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Gauss's Law

The Law in Integral Form
Gauss's Law in integral form states that the electric flux, $$\Phi$$, through any closed surface is proportional to the amount of electric charge circumscribed by that surface.

Equation 1: $$\Phi = \oint_S\mathbf{E}\cdot d\mathbf{S} = \frac{q_{in}}{\varepsilon_0}$$

From above,
 * $$\Phi = EA = \frac{Q}{\varepsilon_0}$$
 * $$\varepsilon_0 E = \frac{Q}{A} = D$$

where E is the electric field vector (V/m), dS is a differential element surface normal vector (m2) belonging to the closed surface S over which the integral takes place, qin is the charge circumscribed by the surface S (C), and $$\epsilon_0$$ is the permittivity of free space (C/Vm). Note well the integral: in order to evaluate it properly, first take the dot product of the electric field and differential surface normal vectors, yielding a scalar; then integrate over the entire surface to determine the electric flux. Note also the assumption that the objects of our analysis are situated in a vacuum. If this is not the case, the permittivity of free space must be replaced with the electric permittivity of the material in question.

Derivative Form
The derivative form or the point form of the Gauss Law, can be derived by the application of the Gauss Divergence Theorem.
 * $$\oint_S\mathbf{E}\cdot d\mathbf{S} = \frac{q_{in}}{\varepsilon_0}$$
 * $$\varepsilon_0\oint_S\mathbf{E}\cdot d\mathbf{S} = q_{in}$$
 * $$\oint_S\varepsilon_0\mathbf{E}\cdot d\mathbf{S} = q_{in}$$

$$\oint_S\mathbf{D}\cdot d\mathbf{S} = q_{in}$$

From above,
 * $$DA = Q = \varepsilon_0 E$$

By the Gauss Divergence theorem, the closed surface integral may be rewritten as a volume integral.
 * $$\iiint_V \nabla\cdot \mathbf{D} dV = \iiint_V\rho dV$$

Since the integrands are equal, one concludes that: $$\nabla\cdot\mathbf{D} = \rho$$ Where $$\rho$$ is the charge density distribution inside the enclosed surface S

Derivation
As a challenging exercise in mathematics, let us now undertake to derive Gauss's Law in both integral and derivative forms from Coulomb's Law. Coulomb's Law states the following:

Equation 2:
 * $$\mathbf{F} = \frac{1}{4\pi\varepsilon_0}\frac{q_0 q_1}{r^{2}} \mathbf{\hat {r}}$$

where F is the electrical force on bodies 0 and 1 (N), $$\epsilon_0$$ is the permittivity of free space (C/Vm), q0 and q1 are the electrical charges on bodies 0 and 1 (C), r is the distance between bodies 0 and 1 (m) and $$\mathbf{\hat {r}}$$ is a radial unit vector (unitless, but indicative of the force vector's direction).

How do we convert units of volts and coulombs into newtons? Let us substitute units for the variables in Equation 2 above:

Equation 2a:
 * $$N = \frac{1}{\frac{C}{V m}}\frac{C C}{m^2} = \frac{1}{\frac{1}{V m}}\frac{C}{m^2} = V m\frac{C}{m^2} = \frac{C V}{m}$$

The units on the right cannot be simplified beyond what is shown, so we see that a newton is one coulomb-volt per meter. In other words, a one V/m electric field exerts a force of one newton on a one coulomb charge. So from this and Equation 2 we easily derive an equation for the electric field generated by a point charge q.

Equation 3
 * $$\mathbf{E} = \frac{1}{4\pi\varepsilon_0}\frac{q}{r^{2}} \mathbf{\hat {r}}$$

Okay, so clearly the electric field is radially symmetric around a point charge, and we see that at any point in space a distance r from the charge q be subjected to an electric field of magnitude E (the direction of the field E will obviously be different for each location in space). So let us construct an imaginary spherical shell of radius r centered on the charge q. This will allow us to define a quantity called the electric flux $$\Phi$$, which is a measure of the electric field strength perpendicular to a closed surface summed over that surface. Ultimately, what we are trying to accomplish is to sum up the individual contributions of each infinitesimal area to the total flux. In the case of a spherical shell and radially symmetric electric field distribution, the flux is easy to calculate, as it is simply the magnitude of the electric field multiplied by the surface area, S:

Equation 4
 * $$\Phi = \oint_S\mathbf{E}\cdot d\mathbf{S} = E S = \left(\frac{1}{4\pi\varepsilon_0}\frac{q}{r^{2}}\right) \left(4\pi r^{2}\right) = \frac{q}{\varepsilon_0}$$

Interesting! The electric flux is a constant for any spherical shell centered on the point charge q! But what about the case where a sphere surrounds, but is not centered on, the point charge q? Or what about non-spherical surfaces? Or other charge distributions, inside or outside our surface? How can we prove that a generalization of Equation 4 to all closed surfaces and charge distributions is possible?

title: Gauss's Law


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User:Nickashton

NICK ASHTON

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

title: User:Nickashton


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Portal:Internal medicine

Welcome to the Department of Internal Medicine, a subdivision of the School of Medicine.

This branch of medicine deals with study and nonsurgical management of diseases or disorders involving internal organs in adults.

If you are a physician in the real world you are especially encouraged to contribute to this department and our mother school. We are interested in developing online learning resources related to all areas of internal medicine.

Articles for Development
Can be included into "coursepaks" later.
 * Stroke (Framework and some content exist)
 * Hypertension (framework begun, no content yet)
 * Diabetes mellitus (Framework begun, no content yet)
 * Acute coronary syndrome
 * Sexually Transmitted Diseases (Framework, and some content exist)
 * Type I diabetes (Framework begun, no content yet)
 * Type II diabetes
 * Chest pain
 * Urinary tract infection
 * Low back pain
 * Coronary artery disease

Courses

 * Neurology for the Internist
 * Evaluation and Treatment of Hypertension
 * Evaluation and Treatment of Headache
 * Screening and Prevention
 * Evaluation and Treatment of Depression

Learning projects

 * Internal Medicine interactive learning: Online, scheduled or otherwise, interactive sessions, with or without video, to go over cases, clinical problems, etc.
 * http://en.wikiversity.org/wiki/Category:OSCE

Help Desk
Portal:Internal medicine/Help Desk

title: Portal:Internal medicine


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User:Bennettma

New Wikiversity user (profile to be developed).

Summary: I am an avid lover of learning, literature, wine & food, photography, travel, sports, history, classical music, and pretty much everything life has to offer.

On a professional level, I am an Information Technology Director and have been working in the field for 12 years. I am a big believer in the concept of using technology to help tap human potential throughout the world, and see projects within online education as being critical to this end.

I'm looking forward to becoming an active member in this project.

title: User:Bennettma


text:
User talk:Bennettma

Hi! Welcome to Wikiversity. Were still in our beginning stages so please excuse all the red links. Heltec talk

Hi there!
Welcome to Wikiversity (even though you were here first ;)). I noticed you posted in the IT school. We are starting to get things going, drop by and say hi! Historybuff 17:28, 16 January 2007 (UTC)

title: User talk:Bennettma


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User:Bhati chetan

Hi I am chetan singh Bhati from India. I am a student of commerce and know the true value of the wikiversity site. I love this site and hope that soon every one know about that site and get benifited from this site.

title: User:Bhati chetan


text:
Spinocerebral degeneration

Spinocerebellar degeneration disorder, or spinocerebral ataxia (SCA), causes the cerebellum to atrophy. This results in unsteady and clumsy motion of the body due to a failure of the fine coordination of muscle movements, along with other symptoms. Generally, a sufferer retains full mental capacity while they progressively lose physical control over their body until their death.

Over time, a person inflicted with SCA will be unable to walk, write, talk, and even eat. One day, they won't be able to breathe.

There is no cure for SCA.

title: Spinocerebral degeneration


text:
User:Davidlago

Hello!

title: User:Davidlago


text:
User talk:Davidlago

Hello!

title: User talk:Davidlago


text:
Portal:Linux

This page is for organizing the development of Linux content on Wikiversity. If you are knowledgeable in any area Linux, feel free to improve upon what you see, we would greatly appreciate your contributions.

