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User talk:JWSchmidt/November 2006 discussions

Note: this is an archive of old discussions. Please do not edit this page. Continue these discussions at User talk:JWSchmidt. There are other archives at User talk:JWSchmidt/Discussion archive.

Gnacademy
I'm actually much more interested in moving all of the contents on the www.gnacademy.org site over to wikiversity and eventually closing the gnacademy.org site. There's a small and established community on wikiversity which can make use of the material on gnacademy.

Roadrunner 19:48, 2 November 2006 (UTC)

Sign your posts on talk pages
This page seems to be somewhat of a duplicate in intent, if not content, to Signature. What do you think of expanding that page instead? sebmol ? 22:59, 4 November 2006 (UTC)

Question regarding Learning Projects page
I'm writing a Newcomer introduction to the overall structure of Wikiversity. (And in prepping that, I'm myself attempting to learn just what the current structure actually is. ;-)

Major_portals lead me to Portal:Learning_Projects.

I'm unclear on the intent or functionality of the "Learning Projects" page. Would it be fair to say it's intended to be a "cross discipline" compendium of online courses? Such a cross discipline page would be very useful in helping would-be learners to select something they might be interested in.

If so, is there a mechanism in place to keep this page relatively current? I greatly suspect the answer is "No". It would be useful to give this page some prominence, especially for newcomers. And find some way to raise it to the awareness of those introducing a "Learning Project". Prime the pump, as it were.

Let me know your thoughts. Cheers.

morley 00:49, 5 November 2006 (UTC)

 * Thanks for your feedback. I've only just stumbled on the Learning Materials/Learning Projects terminology. I like it and will integrate into the Newcomers page.

 * At the same time I'll give a nudge on that page (and anywhere else I see an opportunity) to urge users to add worthwhile pointers to the Learning Projects and Learning Materials pages.

 * I also very much like the articulation of objectives on the Education page. I'm thinking of quoting some of it and adding pointers to that page. Cheers.

 * morley 16:31, 5 November 2006 (UTC)

Predictor@Home
Hi JW, I have established wikiversity.org projects at einstein@home and rosetta@home. If you have BOINC running on a system and working with http://predictor.scripps.edu/ you could establish a  wikiversity team there. I think this might tie in well with your phage learning portal. Certainly we need the advertising we can get if we can get tens or hundreds to sign up and climb over the next few months in the ratings. People actually look at those once a while. I have at seti@home. (We also need a team there my acccount is messed up so I cannot reestablish another till I change email addresses I will drop a copy of this note at the collquium there are a lot of projects to cover, eight or ten listed at Berkely, google seti home takes you there)  With a team name of wikiversity.org we should certainly get some exposure. Also if you are serious about establishing a wikiversity supercomputing project (great idea! I think I mentioned a couple of times and nobody was interested) in the long term then we need people to start using the software and getting familiar with it. If we have a lot of users some of the free software folks crave useful popular work. No fun to write software nobody uses. Mirwin 05:27, 5 November 2006 (UTC)

re: Templates
Hi JW

I've been coming across the effects of a template, in many pleaces but most recently seen at School of Math Course Catalog.

To my eye, the content comes across as actively discouraging the creation of online Learning Projects — as frowned on or banned by The Board. Which is unfortunate, and given the overall purposes of Wikiversity and the many pages encouraging on site Learning Projects, possibly misleading.

I'm hesitant to barge in and re-write. Yes, I know that's the "wiki way", but in policy-related stuff I'm cautious. From a newcomer's point of view, I'd much prefer text which points to the Learning Project and other pages, and possibly the Newcomers page as well. Give positive guidance rather than warning and "danger" stickers. If The Board really means to ban on site Learning Projects, then not only the template should stay as is, but all Learning Projects and pages offering guidance in setting up Learning Projects should be shut down as well. Clear unambiguous direction one way or the other.

What do you think?

morley 15:52, 6 November 2006 (UTC)
 * My problem with the text is that it's unclear. It points to limits but doesn't articulate what those are and is vague about their resolution. I fully recognize this isn't your intention, but I submit this is its result.

 * Currently it reads like something written by a lawyer, like a warning label.

 * The problem seems to revolve around what's meant by a "course", and an assumption that all courses include an exam and an award of some kind. I do not share that assumption.

 * Rather than tangle further over that loaded terminology, may I suggest the template speak instead about "online learning projects" wherever one might otherwise use the word "course". And avoid the words "non-traditional" simply because that requires another discussion of what "traditional" means in this case.

 * To me the Wikiversity is about learning, pure and simple. Credentials, degrees and all that stuff is about status, who gets it and the control of its privileges. I believe the Board was quite right in focusing on the learning.

 * Do I have your support for a rewording of the Template? I recognize within wiki permission to edit is not required. But I ask anyway.

 * "I am an advocate of placing "featured content" on the main page and having a well-organized system for bringing the best examples of Wikiversity content to the attention of visitors." <-- as am I. "Most people seem to feel that there is still no real content at Wikiversity worth featuring." <-- too early to say. Right now I'm trying to see if I can tease out some examples of good downloadable coursework and good online learning projects. It's my intention to place some of them on the Newcomers page so as to give newcomers a sense of what's possible in this environment and a direction for editors to strive towards. At least that's my hope.

 * I'm really enjoying the work I'm doing on the Wikiversity. But the way wiki software is currently structured, a back-and-forth dialogue such as this one isn't really comfortable. Needs a forum structure — but that's a different conversation.

 * Kind regards, best wishes.

 * morley 19:51, 6 November 2006 (UTC)

 * The news about Liquid Threads is very welcome indeed! It will greatly enliven and enrich Wikipedia (make it visibly dynamic, reduce its static feel). But its greatest utility will be in Wikiversity, especially online learning projects.

 * morley 20:04, 7 November 2006 (UTC)

Basic Science
Hi, thanks for explaning that to me and I'll look into it now. Thanks! Think outside the box 7 November 2006 (UTC)

History of Wikiversity formation
Is there a page on how Wikiversity came to be? Don't want to start one if such already exists.

morley 00:44, 8 November 2006 (UTC)

links in Spanish sidebar
Hi JWSchmidt, in your user page of es:v, do you mean at the Main page?, if so, then the link to the German Wikiversity is also fixed. --Javier Carro 07:25, 12 November 2006 (UTC)

re: eMail
Hi

A couple of weeks ago you made the following comment in the Colloquium — "I suspect that many Wikiversity participants may not know how to activate the email feature and may not understand the advantages of doing so. We could make a little tutorial about this."

I'm one of those (probably many) who don't know about the eMail feature within Wikiversity (other than including my address in Preferences, which I've done). Is there more to eMail than just listing it in Preferences? Let me know and I'll add some notation on User Page and at the same time amplify that page as well.

While I'm at it. It would be a good idea, by default, to add a link to User_talk:UserName on the User:UserName page when created. I find myself on many user pages having to edit the URL in order to get to that person's Talk page.

Kind regards, morley 20:27, 15 November 2006 (UTC)
 * On the same point, I have changed my address here as per your suggestion. Best wishes. Andrew massyn 21:34, 19 November 2006 (UTC)

Custodian Requirements
Is there an accessible list of requirements, or guidelines, by which someone may become a custodian. For instance, x number of edits to y number of namespaces. I think that this would be of use to the community. -- J.Steinbock 02:41, 21 November 2006 (UTC)

Wikiversity reports
My link to Wikiversity reports doesn't work anymore. Did you close the website? It would be a pity, they were phantastic advertisement for this project, something we really need. --Javier Carro 22:39, 22 November 2006 (UTC)

 * It was a link I have in my blog. I'll update it immediately. I'm very glad to know that the content isn't lost. Regards. --Javier Carro 20:09, 30 November 2006 (UTC)

Mentorship?
Would you mind being my mentor as a custodian? I wish to become a custodian to further my contributions on Wikiversity and to improve this project. To tell you a little about what I have done so far, I have set up the Spanish Language Division and am the instructor of the Spanish I and Spanish II courses. I have also done some work on templates such as talk header, Spanish language, to do list, and others. -- J.Steinbock 00:03, 27 November 2006 (UTC)
 * Okay. :) -- J.Steinbock 03:16, 27 November 2006 (UTC)
 * As it is now December, I wish to ask for your mentorship. Of course, you may still have a few days with Rayc. If you finish within the next few days, will you be my mentor? -- J.Steinbock 19:32, 1 December 2006 (UTC)
 * Sure, sounds great! Saludos. -- J.Steinbock 23:12, 2 December 2006 (UTC)
 * I have planning my schedule until next Friday and have realized that midterms are comming up. With that in mind, I think that begging the mentorship on December 15 would be better than starting right away. I am flexible for whatever you find convenient. -- J.Steinbock 17:53, 3 December 2006 (UTC)

