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Metaphysics (Alternate View)/Creation/Fields

space
After the Michelson-Morley experiment, people believed space was a void.

Q: If space is a void, then is our physical universe finite or infinite in size?

Q: If it is finite, then what is on the other side?

Q: If it is infinite, then is matter distributed equally throughout this infinite physical universe?

Q: If the answer is yes, then one must assume stars have been shinning for billions of years. If this is true, then why is the night sky so dark? This is Olbers’ Paradox. Heinrich Wilhelm Matthäus Olbers (1758-1840) was a German astronomer, physician and physicist.

Q: If the answer is no, then why is all the matter located in one place?

gravity
Look at a sheet of polar graph paper. In the center is a mass of one. The accepted view has the circles representing the field of gravity that eminates from this mass.

Q: What happens to this gravity field when this mass of one converts to energy?

If the gravity field blinks out of existence, then its demise is faster than the speed of light. If the field still exists, then it is possible to have a gravity field without a mass.

BASIC CYCLE
(An alternative view by Calgea 19:03, 16 June 2007 (UTC) 2007-6-17)

Creation (Alternate View) Before the Big Bang

Space and Gravity
Look again at a sheet of polar graph paper. This alternative view says the circles represent expanding spheres of Space. These spheres expand from a mass center. The radial lines represent the field of Gravity. At the limit of Space, the points of Space convert to incoming lines of Gravity. At a mass center, opposing, incoming lines of Gravity convert to expanding spheres of Space. This relationship between Space and Gravity is the Basic Cycle. The cycle between one Big Bang and the next Big Bank is the Fundamental Cycle.

Rule 0: At a mass center in an expanding physical universe, opposing, incoming lines of Gravity convert to expanding spheres of Space. Unopposed, incoming lines of Gravity convert to Linear-motion.

When viewed from The Universe, the size of our physical universe is zero. From inside our physical universe, the size appears infinite with matter located near the origin of the Big Bang. The Big Bang generated vast amounts of expanding spheres of Space.

The most numerous items before the Big Bang were the centers trying to become Shells, that is, mass centers. These centers are low energy quanta of light. They are everywhere. However, as they move outward toward the surface of Space, their energies fade, and they become points of Space. In a similar manner, a starship heading for the surface of Space would likewise disintegrate and become part of the field of Space and return as Gravity. So in this cyclic sense, the field of Space is infinite.

Return to the polar graph paper and let the mass convert to Space and other fields at its center. In this case, the incoming lines of Gravity continue to remain perpendicular to the expanding spheres of Space and eventually end up at a center (mass or quanta) or at the original center of the Big Bang.

ENERGY
The creation article proffered a set of fields including Space to define our physical universe. The other eight nonSpace fields are energy fields: Gravity, Ray, Kone, Electro, Magno, Spin, Shell, and Linear-motion.

At one time, people believed matter could not be created or destroyed. Later, people believed energy could not be created or destroyed. Now it seems, Space cannot be created or destroyed; it can only be temporarily stored in energy fields.

GRAVITATION LAW
Newton's Universal Law of Gravitation states that any two objects exert a gravitational force of attraction on each other. The direction of the force is along the line joining the objects. The magnitude of the force is proportional to the product of the gravitational masses (m) of the objects, and inversely proportional to the square of the distance (d) between them.

Why is this equation correct?
 * $$ F = G(m_1)(m_2)/d^2 $$
 * where G is a constant.

Consider the case where there are two mass centers a zillion light years apart. Apply rule zero. Opposing lines of Gravity enter each mass center and convert to expanding spheres of Space. Between these mass centers, there is a missing line of Gravity. The other mass center intercepted it. This unopposed incoming line of Gravity converts to Linear-motion, and the two mass centers move toward each other. In this case, the force of Gravity is a compressive force and not an attractive force. There is no ‘Action at a distance’.

Consider the case where there is a mass with two centers and a mass with three centers. Between these masses, there are six missing lines of incoming Gravity. Therefore, the force of Gravity between two objects is a product of the number of mass centers.

Look again at the sheet of polar graph paper. Place a mass of one at the center of the sheet and a new mass of one on a radial line just inside the outer circle. Each circle represents an expanding sphere of Space. The incoming lines of Gravity are perpendicular to these spheres. These spheres act as lenes and focus the lines of Gravity into the mass of one located at the center of the sheet. However, because of this focusing effect, some incoming lines of Gravity enter the center of the new mass. These are additional unopposed lines of Gravity, and they convert to Linear-motion. The same focusing effect happens to both masses. When the two masses touch, half the incoming Gravity goes into one mass center and half goes into the other mass center.

RAY
Ray is energy in one dimension. Ray is everywhere. In space, Ray is a nutrino. In the sky, Ray is lightning. On Earth, Ray is electricity.

Let’s start with a Tesla coil. It’s named after Nikola Tesla (1856-1943). If one touches the top of an active coil, one can draw an arc. Directors use this idea in horror movies to have arcs of lightning hit actors and make their hair stand on end. Ray leaves the coil and hits the mass centers in the air. Ray converts to light at these centers, and one sees a harmless arc.

In the sky, Linear-motion converts to angular motion, that is, Spin, in the neutrons of Oxygen molecules. This buildup of energy continues until one or a few molecules convert their excess Spin to Ray. Ray usually fires at a mass center in the Earth. This release of Ray sets off a domino effect that travels with the speed of light.

During this process, Ray fires at other mass centers and converts to Linear-motion and light. Humans hear the air movement, thunder, and see a flash of lightning.

A similar event occurs with a battery. In this case, a chemical change occurs converting the orbital energy, Spin, to Ray. If the switch is open, then the change is slow and Ray leaks away. If the switch is closed, then Ray completes the loop and enhances the chemical reaction to produce more Ray. Volts are a measure of the orbital energy before and after a load like a lamp. Opening the switch produces an arc as in the Tesla coil as Ray continues to leave the battery.

The radiometer provides a different example. Shine an incandescent light on the vanes and the black vanes will move away. Shine a fluorescent light on the vanes and nothing happens. In the fluroescent tube, Ray moves from one end of the tube to the other end. In the incandescent light, the hot filiment emits Ray, and Ray hits the vanes. Shade the radiometer so the black vanes are on one side of the shade. Shine a light on the white vanes, and they will not move. In the white vanes, Ray converts to Spin and the orbiting neutrons increase their rotations. This excess Spin reconverts to Ray which leaves via the pedestal. In the black Carbon vanes, there are few if any orbiting neutrons. Ray converts to Linear-motion.

Testing Suggestion

Hold the north pole of a strong bar magnet near the black vanes of a nonmetalic radiometer.

KONE
Let’s return to the Michelson-Morley experiment and think of a square box. In their experiment, they had a light source on the left that emitted light, which hit a semi-silvered mirror in the center of the box. Half of the light went straight ahead to hit a flat mirror on the right. Half of the light went up to the left to hit a flat mirror. The returning beams combined at the semi-silvered mirror and proceeded to a light detector at the bottom. Their device became an interferometer and was used to detect aether flow. They built their interferometer on top of a block of marble, which floated in a pool of mercury. They failed to detect aether flow thus proving space was a void.

A problem with this experiment was its pool of Mercury. Mercury has many mass centers, and these centers generated a vast number of expanding spheres of Space. In a sense, they conducted their experiment on a three dimensional artesian well of Space.

To understand Kone, start over and adjust one of the flat mirrors so as to produce total light interference. Do not reconduct their experiment. Just ask yourself: ‘Where is the energy’? Energy cannot be created or destroyed. It must be oscillating in fields other than the electro-magnetic field.

Testing suggestion

Duplicate the above total interference interferometer. Use the output of one device as the input to this duplicate device and recover the orginal light.

ELECTRO

One associates the Electro field with the Electro-Magnetic (E-M) spectrum. This E-M spectrum starts with a center. Adding energy to this center produces a quantum of light. A stream of these moving quanta is the E-M spectrum. It is the stream that has wave properties. This spectrum includes radio and light waves. At the high energy end of this spectrum is Shell.

Dropping a letter from E and M provides the D-L spectrum or Dark-Light spectrum. Kone replaces Electro in this spectrum. Human eyes did not evolve to detect this D-L spectrum.

Sun spots are dark energy spots on our sun. A sun spot is energy in the D-L spectrum. It is not difficult to imagine a D-L sun and a solar system full of dark matter.

MAGNO

Most people are familiar with a bar magnet and its magnetic field. In this article, Magno is this magnetic field. A bar magnet has a north and a south pole. Most people also know that like poles repel and unlike poles attract. Why?