Learning projects and resources

 * Linux
 * Basic commands in Linux
 * GNU/Linux @ Operating systems
 * Linux server administration
 * Linux/Directories
 * Linux Documentation Project
 * Search for Linux at Wikiversity

Distribution specific
Linux distributions:
 * Fedora
 * Debian
 * Ubuntu
 * Ubuntu x86 vs. Ubuntu AMD64
 * Tiny Core Linux

Installing Linux
Installing Linux:
 * Wubi - dual-boot installer for windows operating systems

Wikimedia

 * Linux

title: Portal:Linux


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User talk:JWSchmidt/October 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.

Goals for Wikiversity?
Hi JWSchmidt i noticed you had moved most of your editing to wikiversity. Prompted by the tag you added to RNAi i came over to check it out. In your opinion, what are the advantages of focusing edits here compared to wikipedia? I have some ideas but I'd like to hear your own rationale. Also is there a page that outlines the long term goals of this project? Thanks for your time, David D. 15:13, 5 October 2006 (UTC) (David D.'s wikipedia home)
 * I struck out the genaral question above as i found the info box on your user page. This project looks very interesting. David D. 15:21, 5 October 2006 (UTC)

Case Study on Victoprine
Please procede as soon as you are inclined with the Vinpocetine case study. Do you envision this as a learning project within the Plantlore Department? Or perhaps it would fit better within the Phytochemistry department? Tell me a bit about what your case study will involve. Once you do begin, please add yourself to our list of active participants.
 * Thanks for the response. I will be looking forward to the reading the case-study. Sonicbiology 05:12, 12 October 2006 (UTC)

Image copyright problem with Image:445px-Chromosome2Insert.png
Thanks for uploading Image:445px-Chromosome2Insert.png. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikiversity because of copyright law (see Wikiversity' Copyright policy).

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

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the Study help desk. Thank you. --SB_Johnny | talk 14:54, 7 October 2006 (UTC)

Courses
Is the goal then to close doors before we've begun? I thought we were trying to be more inclusive, not less? Wikiversity already contains courses, such as the aforementioned Hitler's Germany. Do you wish to shut that down and turn away contributors? I'm somewhat bothered by your insistance on this point; it seems to me that Wikiversity clearly has courses, but that you seem insistent that we call them "learning projects" instead of courses. Why must we use that terminology? It confused me when I first arrived; I came to Wikiversity looking for courses. Eventually, I found them, though some people use the term "courses" and some use the term "learning projects" for courses, when not all "learning projects" are courses. I think it would be helpful to use terminology newcomers are going to be able to understand. The Jade Knight 03:38, 8 October 2006 (UTC)
 * Some people will prefer to create courses, teach courses, and learn in courses. Other people will prefer to avoid courses at all costs, and make other projects, and learn in them.  My opinion is that all of these should be accepted and encouraged; certainly I don't think we should limit Wikiversity to courses, but I don't see the inclusion of courses as at all desirable; if other methods of learning do, in fact, work better, then time will hear that out and their success will foster their growth in comparison to that of "traditional" courses.  It's okay to use "learning project" as a general term so long as there are highly visible links to an explanation of "where are the courses" so that newcomers can find their way.  I do not believe, however, that people should be forced to use the term "learning project".  As you say, a "course" is one type of learning project; so long as it is what we have most of, I see nothing wrong with referring to courses as courses and other learning projects by their applicable titles ("study guides", "group projects", etc.)  The only important thing is that we do not limit the acceptable range of projects, so long as they are effective as learning aids.
 * To be frank, I expect that Wikiversity will initially see much done along the lines of traditional courses, with a slow but steady shift away into other sorts of projects as people see these either as "more fun", "more rewarding", or "more effective" ways of learning. That's great.  However, I've taken traditional courses online before, and I see nothing about Wikiversity that would preclude the ability to have free, effective, on-line traditional-style courses, if that's what people want (/want to make).  As it is, I'm keeping my eyes open for other methods to teach using Wikiversity that might work with History.  I have a few ideas, but the Wikiversity environment, ironically, complicates these.  The Jade Knight 04:18, 8 October 2006 (UTC)
 * Another thought: I really think that Wikipedia should strive to offer top-notch education, as much as is possible.  I'd like to see someone be able to get a Wikiversity degree, and have a potential employer/graduate school be able to tell that the student has clearly learned as much as they would have in a traditional program.  I'd like the student to be that smart, that knowledgeable, and that skilled.  Maybe you can put together a degree like that with nothing but creative wiki-projects.  I suspect, however, that at least a limited amount of traditional coursework will be required to "round out the edges".  I think that's okay, but I'd be glad to be proved wrong.  In the meantime, let's do what we can to help people learn.  The Jade Knight 04:24, 8 October 2006 (UTC)

Requesting move
Could you please move Creation of Free Online Univeristy to Creation of Free Online University? I'm trying to use that page as a hub for the whole accreditation discussion. Thanks! The Jade Knight 04:31, 9 October 2006 (UTC)
 * I had thought that, but I don't seem to see a "move" button on any of the pages here at Wikiversity. Is it hidden someplace new?  The Jade Knight 14:43, 9 October 2006 (UTC)
 * Oh, okay! I hadn't known that.  Thanks!  The Jade Knight 16:31, 9 October 2006 (UTC)

From http://beta.wikiversity.org/wiki/Wikiversity:Scope_of_research/En
Hello. I cannot undertand the last sentence below: "First a general observation: the distinction between "primary" and "secondary" research is unknown in German cultural practice. Thus, the only relevant term here is"research" and, as such, this term implies a set of critical methodologies. that transcend the merely literary." (Original: "Zunächst ein genereller Hinweis: Eine Unterscheidung zwischen original research und secondary research ist im deutschsprachigen Kulturraum unbekannt. Der alleinige Begriff ist dort „Forschung“ und impliziert als solcher stets eine über die Beschäftigung mit Literatur hinausgehende methodische Vorgehensweise.")

Could you please explain them to me? Thank you.--Hillgentleman 01:08, 11 October 2006 (UTC)
 * Does "critical" here mean "crucial" or "criticism-related"?
 * Does "literary" here mean "on the surface of the words" or "literature-related"?

Communitas
Hey JW, I think I finally resolved the Wikia/Wikiversity debaucle. I don't know if you remember our disscussion at m:Talk:Communitas but you can have a look/see at Wikia and Wikia:Collaboration:Wikiversity for some progress if you're interested. Thanks for your very important intial question:
 * Is the [ _Communitas_ ] scope just Wikipedia or all of WikiMedia? --JWSurf 21:17, 29 July 2006 (UTC)

That one question urged me down a very long path that may have completed it's first big circle. CQ (Quinobi) 02:44, 12 October 2006 (UTC)

Re: custodian mentor
I would be willing to, but I have so many things going on in real life right now that I don't feel it would be fair to whoever I was mentoring. Perhaps once things calm down in a few months, I might be able to mentor.-- digital  _  me   21:13, 12 October 2006 (UTC)

Reply
I've made the necessary changes as you instructed regarding the term staff. It's been changed to Active Members. I'll try to get involved with the other discussion group if I have time. I'm busy devoting my internet time to getting a skeleton form of this Greek lesson up though.

I have a big question regarding fonts. How can I easily write using Greek characters in these wikis?

I notice that you seem to object to what I assume could be called "traditional courses"? I'm going to try to avoid that as much as possible, but given the subject it maybe be hard. One idea I have is to institute a question box area at the bottom of each lesson plan so that any learner may edit a question to be answered by me or any other user, thereby, hopefully creating a one-on-one learning experience that can also be read by anyone with the same question much like an FAQ. I'll try to hammer out these lessons in a way the wikiversity staff members such as yourself would like to see them written. JManning 17:32, 15 October 2006 (UTC)

Reporting Vandalism?
How do I report vandalism? Portal:Fine_Arts had sections removed and replaced with insults. "09:05, 17 October 2006 204.9.144.54 (Talk) (→5. Institute of Film and Television)" Robert Elliott 12:41, 18 October 2006 (UTC)

Later Note: Guillom fixed it! Robert Elliott 12:57, 18 October 2006 (UTC)

UIUC PHIL 270
The UIUC PHIL 270 discussion, here presents an important precedent I think. I set forth what I think is a bit of diplomacy on Talk:UIUC PHIL 270 in case the poster returned. At any rate, this potential problem should be anticipated by the staff. Maybe we can come up with a polite but firm template and a sort of "jail" for orphaned pages that are suspect as cheatsheets or other malfeasance?

