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Wikiversity:Help desk/Archive 2

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Proposal letter for sponsorship
Hi, I'm currently putting a proposal together for private companies to invest in my business idea. How do I put a letter together for companies I wish to approach for possible funding and what do I say? Please HELP. Thanks.
 * This is a topic waiting to be developed at Topic:Entrepreneurial businesses.

First google hit: "How to Write Successful Fundraising Letters" by Mal Warwick "...a guide from the nation's premier letter-writing tutor--direct mail expert Mal Warwick--shows fundraisers what makes the best letters work." Jossey-Bass, 2001, 320 pages, paperback.

68.124.177.107 02:38, 2 February 2007 (UTC)

Hawaiian Culture
Function and role of the Lei

I am interested in understanding the origin and historical background of the Lei in Hawaiian Culture, how its function and role have changed over time (any relation to Hawaii's becoming a State?) and the significance it has today and going forward.

PenPro

 * Have you seen Lei (Hawaii) at Wikipedia? --JWSchmidt 04:54, 2 February 2007 (UTC)

A history of western art
what where the christian assimilation of roman beliefs and forms.

 * I'd probably start with Christianity (particularly Early Christianity), Ancient Rome, and Western art history, then move into subarticles and sources from these articles' references. You might want to clarify your questions somewhat before putting a coherent picture of your subject together.. Cormaggio beep 16:49, 6 February 2007 (UTC)

Micro Credit
what is micro credit? how it is helping to eradicate poverty? —The preceding unsigned comment was added by 61.246.148.130 (talk) 05:31, 3 February 2007 (UTC).
 * http://en.wikipedia.org/wiki/Microcredit Mirwin 05:37, 3 February 2007 (UTC)

instrumentation projects
i am an engg final year student, for doing my final year project on plc(programmable logic controller),can any one suggest me where can i get help. —The preceding unsigned comment was added by 202.63.109.234 (talk) 17:03, 3 February 2007 (UTC).
 * Try leaving a message at School talk:Electronic Engineering. --JWSchmidt 17:22, 3 February 2007 (UTC)
 * Here is a search for ladder logic at google . If you using a different language or need more to get started let me know at the bottom of my talk page.   We can start some pages at electrical engineering and yack about it.  I spent a few months programming PLCs at CH2M-Hill a few years back.  Mirwin 10:14, 4 February 2007 (UTC)
 * Double check that the compiler, interpreter, or simulator you are using supports your PLC by exact model number. There is a lot of variation in ladder logic and various PLC compilers/interpreters even when they claim to be using standard languages.  Be sure to test your code on the PLC itself early and often, even if the engineering lab is inconvenient, it will reduce painful surprises later.  Cheers!  Mirwin 10:26, 4 February 2007 (UTC)
 * I started a pageDesign_and_implementation_of_PLC_systems to discuss PLC design and programming. Hope to hear from you there soon.  Mirwin 22:02, 5 February 2007 (UTC)

MONTE CARLO THEORY
Has a monte Carlo simulation of black holes been attempted. As this applies to the reverse the big bang. We should be able to reverse the big bang monte carlo simulation to get a simulation for a black hole.

 * We should start a Wikiversity project to support mathematical models...or maybe this page can be the place. You might be interested in BoomCode. --JWSchmidt 03:24, 4 February 2007 (UTC)

does anyone know this symbol?
I was wondering if anybody knows of a symbol that looks almost exactly like the Anarchism symbol (the capital A inside a circle, for those who don't know), but with a capital E instead of a capital A. Everytime I have seen it it was in conjunction with the Anarchism symbol. I have tried searching for it on Google and on a symbols.com and neither one of these wielded any results. Any help would be greatly appreciated.
 * Does the symbol you have seen show the "E" as a standard Latin character? Ⓔ is unicode 24BA, "CIRCLED LATIN CAPITAL LETTER E", UTF8 E2 92 BA. --JWSchmidt 15:25, 4 February 2007 (UTC)
 * Yes, that's what it looks like. I'm curious about its meaning, though, probably politics-wise

Staff needed to run a wiki?
After reading through intro stuff on how/why wikis are good, I would like to know what kind of technical skill and content maintenance resources are required to keep a very large wiki running?

I have only intorductory knowledge, about an hour experience, and am being asked to start up a brand new wiki; so I would like to know what are we getting ourselves into, and are we going to have the necessary resources (people/hardware/software) to make it successful?

Thanks, Gyatri Devi

(this probably goes in Colloquium, but I couldn't figure out how to get a question on my own page, it kept adding to the bottom of the previous bottom page.)

 * You might wish to consult the technical developers on the wikimedia mailing list maintained for non Wikimedia Foundation users of the wikimedia software . Most, maybe all, of us here are strictly site users of the software.  It was set up for us by the Wikimedia Foundation's server administrators.   You might also wish to consider www.wikia.com or www.xwiki.com, both provide free wiki space to groups who qualify.  Both probably (xwiki certainly does) provide corporate consulting if you are setting up a company internal site.  Mirwin 07:17, 6 February 2007 (UTC)

 * Do you need to host the wiki as well as set it up? If so, you will need working knowledge of things like MySQL, Apache and (some) PHP. If not, you can get a web-hosting company to set up a wiki for you - and then you can maintain it pretty simply. I have a wiki hosted by Siteground - it works for me - but you might as well look around for what suits you and your needs best. Cormaggio beep 16:36, 6 February 2007 (UTC)

 * I agree with Cormaggio, Siteground is nice because they actually set up a wiki for you. However, they don't necessarily set up the latest version of mediawiki, and it is still needed to do any special configuration such as additional extensions, etc. (I am a former Siteground customer). If there is more technical expertise available, I like Site5 for hosting. Those guys are inexpensive, and you can get a bash shell to run php and mysql at the command line, as well as SVN for fairly painfree updating. If this doesn't make sense, then go with Siteground and use their support people. --jeffmcneill 03:58, 15 April 2007 (UTC)

Standard operating procedure
Information Regarding Standard operating procedure and format for developing standard operating procedure for a construction company?

 * It looks like Wikiversity is just getting started towards these topics at School:Construction and Topic:Construction Engineering. My first google hit. --JWSchmidt 16:29, 8 February 2007 (UTC)

whey, as in curds and whey
Where is the best place to order fresh cheddar cheese curds on line to ensure freshness and to get the best price.

also what part if any does whey have in the process of making cheese curds if any.

 * Whey is the remainder of the milk after curdling. http://en.wikipedia.org/wiki/Whey Mirwin 04:35, 9 February 2007 (UTC)
 * The best place to order to ensure freshness probably depends on your own location. The Jade Knight 11:41, 20 February 2007 (UTC)

Working of Motor cycle engines
$$Insert formula here$$ —The preceding unsigned comment was added by 59.93.2.12 (talk) 16:32, 19 February 2007 (UTC).

being a first year student of information technology in india, what kind of projects can i make at this stage?

 * Have you heard of the "Hole in the Wall" project? Mirwin 02:27, 24 February 2007 (UTC)

New course request
Can someone start a course on personal fitness certification training?

 * Yes. --Brent 03:51, 14 March 2007 (UTC)

latin
can anyone help with a latin word ' curtumevexus'. please define meaning and origin. malegeoffrey@yahoo.co.uk. thnks geoff

 * What's the context of the word (ie in what text/field)? In the online Oxford Pocket Latin-English dictionary, I could only find curtum as a relative to 'curtus' which they have as "mutilated or incomplete" and vexus as part of words like convexus, subvexus, and devexus, meaning "convex or arched", "sloping upward", and "sloping or shelving" respectively. Cormaggio beep 16:06, 3 March 2007 (UTC)

computer screen malfunction?
As I scroll up and down on lengthy pages the dialog becomes covered with rows of lines (about 1/2"wide).The lines are stacked upon each other so close it makes reading the page next to impossible.When I reload page,it takes me to the top and immediately brings the text back to where I was reading and all is fine. Until I scroll again.Then I have to reload page again to continue.Can anyone tell me why?

 * I don't know why this would be - and I've never experienced it myself. Is your internet connection particularly slow, perhaps, and therefore still downloading the page as you scroll? Anyone else got any ideas? Cormaggio beep 16:13, 3 March 2007 (UTC)

 * I am wondering what you use for a web browser? You might be able to fix the problem if you update your browser, or maybe try a different browser altogether. Starholme 04:46, 28 April 2007 (UTC)

scope in chemical engg
hi I am doing second year B.Tech chemical engg in India. I would like to know the scope in chemical engg and the various options that i have for my higher studies abroad thanks

 * Namaste, I am sure you have already tried Google.

the the mathematical equation generator software being used
I noticed that if you try to write the equation for f '(x) using math tags, the apostrophe (making the function f prime of x instead of f of x) becomes practically invisible. This is a problem on the Introduction to differentiation page (look at the bulletpoint note on #1). What should be done about this? Maybe this can be fixed in the next version of MediaWiki.

 * What if you forced PNG rendering like this: $$f'(x) \,\;$$ - does this solve the problem? --HappyCamper 21:42, 10 March 2007 (UTC)

apakah arti dari haz? apa bahasa inggrisnya alur las? apa bahasa inggrisnya mesin ketam (bukan Ketam Item lho)?

