motivated to find out more, and hopefully get involved. Cormaggio beep 14:25, 27 February 2007 (UTC)

 * I support the idea of simple pages for the Main Page, Portal:Students, Portal:Teachers and Portal:Researchers. I'm skeptical about the "hopefully get involved" part. The vast majority of visitors to Wikiversity arrive, visit a few pages and leave without even thinking about participation. This is like having a school where you walk new students through the library and say, "now hopefully they will start to read". Maybe we need to "force" people to make their first page edit, even if it means tricking them into doing it. --JWSchmidt 16:45, 27 February 2007 (UTC)

 * I think simplifcation would be a good thing—it feels a little cluttered right now. Maybe just a UI update would help… The Jade Knight 11:05, 7 July 2007 (UTC)

 * A way forward might be to just start weeding a bit; there are, for example, 5 links on the Main page to Browse! I'd also suggest that we do try to avoid the strictly 'traditional' categories here; there's no point is saying that we'd like to blur the lines, then just go and redraw them again because we can't think of anything else -- I'd suggest that a Main page act more as a way to facilitate peoples information seeking behaviour - which includes more of a 'what do you want to do here?' than a 'who are you?'. I, for example, don't consider myself a student in this environment, rather more of a constant 'learner', i'm certainly not a teacher (I'm somewhat skeptical of the ability to 'teach' in this environment anyways) and at best I may be a 'mentor' or a 'guide' if called upon to do so, and often I might even be more inclined to act as a sort of 'staff' member -- would that be a portal, Portal:Staff? --BrentSimpson 08:11, 1 April 2007 (UTC)

 * Streamlining would be good -- 5 browse links seems like overdoing it. I think the use of white space is a bit lost too, we shouldn't disregard that either. We're trying to make things clearer and easier for first time visitors.
 * While "forcing" people to edit might be a noble goal, we do want quality contributions, not just graffiti, which is what I'd expect from tricking people. I read a piece on planet wikimedia about the usability of the MediaWiki software -- maybe that might be a good learning project? I dunno. Historybuff 06:24, 7 April 2007 (UTC)

 * At the same time, I think the Browse link is one of the very most important links at Wikiversity. Every use should a) know exactly where to find it, and b) know what it means.  When I first got here, it took me a while to figure out that the word Browse was synonymous with "find out what content Wikiversity offers" (more or less).  The search feature is fairly useless ATM (though I've been creating some redirects lately to try to help with this.  Everyone should make lots and lots of redirects…).  The Jade Knight 11:05, 7 July 2007 (UTC)

Example
What is Wikiversity for?
 * Learning the ideal way to learn via wiki
 * Sharing knowledge in a very easily understandable format
 * Making links to websites, books, Wikipedia, and Wikibook content related to your topic

Why is Wikiversity cool?
 * Its FREE for everyone, and always will be!
 * Its freely editable by anyone (There is no limit to the greatness of Wikiversity)

How can I get involved with Wikiversity?
 * Learn about various subjects
 * Share your knowledge by editing
 * Teach by example, leaving the specifics to Wikipedia and Wikibooks

title: Wikiversity:Main page design changes


text:
Template talk:Major schools

Improvements to be done
| Agriculture
 * Clicks on images go to department, not image source
 * Better images (Hopefully all of the same theme, made by an awesome graphic designer)

Shouldn't this be called major schools header?--Rayc 03:56, 18 December 2006 (UTC)
 * Yes. --JWSchmidt 13:53, 20 December 2006 (UTC)

Media Studies is NOT Media
Should the MEDIA link be to MEDIA or to MEDIA STUDIES?

Media Studies is just one small aspect of Media. "Media Studies" is the study of the EFFECT of media on society. It is not the study of media production, etc.

 * 1) If there is only a single MEDIA link, it should be to MEDIA which has MEDIA STUDIES as one element of MEDIA.
 * 2) If you really mean that the link should be to MEDIA STUDIES, then there needs to be additional links on the page to the other elements of MEDIA... including FILMMAKING.

As and example, MUSIC is one of the categories. It is not MUSIC APPRECIATION but rather all of music including Music Appreciation. "Music Appreciation" is not the study of music production. We don't have a special links for both MUSIC and MUSIC APPRECISTION. Same with Media Studies. Media Studies does not include the study of the production of media such as Filmmaking. So the link on the page is to the wrong subject.

Alternatives:
 * 1) Create a new page for MEDIA which contains both links to media creation and media studies. Then change the link to MEDIA, not MEDIA STUDIES.
 * 2) Create separate links for MEDIA STUDIES and MEDIA CREATION (inclucing filmmaking). MEDIA STUDIES is only the study of the effect of media on society so links to the other aspects of MEDIA must also be included.

What's your thoughts? Robert Elliott 28 January 2007 (PST)

 * This template generates a list of major schools. There is also Template:Major departments header which lists important content development projects that are in the "Topic:" namespace. That would be a good place for Topic:Narrative Film Production. --JWSchmidt 06:55, 28 January 2007 (UTC)

There should be a school called "Media". There should be a major department called "Media Studies". The current setup is incorrect. Media Studies, just like Music Appreciation, should not be a school. Media Studies should be a major department which should be in the school of Media. Robert Elliott 09:14, 28 January 2007 (UTC)
 * Error in Schools

 * Wikipedia has a short list of major portals on its Main Page: Arts, Biography, Geography, History, Mathematics, Science, Society, Technology. While still at Wikibooks, the Wikiversity community started a list of schools (see b:Wikiversity:Wikiversity Schools) and a few major groups of schools such as Social Sciences. In the time since the Wikiversity website started, there have been a some modifications to the organizational system started at Wikibooks. The list of major Wikiversity portals used on the Wikiversity Main Page now includes Portal:Media. You are welcome to start School:Media, but the alternative is to continue to create schools for more specific content development projects related to various aspects of media. In particular, I do not understand why School:Film is a redirect to one particular main namespace page about film. School:Film could be a content development project where Wikiversity participants collaborate to create, organize and develop learning resources about film. --JWSchmidt 15:26, 28 January 2007 (UTC)

Do not abbreviate or truncate words

 * Unless it is absolutely necessary, do not abbreviate or truncate words.

