text:
User talk:La comadreja/Archive '08-'09

 Hello AFriedman, 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.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 14:35, 27 September 2008 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

Your upload
This file is under Copyright, so it can be upload in thise wiki whitout the author's authorization. Crochet.david 17:16, 20 October 2008 (UTC)

Online Learning Communities
Greetings. I have been following the discussion about what Wikiversity is (or is not).

I have spent the last 20 years developing online learning communities (including projects funded in part by the National Science Foundation, in collaboration with a half-dozen universities).

It's important to appreciate what it takes for an online learning community to become a high-functioning center of excellence that attracts an eager community of learners who are able to collaborate creatively and productively for the benefit of all.

Barry Kort 00:34, 14 January 2009 (UTC)

research guidelines development
If you have the time, please help develop the Wikiversity research guidelines. --JWSchmidt 15:06, 31 January 2009 (UTC)

 * "What is Beta Wikiversity used for nowadays" <-- The Wikimedia Foundation Board of Trustees asked us to develop research policy at betawikiversity, so that process continues there. cell biology, neuroscience <-- I teach cell physiology and neurophysiology to medical students, so, yes, I am interested in editing in those areas. I have the bad habit of editing pages on topics that I want to learn about rather than pages that I already know about. --JWSchmidt 03:17, 1 February 2009 (UTC)

 * Thanks and awesome. Which medical school do you teach at?  By the way, I also work at a medical school.  --AFriedman 15:33, 1 February 2009 (UTC)

Comments

 * Well done, Nice page, nice career. Cheers,--24.69.201.228 17:26, 4 February 2009 (UTC)

Hi, I haven't seen you since I started working on GreySmith Institute and now I find you dropping my name on Juandev's nomination page. Am I being shunned?--Graeme E. Smith 00:25, 5 February 2009 (UTC)
 * Hi Graeme, How are you? Awesome job with the GreySmith Institute.  You're working so hard!  I guess you haven't seen that I've been making some edits to its main page.  Among other things, I've also been taking a course on WikiEducator.  That's another site with a similar purpose to Wikiversity.  Over there, you can actually take online courses on how to use the wiki markup language and there are several levels of wiki certification.  I'm about to finish the 19th certification workshop, which was really well done, and the 20th is on Feb. 23-27.  Are you interested?  The site is http://www.wikieducator.org/Learning4Content/Registration  --AFriedman 22:07, 5 February 2009 (UTC)

OK, I guess I can forgive you, I saw your edits, but that was DAYS ago, and I have no idea if you have seen how deep I have gotten yet. (Unlike most portals my portal is not only skin deep!

and you haven't dropped by my Courseware Forum to second the idea of a course on non-genetic Darwinism, which I won't be able to deal with until I get a little more depth to the Institute site.

Glad to hear that there are certification courses, do they cost money?--Graeme E. Smith 02:12, 6 February 2009 (UTC)

Hi, just wanted to drop by and suggest you look at my Artificial Consciousness course again, I just updated some links on the Neural Correlates/Synaptic Models page, and would like your feedback if you have the time.--Graeme E. Smith 20:04, 26 February 2009 (UTC)

This I'm about to do. --AFriedman 19:23, 1 March 2009 (UTC)

I am working on some of the Cell Biology you set up and fleshing them out a bit. If you want to check them out sometime and let me know what you think, that would be great...I am a little new to this.--Fapril 19:11, 22 April 2009 (UTC)
 * I'm about to do this. --AFriedman 02:59, 23 April 2009 (UTC)

Question
Ok, Now I have a problem, I thought I could just use subst: to copy the file, and edit out the parts I don't want, but it doesn't seem to recognize the filename. Since you have actually taken a course on Wiki-Language, perhaps there is a better way of copying content from one file to another? My browser won't cut and paste between screens, which was what I was originally going to try.--Graeme E. Smith 22:55, 14 February 2009 (UTC)
 * What file do you want to copy? I don't understand what you are asking.  --AFriedman 01:49, 15 February 2009 (UTC)

Re: Religion pages
Shalom Dchmelik! I see you're interested in Wikimedia's Religion projects and you have a link to pages about Judaism. I am as well. I'm curious about what your thoughts are for developing the Religion pages here on Wikiversity, especially the pages about Judaism. Lehitraot, AFriedman 16:34, 1 March 2009 (UTC)