Arrival of the Spanish Horse in North America
plea for any links, sources, tips, books, hearsay, official directories with access keys, annals, diaries concerning the arrival of the Spanish horse in practically empty NORTH America, -early 16th Century- and, the probablities argue for it, by way of SHIPWRECK(S) of Spanish supply convoys in the Gulf of Mexico on their way to CENTRAL and SOUTH AMERICA (where the gold and the souls to be saved were) ANY info gratefully received. Or e-mail me directly at 'john.ruddy@club-internet.fr' Thanks.

Uniform Investment Advisor Law Exam
Studying for Series 65 test. Any place to see sample questions from test?

English Writing Coursework - Original Writing.
Im doing GCSE English, and we are doing Original writing coursework, and Im looking for a topic which is long enough to fit into 3 pages(A4). It can be a description of something or a story. I started writing about the Cuban revolution and making up stuff with it(hence the name) - however I don't know if I can fit it all into 3 pages and GCSE examiners are very tough on this(dunno y). Also I kinda struggle writing English, I suck at it. Need help with descriptive words and structuring paragrahs etc.
 * For help with the English Language, feel free to ask questions at the English Language Reference Desk. I also highly recommend you check out the Writing Center.  You may find the Rhetoric and Composition Wikibook helpful in composing your paper, as well.  The Jade Knight 23:29, 21 March 2007 (UTC)

Teaching English Comprehension to students
Dear All,

Hi. I am a pre-primary and primary English language teacher. One of my students needs guidance on comprehension of passages as well as how to spell words correctly.

Kindly advise me.

Thanks and regards.…

 * How old is this student? Is English his native language?  The Jade Knight 04:41, 25 March 2007 (UTC)

Mainly they just need practice. The more one-on-one time you can give them, the better. I would read a passage from a book and ask them some probing questions. Let's say the book was "Jack and the Beanstalk", you might ask "Why did Jack buy the beans ?" (Answer: "He thought they were magic beans that would...") and "Why did his mother toss them out the window ?" (Answer: "She didn't believe that they were magic."). As for spelling, I'd give them 10 words each day to learn, and use flash cards to help to learn them. They should also get a reward, like gold stars, for learning them all. Also, have they been checked for learning disabilities ? StuRat 17:53, 2 April 2007 (UTC)

title: Wikiversity:Help desk/Archive 2


text:
User:Anderson~enwikiversity

how do you say i love you?Lovexhim65 16:39, 30 April 2007 (UTC)

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

title: User:Anderson~enwikiversity


text:
User talk:Anderson~enwikiversity

how do you say i love you?Lovexhim65 16:39, 30 April 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Anderson. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Anderson~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 23:27, 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) 06:02, 19 April 2015 (UTC)

title: User talk:Anderson~enwikiversity


text: Wiki Campus Radio/Channels

title: Wiki Campus Radio/Channels


text:
File:WV PT 1 1.ogg

Summary
European portuguese pronunciation of words in the first part of My First Portuguese Lesson part 1.

title: File:WV PT 1 1.ogg


text: User talk:Kyran Tyr

title: User talk:Kyran Tyr


text: File:WV PT 1 2.ogg

title: File:WV PT 1 2.ogg


text: Category:Second quantization

title: Category:Second quantization


text: Category:Theoretical physics

title: Category:Theoretical physics


text:
User:Kyran Tyr

Me, just the basics.

Nationalities: UK, USA Languages: English, Fluent Duetsch, Coherent

Education: No Tertiary Education

Questions, comments, complaints, hatemail... send it through email. Kyran_Tyr@yahoo.com

Poetry Project

title: User:Kyran Tyr


text:
Poetry/Practice

This page is a project to see how collaborative poetry can evolve. It is also a practice space to create and write poetry to refine your writing skills. If you would like to have stable versions of your work please place in the user namespace (i.e. as a subpage to your userpage).

Poems

 * /Trust/
 * /Feuer/
 * /The Fool/
 * /Eternity/
 * /You Disturbed Me/
 * /Universal Language of Absolutes/

Essays/Reports/Rants

 * /Perfection/
 * /On Hatred/
 * Privacy, Security, and Implied Mutual Exclusion

title: Poetry/Practice


text:
Poetry/Practice/Trust

Trust is isolated and alone, the last relic of humanity in the face of civilization. It still breathes, still lives, and for being forgotten, is strong.

"Friends"?
 * Meaningless.

"Sworn"?
 * Upon lies.

"I love you"
 * Why? 		 >In tandem
 * What do you want.>In tandem

"I need you to trust me." Then you don't understand...

"I trust you."

Now listen and see
 * the inumerable friends and colleages... my acquaintainces.
 * They know as little of me as I of them. We mingle, we chatter and whine, but at heart are aloof. They are reliable only insofar as their habits, and thus far 	valued. Here are those that, were they to know my true countenance, would shrink away, or seek my demise. Here are creatures neither loved nor disdained, 	merely... incompatible.

 * those who may say they know me
 * and are with me at ease. These are kin, in that they are capable of kindness. Trusted? Maybe, the definition seems tenous enough. With them, at least, I am not at guard. The blinds may stand, the masks remain, but we feel our collective ways past them delicately, not daring to trod upon the wounds they hide. There is only familiarity here, and trust extends only so far.

But you, friend...
 * "I trust you"

Thou art my nemesis and my friend, for you can see... me... Every instinct I have screams to hold you at bay, but one of us has stripped them away. You are either my saviour... or my betrayer, and as I shed my armour I show you something greater than love, than hatred. I am trusting you to look upon me, to judge me, and to choose.

I have trusted you... That you may destroy me. So choosing to grind me into earth. That you may save me, if you think me of worth. Or you can leave as you came, both condemning me and sparing me in as deft a motion.
 * I have given you the key.

What I need to know... Do you trust me?

title: Poetry/Practice/Trust


text:
Poetry/Practice/Feuer

A man, shaking softly, chanced upon embers. Shivering, haltingly, rifled the corpse. He found it with breath, garnered its Spark from which he raised Fire. Raised Life. He carried it with him, shy from the rain And in shelter of wind, breathed for its life He scavenged its tinder, foraged its food... And basked in the heat of its warmth and its light. But in his time with the Fire... He'd lost his good fear, let it grow into maelstrom for beauty within. And in his time with the Fire... He'd forgotten his burns, drawn closer... closer... He was Consumed

title: Poetry/Practice/Feuer


text:
Poetry/Practice/The Fool

~Mephisto, to Me and Us~

Look before me, to the shining soul and see that for which my mind evades, For which it seeks divorced of heart, And in the shield of logic, finds a certain... selfish.... safety.

Look in that soul, look in thine self. Is even your heart so soon forsaken? Or in the trap that breeds but weakness, Is there, maybe, strength?

For flawless logic failed to account, Failed to take in mind. A thing both wise and widely known, To those who know their kind:

To know that for all his Faults, the Fool can stand And aid in the aid of a helping Hand

Good Fool... Remember: “Omnia vincit amor”

title: Poetry/Practice/The Fool


text:
Poetry/Practice/Eternity

The Spirits:

Lie still. Relax. You’ve done too much, -Ambitious creature!- dreamed too much… And made yourself ill, with this to show? Look at yourself. You’re doomed, alive.

Look… and see… remember well That which you have forsaken Is eternity so bare That you would bear mortality?

For here, you could remain with us And here, could lie forever

And yet, you’ve chosen to die. For that is the cost of life in all its incarnations; With no absolute, no base but balance. Nothing can live unchanging, And nothing eternal live past an instant

And to think of it! The shadow of Death overbearing, always the knowledge your time will end. Not knowing how, or where, or when, or why… That is the cost of being alive.

The Newborn:

But therein, brethren, lies the greatness, That life could change, yet somehow persist. And would always be something of challenge, unique While amidst the familiar, the ages past

See in that Death, the greatest choice. That we could sustain our lives as we pleased… or encourage fate, and resk adventure.

That in the Valley of the Shadow of Death,
 * Each Light, for it,
 * Would be all the brighter

title: Poetry/Practice/Eternity


text:
Perfection

For something so commonly sought, it is strange that few can truly tell you what perfection is, whether it is in art, in government, or action, form or meaning. It is a high mark that we can sometimes observe, but usually hold unattainable for ourselves. When we do seek to apply the word, it usually is for something incomplete. It is not the entire work that is perfect, but this aspect or another, this idea or this form, and when we do apply it in generality, it is either inaccurate or simply a rarity of achievement. Most important of all, we never apply it to ourselves.

It seems to me that the problem with perfection and its seeming unattainably in ourselves lies in our understanding of it. In our culture (or at least the one I was raised in…) that which is constant, or at least regular, is subsequently reliable, and if it is a good thing, subsequently better. This makes sense with a great deal of our surroundings, but we can also see in our surroundings constant change, and should we fail to accommodate for that, perfection will indeed be unattainable. In fact, the reason we favour that which is predictable lies in the fact that it is easier to reach a stable and functional state within order. If we know and get used to the fact that the car will start and move quickly enough to get us to work on time, we start to rely on it, and as we better understand how long it takes to get to work, we further fine-tune the process until we have it as close as is reasonable.