Magnetic Funnel
To understand the why of this phenomenon, notice that this magnetic field produces a funnel at each end. Lines of Gravity enter these funnels and convert to expanding spheres of Space. Opposing lines of Gravity enter from all sides, but it is only the incoming lines at the poles that are of interest.

Now place two bar magnets near each other with a north pole near a south pole. Notice that between the poles, the funnel all but disappears. The incoming lines of Gravity entering through the end funnels are unopposed and convert to Linear-motion. The two magnets move toward each other. People believe opposite poles attract, but that is not the case.

It is not surprising that the equation for the compressive magnetic force is similar to Newton’s force of Gravity equation.

SHELL

A Shell is a Spin neutralized field. It is the upper limit of the E-M spectrum. It looks like a small ping-pong ball. Shell comes in three sizes: Normal, Small, and Smallest, AKA: Atom, Neutron, and Subneutron or Black Hole.

The combination of a normal Shell and a small Shell is known as a Hydrogen atom. Other combinations produce the elemets in the Periodic Table. The combination of a small Shell and a smallest Shell is a subHydrogen atom. Other combinations produce the subelements in the subPeriodic Table.

Many Hydrogen atoms produce a star like our sun. Gravity presses many Hydrogen atoms and molecules together so that they cannot move. They unSpin and convert to Light, Space and other energy fields.

Many subHydrogen atoms with Gravity produce a neutron star in a similar manner.

Many subNeutrons produce a Black Hole. Objects falling into a Black Hole unSpin and reconvert to Space.

Hydrogen

A Hydrogen atom comprises a neutron within a normal Shell. While most oppossing, incoming lines of Gravity convert to expanding spheres of Space, a few convert to Ray as they did during the compression period of our physical universe. Ray moves to the surface of Shell and converts to other fields. The surface disturbance is known as an electron. As Ray rotates, the electron appears to be in orbit. A viewer is on the other side of Ray and senses a negative electron. A viewer is on the same side of Ray for the central neutron and senses a positive charge on the central neutron and names it a proton.

The atomic weight of Hydrogen is about 1.008. Atomic weght is a time average count of the number of centers in an atom. Most of the time, the center of the neutron and the center of the normal Shell are co-located and count as one. When the centers are not co-located, they count as two.

The atomic weight of Deuterium is about 2.014. Deuterium has an orbiting neutron.

The Hydrogen molecule comprises two Hydrogen atoms. While spinning at the speed of light, they can appear to each other to have poles. Gravity compresses their fields like pushing two magnets together. This molecule has an unpinned intersection.

Carbon

Carbon has an atomic weight of about 12.01. Carbon comprises six deuterium atoms in a circle. There is a neutron in each center of the normal Shells and a neutron in each intersection.

A diamond occurs when there are four horizontal Shells and a Shell on the top and a shell on the bottom. One needs pressure to force the many unpinned intersections.

Gas is the term one uses when there are few if any unpinned intersections.

Liquid is the term one uses when there are some unpinned intersections.

Solid is the term one uses when there are many unpinned intersections.

Touch is an awareness of Shells contacting other Shells.

Helium

Helium has an atomic weight of about 4.0026. There are two Shells and four neutrons. Two neutrons are co-located at the center of the Shells, and two neurons are in the intersection of the Shells. This configuration inhibits interaction with other Shells.

Helium starts with four Hydrogen atoms. Two Shells unSpin during the fusion process.

Oxygen

Oxygen has an atomic weight of just less than 16. As shown, there are two orbits. One contains eight neutrons, and one contains six neutrons. The fifteenth neutron acts as an anchor to prevent the orbits from flipping and remains in or near the center of the normal Shell.

When two Oxygen atoms combine with Carbon, there is an Oxygen atom on each side. Six neturons from each Oxygen atom pin the Oxygen atom to the Carbon atom. We sense the release of their orbital energies as heat.

Plants use Ray from the sun to resupply this energy and release the Oxygen into the air.

Lithium

Lithium has an atomic weight just less than 7. As shown, there are seven centers. So, an end neutron must occupy the center of the normal Shell often enough to reduce the count to six.

In this article, the interest in Lithium is it is a gyro in a normal Shell.

Iron
Iron has an atomic weight of about 55.85. Iron comprises four Lithium atoms with four pinned intersections. Each intersection contains a gyro from a no longer existing Lithium atom.

Each of the four pinning gyros has seven neutrons to account for twenty-eight centers. Each of the other four gyros has six neutrons. There are four more centers, one in each of the four normal Shells. This brings the total to fifty-six. The count drops to fifty-five when one of the neutrons is co-loacated in its Shell’s center.

How can one Iron atom have a magnetic field and another Iron atom not have one?

Imagine all of these gyros pointing to the geometric center of the Iron atom. Lines of Gravity enter the many centers and convert to Rays. These Rays fire at the geometric center of the Iron atom. At this geometric center, the opposing Rays convert to Magno. The Magno lines curve upward and around to re-enter the bottom of the Iron atom. They then merge to form a perpendicular Ray, which leaves the atom.

Hitting a magnet reorients the gyros and reduces the strength of the magnetic field.

Note: The above speculations are not the accepted views.

../Births/ Birth of our solar system, Life, Earth


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GarageBand/Creating a melody which tells a story

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
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Tell me a story

 * Remember the first pop quiz?

 * The first pop quiz asked you to describe the story that goes with the tune.

 * Now simply create a melody which tells a story. You can start by creating your own version of any of the melodies from the pop quiz.

 * 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; height: 200px;" |

Send your melody to me
Send me the project file for a melody which tells a story.

 * }

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

 * We start very simply by creating a motiv in GarageBand[[Image:Crystal Clear action forward.png|24px]]

 * }

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


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GarageBand/Creating a simple motif

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Melodies can be themes

 * Another use of melodies
 * You can use melodies as themes.

 * Associating a melody with an actor, location, or action
 * In a movie, there are always themes. There are the "bad guy".  There is the "romantic love interest".

 * Some locations can have special meaning to the characters in the movie.

 * Certain actions can evoke certain feelings in the audience.

 * All of these need musical themes. A musical theme is simple melody which create s specific feeling.

 * Spoon feed the audience
 * It might seem unnecessary to the filmmaker but audiences like to be told what his going on. Audiences want the movie explained to them.

 * The only easy way to do this is with music. And the easiest way to do this is with musical themes.

 * When the bad guys appear, play a musical theme for the bad guys.

 * 1) * When the children appear, play a bright and bubbly theme for children (assuming you want the audience to like the children in your motion picture.)
 * When the love interest appears on the movie, play a romantic theme.

 * 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; height: 200px;" |

Your assignment - Part 3

 * Create a melody (musical theme) for characters in the movie.

 * 2 points each. Create a musical leitmotif (leitmotiv) for a character in a movie.

 * To make this assignment easy, I have selected the story of "Goldilocks and the Three Bears"

"Goldilocks and the Three Bears"

 * The four characters in the story
 * 1. The Papa Bear
 * 2. The Mama Bear
 * 3. The Baby Bear
 * 4. Goldilock

 * Create a short melody (motiv) for each of these characters.

 * }

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

 * We start very simply by creating continuity with melodies [[Image:Crystal Clear action forward.png|24px]]

 * }

title: GarageBand/Creating a simple motif


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GarageBand/Creating continuity with melodies

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Melody creates continuity three ways

 * Another use of melodies
 * You can use melodies to create continuity.

 * 1. All the shot of a scene
 * In a scene, you need some kind of sound which makes people feel that all the images are from the same scene. (Same location, same actors, same subject, same goals, etc.)

 * An easy way to create continuity for a scene is to have the same background sound (ambient sounds) and the same musical theme throughout the scene. Therefore, playing a short melody, or even a single note, or a simple rhythm during an entire scene gives the scene continuity.  But what works best is to use musical themes.

 * 2. Adjacent scenes
 * Two scenes can be tied together with music. When music from one scene continues into the next scene, it brings the two scenes together.

 * 3. Unrelated scenes
 * Even then two scenes are not related, the action in one scene can be tied to the action in another scene much later by playing the same music in both scenes.

 * 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; height: 200px;" |

Your assignment - Part 4

 * Create continuity melodies.

 * The four characters in the story
 * 1. The Papa Bear
 * 2. The Mama Bear
 * 3. The Baby Bear

 * Pick one of the musical motivs from above and play it three ways.

 * As an example, you can play the Baby Bear's motiv as "tired", "sad", and "happy".

 * 2 points each. Keep this very simple.  Only three seconds long.

 * }

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The next page

 * We start very simply by look at a real world example [[Image:Crystal Clear action forward.png|24px]]

 * }


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Film Scoring/Butchering MIDI Files/Creating more sounds

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Show me more

 * There is a huge selection of Midi files on the Internet. Find a piece of classical music that you like and see how many melodies you can pull out of the file.