IMO, the tone should be one of simple caution rather than stern warning and certainly not accusational in any way. I can't imagine why or how anyone would want to abuse Wikiversity, but you never know. The prospect of a negative news report is a real concern in my mind, and should be dealt with immediately. I've notified all the posters who commented about the UIUC PHIL 270 piece, saving you and Cormac for last. I think this should float toward the top of policy discussions. That's my view, for what it's worth.

By the way, I appreciate your expedience at getting podcasting into the "mix". I think this realtime audio/video activity is going to be a real catalyst for WV. As if you're not busy enough, would you help with Topic:Internet Audio and Topic:Audio Engineering by posting some "quick and dirty" ways to get sounds into files quickly?

I'm lame in that area because my hardware is an old Debian box with Audio-crippled performance. :(Sad for a musician of my calibre). But I hope to get my delux DeMuDi Audio Workstation back and running soon so I can lay down some tracks for Topic:Basic Blues & Rock and Wikiversity the Movie/music :)

Keep up the great work, JW! CQ 02:39, 19 October 2006 (UTC)

Namespace podcast
Hi John - I just had a look at your Namespace podcast - which is really good (hopefully we'll have a way of embedding video, especially ogg.theora, into MediaWiki soon). But, err, what's with the female bum? :-) Cormaggio 10:16, 20 October 2006 (UTC)
 * Yes, I saw that you'd changed it - you're really getting rather good at this. :-) Cormaggio 07:23, 21 October 2006 (UTC)

Re: MIT Opencoursework
I haven't done a lot of reading into philosophy thus far. Hence my choice to start on the 24.00 Course. Perhaps I'll cross reference a few needy sections of the philosophy school and their relation to materials covered in the OCW. It's a start. Keep in mind this is beyond the scope of any of my wikicontributions thus far. So it will indeed be a learning experience. RichMac 03:55, 21 October 2006 (UTC)

Philosophical Greetings
Hey JW - I've not yet taken the plunge and posted a comment on your discussion page, preferring instead to lurk. My confidence was shaken by the recent 'request for deletion' to an innocent posting I made on the Philosphy School main page. It made me feel something of an outlaw. But I've been sharing my overall enthusiasm for Wikiversity with my colleagues, students & clients at the university where I work: I work in a business school. I guess I'm just not sure where to start contributing. My interest is in continental philosophy, particularly deconstruction and, as you know, poststructuralism. Any suggestions? -- executivezen 19:57, 21 October 2006 (UTC)

Uploading Sound Files and Playing Sound Files?
I am a bit confused how sounds files are uploaded and accessed. I notice the sample sound file in the HELP pages is not working. What works? Robert Elliott 05:01, 26 October 2006 (UTC)

 * Problem #1
 * Uploading a sound file which is AIF produces a cryptic error message saying this is a "bad format" (or it said "poor format", I forget). This error message appears at the end of the upload and the upload is apparently cancelled because it does not appear in my contributions.

 * Problem #2
 * The only help section I can find on Sound Files is at Help:Editing but the example file is missing (red). Since the music appears to be by Sigmund Romberg, I thought you might have uploaded it.

 * Problem #3
 * Note that files are still appearing and disappearing. If I reference WikiBooks' Movie Making Manual - Film Scoring Theory, it sometimes is red and sometimes the link is working.  Maybe this happens because I work late at night.Robert Elliott 12:12, 26 October 2006 (UTC) (5am PDT)

 * Problem #4
 * When I try to upload an MP3 file, I get the following error message after waiting the normal time to upload this size file. Upload warning→  ".mp3" is not a recommended image file format.  The upload is not listed in my contributions so I guess it did not make it.

 * Ogg seems to work though. I uploaded this sound file "[[media:Sound_Of_Fear.ogg|Sound_Of_Fear.ogg]]" and added the word "Media:" . I will continue testing this. Robert Elliott 15:55, 26 October 2006 (UTC)

Exploring science through fiction
It is interesting, but I do not know much about the literature. What is your plan? Most of the good science fictions do not include the new advances in science (beyond general relativity or quantum mechanics?)--Hillgentleman 14:09, 28 October 2006 (UTC)
 * Have you certain books (or topics) in mind?--Hillgentleman 17:58, 28 October 2006 (UTC)
 * Thank you. I can contribute to some of the discussions.--Hillgentleman 13:10, 30 October 2006 (UTC)

Education boilerplate
Thanks for the heads up on this. Looks interesting. I've sent Piotrus a message asking whether he's interested in becoming involved in developing something along this line for the Wikiversity. morley 15:55, 31 October 2006 (UTC)

User:JWSchmidt/Semantic prosthetic}}}
Hello, and welcome to Wikiversity! We welcome and appreciate your contributions, such as, but we regretfully cannot accept copyrighted text or images borrowed from either web sites or printed material. This article appears to be a direct copy from. As a copyright violation, appears to qualify for deletion. has been tagged for deletion, and may have been deleted by the time you see this message. If the source is a credible one, please consider rewriting the content and citing the source.

If you believe that the article is not a copyright violation, or if you have permission from the copyright holder to release the content freely under the GFDL, you can comment to that effect on Talk:. If the article has already been deleted, but you have a proper release, you can reenter the content at, after describing the release on the talk page. However, you may want to consider rewriting the content in your own words. Thank you, and please feel free to continue contributing to Wikiversity.


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Jazz improvisation

< School of Music and Dance | Jazz

Introduction
This is my first time on the wikipedia web site. I was poking around and saw this page. I thought my contribution could be sharing an observation as a jazz educator.

Over the years I have tried many different approaches to teaching kids to improvise. Blues scales, modes pentatonic scales etc. I have found that the most beneficial bit of information is basic chord structure. By teaching students that chords are built in thirds and by practicing a universal triad (13th chord) in different key signatures, they understand note choices better. Then they plug in the formulas for Major 7th, Dominant 7th, minor 7th etc. This then leaves choosing rhythms and styles.

As usual, music and teaching are always a work in progress. What works with one group of kids may need to be modified for the next group.

Please share your thoughts.

The most complicated part of improvising is moving outside of the chord and/or key. Students must poke around and learn what works and what doesn't. You cannot simply tell someone what they should play.

If the musician is doing improv as a solo during a song, they should examine the melody and notice what notes of the melody are outside the chord, and try and incorporate those notes into the solo also.

title: Jazz improvisation


text:
User talk:Vawahine

Please do not create ages such as Cynthia Bond. --JWSchmidt 02:27, 11 December 2006 (UTC)

title: User talk:Vawahine


text:
User:Newmanbe

See meta:user:newmanbe.

title: User:Newmanbe


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Wikiversity:Orientation

Many educational institutions provide orientation programs for new students. This page aims to serve that function for Wikiversity.

What is Wikiversity?
Wikiversity offers freely-available learning resources on an ever-growing number of topics.
 * 1) What is Wikiversity?
 * 2) Wikiversity Introduction
 * 3) How does Wikiversity work?

Have a look around
There are currently pages created by  registered users!

Want to take a look around but not sure where to start? Try:
 * Browse all major departments.
 * Featured collates the best developed materials to date.
 * Random highlights promising learning resources.

Degree options
Wikiversity is not a degree-granting institution - it does not confer academic degrees, diplomas, or certificates. However, you can find information and participate in learning activities by getting involved here at the Wikiversity that could help your study at a degree-granting institution.

Guided tours
There are several guided tours for newcomers and those developing content.

Your first class
Browse the Wikiversity departments to find a class, course, module, unit of study, etc. that you'll like. You might enjoy take an entry-level class and have fun with it - or take a challenging one that will really extend your knowledge of a subject.

Research
Wikiversity is developing guidelines that will allow participants to engage in research activities. See also Portal:Research.