Learning to learn a wiki way
Hi JWSchmidt I'd like to invite you to join the Learning to learn a wiki way project. I've recently updated the project page and initiated a discussion on the scope of the project on the talk page. Looking forward to your contributions. Also I noticed you had a chat with executivezen about poststructralism. I've updated the Department of Continental Philosophy but haven't had time to do Poststructuralism for Beginers yet. However I've launched a Michel Foucault reading group which you might like to join. Mystictim 12:40, 28 November 2006 (UTC)


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Transcendology

 * See also
 * Wikipedia: Transcendentalism
 * Transcendental Experiences
 * Transcendentalism And Spirituality

 * Transcendental Christian Mysticism

Transcendology

 * 1) A study of Transcendentalism.
 * 2) The application of transcendentalism to spirituality.
 * 3) Asserts that truthfulness and rationality in religions are truths that can be substantiated by science or those that can not be proven to be incorrect.
 * 4) A doctrine and proclamation that spiritual transcendence and spiritual interaction, if one believes this to be an actuality, could only be possible between the spiritual existence and the spirit of man.
 * 5) A tenet proclamation that supernatural acts performed by physical or spiritual beings in the physical universe are not capable of existing or transpiring.
 * 6) The transcending, or going beyond, empiricism, and ascertaining a priori the fundamental principles of human knowledge.
 * 7) A philosophy which holds that reasoning is key to understanding reality (associated with Kant); philosophy which stresses intuition and spirituality (associated with Ralph Waldo Emerson); transcendental character or quality.
 * 8) transcendologist; a movement of writers and philosophers in New England in the 19th Century who were loosely bound together by adherence to an idealistic system of thought based on a belief in the essential supremacy of insight over logic and experience for the revelation of the deepest truths.
 * The spirit of man – consciousness; the vital principle or animating force within living things; a fundamental emotional and activating principle determining one's character; liveliness, life; animation and energy in action or expression; denotes the rational, immortal soul by which man is distinguished. Dr. Lommel (NDE)states “You can call consciousness outside the brain "spirit", if you like, but this can be confusing because not everybody has the same ideas about what exactly "spirit" should be. And there are several "levels" of consciousness, waking consciousness, dreaming consciousness, "subconsciousness", collective human consciousness, morphogenetic consciousness, higher consciousness, cosmic consciousness, and Divine consciousness. All these levels of consciousness are interconnected, and available, also during our life in our body”.
 * Spiritual transcendence, spiritual interaction - Spiritual transcendence into a Dimensional beyondness is a concept that was first used by Kierkegaard to convey the idea transcendence. Transcendence is thought of not as spatial distance, but as God's being in a different dimension altogether, or in a different realm of reality, from that in which we exist.
 * A tenet proclamation in Transcendology that supernatural acts performed by physical or spiritual beings in the physical universe are not capable of existing or transpiring…and the doctrine and proclamation that spiritual transcendence and spiritual interaction, if one believes this to be an actuality, could only be possible between the spiritual existence and the spirit of man…are based on rational certainty and the knowledge that the contrary would violate the laws of nature.
 * Kant sharply distinguishes opinion, belief, and knowledge, the three "modes of holding-to-be-true", three kinds of judgment "through which something is presented as true". Knowledge is the strongest mode of judgment of truth and is apodeictic: "what I know, I hold to be apodeictically certain, i.e. to be universally and objectively certain", although Kant suggests that we can make this judgment about "a mere empirical truth". [L:78] This kind of knowledge--"or certainty"--is a judgment of truth by on "a cognitive ground that is both objectively and subjectively sufficient". There are two kinds of knowledge (certainty), empirical and rational. Rational certainty is mathematical (in which case it is intuitive certainty) or discursive; all rational certainty is apodeictic. By contrast, "empirical certainty" is not apodeictic (And thus not, strictly speaking, knowledge?) but assertoric. Kant comments, "we cannot have rational certainty of everything, but where we can have it, we must prefer it to the empirical". [A320/B377]
 * In the Critique, Kant's first definition of knowledge--as "objective perception"--occurs early in the Dialectic. Kant gives this "definition" in the midst of an appeal not to use the term `idea' loosely, but to follow his terminology for the various kinds of representations; the passage rather confusingly invokes many earlier distinctions. Kant writes: "The genus is representation in general. Subordinate to it stands representation with consciousness. A perception which relates solely to the subject as the modification of its state is sensation, an objective perception is knowledge. This is either intuition or concept, the concept is either an empirical or a pure concept". [A822/B850] Much later in the Dialectic Kant speaks of knowledge in the terms of the Logic, writing "the holding of a thing to be true...has the following three degrees: opining, believing, and knowing....when the holding of a thing to be true is sufficient both subjectively and objectively, it is knowledge....Objective sufficiency is termed certainty". Presumably the "empirical knowledge"--experience--discussed in the Aesthetic and Analytic is different from this, which Kant characterizes (and then presumably goes on to critique) as "the transcendental employment of reason". In the Deduction in B, Kant speaks of the understanding as "the faculty of knowledge"--presumably empirical knowledge of appearances. "This knowledge consists in the determinate relation of given representations to an object; and an object is that in the concept of which the manifold of a given intuition is united", suggesting, as he does later, a coherence theory of (the nature of) truth. Of course, there is no kind of this knowledge beyond experience.

Metaphysics of Transcedentalism

 * Used by Kant in many senses:
 * to refer to a type of philosophy, to a type of deduction, to a type of exposition,
 * to types of idealism and realism,
 * to "content",
 * to a way of employing the faculties of the mind,
 * to the unity of apperception, to different types of proofs,
 * to a type of reflection,
 * to a special unknown "transcendental object = x",
 * to a type of truth,
 * to a type of knowledge,
 * to a type of reflection,
 * to a type of illusion,
 * to subjects(selves),
 * to certain ideas,
 * to a sort of negation,
 * to principles,
 * to a kind of theology,
 * to a type of hypothesis--not to mention the term's use in contrast to empirical, transcendent, etc.

Nevertheless, Kant did hazard some general comments about the meaning of the term. In the Introduction, he writes "I entitle transcendental all knowledge which is occupied not so much with objects as with the mode of our knowledge of objects in so far as this mode of knowledge is to be possible a priori". In the Dialectic he defines a different usage: "we shall entitle the principles whose application is confined entirely within the limits of possible experience, immanent; and those, on the other hand, which profess to pass beyond these limits, transcendent. In the case of these latter, I am not referring to the transcendental employment of misemployment of the categories, which is merely an error of the faculty of judgment when it is not duly curbed by criticism". Kant offers innumerable other such definitions in the Critique, e.g. "synthetic propositions in regard to things in general, the intuition of which does not admit to being given a priori, are transcendental. Transcendental propositions can never be given through construction of concepts, but only in accordance with concepts that are a priori"

Kant's four main perspectives, aiming to establish a kind of knowledge which is both synthetic and a priori. It is a special type of philosophical knowledge, concerned with the necessary conditions for the possibility of experience. However, Kant believes all knowing subjects assume certain transcendental truths, whether or not they are aware of it. Transcendental knowledge defines the boundary between empirical knowledge and speculation about the transcendent realm. 'Every event has a cause' is a typical transcendental statement. The science of real as distinguished from phenomenal being; ontology; also, the science of being, with reference to its abstract and universal conditions, as distinguished from the science of determined or concrete being; the science of the conceptions and relations which are necessarily implied as true of every kind of being; phylosophy in general; first principles, or the science of first principles.