 * 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; height: 200px;" |

Remember the rules
Use music copyrighted before 1923 is public domain.
 * 1. Must be very old

if you are using more than half the tracks and half the notes, you are not simplying enough.
 * 2. Simply

 * }

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The next page

 * Try a real world example

 * Creating the thoughts of the villian [[Image:Crystal Clear action forward.png|24px]]

 * }


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Template:Mad Max:Lesson TOC:Editing for music

 * }


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Film Scoring/Editing film for music

Under construction this week

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Lesson Summary - Make room for your music

 * Previously, you learn there is background music and foreground music.

 * And you learned that you must never have foreground music over dialog.

 * So how do you get room for the music.

 * Answer

 * You make room. You edit the movie differently.

 * 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; height: 200px;" |

How to get actors to stop talking
The solution is to pull apart their dialog.
 * You need them to pause but they don't.

This is only a trick but it works on most movie which use over-the-shoulder shots.

 * }

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The next page

 * To work with Midi files, we need to get them into GarageBand.

 * Importing Midi into GarageBand and symphony orchestra sounds [[Image:Crystal Clear action forward.png|24px]]

 * }

title: Film Scoring/Editing film for music


text:
User talk:Studentteacher07

Hello Studentteacher07, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
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you might not have seen this
Portal:Writing Center. --JWSchmidt 22:17, 16 June 2007 (UTC)

title: User talk:Studentteacher07


text:
Template talk:Listen

See also Template talk:Audio. --JWSchmidt 23:01, 16 June 2007 (UTC)

Play directly
Would it be possible to change "play in browser" to "play directly" or something like that, if it is allready possible to play media striclty from a wiki window? Of course it will need appropriate programming.--Juan 08:30, 2 November 2007 (UTC)

Protected edit request
Please change File:Accordian chords-01.ogg to File:Accordion chords-01.ogg in the examples, the file has been moved to correct spelling on Commons, and old incoming links need to be fixed. Courcelles 00:25, 10 October 2011 (UTC)
 * ✅ -- Simone 14:14, 11 October 2011 (UTC)

title: Template talk:Listen


text:
Template:Video

 * Video: [[Media:|]] (file info)
 * In case of problems, see media help.

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title: Category:Video


text:
Template talk:Video

Template:Video links to a video file. It is meant to be used for video files set off from the text. To apply it in an article use the following:

For instance:

is rendered like this:

URL
The toolserver URL is dead. --Valerio Bozzolan (discuss • contribs) 10:15, 21 April 2017 (UTC)

title: Template talk:Video


text:
User talk:Michael Reschke/archives/2007

Welcome!

 * Thank you very much indeed. --Michael Reschke 15:22, 2 June 2007 (UTC)

animated gif
I explicitly made Image:Logo Movie.gif available under the Creative Commons attribution/share-alike license. Feel free to put it on Commons if you want to. --JWSchmidt 20:57, 3 July 2007 (UTC)

 * Thank you very much! It's done, Commons-Link. At the German Wikiversity we have a "Spread Wikiversity"-project, we will use it there... --Michael Reschke 17:42, 4 July 2007 (UTC)

title: User talk:Michael Reschke/archives/2007


text:
User:YK Times/header

YK Times · user page (en) · talk · contribs · edit count ·  //  graphic lab · tools · request page

title: User:YK Times/header


text: User:YK Times

title: User:YK Times


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User talk:YK Times

Welcome to Wikiversity
Hello YK Times, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
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Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 02:21, 17 June 2007 (UTC)

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text:
Quiz/Mobile phone software

Occleve is a J2ME mobile phone program for downloading wikiversity quizzes onto your mobile phone, and running them offline.

Try the mobile phone software right NOW in your browser

Forthcoming release: 0.9.4
Main new feature: will have a 'rapid add' wizard for adding new questions to multiple choice Wikiversity quizzes
 * New questions are created offline, and then uploaded to wikiversity.
 * The user never directly edits quiz wikitext - the wizard uses a series of input screens and then builds the wikitext itself.
 * At the time of upload, the current version of that quiz on the wiki is compared to the original version of the quiz in the phone's memory.
 * If they differ, an edit conflict is deemed to have occurred, and the additional questions are uploaded to a subpage of the user's personal page.
 * If they don't differ, the new questions are added directly to the end of the quiz.
 * Only registered users can use the mobile phone software to add questions, i.e. you have to log in before uploading new questions.

0.9.4 will also contain numerous bugfixes... ;)

Current status

 * Current release is 0.9.3.
 * Can be used in a mobile phone simulator at http://occleve.berlios.de/demo.html
 * Can be downloaded and used on real mobile phones that support Java (your mileage may vary ;)
 * Only understands multiple choice, single response questions. Other question types are currently simply ignored. Support for them will be added in the next release(s).
 * Accesses wikiversity via a custom proxy server running at occleve.berlios.de (will only deliver the raw wikitext of quizzes so can't be used for abusive editing).
 * Relies on the ListOfQuizzesForMobileClient page in order to know which quizzes are available for download.
 * Can also download and run XML format language tests from the Occleve project's own wiki

The project maintainer is Joe Gittings.

Downloading the mobile phone software

 * On a mobile phone: just download the JAD file. This should instruct your phone to then download and install the actual software, which is in the JAR file.
 * On a PC: download both the JAD and JAR files. Then use infrared or bluetooth to send them across to your phone.

I've only got previous releases of Occleve to install successfully on about 50% of real mobile phones. In the latest release, I fixed an important mistake in the JAD file, so hopefully this figure should go up! However, the big problem I have here is I don't have an unlimited supply of real mobile phones. :P So please, if you try and install the software on your phone, and get an "Invalid Java archive" error or suchlike, leave a note here with details of your phone model, and the error message you got.

Known installation problems

 * All Motorola mobiles(?): Installs correctly, but won't connect to the wikis (so not much use really).
 * Samsung Anycall SGH-E898: "Magic typewriter" testing doesn't work because the virtual keypad (this is a pen phone) is not being triggered by the MagicTypewriterCanvas.

(Please don't be too discouraged by the above list, there are many mobiles on which the software does install and run fine).

Links

 * Occleve homepage
 * Occleve browser-based demo
 * To-do list and road map (needs updating).

title: Quiz/Mobile phone software


text: Portal:Public Engagement and Civic Innovation/box-header


text: Portal:Public Engagement and Civic Innovation/box-footer


text:
User:Jorgeraul3

My name is Jorge Lopez, III.

I have been a professional Draftsman/Designer, for over 10 years. I have worked extensively with AutoCAD, and I recently transitioned to 3d and currently work with SolidWorks.

title: User:Jorgeraul3


text:
User talk:Jorgeraul3

Hello Jorgeraul3, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 15:31, 17 June 2007 (UTC)

title: User talk:Jorgeraul3


text:
User:SunnyIndia~enwikiversity

Hello.........Visitor

title: User:SunnyIndia~enwikiversity


text:
User talk:Stiopa~enwikiversity

Hello Stiopa, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 19:11, 17 June 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 Stiopa. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Stiopa~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 23:44, 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) 06:23, 19 April 2015 (UTC)

title: User talk:Stiopa~enwikiversity


text:
User:Giuseppe ME

Other projects

 * [[Image:Wikipedia-logo-v2.svg|20px]] Italian Wikipedia
 * [[Image:Wikibooks without text-35px.png|20px]] Italian Wikibooks
 * [[Image:Commons-logo.svg|20px]] Wikimedia Commons
 * [[Image:Wikiversity-logo.svg|20px]] Italian Wikiversity
 * Wikimapia, not integrated with Wikipedia.

it:Utente:Giuseppe ME

title: User:Giuseppe ME


text: Category:English as a Second Language

title: Category:English as a Second Language


text: Category:ESL for Primary School

title: Category:ESL for Primary School


text:
Wikiversity:Web page

Welcome to the Wikiversity learning project about web pages.

Reading

 * Web page - article at Wikipedia

Types of web pages at Wikiversity
As a wiki website, Wikiversity is all about collaborative editing of web pages. If you are new to wiki, you can click here for a tutorial about the basics of editing. You can create the content of Wikiversity.

Wikiversity has several different kinds of web pages.
 * Learning resources. The goal of Wikiversity is to produce and host learning resources. Wikiversity pages devoted to learning resources have names such as "Web pages" and learning resource.
 * Portals. "Portal" pages are user-friendly directories that guide Wikiversity participants to groups of related pages. For example, see the Science Portal. Wikiversity has a large number of web pages for learning resources and Portal pages play an important role in helping people find the learning resources that are looking for.
 * Policy. Wikiversity is a complex project with many participants. In order to facilitate collaboration and constructive interactions, Wikiversity has some policies. For example, the Be Bold! policy encourages participants to pitch-in and contribute without spending too much time asking first.