 * Confusing
 * Some people can be confused by abbreviations. It is hard enough to learn English without having to learn abbreviations for English.

 * Letters are inexpensive
 * It cost no more to have full words. Abbreviations were developed to save book publishers money.  We don't need that here.

 * Example
 * On the Major School Template, the words "Advanced Genital Studies" should not be truncated to "Adv. Gen'l. Studies" as this might confuse people. Robert Elliott 02:56, 18 August 2007 (UTC)

title: Template talk:Major schools


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User:Taeke

Taeke (t'âr-k'ə)

Hi my name is Aidan Hanrath. I live in the UK.

My main interests are music and film...Ask any questions on my talk page.

AHgjsdgjANHS

title: User:Taeke


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Wikiversity:Readability

Basic truths of readability

 * People tend to give up when you try to cram 40 specific instructions in their head, but usually do well with two or three main ideas.
 * We already have Wikipedia, Wikibooks, and various other websites and books which have gone into details.
 * It's not useful to reinvent the wheel.
 * It is useful to improve the wheel by surveying the field to figure out how other peoples' interpretation of the wheel can be more useful.
 * Unless your reader understands why you're right, you're not right.
 * Often, when a person sees a very large Wikipedia page, they'll end up reading less than if it was shorter.

The ideal format of a Wikiversity page

 * Simple
 * Short (Less than about 6 screen lengths per wiki page)
 * Does not go too far into details (Links to details)
 * Doesn't require a major time investment to get what you want
 * Useful
 * Fulfills a need or want
 * Is an original work
 * Cool
 * Looks good
 * Delivers information in a new and interesting way

How to achieve this

 * 1) Check Google, Wikipedia, Wikiversity, and Wikibooks for information related to your topic
 * 2) Skim through the available data, or truly read them if at all possible
 * 3) Decide what the major themes of the topic are
 * 4) Plan how to simply, effectively communicate only the important details, and where to link to specific details if the reader desires them

title: Wikiversity:Readability


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User:HagermanBot~enwikiversity/Sandbox

__NEWSECTIONLINK__ This is a test area to play around with HagermanBot. Feel free to try anything. If you can get the bot to sign when you think it shouldn't have, please let me know. We've already squashed out quite a few bugs.

Testing the Bot
test

,mm I'm testing the bot as a logged out user.
 * Test —The preceding unsigned comment was added by 72.185.243.180 (talk) 23:47, 15 December 2006 (UTC).
 * Indent test #2 —The preceding unsigned comment was added by 72.185.243.180 (talk) 23:48, 15 December 2006 (UTC).
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 * Test 12312312

Test
One more test...
 * Strange Wikiversity anomaly, does it work for this?
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 * kdidid —The preceding unsigned comment was added by 77.234.82.107 (talk) 10:03, 18 February 2007 (UTC).

Testing
Hm, just testing out the bot, does it work?

sj gdoklsfjdgokldsgokj ealfsdn giejaklfd
testo testing test............ lemme tell you now, hagermanbot, im not Hyuuga-sama

test

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title: User:HagermanBot~enwikiversity/Sandbox


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User talk:HagermanBot~enwikiversity/Sandbox

 * Comment


text:
Talk:Clinical cases/Case 1

What's the patient's platelet count? Purpura is a sign of thrombocytopenia.
 * The completed case addresses this. --Steven Fruitsmaak (Reply) 21:34, 24 June 2008 (UTC)

title: Talk:Clinical cases/Case 1


text:
Gene regulation in prokaryotes

Readings

 * Study guide:
 * Wikipedia article: Operon
 * Wikipedia article: The Lac Operon
 * Wikipedia article: The Arabinose Operon
 * Wikipedia article: The Tryptophan Operon

Constitutive vs Adaptive Enzymes
Genes for constitutive enzymes are always on and the gene is always produced. Adaptive genes may be either inducible (generally off; may be turned on) or repressible (generally on; may be turned off).

Adaptive enzymes
Inducible Genes are generally enzymes necessary for catabolism and are only turned on if substrate is present as the substrate acts an inducer (effector).
 * e.g. /The lac operon/, /The ara operon/

Repressible Genes are generally enzymes involved in anabolism and are inhibited by feedback (the end product acts as a repressor for the gene)
 * e.g. /Trp operon/

Operons
An operon is a group of genes that are coregulated. These genes usually have related function and are often cotranscribed as a single mRNA strand. Such an RNA strand is called a Polycistronic RNA

Review, Problems
/Review/

title: Gene regulation in prokaryotes


text:
Gene regulation in prokaryotes/The lac operon

lac operon structure
In the absence of lactose, the lac repressor binds to the operator and prevents transcription of the operon.

In the presence of lactose, the repressor cannot bind to the operator and lac proteins are produced. The gene product of the lac operon digests lactose. It is only present if lactose is present.

lac mutants
Lac proteins are produced constitutively in lacI mutants and laO mutants

Lac mutants are distinguished by performing a complementation testComplementation_test by creating a heterozygous mut1/mut2. If both gene mutations are the same functional unit, no functional gene product will be made. The phenotype will remain mutant. If the genes are in different functional units, they will complement to give a wild type phenotype.

Inducer mutant
lacI+ is dominant to lacI-. lacZ and lacY are inducible in lacI+/lacI- heterozygous mutants (lacI acts in cis and trans)

lacZ and lac Y are still inducible in lacI+lacY-lacZ-/lacI-lacY+lacZ+ mutants. LacI can act in trans.

Operator mutation
lacO- mutations are cis-dominant. lacZ and lacY are constitutive.

I-d mutation
I-d mutations are dominant to I+. The repressor functions as a tetramer and the mixed wild type and I-d tetramers are unable to bind DNA.

I-s mutation
I-s (super-repressed) mutations make the lac operon uninducible. The mutant repressor binds DNA but does not respond to inducer.