Become a contributor
Wikiversity is a young project that is developing free learning resources. You can help - read more at Why create an account?.

Communication
There are several mechanisms of interactive communication available, including: For general wiki-based discussion about Wikiversity and any of its content. This is the most active central meeting and communication point. An electronic mailing list to discuss via email, with an accompanying web archive. Realtime chat is available at Wikiversity. Wikiversitans chat using the Internet Relay Chat protocol on the Freenode IRC network.
 * Colloquium
 * Mailing list
 * Realtime chat

title: Wikiversity:Orientation


text: File:CarrKemmisReflectiveSpiral.jpg

title: File:CarrKemmisReflectiveSpiral.jpg


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Template:H:title

This template takes two parameters (link=yes/no and dotted=yes/no), and creates underlined text with a hover box for many modern browsers supporting CSS.

Here are some ways to create mouse-over effects.

Using mouse-over effects on wiki text can improve usability.

Examples
Hover over me.

Syntax: Hover over me.

Using: Template:H:title

The default is a dotted underline

Hover here

 * Syntax: Hover here

Main page (with link)

 * Syntax: Main page

To not have a dotted underline, add dotted=no

Hover here

 * Syntax: Hover here

Main page (with link)

 * Syntax: Main page

 * Notes

Template:H:title could be further developed with a 3rd parameter to deal with the situation where one wants to create a link (page name), a link alias, and mouse-over text.

In wiki text, this can presently be done like this:

link alias (note that the link goes to Sandbox)

 * Syntax: link alias  (note that the link goes to Sandbox)

title: Template:H:title


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Action research

Action research is essentially research through action. It is usually a collaborative activity - involving input from people who are likely to be affected by the research - but this is not strictly necessary. Action research is about changing an environment, system, or practice, and learning about this context through changing it. To quote action research's instigator Kurt Lewin: "if you want truly to understand something, try to change it". This kind of work is not simply about changing, but also improving an environment. As John Elliott says, action research is “the study of a social situation with a view to improving the quality of action within it” (Elliott, p. 69).

Action research - a cycle or spiral?

The image on the left is from Carr and Kemmis' book, illustrating the "moments of action research", or the "self-reflective spiral". It shows a cycle of action and reflection, broken into phases of planning, acting, observing, and reflecting. Each one of these phases, say Carr and Kemmis, is validated by the previous phase, and looks forward to the next (so, for example, the action phase is validated by the planning phase, and looks forward to the observation). The cycle can begin at any stage, and does not stop after one circuit has been completed, but rather begins another one, hence it is a "spiral", rather than "cycle".

Another visualization from the Center for Collaborative Action Research emphasizes the iterative process of action research. The researchers both act and seek to learn from the actions taken. The subject of action research is the actions taken, the change, and the theory of change that is held by the persons enacting the change. While the design of action research can originate with an individual, social actions taken without the collaborative participation of others are often less effective. To be successful, the action researchers have to plan in such a way as to draw an ever widening group of stakeholders into the arena of action. The goal is to work towards a better understanding of their situation in order to affect a positive personal and social change.

This form of research then is an iterative, cyclical process of reflecting on practice, taking an action, reflecting, and taking further action. Therefore, the research takes shape as it is being performed. Better understanding from each cycle points the way to improved actions.

Building theories with action research
Action research is a practical research methodology - it is orientated around practice, with a view to developing theory through practice. As Carr and Kemmis (1986) put it, action researchers "see the development of theory or understanding as a by-product of the improvement of real situations, rather than application as a by-product of advances in 'pure' theory." (p. 28) This is a means to generate ideas (theory) that are relevant locally - to the people who are involved in the research, and to the environment in which it has taken place. However, action research is sometimes criticised for not generating theory that can be generalised globally - though this is a feature of any local intervention.

Development of action research
The origins of action research lie in the work of Kurt Lewin, who worked with organisations in order to see how they could change and improve their practice (see Smith, 2001). It fell in and out of popularity after his work, but since the work of Stenhouse in the UK in the 1970s it has become an increasingly popular methodology - particularly in education, organisation and development work. It's worth noting that Carr's and Kemmis' spiral is quite similar to the cycle/spiral of experiential learning, which is sometimes merged with the notion of action research, to create one of action learning (Dick, 1997). There are many other variations of the general model of action research, including: participatory action research, emancipatory research, co-operative inquiry, appreciative inquiry, and action science - all of which have distinctive elements, but all of which overlap significantly. (How these branches differ might be an interesting question for you to ask yourself.)

Reflection in action research
The Reflection phase of AR is the point where evaluation enters the stage. Here one has to choose the methodology applied within the overall (action) research strategy.

Evaluation: First to Fourth Generation
What paradigms are suitable for AR?

And the Results?
Action Research has its theretical roots in "Pragmatism", (Dewey). What does this mean in terms of epistemology? What do results of AR reveal in terms of "objectivity", "scope" or "cumulation"?

Resources and further reading

 * Action research resource links from the University of British Columbia
 * Undertaking Action Research: Negotiating the Road Ahead An article from Social Research Update by Colin Todhunter in the Autumn 2001 edition.
 * Sustainable Community Action (Wikia)
 * Praxis Intervention thesis available at habituspraxis.sprinterweb.net
 * Action research
 * What is Participatory Action Research? - article by Yoland Wadsworth, Faculty of Arts, Victoria University of Technology, Australia.

Activities

 * Improve this article - you can improve this article by editing it (by clicking on the edit button at the top of the page). You can also improve Wikipedia's article on action research;
 * Participate in an action research activity, and experience it for yourself. There are at least two such projects underway at Learning to learn a wiki way and Developing Wikiversity through action research;
 * Join the Action research discussion group to discuss anything about action research;
 * Think about how you could use action research in your practice. What is your practice? How do you think it could be improved? How could action research be appropriate or inappropriate for your needs, or for the needs of the context (eg. organisation) in which you work?;
 * Participants in Bob Dick's email course "AREOL" can begin collaborating at this page: Action research/AREOL25.

title: Action research


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Template talk:H:title

Can someone explain to me how this page works with the Help:Wikitext quick reference page for mouse hover text? Robert Elliott
 * See Help:Mouse-over -- Jtneill - Talk - c 06:43, 7 March 2009 (UTC)

Additional function suggestion
Help:Mouse-over contained the following suggestion for this template:

Template:H:title could be further developed with a 3rd paramter to deal with the situation where one wants to create a link (page name), a link alias, and mouse-over text. In wiki text, this can presently be done like this:

link alias (note that the link goes to Sandbox)

 * Syntax: link alias  (note that the link goes to Sandbox)

--Kevjonesin (discuss • contribs) 21:29, 21 April 2013 (UTC)

title: Template talk:H:title


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Template:Transclusion demo

This text comes from the page named Template:Transclusion demo. It has been transcluded into this page.

title: Template:Transclusion demo


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User:Drillbit

Hi! Im drillbit. I am interested in graphics and technoligy. (more to come on userpage)

title: User:Drillbit


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Wikiversity:Candidates for Custodianship/MichaelBillington (previous discussion)

MichaelBillington

 * I'm nominating myself for custodianship. I am most active on the English Wikipedia with over 5000 edits, and am interested in enforcing the prohibition of editing from open proxies on the English Wikiversity. (where I've been less active than I'd like, but still here) I am very active on IRC also, where I will be available for helping out other users - I have level 15 access in #wikipedia, as well as level 10 in #wikimedia-au, #wikipedia-in and #wikimedia-social, in additioon to level 30 in #wikiquote-en (though that's only a very small channel). You'll also find me monitoring the recent changes IRC channels for a number of projects - Wikiversity among them. Thanks Michael Billington (talk • contribs) 13:36, 10 December 2006 (UTC)