However, when the car breaks down, what was previously a state of perfection is no longer adequate. The car has died and we have no way to get to work on time. In short… we are at the beginning of a very bad day.

In short, that which is perfect relies on the situation to derive its definition, and can quickly become somewhat less than perfect. Therefore, I submit that perfection is the ability of a human or human product to adapt to its surroundings both quickly and effectively. Perfection is a state defined by its capacity to accommodate for any available variables, whether it does this by eliminating unwanted variables or adjusting for them.

This means there are a few types of perfection. The first is controlled perfection, in that it relies on controlling every variable possible in order to retain its reliability and further fine-tune the processes involved. The second is transient perfection, wherein the processes are altered so as to achieve the maximum effect and efficiency while allowing as many variables as sis reasonable to remain uncontrolled.

A good example of controlled perfection is found in cars: Most older cars have wide tolerances on size and their parts can be manufactured within any of the large sizes in the given range. However, as cars and machining techniques have been becoming more accurate and reliable, we have been seeing the tolerances decrease substantially. What used to be an average of .005-.01 became .00015-.00050, and though cars are much more efficient than they used to be, an extremely small error can lead to their dysfunction.

Good examples for transient perfection can be found everywhere. If you have a generator than it can be said you have adapted to possible power outages, and so on and so forth.

Obviously, it is extremely difficult for one to work without the other, and within our own lives it is important to learn to apply both. As a side note, that which is perfect is not necessarily good, an object can work perfectly and still perform bad things.

title: Perfection


text:
On Hatred

It could be said that the greatest atrocities in our history are products of misinformation, misunderstanding; that our ignorance is the greatest benefactor of our greatest crimes. Our greatest errs in truth lie in generalization. We find consistently throughout history that the tendency of the human mind to put people into groups has aided in some of the greatest terrors of our entire race. Foremost among these examples is the Holocaust of the Jews...

In the era of the Second World War we found our world aghast at the product of Germany's concentration camps. We discovered that men could serve as both loving father and relentless tormentor, while still remaining "sane", and the question that pervaded the minds of every witness, every single mind untainted, was "How?"

How could we have fallen so low? How could be so cruel while courting an image of righteousness? How could we....?

How do we do anything we feel we should not? We convince ourselves it's OK, we tell ourselves it needs to be done.

These Jews, they are not people, they are animals. Look! They are filthy, wretched, traitorous.... They lie in their own filth. It is for the good of humanity that we eliminate them; it is no different than removing a sick animal from the flock.

We tell ourselves they aren't human.

And it's easier, so much easier to say that about one thousand, than a thousand ones. So much easier to convince ourselves once for a million, than once for each thousand. To write them all off to one diseased stock, on all-encompassing truth. More efficient, more powerful...

We've said it about the Arabs, the Blacks, the Jews, the Communists, the Terrorists, the Caucasians, the Hispanic, the Orientals, the Aboriginals, the Protestants, the Catholics, the....

We've said it again... and again, again. Until it becomes true.

So tell me why the black dog is greater than the brown, I'd really like to know. Explain to me the intricacies of why their culture is lacking. Perhaps I should omit the flaws in ours...

Before you strike hatred, be sure that your enemy is worthy of your hate. For I have found it nigh impossible to hate what I can even vaguely understand, and of those I despise… I haven’t the faintest clue.

Discussion questions/essay ideas

 * What role can forgiveness play in reducing hatred and conflict?

title: On Hatred


text:
Privacy, Security, and Implied Mutual Exclusion

Privacy, Security, and Implied Mutual Exclusion

There are many lives. Each life is as the next, and each is observed by ever-vigilant eyes and ears, whose purpose is to safeguard against danger. A man, like any other man, lives a life like any other life. He sleeps, and his house is monitored for danger, lest he be disturbed. He awakens, and his actions are watched, lest he endanger himself or another. He is watched in the street, as he walks to the car, and he is watched in his car, again, for the safety of all concerned.

This man is watched, as all men are watched, for the safety of all men. If he were to commit a crime, he could be easily apprehended. If he were to be the victim of an accident or crime, he may be swiftly saved. His every gesture, expression, and word are perused in search of intent. It is hoped that, when he shows signs of danger, he may be apprehended before he has acted. Thus ensuring the safety of all concerned. The man, like all men, knows he is safe, because his neighbors are watched as well as he.

Why then, does he feel vulnerable? Why does he still feel unsafe?

In today's world it is accepted that privacy must be sacrificed for the sake of well-being and safety, both national and personal. People are told they are safer watched than alone, and that secrecy is the shield of those who intend harm. If someone has something to hide, they are of ill intent. "After all, you have nothing to hide, do you comrade?"

Unfortunately, the lives above are not works of fiction. They are a manifestation of reality. Humanity is now presented with a question of power and trust, and something must be decided and acted upon before this irreversible state becomes a universal norm, humanity must at least decide to do nothing, if this is that to which they aspire.

The United States has been watching telecommunications for decades both legally and illegally. (Poole) In the United Kingdom, it is estimated there are only 14 people for every surveillance camera. As dense as the surveillance is it is estimated that the average person is recorded on camera about 300 times in a single day. (George) Additionally, vehicle movements have been watched and recorded by a combination of GPS satellites and license plate reading cameras since 2006. (Connor) Possibly most foreboding is the increasing trend in proposed legislature toward data-mining. The Smith Data Retention Act has been cited as a prime example of this most disturbing tendency:

"Sec. 6. Record Retention Requirements for Internet Service Providers. (a) REGULATIONS.---Not later than 90 days after the date of the enactment of this section the  Attorney General shall issue regulation governing the retention of records by Internet Service  Providers. Such regulations shall, at minimum, require retention of records, such as the name and  address of the subscriber or registered user to whom an Internet Protocol address, user address, or  telephone number was assigned, in order to permit compliance with court orders that may require  production of such information."

Further provisions in the same bill effectively require ISPs and internet hosts to retain not only the specified information, but also hosted content for the use of law enforcement and judicial personnel. (Smith DRA)

Due to advances in telecommunications and information technology the availability of information, in both diversity and sheer volume, has reached a previously unfathomable level in recent years. Never before has so much information been available with so little effort in so little time. Humanity is no longer bound by the speed of physical travel, and subsequently new networks and systems have been formed as people have learned to cope with such an onslaught of data.

While the sheer scope of available knowledge is an academician's dream, it is a security nightmare. Privacy becomes sorely at risk as personal information, finances, even everyday communiques are transferred to a medium that is almost entirely public.

The mentality and openness are best surmised by this succinct statement. "'The Internet treats censorship as though it were a malfunction and routes around it.' -John Gilmore" (Barlow)

The migration of everyday life to this very open medium allows for those who would invade privacy, whether they be conmen or security forces, to do so with minimum effort and danger.

The same advances that have allowed humanity to move a piece of information from one side of the globe to another in a split second allow for the large-scale recording of what little isn't already resident in the digital world. Sensor technology, such as cameras, microphones, and scanners, is being employed everywhere for purposes legitimate and otherwise. In the age of information technology, anyone can see or hear anything on this planet.

With the vast resources at their disposal, nation-states are in a prime position to commit invasions of privacy, and many if not all have motive to do so.

The government claims that in the face of threats such as terrorism, safety is dependent on the ability of law enforcement agencies to track and prevent criminal activity. However, this is in direct contradiction to a tenant long held among both military and civilian peoples, that information is among the most potent of weapons. Children have long been admonished, "Don't talk to strangers," and Sun Tzu devoted over a tenth of his famous treatise to the use and warding of spies and scouts, even going so far as to state: "Thus, what enables the wise sovereign and the good general to strike and conquer, and achieve things beyond the reach of ordinary men, is foreknowledge." (Giles XIII) Thus, there are two contending postulations concerning safety, that which exemplifies privacy and that which exemplifies openness.

"The less you know about something, the harder it is to kill." This is the postulate behind the age-old doctrine we are all familiar with. This is the same assumption Sun Tzu made 26 centuries ago. The other assumption is that the more the government knows about, well, everything, the safer the citizens of that government are.

Obviously, one cannot withhold information about oneself, and subsequently ensure one's safety while simultaneously disclosing any and all information to another entity. It is simply not logically valid. Therefore, one of these statements must be incorrect.

The latter postulation is easily traceable to the first, on the grounds that the more knowledge, and therefore power a nation-state has, the better it can protect its people. However, power, being the potential of action, can also be used against the people. This can occur directly, in instances such as Stalin's crackdowns in Soviet Russia or McCarthyism in the United States, or indirectly, in instances where improper leadership imposes adverse conditions upon the populace.

Therefore, although the greater resources and coordination of an informed government can yield greater defense than simple non-disclosure of information, the assumption that well informed government is intrinsically protective is valid only under the assumption that the government in question holds the best-interests of its citizens as a priority.

It can be concluded given that our government is by nature transient in its intent, having elected (and therefore shifting) leadership in addition to other, more ambiguous, flaws, it cannot be held as a certainty that our government will always have the best interests of its citizens as its first priority.

