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Design for the Environment/Batteries for Electric Cars

Batteries for Electric Cars store the energy used to power the vehicle. They contribute to the performance, price and range of the car, the key success factors for electric vehicles. Comparing lead acid batteries, ultracapacitors and flywheel systems in electric car applications, ultracapacitors appear to be the superior option, excelling in the criteria above and also in environmental performance.

Project Information
MIE315/415 Section 2 Group B15 Michael Hamilton (Mhamilton) Ammar Khalid (Ammar Khalid) Shaheryar Khan (shaheryar) Jay Leng (Jayseraph)

Highlights and Recommendations
Ultracapacitors offer superior functional, environmental and economic performance compared to both lead acid batteries and flywheels. The flywheel exhibits better functional performance than the lead acid battery, but is much more expensive and has a much greater impact on the environment. Also, given that there are many years of experience using lead acid batteries in automotive applications, where flywheels are relatively unproven in this environment we would recommend the lead acid battery over the flywheel. However, the ultracapacitor outperforms both of these alternatives in all dimensions analyzed.

Based upon the EIOLCA the ultracapacitor has the least environmental impact of the three alternatives. Over its life cycle it uses the least energy, is reponsible for the least amount of global warming potential and causes the least amount of air pollutions, toxic releases and transfers. Its superior environmental performance was confirmed by the SLCA as the ultracapacitor scored the highest with 65 of 100 points. Cost analysis also finds that it is the least expensive alternative. Furthermore, its energy density and specific energy are substantially greater than either other alternatives, as described in the functional analysis. However, there is some uncertainty about its ability to achieve the performance claimed by its developer. This will become known soon, as ultracapcitors are expected to be used in electric cars by the end of 2009.

Details about the Streamlined Life Cycle Assessment
The streamlined life cycle assessment (SLCA) rates the environmental performance of each of a product's life cycle stages along five dimensions: materials choice, energy use, solid residue, liquid residue and gaseous residue. Summing the ratings for each cell in the matrix creates a score, the maximum possible being 100. As shown in the table below, the ultracapacitor scored the highest with a 65. The lead acid battery and flywheels scored 59 and 57 respectively. The only stage in which the ultracapacitor performed significantly better than the other options was the delivery stage. This is primarily because the ultracpacitor is much lighter than the other alternatives. However, this type of analysis does not consider the relative importance of each stage. For example, as shown in the EIOLCA the greatest impact of all alternatives originate from the resource provisioning, manufacturing and use phases. The score is also relatively subjective as firm criteria are available only for the maximum and minimum scores in each cell. Therefore, the small difference in the scores of the three alternatives is not in itself a strong indicator of superior environmental performance.

Lead Acid Batteries
Total SLCA score of lead-acid battery is 59. The product use stage gets the highest score, because it won’t generate any residues during the product use stage. The total score of EOL (end of life) stage is also high because the 90% of used lead-acid batteries are being recycled. The pre-manufacturing stage gets the lowest score due to the intensive energy use and industrial hazardous residues generation, which is also the main reason for the low score of SLCA of lead-acid battery.

Ultracapacitors
The overall score for the Ultracapacitor Streamlined Life Cycle Analysis is 65. The product performed well in terms of product use, product delivery and end of life stages. During product use, no solid, liquid or gaseous residues are generated since product uses barium titanate ceramic powder (dielectric)with double coating layers of Aluminosilicate glass and aluminum oxide. Moreover, energy storage at about 4-6 minutes consumes significantly lower amount of electricity. For product delivery stage, cardboard a re-useable material will be used for shipping purposes and could be shipped back during the next shipment for further use. Finally, no liquid residue results since barium titanate powder is closely intact inside the double coating layer. End of life stage scores well because all materials used can be identified and separated upon recycling. In addition, the product has a life of up to a million cycles without material degradation which is well above the life limit of a car; hence, this product could be placed into the other car once the car life comes to an end making it an environmentally friendly product. EESU did not perform well for the pre-manufacturing stage because virgin materials nickel and copper have been used since recycled material use would result in a lower quality of the product and product may not perform as predicted; however, the composition of virgin materials is kept lowest to reduce the production of large amount of solid, liquid and gaseous toxic residues.

Flywheel Systems
The overall score for the flywheel Streamlined Life Cycle Analysis is 57. The product performed well in terms of material choice for the pre-manufacturing, manufacturing and delivery stages. The flywheel system is constructed using a carbon fiber composite flywheel, aluminum casing and magnetic bearings. The material used to package the finished flywheel system most likely includes foam (cushioning), cardboard (box), and adhesive tape for sealing the box. Both foam and cardboard are recyclable and currently there is a functioning recycling infrastructure available. . The system was ranked high for production of residues during the use stage because there are no solid, liquid or gaseous residues produced as the flywheel system operates. The system did not rank well for energy use during the product life cycle because the system operation energy use is dependent on the user and the amount of time the flywheel system is charged for, manufacturing the system is energy intensive and delivery has significant energy requirements because of the distances involved as we will be having the flywheel energy storage systems delivered from the California offices of U.S. Flywheel Systems Inc..

Details about the Economic Input-Output Life Cycle Assessment
The economic imput-output life cycle assessment uses information on the US economy to estimate the environmental impact of a product based on its cost. Many criteria are considered, including total energy use, global warming potential, conventional air pollution and toxic releases and transfers. The ultracapacitor outperformed the other alternatives in each of these criteria. The use phase is very similar for all alternatives and the impact of the delivery phase is very small. The differentiator is based upon the resource extraction and manufacturing phases, for which the impacts are calculated based upon the price. The ultracapacitor is the least expensive option, which has a strong influence on the results of this analysis. The results of the EIOLCA are shown in the table below.

Lead Acid Batteries
Our EIOLCA found total energy use to be 0.199 TJ, global warming potential (GWP) to be 17.7 MTCO2E and total toxic releases to be 0.271 kg. The product use stage yields high output in energy use and GWP, since the vast majority of energy and greenhouse gas comes from electricity generation and supply during the use stage of the lead-acid battery. The resource extraction and manufacturing stage yields the highest toxic release due to the usage of metal lead during manufacturing stage.

A considerable amount of conventional pollutants are generated from the lead-acid battery life cycle. Product use results in higher quantities of the pollutant emissions than do the other life stage because the electricity generation such as coal-fired power plant produces large SO2 and NO2 emissions. The major CO emissions result from the product delivery sector due to the truck exhaust gases during the delivery process.

Ultracapacitors
In our analysis, an Economic Input Output Life Cycle Analysis was conducted on the EESU for the pre-manufacturing/manufacturing stage, product delivery stage and the product use stage. However, the effect of end of life stage was significantly negligible due to the product’s ability to last up to million cycles whereas an average car’s life is six years; thus, product could be replaced into a new car. For an EESU, the total energy use and the total GWP for the above mentioned included sectors were found to be 0.177 TJ and 15.516 MTCO2E. Both the highest amount of energy used and greenhouse gases emission occur during the product use phase where power generation and supply sector contributes the most. The reason being the amount of electricity required to charge the vehicle daily for a period of six years as well as energy required for power generation. For the coal-fired power plants, the generation of electricity requires extraction of coal during which methane is released into the environment, the transportation of coal (rail, truck) releases carbon monoxide into the atmosphere, “The burning of coal at the plant produces oxides of carbon, usually carbon dioxide in a complete combustion, along with oxides of sulfur, mainly sulfur dioxide (SO2), and various oxides of nitrogen (NOx)”. Hence, the total amount of conventional pollutants were SO2[mt]=0.076, CO[mt]=0.023, NOx[mt]=0.037 and VOC [mt] = 0.004. As mentioned above, the most pollutant gases are emitted during the product use due to electricity generator power plants. These plants mainly use coal-fired systems which are the main reason for SO2 and NOx emissions. However, Carbon monoxide is emitted during the product delivery due to truck transportation where fuel burning takes place. Finally, the total toxic releases was 20.543kg.