Lactose/Glucose
In the presence of glucose, the lac operon cannot be induced by addition of lactose. lac operon is controlled so that cells are prevented from wasting energy metabolizing complex sugars when easily metabolized sugars are present.

cAMP-CAP
A positively acting protein called Catabolite Activator Protein (CAP) stimulates RNA polymerase binding to the promotor by binding just upstream of the RNA polymerase binding site of the promotor by binding upstream of the RNA polymerase binding site. The repressor binding site overlaps the mRNA start site.

CAP uses cAMP as a small effector molecule. cAMP accumulates in cells as they run out of glucose. At high cAMP concentrations, cAMP binds to CAP and enables CAP to bind to the lac promoter.

cAMP-CAP is also used for induction in many other sugar metabolizing operons such as arabinose (ara) and galactose (gal).


text:
Introductory Ancient Greek Language/Lesson 2

Breathing Marks Explained
Every Greek word that begins with a vowel (α,ε,η,ι,ο,υ, and ω) will have something called a breathing mark. These look like apostrophes and can be either rough or smooth.

Rough Breathings

If the breathing is rough then it is an apostrophe curved in the opposite direction (ἑ,ἁ,ἡ, etc...) If a breathing is rough then the word is pronounced as if there were an /h/ in front of it. Thus, the Greek word for 'sleep' ὕπνος will be pronounced as [hupnos].

Smooth Breathings

If the breathing mark is smooth (ἀ,ἐ,ὀ, etc...) then it is shaped exactly like an apostrophe and comes either slightly before the vowel or directly above. Smooth breathing marks simply mean there is no /h/ pronounciation.

Exception

The only consonant that takes a breathing mark is the letter rho (ρ). If rho is the first letter of a word then it always has a rough breathing mark. This is why most English derived words such as rhinoceros, rheumatism, and rhododendron have the /rh/ in front.

Accent Marks
You may notice the second mark after the breathing mark in the word ὕπνος. They are important for distinguishing the difference between words. There are three different types of accents in Ancient Greek. The acute, the circumflex, and the grave. Ancient Greek was originally a tonal language - this meant that the pitch of a word made a difference to its meaning. The acute accent used to indicate a higher pitch, the grave a lower pitch, and the circumflex a higher then immediately lower pitch. Later they simply indicated on which syllable the emphasis landed.

In truth, understanding the pronunciation of the Greek accent is not deeply important for translating texts. Most experts cannot say precisely what it sounded like and we are not likely to ever know with any surety. What matters in comprehending how it changes the morphology and grammar of the Ancient Greek language. On the other hand, when orally reciting ancient greek, especially epic poetry (e.g., Homeric verse in dactylic hexameter), then the tonality creates a musicality which may have helped induce a relaxed mental state in the listener (see Platos Ion, 536b, as how a listener is in an altered mental state, much as melodic music does today).

First, you will need to know some important accentuation terminology.

1. Ultima - last syllable of a word (from Latin 'ultimus, a, um' - last)

2. Penult - next-to-last syllable of a word (from Latin 'paene' + 'ultimus, a, um' - almost last)

3. Antepenult - third-to-last syllable of a word (from Latin 'ante' + 'paene' + 'ultimus, a, um' - before next-to-last)

There are three accents in Ancient Greek:

ACUTE ACCENT - ά - may stand on any of the last three syllables, but stands on the antepenult only when the ultima is short.

GRAVE ACCENT - ὰ - (pronounced 'gr-ah-v', not 'gr-ay-v') written instead of an acute when an acute would normally stand on the ultima but the word is followed by another word without any intervening punctuation.

CIRCUMFLEX ACCENT - ῶ - stands only on long vowels or diphthongs, and only occurs on the ultima or penult. it will stand on a long penult only if the ultima is short.

The technical names of the accents that use the acute and grave are as follow:

OXYTONE - Where the word is accented on the last syllable, or ultima.

PAROXYTONE - Where the word is accented on the second to the last syllable, or penult.

PROPAROXYTONE - Where the word is accented on the third to the last syllable, or antepenult

Accents with the cirucmflex fall into two categories:

PERISPOMENON - Where a word has the circumflex accent on the ultima.

PROPERISPOMENON - Where the word has the circumflex on the penult.

NOTE: All of this may have sounded very confusing, but I think it will become clearer as you see examples of various accents in Ancient Greek. The technical terms may take a little longer to learn and keep straight however, their usage can and will dispell confusions when conversing about Greek accents. Also, you may be wondering why (or thanking the powers that be that) there are only three syllables upon which the accent can fall.


text:
User:Tristan~enwikiversity

I have an account on Wikipedia as well: |Here

Tristan Capacchione
Tristan Capacchione (b. 1985) is a composer for film, television, and video games located in Montreal, Quebec, Canada.

Check out his website for more info.

title: User:Tristan~enwikiversity


text:
Introductory Ancient Greek Language/Lesson 3

What is a Definite Article?
The definite article we use in English is the word 'the' and its the only one we have. Ancient Greek has three genders: masculine, feminine, and neuter. The definite article will change accordingly. For those who have some background in Spanish or French this is the same difference between 'la' and 'le' in French and 'el' and 'la' in Spanish. We do not have this distinction in English.

Also unlike English, Greek differentiates between plural and singular. For comparison, this is the 'los' and 'las' of Spanish or the 'les' of French.

Unlike many modern languages ancient Greek also has cases, and the definite article reflects this.

The definite article may also not be used in the same grammatical way that it is in modern languages. Because ancient Greek often does not follow the same word order that modern languages do, the article may be used multiple times around the same word, placed after the word it is connected to to imply emphasis, placed before or after it and another word together to do the same.

In addition, the definite articles will remain the same throughout the declensions of the nouns, 1st, 2nd, and 3rd, pairing with nouns that match the articles in gender case, and number.

Cases
Greek has five cases: nominative, genitive, dative, accusative, and vocative. Some of you taking this lesson may know what these words mean, but most probably won't. In English we use word order and helping words to understand what ancient Greek conveys with cases.