Given the capacity for information retrieval and abuse available to both our government and independent entities, it is important that humanity prevent the further development of an information infrastructure that is already large enough to allow power to fall into the hands of one who would use it adversely to public safety or progress. Privacy is a person's only shield against those who would cause them harm. To put it in the hands of another is to give that other control of one's life. The question is, can an institution be trusted with the lives of an entire nation?

Bibliography Barlow, John Perry. “Censorship 2000.” On the Internet. 2000. ISOC. 26 March 2007

Connor, Steve. “Britain Will Be First Country to Monitor Every Car Journey.” The Independent. 22 December 2005. 26 March 2007

Giles, Lionel. Sun Tzu on the Art of War. 1994. Project Gutenburg, 26 March 2007.

“George Orwell, Big Brother Is Watching Your House.” This Is London. 31 March 2007. Evening Standard. 31 March 2007

“>> Introduction to NSA/CSS.” 2007. National Security Agency. 26 March 2007

Poole, Patrick. “ECHELON: America’s Security Global Surveillance Network.” 2000. 26 March 2007

United Kingdom of Great Britain and Northern Ireland. ACPO ANPR Steering Group, ANPR Strategy For Police Service

United Kingdom of Great Britain and Northern Ireland. ACPO National ANPR User Group, E.C.H.R, Data Protection & RIPA Guidance Relating to the Police use of A.N.P.R.

United States of America. Rep. Smith, Smith Data Retention Act. 110th Congress, 1st Session. Washington D.C. 2007


title: File:WCRApril28PartA.ogg


title: File:WCRApril28PartB.ogg


text: User talk:Drtreleaven

title: User talk:Drtreleaven


text:
Wiki Campus Radio/April 28 2007

Reasons for not using copyleft licenses, and ; these audio files were made from a Wiki Campus Radio voice chat session recorded on April 28, 2007. Most of the discussion is Chris and Leigh discussing reasons why some people do not want to release materials under licenses like the GFDL coyyleft license. Help with ogg audio play.

Part A

 * 1) start - 14 seconds: music by User:CQ.
 * 2) 14 seconds - 1 minute 43 seconds: voice-over (music continues) introduction by User:JWSchmidt. Useful links: GFDL, Creative Commons licenses, Copyleft, Free Culture movement
 * 3) 1 minute 44 seconds: User:Chrismo welcome
 * 4) 1 minute 46 seconds- 2 minutes 10 seconds: music continues
 * 5) 2 minutes 10 seconds: Chris introduces topic. Useful links: Networked learning, Learn Online Blog, Web 2.0
 * 6) 2 minutes 26 seconds: Leigh Blackall self introduction. Otago Polytechnic, Teach and Learn Online eGroup,Share-alike, Attribution.
 * 7) 5 minutes: Chris asks for problems with copyleft
 * 8) 5 minutes 32 seconds: Leigh talks about cultural artifacts that people do not feel comfortable making available for others to re-use. Also, educators who feel that their educational resources should not be available for others to use for commercial purposes.
 * 9) 7 min. 45 sec. Chris mentions Māori people and Wikipedia content.
 * 8:15. Leigh mentions some cultural artifacts approved for sharing, some not. Alexander Hayes example of mis-use of cultural artifacts.
 * 1) 11 min. Chris Murri people and openness to sharing their knowledge
 * 2) 13 min. Leigh discusses the problem of mixing copyleft content and resources that are not available for modification or commercial use.
 * 14:35. Chris talks about the need to educate people about the advantages of copyleft.
 * 16:05. Leigh talks about getting contributions to WikiEducator.
 * 16:30. Chris mentions some specific types of documents that do not make sense to think about modifying under a copyleft license. Leigh adds an additional example.
 * 18:30. Chris suggests that even if original documents are not made available under copyleft then other related educational resources could be created that could be placed under a copyleft license. Reply and discussion with Leigh.
 * 21:40. Chris suggests that education about free software can go hand-in-hand with education about copyleft learning resources. Reply and discussion with Leigh about difficulties of mixing copyleft materials with more restricted content.
 * 27:45. Leigh describes efforts at Otago Polytechnic to create institutional policy on licensing of educational resources.
 * 28:55. User:CQ asks about copyright.
 * 29:55. Chris asks about limits on education if copyleft is not used.
 * 33:00. Intellectual property. What is the value of educational resources?
 * 34:00. Conventional thinking within educational institutions about protecting learning resources as valuable property.
 * 1) 35. More questions about types of resources such as published articles and other content that should not be altered by others because that could mis-represent the original work.

Part B

 * 0:0. Leigh completing thoughts on how educational institutions can provide flexibility in licensing.
 * 1:30. Chris suggests maybe having some indigenous people on Wiki Campus Radio to discuss licenses.
 * 1) 3 min. Copyright is not supposed to inhibit education or science, many educators just ignore copyright for educational resources.
 * 2) 6 min. Is copyleft just too complicated for most people?
 * 3) 7 min. Copyleft as an effort to improve problems that exist with copyright; provide alternatives and options.
 * 4) 9 min. Is copyleft a barrier to participation by educators at educational institutions? School and university projects
 * 9:30. Links from Wikiversity to outside educational institutions. Problems?
 * 10:45. Chris asks about Leigh's on-going contributions to Wikiversity. Learning by editing wiki pages, participating in learning activities.
 * 12:20. User:JWSchmidt comments about who most of the Wikiversity editors are and why they edit.
 * 14:25. Uploading conventional learning resources to wikis like Wikieducator and Wikiversity. An aid to international cooperation? Seed material for Web 2.0 students?
 * 1) 17 min. What do educational wikis need in order to facilitate online learning? Challenges to mixed online learning and conventional bricks-and-mortar. Benefits in developed vs developing nations.
 * 2) 19 min. 20 sec. One laptop per child and use of Wikipedia as educational content. M-learning integration.
 * 3) 20 min. Interactive voice chat at Wikiversity. User:JWSchmidt comments on challenges arising from use of the GFDL for integration of audio and video resources into Wikiversity.
 * 4) 22 min. Uses for voice chat at Wikiversity.
 * 5) 23 min. Inter-Asterisk eXchange is being used at Wiki Campus Radio.
 * 24:50. Local wikis for special purposes using MediaWiki software.
 * 28:40. GNU General Public License, GNU free software and free documentation licenses.
 * 1) 32 min. Support for users of free software.
 * 2) 33 min. Will crack-downs on pirated software lead more people to use free software?
 * 34:30. Chris asks for advice on improving Wikiversity. Leigh suggestions: options for licensing, integration of external resources and software tools with Wikiversity, conversion utilities for transferring various content formats into MediaWiki markup, good WYSIWYG editing tool, better browser-based editing tools, or better ways to learn MediaWiki markup?
 * 39:40. Problems with FireFox spelling checker in MediaWiki edit windows?
 * 42:00. Challenges of integrating free software into educational institutions.
 * 45:30. User:Historybuff; thanks, plans for future conference calls
 * 46:20. Sign-offs, fade to music (User:CQ).
 * 47:35. Information about how the audio files for this Wiki Campus Radio program are licensed (see).

title: Wiki Campus Radio/April 28 2007


text: Category:Wiki campus radio

title: Category:Wiki campus radio


text:
Korean Language/Writing System

Unlike what most people might believe, Korean is not as hard as it seems. Courteously, Korean has a simple alphabet, 14 basic consonants and 10 basic vowels, which can be learned swiftly.

As seen in Korean pronunciation, the language has a sound for each letter.

 * ㅁ - 'm'
 * ㅏ - 'a' as in ah (the sound your doctor asks you to make)
 * ㅗ - 'o' as in oats

However, there is more to Korean than that. It's really quite interesting, and makes this language unique. Let's say you wanted to now write 'mam' (would sound like mom) in Korean. It's not "ㅁㅏㅁ," It would be "맘." Korean, in a way, stacks letters to create a character.

Stacking Positions
There are three basic methods as follow. Two letters must be included to form a character; letters by themselves have no real meaning.

Vertical (Way 1)
If the vowel in the character is ㅓ, ㅏ, ㅣ, ㅕ, ㅑ, ㅐ, or ㅔ. As you can see all these vowels are vertical.

Horizontal (Way 2)
If the vowel in the character is ㅗ, ㅜ, ㅠ, ㅛ, or ㅡ. All these vowels are horizontal.

W (Way 3)
This method is only used when there is a "w" sound added to the character. For example, the character '원' is stacked in this manner: position 1 'ᄋ', position 2 'ᅮ', position 3 'ㅓ', and position 4 'ㄴ' (see diagram).

title: Korean Language/Writing System


text: Category:Exobiology

title: Category:Exobiology


text: Category:Urban planning

title: Category:Urban planning


text:
Category:Articles with permission confirmed

Articles whose copyright has been cleared with the Wikimedia Foundation


text:
Template:ConfirmationOTRS

Using this template: "source" is the source of the article (which may or may not be a URL). "otrs" is the ticket number on OTRS under which verification of permission was received.

DO NOT USE THIS TEMPLATE if there is no OTRS ticket to associate with it.