Flywheel Systems
An Economic Input Output Life Cycle Analysis (EIOLCA) was conducted on the system for the Premanufacturing/Manufacturing stage, Product Delivery stage and the Product Use stage. The Disposal stage was excluded because if we were to incorporate the product disposal stage it would require a separate analysis where data would be required on the test analysis of the flywheel system to determine how many cycles it can sustain and the flywheel energy storage system would also be required to fail to determine nature of scrap material, quantity and after effects however modes of failure can not be predicted. For the flywheel system the total energy use for the above mentioned sectors (Premanufacturing/Manufacturing stage, Product Delivery stage, Product Use stage) was calculated to be 0.342 TJ. The main contributor to this value is the power generation and supply sector during the product use stage that requires daily electricity recharging use. The product use stage has the most greenhouse gas emissions which is understandable considering the daily energy consumption and requirement. The generation of electricity requires extraction of coal during which methane is released into the environment, the transportation of coal (rail, truck) releases carbon monoxide into the atmosphere, “The burning of coal at the plant produces oxides of carbon, usually carbon dioxide in a complete combustion, along with oxides of sulfur, mainly sulfur dioxide (SO2), and various oxides of nitrogen (Nox)”. The total GWP value was calculated to be 34.3 MTCO2E. Similarly the amount of some major toxic releases obtained were SO2[mt]=0.158, CO[mt]=0.069, NO2[mt]=0.078 w and the total toxic releases amount was found to be 75.22kg. (All values obtained using the EIOLCA model available online)

Details about the Functional Analysis
Range is a key requirement for electric cars. As such, the functional analysis focussed on the storage capacity of each battery, since the range of the car is proportional to the energy available to it. Specifcally, the energy density (energy relative to volume) and specific energy (energy relative to volume) of each were considered. The ultracapacitor had the greatest specific energy at 341 Wh per kg compared to 41 and 90 Wh per kg for the lead acid battery and flywheel respectively. The ultracpacitor also had the greates energy density at 1583 Wh per liter compared to 107 and 1583 Wh per L for the lead acid battery and flywheel respectively.

Lead Acid Batteries
The lead-acid battery is an electrical storage device that is based on a reversible chemical reaction between lead and sulphuric acid. It has a capacity of six or more volts which is enough to power a vehicle. To power a Ford TH!NK City A306, twenty-two 110 Ah 12V lead-acid battery of model UB121100 from Universal Power Group Inc. were selected. Each battery has a capacity of 1.32kWh and has average 650 recharge cycles.

Ultracapacitors
Ultracapacitor are energy storage devices that could store tremendous amount of energy, and have the ability to provide both high power and high energy. The car model we have chosen to base our analysis on is the Ford Th!nk City A306. Th!nk City’s electric battery requires 28.3kWh of energy storage for each recharge. Thus, the model chosen to meet our electric car Th!nk City power demand is EEstor’s Electrical Energy Storage Unit (EESU). EESU could store up to 52kWh of energy ; hence, the energy storage capability of an EESU meets or exceeds the demand of the Th!nk City. The total mass of a single EESU is 336lb which includes 272lb of dielectrics, 34lb of nickel and 30lb of copper, and each unit charges within 4-6 minutes with a peak power output of 74.6kW. An EESU has over million numbers of cycles which makes it relatively more environmentally friendly.

Flywheel Systems
To power the TH!NK we need 8 flywheel energy storage systems. The flywheel energy storage system consists of the flywheel, aluminum storage system and magnetic bearings. For the flywheel system the number of cycles is almost infinite barring catastrophic failure. ,

Details about the Cost Analysis
In order to account of the true cost of each alternative over its lifetime we compared the present values of their costs. The ultracapacitor was the least expensive with a present value of $4,036 followed by the lead acid battery at $7,193 and the flywheel at $18,705. In all cases the analysis was performed in real (2008) dollars using a discount rate of 3.62%. The alternatives were also compared on their price per kWh stored. The ultrapacitor performed much better than the alternatives, costing $40 per kWh compared to $169 and $295 per kWh for the lead acid battery and flywheel respectively.

Lead Acid Batteries
The 22 lead-acid batteries are considered as a unique product for the whole life cycle cost analysis. During the analysis, all cash flows are in 2008 US dollars for a consistency. Some costs are calculated in EIOLCA such as the cost for resource and manufacturing, product delivery and product use. Some other costs such as installation and service are calculated by skilled worker’s wage and estimated time. For the life stage of manufacturing, delivery and initial installation, all costs are put into the current year 2008. The 6 years after 2008 are the use stage of the lead-acid battery. Each year has a product use cost, accompany with the service cost. At the end of the battery life (year 2014), the recycling cost will be incurred. The Net Present Value (NPV) was found to be $7193.13 (2008 US dollar). The calculation of the NPV is based on the equation PV (Present Value) = FV (Future Value)/ (1+i) n. Using all the costs in different years and the real discount rate 3.62%, we can calculate the NPV.

Ultracapacitors
The purchase price of an EEstor Ultracapacitor is $2100 (2007 dollars). The delivery cost is calculated to be $15.31 (2006 dollars) for a single EEstor unit. The energy cost of a product during the product use phase is based on Th!nk City’s average life of six years. The Th!nk City needs 28.3 kWh of energy storage for a full charge which could cover a distance up to 180 kilometers. Hence, 0.157 kWh/ km. The cost for electricity used for every kWh is 10.28 cents. We are assuming that the EESU will be charged daily for the period of six years which is the average life of a vehicle and an average vehicle travels 11100 miles per year (17863.7184km). Since, Th!nk City needs 28.3kWh of storage energy every recharging cycle, we get {(0.157kWh/km x 17863.7184 km) x (10.28cents)} = $288.3 (2007 dollars)for one year. Applying “CPI Inflation Calculator” results in $294.36 (2008 US dollar). As mentioned in the functional analysis, EESU can be used for over a million cycles, whereas, it will be used in the Th!nk City for only 2190 cycles based on six years of daily use; hence, after the car’s life is over, EESU can be taken out and sent back to the manufacturer where it can be reused. Thus, only removal cost occurs at the end of life stage which will be considered to be the same as the installation cost of $13.61(2008 dollars) explained below. Indirect costs should also be considered. Assuming that for installation an electric battery, it takes a skilled automotive worker about half an hour and the average wage for the skilled worker is $27.22/hr ; hence, $13.61 (2008 dollars). Finally, service cost is considered to be an indirect cost as well. Assuming the battery is serviced every year for 2 hour including installation and removal time, it will cost $27.22 x 2 = $54.44 (2008 US dollars) each year for up to six years.

Flywheel Systems
The average life of a car is 6 years and an average vehicle travels 18990.2592 kilometers in 6 years. 1 flywheel system costs $818.36 (obtained using CPI Inflation Calculator and converting 1996 US Dollar value of $800 to 1997 US Dollar Value) , so $818.36 x 8 = $ 6546.88 (1997 US Dollars) which is $8,635.07 (2008 US Dollars). The manufacturer of the flywheel energy storage system is U.S. Flywheel Systems. The cost to deliver 889 flywheel systems is $7,792.44 (2008 US Dollars). The cost of electricity used for every kWh is 10.28 cents .The cost therefore is {(0.157kWh/km x 18 990.2592 km) x (10.28cents)} = $306.5 (2007 dollars) per year. The average cost/time ratio for a skilled automotive installer is $27.22/hr. The estimated install time is 20 minutes. Thus, the cost of initial installation of the 8 flywheel systems in 160 minutes is $72.59 (2008 US dollars). We also assume each flywheel system should take a routine 30 minute service each year during the use phase. Therefore to check 8 flywheel systems would require 240 minutes and using the average cost/time ratio $27.22/hr obtained above, we can get the service cost of $108.88 (2008 US dollar) each year. Using a real discount rate of 3.62% the Net Present Value is calculated to be $18,704.78.