Nominative and Accusative

For example, take the sentence [The dog bites a cat.] In this sentence we understand that the dog is the subject doing the biting, while the cat is the direct object being bitten. In Greek the subject would be in the nominative case and the direct object in the accusative.

Because these cases explain to the reader what's happening in the sentence you can have a sentence structure in Greek such as [Cat bites dog.] which actually means that the dog bites the cat. This may be a little confusing, but this is just an introduction and it will make more sense when you see it in the actual Greek.

Dative

Words usually take the dative if they are indirect objects, like mir in German, as in [Dave gave the horse the apple]--Dave is the subject, and in Greek would be in the nominative, the apple is the direct object, in the accusative, and the horse is the indirect object, in the dative. Here's the same example in a table:

The dative is also used with prepositions and in certain idioms. One example of this in English is the use of the word 'with' expressing means. So, the sentence [The dog bites a cat with teeth.] would have 'dog' in the nominative since its the subject of the verb, 'cat' would be accusative since its the object, and 'teeth' would be dative, because they're the means the dog used to bite the cat.

Genitive

The genitive case primarily denotes belonging. We have some examples of the genitive case in English. This is the difference we find between the first person pronouns me and my. The sentence [Achilles' spear is bright] would have 'Achilles' in the genitive and 'spear' in nominative.

Vocative

Finally there is the vocative case which is only used when directly speaking to someone. Since ancient Greek is only used in the translation of texts you will rarely find this form. Examples would be in plays where a character addresses another.

The Definite Article Tables
Grec ancien/Grammaire/Cas


text:
Introductory Ancient Greek Language/Lesson 4

If anyone is following these lessons then feel free to post a summary to the best of your ability what I've described in the first three to act as a review for anyone else. Don't be afraid of making mistakes as they'll likely be caused by my failing to explain something sufficiently, and it will give me the opportunity to do so.

On a side note, I've been having problems typing in the Greek font with accent marks and breathings. I've had to go through the laborious task of cutting and pasting from other websites and files. If anyone has advice on a quicker method I would appreciate it.

I've deliberately taken very slow steps to break you into the language and have broken up into several lessons what might normally be taught in one chapter in a textbook. I've done this because I know the language can be rough to learn if you have no background in it, and especially if you have no incentive to actually study it besides as a hobby I feel it should be as user friendly as possible.

Welcome = Ἀσπάζομαι!

Hello = Χαῖρε! - sg Χαίρετε! - pl

How are you? Τί πράττεις; - sg / Τί πράττετε; - pl

Fine, thanks, and you? = Πάντ' ἀγαθὰ πράττω.

Long time no see = Καιρὸς δέ!

What's your name? = Τὸ ὄνομα σοι τί ἐστιν;

My name is ... = Τὸ ὄνομα μοι…

Where are you from? = Πηλικὸς εἶ; - m / Πηλικὴ εἶ; - f

I'm from ... = Ἐκ … ἔρχομαι.

How old are you? = Ποδαπὸς εἶ; - sg Ποδαποί ἐστε;  - pl

I'm ... years old = Ἔτεα ... γεγονώς - m Ἔτεα ... γεγονυῖα - f

Pleased to meet you = Σε γιγνώσκων χαίρω.

Good morning,Good night,Goodbye = Ὑγίαινε! - sg Ὑγιαίνετε! - pl

Good afternoon/evening = Χαῖρε! Χαίρετε!

Good luck = ἴθι εὐτυχής! / Εὐτυχῶς. Cheers/Good health!, Have a nice day = Χαῖρε πολλά!

Bon appetit = Τὸ δεῖπνον ἐστ’ ἐπεσκευασμένον.

Bon voyage = ἴθι χαίρων!

I understand = Ξυνίημι.

I don't understand = Οὐ ξυνίημι.

Please speak more slowly = Βούλει σχολαίτερον λέγειν;

Please say that again = Aὖθις ἐξ ἀρχῆς λέγε, ἀντιβολῶ.

Please write it down = Μεταγράφε αὐτὸ, ἀντιβολῶ.

Do you speak English? = Ἀγγλιστί λαλεῖς;

Yes, a little = Ναί, ὀλίγον τι.

How do you say ... = Πῶς λέγω…?

Excuse me = Συγγνωθί μοι.

How much is this? = Πόσον τι;

Sorry = Συγγνώμην ἔχε.

Thank you = Ἐπαινῶ (Ἐπαινέω).

Response = Οὐδὲν διαφέρει.

Would you like to dance with me? = Δὸς ὀρχεῖσθαι τοῦτο μετὰ σοί.

I miss you = Ποθεινοτέρως ἔχω σοῦ.

I love you = Σε φιλῶ (φιλάω).

Get well soon = Τοὺς θεοὺς εὔχομαί σοι διδόναι ὑγίειαν.

Leave me alone!= Παῦε!

Help!= Ζεῦ σῶσον!

Fire!= Πῦρ!

Stop!= Παῦε!

Merry Christmas and Happy New Year= Καλὰ Χριστούγεννα!

Happy Easter = Καλὸν Πάσχα!

Congratulations! = Εὖγε!

Happy Birthday! = Πόλλ’ ἀγαθὰ γένοιτό σοι!

My hovercraft is full of eels = Τὸ ἀεροπλοῖον ἐμὸν ἐγχελείων πλῆρές ἐστιν.

One language is never enough = Μία γλώττα οὐδεπώποτε ἱκανή.


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Game Maker

Game Maker was written by Mark Overmars, a professor of the University of Utrecht, partly as a teaching aid for his students. It is gaining recognition as a useful teaching tool in primary and secondary schools because of its easy entry and sophisticated scripting language. It is particularly useful for primary students and secondary students as a task which is both challenging and relevant.

It is believed that wikiversity can use such software to create non-standard learning environment.