This template adds pages to Category:Articles with permission confirmed

title: Template:ConfirmationOTRS


text:
QuantLib/FinancialVisualizationInstallation

For Linux you will need to first download the following subversion repositories

Please e-mail me at joe@gnacademy.org if you have any problems with these instructions

Downloading
svn co https://quantlib.svn.sourceforge.net/svnroot/quantlib/trunk/QuantLib svn co https://quantlib.svn.sourceforge.net/svnroot/quantlib/trunk/QuantLib-SWIG svn co https://svn.enthought.com/svn/enthought/trunk enthought svn co https://www.gnacademy.org/svn/chinaresearch

Dependencies
For this to work you will need to make sure that your linux box has installed a number of packages. The packages that are needed for the mandriva installation are

* libvtk * libboost1 * python-setuptools * python-numpy * python-numpy-devel * python-scipy * python-devel * swig

(For AMD64, you will need to use. the lib64 versions).

Installation
For the QuantLib libraries, you can install with the following commands * autogen.sh   * ./configure * make * make install (as root)

The QuantLib-SWIG libraries can also be installed in this way, but you will have to cd to QuantLib-SWIG/Python to install the package

To build the enthought packages * cd enthought/src/lib/enthought * ./build_inplace.sh numpy

Environment
You will need to set PYTHONPATH to point to the enthought libraries. An example line to do this is

export PYTHONPATH=/home/joe/enthought/src/lib

Running
To run the demo go into the chinaresearch directory and type

python option.plotspace.py

or

python option.basket.py


text:
Commercial aviation

Commercial Aviation consists of many branches, the most obvious being Airlines A.K.A Scheduled Passenger and Chartered, also Cargo Operations are growing. Other branches include Aerial mapping, Aerial Advertising, Agricultural Aviation, Emergency Medical Technicians, Fire Suppression, Heavy Lift and Recreational (fantasy flights).

Commercial Pilots
The only way you can make flying a living is by obtaining a commercial pilot license (CPL). Best compared to a commercial driving license the CPL gives you the privileges of flying for compensation or hire. This covers everything from flight instruction and crop dusting to piloting large airliners.

Before you start training for the CPL you need to hold at least a private pilot license (PPL). You do not require a PPL licence before obtaining a CPL. An instrument rating is recomended because without it, certain restrictions apply to your commercial pilots licence.

Commercial Pilot License in the United States (FAA) There are two ways of obtaining the commercial pilot license in the United States; through a certified instructor or through a certified flight school (part 141).

If you choose to fly with a freelance instructor in a flight club you need at least 250 hours of total flight time. These are broken down in cross country hours, pilot in command time etc. Most commercial pilots in the United States have close to or over 250 hours when they get the CPL.

Flying with a part 141 flight school the hour requirements are a little less. However you have to do your training from scratch (private pilot license) in a part 141 program. This way you can obtain the CPL at a minimum of 190 hours total time. It is also a requirement that you have completed the instrument rating (IR), or currently enrolled in an instrument rating (IR) course.

Commercial Pilot License in Europe (JAA) The training for the commercial pilot license in Europe is slightly different then in the United States. Many flight schools do your instrument rating (IR) and multi engine class (ME) combined with the commercial training. This way you only do one “check ride” (flight exam) and obtain the multi engine class and instrument rating (IR) on the commercial pilot license right away.

Depending on the flight school’s program you do a total of 130 hours flight time before you get the CPL. As most students aiming for a commercial license in Europe are career oriented they usually follow a scratch to CPL program and can therefore get away with less flight hours.

Airline Transport Pilots
This is the highest certificate you can get as a pilot and is required to act as the pilot in command (PIC) [captain] of a multi crew aircraft. Both in Europe and United States you have to be at least 23 years of age and have at least 1,500 hours of total flight time before obtaining an Airline Transport Pilot Certificate (ATP).

In the United States (FAA) it is common to fly as a commercial pilot (flight instructor, first officer, etc.) until you have the needed hours for then to do the written exam followed by a check ride (flight exam). As airlines usually hire you for one day to be a captain with the company some require you hold the ATP to get a job even though you fly as a first officer. This of course varies depending on the market situation.

In Europe (JAA) most flight students do all the theory right away and get a “frozen” ATP. The final exam consists of 14 topics and takes from six months to a year to get through. As everything is taken as one exam it is very common to fail one or two topics. You then redo the topics failed.

A “frozen” ATP just indicate you have done all the theory but don’t have the required flight experience to get a full ATP. Ones the company upgrades you to Captain, the ATP is issued combined with the pilot in command type rating for the aircraft to be flown.

FAR 61
Title 14 CFR part 61 prescribes the requirements for pilot certificate for those of commercial, recreation and general aviation purposes. It also prescribes the requirement for issuing of flight instructor certificates.

For the purposes of privilege, no person may act as a certified pilot or instructor if their certificate is suspended or revoked.

title: Commercial aviation


text:
Wikiversity:Copyright issues

Wikiversity content must be under a free license, such as Creative Commons Attribution/Share-Alike License and GFDL or an equivalently free license (see Copyrights).

If you find material on Wikiversity that is copied from another source that uses a different license then it needs to be flagged and brought to the attention of Wikiversity custodians.

 * 1) Copy and paste "" to the top of the material. Replace " http://www.SOURCE ".
 * 2) Bring this material to the attention of custodians at Request custodian action

To use any material where the licensing is unfree or unclear, the author(s) must give their consent to its use. They must give explicit permission for this material to be used not simply on Wikiversity, but under the terms of the Creative Commons Attribution/Share-Alike License and GFDL. This declaration of consent needs to be sent from the author (or forwarded from the author) to permissions-en AT wikimedia DOT org. When this email is received, the material can then be tagged by someone with OTRS access, using the ConfirmationOTRS template, with the following parameters:

title: Wikiversity:Copyright issues


text:
Solar System and Stellar Astronomy

The Solar System comprises the Sun, and the collection of objects that are gravitationally bound to it. This includes: the planets, their moons (or satellites), asteroids, comets, the Kuiper belt, the Oort Cloud and interplanetary dust.

Stellar astronomy is the study of stars and the phenomena exhibited by the various forms/developmental stages of stars in relation to prestellar nebular dynamics (e.g., the work of Stu Weidenschilling and other presolar nebula theoreticians).

title: Solar System and Stellar Astronomy


text:
C++/Classes and Inheritance

Classes are the building blocks of programs built using the object-oriented methodology. Such programs consist of independent, self-managing modules and their interactions. An object is an instance of such a module, and a class is its definition.

Abstract example
To illustrate classes and objects, we will use a dog.

Dog:

char name int gender int age int size bool healthy

A dog has several variables: name, the gender of the dog, the age of the dog, its size, and whether it is healthy or not. These variables are called properties. This definition would go in a class. An instance of a dog, say, a dog named Lucy, would be an object. So would a dog named Ruffy. You can have multiple instances of a class, just like you can have multiple dogs. Properties are like "inner variables" of each object made of type Dog.

struct Dog
We have just defined what a dog is. Let us make a couple of dogs...

In this short example, we have created two objects of the type Dog. One is lucy, and the other is ruffy. We have set lucy's gender to 1, and ruffy's gender to 2. Also, we've set lucy's age to 3, and ruffy's to 5. However, having such information publicly accessible can be dangerous. A bug in your program, for example, could cause the unintended change of the properties of one of the dogs! You wouldn't want a bug in your software to cause lucy to be sick, would you?

class Dog
Structs are containers whose properties are always public. In order to gain control over what is public and what isn't, we will have to use a class. Let us see how the Dog class would look like in a class instead of a struct:

Now our dogs' precious properties aren't public for everyone to view and change. However, this raises a little problem: we can't change them either. Only other dogs can see and change them. In order to be able to access a Dog's private properties, we would have to make a function to do so. This brings us to our next chapter.

Dogs with Methods
Classes can have functions in them. These functions are called methods. Methods can access all, and even private, properties and methods (yes, methods can be private) of its class. Let us make some methods to get our dog's information...

However, if we run this program, we might have a little problem. We have never initialized lucy's properties...

Constructors
In order to initialize lucy's properties, we could write a method that would do it for us, and call it every time we make a dog. However, C++ already provides us such a method. A constructor is a method which is called every time a new object is created. To use this nice little thing provided to us by C++, we will have to write a method which returns no value, and has the same name as the class. Here's Dog written using a constructor:

From now on, every dog we instantiate will have the name "Lucy", be of gender 1, aged 3, sized 4 and healthy. Well, what if you want some diversity? No problem. Constructors with parameters!

If you have both constructors in your Dog class, you can now either create a dog as always, which will have the default values (named "Lucy" etc etc), or you could use RAII to make your customized dog as follows:

Inheritance
The inheritance mechanism is a core component of the Object Oriented Programming paradigm. Inheritance means that a class "inherits" another class's definition and type. In the previous chapter, we've covered the "HAS-A" relationship. A dog HAS-A name. In this chapter, we will cover the IS-A relationship. A dog IS-A pet.

Abstract example
A pet is a wonderful concept, don't you think? It's an abstract concept, but we will not cover abstraction here. There are many kinds of pets (dogs, cats, horses...), and they all have some things in common. Pet:

char* name;

char* getName; void voice; void interact(Pet* other); void annoy; Pet(char* dname);

Implementation of Pet
As we already know classes, it shouldn't be a problem to implement Pet in C++. Notice anything different? Yep, the  keyword. This keyword tags a method as overridable. Inheriting classes can override inherited methods. I'll explain it in a moment.