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Talk:Design for the Environment/Batteries for Electric Cars

Stub
This is a stub for a course project. Kindly do not edit until after the 9th.Mhamilton 21:17, 4 April 2008 (UTC)

Additions
Not that the text additions on April 7 at 13:13 and 12:55 and April 8 at 20:28 contained text I received from the other team members which I added before they had registered.Mhamilton 22:59, 8 April 2008 (UTC)

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


text:
User talk:Mhamilton

Hello, welcome around here. I hope you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 21:28, 4 April 2008 (UTC)

Welcome
Hello Mhamilton, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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title: User talk:Mhamilton


text:
Converting a 2nd degree polynomial to a perfect square

Ok, I honestly couldn't come up with a better name for this lesson.

Let's do it:

We have a second degree polynomial:

$$a x^2 + b x + c$$

and we want to find a change of variable that transforms it to a perfect square:

$$\left(\alpha x + \beta \right)^2$$

Of course, for the transformation to exist, the polynomial's coefficients must have 1 degree of freedom! We will assume it is so. Expanding the expression we get:

$$\left(\alpha x + \beta \right)^2$$

$$ = \alpha^2 x^2 + 2 \alpha \beta x + \beta^2$$

$$ \equiv a x^2 + b x + c $$

Identifying the coefficients we get:

$$ \alpha \equiv \sqrt{a} $$

$$ \beta \equiv \sqrt{c} $$

And the condition (for which we required the degree of freedom):

$$ b = 2 \alpha \beta = 2 \sqrt{a c} $$

$$ b^2 = 4 a c$$

Further interpretation of the condition obtained
Notice that the condition is equivalent to saying the determinant of the polynomial is equal to 0. When a polynomial's determinant was 0, the polynomial has a double root. Note this is just what we asked for when equating it to $$\left(\alpha x + \beta \right)^2 = \alpha^2 \left(x + \frac{\beta}{\alpha} \right) \left(x + \frac{\beta}{\alpha} \right) $$. (A double root is present at $$x = -\frac{\beta}{\alpha}$$)


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Wikiversity:Unencyclopedic

This was moved from the Template talk namespace, it is saved for an archive. MathXplore (discuss • contribs) 14:31, 16 April 2023 (UTC)

idea of this template ?
First, I object to the idea that Wikiversity needs such templates to put at the top of learning resources. If you want to discuss an idea for how to improve a learning resource then do so on the talk page. If you think you have an idea for for a better learning resource, why not just create your improved resource? Second, what is the value of a template that says a Wikiversity learning resource is unencyclopedic? Someone thinks that Wikiversity strives to be encyclopedic? I do not understand that kind of thinking. --JWSchmidt 23:51, 4 April 2008 (UTC)
 * The template was created because a user wished to have it. I did not know the user beforehand. My creation of the template was an act of selflessness and submission to the needs of a user. Please do not try to apply pressure to prevent custodians creating templates that users want - you are not entitled to do this. This template has every right to exist, and it it would be even better if the quality of WV was so high that nobody ever felt they had to use it. Please also do not use WV's permission of productive forking as a backdoor for protecting subquality articles. If an editor feels that a resource is of such low quality that it must be improved, then they may express that opinion and look for consensus on that. If you wish to dispute the tagging of pages like this, then please engage with the editors in question, remembering that you are just one humble voice. --McCormack 04:33, 5 April 2008 (UTC)

Hello, how about creating also another template or changing the name here ? For me as non-native-English-speaking Wikimedian the name "Unencyclopedic" brings an association with Wikipedia (yeah, I am stamped :-) ). The first thought in my head was: "Wikiversity is not Wikipedia, so what does this exactly mean ?" A translation service shows me that encyclopedic could also mean: comprehensive. Of course I also read the template info. But I think the template name should reflect the idea of the template easily - and for me as non-English-native - the association was not what was intended with the template info.

I think it was this user User talk:Ghartland ? Perhaps we can bring the user also again here - since the user is not active since 22 March 2008 and did not reply on my msg. Will try to contact the user again to see if we can get going a discussion on the page where this template was put: Darwinism as religion. Erkan Yilmaz uses the Wikiversity:Chat (try) 19:02, 6 April 2008 (UTC)
 * As I see the user created a second account here: User talk:Graham Hartland and also has contributed on the talk page: Talk:Darwinism_as_religion, Erkan Yilmaz uses the Wikiversity:Chat (try) 19:08, 6 April 2008 (UTC)

 * I think this template needs to be changed - Wikiversity content does not need to be encyclopedic, and indeed, I think that encyclopedic content should be on Wikipedia, not Wikiversity. :-) I would say this template should be deleted, but I would agree with it being changed in order to tag content which is possibly outside the scope of Wikiversity (just as "unencyclopedic" would indicate at Wikipedia). McCormack, I appreciate that this template was set up as a request, but I think JWSchmidt is perfectly within his rights to make the points he made - I don't think there is any suggestion of many of the things you've read into his criticism. Cormaggio talk 13:38, 7 April 2008 (UTC)

 * Thanks for your reply, Cormaggio. User:Graham Hartland is probably someone used to Wikipedia, and he put a couple of tags on the article which he probably assumed were available here, but which weren't. I simply copied over the templates from WP for him, and then adjusted the wording and links to make them somewhat more suitable. It turned out to be more work than I had thought, as it was one of these templates that depends on a whole bunch of others. I agree that "unencyclopedic" isn't a good title - even for the original template on Wikipedia. Some of the content on Unencyclopedia is hilarious and really rather good - it's perhaps not fair to denigrate Unencyclopedia. The intent of the original template is as a "clean-up" flag. I could have changed Graham's flag to a different one, but then it would have looked as if I had flagged the article, which I didn't. So I had to stick with Graham's template name. I don't think JWSchmidt should have gone up against the procedure here - he should have addressed the issue of the quality of the resource instead. It would be excellent if clean-up tags never had to be used. --McCormack 15:36, 7 April 2008 (UTC)

 * "I don't think there is any suggestion of many of the things you've read into his criticism" - well, I'll try to be fair. The 3rd sentence of JWSchmidt's criticism suggests rather strongly that Graham should create his own article on the subject - i.e. he is invoking the "productive forking" idea. I feel this suggestion is a minefield of dubiousness. This is a wiki, and Graham is entitled to criticise, flag or alter an existing resource - he should not be pushed away. In fact, for a very established user to push away a bona fide user from an article borders on an abuse of one's position. Productive forking is optional, not compulsory, and even if Graham did productively fork, he's still entitled to flag the original if he considers it to be of especially low quality. Wikis live through rewriting of resources in a never-ending upwards spiral of improvements, and clean-up flagging is a tool we use to this end. We should be grateful to new visitors who make us pull our socks up on quality and do the odd maintenance task for us. --McCormack 15:36, 7 April 2008 (UTC)

 * Being an encyclopedia: I don't think anyone's suggesting that WV should be an encyclopedia, and as I had changed the template content to point to material about educational resources, JWSchmidt wasn't really on the right track with his "encyclopedic" objection (he used a "straw man argument"). He then went off to my learning resources page and had a go at that one as well. Given the time and effort that went into the  learning resources page, his criticisms were insensitive. One of the things we really need at Wikiversity is a better focus on what it is we are trying to create, not least so that we can weed out rubbish and/or help inexperienced users know what directions they can move in to improve resources. The  learning resources page hardly completes the task, but I think it was a good step, and I hope others will attempt to build on this rather than knock it down. --McCormack 15:36, 7 April 2008 (UTC)