Questions for the nominated custodian candidate

 * Dear Michael Billington,
 * 1. What is your vision for wikiversity?
 * I'd like, most of all to see it expand into something that classes can visit as a source of coursework, whilst keeing the community spirit in tact. Another thing would be the avoidance instruction creep that may tie back new users from joining in.
 * 2. What have you contributed to wikiversity?
 * I've written the bulk of the pages under Topic:HTML, and I like to think I've helped out Topic:Visual Basic as well, but AmiDaniel seems to have taken care of it more recently. On my todo list I still want to get a few of the dormant projects related to programming and scripting off the ground, and write pages in the (also dormant) mythology topics. I've also made a few navigational templates, and an edit counter as a replacement for Draicone's tool.
 * 3. Why do you think you need the custodianship?
 * I was talking with SB_Johnny about the abscence of an open proxy project on Wikiversity, and I was informed of the drastic effect on the amount of vandalism after he had embarked on blocking a number of them on Wikibooks. I would like to collaborate with him (and any other interested users) in getting Wikiversity up to speed with the other projects as far as open proxy blocks go. I am also here for a large part of the day, and as mentioned above, I monitor the recent changes channel. (whch should help with making anything I need to do happen quickly)

--Hillgentleman|User talk 17:29, 10 December 2006 (UTC)

 * Is the open proxy project the only custodial task you plan to perform on Wikiversity? --HappyCamper 03:24, 11 December 2006 (UTC)
 * For the first few weeks while I catch up with the block logs of other wikis, probably. But there are only so many open proxies that need to be blocked for now (though the number is in the thousands..), and keeping in sync with the metaproject will not occupy all of my time. I do anticipate closing a few of the stale deletion requests and keeping the speedy deletion category empty. Any other tasks I'd be happy to help with as well. I spend a lot of time on en.wikipeida clearing backlogs, though it would be nice if they never develop in the first place, something I would also use a mop for if given one.

Mentoring

 * I'll gladly mentor Michael Billington, and will collaborate with him on the OP blocking, which I've been working on at en.Wikibooks. --SB_Johnny | talk 13:39, 10 December 2006 (UTC)
 * candidate reply: Yes, that'd be great ;) Michael Billington (talk • contribs) 00:32, 11 December 2006 (UTC)

I have promoted User:MichaelBillington to temporary custodianship. His mentorship period will last until January 8. sebmol ? 16:19, 11 December 2006 (UTC)

Discussion

 * I'm a bit hesitant about this request myself. There is good reason to do things in a proactive or preventative manner, but you'd need to summarize and justify the motivation to pursue this here instead of relegating it to a link. There are many times in which well thought out technical projects are not supported by the community because those not-in-the-know have not been engaged. A need to prevent editing from open proxies in itself should not be a prerequisite for custodianship. On the other hand, if we've got someone who apparently has expertise that we need and knows what they're doing, why not give them the green light? I will say this: I'll be 100% supportive of this, but when nominations for full custodianship come up, I'll expect at least a sentence or two addressing other aspects of custodianship. Great to have specialist custodial WikiGnomes, but please do share those other experiences with us during that time. Full support. --HappyCamper 16:13, 10 December 2006 (UTC)
 * I do have to confess that I have some hesitations about handing Michael the mop. I think he's a great guy and have enjoyed collaborating with him on enwiki and on Wikiversity; however, I think I'd truly like to see him have some experience as an admin on another Wiki. I would note that his recent WP RfA failed by majority opposition, and I find some of the concerns raised in that RfA of relevance and concern. I do believe that he would be the first Wikiversity admin who isn't subsequently an admin on another foundation project, and that bothers me given Wikiversity's fragile youthfulness. Nonetheless, I'm inclined to say that with Johnny willing to mentor him, I have no objections at this point, though I might when he comes up for full adminship (err... custodianship, I learn the lingo one of these days =P). AmiDaniel (talk) 16:27, 10 December 2006 (UTC)
 * "I find some of the concerns raised in that RfA of relevance and concern" <-- I would rather hear about these concerns than leave them bottled up as a mystery. Can you describe what you are worried about? --JWSchmidt 17:24, 10 December 2006 (UTC)
 * I was not aware of that RfA until AmiDaniel's post. People, I cannot overemphasize the importance of evaluating a candidacy's merits based on what is presented here. --HappyCamper 17:33, 10 December 2006 (UTC)

 * The things I found most concerning were allegations of gaming the system through group think, which bothers me not because I think Mike was involved in elaborate attempt to hijack Wikipedia's processes, but rather because I find it displays his immaturity and inability to recognize that his actions may have more implications than he intended. Basically, I'm just concerned about maturity--as I understand Mike is fairly young, and I'm not sure how committed he is to the project nor how he will be able to hold himself in some serious issues that may come about if he becomes an admin (legal threats, the scrutiny of the community, etc.), but also, as I said above, I'd feel much more comfortable if Mike had experiece as an admin on another project before being given a sysop flag on Wikiversity, as, unlike other projects where administrator kram has all been codified, on Wikiversity pretty much all administrative actions are left to the common sense of the admin, which takes a while to develop. I likely would have supported Mike's RfA on Wikipedia had I seen it in time, and I do highly respect him as a contributor; however, I'm not too confidant that Mike is ready for the sysop bit on Wikiversity, or rather that Wikiversity is ready for Mike to have the sysop bit here. I may well be wrong though; it wouldn't be the first time ;). AmiDaniel (talk)

 * I assume your post was a post in response to JWSchmidt. I think I'll revisit this after Hillgentleman's questions have been addressed. They're open ended and designed to be opportunities for the candidate to address issues that have been raised here. --HappyCamper 19:04, 10 December 2006 (UTC)
 * AmiDaniel, the thing that I would definitely like you to know that thread, was that Hoopydink asked a few people if they were willing to be named as being in the channel. Whilst most people said 'no', Draicone and I agreed. I'd linke to think this is a good thing, as I'm always willing to be accountable for my actions (rather than hiding behind 'no public logging') As for experience on other projects, I don't have a sysop bit on any Wikimedia projects, but I do have a 'crat flag on CoderWiki, and an O:line on the Ncdrink IRC network, both of which operate on common sense, with no policies on how an admin must act. Michael Billington (talk • contribs) 23:49, 10 December 2006 (UTC)

 * Just for the record, I've looked into this and talked to Mike about it. I am not concerned about the issue, and am still happy to mentor him. --SB_Johnny | talk 01:26, 11 December 2006 (UTC)

 * This was discussed over IRC? --HappyCamper 03:34, 11 December 2006 (UTC)

 * Partly... it was mostly just going through records at wikipedia, and talking to Mike privately. --SB_Johnny | talk 12:49, 11 December 2006 (UTC)

 * Also, for the record, I would like to state I'm not an admin on any other project, so he wouldn't be the first.--Rayc 05:00, 16 December 2006 (UTC)


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Wikiversity:Candidates for Custodianship/J.Steinbock

This is an archive of community discussion related to the nomination for full custodianship of User:J.Steinbock.

 * J.Steinbock. I would like to nominate myself as a custodian. Although I joined the project in October, I began my work earlier this month on Spanish related articles. During my time here, I formed the Spanish Language Division and many templates, such as talk header, maintained, Spanish template, to do list, and others. As a custodian, I would perform the basic duties, such as reverting vandalism, preventing vandalism, page deletion, and others. I would also use this status for further contributions to Wikiversity. I plan to stay within this community for quite some time. I am involved with Wikipedia and Wikisource with a few minor edits on Wikispecies.

Mentoring

 * I would be glad to be mentor J.Steinbock. --JWSchmidt 18:29, 7 December 2006 (UTC)
 * candidate reply: I accept. -- J.Steinbock 20:44, 14 December 2006 (UTC)
 * J.Steinbock was made a probationary custodian on December 16. --JWSchmidt 18:10, 16 December 2006 (UTC)

 * Note: Well even tho this isnt a voting process, i still strongly support J.Steinock, as he has singlehandedly broght the spanish program online (No offence to any other canidates meant, i just think that he needs the tools.) (comment left by Heltec)

 * Mentor:
 * Evaluation
 * I nominate J.Steinbock for full custodianship. J.Steinbock has been a probationary custodian since December 16, 2006. J.Steinbock has helped with the open proxies project and has deleted pages that were not needed (see). J.Steinbock's efforts for Wikiversity have been facilitated by participation at Colloquium and Requests for Deletion. J.Steinbock has also shown a willingness to do "grunt work" for the community by doing image license patrol and small page patrol and adding templates to short pages and image pages without license or copyright information. After having served the community during the probationary period, J.Steinbock should be confirmed by the Wikiversity community as a full custodian. --JWSchmidt 04:49, 16 January 2007 (UTC)

Questions and Discussion
Five days of community discussion from 16 January to 21 January.
 * I don't know J. Steinbock due to my lack of activity on Wikiversity, but his actions as a custodian seem to show dedication to the community, knowledge about copyright and good usage of his temporary broom. guillom 13:59, 21 January 2007 (UTC)
 * Support - From what I've observed, J. Steinbock is a good choice for full custodianship. He's polite, thoughtful, intelligent, diligent and responsible. CQ 16:38, 21 January 2007 (UTC)

Closing comments
All community comments supported full custodianship for User:J.Steinbock after a one month probationary period ending 16 January. The 5 day period for comments on this nomination ended on 21 January 2007. J.Steinbock became a full custodian on 22 January 2006.