Note:
 * Metaphysics is distinguished as general and special.
 * General metaphysics is the science of all being as being.
 * Special metaphysics is the science of one kind of being; as, the metaphysics of chemistry, of morals, or of politics. According to Kant, a systematic exposition of those notions and truths, the knowledge of which is altogether independent of experience, would constitute the science of metaphysics. Commonly, in the schools, called metaphysics, as being part of the philosophy of aristotle, which hath that for title; but it is in another sense: For there it signifieth as much as "books written or placed after his natural philosophy." But the schools take them for "books of supernatural philosophy;" for the word metaphysic will bear both these senses. Obbes. Now the science conversant about all such inferences of unknown being from its known manifestations, is called ontology, or metaphysics proper. w. Hamilton. Metaphysics are [is] the science which determines what can and what can not be known of being, and the laws of being, a priori. Hence: the scientific knowledge of mental phenomena; mental philosophy; psychology. metaphysics, in whatever latitude the term be taken, is a science or complement of sciences exclusively occupied with mind. w. Hamilton. Whether, after all, a larger metaphysics might not help our physics.

Epistemology of Transcedentalism
The theory of knowledge: the study of the nature, sources, and validity of knowledge. It differs from logic and psychology. Logic is concerned with the specific and formal problem of correct reasoning, while epistemology deals with the nature of reasoning, with truth, and with the process of knowing themselves. Psychology is concerned with a descriptive study of behavior, phenomena, etc., while epistemology deals with our claims to knowledge, i.e., what we mean by & knowing Epistemological realism.

Related terms

 * philosophy
 * religion
 * transcendental
 * transcendentalist

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

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Procedures and functions

Course Navigation

Overview
Programming can be a repetitive task. While we have structures like loops to help us do the exact same thing many times, there are times when we need to do something different with only slight variation each time. Rather than write the same code with only minor differences over and over, we group the code together and use a mechanism to allow slight variations each time we use it. A function (also called procedure or method) is a smaller program with a specific job. In most languages, functions can be "passed" data, called parameters, which allow us to change the values they deal with. For instance, a function which adds one to a number would take the number as an argument. Languages usually have a way to return information from a function, and this is called the return data. In our example, the function would return one plus the number which was passed as an argument.

The programmer uses a function by calling it. An example is given in the C language. Lines beginning with // are comments that do not represent any actual code.

// first we declare the function, and tell the compiler that it takes one // argument named x, which is an integer, and returns one integer value int add_one(int x) { // now, inside of the function, we return the new value return x + 1; }

// this is the main part of the program, which calls the function we declared earlier main {   int n;    n = add_one(2);

// this line will simply print the value of n to the screen. In our case this is 3 printf("%i", n); }

Parameters are often referred to as arguments. A fine distinction between parameters and arguments can be made, however. A parameter (or formal parameter) is a characteristic of a function while an argument (or actual parameter) is a characteristic of a function call. A parameter exists for a function, even without enclosing source code while the argument exists only in a running program when a call to the function is made.

Parameters can be passed into a function with different semantics. The different ways to pass parameters are called call-by-value, call-by-strict-value, call-by-reference, call-by-name, call-by-result and call-by-value-and-result. The first three are the more common forms.

 * Call-by-value : Call-by-value describes passing a parameter to a function as its value. A variable that is passed call-by-value is duplicated and exists both in the calling code and as an argument value inside the function. A call-by-value argument doesn't have to be a variable; it can also be the result of an expression, in which case the only accessible form is the argument value. The call-by-value argument ceases to exist with the end of the function call, unless assigned to a parameter that survives the end of the function call or returned as the return value of the function call. Examples: C, VB's ByVal.

 * Call-by-strict-value : Call-by-strict-value is a variant of call-by-value where the function cannot assign a new value to the parameter.

 * Call-by-reference : Call-by-reference means that a reference to the argument value is passed into a function. The function is told the location of the value instead of the value itself. The most noteworthy difference to call-by-value is that the calling code will continue to work with the argument value as it was last modified by the function call. While a variable passed call-by-value is duplicated, a variable passed call-by-reference is not duplicated and the algorithm works with the original variable. A call-by-reference argument has to be a variable and cannot be the result of an expression. Examples: C with pointer, VB's ByRef.

 * Call-by-name : Call-by-name refers to passing a parameter as the name of a variable. The function resolves the name to a value while executing.

 * Call-by-result : Call-by-result is rather a different way to pass a result value than a way to pass argument values. The argument must be a variable that can, at the end of the function call, receive the value that was assigned to the parameter by the function.

 * Call-by-value-and-result : Call-by-value-and-result combines call-by-value and call-by-result.

 * Call-by-Sharing : Call-by-Sharing means that the argument within the caller and the callee is a shared object. Example: Python.

 * Next Lesson
 * Previous Lesson
 * Course Home Page

title: Procedures and functions


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User:Ajo Mama~enwikiversity

Hello there!

I am new to Wikiversity as I just found out about other Wikis than Wikipedia. I have been an active user on Wikipedia, both giving helping contributions and vandalising for fun. I hope to do the same here! --Ajo Mama 06:01, 3 January 2007 (UTC)

Please vandalise this page below the following line.

title: User:Ajo Mama~enwikiversity


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User talk:Ajo Mama~enwikiversity

Hello
Welcome to my talk page.

Please let me know if you think my contributions on pages are not in the format they should be for Wikiversity. I am used to editing Wikipedia, and might not know all the right conventions for editing course articles.

Invitation
Dear user of Wikiversity,

Do you like to join a reading club, where you can read and discuss literature? Reading clubs could have active and inactive participants. Active participants could be required to edit on a regularly basis untill a deadline is reached and another topic can be chosen for reading and discussing. Hopefully, reading clubs can ensure a social network on Wikiversity of people cooperating with eachother and becoming friends while discussing knowledge.--Daanschr 09:35, 1 November 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:27, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:02, 19 April 2015 (UTC)

title: User talk:Ajo Mama~enwikiversity


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User:Kenyon

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User talk:Len Raymond~enwikiversity/Revelation Design

Welcome... — Len Raymond 07:51, 3 January 2007 (UTC)

Why is this its own school?
Hi Len,

Wondering why this isn't merged into the School of Education. I like the topic (a lot!), but it's way too specific to be its own school. The content could cover multiple courses (maybe even a specialization), but as an entire school, it just doesn't make sense. (The preceding unsigned comment was added by Romistrub (talk • contribs) .)

 * There are also the School of Language and Literature and the School of Linguistics too. -- dark lama  14:27, 15 February 2011 (UTC)

Removed from Category:School
This was never more than an idea about a certain concept of education, not a specific school. I have moved this to the user space of the Wikiversity participant who created it. I have removed the school category, so that this lo longer shows up in the list of Schools linked from the main page. Leaving this in user space would allow the creator to come back and develop the theme, or for others to take inspiration from it. It could also be moved to a subspace of one of the Education pages, to be linked from there. --Abd (discuss • contribs) 00:19, 19 October 2013 (UTC)


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Introductory Ancient Greek Language/Review

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

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

I've deliberately taken very slow steps to break you into the language and have broken up into several lessons what might normally be taught in one chapter in a textbook. I've done this because I know the language can be rough to learn if you have no background in it, and especially if you have no incentive to actually study it besides as a hobby I feel it should be as user friendly as possible. JManning, 05:12, 16 December 2006

Breathings and Accents
A rough breathing mark (pronounced 'h') looks like this ῾ and a smooth breathing mark (not pronounced) looks like this ᾿. They only go over vowels and ρ at the beginning of a word.

The three types of accents are acute ´, circumflex ῀, and grave `. They indicate an emphasized syllable. They only go on vowels.

The Definite Article
The definite article is translated as 'the' but sometimes it need not be translated at all.

A nominative noun in the subject of a sentence, the thing that does the verb.

The genitive is used to indicate possession or motion away from for prepositions

The dative is used to indicate an indirect object and is used with some prepositions

The accusative indicates a direct object, the thing that the verb is being done to. It also indicates motion towards for prepositions.

The vocative is used to address someone or something


text: Wikiversity:Open Proxies/List6

title: Wikiversity:Open Proxies/List6


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User:Michael Campbell

Hello, I live in London, England and i think the whole Wikimedia project is the best thing on the internet. My current interests are Philosophy and Music. I also have a Wikipedia, Wikibooks, Wikiquote and Wikisource account of the same name.

title: User:Michael Campbell


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User talk:CQ/Paducah2020

About Paducah2020
This project, while being highly localized, involves Practical Arts and Sciences and multidisciplinary studies. I would like to get in contact with Wikiversity folks in other cities and towns across the planet who have a mindset based in the "Think globally, act locally" paradigm. Perhaps we can craft a set of universal strategies and resources for activism, engineering and urban planning that can be used anywhere.