 * Thanks for the clarification, McCormack. I'll make my comments on the template below, in the section you've started. But I still think JWSchmidt has a point in asking why such a template should have been created in the first place. I think it would have been ok to raise a discussion on the talk page about Graham's concerns and what to do about them - instead of creating a tag that works in another context but not necessarily here. I think tagging is often a problematic process - from personal experience, it's shocking to find something you've invested time into to see it labelled as "unfit", or "not good enough" (or variations thereon). I also disagree with labelling JWSchmidt's argument as a "straw man" - this template says "unencyclopedic", which is clearly an encyclopedic declaration. :-)
 * Back to the "shocking"-ness of finding a template on a page you've created; as well as this being a rational argument from JWSchmidt, I think this is also partly an emotional and slightly, dare I say, defensive one. But I would also say the same about your (McCormack's) reply: "He then went off to my learning resources page and had a go at that one as well" (emphasis added). There clearly is something about a page you've put time into (obviously), so I think we should equally be sensitive to that (while, of course, maintaining a critical perspective). I think we should reflect here on how tagging can help, how it might not help, and how it can be used more effectively (ie in order both to improve Wikiversity, and to educate its participants - old and new). For example, I think our "welcome and.." templates are softer and possibly less demotivational to the person/people involved in creating a page, and could give some idea of how other templates such as this one could work. Cormaggio talk 16:50, 7 April 2008 (UTC)

Modifications to template
To meet some of the criticisms above, I have removed the word "unencyclopedic" from the template. This extends my original edits which "educationalised" the template. --McCormack 15:52, 7 April 2008 (UTC)

Title
I had a think about the title and was about to move it to a different name when I realised that this wouldn't solve the problem I originally tried to address. Namely, that Wikipedians who have a bunch of clean-up template names in their heads will continue to try to use to tag things when they just want to suggest a clean-up. So I think the name needs to continue to exist, albeit not with content which resembles the original WP template - just content which helps with understanding what an educational resource is, and which categorises the resource for clean-up. --McCormack 15:52, 7 April 2008 (UTC)

title: Wikiversity:Unencyclopedic


text:
User talk:OChebotarev

Hello Oleg, welcome around here. I hope you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 09:03, 5 April 2008 (UTC)

Welcome
Hello OChebotarev, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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User talk:Juliuslove02

Hello, welcome around here. I hope you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 09:10, 5 April 2008 (UTC)

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User talk:Soutterson

Hello, welcome around here. I hope you succeed in your learning goals. Women In Literature was also added at School and university projects. And below the standard welcome about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 09:17, 5 April 2008 (UTC)

Welcome
Hello Soutterson, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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text: Category:Women in literature

title: Category:Women in literature


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User talk:Boadoama

Hello, welcome around here. I hope you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 09:22, 5 April 2008 (UTC)

Welcome
Hello Boadoama, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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title: User talk:Boadoama


text:
User talk:Wongmi18

Hello, welcome around here. I hope you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 09:23, 5 April 2008 (UTC)

Welcome
Hello Wongmi18, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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title: User talk:Wongmi18


text:
User talk:Jason.surratt

Hello, welcome around here. I hope you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 12:10, 5 April 2008 (UTC)

Welcome
Hello Jason.surratt, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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title: User talk:Jason.surratt


text:
User:1FireFierce

1FireFierce, also known as Kali Keji (Screen Name, real name is to be unknown), signed up on April 5th, 2008 at 8:55AM. She is fourteen and hates the life of public schooling. "I decided to go on the internet and see if they have any universities so I could be homeschooled again," she says, "And I found this! I think it's wonderful that I could teach myself everything at Wikiversity."

You can find her at many websites, most of which are listed here:

http://www.animeleague.net/forums/memberlist.php?mode=viewprofile&u=36594

http://1firefierce.theotaku.com/

http://www.myotaku.com/users/1firefierce/

http://www.gaiaonline.com/profiles/9648857

http://www.nutrinopets.com/profiles.php?act=view&user=FireFierce

http://www.neopets.com/userlookup.phtml?user=1firefierce or http://www.neopets.com/userlookup.phtml?user=burning201

http://s213.photobucket.com/albums/cc105/1firefierce/

More site's will be shown later.

title: User:1FireFierce


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User talk:1FireFierce

Hello, welcome around here. I hope you succeed in your learning goals. You may be interested to know, that there soon will be a Japanese Wikiversity (it is approved already). Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 15:57, 5 April 2008 (UTC)

Welcome
Hello 1FireFierce, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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title: User talk:1FireFierce


text:
User talk:Kisbes

w:hu:User vita:Kisbes

Hello, welcome around here. I hope you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 15:58, 5 April 2008 (UTC)

Welcome
Hello Kisbes, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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title: User talk:Kisbes


text:
Thucydides: The Peloponnesian War/Meetings/2008-April-05

This is the chat from our meeting on 5th March 2008 in #thucydides about Thucydides: The Peloponnesian War.

People joining the chat: Daan, Erkan Yilmaz, Ramac

15:30 - Daan joined 15:30 Hi Erkan 15:33 ciao Daan 15:33 - Ramac joined 15:34 I don't know 15:34 ciao Ramac 15:34 Hi Ramac

15:37 so, lets begin ? 15:38 Okay. 15:38 I didn't read all, was stopped due to time at start of Diodotus' speech, but I know about what he says 15:38 so, post the agenda please 15:39 How did you know about Diodotus? 15:39 Ramac - you are in ? 15:39 Because of the book you read? 15:39 I created articles about him in Wikipedia :-) 15:39            * The bad leadership of Alcidas, sailing too slow, killing neutrals, not taking a risk, but rather going home. 15:39             * Democracy at work: Cleon versus Diodotus. Cleon could be described as a conservative and Diodotus as a liberal. Cleon defends terror and Diodotus defends free speech and carefull analysis. 15:39             * The speech of Diodotus compared to other speeches so far. 15:39 <Daan>                  o Diodotus versus Archidamus Book I, aphorisms 80-85. Archidamus has a different kind of 'conservatism' than Cleon, defending not to change anything. 'Real conservatism', so to say. 15:39 <Daan>                  o Diodotus versus Pericles Book II, Aphorisms 60-64. Pericles is positive about the wealthy, while Diodotus is clearly negative. 15:39 <Daan>            * Cleon mentions the Sophists in his text and is negative about them. 15:39 <Daan>Here are some points i wrote this afternoon. 15:39 <Daan>points. 15:39 <Erkan_Yilmaz>http://de.wikipedia.org/wiki/en:Diodotus_%28son_of_Eucrates%29 15:40 <Daan>So, Diodotus aligned with Pericles? 15:40 <Erkan_Yilmaz>so it seems 15:40 <Daan>alligned 15:40 <Daan>I could assume something about this. 15:41 <Daan>No, it is too complicated. 15:41 * Erkan_Yilmaz reads agenda 15:42 <Erkan_Yilmaz>read 15:42 <Daan>I didn't make a summary this time, but just wrote the things that i find interesting. 15:42 <Erkan_Yilmaz>that is fine 15:42 <Erkan_Yilmaz>we can make the summary here 15:43 <Erkan_Yilmaz>so lets start with Alcidas