Inheritance
OK. We've got a Pet with a "DEFAULT VOICE". However, a dog barks. Well, we could make a dog class, however note that interact receives a pointer to a Pet. As Pet and Dog are two different classes, pets will be unable to interact with dogs. That's not what we want to do, so we need to somehow make Dog a Pet. One word: Inheritance. Remember how I told you that it'd inherit its type? This is what I have meant. Inheritance is done using the ':' operator, as such:

Overriding
Now we can make Dogs, and they would all have unique names, they could voice, interact with other pets and annoy their lovely owner. However, there's yet one problem. They still have the annoying "DEFAULT VOICE". Well now that we inherit from Pet, we can override its virtual methods. voice is a virtual method, so why not do that now? Overriding looks very similar to declaring a new method, so watch out.

Constructors and inheritance
Now our Dog class functions as intended. However, there's yet one complication... We haven't got a constructor yet.

Constructor calling constructors
Now that Pet knows how to initialize itself, Dog needs to too. Dog can not directly modify its name, so it has to make Pet do it for him. If Pet would have had a constructor that took no arguments, there wouldn't have been a problem and the process would have been automatic. However, Pet has no "default constructor" (a constructor that takes no arguments), and Dog is in a little difficult situation. I'll save you the trouble. This is how it's done: Here we have Dog's constructor getting a desired name, and passing it to Pet's constructor to do the work.

Inheritance in a program
Output: Wooflemeister: Woof! Michael annooys you. Michael: DEFAULT VOICE Wooflemeister: Woof! Wooflemeister annoys you.

Exercise
A family car has a color, a maximum speed and a sunroof. The sunroof can be opened and closed. A cab's color is always yellow and it has a maximum speed. A bicycle has a color, a maximum speed and pedals that can be spun. A truck has a color, a maximum speed, and it can carry a cab or a family car, but not a bicycle. A road can contain any of the above. A policeman has a hat, and can block a road or any vehicle. Tip: You can chain inheritance, and create trees.
 * Design and implement a system of vehicles.

title: C++/Classes and Inheritance


text:
Template talk:Protected course

Can this be placed on any page a professor is using for a class, as long as they are the originator? Can they copy other pages and place this template on it? Are there any limitations on how a professor can use this template? --Remi 19:19, 1 May 2007 (UTC)

 * "This Wikiversity main namespace discussion page..." Shouldn't the word "discussion" be removed here? It makes it sound a bit like users should not edit the discussion page, which is contradictory to the invitation a few sentences later to edit the discussion page. Boud 21:20, 4 February 2011 (UTC)

title: Template talk:Protected course


text:
User talk:CQ/THD

Greetings CQ/THD!
Greetings CQ/THD!

It is Your Servant's pleasure to be part of the School of Agriculture and to link the School of Advanced General Studies (AGS)  to Ag.

Your Servant took an overdue step in moving AGS toward Ecological Sustainability as a result of his recent contact with |Steve Waller during Waller's |Recent Sustainability Related Visit to |Kankakee Community College, |Kankakee, Illinois and to Your Servant's encouraging Waller to participate in Wikiversity and more particularly in Wikiversity's work in Renewable Energy Systems.

Neither is Your Servant quite clear on where AGS might be headed. Your Servant hopes that as a major Wikiversity School, AGS will soon attract sufficient Participation that it will Develop in ways as yet undreamed of by its Founder. Let It be sufficient that AGS go as the Spirit leads.

Your Servant is, indeed, a Kankakeean. He is also a Participant in |Wikitravel; and he encourages you to be the contributor of the new Mount Vernon page to Wikitravel.

Your Servant looks forward to be a part of the Ecovillage Institute helping with its progress.

The Family Farm left my family, or, more accurately, my family left the family farm, in the 1940's. Your Servant did, however, grow up on one (1) acre of land. He now has one (1) undersized City Lot.

Your Servant will post his thoughts for developing Ag and sustainability materials as he has them. He has been to the User:CQ/THD and is preparing feedback.

May all your |Wiki Endeavors bear fruit.

(s) Dionysios (talk), Date: 2007-05-01 (May 1, 2007) Time: 191101 UTC

Learning Resource: The Works of Joel Salatin
The first Resource which comes to mind is the works of Joel Salatin.

(s) Dionysios (talk), Date: 2007-05-02 (May 2, 2007) Time: 144401 UTC

Feedback on User CQ/THD Site
The first Feedback which Your Servant has to offer on the User:CQ/THD Site is that the Site is concerned with material in which Your Servant is vitally interested and that he finds the Site to be a Valuable Resource in its area. Perhaps Your Servant will soon have something more specific to offer; but, then, after all he bills himself as a Generalist and refuses to specialize. For now, suffice it to say that Your Servant is working on this.

(s) Dionysios (talk), Date: 2007-05-09 (May 9, 2007) Time: 143101 UTC

PS MAIN opening
The main pinestraw operations center (ps main) is about to get cleared and mowed. I'm building a big bonfire cone starting with that dead pine right where the back exit will be. I'll be piling the low branches from the adjacent pine stand onto the pile. We'll light on the 4th of July - weather permitting. Give me a call at (618) 266-7877 if you're wanna get in on this. CQ 12:31, 22 June 2007 (UTC)

Watershed boundaries
FastCoExist.com .. Seems to agree with what you were getting at back then. CQ (discuss • contribs) 01:48, 11 January 2014 (UTC)

Deletion Disease
Total Horrific Deletion - The whole plan was nearly wiped off the face of the Earth and the Internet. Jesus Christ knows it would have worked if my friend and owner of the property had taken the time to read the documentation or at least look at the fine pictures. The RTFM meme is a great way to describe how research, development and follow-through occurs. I am following through on the plan, just at a different locale. Thanks for the fiery trial, Lord! -- CQ (discuss • contribs) 20:08, 20 October 2014 (UTC)

Something
1Ch1CP8DSCRc9aGSuSs19HX9My1QAf462s

know crowd page lemons eradicate roars dwarfs musicals lab moder normals cooperative gradually infrequent crawler correll golly

title: User talk:CQ/THD


text:
User:SimonATL

Life-long Student
I've been a life-long student of the Humanities, Languages, History, Military Sciences, Geopolitics, Philosophy, Theology, such languages as Latin, Spanish, some French and even some Biblical Greek and Arabic

As someone who believes in life-long learning, in the area of Latin studies, I highly recommend Professor Wheelock's approach of introducing students to actual ancient Roman texts as opposed to "made-up" Latin. Will try to work on the Latin project as I think there's a crying need for more Internet-based information on Latin. It is offered in the USA, with which I'm most familiar in only a small fraction of high schools. In the private school world, however, I've seen it offered as low as 3rd grade! Think about that! The younger, the better able is the mind to both adopt and adapt too a new language.

Email
My email is SimonATL@yahoo.com

Wikipedia and the wiki world
As for Wikipedia and it's affiliates, I love them because they allow anyone to add to the sum total of human knowledge and is also a great outlet for budding writers and editors. I am proud to be associated with Wikipedia and it's affiliates and consider it a truely amazing human resource that all humanity can be proud of.

Keith Simon's Background
As a child growing up on a farm in the midwest USA, I used to enjoy reading encyclopedias up in the upper reaches of a maple tree. Little could I have imagined at that time, in the mid- 20th Century, that one day, I would actually contribute to a encyclopedia of revolutionary scope and import, a truly international project that all editors ,(vandals excluded), can be proud to be associated with.

One of the things I most like about Wikipedia is how research in one area leads to others and one never knows where the trail of information will take the reader. This is way cool, and one of the most mind-expanding aspects of Wikipedia, nes pas?

Wikipedia is an opportunity to give back something of my life experience and education in history, languages, philosophy, geo-political-military issues, miltary science, history (ancient, military, US and european) and information technology as well as language skills in English, Spanish, French (and occasionally Latin and a little Greek) with a wider audience of fellow info junkies.

Homeland
Midwest USA-Ohio raised - Currently Pacific NorthWest USA. Wet in the winter but beautiful in the summer and 2 snow-capped volcanoes to admire from the window.

Life Story and Stream of Thought musings

Born in Montreal, Canada.

Adopted by a 3rd generation Irish-German Ohio, farmer (tool-and-die (40 year union United Auto Workers UAW) man, and his wife, a 2nd generation Czech farm girl with an 8th grade education. When I was 11, my adopted mother Frances, died and Jack, my adopted dad married an English teacher, Pat.  Suddenly my "I ain't got no(s)" became unacceptable and I was lovingly told that I was expected to learn to speak and write English correctly. My father, a WW-II US Navy vet, and Ohio born and raised farm boy, become tool-and-die maker, was still at the "What did they learn ya in school, son?" stage.