Wikiversity the game

 * Currently working on a demo version of a RPG based walkthough of wikiversity

Ideas

 * 5th grade game project:
 * Pick a topic
 * Divide into 5 groups
 * Sounds
 * Backgrounds
 * Sprites
 * Story
 * Have kids create material for each section
 * Put material back together as a game that teaches kids about a topic

Official links

 * Yoyogames - official website and game database.
 * Game Maker Pages - download link, part of official website.
 * Game Maker Community - official forums.
 * The Game Maker's Apprentice - official book website.

title: Game Maker


text:
Talk:Game Maker

This is a descrition page for Mirwin, JWSchmidt, and another person who asked me about becoming a programmer. It's a duel use concept, we could treach people how to make video game, become programers, and at the same time make games to aid in learning. What do you think?--Rayc 05:36, 16 December 2006 (UTC) Editing from a laptop is hard, here is some of the stuf I found http://www.gamequarium.com/quia.html http://www.quia.com/trial/PHONICS28.html--Rayc 21:29, 22 December 2006 (UTC)
 * Well, hey, if you need someone who's skilled in Game Maker to make an RPG-like learning environment for Wikiversity, I'm your man. Vin Lauria's the name, and I program my game. GaeMFreeK 10:24, 13 December 2007 (UTC)

title: Talk:Game Maker


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Genetic control in drosophila patterning

Readings

 * Study guide:
 * Wikipedia article: Morphogenesis

Identification of Embryonic Patterning Genes
The genes required for embryonic patterning were identified by Christiane Nüsslein-Volhard and Eric Wieschaus through use of random saturation mutagenesis experiments. Mutations that caused abnormal array of cuticle structures and embryonic lethality were kept for study. The screen below was used to identify second chromosome mutations that effect embryonic patterning.

The * marks a chromosome treated with mutagen, it does not necessarily mean a mutation has occurred. If there are no white eyed progeny, this is a lethal mutation. Eggs were collected and cuticle was analyzed for pattern defects.

Balancer chromosomes like CyO have multiple inversions and a dominant visible marker. Sy suppressing recombination, they keep linked mutations together and allow mutagenized chromosomes to be followed. CyO is also homozygous lethal and will kill unwanted homozygous flies in the G2.

A chromosome carrying a dominant temperature sensitive (DTS) mutation is also used here to kill unwanted flies in the G2.

It was discovered that two classes of mutations affect embryonic patterning: maternal effect and zygotic letha mutations. The screen identified 120 genes in the total genome that are zygotically essential for embryonic pattern formation.

Maternal effect genes
For maternal effect genes, the genotype of the mother determines the phenotype of the offspring. Maternal genes initiate anterior/posterior pattern.

female m/m x  +/+ male -> all mutant embryos

female m/+ x  m/+ male -> no mutant embryos

35 maternal effect genes were identified that are required for normal embryonic patterning. Maternal effect gene products are transported into egg from germline nurse cells.

Bicoid
Bicoid RNA is transcribed in nurse cells of the ovary. Nurse cells dump their contents into the anterior of the oocyte; bicoid RNA sticks at the site where it enters the oocyte. After egg laying, bicoid protein is synthesized, and diffuses to make a gradient in the anterior 70% of the embryo.

The bicoid protein is a transcription factor that promotes the transcription of the gap gene hunchback in the anterior part of the embryo.

Posterior Pole Plasm
The posterior pole plasm is a classic example of a localized, maternal cytoplasmic determinant. Transplantation of pole plasm showed that it is sufficient for the formation of functional pole cells.

At least two RNAs (oskar and nanos) and two proteins (vasa and staufen) are localized in the pole plasm in polar granules. Like bicoid RNA, nanos RNA is localized through binding of its 3' UTR to a pole of the oocyte (the posterior pole). After fertilization, nanos RNA is translated and the nanos protein forms a gradient that allows abdominal development. Unlike bicoid, nanos proteins act post-transcriptionally. Nanos protein destroys maternal hunchback RNA which would otherwise block abdominal development.


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User:Freeman~enwikiversity

Who?
My name is Michael Joya. I'm a 3rd year computer science major specializing in cognitive systems at the University of British Columbia. My current interests are in data mining and machine learning. I'm currently looking at data mining and visualization methods for neuroimaging data such as that generated by fMRI and EEG/ERP recordings.

What?
Today it is rather common for neuroscientists to publish aggregate data of the brain activity that is activated by a particular task. To obtain consensus on localized regions, researchers must use a combination of averaging and subtraction techniques on the data from many subjects. These cancel out noise and form contrasts between groups to produce an aggregate of the activity. The output of these techniques delivers a summary picture that represents the entire population.

It cannot be known whether these aggregates are good representations of the overall subject pool without some consideration for the variance in the population, but this is not accounted for by current methodologies. It is my current task, therefore, to implement a visualization method that represents the means, variances, and intersections in all subgroups, however disparate these may be.

Links

 * You can find me on facebook.com.
 * I also have a blog page which I never update.
 * UBC Cognitive Systems.
 * UBC Computer Science.

title: User:Freeman~enwikiversity


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Gene regulation in prokaryotes/The ara operon

Structure of the ara operon
The ara operon contains three structural genes: araB, araA, and araD. These genes code for enzymes used in the catabolism of arabinose. These genes are transcribed from the PBAD promoter. The regulatory gene, araC is close upstream and transcribed divergently from Pc

The regulatory region has RNA polymerase binding sites for both promotors, three binding sites for AraC dimers (araI, araO1, and araO2) and a site for cAMP-CAP binding.

Absence of arabinose
When arabinose is absent, AraC protein binds to araI and araO2. Since these sites are about 200 base pairs apart, the DNA between them is bent into a closed loop by the AraC interaction. AraC thus acts negatively because RNA polymerase is unable to bind to its site in PBAD

Presence of arabinose
When arabinose is present, it binds to AraC and causes a change in conformation. As a result, the AraC complex is broken down and AraC now facilitates RNA polymerase binding to PBAD. AraC is now acting as a positive regulator. Positive control by cAMP-CAP binding is required for activation of the ara operon, like in the lac operon


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User talk:Freeman~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 Freeman. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Freeman~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) 06:08, 19 April 2015 (UTC)

title: User talk:Freeman~enwikiversity


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Gene regulation in prokaryotes/Trp operon

trpR
The trp repressor gene, trpR, is not closely linked to the trp operon and trpR protein is always produced. In the presence of tryptophan, trpR repressor protein undergoes a conformational changes and binds to the operator, preventing transcription.

trpL and Attenuation
The trpL region lies 5' to the genes that encode tryptophan synthetic enzymes. Attenuation results from premature termination of trp RNA at the attenuator sequence in trpL and requires tryptophan-charged tRNATrp. RNA transcribed from the attenuator sequence forms a hairpin.