Mythilenean situation
15:43 <Daan>After the speech of Diodotus, nothing really happens apart from that Pachus nearly killed the Lesbians, but they were saved in the last moment. 15:43 <Erkan_Yilmaz>ok lets do that 15:44 <Daan>My analysis about Alcidas: he was too inexpreinced and his fleet as well. 15:44 <Erkan_Yilmaz>yes, how fate can save or not save sometimes is interesting 15:44 <Daan>Yes. 15:44 <Daan>I thought about hippies, strangely enough when i read that text. 15:44 <Erkan_Yilmaz>hippies ? 15:44 <Erkan_Yilmaz>why is this ? 15:45 <Daan>Because they were saved at the last moment, love conquers all. 15:45 <Daan>:-) 15:45 <Erkan_Yilmaz>ah, 15:45 <Erkan_Yilmaz>I am not sure if the Athenians really loved them :-) 15:45 <Erkan_Yilmaz>probably they loved the money which they will bring when they survive 15:45 <Daan>Well, they felt sorry for them, so they didn't kill them. 15:46 <Daan>Okay, this doesn't sound like love. 15:46 <Erkan_Yilmaz>well there is also one-sided love like: 15:46 <Erkan_Yilmaz>masochist 15:46 <Erkan_Yilmaz>the masochist loves to .... 15:46 <Erkan_Yilmaz>from that point it could be seen as love 15:47 <Erkan_Yilmaz>first bring them fear and pain 15:47 <Daan>Hippie love is not masochistic. 15:47 <Erkan_Yilmaz>:-) 15:47 <Daan>Did you see the Beatle film All you need is love? 15:47 <Erkan_Yilmaz>nope 15:47 <Daan>It is really great. 15:48 * Erkan_Yilmaz looks in Wikipedia 15:48 <Daan>but completely unrelated to Thucydides. 15:48 <Erkan_Yilmaz>ah ok, then I will postpone this to later 15:49 <Daan>No, the song was in the film. 15:49 <Erkan_Yilmaz>ok 15:49 <Erkan_Yilmaz>so most of the people of Mythilene were saved 15:49 <Erkan_Yilmaz>but they lost their freedom to past times 15:50 <Daan>Yes.

Cleon + Pericles
15:50 <Daan>Thucydides sides with Diodotus instead of Cleon. 15:50 <Daan>He calls Cleon cruel. 15:50 <Erkan_Yilmaz>I assume Thucydides does not like Cleon much 15:50 <Daan>Well, he doesn't like cruelty. 15:52 <Erkan_Yilmaz>well Cleon was mostly against Pericles 15:52 <Daan>Yes? 15:52 <Erkan_Yilmaz>and since Thucydides favors Pericles could be perhaps of this ? 15:52 <Daan>You know more than i do. 15:52 <Daan>Yes. 15:53 <Daan>What was the difference between Cleon and Pericles? 15:53 <Erkan_Yilmaz>they came from different socials 15:53 <Erkan_Yilmaz>Pericles came from an aristocratic family 15:53 <Erkan_Yilmaz>Cleon's father e.g. had a tannery 15:54 <Erkan_Yilmaz>and became from that rich 15:54 <Daan>okay 15:54 <Daan>But, was their political difference? 15:54 <Daan>what was 15:55 <Erkan_Yilmaz>Cleon: seems to have been: demagogue, advocate of war, vulgarian 15:55 <Daan>Aha 15:55 <Erkan_Yilmaz>Pericles was in the "moderate" faction 15:56 <Daan>While Pericles wants to do what is best to keep the empire.

Pericles and Diodotus
15:56 <Daan>But there is a difference between Pericles and Diodotus. 15:56 <Daan>It resembles in their speeches. 15:56 <Daan>Diodotus has a different mindset. 15:56 <Erkan_Yilmaz>tell me, didnt read Diodotus' speech 15:57 <Daan>I will take two quotes, but it will take a moment. 15:57 <Erkan_Yilmaz>ok 16:00 <Daan>I can't find the quotes of Pericles in which he speaks about the wealth of Athens. 16:01 <Erkan_Yilmaz>let me see 16:02 <Daan>Diodotus says: "For poverty inspires necessity with daring; and wealth engenders avarice in pride and insolence" aphorism 45 16:02 <Erkan_Yilmaz>II 65, but let's continue here 16:03 <Daan>Both Diotdotus and Pericles try to maintain an empire. 16:03 <Daan>Diodotus 16:04 <Erkan_Yilmaz>so the poor have nothing to lose and dare to do anything to get their situation improved ? 16:04 <Daan>Yes. 16:04 <Erkan_Yilmaz>and rich try to maintain it 16:04 <Daan>Nope. 16:04 <Daan>Rich are proud and greedy. 16:05 <Daan>They see there proud in being greedy. 16:05 <Daan>So, the rich try to gain more. 16:05 <Daan>And are proud in the attempt to try to gain more. 16:06 <Daan>Insolence means being without shame. 16:06 <Daan>They are greedy, proud and shameless. 16:06 <Daan>While the poor are down to earth. 16:06 <Daan>They do what is needed to survive. 16:06 <Erkan_Yilmaz>I remember that in Pericles' speech P. tells that he didnt use the argument of wealth and predominance in the cause for the fight against Sparta in the speeches 16:06 <Daan>There is honesty in being poor. 16:07 <Erkan_Yilmaz>his reason was: that Athenians don't get too overconfident 16:07 <Daan>Yes, perhaps it is good to see what Pericles said. 16:07 <Erkan_Yilmaz>and he uses it the first time to motivate them again 16:07 <Daan>Yes. 16:07 <Daan>He tries to influence the Athenians. 16:07 <Daan>The speech of Pericles is paternalistic. 16:07 <Daan>While Diodotus speaks his mind. 16:07 <Daan>Diodotus has less power compared to Pericles. 16:08 <Erkan_Yilmaz>ok 16:08 <Daan>So, his way of inlfuencing the Athenians is more honest? 16:08 <Daan>I don't know. 16:09 <Daan>Pericles tries to get the Athenians to defend there state and uses words for this purpose. 16:09 <Daan>Diodotus is perhaps more focused on long-term setting of goals. 16:09 <Erkan_Yilmaz>probably what also is influencing the mimic and gestic and sound of voice while doing the speeches, which we don't have info 16:10 <Daan>Yes. 16:10 <Daan>We need a timemachine ;-) 16:10 <Erkan_Yilmaz>cool 16:10 <Erkan_Yilmaz>so you are telling Pericles was not longterm oriented ? 16:10 <Daan>Than we can learn the Greeks about internet. 16:11 <Daan>Well, he tries to influence the athenians to take the right decision at a certain moment. 16:11 <Daan>Diodotus has less power. He has to stop an action, which Pericles would have prevented in the first place. 16:12 <Daan>I see Diodotus as a defender of liberal values. 16:13 <Erkan_Yilmaz>also the situations is a little different: in the one speech of Pericles: it is immediate danger to Athens from a direct enemy - in D. situation Athens already has power and can decide as winner over the "sheep" 16:13 <Daan>Yes. 16:13 <Daan>I have to look at that again. 16:14 <Erkan_Yilmaz>(immediate danger meaning: the morale of Athens have sunk and they want also peace negotiations with Sparta, which Sparta declines) 16:14 <Erkan_Yilmaz>one prob also is: we know a lot of Pericles, but about Diodotus there is not so much sources :-( 16:15 <Erkan_Yilmaz>could have been that in that moment he had also different goals - like seeing that he had a chance to triumph over Cleon in a debate which could have helped rise in more power for him ? 16:15 <Erkan_Yilmaz>because teh mood in Athens favored the next day to not punish the Mythilineans so hard, so he could have used this perhaps ? 16:16 <Daan>Well, personality shows also in the way a person tries to gain power. 16:16 <Erkan_Yilmaz>well Pericles e.g. started his career by attacking verbally Kimon 16:16 <Daan>Cleon would probably never try to gain power by preventing a massacre from occuring. 16:17 <Erkan_Yilmaz>and I assume in Athens you had to show that you are able to be verbally good rhetorician 16:17 <Daan>A good rhetorician is often the one who shares the opinion of the crowd. 16:17 <Erkan_Yilmaz>:-) 16:17 <Daan>So, that is a bit of disbelief of mine with Pericles and Diodotus. 16:18 <Erkan_Yilmaz>well, it is a good point