Education - I didn't really learn English in any organizational or structural way in elementaty school. It was not until I studied Spanish and Latin in high school and college and learned all about declensions, conjugations, parsing verbs and all kinds of painfully boring stuff that English took on any shape. In college, when I used to complain to my English Composition teacher, Msgr. Leonard J. Fick, that I was struggling to turn in a paper that didn't return with more red ink then black, his sensitive response was, "Keep working... Knowledge maketh a bloody entrance." Armed with that inspiring admonition, I marched forth into Latin class where I used to whine to an exasperated Latin teacher, Msgr. Clarence Klausing, "but I'm trying, Father!" His response was, "Oh Mr. Simon, you are very trying. Trying I was, but with 4 years of high school, 7 years of college including 2 years of law school and a lot of hard knocks, I began to grow up at about age 40.

Hard Lessons - One thing I did learn - you can learn from your mistakes but will repeat them until you learn the lessons that they impart and actually change your behavior and outgrow outmoded ways. Its the easy left or the hard right. The wrong way is just that - wrong. Trust your instincts but get quiet enough and still enough to listen for inspiration.

Military - 23 years as a US Marine Corps officer challenged me as a young turk out of college and really helped me to grow up. I also met some incredibly interesting and talented men and women in the Corps as well as a few real "stinkers." I got to about age 25 emotionally, as a result.

Cummulative Effect - Emotionally, at least I've "grown" beyond Theodore Roosevelt about whom, his friend, Henry Cabot Lodge said, "You see, you have to understand...Theodore is about six." Come to think about it, actually, TR's childish wonder and sponge-like curiosity is something many of us Wikipedians share in common.

My Nature - A self-proclaimed historian, info junkie, IT professional with more than 23 years US military service as an officer in the US Marine Corps. Currently working in the IT industry in the North West USA.

Values - Judeo-Christian-Monotheist. Have studied history of Christianity in all its forms for many years, from Roman Catholicism and the Protestant Reformation with its derivatives to so-called non-traditional aspects such as Christian Science, Latter Day Saints, Jehovah's Witnesses. Everyone has to find his/her own way. I'll take 'any sincere believer in God as he/she sees it or at least a person with a moral compass with a sense of right and wrong or a code of ethics to a relativist who believes in nothing. "Since you are neither cold nor hot...." Christ Jesus. Islam is cool as long as Muslims actually they follow the Prophet, (peace be upon him) who brought his people out of pagan darkness and taught them to respect other's sincere beliefs and let his message speak for itself in the quiet of their souls. Shalom/Salem/Peace!

Politics - Conserative Democrat or Liberal Republican - what's the difference and where's the middle, anyway? In media stat virtute. as the Romans used to say.

Email: SimonATL(at)yahoo.com

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Category:Social sciences

is a top-level Library of Congress Classification. Social science subcategories are listed at Outline of social science.

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Pythagorean theorem

The Pythagorean Theorem is an important mathematical theorem that explains the final side of a right angled triangle when two sides are known. In any right triangle, the area of the square whose side is the hypotenuse (the side opposite the right angle) is equal to the sum of the areas of the squares whose sides are the two legs (the two sides that meet at a right angle), so we can take out the length of any third side of a right angled triangle, if the other two sides are given.

Another corollary of the theorem is that in any right triangle, the hypotenuse is greater than any one of the legs, but less than the sum of them. Some of the most common right triangles with integer sides are the 3-4-5, 5-12-13, 7-24-25, and the 8-15-17 triangles. The Pythagorean theorem is named after the Greek mathematician Pythagoras, who by tradition is credited with its discovery and proof. The theorem is:

 * $$a^2 + b^2 = c^2\!\,$$

where c represents the length of the hypotenuse, and a and b represent the lengths of the other two sides. For example we consider a triangle whose two sides, except the hypotenuse, are of lengths 12 and 5 cm. We can find the hypotenuse using the Pythagorean Theorem.

$$a^2 + b^2 = c^2\!\,$$

$$= 12^2 + 5^2 = x^2\!\,$$

$$= 144 + 25 = x^2\!\,$$

$$= 169 = x^2\!\,$$

$$= \sqrt{169} = x,$$

$$ \therefore x = 13 $$ $$ cm $$

Examples
1: Find the hypotenuse of a right angle triangle whose base is 3 meters and perpendicular is 4 meters in length. Solution: Let the hypotenuse be x meters.

$$ x^2=4^2+3^2 $$

$$ x=\sqrt{4^2+3^2} $$

$$ \therefore x=5 $$

So the hypotenuse will be 5 meters.

2: Find the length of a leg of a right angled triangle whose hypotenuse is 17 cm and the other leg is 15 cm.

Solution: Method 1:
Let the length of the unknown leg = x centimetres

$x^2 + 15^2 = 17^2$

By subtracting 152 from both sides, we get:

$x^2 = 17^2-15^2$

$x^2=(17-15)(17+15)      \because A^2-B^2 = (A-B)(A+B)$

$x^2 =2\times32 = 64$

$x=\sqrt{64}$

$\therefore x = 8$

So the length of the unknown leg is 8 centimetres.

Method 2:

Let the length of the unknown leg = x centimetres

$x^2 + 15^2 = 17^2$

By subtracting 152 from both sides, we get:

$x^2 = 17^2-15^2$

$$x^2 = 289-225 = 64$$

$x=\sqrt{64}$

$\therefore x = 8$

So the length of the unknown leg is 8 centimetres.

Composition of each value a, b, c
$$ a^2 + b^2 = c^2 ... (1) $$

$$ a^2 = c^2 - b^2 $$

$$ a^2 = (c + b)(c - b) $$

The left hand side is a perfect square. Therefore the right hand side must be a perfect square.

Let

$$ c + b = Km^2 ... (2)$$

and let

$$ c - b = Kn^2 ... (3)$$

The right hand side $$ = (c + b)(c - b) = (Km^2)(Kn^2) = K^2m^2n^2$$ a perfect square.

$$ a^2 = K^2m^2n^2 ... (4) $$

$$ (2) + (3), 2c = Km^2 + Kn^2 $$

$$ c = \frac{K(m^2 + n^2)}{2} $$

$$ c^2 = \frac{K^2(m^2 + n^2)^2}{4} ... (5) $$

$$ (2) - (3), 2b = Km^2 - Kn^2 $$

$$ b = \frac{K(m^2 - n^2)}{2} $$

$$ b^2 = \frac{K^2(m^2 - n^2)^2}{4} ... (6) $$

Substitute (4), (5) and (6) in (1)

$$ K^2m^2n^2 + \frac{K^2(m^2 - n^2)^2}{4} = \frac{K^2(m^2 + n^2)^2}{4} $$

Simplify

$$ 4m^2n^2 + (m^2 - n^2)^2 =  (m^2 + n^2)^2$$

Therefore

$$ a = 2mn, b = m^2 - n^2, c = m^2 + n^2$$

Check:

$$ a^2 = 4m^2n^2 $$

$$ b^2 = m^4 - 2m^2n^2 + n^4 $$

$$ a^2 + b^2 = m^4 + 2m^2n^2 + n^4 $$

$$ c^2 = m^4 + 2m^2n^2 + n^4 = a^2 + b^2 $$

For example, consider the triple $$ 5, 12, 13 $$.

$$ m = 3, n = 2$$

$$ a = 2mn = 2(3)(2) = 12 $$

$$ b = m^2 - n^2 = 3^2 - 2^2 = 9 - 4 = 5 $$

$$ c = m^2 + n^2 = 3^2 + 2^2 = 9 + 4 = 13 $$

When we have a Pythagorean triple a,b,c:

$$ a = 2mn, b = m^2 - n^2, c = m^2 + n^2$$.

Topics related to Pythagoras' Theorem
Any integer may be expressed as the sum of two squares.

$$ (\frac{3\sqrt7}{5})^2 + (\frac{4\sqrt7}{5})^2 = (\sqrt7)^2(     (\frac{3}{5})^2 + (\frac{4}{5})^2  ) = 7\frac{3^2 + 4^2}{5^2} = 7\frac{5^2}{5^2} = 7 $$

Angle in a semi-circle is a right angle.

Definition of a circle in the cartesian system depends on Pythagoras' Theorem.

$$ r = \sqrt{  (x-p)^2 + (y-q)^2  }$$

In electronics, in a series circuit containing resistance and capacitance and supplied with a sine-wave voltage (E), voltage across resistance (Er) is in phase with current, voltage across capacitance (Ec) lags current by 90°.

$$ E = \sqrt{(Er)^2 + (Ec)^2} $$

A complex number may be expressed in "Eulerian" format.

$$ \sqrt{3} + 3i = 2\sqrt{3}( \frac{1}{2} + \frac{\sqrt{3}}{2}i  ) = 2\sqrt{3}(\cos(60) + \sin(60)i)$$

The familiar Theorem of Pythagoras is a special case of the general identity applied to any triangle.

$$ c^2 = a^2 + b^2 - 2(ab)\cos(C) $$

In aeronautical navigation, if an aircraft is heading North at 100 knots and the wind at altitude is blowing from the East at 10 knots, the groundspeed of the aircraft is

$$ \sqrt{100^2 + 10^2} $$ knots

Some perfect squares can be expressed as the sum of two squares in more ways than one:

$$ 65^2 = 39^2 + 52^2 = 25^2 + 60^2 $$

The expression $$m^2 + 1$$ is a perfect square if $$m$$ has a value like $$\frac{3}{4}$$ or $$\frac{12}{5}$$.