Additional reading

 * Namespaces - each type of Wikiversity web page exists in one of several "namespaces", collections of pages with similar functions. For example, all "portal pages" are in the portal namespace and their names start with the "Portal:" prefix.

Activities

 * Read about namespaces and extend the list of types of webpages (above) to include short descriptions of web pages in each namespaace.
 * Make sure that the glossary has good entries for each type of Wikiversity web page. For example, a glossary entry for "image" should explain the types of files that can be uploaded to pages in the "Image:" namespace.

title: Wikiversity:Web page


text:
ESL for Primary School/What's your name?

Lesson
Students: 20 ESL learners, 8-10 years old. Students have zero, one, or two years of English.

Introduction
1)Big smile 2)Sit down 3)Big smile again 4)Repeat "Hello" until students repeat it back to you 5)Ask for quiet (USE GESTURES)

Warm-up game
Issue commands to the class. Use this activity at the beginning of every class to establish a habit. In the beginning, use gestures along with the commands. As students get to know the commands, stop using the gestures, and add more commands. This is very useful to repeat vocabulary from previous lessons, practice pronunciation, test previous knowledge, and introduce topics. You can adopt this activity in many ways to your purposes. I like to start with "Stand up" - "Sit down" - "Stand up" - "Sit down" - "Stand up" - "Sit down" very quickly to get them interested and paying attention, and they love it. Other good commands are "Turn around", "Clap", "Jump", "Shake". A very useful command is "Repeat". Students repeat "Repeat", then whatever you say after. It's great for pronunciation, and you can use it throughout the lesson to get them to repeat something. (This way it's clear when you want them to repeat something and when you want them to do something, because they always repeat "Repeat" first, and you can say "Stop" after.) Try combining commands to make it more difficult ("Turn around and shake" is a lot of fun), or making new combinations to get them to think (from "Show me your hands", try moving on to "Show me something red"). With enough gestures and minimal translation, they can pick up almost anything. Later in the year you can evolve the activity into Simon Says. For the first class, limit the warm-up game to several easy commands, with gestures. Also use the "Repeat" command to get them to practice "Hello" and other easy vocab. I like to have them repeat nonsense combinations of "hello", "hi", and "goodbye" to relax them, to practice pronunciation, and to get them used to hearing themselves speak English.

Introduce yourself
•Here, you can quickly introduce yourself and your country quickly in their language, if you speak it.

To the class: "Hello, my name is [_____]." "What is your name?"

To students individually: 1) "Hello."

2) "Hello, my name is [_____]." "What is your name?"

3) "Hello, my name is [_____]." "What is your name?" "Nice to meet you" (With handshake)

4) "Hello, my name is [_____]." "What is your name?" "Nice to meet you" (With handshake) Goodbye

Dialogue game
Have the students stand in 2 lines facing each other so that each student has a partner. Write the first two lines of the dialogue on the board, and tell one half of the class they are A, and the other half that they are B. Tell them that when you say "CHANGE" they will each move one person to the right, and one person will move to the other end of the line (you may have to say this in their language, if you can).

Start with the first 2 lines, then add 2 lines at a time. Halfway through switch A and B.

A: Hello!

B: Hi, how are you?

A: Fine thank you, and you?

B: I’m fine.

A: I’m ______. What is your name?

B: Nice to meet you. My name is ______.

A: Nice to meet you too. B: Where are you from?

A: I’m from Canada. Where are you from? B: I’m from France.

A: Goodbye!

B: See you later!

(Make this dialogue easier as needed, this is a fairly difficult one. Sometimes you might only do Hello, Hello. Goodbye, Goodbye. More likely is Hello, Hello. What is your name? My name is ____. Goodbye, Goodbye.)

Introduce a small stuffed animal (I use a beaver with a Canadian flag on his belly, his name is "Chucky"). Have the students repeat the animal's name and the kind of animal he is (Chucky the beaver).

Then use the stuffed animal to continue the dialogue. You can play it by ear when to introduce the animal. For shy classes, or if they have a lot of difficulty with English, introduce him very early, even with "hello".

Ball circle game
Get the Ss into a circle (or Ss can stay in their seat) and then throw a ball around.

"I'm John. What's your name?"

To make it more difficult, add more balls.

If you don't have space in the classroom to make a cirle, or if students get too excited, try the modified version, which works very well too:

Modified ball circle game

Go through the dialogue with one student using the stuffed animal. Tell the student to pick another student and act out the dialogue with them. Each student takes a turn speaking 'for' the stuffed animal, and gets to choose someone to do the activity with. This works very well because students pay attention, and shy students are glad to speak through the stuffed animal.

Extension
Finally, get two students at a time to present the dialogue in front of the class. One student talks through the stuffed animal.

Written Copy/Evaluation
Have the dialogue written out, preferably with a picture of the stuffed animal. Leave out several words that the Ss have to fill in. (See Meet Chucky) For the older classes you can use this as a test.


text:
ESL for Primary School/Colours

Greeting

 * Greet the students.
 * "Hello!"/"Good morning!"/"Good afternoon!"
 * "How are you?"

Warm up
warm-up game. colour commands like "Show me something red".

Introduction

 * Put each colour card on the board while saying the colour name out loud. Have the students repeat each new colour, and after each new card, have students repeat all colours. (e.g. Put up the blue card and say ‘blue’, then point to the class to have them repeat it. Then point to red, get them to repeat, point to yellow, etc. Try reviewing the colours in a different order each time.)

Missing flashcard game

 * Once all the colour cards on the board, tell students to close their eyes, then take one away. Tell students to open their eyes, then ask them what colour is missing. Choose one student to give the answer, then that student can take away a colour card while the other students close their eyes. Continue this way, eventually taking away several cards, and mixing up the order of the cards.

Words and pictures matching game

 * Introduce the word cards one at a time. Say each word while showing the word card, and get a student to put the word on the right colour card. Once all the word cards are with the colour cards, have students close their eyes again, and mix up two of the word cards. The student who can put them in order again mixes up the cards the next time. Let it get gradually more complicated until all of the cards are mixed up each time.

The Colour Song

 * Sing the colour song with the class (to the tune of “The wheels on the bus go ‘round and ‘round”):

 * The Colour Song

 * Red and yellow, pink and green,
 * Pink and green, pink and green,
 * Red and yellow, pink and green,
 * Orange, purple and blue;

 * Brown and grey and black and white,
 * Black and white, black and white,
 * Brown and grey and black and white,
 * Orange, purple and blue.

 * tip: When teaching a song, even an easy one like this, go really slow. Get the class to repeat each line, or phrase, after you several times, and sing the song or play the music at least once to listen to before they try to join in.

Stand up game

 * Go through the colours having the students stand up when you say a colour they're wearing.

Farewell

 * Say "Good bye!"

title: ESL for Primary School/Colours


text:
ESL for Primary School/Body parts

"Guess Who"
Prepare flash cards with large drawings or print-outs of different looking people. Attach the drawings to the board. You describe one of the people, and the students have to guess who you're talking about. As a more advanced version, have the students take turns describing someone while the other students guess.

Nose, nose, nose
This game involves learning the names of body parts. For example, mouth, nose, eyes, ears, head, hands. Start the game by tapping your nose as you say, “Nose, nose, nose…”. The students should follow and tap their nose likewise as they say, “nose, nose, nose” along with you. Then say a body part, for example, “mouth” but point at a different part, like your head. The students should recognise the word “mouth” and should point to their mouth even if you are not. Students who can’t are eliminated and must sit down. Repeat.

The Monster Game
Describe a monster and get the students to draw what you describe. (Eg. My monster has five eyes. My monster has blue hair. etc.) Each monster will be different and the kids will enjoy showing each other their monsters. You can get them to show off their monsters in front of the class, while describing a few things about them in English.

Head and Shoulders. Knees and Toes
Sing the song, with the motions.

Head and Shoulders, Knees and Toes Knees and Toes, Knees and Toes Head and Shoulders, Knees and Toes Eyes, Ears, Mouth and Nose.

To make it more difficult, you could eliminate students who make a mistake. Or else, you could drop one word at a time, so that you only make the motion, but don't say the word. If a student says the word, they're out. For example, the first word eliminated is 'head', so the first line goes: "* and Shoulders, Knees and Toes," where * is only the motion and not the word.