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Help:Color schemes

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The Next Page is WhiteSmoke

 * The next page tells you what to look for on the "Follow Dave?" Editing Workshop CD.
 * Page 1 - Disk contents of the "Follow Dave?" Editing Workshop CD [[Image:Crystal Clear action forward.png|24px]]

Contact Your Instructor

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

 * }

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The color of #fffff0

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The Next Page

 * The next page tells you what to look for on the "Follow Dave?" Editing Workshop CD.
 * Page 1 - This background color is LemonChiffon [[Image:Crystal Clear action forward.png|24px]]

Contact Your Instructor

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

 * }

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This is additional text as a separate paragraph with no indentation. This continues as text text text text text text text.

Another Level 3 title
Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text.

Another Level 3 title
Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text.

 * style="padding:0em 0.5em 0em 0.5em;" |

Title on the Top Right is #d0e5f5
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

First Level 3 title on top right
This format is style="width:50%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" The heading format is style="border-bottom:1px solid #abd5f5; background-color:#d0e5f5; padding:0.2em 0.5em 0.2em 0.5em; font-size:110%; font-weight:bold;"   Also, the text is in its own div which is style="padding:0.4em 1em 0.3em 1em;"

This contains lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text.

Another Level 3 title
Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Left Bottom Title Background is Wheat
 * style="width:60%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Simple Title level 3 bottom left
The format for this section is Border is Sienna, solid background is Cornsilk, Title background is Wheat.

This is additional text as a separate paragraph with no indentation. This continues as text text text text text text text.

Another Level 3 title
Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text.

Another Level 3 title
Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text.

 * style="padding:0em 0.5em 0em 0.5em;" |

Title on the Bottom Right is #c0c0fa
 * style="width:40%; vertical-align:top; border:1px solid Indigo; background-color:Lavender;" |

First Level 3 title on bottom right
This format is Background Lavender, boarder is Indigo Top is #c0c0fa

This contains lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text.

Another Level 3 title
Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text.

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Left Title is #faecc8
 * }
 * style="width:60%; vertical-align:top; border:1px solid #fad67d; background-color:#faf6ed;" |

The Next Page

 * The next page tells you what to look for on the "Follow Dave?" Editing Workshop CD.
 * Page 1 - This background color is #faf6ed, boarder #fad67d [[Image:Crystal Clear action forward.png|24px]]

Contact Your Instructor

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

 * }

Color Scheme #5

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

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

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

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |The yellow background color is bgcolor="#fffbe0"
 * }

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

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |This blue bar is bgcolor="#eeeeff"
 * }

 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | Color Scheme #1: This color is #FFFFA0

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

Left Column is #FFFFE0

 * Simple title line
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text.

 * Another simple title
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text.

 * Third title line
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text.

 * Fourth title line
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text.

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

Right Column is Cornsilk

 * Simple title line
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text.

 * Another simple title
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text.

 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 60%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Left is BlanchedAlmond

 * Simple title line
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text.

 * Another simple title
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text.

 * Third title line
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text.

 * Fourth title
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text.

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

Right is Lavender

 * Simple title line
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text.

 * Another simple title
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text. Text text text text text. Text text text text text. Text text text text text. Text text text text text.

 * Third title line
 * Lots of wonderful text. Even more text. Great text is the best text but marvelous text is even better yet. Text text text text text.

 * }

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

The Next Page

 * The next page tells you what to look for on the "Follow Dave?" Editing Workshop CD.
 * Page 1 - This background color is LemonChiffon [[Image:Crystal Clear action forward.png|24px]]

Contact Your Instructor

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

 * }

title: Help:Color schemes


text: User:Sebmol/Evaluation

title: User:Sebmol/Evaluation


text:
User talk:Drillbit

Welcome to Wikiversity. Thanks for the star. Do I know you at some other wiki? --JWSchmidt 21:15, 11 December 2006 (UTC)

"How do you nominate someone anyway?" <-- see Support staff and Candidates for Custodianship. --JWSchmidt 23:20, 11 December 2006 (UTC)

title: User talk:Drillbit


text:
B Splines

Please see Directions for use for more information.

Learning Project Summary

 * Portals: Learning Projects, Engineering and Technology
 * School: Computer Science
 * Department: Scientific Computing

Content summary
This learning project aims to provide as an introduction to the specialized spline functions known as B (or Basis) splines. B splines have varying applications, including numerical analysis.

Goals

 * Define B Spline
 * Differentiate types of B Splines
 * Approximation using B Splines

Lesson 0: Prerequisite
B splines derive from Splines, therefore an understanding of Splines in general is beneficial to completing this lesson. In short, a Spline function approximates another function by defining a set of polynomials
 * $$S_0(x),\ S_1(x), \ldots,S_n(x)$$

where each of these polynomials defines a specific piece of the resulting Spline. $$S_0(x)$$ might exist on the interval $$[0,1]$$, $$S_1(x)$$ might exist on the interval $$[1,2]$$, and so on. The result will be a piecewise approximation to some other exact function.

Lesson 1: Definition
A definition of B splines assumes:
 * an infinite set of knots are defined at points along the x-axis (can be spaced uniformally or not), that is,
 * $$\ldots < t_{-2} < t_{-1} < t_0 < t_1 < t_2\ \ldots$$
 * $$\lim_{i\rightarrow \infty} t_{i} = \infty = -\lim_{i\rightarrow \infty} t_{-i}$$

Degree 0 (or constant)
With that in mind, we can now move on to the simplest of B splines, those of degree 0, which are defined as
 * $$B_i^0\left ( x \right ) = \begin{cases}1 & t_{i} \le x < t_{i+1}\\0 & -\end{cases}$$

In other words, a degree 0 B spline is equal to 0 at all points except on the interval $$\left [ t_{i},t_{i+1} \right )$$.

It should now be easy to see that a degree 0 Spline can be formed as a weighted linear combination of degree 0 B splines so that,
 * $$S = \ldots + b_{i-1}B_{i-1}^0 + b_{i}B_{i}^0 + b_{i+1}B_{i+1}^0 + \ldots$$
 * $$-\infty <= i <= \infty$$

Degree 1 (or linear)
Logically, the next B spline are those of degree 1, defined as
 * $$B_i^1\left ( x \right ) = \begin{cases}0 & x \ge t_{i+2}\ or\ x < t_{i}\\\frac{x - t_{i}}{t_{i+1} - t_{i}} & t_{i} \le x < t_{i+1}\\\frac{t_{i+2} - x}{t_{i+2} - t_{i+1}} & t_{i+1} \le x < t_{i+2}\end{cases}$$

This might seem difficult to visualize at first glance, but its actually quite easy. Just like $$B_{i}^0$$, it is 0 at quite nearly all points. However, we now have the two intervals, $$\left [ t_{i},t_{i+1} \right )$$ and $$\left [ t_{i+1},t_{i+2} \right )$$, at which $$B_{i}^1 \ne 0$$.

On the first interval it is easy to see that, substituting $$t_{i}$$ and $$t_{i+1}$$ give 0 and 1, respectively. Thus, this function yields an upward sloping line, with a maximum height of 1. Similarly, the second interval yields a downward sloping line, starting from the point that the first interval terminates.