Cartography was selected as a first discipline in the process. See metacommunity for a generalized look at the theory. See also The Community Wikia and the Paducah2020 @ Kentuckypedia for other documentation. CQ 18:06, 3 January 2007 (UTC)
 * Watching and waiting... tic..tic..tic.. CQ 02:15, 10 March 2007 (UTC)

Infusion
I don't really understand the gist of this project. Would someone mind providing a simplified explanation on the project page? The Jade Knight 11:13, 7 July 2007 (UTC)
 * Oh sorry, Jade Knight. I had given up on this project. I didn't mean to leave you hanging for eight years. I'm not sure if the explanation is adequate, now. The project is at Paducah2020|Facebook, also. -- CQ (discuss • contribs) 18:33, 22 June 2015 (UTC)

Bernie Paducah Field Office
At last - at least: Bernie Paducah Field Office (Paducah, KY) 621 Monroe Street Paducah, KY 42001 Posted 20:32, 28 April 2016 (UTC) by CQ (discuss • contribs)

Well it was a noble effort *sigh* CQ (discuss • contribs) 00:35, 30 April 2017 (UTC)

Paducah Progressive Action
Perhaps a bit of headway? Also we have kftc.org CQ (discuss • contribs) 00:38, 30 April 2017 (UTC)

title: User talk:CQ/Paducah2020


text:
Template:Email

[ ] Use this template to create a link for e-mailing a user with a customized subject.

Parameters

 * user : The name of the user to be e-mailed.
 * subject : The customized subject for the e-mail.
 * text : The text shown for the link.

Examples

 * gives: @undefined

title: Template:Email


text:
Computing in Japanese/Test

Test for Text Support
1. This is Japanese text as it appears on Japanese websites and Wikiversity
 * すべての人間は、生まれながらにして自由であり、
 * かつ、尊厳と権利と について平等である.
 * 人間は、理性と良心とを授けられており、
 * 互いに同胞の精神をもって行動しなければならない.

2. Compare it to this picture of what it should look like:

 * [[Image:Japanese text test.svg|390px]]

If the text does not match the picture read this. If it does match skip to check for ruby annotation support.

Test for Ruby Annotation Support
Hello(Hi) If the text above appears like this: Hello(Hi), your web browser needs to be configured to display ruby annotation. Learn how to do that here.

title: Computing in Japanese/Test


text: File:An image problem.png

title: File:An image problem.png


text:
User:Alex43223

{| style="border-spacing:8px;margin:0px -8px"
 * class="MainPageBG" style="width: 70%; border:1px solid #cef2e0; background-color:#f5fffa; vertical-align:top"|

{| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#f5faff" ! Other Projects {|name="userboxes" id="userboxes" style="margin-left: 1em; margin-bottom: 0.5em; width: 248px; border: solid 1px; background-color: ; color: ; float: ; "
 * class="MainPageBG" style="width: 30%; border:1px solid #cedff2; background-color:#f5faff; vertical-align:top"|
 *

 |}
 * }

{| id="userpage" image= style="text-align:center; border: 1px solid #ffc9c9; background-color:#FFFFF3"
 * }
 * }
 * - padding:1em;padding-top:0.5em;"
 * style="font-size: 85%"|This is a Wikiversity user page. The current design was borrowed from my Wikipedia user page.

This is not an article or learning resource. If you find this page on any site other than Wikiversity, you are viewing a mirror site. Be aware that the page may be outdated and that the user this page belongs to may have no personal affiliation with any site other than Wikiversity itself. The original page is located at http://en.wiki versity.org/wi  ki/.
 * Wikimedia Foundation RGB logo with text.svg

title: User:Alex43223


text:
User talk:PythiaMcThespia~enwikiversity

Welcome to Wikiversity, Pythia. --JWSchmidt 04:13, 4 January 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 PythiaMcThespia. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name PythiaMcThespia~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 23:48, 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) 06:18, 19 April 2015 (UTC)

title: User talk:PythiaMcThespia~enwikiversity


text:
User talk:Ahdc

Thanks for the help

ahdc
thanks for the help

title: User talk:Ahdc


text:
COBOL

Welcome to COBOL at Wikiversity. This area will present information concerning one of the programming languages which, to this day, continues to provide business data processing to the world.

Please forgive the current limited information as the page is built.

"COBOL is widely used in the financial services industry typically for mainframe based applications. It has been used extensively since the 1960s. COBOL was designed for use in business applications and consequently it was implemented with fixed-point arithmetic support. This is one of the advantages of COBOL as it allows complete and accurate computation of financial values without the possibility of rounding errors."

Students with little or no programming experience will benefit by completing the Wikiversity Programming Fundamentals course before beginning this course.

Hello World!
It has become customary to start learning a programming language by writing, building, and executing a program that displays "Hello, World!"

Here is a COBOL source code for a Hello World! program, provided by the Wikiversity Hello, world! course:

Column Significance
When COBOL was originally developed, computer programs were written on 80-column punch cards. The language still contains artifacts of that column orientation. In the punch card era, programs were often written by hand on 80-column coding sheets that corresponded to the 80-columns of each punch card.

Column positions are significant in original implementations of COBOL, and are grouped into the following five fields: Several more modern implementations relax these column requirements.

In COBOL 2002, Areas A and B were merged to form the program-text area, which now ends at an implementor-defined column.

The following characters are allowed in the indicator area:
 * (space) – Indicates a regular source code line
 * – Comment line
 * – Comment line that will be printed on a new page of a source listing
 * – Continuation line, where words or literals from the previous line are continued
 * – Line enabled in debugging mode, which is otherwise ignored as a comment

Running the Program
The Wikiversity course Programming Fundamentals/Introduction/COBOL provides instructions for compiling and executing this program.

Alternatively, students may wish to use an Integrated Development Environment (IDE) that runs on your computer, rather than the simpler but more limited web-based systems. Although this is more difficult than using the web-based system, it is more flexible, more extensive, and better represents production systems.

To do so, follow these linked instructions for /Building and Running a Native IDE/.

Assignment
Modify the example program to display the phrase "Let's learn COBOL!".

Run and test this modified program.

Language References
Because COBOL has continued to evolve since its introduction in 1959 and has been implemented on many different systems, no single document is a definitive language reference. Several useful guides are selected and briefly described here.
 * The TutorialsPoint COBOL Quick Guide introduces the fundamentals of the language. Because it is written as a tutorial, it is accessible, but is not a comprehensive or definitive reference.
 * The COBOL ANSI-85 Programming Reference is useful because it is a American National Standards Institute standard reference for the language published while COBOL was widely used. It has the advantages of being comprehensive description of a recognized standard, however because of its complexity and scope it is difficult to use as a tutorial.
 * The GnuCOBOL Guides are a collection of references for the GnuCOBOL complier. The HTML formatted version is particularly convenient for on-line use. While these are complete and authoritative for the GnuCOBOL compiler, they may not accurately describe other COBOL implementations.
 * If you are doing complex work on a production system it is essential that you obtain and use the language reference that pertains specifically to the system you are using.

Language Fundamentals
Example programs illustrating COBOL language fundamentals were copied from Programming Fundamentals and are linked here:
 * 1) Variables
 * 2) Functions
 * 3) Conditions
 * 4) Loops
 * 5) Arrays
 * 6) Strings

Wikibooks

 * COBOL

title: COBOL


text:
User:Cavac

Hi, I'm Rene 'cavac' Schickbauer.

There's not much here about me; for details you currently have to contact 'cavac' at the domain 'magicbooks.org'

title: User:Cavac


text:
Perl/Hello World

In this tutorial, we are going to develop a simple 'Hello world' perl script with some nice features.

Prerequisites
You need a minimal understanding of the Perl programming language.

Note: While these scripts should run on Windows without modification (either Cygwin or ActiveState Perl), they are only tested on unix.

Classic version
Here's the classic version of 'Hello World':

Discussion
This just s the string "Hello, World!" plus a line-feed.