To make it more interesting you can start the song very slowly doing the moves like a zombie. Then you shout 'fast' and 'faster' to keep picking up the speed with every round. then back to 'zombie' to slow down. Not only do children have more fun role-playing zombies at one end and doing the moves lightning fast at the other end, but it also is essential for the correct learning of each word separately (sometimes kids think that 'kneesan' is a single word), as well as introducing the word 'fast' and the comparative 'faster'.

Simon Says
You know the game. Use it to practice the body parts. The kids never get tired of it and you can always introduce more and more difficult commands. To practice the body parts say "Simon says show me your nose", or "Simon says touch your nose". After students have played a round or two of the game with the teacher giving commands, ask if a student would like to volunteer to take the teacher's place and give the commands. There are usually several volunteers and students really enjoy telling their classmates what to do. Acting as leader also challenges students who have mastered the targeted vocabulary.

You can also use "Teacher Says" instead of "Simon says".

title: ESL for Primary School/Body parts


text:
ESL for Primary School/Numbers

Learning numbers
Call out a number like “nine” and get a student volunteer to write the number (9) on the board.

title: ESL for Primary School/Numbers


text:
ESL for Primary School/Alphabet

Big Letter, Little Letter
Write a capital letter on the blackboard then get a student volunteer to write its equivalent in a small letter. For example, if you write “D” on the board, the student should write “d”.

Alphabet Battle
Go around the classroom in a specified order, with each student saying a letter of the alphabet in turn. If they get it wrong, or take too long, they have to sit down. The last student standing is the winner. You can easily adapt this for different age and difficulty levels.

Alphabet Relay
Draw a table on the board with a column for each team, and a letter at the beginning of each row. One student from each team comes up at a time, and writes a word beginning with that letter. The first team to complete their column wins.

The Alphabet Game
This can be played in two ways. The easy way is that students take turns (in a circle etc.) saying a word that begins with each letter, starting with A and finishing with Z.

The advanced version is that the next student must make a word with the last letter of the previous word.

Class Alphabet Poem
Assign a letter to each student. Each student has to make a sentence using that word. You can use an animal theme (ex. an Elephant for E), or just try to use the letter to make as many words as possible in the sentence (ex. Sarah is as a Silly Snake.)

You can then either make a big class poster with all the sentences in alphabetical order, or each student can make their own small drawing and sentence and you can display them together in order.

Something That Starts with A
Try playing "I spy" (or "I see") only with objects that start with a certain letter.

title: ESL for Primary School/Alphabet


text:
ESL for Primary School/Vocabulary

Chinese whispers
(Also known as Telephone) Get students to line up in two lines then whisper a different sentence or a word to the two students at the front of the line. They relay the whisper and the last student in the line comes forward then either act out the sentence (for example, “I can sing”) or pick out a picture card of that word. The first team to correctly relay the sentence and act out the sentence/pick out the card, wins.

Charades
Divide the class in teams. One student at a time acts out a word that you give him/her, and his/her team has to guess the word. You can make it harder by requiring them to use a full sentence, or make it correct only if they don't make a mistake. (e.g. "He is swimming.", or "She likes cats"). You can use this in some cases to help them form the habit of pronouncing the s.

Pictionary
Same game, but with students drawing on the board. Good if the class is shy, or reluctant.

Sentence Relay
Divide the class into teams. Put a set of words at one end of the room. One student from each team comes up at a time, and has to take a word card randomly, and make a correct sentence with that word before he/she can go back to the team. The first team to have all its members go wins.

You can make it more complicated by putting adjectives at one end of the room, and nouns at the other. Students have to take one of each and make an appropriate sentence. (e.g. "I like big fish")

title: ESL for Primary School/Vocabulary


text:
ESL for Primary School/Activities

Learning the alphabet
Write a capital letter on the blackboard then get a student volunteer to write its equivalent in a small letter. For example, if you write “D” on the board, the student should write “d”.

Learning numbers
Call out a number like “nine” and get a student volunteer to write the number (9) on the board.

Comprehension and execution
Grade ones should know some basic vocabs like “apple”, “banana”, and “pencil”, numbers up to 10, as well as simple adjectives like colour, “big”, “small”, “soft”, “hard” and “long”, “short”. After handing out each student some paper, get them to draw what you describe. For example, “Three big oranges”.

“I see…”
This is similar to the game “I see with my little eye…”. However, since the whole sentence is too long for young children to comprehend, just say “I see” followed by “something (color/size/texture)”. For example, “I see something big and red”. Students should be able to point out/guess what object you’re talking about.

“Bring me…”
This is a variation on the “I see” game. Instead of merely pointing out what you’re describing, allow students to bring you the object you’re talking about. For example, “Bring me something soft.” This means there can be more than one object.

Nose, nose, nose
This game involves learning the names of body parts. For examaple, mouth, nose, eyes, ears, head, hands. Start the game by tapping your nose as you say, “Nose, nose, nose…”. The students should follow and tap their nose likewise as they say, “nose, nose, nose” along with you. Then say a body part, for example, “mouth” but point at a different part, like your head. The students should recognise the word “mouth” and should point to their mouth even if you are not. Students who can’t are eliminated and must sit down. Repeat.

Chinese whispers
Get students to line up in two lines then whisper a different sentence or a word to the two students at the front of the line. They relay the whisper and the last student in the line comes forward then either act out the sentence (for example, “I can sing”) or pick out a picture card of that word. The first team to correctly relay the sentence and act out the sentence/pick out the card, wins.

Colors
Call out a color and get the students to lift up/show me something of that color.

Weather
Get a volunteer to come forward then whisper a weather, eg. it’s raining, and get the volunteer to draw it. Ask another student to say how the weather is according to the picture.

Drawing
Describe something simple and get students to draw what you describe. Eg. Five small apples.

title: ESL for Primary School/Activities


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title: File:Sd2.svg


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title: File:Sd5.svg


text:
User:Studentteacher07

A few of my on going wikiversity works:

Introduction
Reading is everywhere in life. It's inevitable. Street signs; emails; the stats of a football game; this very page you are reading now.

Books are stories. And to read these stories, someone had to write them. Ever thought of creating a world of your own just by writing words down on a piece of paper. You can and if you think you cannot, you'd be surprised.

 * Note:This lesson is for that poor soul who has an idea, but cannot put it down on paper. Or for the one who hasn't even thought of writing. Or for that preson who is just plain curious and see how my first article is.

Identifiy yourself
What kind of writer are you? Are you the quick to write, but ideas aren't there.? Or are you the one that has the idea, but can't write it down. Either way, gotta start somewhere. So, look down at the following list to see which kind of writer are you.

 * Ideas come straight to your head, but cannot get them down on paper.( Frustrating on a writing test.)
 * No ideas at all
 * Get them down on paper, but no idea.
 * Other

Now that you have identified yourself, let's get on with what you've been waiting for-the write.

Writing
Before you write that huge novel, let's take it down to the very basics. What we are learning here is prose. Not poetry, but prose. What is Prose? Any form wrtiting that is not poetry.

Example:
 * A little boy walked through the forest with a simple slingshot in his left pocket. Elders warned him of wolves and

title: User:Studentteacher07


title: File:Sd8.svg


title: File:Sd9.svg


text:
User:Londenp

b:nl:Gebruiker:Londenp

title: User:Londenp


text: Template:Primary ESL - Lesson overview

title: Template:Primary ESL - Lesson overview


text:
User:Belia

I am interested in music in classic to Black Metal -do not care much for Rap music hip hop or Nu-metal music, I am only want to get feed back on what I am interested in. There are other projects I am getting back in to which is my first love "art" and poetry mainly mine is dark. I pretty much let go of my past through my art and poetry my only outlets and a man who inspires me the man with the beautiful green eye's and long dark hair R.B. ;-)

title: User:Belia


text:
User talk:Belia

Also I have to ask of multi-track recordings and online tacks I am interested in this for I will purchase a BC Rich Warlock soon and a vox amp have not played those in years I want to put my tracks online as well as multi track give me some feed back soon. Thanx

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --mikeu 13:29, 25 December 2007 (UTC)

astronomy
hi :) A good place to start is to ask questions at this page: Topic:Astronomy/Help desk.  Go to that page and click on "Edit this page" (or just click here) and type a question about astronomy.  When I see a question there I will then type an answer.  There is already one question there about the moon.  If you click on What the Moon Looks Like Today it will show you if the moon is full, or if it is a thin crescent.  The picture is updated every day.  Soon I am going go start a lesson on the Sun.  I'll leave you another message when it is ready.  But for now take a look at this picture of the sun  Personally, I don't think that the description under the picture is very easy to understand for someone who is just starting to learn. So, I'm going to create a new page here that will teach about the sun in a better way. I'll write another note soon. --mikeu 21:32, 12 December 2007 (UTC)
 * I forgot to mention that you can also leave me a message at User talk:Mu301 Just click on the + tab at the top to start a new message.--mikeu 21:42, 12 December 2007 (UTC)
 * I saw your note about being bold. I left a message about Mars at Topic:Astronomy/Help desk.--mikeu 13:39, 27 December 2007 (UTC)

hi
I saw your note on the flower pic that I uploaded. thanks. There are more at User:Mu301/images. You also might be interested in checking out Guitar. --mikeu talk 03:01, 31 March 2008 (UTC)

Copyright problem with Image:Vickie & Leiah.jpg
By the way don't give me a Readers Digest condensed version of your thought's remember we are not a couple nor were we ever for that is just a waste of word's and time my dear sir and you know who you are.