The 162 nucleotide trp leader contains four regions that can base pair with itself and for alternative stem-loop structurs.

The leader sequence contains a short open reading frame coding for a 14 amino acid peptide followed by a stop codon. This peptide includes two consecutive trp codons. The production of this peptide is modulated by the availability of charged tRNATrp


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Gene Regulation in Eukaryotes

Readings

 * Study guide:
 * Wikipedia article: Promoter
 * Wikipedia article: Methylation
 * Wikipedia article: Imprinting

Control of Eukaryotic Gene Expression
Control of eukaryotic gene expression is much more complicated than that of prokaryotic gene expression. This provides more opportunities for regulation. Unlike prokaryotic gene expression, eukaryotic gene expression allows only some genes to be expressed as it does not waste energy this way.

Major Differences from Prokaryotic Genes
- Exons and introns

- Signal for polyA addition

- More complicated and usually much larger cis regulatory regions surrounding the gene

- Promoter is near the start of transcription

- Enhancer elements are upstream, downstream, or within genes

Promoter
The promoter is a cis-acting DNA sequence near the beginning of transcription and usually includes TATA homology. It binds to general transcriptional factors: TFIID, a large complex made up of TATA binding protein (TBP) and TBP associated factors (TAFs).

Enhancer
The enhancer is a cis-acting sequence that provides specific activation of nearby promoters and can bind several transcriptional activators or repressors. Distance of the activator/repressor from the promoter region is irrelevant. Enhancers act by looping so that enhancer-bound proteins can interact with promoter-associated proteins. Looping allows multiple enhancers to regulate the expression of a single gene and also allows a single enhancer to regulate more than one promoter or more than one gene, allowing the gene to be independently expressed in response to different stimuli or during different times in development.

Transcription Factors
Transcription factors are modular: the DNA binding domains are usually separate from activation or repressed domains. They often act as dimers binding to a palindromic or nearly palindromic site.

Signaling Pathways
Signaling specificity depends on three principles of transcriptional control: (1) activator insufficiency, (2) default repression, and (3) cooperative activation. These interconnected transcriptional control principles place tight restrictions on the expression of target genes, but allow robust expression under appropriate stimulus.

Activator Insufficiency
Activator insufficiency is the inability of signal-regulated transcription factor alone to strongly activate gene expression. It prevents signaling pathways from activating all of their target genes during each signaling event.

Activator insufficiency prevents promiscuous activation.

Default Repression
Default repression is mediated by signal-stimulating transcription factors in the absence of signaling and limits target gene expression to cells that both express the appropriate local activators and receive signaling.

Cooperative Activation
Signal-regulated activators must act cooperatively with tissue-specific or cell-specific local activators to drive high levels of target gene expression.

Epigenetic Regulation
Epigenetic regulations are usually due to chemical modification of DNA bases or protein complexes stably bound to DNA. These changes are heritable and are not due to changes in the DNA sequence itself.

DNA methylation
In many higher eukaryotes, cytosine is methylated at carbon 5 by DNA methylase enzyme. In mammals, the methylated sequence is usually C*pG. Inactive genes are preferentially methylated. Active genes are hypomethylated.

This methylation does not change the nucleotide sequence but can be propogated at DNA replication. Methylated DNA can be detected by two restriction enzymes that recognize CCGG: MspI which is methylation insensitive and HpaII which is methylation sensitive.

Imprinting
In mammals a few clustered genes are turned off in the germline of one parent. Once imprinted, a gene stays off throughout embryogenesis and adult life in somatic cells. The imprint is removed early in germline development and then re-established in sex-specific patterns.

The individuals with dots in them represent individuals who carried the gene but did not show mutant phenotype.

Prader-Willi and Angelman Syndromes
3 imprinted genes control Prader-Willi and Angelman Syndromes: SNRPN. necdin, and Ube3. For females, SNRPN and necdin are off while Ube3 is in. For males, SNRPN and necdin are on while Ube3 is off. Children inheriting a deletion from their father will have no active SNRPN or necdin genes and will show Prader-Willi syndrom. Children inheriting a deletion from their mother will have no active Ube3 gene and will show Angelman syndrome.

title: Gene Regulation in Eukaryotes


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Talk:Discrete mathematics

Big Topic, should be split up
Hi. Discrete Math is a large topic and many course plans will not need all of it. Recommend that we split this into multiple categories. I will do so if no one minds. Freeman 08:01, 16 December 2006 (UTC)
 * The material in the page indicates that this is really a Topic: page. I have moved it.--Hillgentleman|Talk 19:37, 16 December 2006 (UTC)
 * Do you mean multiple subtopics?--Hillgentleman|Talk 19:38, 16 December 2006 (UTC)

title: Talk:Discrete mathematics


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Introductory Discrete Mathematics for Computer Science

This is the first of two discrete math subjects for students of Computer Science at Wikiversity. The second course is called Discrete Mathematics for Computer Science. This page is tailored to provide you with introductory topics and problems in discrete mathematics. It is a prerequisite for Analysis of Algorithms, which is fundamental to any computing practices that require optimal performance in the face of limited resources.

Discrete mathematics is the part of mathematics devoted to the study of discrete (i.e. distinct) objects. In general, it is used whenever objects are counted, when relationships between finite (or countable) sets are studied, and when processes involving a finite number of steps are analyzed. It is important for computer science because in computing machines, information is stored and manipulated in a discrete fashion.