The expression $$m^2 - 1$$ is a perfect square if $$m$$ has a value like $$\frac{5}{3}$$ or $$\frac{17}{8}$$.

The expression $$1 - m^2$$ is a perfect square if $$m$$ has a value like $$\frac{3}{5}$$ or $$\frac{24}{25}$$.

The equation of the line $$ax + by + c = 0$$ can be put into normal form: $$\frac{ax + by + c}{\sqrt{a^2 + b^2}} = 0$$. The normal form of the line $$4x + 3y + 10 = 0$$ is $$\frac{4}{5}x + \frac{3}{5}y + 2 = 0$$ where $$a^2 + b^2 = 1$$.

In the ellipse, the major axis (length $$2a$$), the minor axis (length $$2b$$) and the distance between foci (length $$2c$$) have the relationship $$a^2 = b^2 + c^2$$.

title: Pythagorean theorem


text:
Medical biochemistry

Biochemistry for Medicine and Pharmacy

A course of the

Please refer also to the main topic:Biochemistry wiki for Biochemistry for Chemistry and for Biology.

You are invited to improve thoughtfully upon these subjects. Please refer to the Discussion page for proposals, discussion and comments.

Topics and Learning Materials

 * Basics
 * The International System of Units, item
 * Nomenclature of organic chemistry,item,
 * Logarithms
 * Nuclides
 * Radioactive decay
 * gas laws, Gases and Gas Laws
 * Partial pressure and mole fraction
 * Osmosis
 * Diffusion
 * pH (needs a little more)
 * Buffers
 * Biomolecules -- Structures, classification and properties of:
 * Nucleic acids
 * Amino acids
 * Protein
 * Carbohydrate
 * Lipid
 * Laboratory and Analytical Methods
 * Simple (glass) laboratory equipment and how to use it
 * Laboratory safety
 * Size exclusion chromatography
 * UV-VIS Spectrometry
 * IR spectrometry
 * Centrifugation and Ultracentrifugation
 * Electrophoresis
 * Chromatography
 * Gas chromatography and mass spectrometry
 * Gamma counting
 * Beta counting
 * Enzyme assays
 * PCR
 * Metabolic pathways
 * Proteins
 * In vivo nucleic acids synthesis
 * Nucleic acid degradation, pyrimidine and purine catabolism
 * Peptide bond
 * In vivo protein synthesis
 * Micronutrients and Vitamins
 * Enzymes
 * Regulation of metabolic pathways
 * Associated: Hemoglobin, gas transportation and Hemoglobinopathies

 * Amino acids
 * Decarboxylation
 * Transamination
 * General amino acid synthesis
 * General amino acid catabolism
 * Special amino acid metabolism
 * Amino acid interconversion
 * Urea cycle, item
 * Gamma-glutamyl cycle
 * Associated: Gout,Maple syrup disease, inborn errors of metabolism
 * Carbohydrates
 * Glycolysis
 * Krebs' cycle
 * Pyruvate decarboxylation
 * The ATP cycle
 * Oxidative phosphorylation
 * Dickens-Horecker cycle
 * Hexose interconversions
 * Neoglucogenesis
 * Glycogenesis
 * Glycogenolysis
 * Cori cycle
 * Carbohydrate regulation mechanism: glucagon and insulin
 * Associated: Diabetes mellitus
 * Lipids
 * fatty acids
 * Essential fatty acids, item, poly-unsaturated fatty acids (PUFA); eicosanoids: prostaglandins, thromboxanes, prostacyclin and leukotrienes.
 * The lipid bilayer, item, and transport across it
 * Lipid peroxidation
 * Acylglycerols
 * Triacylglycerols
 * Sn system
 * Carnitine and membrane transport of fatty acids
 * Fatty acid oxidations
 * Beta oxidation
 * Ketogenesis
 * Lipid synthesis (lipogenesis)
 * Arachidonic acid cascade and the eicosanoids (above)
 * Associated: ...
 * Lipoproteins and cholesterol
 * The serum lipoprotein transport system
 * Cholesterol metabolism, regulation and transport
 * Lipoprotein metabolism
 * Chylomicra and VLDL
 * LDL and HDL
 * Regulation of lipoprotein metabolism
 * History of Biochemistry

Topics in Veterinary Medicine
....

Learning Projects
Biochemistry today
 * The pet food crisis and Non-protein nitrogen as legitimate and illegitimate feed additive.

Essay and Discussion Themes
 * Atherosclerosis
 * 1) Lipoprotein cell recognition mechanisms
 * 2) Scavenger system
 * 3) Cell adhesion molecules (CAMs). Cytokines.
 * 4) Oxidized lipoproteins
 * Digestion and absorption
 * Plasma buffer systems
 * Kidney
 * Nerve impulse, transmission, neuromuscular junction and modulators.
 * Chemical military agents and antidotes
 * The origin of life on Earth
 * 1) The possible origin of life outside Earth (Astrobiology)
 * Iron, Heme and Hemoglobin metabolism and its errors (item, item, item)
 * Coagulation
 * 1) Voluntary Muscle (item) metabolic peculiarities (item, item, item) and the neuromuscular junction
 * Connective tissue (collagen, elastin, reticulin) and its main anomalies.
 * Nicotine toxicology and addiction, tolerance (item), dopamine and the brain reward pathways

 * Vitalism - Is vitalism dead? Is mechanicism firmly established? Are all life processes, including consciousness, emotions, feelings (sentiments), and the sense of being oneself (Self) chemical and organic processes and functions, as neurologist António Damásio says ? Is there a life force that drives the processes of the emergence of life on Earth, growth, tissue differentiation, morphogenesis and of tissue repair? Something like the egyptians Ka  ? It's true that the controversy between materialism and idealisms has thousands of years and is likely to stay around; but what do you think yourself?

Books
By alphabetical order of the first author's surname.

General Biochemistry

 * Nelson DL, Cox MM. "Lehninger Principles of Biochemistry". Worth Publishers. New York. 2000. ISBN 1-57259-153-6. http://worthpublishers.com/lehninger

 * Osgood M, Ocorr K. "The Absolute, Ultimate Guide to Lehninger Principles of Biochemistry Study Guide and Solution Manual". Worth Publishers. New York. 2000. ISBN 9781572591677.

 * Biochemistry Wikibook

Medical Biochemistry

 * Cooper GM. The Cell, A Molecular Approach

 * Devlin TM Ed. "Textbook of Biochemistry with Clinical Correlations". Wiley-Liss. Hoboken. 2006. ISBN 9780471678083.

 * Epstein RJ. "Human Molecular Biology: An Introduction to the Basis of Health and Disease". Cambridge University Press. G. Canale & C. S.p.a. 2003. ISBN 9780521644815

 * Free Books for Doctors - Biochemistry

 * Murray RK, Granner DK, Rodwell VW et al. "Harper's Illustrated Biochemistry". Lange-McGrawHill. Singapore. 2006. ISBN 007-125300-9.

 * Smith C, Marks A, Liebermann M. "Mark's Basic Medical Biochemistry: A Clinical Approach." Lippincott Williams & Wilkins. Baltimore. 2005. ISBN 0-7817-2145-8

 * Stryer's. Missing Up-to-date Reference.
 * Stryer's online Biochemistry

Further Resources

 * NCBI Bookshelf

 * The more general Entrez

 * Online Biology Book or

 * Exercises

title: Medical biochemistry


text:
Talk:Medical biochemistry

The game is afoot. HolyZarkon 21:30, 1 May 2007 (UTC)

Medical Biochemistry
Maybe there could be a learning project such as "Topics in Biochemistry". Maybe 5 years from now there will be a large community of people at Wikiversity who are interested in biochemistry, but here at the start I think it makes sense to start with topics that are "in the news", medically-oriented and of interest to as wide an "audience" as possible. For example, a "hot topic" right now is the pet food crisis. Wikiversity could have both introductory and advanced biochemistry learning resources related to Non-protein nitrogen as legitimate and illegitimate feed additive. --JWSchmidt 14:26, 2 May 2007 (UTC)

 * Something like Biochemistry in the News. That's an interesting idea, why not give it a go? It brings the thing from theory into everyday reality, where it belongs.

 * I was very surprised by the interest that topics such as biochemistry, analytic geometry, statistics etc. raised in WP. The portuguese WV has (If I recall correctly, or is it WB?) rather interesting stuff in biochemistry. HolyZarkon 09:42, 3 May 2007 (UTC)

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CPOINt - A SDL slideshow program written in C++.

My art page - My art page

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User talk:Neerajbiniwale~enwikiversity

Julien1311 talk 12:12, 2 May 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Neerajbiniwale. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Neerajbiniwale~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 23:45, 17 March 2015 (UTC)

Renamed
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text:
User talk:Maya~enwikiversity

Julien1311 talk 12:12, 2 May 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

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

Renamed
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title: User talk:Maya~enwikiversity


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Talk:Flute

I think this page needs some clarification: are we talking about flauto traverso? (the transverse flute, typically a Boehm flute) or flauto diritto? (the recorder, fipple flute, or whistle flute). There are important differences in the means of sound production.--Kittybriton 12:53, 2 May 2007 (UTC)

title: Talk:Flute


text: User talk:Mahalingaraja

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