Ascii-Art version
For the Ascii-Art version, put the following text into a file called hello.txt (or draw your own):

We are going to read the file and output it on a line-by-line basis; more or less like the unix command 'cat' or the DOS command 'type'.

Discussion
The first commands  and   force us to declare all variables as my or our before using them and also help us identify other problems by either warning us or refusing to start the program altogether.

This is good, because it helps you to find problems very early on and also helps avoiding some obscure logic bugs like typing errors in variable names.

The command  opens a read-only filehandle we call '$fh' to a file called "hello.txt". If the open-command fails, we stop the program ('die') with an appropriate error message.

As you can see, the commands 'open' and 'die' are connected with an or command. That means, it will try to successfully run 'open' or 'die', starting with 'open'. That way, when we can't open the file, 'open' returns 'undef'; which for or is the same as 'false'. In that case, perl runs 'die'. If, on the other hand, open succeeds, it returns a filehandle (which of course is 'true'), and or doesn't have to run the 'die' command.

The next construct is our main loop. Most of the work is done by : For every iteration of the loop, we declare a local variable '$line' with my. At the same time, we initialize it with data from our filehandle '$fh'.

Because '$line' is a scalar variable (e.g. holds only one single value), we only read one single line from the file. With the next command  we output this line.

After finishing the loop (e.g. no more lines to read, '$line' gets 'undef', 'while' interprets that as 'false'), we close the file with  to free the file's resources.

Shorter Ascii-Art version
Now, we got a working prototype, let's shorten to code somewhat, to see how implicit variables work.

Discussion
The difference in this version is the main loop. More or less, we just leave out using our variable '$line'. As both the 'while' and 'print' command need a variable to work with - but we haven't given them one - they automatically use perl's built-in standard scalar variable called '$_'.

Note: While there are only a few uses where you'd actually need that behavior, it makes the code quite unreadable. Nevertheless, sooner or later you'll come across some program actually using this feature.

Super-short Ascii-Art version
Here's a really short version of the above program.

Discussion
This version leaves out most non-essential things including even basic code formatting.

First of all, we leave out all pragmas. So we don't get any advanced warnings (which is a bad thing). On the good side, we don't have to use 'our' or 'my' and so can save even more code.

In the open/die construct, we use perls built-in error variable '$!' instead of our own error message. Works quite well, actually. The main loop stays essentially the same, we just leave out some linebreaks.

Final advice
While the shortened code examples show all the "unneeded" things, they are not fit for production use! They may be ok for quick testing, but thats it.

Special advise from Cavac: Even when writing just a quick test or a proof-of-concept, always use 'strict' and 'warnings'; otherwise even a simple typo in a ten-liner might make you pull your hairs for hours.

title: Perl/Hello World


text:
User talk:Relex

names of pages
I think that terse names for "Topic:" pages are acceptable. It is good practice for each page to start with a short description of what the page is about: at the least there can be a link to the Wikipedia article about that topic. When making a link to a page, it is possible to use any desired description for the hyperlink, not just the page name....example, Immunology (the study of the immune system). Pages in the "Topic:" namespace are content development projects where Wikiversity participants collaborate to create learning resources for a specific academic topic. I do like the practice of creating longer, more descriptive names for pages in the main namespace. There should eventually be thousands of immunology-related pages in the main namespace, so it does not make sense to give them short names. Wikiversity users who might not be familiar with immunology will eventually be guided to the educational content about immunology by a user-friendly Portal:Immunology.

If you are interested in research and publishing within Wikiversity, be sure to read the research pages at the central Wikiversity multi-lingual hub. We are trying to develop research policy for all of Wikiversity (all languages) there. Also, take a look at Publishing original research. Wikiversity can start experimenting with formal peer-reviewed publishing at any time. --JWSchmidt 14:52, 4 January 2007 (UTC)

Research
Hi Relex, I saw your comment about research on Reswik's talk page, and I had to come here to comment! There are a good number of people who are motivated to do research here on Wikiversity - some of which to improve Wikiversity itself (such as Learning to learn a wiki way and Developing Wikiversity through action research), as well as just about anything else (such as Bloom clock project). I hope Portal:Research will be a good window into what's happening on Wikiversity with regards to research (see also Research). The page John links to above (Publishing original research) has a link to the academia wikia (I wonder if that's the wikia you were referring to in your comment to Reswik?), which has developed its own system of peer review and "publication" - which we could learn from, and possibly improve upon to fulfill the aspirations you have (and that many, including me, share). There is already quite a lot on Wikiversity about research (see Category:Research), but I think we still need to do a lot on bringing it all together, and helping people who are new to the community into participating to make these pages/projects worthwhile. To help us find eachother, for a start, I've just now set up Portal:Research/Researchers, so that people can add themselves, or find others of like minds, in order to hopefully build collaborations. Looking forward to working with you in some regard anyway. :-) Cormaggio beep 19:32, 25 January 2007 (UTC)

 * Hello Relex, sorry for the delay in responding -- been rather busy elsewhere and will be so for awhile. (I see Cormac has already respondec, great.)

 * There is a lot of potential in Wikiversity for all sorts of cross-linkages. But, we are just laying groundwork now. I think it could be helpful for research networking and initiatives to develop in multiple online spaces in the wikimedia world.

 * I don't know if we are to the point of developing journals or collections of articles yet. I think having conferences and then coallating conference proceedings would be one first step. See the post below yours on my talk page by Cormaggio for initial thoughts in this direction. At some point in the not too distant future, some of these topics may blossum into more widespread discussions. Keeping an eye on the research listserv and Cormaggio's talk page (and the portal he mentions above) would be a good place to notice that. Thanks for sharing your thoughts, --Reswik 15:37, 28 January 2007 (UTC)

 * Thanks for the note. About your research university, firstly, which university is it? :-) I'd also like to know how the faculties normally publish their research - is it on a website? In a journal of sorts? Is it difficult for individuals/groups to publish in that format? Would that be the incentive to them for publishing on Wikiversity? Basically, I think it would be fantastic for university researchers to start publishing on Wikiversity - or, even better, become part of the research community here (see Referees and Review board). To make it attractive to researchers, we need to show the potential for a large international research community here at Wikiversity - and we also need to outline the benefits of publishing under a free licence. In general, I'm convinced that this will happen - though to what extent depends partly on our facilitation, and partly on who happens to join in. :-) Cormaggio beep 11:34, 13 February 2007 (UTC)

 * That's really interesting - thanks! I had never heard of the expense (to authors) of getting a submission peer-reviewed - in Britain, as far as I am aware, this expense is always absorbed by the journal (or their funding bodies/societies). What you say makes the process of getting published even more of a cut-throat business than what I am personally used to. The incentive is clearly there for researchers to publish on a space like Wikiversity - to expose their work to a wider audience - but, in order to republish elsewhere, licencing will become an issue. I've emailed the editor of an online journal about this (they publish under a CC-BY-NC licence, which is, as far as I am aware, incompatible with the GFDL), but I've yet to receive a reply. Once we work out this crucial question, it will become clearer as to exactly what kind of utility we offer to researchers, and perhaps, what the limitations of this space are. I'm going to send an email to the foundation-l mailing list - I'll keep you posted. :-) Cormaggio beep 12:20, 14 February 2007 (UTC)

title: User talk:Relex


text:
MIT Energy Initiative

This is a list of pages relating to the MIT Energy Initiative.

If you are interested in participating in the MIT Energy Initiative please contact the http://ilp-www.mit.edu/ - MIT Industrial Liason Program or join one of the chapters of the http://enterpriseforum.mit.edu/

You do not have to be affilated with MIT to join or participate in MIT Enterprise Forum activities, and MIT encourages non-MIT entrepreneurs to be involved in the Enterprise Forum.

Users
User:Roadrunner - I am an MIT alumnus who is interesting in the idea of making MIT the world's first "open source university". Because of this, I am active in trying to link together the MIT and the Wikiversity communities.

|MIT Energy Research Council

Events
|MIT Energy Initiative Forum in Houston, Texas

see MIT Energy Initiative Forum Notes

title: MIT Energy Initiative


text:
Internet/Introduction

The Internet is the worldwide "network of networks" that links millions of computers together via copper wires, fiber-optic cables, wireless connections, and other telecommunications channels. This publicly accessible network of interconnected computer networks communicate using a set of protocols and standards, the most basic of which are TCP/IP.