future of this reading group
16:18 <Erkan_Yilmaz>we can do this as todo for the next cycles of discussion 16:18 <Daan>What do you mean? 16:18 <Daan>:-) 16:19 <Erkan_Yilmaz>in the chat logs there is always a section called: todo - who ever reads the chats again, has a way to add the info we didn't have or didn't pursue at that time, because we have a certain amount of time for the chats 16:19 <Erkan_Yilmaz>and next cycles means: later on people will profit from the chats 16:19 <Erkan_Yilmaz>they can build on what is written there, improve it, use it for their works 16:20 <Erkan_Yilmaz>I can imagine to read the chats in a few months again and smile like: ah, I missed this point 16:20 <Erkan_Yilmaz>or: interesting: why did I think like this and not like that ? 16:20 <Daan>I don't know, Erkan. 16:20 <Erkan_Yilmaz>well, it is a vision of mine, we will see what happens really

philosophy excursus
16:20 <Daan>I am a bit postmodernistic. 16:21 <Daan>Nietzsche says kill the teacher and start over again. 16:21 <Daan>The world is going down, time for a new world. 16:21 <Erkan_Yilmaz>well, in that way I guess there would not so much knowledge transfered and some works have to be done again 16:22 <Erkan_Yilmaz>e.g. one way of learning is done by showing others 16:22 <Daan>Suppose an incredible work of knowledge is buld on one presumption. 16:22 <Daan>And this presumption is wrong. 16:22 <Erkan_Yilmaz>because otherwise you would need more time to (ever) create the same learning level 16:22 <Daan>Than the whole work of knowledge falls down. 16:22 <Erkan_Yilmaz>true, but it is often times easier to find an error when you see something build: if you don't have something you first have to do 16:22 <Daan>I can give you a historical event. 16:23 <Daan>In the 18th century, German printers tried to sabatoge the encyclopedia. 16:23 <Daan>Why? 16:23 <Erkan_Yilmaz>was this about the French encyclopedia ? 16:23 <Daan>Because the enycclopedia would summarize all knowledge, making books unnecessary. 16:24 <Daan>Blaise Pascal already knew better.

16:26 <Daan>Well, the german version (answer to your question) 16:26 <Erkan_Yilmaz>hi 16:26 <Erkan_Yilmaz>so, if someone doesn't want to have previous knowledge, he is not forced to use it 16:26 <Daan>That is right. 16:27 <Erkan_Yilmaz>you have a link to this encyclopedia issue ? 16:27 <Daan>But there are so many books, why is our reading group a fresh start. 16:27 <Daan>We are standing on giants. 16:27 <Erkan_Yilmaz>yes, the shoulders of giants 16:27 <Erkan_Yilmaz>http://en.wikipedia.org/wiki/Standing_on_the_shoulders_of_giants 16:28 <Erkan_Yilmaz>well the reading group: when considering for me personally first: 16:28 <Daan>I think i read it on Wikipedia, but it was a few years ago. 16:28 <Erkan_Yilmaz>a means to get me going with the topic Thucydides 16:28 <Erkan_Yilmaz>and when seeing it not only interior: 16:28 <Erkan_Yilmaz>a means to get others approaching to the topic 16:29 - Ramac quited 16:29 <Erkan_Yilmaz>we don't discuss all in detail like e.g. a book would do 16:29 <Daan>That is right. 16:29 <Erkan_Yilmaz>but this reading group can also motivate others, sometimes you just need a little push to start something 16:29 <Daan>But we do something good: 16:29 <Daan>the universities have become too specialized. 16:30 <Daan>Internet can make people less passive and actively work with knowledge. 16:30 <Erkan_Yilmaz>internet: yes

language
16:30 <Daan>University language often is not understandable even for academics. 16:31 <Daan>That a text is not understandable says nothing about the value of it. 16:31 <Erkan_Yilmaz>language: I guess that is always depenedent on the person using the language, if there is a person making it right one knows the difference 16:31 <Erkan_Yilmaz>the problem with specific language is: 16:31 <Erkan_Yilmaz>1. it makes it faster for people using the language to communicate 16:31 <Erkan_Yilmaz>2. but contradictory it makes it harder for externals to participate 16:33 <Daan>1 is right. 16:33 <Daan>2 is right as well. 16:33 <Erkan_Yilmaz>you could say the language is an identity of a group which distinguishes them as group 16:33 <Daan>But 1, what is the value of participating. 16:33 <Daan>? 16:34 <Daan>Yes, but some things in it are unvoluntary. 16:34 <Daan>You can be raised with a language against your will. 16:34 <Erkan_Yilmaz>yes 16:34 <Erkan_Yilmaz>e.g. done on several revolutions 16:35 <Daan>And it takes an enormous effort to learn a language. The moment you take the decision to learn a language, the moments after it you are the slave of your own decision. 16:35 <Erkan_Yilmaz>when new people get to power they change the language to influence people's minds 16:35 <Daan>But they fool themselves. 16:35 <Daan>These people were influenced before they choose to try to influence others. 16:36 <Erkan_Yilmaz>just a question: is there ever someone who is not nfluenced ? 16:36 <Daan>It depends on the language to describe the word influence. 16:36 <Daan>:-) 16:36 <Erkan_Yilmaz>I give an example 16:37 <Erkan_Yilmaz>I could define: language is my dog who sleeps beside my feet at the moment 16:37 <Erkan_Yilmaz>and since you dont kow that definition we would be talking about comepletely different things :-) 16:37 <Daan>That is right. 16:37 <Erkan_Yilmaz>and then we would have to start to get to know our definitions 16:37 <Daan>But maybe i understand the defintion outside the world of words. 16:37 <Erkan_Yilmaz>which costs time, but certainly brings many advantages 16:37 <Daan>definition 16:37 <Erkan_Yilmaz>you assume you understand :-) 16:38 <Erkan_Yilmaz>e.g. imagine 16:38 <Daan>Yeah, imagine. 16:38 <Erkan_Yilmaz>when today someone would appear and tell he is Jesus I guess they would put him into psychiatric treatment 16:38 <Daan>Imagining is important in German philosophy. 16:38 <Erkan_Yilmaz>agree 16:39 <Erkan_Yilmaz>is important actually for many things 16:39 <Erkan_Yilmaz>but society normally doesn't support it much (though they say they do) 16:39 <Daan>Gnostic texts say that you are Jesus when you hear the word Jesus. 16:39 <Daan>So, than the crazy guy isn't crazy. 16:39 <Daan>He learned the word Jesus and decided he is him. 16:40 <Daan>Society is only a word. :-) 16:40 <Erkan_Yilmaz>I think many tings are words where people would have a problem to describe, they then describe the appearances instead the definition 16:41 <Erkan_Yilmaz>and that is probably because they either didn't think of the term or didn't use it in their life so far to take thoughts 16:41 <Daan>But, all words are invented, in my view. 16:42 <Erkan_Yilmaz>yup, but you need them, otherwise your life gets more complicated, because you must define them first, though the advantage of defining them again with others is: 16:42 <Erkan_Yilmaz>you discuss again 16:42 <Daan>The world consists out of atoms, everything else is imagination (Greek philosophy from the sophists) 16:42 <Erkan_Yilmaz>in todays - fast behaving - society this is demanded (Erkan wonders if he makes now this :-( or this :-) smiley) 16:43 <Erkan_Yilmaz>probably we are just dreaming right now our existence and we are just a thought by something else 16:43 <Daan>That would be great! 16:43 <Daan>Berkeley, i presume. 16:43 <Erkan_Yilmaz>which Berkeley ? 16:44 <Daan>The philosopher. 16:44 <Erkan_Yilmaz>so my dear Daan 16:44 <Erkan_Yilmaz>we turned the history into some metaphysical discussion 16:44 <Daan>I am looking at Wikipedia 16:44 <Daan>That is right. 16:45 <Daan>http://en.wikipedia.org/wiki/George_Berkeley 16:45 <Daan>I am too much philisophical. 16:45 <Daan>philosophical 16:47 <Daan>Berkeley is of a similar opinion as Pascal and Nietzsche in this matter. 16:47 <Daan>See his biography.

todo

 * differences with Diodotus and Pericles


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C Source Code/Pointers

This page contains examples of pointers. These examples assume the reader has the following knowledge: compiling C programs, variable creation and assignment, arrays, functions, basic I/O and an understanding of computer memory layout. These examples build from simple to more complex.