Logic

 * Video: Boolean Algebra and formal logic (no audio)
 * Video: More logic: quantifiers and predicates (no audio)
 * Lesson 1.1: Introduction to boolean logic
 * Lesson 1.2: Using truth tables
 * Lesson 1.3: Logical AND
 * Lesson 1.4: Logical OR
 * Lesson 1.5: Logical XOR
 * Lesson 1.6: Conditional Operator
 * Lesson 1.7: Biconditional Operator
 * Lesson 1.8: Compound Propositions and Useful Rules

Set Theory

 * Video: Sets
 * Video: Diagonalization, functions and sums review

 * Lesson 2.1: Introduction to set theory
 * Lesson 2.2: Intersection
 * Lesson 2.3: Union

Functions and Relations

 * Video: Functions 1, Video: Functions 2, Video: Functions 3

 * Video: Equivalence Relations and Partial Orders
 * Video: Equivalence Relations and Partial Orders
 * Lesson 3.1: Introduction to functions

Sums and Recurrence Relations

 * Video: Basic arithmetic and geometric sums, closed forms
 * Video: Solving recurrence equations
 * Video: Solving recurrence equations (cont.)

Mathematical Reasoning

 * Video: Mathematical Induction
 * Video: Methods of Proof
 * Video: Proving Programs Correct

Counting
Introductory counting videos

 * Video: Combinations and permutations
 * Video: Counting problems 1
 * Video: Counting problems 2
 * Video: Counting problems using combinations, distributions
 * Video: Counting problems using combinations, distributions
 * Video: The pigeonhole principle and examples; inclusion/exclusion theorem and examples; a combinatorial card trick
 * Lesson 6.1: Introduction to counting

Graphs

 * Video: Graphs
 * Video: Graphs (cont.)
 * Video: Trees
 * Video: Trees and graphs

 * Lesson 7.1: Introduction to graphs

Number Theory

 * Video: Euclid's Algorithm
 * Video: Cryptography

Problems Sets
ADUni problem sets:

MIT Assignments and Solutions

Exams
ADUni exams:

MIT Exams and Solutions

Exams are open notes, as they are in Columbia University's COMS 3203 course in Discrete Mathematics (as of Spring 2009).

 * Review of Lesson 1

Textbooks
Free textbooks:
 * A Short Course in Discrete Mathematics, by Edward A. Bender and S. Gill Williamson

 * Discrete Mathematics with Algorithms, by M. O. Albertson and J. P. Hutchinson
 * Notes on Discrete Mathematics, by James Aspnes, which is used in the Yale University CPSC 202 class

You may also buy a copy of the following text, which is used in the Columbia University course: Discrete Mathematics and its Applications, 6th ed. by Kenneth Rosen (book homepage). Schaum's Outline of Discrete Mathematics by Lipschutz and Lipson is another possible resource.

Instructors

 * AFriedman 23:24, 11 January 2009 (UTC)

Online Courses
Art of Problem Solving:
 * Introduction to Counting and Probability
 * Intermediate Counting and Probability
 * Introduction to Number Theory
 * Intermediate Number Theory

Related Websites

 * Extra lecture videos:
 * Full set of lecture videos and notes from the University of Colorado
 * MIT (ADUni) Discrete Mathematics course
 * Art of Problem Solving:
 * Wiki pages for number theory articles and problems, and counting articles and problems
 * Alcumus - interactive problems and solutions for counting and probability
 * Forum for proposing and solving math problems
 * Columbia University's Spring 2009 course in discrete mathematics, offered by the Department of Computer Science
 * Nic Ford's personal webpage, which contains a tutorial on logic, set theory and the foundations of mathematics
 * A collection of logic resources intended for homeschoolers
 * How to Write Proofs, from Professor Larry Cusick's page at California State University, Fresno
 * Supplementary discrete mathematics Lecture notes by L. Lovász and K. Vesztergombi


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Portal:Discrete Mathematics for Computer Science

Welcome to the Discrete Mathematics for Computer Science Center!

This is a a Wikiversity content development project where participants create, organize and develop learning resources for Discrete Mathematics as used in Computer Science.

This course is intended to be taken after the Introductory Discrete Mathematics for Computer Science course. It is the second course in discrete math for students of Computer Science at Wikiversity.

Lessons
These lessons are designed to be used by more than one course or even department. By all means, please edit them and please link to them from other pages!

 * Lesson 1: Proofs
 * Lesson 2: Complexity
 * Lesson 3: Collections
 * Lesson 4: Information Theory

Problems & solutions
TBA

Instructors

 * AFriedman 23:25, 11 January 2009 (UTC)

Later courses
Discrete mathematics provides the mathematical foundation for many computer science courses, including Data Structures, Algorithms, Database Theory, Automata Theory, Formal Languages, Compilers, Computer Security, and Operating Systems.

In the School of Mathematics, this course serves as a foundation for other courses in Logic, Set Theory, Number Theory, Linear Algebra, Abstract Algebra, Combinatorics, Graph Theory, and Probability Theory.

Creating new learning projects
See: Learning Projects and the Learning model.

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of virus removal service the learning project (learning projects are independent pages in the main namespace) and start writing! We suggest the use of the learning project template (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets – ).

The "topic" namespace contains pages that are for management and organization of small academic units such as departments (see: Topics).

Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing.

Select a descriptive name for each learning project.


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Genetics/Cancers

Readings

 * Study guide:
 * Wikipedia article: Oncogenes

Dominant Mutations in Oncogenes
Dominant mutations in oncogenes usually disrupt or constitutively activate signaling pathways that inform the cell about its environment. A mutation in an oncogene protein or a large excess of the normal protein makes it insensitive to upstream members of the pathway, which leads to constitutive activation of the pathway and unrestrained proliferation. These mutations are usually not inherited and arise during somatic growth.

Oncogenes can also be activated by insertion of a retrovirus at a nearby chromosome location.