The Internet and the World Wide Web are everywhere. They can provide answers to questions and hours of entertainment. The Internet can allow people from all over the world to talk to each other. But what exactly are the Internet and the World Wide Web?

This resource is intended to function as a general overview of the workings of the Internet, which may cover social, economic, historical and other aspects. For a more detailed and step by step approach to learning about networking, consider visiting the topic on computer networking.

History
See History of the Internet at Wikipedia

The internet started out as a US Department of Defence project called ARPANET, which slowly expanded with the integration of packet switching networks over circuit switching networks. ARPANET could be considered the original heart of the internet, with additional bits and pieces being added on until certain standards were needed to unify them all. These standards eventually came to be known as Protocols.

As of July 2008, there were close to 600 million hosts connected to the World Wide Web, linked together by a series of switches and communication links.

Protocols
A protocol is a definition of the format and order of messages that are exchanged between two or more hosts. For example, if person A wanted to know the time from person B in England, person A may approach person B and ask "What is the time?". Person B may then reply with the current time. Some important things to note in this example is that both assume they will be communicating in English, and have a concept of time. While these are things that we as human beings may take for granted, machines have no idea what and how they will be communicating with each other until a set of rules is specified. As mentioned above, one of the most original and common protocols in use today is the TCP/IP protocol.

TCP/IP consists of the Transmission Control Protocol in conjunction with the Internet Protocol. Other protocols such as DHCP, DNS, FTP, HTTP, IRC, MIME, POP3, SMTP, SSH, TELNET, RTP and many more help hold the whole thing together.

Protocols are only a subset of the entire design of the internet. Proposals for existing and new standards are made through Requests for Comments (RFCs), hosted by the Internet Engineering Task Force. RFCs are highly technical and detailed documents that specify each and every operation of the standard being proposed. Comments (hence the name) are sought after regarding the standard and the process carries on until most are satisfied. The standard is then published.

OSI Model
A popular way to visualize the complexity of the Internet is to see it as a stack of layers known as the OSI model, short for Open Systems Interconnection model.

OSI Layers:
 * Layer 7: Application Layer – the main interface for the user(s) to interact with the application and therefore the network
 * Layer 6: Presentation Layer – transforms data to provide a standard interface for the Application layer
 * Layer 5: Session Layer – controls the dialogues (sessions) between computers
 * Layer 4: Transport Layer – provides transparent transfer of data between end users and machines
 * Layer 3: Network Layer – provides the functional and procedural means of transferring variable length data sequences from a source to a destination via one or more networks
 * Layer 2: Data Link Layer – provides the functional and procedural means to transfer data between network entities and to detect and possibly correct errors that may occur in the physical layer
 * Layer 1: Physical Layer – defines all the electrical and physical specifications for devices and the communications media

See OSI model at Wikipedia

World-Wide Web Consortium
W3.org The World Wide Web Consortium (W3C) is the main international community where member organizations, a full-time staff, and the public work together to develop Web standards. Without standards, the Internet would never have worked. All sorts of ways to learn, and get involved in using and advancing web technology have been provided. See W3C Developers page, for starters. Even though a few governments and corporations will sometimes try to dominate the Internet, its design insures a fully open and transparent participation process. Anyone may request an account.

IETF and ISOC
The Internet Engineering Task Force has been a key driver of the Internet's technical development since the beginning. From IETF RFC3935 (Alvestrand 2004): The Internet: A large, heterogeneous collection of interconnected systems that can be used for communication of many different types between any interested parties connected to it. The term includes both the "core Internet" (ISP networks) and "edge Internet" (corporate and private networks, often connected via firewalls,     NAT boxes, application layer gateways and similar devices). The Internet is a truly global network, reaching into just about every country in the world. The IETF community wants the Internet to succeed because we     believe that the existence of the Internet, and its influence on      economics, communication, and education, will help us to build a      better human society.

New Participants are encouraged to read The Tao of IETF: A Novice's Guide to the Internet Engineering Task Force. The IETF is ostensibly for the technological side of things. For the social, administrative, political and ideological side of things, the IETF encourages participation in its governing organization, the Internet Society - Internet Society (ISOC)

Learning projects

 * Computer Science
 * Software Engineering
 * Computer Networks
 * Web Design
 * Introduction to Computers/Internet

title: Internet/Introduction


text:
Help:EMail for Teachers

Email options for Instructors
Teachers have a number of options for working with emails inside Wikiversity.

Sending emails to students
Once your students sign up to receive emails through Wikiversity, you must go to the student's user page and click the option in the toolbox to email the user.

Unfortunately, if the student has not completed sign up by starting a User Page and by turning on the option to receive mail, you need to contact the student by other means and inform the student how to do all of this.

 * No mailing lists
 * Wikiversity has no provision for mailing lists for teachers to contact students.

1. Simple email

 * On your lesson pages, you can add this:

Click here to send me an email.

 * which looks like this :

Click here to send me an email.

2. Click on icon

 * On your lesson pages, you can make an icon or picture active for the student to send you an email.

 * By using this formula :

 * You will get an icon which looks like this on your lesson page :

 * or if you set width and height to 128 and put it in a simple table, you get this on your lesson page :

=NEW=

3. Complex (but most useful way for students to send you messages.)

 * On your lesson page, you can ask the student to respond to a specific question and include that information in the subject heading.

 * As an example, you can put something like this on a lesson page :

 * This was created by using this template :

 * @undefined

 * Here is how this coding works :

 * You can use the template above to create a link for e-mailing a user with a customized subject. Here are the parameters :

Parameters

 * user : The name of the user to be e-mailed.
 * subject : The customized subject for the e-mail.
 * text : The text shown for the link.

Example

 * Here is a simple example of this :

 * gives: @undefined

Remember: Use your USER NAME, not mine! Robert Elliott

Questions
If you have any questions, @undefined

Robert Elliott 5 January 2007 (PST)

title: Help:EMail for Teachers


text: User:Ryan.riverside

title: User:Ryan.riverside


text:
Topic talk:Energy engineering

Project outline
I would like to propose an outline for this project and look for ways to increase participation. I think there is a lot of interest in this topic.

Energy Engineering topical outline:

Fossil fuels:
 * Oil
 * Natural gas
 * Coal

Nuclear power

Renewable energy:
 * Hydro
 * Solar
 * Wind
 * Geothermal
 * Oceananic (Wave)
 * Bioenergy

Maybe we can organize existing and new resources as a group. I am particularly interested in engineering renewable energy systems. CQ 19:32, 4 January 2007 (UTC)

feedback
I don't Understand why coal does not come in the picture at all in your great article on Energy Engineering!!!!!!!

a
http://www.innovations-report.com/html/reports/energy_engineering/muon_catalyzed_fusion_energy_production_140572.html

title: Topic talk:Energy engineering


text:
God Gene

Welcome to the Wikiversity discussion group for the idea that there might be a biological basis for spirituality or genes that predispose people towards religious belief.

Discussion topics and readings
'God gene' discovered by scientist behind gay DNA theory By Elizabeth Day in the LONDON SUNDAY TELEGRAPH

"Dean Hamer, the director of the Gene Structure and Regulation Unit at the National Cancer Institute in Bethesda, asked volunteers 226 questions in order to determine how spiritually connected they felt to the universe.The higher their score, the greater the person's ability to believe in a greater spiritual force and, Mr. Hamer found, the more likely they were to share the gene VMAT2."

Additional readings

 * Is God in Our Genes? by Jeffrey Kluger. TIme Magazine. Sunday, Oct. 17, 2004.
 * God gene - article at Wikipedia

Pseudoscience
"Pseudoscience, astrology, eugenics, quackery, the occult, and superstition, is any subject that appears superficially to be scientific or whose proponents state is scientific but nevertheless contravenes the testability requirement, or substantially deviates from other fundamental aspects of the scientific method." - Pseudoscience as defined by Wikipedia

title: God Gene


text:
Talk:God Gene

This study and discussion will attempt to determine whether a so-called God gene exists and if it does, whether one is predisposed to spirituality. Participation herein welcome and appreciated. Kkawohl 19:37, 4 January 2007 (UTC)kkawohl|Kurt

The reference to: Geneticist claims to have found 'God gene' in humans By Elizabeth Day in the LONDON SUNDAY TELEGRAPH is no longer extant. Please try to locate another source or remove. Countrymike 06:55, 1 December 2007 (UTC)

title: Talk:God Gene


text: Category:Energy Engineering

title: Category:Energy Engineering


text:
Renewable energy systems

Renewable energy is defined as "energy derived from resources that are regenerative or for all practical purposes can not be depleted." Renewable energy, also called alternative energy, is generally thought of as an alternative to conventional energy usually supplied by the combustion of fossil fuel such as oil, coal or natural gas. The prime source of renewable energy is solar radiation, i.e. sunlight. The Earth-Atmosphere system receives approximately 5.4 x 1024 joules per year in the solar radiation cycle (Sorensen, 2004). The solar irradiance at the top of the atmosphere is on average 1366 watts/meter-squared.