Creating, initializing and assigning
This example shows simple pointer creation, assignment and dereference.

Pointer as function argument
This example shows how pointers can be used in functions. The code gives the reader some questions to consider and answer on their own.

Advanced Pointers
This section describes how to use pointers to access dynamically allocated memory, point to structures, point to other pointers, point to functions, and point to void.

Pointers with Malloc
This example show how pointers can be used with malloc to point to blocks of memory.

Pointers to structs
Below is example showing how pointers are used with structures. It creates a classic link list which stores numbers in sorted form.

Double pointer
TODO

Void pointer
A pointer of type void (e.g ) represents the address of an object, but not its type, i.e it points to a variable that can be of any type. With, you can cast the type of this pointer to any other type. Or void pointer can be defined in that way:

Pointer Arithmetic
TODO Pointers and Arrays; Pointer Arithmetic [This section corresponds to K&R Sec. 5.3]

Pointers do not have to point to single variables. They can also point at the cells of an array. For example, we can write

int *ip; int a[10]; ip = &a[3];

and we would end up with ip pointing at the fourth cell of the array a (remember, arrays are 0-based, so a[0] is the first cell). We could illustrate the situation like this:

We'd use this ip just like the one in the previous section: *ip gives us what ip points to, which in this case will be the value in a[3].

Once we have a pointer pointing into an array, we can start doing pointer arithmetic. Given that ip is a pointer to a[3], we can add 1 to ip:

ip + 1

What does it mean to add one to a pointer? In C, it gives a pointer to the cell one farther on, which in this case is a[4]. To make this clear, let's assign this new pointer to another pointer variable: ip2 = ip + 1;

Now the picture looks like this:

If we now do 	*ip2 = 4;

we've set a[4] to 4. But it's not necessary to assign a new pointer value to a pointer variable in order to use it; we could also compute a new pointer value and use it immediately: *(ip + 1) = 5;

In this last example, we've changed a[4] again, setting it to 5. The parentheses are needed because the unary contents of operator * has higher precedence (i.e., binds more tightly than) the addition operator. If we wrote *ip + 1, without the parentheses, we'd be fetching the value pointed to by ip, and adding 1 to that value. The expression *(ip + 1), on the other hand, accesses the value one past the one pointed to by ip.

Given that we can add 1 to a pointer, it's not surprising that we can add and subtract other numbers as well. If ip still points to a[3], then

*(ip + 3) = 7;

sets a[6] to 7, and *(ip - 2) = 4;

sets a[1] to 4.

Up above, we added 1 to ip and assigned the new pointer to ip2, but there's no reason we can't add one to a pointer, and change the same pointer:

ip = ip + 1;

Now ip points one past where it used to (to a[4], if we hadn't changed it in the meantime). The shortcuts we learned in a previous chapter all work for pointers, too: we could also increment a pointer using ip += 1;

or ip++;

Of course, pointers are not limited to ints. It's quite common to use pointers to other types, especially char. Here is the innards of the mystrcmp function we saw in a previous chapter, rewritten to use pointers. (mystrcmp, you may recall, compares two strings, character by character.)

char *p1 = &str1[0], *p2 = &str2[0];

while(1) {		if(*p1 != *p2) return *p1 - *p2; if(*p1 == '\0' || *p2 == '\0') return 0; p1++; p2++; }

The autoincrement operator ++ (like its companion, --) makes it easy to do two things at once. We've seen idioms like a[i++] which accesses a[i] and simultaneously increments i, leaving it referencing the next cell of the array a. We can do the same thing with pointers: an expression like *ip++ lets us access what ip points to, while simultaneously incrementing ip so that it points to the next element. The preincrement form works, too: *++ip increments ip, then accesses what it points to. Similarly, we can use notations like *ip-- and *--ip.

As another example, here is the strcpy (string copy) loop from a previous chapter, rewritten to use pointers:

char *dp = &dest[0], *sp = &src[0]; while(*sp != '\0') *dp++ = *sp++; *dp = '\0';

(One question that comes up is whether the expression *p++ increments p or what it points to. The answer is that it increments p. To increment what p points to, you can use (*p)++.)

Advanced Pointers with Arrays
Shows how arrays and pointers can be treated the same. Example: Creating an array structure with pointers. Example: Using pointer arithmetic to index array

title: C Source Code/Pointers


text:
User:Rantir

Start of user page for Rantir. More to come...

title: User:Rantir


text:
User talk:Rantir

Hello, welcome around here. I hope you succeed in your learning goals for e.g. programming. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 18:00, 5 April 2008 (UTC)

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 18:00, 5 April 2008 (UTC)

title: User talk:Rantir


text:
Klingon/lesson2/KE

 Return to Lesson 2

Translate these phrases into English

 * Guidelines for answers

{ qet loD { the man runs (i) | a man runs (i) | the man is running (i) | a man is running (i) _30 }
 * type="{}"}

{ jatlh { he speaks (i) | he is speaking (i) _30 }
 * type="{}"}

{ jIqet { I run (i) | I am running (i) _30 }
 * type="{}"}

{ qetbe’ loDHom { the boy is not running (i) | a boy is not running (i) | the boy does not run (i) | a boy does not run (i) _30 }
 * type="{}"}

{ yIt be’Hom { the girl walks (i) | the girl is walking (i) | a girl walks (i) | a girl is walking (i) _30 }
 * type="{}"}

{ ba’be’ be’Hom { the girl is not sitting (i) | a girl is not sitting (i) | the girl does not sit (i) | a girl does not sit (i) | a girl's not sitting (i) _30 }
 * type="{}"}

{ jatlh loD { the man speaks (i) | the man is speaking (i) | a man speaks (i) | a man is speaking (i) | the man's speaking (i) | a man's speaking (i) _30 }
 * type="{}"}

{ bIyItbe’ { you are not walking (i) | you do not walk (i) | you don't walk (i) | you're not walking (i) | you aren't walking (i) _30 }
 * type="{}"}

{ Qambe’ be’ { the woman is not standing (i) | a woman is not standing (i) | the woman does not stand (i) | a woman does not stand (i) | a woman isn't standing (i) | the woman isn't standing (i) | a woman's not standing (i) | the woman's not standing (i) _30 }
 * type="{}"}

{ qet mara { Mara runs (i) | Mara is running (i) | Mara's running (i) _30 }
 * type="{}"}

{ ba’ loD { the man sits (i) | the man is sitting (i) | a man sits (i) | a man is sitting (i) | the man's sitting (i) | a man's sitting (i) _30 }
 * type="{}"}

{ ba’ { he sits (i) | he is sitting (i) | he's sitting (i) _30 }
 * type="{}"}

{ Sujatlh { you speak (i) | you are speaking (i) | you're speaking (i) _30 }
 * type="{}"}

{ bIba’ { you sit (i) | you are sitting (i) | you're sitting (i) _30 }
 * type="{}"}

{ jatlh torgh { Torg speaks (i) | Torg is speaking (i) | Torg's speaking (i) _30 }
 * type="{}"}

{ maba’ { we sit (i) | we are sitting (i) | we're sitting (i) _30 }
 * type="{}"}

{ jIQam { I stand (i) | I am standing (i) | I'm standing (i) _30 }
 * type="{}"}

{ SuyIt { you walk (i) | you are walking (i) | you're walking (i) _30 }
 * type="{}"}

{ Qam mogh { Mogh stands (i) | Mogh is standing (i) | Mogh's standing (i) _30 }
 * type="{}"}

{ maqet { we run (i) | we are running (i) | we're running (i) _30 }
 * type="{}"}

{ jatlhbe’ be' { the woman is not speaking (i) | a woman is not speaking (i) | the woman does not speak (i) | a woman does not speak (i) | the woman doesn't speak (i) | a woman doesn't speak (i) _30 }
 * type="{}"}

{ Qam be’Hom { the girl stands (i) | the girl is standing (i) | a girl stands (i) | a girl is standing (i) | a girl's standing (i) _30 }
 * type="{}"}

 Return to Lesson 2

title: Klingon/lesson2/KE


text:
BCP/Erysimum nivale/Logs

This page contains recent bloom logs for the plant Erysimum nivale (Mountain Wallflower).