Black Metal verses Death Metal
Hello folk's,

Just dropping by to say Hails X-D and hope all is fairing well. I have seen Satyricon this past October and Dimmu Borgir and Behemoth last April with my dear friend Tin man but my next trip is to Waken Open Air Festival in Germany this summer with Rob the love of my life to see Immortal another Black Metal band from Norway. For I am saving every penny and looking forward to seeing life as it should be.

The Countess

title: User talk:Belia


text:
User talk:Kohan

Hello Kohan, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 12:43, 18 June 2007 (UTC)

Synthetic division
I like your edits to Synthetic division. Do you have any upcoming plans for expansion? --HappyCamper 15:13, 18 June 2007 (UTC)
 * I know this is some two years late, but, no, sorry ^^. I just like to make things look nicer, and the previous state, using ASCII for visual structure, did not look very nice ^^.  Thanks for your support, though.  --Kohan 18:26, 21 August 2009 (UTC)

Image copyright problems
Your currently affected images are listed below. For each, please provide a license template and source. Thanks – Mike.lifeguard | @en.wb 23:22, 13 February 2008 (UTC)
 * (Affected images resolved.) Aha, sorry about that.  I just messed with Inkscape for a little while, and I guess I made those after seeing Synthetic division.  --Kohan 18:26, 21 August 2009 (UTC)

title: User talk:Kohan


text:
File:Grantsteven15 Seduced by the Dark Side!.pdf

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


text: File:Sound of fear Requiescat.png

title: File:Sound of fear Requiescat.png


text: File:Sound of Fear - Requiescat.ogg

title: File:Sound of Fear - Requiescat.ogg


text:
User:Chennien

Personal Info / 個人資訊
English

Name: Chennien / Nien Chen

Birth: 1990/08/16

Organization: Nienfun™ Technology / Chennien Technology

Official Web Site: http://www.chennien.net

正體中文

姓名︰陳年 / 明然

生日︰1990/08/16

組織︰年坊科技 / 明然科技

官方網站︰http://www.chennien.net

http://images.aboutus.org/images/c/c0/Chennien.jpg

Web Sites Info / 網站資訊
English

http://images.aboutus.org/images/d/d5/Chennien_Logo.png

Chennien's Official Web Site:

http://www.chennien.net

Web Site info on AboutUs.org

Chennien Technology:

http://www.chennien.com

Web Site info on AboutUs.org

正體中文

http://images.aboutus.org/images/d/d5/Chennien_Logo.png

明然筆下官方個人網站︰

http://www.chennien.net

AboutUs.org 上的網站資訊

明然科技︰

http://www.chennien.com

AboutUs.org 上的網站資訊

Contact Info / 聯絡資訊
E-mail:

http://images.aboutus.org/images/0/0c/Admin%40chennien.png

title: User:Chennien


text:
Talk:Introduction to Computers/Processor

This is all interesting stuff but rather meandering Snoozebob 15:53, 15 November 2009 (UTC)

In binary, KB was forgotten.Al-20 15:04, 18 June 2007 (UTC)

deleted images (copyright violation)
The following images have been deleted due to copyright violation:

 * Image:Media.jpg from
 * Image:Storage microchip.jpg from
 * Image:Microporcessor.jpg from
 * Image:Unicode.jpg from

For more information see the Wikiversity Deletion Policy. If you need help finding images to illustrate learning projects there are plenty of free images at the Wikimedia Commons. The best part of using Commons is that you do not even need to download, resize, and upload the image. You can just create a normal link like   where 250px is the new size that you would like for the image. Contact me if you have any questions or need any help. --mikeu talk 03:26, 23 January 2008 (UTC)

Review of section "KB"
Section "KB" could benefit from a review:

 * The 1000 vs. 1024 thing in light of Kilobyte.

 * "Kilobyte" is isolated.

 * The reference looks strange ("[2]").

--Mortense 16:34, 19 October 2010 (UTC)


text:
Java Tutorial/Installing Java

The first thing we need to do before we can learn Java is to install the software needed to develop and run Java programs. Most people have the Java Runtime Environment installed on their computer to be able to run Java programs; since we're planning on writing Java code, however, we need the Java Development Kit (JDK). The JDK includes command-line development tools such as the Java compiler that are essential in your program development, as well as  the JRE (you don't need to download the JRE if you download the JDK).

Both the JRE and JDK can be downloaded at here. Other downloads such as patches, source code, and documentation can also be found at the link mentioned.

You may notice that there are multiple download choices for the JDK; for the present, just download the Standard Edition. Installing Java in the default directory is highly recommended as it simplifies the next part of the process. Detailed installation notes for a variety of platforms can be found in the Java SE Documentation; the following only applies to Windows users:

After installing the JDK, we need to do a little fiddling with a thing called an environment variable before you can conveniently develop with it. The variable we are going to edit are PATH (used by the Windows to locate executable files) and CLASSPATH (used by the Java Virtual Machine and Java technology-based applications to locate .class files).

To Get to the Environmental Variables Dialog: Now, assuming you looking at the User Variables list-box:
 * 1) Click the Start button
 * 2) Right-click My Computer, and click Properties
 * 3) Click the Advanced tab, and click on Environment Variables
 * If there is not a variable named PATH:
 * Click New
 * Enter PATH as the variable name, and enter the path of the \bin directory in your Java installation as the value, followed by a semi-colon.
 * Example:
 * If there already IS a PATH variable, then double-click it, then place your cursor after the last semi-colon, and add the path of the Java \bin directory as shown above

Congratulations - you've successfully setup Java!

title: Java Tutorial/Installing Java


text: Template:Primary ESL - Lesson overview/12


text:
User:Cbradleyo

Live in Baton Rouge, LA.

title: User:Cbradleyo


text:
User talk:Cbradleyo

Hello Cbradleyo, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 18:03, 18 June 2007 (UTC)

title: User talk:Cbradleyo


text: Category:Internet audio and video

title: Category:Internet audio and video


text:
User:Dionysios/to do

Things "To Do": Priority 1

 * 1.0: Post to Wikiversity: Requests for Deletion # Riaz Ahmed Gohar Shahi.

Things "To Do: Priority 2

 * 2.1: Post to Wikiversity talk: Deletion Policy.
 * 2.2: Post to Wikiversity talk: Requests for Deletion.

Things "To Do: Priority 3

 * 3.1: Start a "Wikiversity:Policy on Mergers" page.
 * 3.2: Post to Wikiversity: Colloquium # Deletionism & Mergeritis.
 * 3.3: Return to development of the Advanced General Studies Portal.

Things "To Do: Priority 4

 * 4.1: Edit Wikiversity: Just Get Started.
 * 4.2: Edit Wikiversity: Transformative Editing
 * 4.3: Select a welcoming page and work on it to make it more helpful to newcomers.
 * 4.4: Accept a Task from the "Open Tasks" template.

Things "To Do: Priority 5

 * 5.1: ...
 * 5.2: ...
 * 5.3: ...
 * 5.4: ...
 * 5.5: ...

title: User:Dionysios/to do


text:
User:Unforgivingminute~enwikiversity

An Engineer (Industrial) and MBA. Interested in the history of management among many other things. Have written magazine articles. Working on a book. PhD hopeful.

title: User:Unforgivingminute~enwikiversity


text:
User talk:Unforgivingminute~enwikiversity

Hello Unforgivingminute, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 22:27, 18 June 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 Unforgivingminute. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Unforgivingminute~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 00:09, 18 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) 06:24, 19 April 2015 (UTC)


text:
User talk:Mattnassar

Hello Mattnassar, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 22:40, 18 June 2007 (UTC)

title: User talk:Mattnassar


text:
Introduction to templates

Welcome to the Wikiversity learning project that provides an introduction to templates for new wiki participants. Templates allow contents from one Wikiversity webpage to be shown on another page.