 * Shalom aleichem, Anne. My latest thought on developing the pages is  here.  As for Judaism--perhaps we should invite the other wikiProject Judaism members.  Wikimedia (at the meta wiki) is considering combining wikiprjects across wikis.  That should help, but for now one might have to do notices by hand.  I have read 'The Book' most of my life but may not be Jewish myself (and I am interfaith,) so it would be important for some more knowledgeable people to write most of the pages (if quite much will be written.)--Dchmelik 07:47, 2 March 2009 (UTC)

I like your suggestions. Nonkilling studies, although a section I don't happen to be participating in, looks very interesting. I think it's good when Wikiversity develops learning resources that look unconventional but are of obvious value. I agree that we should invite people on Wikipedia to come join Wikiversity. I've already been putting links to Wikiversity pages in Wikipedia articles, and made Wikiversity pages part of w:Wikipedia:WikiProject Neuroscience. I think it would be great if you did that with religion as well. By the way, the link to Wikipedia that you sent needed fixing to point to the right page. --AFriedman 16:02, 2 March 2009 (UTC)

Comparative Neuroscience Division at GSI
I just created a link for a Comparative Neuroscience Division, under the Neuropsychology School at GreySmith Institute. Even if you don't decide to build a lab there, I would like your feedback on what the best Subdivisions, subdivisions, Departments, and Projects would look like. For instance we might want to break it up into comparative NeuroAnatomy, Tree of Evolutionary Changes in the Brain, Comparisons between Phylums, You get the general drift.--Graeme E. Smith 05:07, 8 March 2009 (UTC)
 * Take a look at the first lesson of Fundamentals of Neuroscience for suggestions about subdivisions. Also look at the "Major Branches" section of Neuroscience.  --AFriedman 21:04, 8 March 2009 (UTC)

Yes of course, I suppose I will eventually get around to it, but that would not customize the branch so that it fit your particular interests, would it?--Graeme E. Smith 00:41, 9 March 2009 (UTC)
 * A section about "evolutionary neuroscience" would. --AFriedman 00:55, 9 March 2009 (UTC)

Ok, there is infrastructure laid in for a section for Evolutionary Neuroscience under the Comparative Neuroscience Division. Take a look at the related topics in the companion sections of Neuro-Anatomy and Brain Evolution to see how I have organized related topics. Does this type of break-down make sense to you for your section, or have I made an error somewhere?--Graeme E. Smith 20:08, 9 March 2009 (UTC)

Just an update, I went with the 4 tab format, and fleshed out the infrastructure in GreySmith Institute/Evolutionary Neuroscience of Invertebrates Take a look when you get a chance.--Graeme E. Smith 05:37, 17 March 2009 (UTC)
 * Cool! Why don't you add a little information about how this is an open-access laboratory that exists only online (as described in my User main page)?  Also, I'm changing the section about "Research mentoring" on my Userpage to list the projects that are going on, and your tab about "areas of study" could link over there.  --AFriedman 17:45, 17 March 2009 (UTC)

Sounds good, what is the Address of that page?--OK I updated the link description to include the open lab, and online statement--Graeme E. Smith 17:56, 17 March 2009 (UTC)
 * The address is User:AFriedman/Research. --AFriedman 17:59, 17 March 2009 (UTC)

Got it!--Graeme E. Smith 18:16, 17 March 2009 (UTC)
 * well thank you. --AFriedman 18:17, 17 March 2009 (UTC)

No problem that page is locked in now--Let me know when you have a link I can use for the other files for resources and techniques, and Results--Graeme E. Smith 20:31, 17 March 2009 (UTC)
 * Sure. --AFriedman 01:50, 18 March 2009 (UTC)

I see you have updated your research page like you suggested you might, any idea when you will get around to doing a research tools and techniques page? Or a Research Results page? No pressure, I just want to eventually flesh out the structure a bit more.--Graeme E. Smith 21:00, 20 April 2009 (UTC)