Tumor Suppressor Genes
Tumor suppressor gene mutations are mutations in signaling pathways or cell cycle progression which regulate cell cycle production. This type of cancer appears to be inherited as a dominant trait even though the original mutant is recessive.

p53 Mutations
P53 is a tumor suppressor gene. P53 functions as a checkpoint to prevent commitment to S phase if there is unrepaired DNA damage. If there is unrepaired damage, p53 activates production of the p21 gene and this prevents the cyclin/cdk complex from initiating S. If the damage remains unrepaired, p53 causes apoptosis in the cell, eliminating potential mutagenic effects.

title: Genetics/Cancers


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Civil Law

According to The Columbia Encyclopedia, Sixth Edition. 2001-07, "Civil law is based on written legal codes, a hallmark of the Roman legal system, in which disputes were settled by reference to a written legal code arrived at through legislation, edicts, and the like; common law is based on the precedents created by judicial decisions over time."

Louisiana is the only state in the United States to employ civil law. All 49 of the remaining states utilize common law, a form of law derived from England. The main difference behind this disparity is that England, and thus the English common law system, governed the early colonies inevitably becoming the United States of America. The Louisiana territory was first settled by French colonists, who later became subject to Spanish rule as a result of the French and Indian War. "In the secret Treaty of San Ildefonso (1800), Napoleon I forced the retrocession of the territory to France." Id.

After the Louisiana Purchase by the United States in 1803, the Louisiana Code of 1825 was enacted. This code was largely based on the Napoleonic Code and some remaining concepts of Spanish civil law. The Louisiana Code has since been revised, but its base in civil law remains.

title: Civil Law


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User:Mmizzi

mmizzi
Hi. I am new but very enthusiastic at the idea of Wikiversity!

title: User:Mmizzi


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Topic talk:Civil law

Help Improve the Civil Law Department
I made Civil Law a redirect to Topic:Civil Law since it seemed to be a duplicate page. --JWSchmidt 18:12, 15 January 2007 (UTC)

title: Topic talk:Civil law


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User talk:Mmizzi

Hi Mmizzi - welcome to Wikiversity! If you need a hand with anything, just let me know - cheers. :-) Cormaggio talk 12:58, 16 December 2006 (UTC)

title: User talk:Mmizzi


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User talk:Taeke

Hi Aidan, welcome to Wikiversity! Music and film - do you plan on developing any related content on Wikiversity? What, specifically, if so? I'm also very interested in the media - and would be happy to collaborate. Cheers. :-) Cormaggio talk 13:01, 16 December 2006 (UTC) (also living in the UK - Manchester to be precise.)

 * Cool - well, I'm interested in all forms of media, I suppose - educated in photography, with an interest in graphic design and film/video production. At the moment, I'm planning to learning all about sound recording and music production - so I'd be very interested in reading up on music theory. I've just bought myself some pretty decent recording/editing equipment so looking forward to get stuck in. As far as Wikiversity the Movie goes, well, what's there is what there is - you might want to talk to JWSchmidt about that too. Talk to you soon.. Cormaggio talk 02:11, 17 December 2006 (UTC)

Sandbox
Hello Taeke, you can use also the sandbox for testing. Have fun, Erkan Yilmaz ( evaluate me!, discussion ) 13:03, 3 September 2007 (UTC)

title: User talk:Taeke


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Music Form and Analysis

Musical form relates to the structure of a given piece, its themes and the relationship between each theme. There are many varieties of form used in music, both popular and classical.

Verses and Choruses
Most popular music is shaped around verses and choruses. Each verse has different words [and sometimes different melody and harmonies as well] while the chorus [generally] remains constant. Forms include VVCVCVC… [V-verse C-chorus], CVCV… CC, and variations thereof.

Binary
In binary music, there are just two different themes which appear only once, one after the other like this:

AB

Ternary
Ternary music has two themes, one of which appears twice, like this:

ABA

Rondo
A rondo [rondeau] works as bit like the Verse Chorus form of popular music today. It is also called Ritornello.

ABACADA

Canon
A canon has a repeated melody line which starts at the same pitch, where each entry is delayed by a few notes. A canon must work so that the harmonies match.

title: Music Form and Analysis


text: Category:Sports

title: Category:Sports


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School talk:Computer simulation and game design

Game: Game Maker
A good starting point for this would be Game Maker--Rayc 17:25, 16 December 2006 (UTC)

Collaboration
As stated here, I would like to help. But so far nothing is going on here, so if YOU arrive, leave me a note here. --Erkan Yilmaz 18:56, 18 December 2006 (UTC)

Quake III Game Engine
I think it would be good if we had some kind of thing that went through and explained how the Quake III game engine works. It would be a good example of a real game with real features already there. --Devourer09 01:35, 1 April 2007 (UTC)

Hobbs End.
Would there be any interest in trying to build a theme park ride in 3D simulation? ShakespeareFan00 00:02, 1 January 2008 (UTC)

School of Game Design
Note that I have adopted the School of Game Design today. We should probably discuss a division of labour or even some kind of reorganization. Greetings, Guido den Broeder 16:28, 3 February 2011 (UTC)

Usefulness of Game Simulation and Game Design
I find having two schools both with similar ideas, should be combined, so the efforts could be concentrated on bettering the knowledge on Game Design. Latinlucius 04:32, 24 November 2011 (UTC)

Name can be changed to Computer simulation and Digital Game Design
Hello Can we change the name of this school to Computer simulation and Digital Game Design?


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User:MaryCordova

Hello. My name is Mary Cordova. I am a student at Mesa State College. I am a Liberal Arts Major with Minors in Philosophy and Classical Studies.

Should you need to contact me about the Historical Introduction to Philosophy/General Introduction page or anything else you may post a message on my "my talk" or email me at mcordova@mesastate.edu.

You may also want to check out my personal wiki (which is under construction just like this wikiversity project) as well as my blog (which is also under construction).

My Blog My Wiki

I plan to be a Professor of Philosophy. My wiki and my blog are intended to help me track my research. I am researching different schools in order to decide where I might want to teach. I am doing this in order to find out where the Philosophy faculty of those schools earned their Doctorate Degrees. In this way I will be able to decide where I would like to attend Graduate School.

I am in the very early stages of this research so there is not much there yet.

Nietzsche Scratch Page
help page

title: User:MaryCordova


text:
User talk:ChristopherAquinto

--Sir James Paul 20:32, 16 December 2006 (UTC)

title: User talk:ChristopherAquinto