Examples
Template:Learning1 is an example of a template. Note that the template exists as a page in the "template" namespace, a collection of many templates. The names of pages in the template namespace start with the "Template:" prefix.

To use the Learning1 template, you include in the edit window of another Wikiversity page.

Try it yourself
Edit the next page section (below) and experiment with the template Template:Learning1. Add the following when you edit: and replace "my message" with something unique. and replace "my message" with something unique.

Note: the character "|" on your keyboard is not a "1" (the number one) or "l" (lower case "L"). It is usually found on the "\" key of most keyboards. It can also be found in the list of "Wiki markup" items below the edit window on this page, where if you click on the markup items they will be inserted into this edit window.

Edit this section
https://en.wikiversity.org/wiki/Introduction_to_templates

title: Introduction to templates


text:
Template:Learning1

At Wikiversity I learn about:

This template is for use at Introduction to templates. It renders as you see above.

To use this template, edit a page (such as a sandbox, if you'd like to experiment with it) using the source editor. Then insert into the source, the following code:

You can change "subject" to anything else, and see how the rendering changes.

title: Template:Learning1


text:
8:00 class/18 June 2007

This is an archive of Wikiversity current events from 18 June 2007.

Colloquium summary
Short summaries of active discussions at Colloquium.
 * Endorsements now open for Wikimedia Foundation Board - Board of Trustees election
 * Question: Re: "Open Task" Template - Related page: Introduction to templates.
 * Curriki - another online source of learning resources.

Internet Relay Chat topics of the day
Re-cap of topics discussed in #wikiversity-en.
 * Image:Web 2.0 copyleft.ogg
 * Translation of Research guidelines]
 * Bloom_clock_project/Contributors
 * Wikicite - Should Wikiversity have a citations and referencing project?

Email discussions and blogs
Summaries of Email discussions and blogs with relevance to Wikiversity participants.
 * a new board for the future by Florence Devouard (Note: Florence will continue as the appointed Chair of the Board until June 2008, see this correction)
 * 7 things you should know about Wikipedia by EDUCAUSE.

Recent changes
Recent trends in active editing efforts.
 * Mad Max's - Creating continuity with melodies
 * Topic:Parabiology
 * Web 2.0
 * Organic Chemistry/Organic naming
 * Bloom clock project/2007 part one
 * Quiz/Mobile phone software
 * Introduction to Tactics
 * German stream
 * Web pages
 * Primary ESL - Body parts
 * Synthetic division
 * Java Tutorial/Installing Java
 * Extraordinary School Project

title: 8:00 class/18 June 2007


text: Template:Primary ESL - Lesson overview/11


text: Template:Primary ESL - Lesson overview/10


text: Template:Primary ESL - Lesson overview/9


text: Template:Primary ESL - Lesson overview/8


text: Template:Primary ESL - Lesson overview/7


text: Template:Primary ESL - Lesson overview/6


text: Template:Primary ESL - Lesson overview/5


text: Template:Primary ESL - Lesson overview/4


text: Template:Primary ESL - Lesson overview/3


text: Template:Primary ESL - Lesson overview/2


text: Template:Primary ESL - Lesson overview/1


text: Template:Primary ESL - Lesson overview/13


text: Template:Primary ESL - Lesson overview/14


text: Template:Primary ESL - Lesson overview/15


text: Template:Primary ESL - Lesson overview/16


text:
User:SteveSims~enwikiversity

I mainly edit Wikipedia. See my userpage there. Feel free to use any of the images (assuming it's legal to) that I've created and posted there.

title: User:SteveSims~enwikiversity


text:
Learning mathematics

Math can be seen as a powerful tool that enables discoveries and advancements in all kinds of science and engineering. Modern computers, the internet, lifesaving technology such as pacemakers and MRIs, frontiers of technology such as in silico models of cells and biological processes, and the creation of robots that can navigate through unknown environments or cars that can drive themselves---none of these would be possible without advanced math. Mathematics has the ability to benefit mankind, to save lives and enhance the quality of life, as much as or more than any other field.

Math is also something that can be done purely for enjoyment---our mathematical knowledge is one of mankind's highest intellectual achievements, to be treasured as much as our great works of art or literature, and understanding and discovering math can provide a kind of pure intellectual pleasure analogous to what one might feel when reading poetry. Many people enjoy working on puzzles. That's an example, on a small scale, of the kind of intellectual enjoyment you can get from doing math.

Learning math used to be a lonely activity: a great mathematician a few centuries ago may have been isolated by geography from any other serious mathematicians, who were few in number anyway because not many people had access to good education. Now the situation is different. There are entire armies of serious mathematicians loose in the world, well-educated and inspired, pushing back the frontiers of knowledge in every direction, and they are all connected in a global community by the internet. I hope you're as excited about this as we are.

If you want to learn math, here's some advice.

Advice for learning math
1) Strive to UNDERSTAND what you are learning, rather than just memorize.  Don't just memorize a formula---instead, know how to derive it from scratch, understand how it was thought of in the first place.  Check it and make sure it's not wrong.  Einstein realized that classical physics was wrong, and he fixed it.  Maybe you will do something similar.  How can you figure out how to derive a new formula or theorem, if you don't know how to derive the old formulas or theorems?  How can you convince yourself that a new theorem or fact is true, if you can't convince yourself that the old theorems or facts are false?

This approach to learning math can be quite time consuming, and unfortunately you may not always have time to understand things as well as you would like. Sometimes, because of lack of time, and the desire to learn other things instead, you may need to accept a theorem or formula or fact without derivation or proof. That's okay. But the most basic thing to know about learning math is that it's supposed to be understood, not memorized. That's the only way to enjoy it.

2) Look at lots of specific examples.  Especially in more advanced math, things can get quite abstract.  Textbooks don't emphasize this enough, but the key to understanding abstract ideas is to look at a lot of specific, concrete, often simple examples.

3) Work on your problem solving skills.  You can do this by trying to derive formulas or prove theorems before reading the answer in a book or hearing the answer from someone.  You can do this by working on the wonderful contest math problems that the world's contest math community has provided for us.  Check out  or books like The Art of Problem Solving or The Art and Craft of Problem Solving for more on this.  Do contest math, at whatever level is appropriate for you.

4) Make friends with other people who are learning math.  Study with them, share your knowledge with each other, and learn from each other.  Everyone learns different things, and it's fun (and efficient) for us to teach each other what we've learned.

5) Read about the history of math.  Morris Kline has a three volume history of math that is quite good.  Isaac Asimov has great histories of science.  I Want to Be a Mathematician, by the 20th century mathematician Paul Halmos, is a great book.

6) Find the great internet resources out there, such as MIT OpenCourseware and the extraordinary community of problem solvers at.

7) Do math. Don't read math books like a novel. Math is not a spectator sport; apply your knowledge, either by solving problems, or even contributing to Mathematics articles here.

Well, that is some advice for how to learn math. Now, what should you learn?

Math subjects to learn in order to become a mathematician or scientist
1) Arithmetic.  Counting.  Addition and multiplication tables.  How to use the basic properties of arithmetic, together with the addition and multiplication tables, to add and multiply LARGER numbers.  (Rather than make children to memorize the long multiplication algorithm, I propose we teach them to break a large multiplication problem up into a bunch of smaller ones by using the distributive property. This will be slower, but they will UNDERSTAND it and therefore enjoy it. Speed is of very limited value, now that we have calculators and computers.) How to divide numbers and get a remainder.  Fractions, equivalent fractions, reducing fractions, adding and multiplying fractions, converting a mixed number to a fraction and vice versa.  The decimal system of representing fractions.  Arithmetic with negative numbers.  A minus times a minus is a plus.  Dividing a fraction by a fraction.  Stuff like that.

2) Algebra

3) Geometry

4) Pre-Calculus

5) Calculus

At this point, there are several options for what to learn next. (In fact, there were options earlier too. For example, it is possible to learn Number Theory before Calculus, and this happens at several excellent summer math programs for high school students.)  The following list of subjects might be appropriate for someone who wants to become an applied mathematician.

6) Multi-variable Calculus and Vector Calculus

7) Ordinary Differential Equations

8) Linear Algebra

9) Real Analysis

10) Partial Differential Equations

11) Fourier Analysis

(Numbers 10 and 11 should probably be woven together, as PDEs can motivate Fourier Analysis, and Fourier Analysis helps to solve PDEs. It's important to understand Fourier Analysis from a Linear Algebra point of view, and indeed to learn Discrete Fourier Analysis--which is some great Linear Algebra--as well as continuous Fourier Analysis.  In general, it's important to understand the analogy between the continous and the discrete.)

12) Numerical Analysis

13) Other more advanced topics.  Look at the undergrad and graduate curriculums for math majors at good universities, like MIT or Berkeley.

title: Learning mathematics


text:
Wiki business plan

Products
Create a product with a subpage.