One of the main reasons for an interest in the development of renewable energy systems is a concern for the inevitable depletion of fossil reserves (See Hubbert peak theory) and the realization that it is the only viable means of achieving a truly sustainable society.

Required Knowledge
It would be useful to have a basic knowledge of energy and sources of energy.

Learning materials

 * Energy

Wikipedia

 * Primary energy
 * Secondary energy

Classification
Renewable energy systems may be powered by:
 * ...others...
 * ...others...
 * ...others...
 * ...others...
 * ...others...
 * ...others...
 * ...others...

They also possess the characteristic of not being metered, in many cases, therefore can enable housholds and communities to exist "off-the-grid" thus enabling something that can be thought of as true independence.

Related Areas

 * Sustainability

title: Renewable energy systems


text:
Talk:El Salón de Clase quizI

This one looks good. Thats what I meant to show as a functional example.--Juan 20:41, 4 January 2007 (UTC)
 * Doesn't work for me. When I get something right, it asks the same question several times in a row before switching again.  The Jade Knight 09:48, 21 March 2007 (UTC)

title: Talk:El Salón de Clase quizI


text:
User talk:Herbythyme

User talk:JWSchmidt
Thanks for the warning. --JWSchmidt 00:32, 5 January 2007 (UTC)

Welcome to the Bloom Clock!
Hello, Herbythyme, and thanks for signing up as a contributor to the Bloom Clock!

To get started, all that you need to do is keep your eyes open for flowers on plants growing outdoors. Then, depending on how well you know plants, you can either try to find the plant using the global keys, or just check the master list where plants are listed by their scientific names.

Assuming you find a log page for the plant you saw, all that you need to do is click [edit] above the list of signatures, and add *~ on a new line below the last signature and above the line that begins with, which will make your signature appear on the profile page.

If you don't find a log page, just add an entry for the plant to the Master List using. Someone can then show you how to create a profile and log page for the plant.

If you don't know the name of the plant you saw, try asking on Bloom Clock/Unknown Plants using the template there. Photographs are very helpful, but if you don't have a digital camera, just give the best description you can and hopefully someone can identify it for you.

After you've logged 10 or more plants as flowering for your location, another bloom clock contributor will help you set up the categories and templates used to construct a key for your region, and try to match up your region to the global keys.

If you have any questions, ideas, or need something explained, please feel free to leave a message on my talk page, and I'll get back to you as soon as I can!

(Apologies for the long-belated welcome message... finally got around to writing one!) --SB_Johnny | talk 09:23, 13 March 2008 (UTC)

title: User talk:Herbythyme


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Filmmaking/Site map

Very Rough Draft

Internal Links (shortcuts)

 * Filmmaking

 * Eggbert

Template:Film School:Message Table

Template:Film School:Message

WikiU Film School Point System

Template:Contact your instructor: Filmmaking

Template:If you have any questions: Filmmaking

The Portal : Filmmaking
The shortest link to the courses in Filmmaking is
 * http://en.wikiversity.org/wiki/Filmmaking

The Topic : Narrative Film Production
The entry page for these courses is Narrative Film Production (Currently this page is redirected to the portal above.)

Courses for Filmmaking
Template:Courses in Filmmaking - Table - Float Right

title: Filmmaking/Site map


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Talk:Transcendology

This area is for discussions relating to the study of Transcendentalism. Your participation is appreciated. Kkawohl 06:09, 5 January 2007 (UTC)Kkawohl

terminology
"A doctrine and proclamation that spiritual transcendence and spiritual interaction, if one believes this to be an actuality, could only be possible between the spiritual existence and the spirit of man."Please provide definitions for:
 * spiritual transcendence
 * spiritual interaction
 * spiritual existence
 * the spirit of man--JWSchmidt 15:12, 5 January 2007 (UTC)

Transcendology and Kant's transcendental knowledge
I'm having trouble seeing a connection between "transcendology" and Kant's theory of transcendental knowledge. --JWSchmidt 01:35, 6 January 2007 (UTC)

title: Talk:Transcendology


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User:Printthis

well my Name is Tyler Schwarz, and im going to try to learn well try to get intrested in this web site, it plays a part in some of the Most importent pple i know, and is i gess the best, so i must learn to want to Learn but first i must find a subject that im going to enjoy, then there is pashion, and that will lead the way, i want to make up some sort of artical, but i dont know wich to pick, well you so it shouldnt be that hard, well sometimes it is, i just cant seem to make my brain, im so week, ill never be what you are i can only be me, when something strikes i8m shure ill be back, see tha thing is that i want to spell better but will i do it, its an intrest there you see i have problems, unlike you cool guys, haha, just kidden, its all right hear i know so im going to use it, i must fore it probly does mean my life, in so many ways, i need to do this, there you tell youre selm that his spelling is pritty good, exept for the punkuation, Pungchuwation, i think i should be sparked at the idea of just learning something should fullfill me like a good meal, no, it does not, it takes pashion, it fuels are intrest, it give'z you joy and practise, outcommings, even rithem like math is something i should probly learn, so i can run my own biznas, to be right, with my commuitly or my Government, just like owning prapertie tax, .gov it is that ya, cant i sell and make money, rilly its nonprfet, becouse we meet in the place, and do are bizz in the place, my serveses are 203040506070or 200 dollers an hour, like a doctor, im Docter of me, i am the tempel where you will find in side of me, not you, we are the milklie way, exept some are cold, some are hot and some smoke but there is one that breathz like no other, Earth, as i jump into my time michean i wonder do i want to see the futcher, the far futcher would i then see what happenz to human kind, or myself, would i even be there, probly not kuss you are an interstellergallaktig biosubmackchuagull driver, haha, i maid up thouse words, or              time where it all started and we all discovory or an idea, a dream, a fealing what is it, it is with in us to find out what we take with us to charm us or spoook us,  the spookie fealing that you will get when you deside that  you where there and you reamber so well that you can even go back intime to breath it, to go back over the pathez you have loved before, you love it so much you begin to wander what it what it would of ben like to be there and to do another thing, like taken this or that, wile you could have, well some of us wonderer, or think just to much, just about every body i know, and this is where the other guy comes out, mwaahahaha, the guy ever body will talk about the crazy guy, other wize will just talk small talk, well i want more than small talk,, all i need is to become a person like you, out of this filthy place we find who we are, "who we are" what would you like for Brackfast, do you even eat breckfast, do you take the time, the time so realize where you are and what youre doeing, are you rilly sexy, or you rilly that person you whant to be, some time'z every now and then, you pick out the best parts and will throw it all together in the end and youre going to love it, ya youre rilly going to enjoy youre life, the best of the best, how you rilly did i.,.,.,.,.,.,.,.,.,.,.,., day after day, you rilly had a good morning, yes it was great, i had so many good thouts in my mind, i rilly wanted to take full atvatig of what could happen,  very funny, but its spose to be true, but we all no you can only do so much, espeshaly at one time, but with the right sole, if you beleave3 in that sort of thing that is the rithem of life, the rife you ride, the beat that you have to play if you want to play you have to keep rithem the better rithem the more it will be youre super human living, hahahaha,

title: User:Printthis


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User:Jeffq

My primary wiki work is on en:Wikiquote (where I am a sysop) and en:Wikipedia. Please see my user pages there for more information. You can post Wikiversity discussions on my talk page here. Even though I'm not active here, I'll get the message. I reply to issues here on appropriate Wikiversity talk pages, and to Wikiversity users on their talk pages (with a copy on mine for reference).