Again, similarly to $$B_{i}^0$$, it should now be easy to see that a degree 1 Spline can be formed as a weighted linear combination of degree 1 B splines so that,
 * $$S = \ldots + b_{i-1}B_{i-1}^1 + b_{i}B_{i}^1 + b_{i+1}B_{i+1}^1 + \ldots$$
 * $$-\infty <= i <= \infty$$

Degree k (or quadratic and above)
The higher degree B splines, and actually including $$B_{i}^1$$, are defined as
 * $$B_{i}^k\left ( x \right ) = \left ( \frac{x - t_{i}}{t_{i+k} - t_{i}} \right ) B_{i}^{k-1}\left ( x \right ) + \left ( \frac{t_{i+k+1} - x}{t_{i+k+1} - t_{i+1}} \right ) B_{i+1}^{k-1}\left ( x \right )$$

Lesson 2: Approximation
We have seen how B splines can be used to construct general Spline. Now we will discuss a process for approximating a generic function by using B splines.

Schoenberg's Approximation
This specific approximation utilizes $$B_{i}^2$$ (or quadratic B splines) to approximate a function with $$S^2$$ (or a quadratic Spline). The approximation is defined as
 * $$S \left ( x \right ) = \ldots + f \left ( \tau_{i-1} \right ) B_{i-1}^2 + f \left ( \tau_{i} \right ) B_{i}^2 + f \left ( \tau_{i+1} \right ) B_{i+1}^2 + \ldots$$
 * $$-\infty <= i <= \infty$$
 * $$\tau_{i} = \frac{1}{2} \left ( t_{i+1} + t_{i+2} \right )$$, or the average of the next two knots

In real life, we would only approximate the function over a specific interval $$\left [ a,b \right ]$$.

Active participants
Active participants in this Learning Group

Mathematics since 00:11, 11 November 2013 --Marshallsumter (discuss • contribs) 23:48, 11 May 2019 (UTC)

Inactive participants

 * Jlietz 18:04, 12 December 2006 (UTC)

title: B Splines


text:
Talk:Historical Introduction to Philosophy/Epistemology

im curious as to why this barely touched on a priori and posteriori?

am i missing something mrs. rogers?

Please fix this or take it out. To leave out Hume and jump to Kant is to leave the heart and soul of Epistemology out of the piece. Wikipedia does not usually waste my time like this.


text:
Collaborate and Create

Collaborate and Create: an online resource developed to assist in the in-service of educators seeking to integrate technology into their classroom curriculum. This resource will assist in the development of learning groups organized around real problems of practice that provide access to outside resources and expertise.

As a professional development tool, the Collaborate and Create online resource will attempt to provide teachers with ongoing assistance and support during the process of developing and implementing new instructional practices that encourage the use of the computer as a learning tool for higher-order thinking and problem-solving activities.

title: Collaborate and Create


text:
One Laptop Per Teacher/Test

This is a test page to begin the development on an online course for OLPT

Learning Project Summary

 * Header
 * Header
 * Time investment:
 * Assessment suggestions:
 * Portal:
 * School:
 * Department:
 * Stream
 * Level:
 * Level:

Content summary
[Describe this learning project in a sentence or two.]

Goals
This learning project offers learning activities to ____.
 * etc.

Concepts to learn include: /concepts

Learning materials
Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

You should also read about the Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.

Texts

 * __Textbook Name___

Lessons

 * Lesson 1: ...

Activities

 * Activity 1.
 * etc.

Readings
Each activity has a suggested associated background reading selection.
 * Reading 1.
 * Study guide:
 * Wikipedia article: __Article Name__
 * etc.

Active participants
Active participants in this Learning Group

title: One Laptop Per Teacher/Test


text:
Collaborate and Create In-service

This is a learning group in the developmental stages, Collaborate and Create In-Service, to support OLPT.

Learning Project Summary

 * Project code: OLPT
 * Suggested Prerequisites:
 * Qualified Educator
 * Time investment: Varies according to individual needs-a few weeks to several months
 * Assessment suggestions: uploading computer technology lessons to the learning project website

 * Portal: Learning Projects

 * School: Education
 * Department: Education and Technology
 * Stream
 * Level: Computer Technology Teacher Education

Content summary
The Collaborate and Create learning project is an online resource created to assist in the in-service of educators seeking to integrate technology into their classroom curriculum. This resource will assist in the development of learning groups organized around real problems of practice that provide access to outside resources and expertise.

Goals
This learning project offers learning activities to assist educators in integrating technology sucessfully into the curriculum. Resources may be shared and edited to meet the needs of all educators with a focus on OLPT users.

Additional Goals include:

Using the WWW for student learning

Working together to learn and create

Creating an environment to increase student achievement (our common goal)

Encourage technology integration with students

Organizing information technology through collaboration

Create a learning environment that increases student achievement

Posted lessons should be aligned with classroom curricula and developed by teachers using Internet websites for student inquiry. These lessons may be linked to The Learning Page©, a collaborative website of themes and student lessons created for students to access. Concepts to learn include: /concepts

Learning Materials
Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

You should also read about the Learning model. Lessons should focus on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.

Texts/Resources

 * __Textbook Name___

Collaborate and Create Resource Website The Learning Page Website-A Student Resource

Lessons
This section will be composed of lessons created by teachers. By collaborating on the production of technology integrated lessons or providing themes and topics for sharing, teachers will be able to access a variety of lesson ideas from this site. Lessons for student use wil be posted on The Learning Page for Students

Assignments
Creating technology lessons and organize links for skills practice in Word (.doc), or a compatible open source software

Integrating technology into classroom curricula, and incorporate technology that encourages effective learning environments, engaged, authentic learning, using real-world applications that may be multidisciplinary

Use problem-based learning that encourages higher-order thinking, encourage active learning environments, and group projects / student collaboration

Teacher Roles Facilitator Guide Co-learner / Co-investigator

Student Roles Explorer Apprentice Teacher Producer

Activities
Create a Word (.doc) or open source document and develop a lesson aligned with your classroom curricula; include technology resources for students to access Search for resources / information on the WWW Organize information for teacher and student use Utilize effective communication (e-mail, web site, sharing ideas)
 * Activity 1: Lesson Plans using Skills & Links/Internet use.

 * Activity 2: Web site / Detailed Lessons / Advanced technologies

 * Activity 3: Building on previous knowledge

Readings
Each activity has a suggested associated background reading selection.
 * Reading 1.
 * Study guide:
 * Wikiversity article: OLPT
 * etc.

Self Assessment
Each activity has a suggested self- and group-assessment.

Active participants
Active participants in this Learning Group
 * Delia Pass, Rutherford County, USA
 * Ian Kennedy, University of the Witwatersrand, South Africa

title: Collaborate and Create In-service


text:
First Line Management/Recruit and select staff

This unit standard is for people who are currently working, or intend to work, in jobs which require recruitment and selection of staff, but do not have responsibility for releasing staff.

People credited with this unit standard are able to determine criteria for recruitment and selection, and recruit and select people for jobs.

This unit is used in

 * First Line Management

Plan recruitment and selection of staff.
Recruitment and selection plan specifies criteria for position(s), meets organisation objectives, and takes account of market conditions.

criteria - competences, attributes. Consideration of internal candidates who meet criteria is based on available data and organisation's planned resource requirements.

available data include one or more of - identified competence, career path, previous performance evidence, training and development needs.

Identified requirements for external recruitment are within budgetary guidelines, and authorisations are obtained within scheduled timeframe.

Position descriptions, person specifications, and selection criteria are developed and are consistent with identified needs.

Recruitment and selection plan includes expertise from other persons within or outside organisation, and options for use of external agents are investigated, costed, reported, and justified.

Selection criteria avoid partiality or bias and do not artificially exclude applicants otherwise competent to do job.

Recruit talent - train the skill.

Recruit staff.
Recruitment process complies with recruitment and selection plan and with organisational requirements.

Choice of recruitment media is based on quality, service, and cost effectiveness relevant to position(s) to be filled, and accessibility to suitably qualified candidates.

Barriers to equal employment opportunities in recruitment process are identified and removed.