Archived Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

Recent Logs
Ngravagna 07:02, 24 March 2009 (UTC)
 * Ngravagna 19:00, 5 April 2008 (UTC)
 * Ngravagna 01:35, 10 April 2008 (UTC)
 * Ngravagna 20:00, 18 April 2008 (UTC)

title: BCP/Erysimum nivale/Logs


text:
BCP/Erysimum nivale

Scientific name

title: BCP/Erysimum nivale


text:
Talk:History of Quebec and Canada/Study Guide

Completion of resource
The resource is rather incomplete. I wonder if User:Mikec was scared off by the copyvio row. Anyway, these were the sources of the original material planned for transfer. The user contributions indicate that he hardly edited again after User:JWSchmidt added the copyvio tags to every page in the project. --McCormack 15:24, 20 April 2008 (UTC)

Module 1: The French Empire in North America

Module 2: Canadian Society during the French Regime

Module 3: The Conquest and the start of British Rule

Module 4: Early Stages of Parliamentary Government

Module 5: Quebec and Confederation

Module 6: Industrial Development (1896-1929

Module 7:  Contemporary Quebec

Discussion of possible copyright violation
The page was tagged in February 2007 as a possible copyright violation. However it appears to have been moved here by the original author and re-released under the GFDL. See discussions below. Case therefore closed and tags removed. --McCormack 15:15, 20 April 2008 (UTC)

See also: and Notices_for_custodians

Response from Michael Carley
As you can see since 1998 ( thanks to evidence from web.archive.org) I have had a web presence for my original material:

1998 Baldwin Cartier School Board

I developed the materials and was given authority (ftp+password) to upload them to this site. Example: http://web.archive.org/web/19980121172227/www.baldwin.qc.ca/history/

"Prepared by Michael Carley and provided by Baldwin Cartier School Board"

2002 LESTER B PEARSON SCHOOL BOARD

I developed the materials and was given authority (ftp+password) to upload them to this site.

Since my retirement I have developed and added new material to this site.

Example: http://web.archive.org/web/20020603020351/http://www.lbpsb.qc.ca/~history/

1999 QESN

I developed the materials and was given authority (ftp+password) to upload them to this site. Example: http://web.archive.org/web/19991114032916/http://www.qesn.meq.gouv.qc.ca/history/toolkit.htm#QUESTIONS

"These multiple choice questions were constructed by Michael Carley,

Social Studies consultant at the Baldwin Cartier School Board."

QESNRECIT and LEARN reformatted them and removed my upload authority. The latter adding a © symbol to its page.

2002 QESNRECIT

if you would like to contribute materials to the site, please send an email to Christine Truesdale at ctruesdale @ qesnrecit.qc.ca

I developed the materials and sent them to this site. Example: http://web.archive.org/web/20020414142042/www.qesnrecit.qc.ca/socialsciences/cycles45/frameset.html

"These review lessons were created and developed by Michael Carley Social Studies consultant at the Lester B. Pearson School Board."

2005 LEARN

They moved material to this new site.© 2007 LEARN - All Rights Reserved was added.

http://www.learnquebec.ca/en/content/curriculum/social_sciences/sec_history/approaches/index.html

"These review lessons were created and developed by Michael Carley Social Studies consultant at the Lester B. Pearson School Board."

As you can see from the chain of evidence I am the original author of this material. At all time (except after I sent it to QESNRECIT and LEARN) I was in control of the material. I wrote,coded, uploaded, edited, and tested all the material. Collaborators (much like wiki) reviewed and edited within the original framework.

I do not know Bev White ( LearnQuebec) I gave QESN the material 5 years ago, and as you can see from the history of the use of the materials, how can they ask that they be credited for the content of this course, after I gave it to them and all they did was to format and host it. In their adult section they don't host it but simply link to it.

Finally to quote from your site:

"You acquire copyright automatically when you create an original work or other subject matter."

http://en.wikipedia.org/wiki/Wikipedia:Copyright_FAQ#What_is_copyright.3F

"A copyright gives you the sole right to produce or reproduce your work"

Canadian Intellectual properties Office http://strategis.ic.gc.ca/sc_mrksv/cipo/welcome/welcom-e.html

"All work produced by employees of the government as part of their work is public domain."

http://en.wikipedia.org/wiki/Wikipedia:Copyright_FAQ#What_is_copyright.3F

I appreciate that you have volunteered to work on the site and are placed in a difficult position when a third party who places a © symbol on their page requests its removal, however the evidence I have presented shows that under all the circumstances stated I retain the right to reproduce my work. I let them use it, not coypyright it.

This material can be licensed freely as Bev White ( LearnQuebec) does not own the copyright, and as I created this original work, I agree to do so. http://www.lbpsb.qc.ca/~history/


text: File:Prioritization Process Chart.pdf

title: File:Prioritization Process Chart.pdf


text:
User talk:Sarathc2

Hello, welcome around here. I hope you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 20:45, 5 April 2008 (UTC)

Welcome
Hello Sarathc2, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 20:45, 5 April 2008 (UTC)

title: User talk:Sarathc2


text:
User talk:Howard12f

Hello Howard, welcome around here. I hope you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 20:46, 5 April 2008 (UTC)

Welcome
Hello Howard12f, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 20:46, 5 April 2008 (UTC)

title: User talk:Howard12f


text: File:CSS Flow Chart.pdf

title: File:CSS Flow Chart.pdf


text: File:DCF Flow Chart.pdf

title: File:DCF Flow Chart.pdf


text: File:The ACL Data Analysis Form.pdf

title: File:The ACL Data Analysis Form.pdf


text:
The Task Analysis

The Task Analysis
The Task Analysis is an important part of the ADDIE model of instructional systems design. The task analysis, also referred to as a job task analysis, is a systematic process used to identify and analyze specific tasks and subtasks that must be accomplished in the performance of a job or activity. Once the tasks are identified, an inventory is then done for the knowledge and skills the student already possess, This inventory is done to identify which tasks and subtasks the student should be expected to be able to accomplish. The difference is referred to as the "gap", and identifies the tasks that should be evaluated for inclusion in the training.

The task analysis information is used as the foundation for the following:
 * Developing instructional objectives
 * Identifying and selecting appropriate instructional strategies
 * Sequencing instructional content
 * Identifying and selecting appropriate instructional media
 * Designing performance evaluation tools

The task analysis will include analysis of how a task is accomplished, including a detailed description of both cognitive and psycho-motor activities, task and element durations, task frequency, task allocation, task complexity, environmental conditions, necessary clothing and equipment, and any other unique factors involved in or required for one or more people to perform a given task.

The sample task analysis work sheets provided via these links are excerpted from larger analysis documents and are provided here as representative samples only:

[[Media:Sample Task Analysis-1.pdf | Sample Task Analysis Work Sheet No. 1]]

[[Media:Sample Task Analysis-2.pdf | Sample Task Analysis Work Sheet No. 2]]

Resources:

Here is a link to Task Analysis in Wikipedia, the free encyclopedia

Here is a link to Job Analysis in Wikipedia, the free encyclopedia

Here is a link to instructional terms from Northeastern Illinois University

This link is to a pdf article on how and when to conduct a Job Task Analysis.

title: The Task Analysis