title: User:Jeffq


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User talk:Michael Campbell

Personal information
Based on your current user page, I would ask that you remove your age from the page, as it can be dangerous to advertise this information on a website that can be freely accessed and copied by anyone. Please read w:Wikipedia:Protecting children's privacy for more information on why we recommend this. ~ Jeffq 07:57, 5 January 2007 (UTC)

title: User talk:Michael Campbell


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User talk:Gahrons

http://en.wikiversity.org/wiki/School:Education/Becoming_a_teacher

I can describe how to become a teacher in sweden, that something i can really do.

title: User talk:Gahrons


text: Template:Lessons in Film Edit - Table - Float Left


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User talk:Ifroggi

Hi Ifroggi, Thank you for your contributions to the Learning to learn a wiki way. Unfortunately I've had to reverted most of them to the originals because they coursed formating problems or made the original meaning unclear. Maybe try avoiding rewriting other peoples contributions were possible an just add your own. I've moved your contributions to the appropriate place in the project Why I want to join the project and  Clarifying the aims. Please feel free to add further contributions to this project in the future.Mystictim 15:26, 5 January 2007 (UTC)

title: User talk:Ifroggi


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Microeconomics/Indifference Curves and Budget Lines

Introduction A basic tool in economics is the mathematical representation of consumer behaviour. It is an abstract (i.e. theoretical) model, based on assumptions. Here, the model is presented in its simplest version, based on simplifying assumptions about the behaviour of an individual who wants to spend his/her money on a variety of goods available on the market. Needless to say, the simplified model is not always suitable for the analysis of complex situations. Advanced versions of the model, based on more realistic assumptions, have been designed to cope with non-standard real world situations.

The simplified model ultimately aims at representing the consumer's choice as the solution of an optimisation problem (so that algebra can be used to analyse his/her behaviour). In few words, the theory describes in mathematical language the behaviour of a consumer who selects the best available bundle on the market. The context should be taken as given and is made up of three 'exogenous' pieces of information: (i) an amount of money y (usually, but somehow improperly, called 'income') that can be entirely spent on consumption goods; (ii) the prices of all consumption goods; (iii) the consumer's preferences. The term 'exogenous' means that income, prices and preferences are not explained within (i.e. by) the model and are taken as given, preliminar information. The model in fact explains what amount of each good is bought by a consumer, given her/his income, the market prices and his/her preferences.

Indifference Curves is the curve that represents the bundle of goods which give consumer the same level of satisfaction, hence the word 'indifference' because consumer do not gain or lose utility or satisfaction if they move along the curve from one point to another. In simple model this is usually represented by two goods. However, it is possible to have more than two goods by writing it in vector and indifference curve will be all the combination of goods that give the same satisfaction to consumer.

Budget Lines Whilst the indifference curves are the mathematical representation of preferences, the budget set is the mathematical representation of all the bundles available to the consumer (because their cost does not exceed her/his income). It will turn out that, if a group of simplifying assumptions are met, the best choice for the consumer can be represented as a bundle in the budget set that also belongs to the highest attainable indifference curve. At this stage, this sounds obscure: in what follows, the attention will be focused at lenght on the definition and meaning of budget sets, lines and of indifference curves. Before, however, it is better to point out that, even at this very preliminar stage, some simplifying assumptions have indeed been introduced.

Optimizing behaviour The first assumption is that every consumer makes optimal choices, in other words she/he never selects intentionally a bundle A when a better bundle B is also available at the same (or lower) cost. This sounds quite reasonable and realistic. However, it is not entirely without problems. The main drawback concerns empirical research: if one assumes a priori that the consumer always makes optimal choices, then any bundle actually purchased should necessarily be considered by the researcher as the best available to her/him. This implies that the model does not permit any empirical test on the quality of consumption choices: mistakes are simply ruled out and, by assumption, the consumer never regrets about his/her choices. This may not be a severe limitation for the model: one has only to remind that it is not very well suited to analyse, for instance, those changes in the consumer's behavior that occur after a sequence of trials and errors (in real world situations a consumer may find the most preferred bundle after having proved and discarded some alternative choices).

Price-taking The second assumption underlying the simplified model maintains that a single consumer takes prices 'as they are' and does not bargain for a better price. Of course, price-makers will take account of the possible changes in the aggregate demand for their good when fixing the price. However, by assumption, a single consumer ignores this and acts accordingly 'as if' his/her consumption choices have no effect on market prices. Thus, the simplified model is not suited to analyze those situations when an individual buyer has in fact market power (and knows it).

Useful assumptions (conventions) Some ancillary assumptions are made just to ease the mathematical representation and to focus on the choice of the best available bundle. First of all, in the simplified model the number of goods available on the market is not infinite. Goods are distinguished according to their characteristics: for example, red apples are different from yellow apples. As in common language, a bundle is a list of quantities (one for each available good, including the zero-amount case). Only non-negative amounts of goods are considered (a more refined analysis would represent the goods possibly sold on the market by an individual as negative quantities, a possibility that is ruled out in the simplified model). Second, quantities are measured on a continuous scale: even the smallest amount of good can be further divided into smaller pieces (i.e. the goods are infinitely divisible). Such a convention permits to avoid 'kinks and holes' in the mathematical functions that represent the consumers' preferences and budget: a very nice property that allows the beginners to focus on economics and forget for a while about complex algebra. Obviously, it is a departure from many real world situations: one cannot easily buy a little bit of a car, nor it is customary to purchase two seconds of a movie... Third, in the simplified model the consumer is assumed to manage her/his budget in a sequence: at a preliminary stage, he/she has already decided how much work to sell on the labour market (that is, how much to earn) and also how much to save. In a last stage, he/she decides about consumption: the amount of money y left from the previous stages is thus given and can be spent entirely.

Mathematical symbols To save ink (digits), words are often replaced by mathematical symbols. A bundle is usually represented as a N-dimensional vector q, where N is the number of goods. Two bundles are distinguished by using superscripts:

$$ \mathbf{q^A}          \mathbf{q^B}$$

The budget set All the bundles that can be purchased with the given level of income y are elements of the 'budget set', the set of bundles available to the consumer (when his/her income is y). The obvious common property of the bundles in the budget set is that their cost is not greater than y. In mathematical terms, being p the N-vector of given market prices, a bundle q belongs to the budget set if:


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Introduction to probability and statistics

Welcome to the Basic Probability and Statistics learning project of the Wikiversity Master of Business Administration Program.

Getting started
The grounding for many further concepts in business, as in other applied disciplines, is a thorough understanding of statistics. A good free source for understanding probability is Introduction to Probability. In particular regression analysis is going to be useful. Regression is fundamental to the concept of Beta in Finance and conjoint analysis in Marketing. In addition, the statistical concepts of standard deviation and variance are the fundamental concepts which underly the principle of pooling risk in operations management.

The directions on how to perform a regression analysis in Excel can be found online at Regression Analysis Using Microsoft Excel. Once you have completed a few regressions in Excel, you have performed the highest level of statistical analysis that most MBA's become familiar with. Congratulations! You are ready to move on.


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Managerial Accounting

Welcome to the Managerial Accounting learning project of the Wikiversity Master of Business Administration Program.

Getting started
Managerial Accounting refers to the broad application of accounting concepts to financial data to create reports to be interpreted by management. Such financial data, in contrast to Financial Accounting, does not have to comply with GAAP, the FASB, or the filing requirements of the SEC, since it is meant only for internal consumption within an organization.

The major subjects to learn include:

 * Introduction
 * cost accounting
 * activity based costing
 * project costing
 * budgeting

title: Managerial Accounting


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Financial Accounting/MBA

Welcome to the Financial Accounting learning project of the Wikiversity Master of Business Administration Program.

Getting started
A good place to start is Accounting. While most MBA's are not a big fan of double entry book keeping, finance starts with accounting. Understanding what depreciation (the spreading of the cost of a tangible asset over time) and amortization (the spreading of the cost of an intangible asset over time) are is going to be essential to understanding corporate finance (if only because you are going to need to reverse out the effects from GAAP Income Statements to get cash flows).

title: Financial Accounting/MBA


text: Category:Secondary Mathematics

title: Category:Secondary Mathematics


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User talk:JonathanPeall

Welcome to Wikiversity.--Student Galaxy 19:20, 5 January 2007 (UTC)

title: User talk:JonathanPeall