Select staff.
Procedures for screening, short listing, preliminary and final interviewing of candidates comply with equal employment opportunity and organisational requirements.

procedures may include but are not limited to - interviewing methods and skills, reference assessment and checks, selection tests.

Evidence is required for at least two different procedures.

Candidates are assessed against agreed specified criteria and selection choice is justified from evidence gathered.

evidence gathered may include but is not limited to - applications, CVs, references, previous performance evidence, test results, assessment interview schedules.

Evidence is required for at least three sources of evidence.

Selection recommendations and identified future potential of selected candidates are communicated to authorised individuals in agreed format and timeframe.

Information on selection decisions provided to candidates is accurate and is received by candidates at completion of each stage of selection process.

Documentation relating to selection and employment of staff is complete, protects employee's and employer's legal rights, and complies with organisational requirements.

employee's and employer's rights - meets statutory requirements, does not compromise legal termination of employment at a later date, consistent with legislation.


text:
Cryptography/Introduction to Simple Substitution Cypher

How To Create A Simple Substitution Cypher
Simple Substitution Cyphers are, as their name suggests, simple. It is achieved by replacing each letter in the English (or any other, for that matter) language with another randomly selected letter.

Typically the best way to visuallize this is to write out the entire plaintext alphabet and then place its cyphered version below it:

Plaintext: ABCDEFGHIJKLMNOPQRSTUVWXYZ Cyphertext: KDABHTWPZJMLUNXYVOSEQGPRIC

The message is then written out using the cypher alphabet in a, you guessed it, simple substitution.

So the message: "Welcome to cryptography" becomes "Phlaxuh ex aoiyexwokypi"

As you can see, on occasion a letter may actually represent itself, such as J, L, N, and S in this cyphertext.

A way to disguise the words so that it is harder for someone to decode is to break the phrase up into preset length blocks so that word length is not a clue. As you will find, when this is not done, word length can be the greatest key to solving the cypher (words like I and A are easy to decode). Typically the blocks are of length 5 characters and dummy or null characters are used to finish the cypher (Q X Y an Z are often used) so that it fills every block of 5.

The original message: "Welcome to cryptography...." becomes "Phlax uhexa oiyex wokyp iwxyz"

Then we capitalize every letter to make it more difficult.

"PHLAX UHEXA OIYEX WOKYP IWXYZ"

How To Solve a Simple Substitution Cypher
There are a few steps you can follow to solve simple substitution cyphers. 1. Look for patterns Every instance of a particular letter is the same throughout the message in this cypher, so if you see the letter "A", it will always be "A". Similarly the combination "GFD" will always be "GFD", knowing this can allow you to figure out what "A" and "GFD" represent. 2. Check the sentence structure If every letter isn't capitalized or if the cypher is not in preset length groups, you can use its structure to decrypt it. The obvious example of this is the letters "A" and "I" they are the only 1 letter words in the English language. As such, seeing a single letter you can guess that it is either A or I. Additionally the letter A is typically lower-case, whereas I is uppercase which can make decryption even easier. 3. Use letter frequency analysis Certain letters, combinations, and words appear more often than others. Just like in the final round of "Wheel of Fortune" in which contestants are given the most common letters: RSTLNE, you can use this to help you identify which letters are which. In order, the most commonly used letters are  "ETAOINSHRDLU" so if your cypher contains a lot of "Q"s, Q may represent the letter E.  If possible try to use a letter's position in the word to help you decide which letter it is. This can be applied to larger patterns as well. The most common double letters are LL, EE, and SS, some common prefixes are IT, IN, and IS, and some common 3 letter words that repeat themselves in the same message are "The" and "And". 4. Educated Guesswork As you begin to decrypt your cipher you may be able to guess what the message is saying. For example if you were faced with "I LI?? ?PPL? PI?" You may be able to guess that the message is "I like Apple Pie". If the message ends with --???? ???? or ?? ???? ???? it could be the author. Try to think of who would have written the message. If it is a quote like in the cryptoquotes in many newspapers think about which people are very often quoted, Benjamin Franklin, Winston Churchill and William Shakespeare come to mind.

Some codes for you to wrap your mind around
(answers at the end of the page) 1. DS YKR WKRHU GJKW QCE TVHRE KS IKJEY, BK VJU QOY QK AKOOKW PKIE. -AEJFVIDJ SOVJGHDJ

2. Qdyzf Jnozy rf Atz Ngdazui Lzdl

-SOLUTIONS 1. "If you would know the value of money, go and try to borrow some" -Benjamin Franklin

2. Casey Jones by the Grateful Dead


text:
User:Obsideus~enwikiversity

J'aimerais étudier plus français

title: User:Obsideus~enwikiversity


text:
User talk:JHoltzman~enwikiversity

El Salón de Clase Flashcards
A new page has been created for helping students of spanish learn objects around the classroom. Enjoy!--Rayc 00:22, 12 December 2006 (UTC)

New template
This new template has been created to coordinate studies for the Spanish 1 class. Feel free to deleted it or place it where ever you see fit.--Rayc 02:24, 17 February 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 JHoltzman. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name JHoltzman~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 23:34, 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) 06:11, 19 April 2015 (UTC)

title: User talk:JHoltzman~enwikiversity


text:
Test and Quiz/Sandbox/randomorder

http://en.wikiversity.org/w/index.php?title=Test_and_Quiz/Sandbox/randomorder&action=purge

title: Test and Quiz/Sandbox/randomorder


text:
Cryptography/More Simple Substitution Cyphers

Simple Shifts (A->B B->C, A->Z Z->Y)
With simple shifts, A could equal any of the other 25 letters of the alphabet, eg C, and B could equal the letter before or after that, in this case it would have to be D.

For example, ABCDEFGHIJKLMNOPQRSTUVWXYZ CDEFGHIJKLMNOPQRSTUVWXYZAB

would mean that Z = B and O = Q and "Wikiversity" would become "Ykmkxgtukva."

Here's another example:

ABCDEFGHIJKLMNOPQRSTUVWXYZ ZABCDEFGHIJKLMNOPQRSTUVWXY

In the above cypher, each letter now equals its preceding letter. B now equals A, P now equals O and "Wikiversity" has become "Vhjhudqrhsx."

Number Substitution (A=1 Z=26)

Reverse Substitution (A->Z B->Y...Z->A)


text: Cryptography/Rearrangement Cyphers

title: Cryptography/Rearrangement Cyphers


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Template:ABCDR

This template create a test question with four choices and answers. The choices will automatically be bolded, but the answers will not be. Reorder answers

Usage

which produces:

title: Template:ABCDR


text: File:Health and safety.jpg

title: File:Health and safety.jpg


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Monte Carlo Integration/concepts

 * Naive Monte Carlo Integration
 * Control Variates
 * Stratified Sampling
 * Importance Sampling

title: Monte Carlo Integration/concepts


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Wikiversity:Course titles

This proposed Wikiversity policy addresses how courses should be named and numbered. Please do not use course number schemes in page names. Page names should be descriptive, and not codified.

Formal policy
All courses must be titled appropriately and concisely. Numbers must be structured in a logical flow and cannot be duplicated.

Course Titles

 * Courses that have one topic must be labeled as concisely as possible. For example,
 * October Revolution
 * (Specifically October 1917 in Russia). The title will be as simple as stated and the Course Title will reflect where (ie. Russia).

 * Courses that have a broad topic must be labeled as concisely as possible. For example,
 * Russian History
 * (All Russian History). The title will be as simple as stated and the Course Number will reflect where (ie. Russia).

 * Courses that are broad but limited must be labeled as concisely as possible. For example,
 * Russian Revolutions (1865-1917)
 * (All Russian Revolutions involving the soviets)

Course Levels
There are 7 levels of courses offered at Wikiversity
 * Primary/Elementary
 * Secondary/High School
 * Beginning University/College (AA Level)
 * Advanced University (BA Level)
 * Superior University | Thesis-level | Honors Project (MA Level)
 * Graduate (PHD Level)
 * Non-standard

These may be further generalized as:
 * Pre-College (levels 1 & 2)
 * College/University (levels 3 & 4)
 * Graduate (levels 5 & 6)
 * Non-standard

title: Wikiversity:Course titles