Divisions
Hypothetically, divisions we may be interested in developing.

Subpages

 * Wikipedia readings
 * /See also/
 * /External links/

title: Wiki business plan


text:
User talk:Singularitarian~enwikiversity

Hello Singularitarian, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 15:18, 19 June 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 Singularitarian. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Singularitarian~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 00:00, 18 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) 06:22, 19 April 2015 (UTC)

title: User talk:Singularitarian~enwikiversity


text:
User:J.crow

Living in Seattle, WA, loving Wikipedia and trying out Wikiversity.

title: User:J.crow


text:
Pauli matrices/Qubit

quantum bit

n.  The smallest unit of information in a computer designed to manipulate or store information through effects predicted by quantum physics. Unlike bits in classical systems, a quantum bit has more than two possible states: a state labeled 0, a state labeled 1, and a combination of the two states that obeys the superposition principle.

title: Pauli matrices/Qubit


text:
User talk:J.crow

Hello J.crow, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 17:07, 19 June 2007 (UTC)

title: User talk:J.crow


text:
User talk:MyOwnLittlWorld

Hello MyOwnLittlWorld, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 17:07, 19 June 2007 (UTC)

title: User talk:MyOwnLittlWorld


text: File:Web 1.0 elements.png

title: File:Web 1.0 elements.png


text:
New media arts

Department News

 * 14/6/2007 -- Department founded!
 * 27/6/2007 -- Call for participants ! SPREAD WIKILOVE !
 * 23/11/2007 -- 2nd brief open ! JOIN !

New Medias Arts school introduction
Hello everyone and welcome to the Wikiversity New Media Arts School.

"New Media" is not a discipline, it is an area of research, at the edge of what have been already experienced, usually transdisciplinary, the expanding area of knowledge and experimentation in the media arts field. To start building this University and resource collective questions need to be asked and solved collectively.

Active participants

 * 1) Cesar Harada, 14/6/2007, initiator of the school.
 * 2) Dionysios (talk), a Participant in the Wikiversity School of Advanced General Studies, 2007-07-24 (July 24, 2007)
 * 3) Brook Hsu, first student ! hi !
 * 4) Becky Heritage,
 * 5) Germán Scully
 * 6) Thaddaeus Tekell
 * 7) JSMataro DeepspeeD seeds 9 May 2008

Brief 1 : Introduction as a questionnaire
Please answer the questions, you will be given feedback to help you move on to the next brief. The aim of the first brief is to understand your actual position and your direction through discussion. Student who took the brief : Brook Hsu,  Elmedio, JSMataro.

Brief 2 : Get your hands dirty
Use the brief 1 questions and build something in the real world to illustrate yout thoughts, doubts, questions, challenge your questions. You are encourage to mix medias and step into medias that are alien to you ... Don't wander around to long : quickly grab an idea and prototype it, post images and the work in progress. way of presenting project may inspire you.

Potential
We believe we can build here together an immensely useful source of informations for all those who want to become new media artists, or just want to use punctually the resource.

No format ... yet.
Wikiversity is still very young and you, we are those who make it happen, the way we want it to happen. Wikiversity is not Wikipedia, we are not asking you definitions but to the contrary, personal, radical, creative approaches. We want to challenge definitions, political correctness by creating free content, might it be seen as false today, it may be a path to something new and great.

Next
We are quite sure you have some ideas of how Wikiversity could be working, please share your dreams, your perspective of this type of educational structure.

Software studied on the course

 * Gimp : http://en.wikipedia.org/wiki/GNU_Image_Manipulation_Program
 * Audacity : http://en.wikipedia.org/wiki/Audacity
 * Learn web programming : http://www.w3schools.com

Hardware and electronic studies on the course

 * http://www.parallax.com (BASIC Stamp)
 * http://www.milinst.com (Stamp and other tools)
 * http://www.mecanique.co.uk (PIC Basic)
 * http://www.sfcompiler.co.uk (PIC Swordfish Basic)
 * http://www.blue-sense.com BlueSense IO boards, embedded PD
 * http://www.arduino.cc (Arduino)
 * http://www.tinker.it (Arduino and other tools)
 * http://www.makingthings.com (Make Controller)
 * http://www.phidgets.com (Phidgets)
 * http://www.weedtech.com (Weeder IO boards)
 * http://www.maplin.co.uk (Components, shops in London)
 * http://www.farnell.com/uk (Components)
 * http://www.rswww.com (Components)
 * http://www.rapidonline.com (Components)

title: New media arts


text:
Construction management/Estimating costs in construction

Estimating costs is a branch of both engineering and accounting, and is undertaken by project engineers, project owners, and their prospective contractors. Through estimates we determine the probable cost of any project before undertaking construction. The person who prepares estimates is called a quantity surveyor, estimator or evaluator. Through estimates we can forecast costs and make any necessary changes before commencement of construction in order to maintain viability. Also we can forecast the time required for the completion of the project.


text:
School talk:Advanced General Studies/School News

Text Will Not Display Properly
This Participant has tried over and over to get the following text to display properly on the "School" Page, cannot see why it will not display properly on the "School" Page (It displays properly on the "Discussion" Page.), and wonders if anyone can see what the problem is.

The Text

 * School of AGS Links to the Department of New Media Arts of the Division of Fine Arts of the School of Art and Design, June 19, 2007.

Text Will Not Display Properly (Continued)
If someone would please be kind enough to spot the problem and advise this perplexed Participant, he would be appreciative. -- Dionysios (talk), a Participant in the Wikiversity School of Advanced General Studies, Date: 2007-06-19 (June 19, 2007) Time: 192601 UTC

 * I can see the text on the main School page and on the School News subpage along with the green blinkie thing. CQ 20:41, 19 June 2007 (UTC)

 * On the main School page the Text displays properly in Normal and Boldface; but on the School News subpage, coded exactly the same way, the Text displays improperly in all Boldface. How can this be?  -- Dionysios (talk), Date: 2007-06-21 (June 21, 2007) Time: 134601 UTC

 * Its gone from the main School page now, thanks to another edit; but on the School News subpage the Text still displays improperly in all Boldface. -- Dionysios (talk), Date: 2007-06-21 (June 21, 2007) Time: 1443601 UTC


text:
Klingon/Klingons

Honorifics
Various honorifics are used in Klingon names; however these are non-canonical and do not even follow Okrand's orthography (such as the use of a lowercase 'i' which has been corrected for there is no lowercase I in the Klingon language as is evidenced by all editions of the Klingon Dictionary).

Honorifics are granted by house or military unit (such as a fleet). In ascending status:
 * taI
 * vestaI
 * sutaI
 * zantaI
 * epetaI

epetaI is used for the head of a house, which Okrand translates as joH (lord or lady).

Topic:Klingon

title: Klingon/Klingons


text:
Business finance/Consolidated account

A financial statement presenting the assets and liabilities of a firm and its subsidiaries.

title: Business finance/Consolidated account


text:
Talk:Islamic political thought/Afghani lecture

This page is written in the first person, but the author is not identified.


text:
Template:Medical physics/Active participants

 * Schulb72 03:26, 20 June 2007 (UTC)


text: Template:Medical physics/Things you can do


text: Template:Medical physics/Related news

title: Template:Medical physics/Related news


text:
User talk:Schulb72

Hello Schulb72, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 05:00, 20 June 2007 (UTC)

title: User talk:Schulb72


text:
User talk:Efm~enwikiversity

Hello Efm, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 05:00, 20 June 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 Efm. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Efm~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 23:31, 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) 06:06, 19 April 2015 (UTC)

title: User talk:Efm~enwikiversity


text:
User talk:Hillgentleman/20070615101915

Re: (Btw, I can't figure out the commenting system - I tried to reply to one post and ended up replying to another.) <- Be on Topic :-)
20070620104718 --Hillgentleman|Talk 10:47, 20 June 2007 (UTC)
 * Comment: Re: (Btw, I can't figure out the commenting system - I tried to reply to one post and ended up replying to another.)
 * The key is to press the reply link at the comment to which you want to reply. Even if you comment is slightly off-topic, it is lost in another branch of the tree :-)
 * reply[]

What links here

title: User talk:Hillgentleman/20070615101915


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User talk:Chrisdyke

Hello Chrisdyke, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 11:17, 20 June 2007 (UTC)

title: User talk:Chrisdyke


text: Template:Film School:Storyboarding:Pop Quiz:Answers2


text:
User talk:Ramannatevs

Hello Ramannatevs, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 13:53, 20 June 2007 (UTC)

title: User talk:Ramannatevs