Octopuses
I don't have access to university libraries. I'm interested in evolution in general and not only cephalopods. Studying cephalopod intelligence may be interesting for exobioligists as well as for those who want to study life on Earth. Cephalopods evolved independently from vertebrates. If we ever contact Intelligent aliens they also evolved intelligence independently from vertebrates. Proxima Centauri 21:37, 8 March 2009 (UTC)
 * Wow! I think we have not such dissimilar interests.  On WV I perform research on my Userpage about the evolution of invertebrate nervous systems (although my primary interest is at a somewhat earlier stage, the transition from radial to bilateral symmetry, which comes with another very interesting set of questions).  Where do you live, physically?  Because if you can get access to a university library or a very good local library, you can probably find information that is many times better than you can find just through the Internet.  You don't need to be enrolled in a university to have access to its library--many alumni and community members can get library privileges for a fee.  Many of the references I use come from the university library's collection of online journals, which can only be accessed with an account and password.  Re: semelparity in octopi, I think that in practice semelparity is a very different question from intelligence.  Which is okay if you like octopi, but I just wanted to mention it.  Also, have you seen the SETI (Search for Extraterrestrial Intelligence) page?  --AFriedman 23:13, 8 March 2009 (UTC)

I live in one of the larger cities in the UK and might be able to get to a Russel Group University library there. Octopuses are a small part of my interest though. Proxima Centauri 14:29, 9 March 2009 (UTC)
 * Do you think you are going to try to get access? Most libraries like that also have great collections of sci-fi, speculative work about life on other planets, etc.  --AFriedman 14:52, 9 March 2009 (UTC)

mentors
wow.... keep up the good work. This is a busy time of year for me in the real world. I hope to have more wiki time in the Summer. --JWSchmidt 21:05, 9 March 2009 (UTC)

I was just looking at your Research Activities page, and I note that you have moved away from weekly delivery of papers. I think this might be a good thing. I know myself, that I often have a number of papers in process, and that most of them never see the light of day, because I don't know when I start one whether or not I will be able to finish it. I haven't published any of them yet, because I don't have the faintest idea where to publish most of them, but I like to complete them before I let anyone else look at them, and a weekly deliverable schedule doesn't fit my lifestyle.--Graeme E. Smith 21:35, 20 March 2009 (UTC)
 * These are not my papers, but papers I'm reading. I'm still deciding what is the most practical setup, re: lab meetings.  Do you think there should be lab meetings and would you participate if there were?  --AFriedman 02:38, 23 March 2009 (UTC)

I think that you were right to have some sort of Laboratory Log, or Blog, to demonstrate activity in the lab, but, I think that the "meetings" should be more project oriented rather than date oriented. Or Deliverable Oriented. I was trying to achieve the same idea, with my Forums, and it seemed to be working until you quit using them altogether. As for papers, well it wasn't clear from the way you had worded it previously where the papers were coming from. It might be a good idea to have a sort of bibliography of papers you can cite from. This might be a role for a "Library" function, Especially for projects like "Introduction to Non-Genetic Darwinism" where the citations are currently very sparse, but in moving from a dedicated lab with only one purpose to a lab with multiple projects going on, it doesn't make sense to drag all the project members through each projects articles, so you need some sort of classification within the meeting so that people know which project an article is for and can concentrate on the projects they feel are important. Certainly your Computer Science Geeks are not going to be all interested in particular genes in a Radiant that are also part of another species that is bi-whatever, and so on, yet where there is enough cross over, having a common laboratory meeting would be productive, say, where the Simulation geeks in my Institute, are talking to the Cognitive Architecture Geeks. Does this monologue help at all?--Graeme E. Smith 14:31, 23 March 2009 (UTC)

GSI Campus Map
Ok, well, I was trying to make it easier to navigate in my portal, because you claimed you were getting lost, so I tried to map it. so I decided to make a collection of filenames for major files. Just listing them is a major effort, as you can clearly see if you look at the map link on the first page of the portal, near the bottom. I have already reached the maximum allowable depth in the TOC tree, and I still had at least one more layer of files to describe to get to the project level where I have already fleshed it out. Come to think of it, if I take off the header, and crop off one equals sign off every entry except the project level, I might be able to fit it more closely into the existing TOC structure... Hmmm.... By the way is there any way to just list the TOC and suppress the Text until someone uses a link in the TOC?--Graeme E. Smith 14:32, 25 March 2009 (UTC)
 * I saw your map of the GSI. Those are an incredible number of pages!  Are you really going to write them all?  My suggestion is to combine them into fewer categories and focus on quality rather than quantity.  I don't know if you can suppress the text for the TOC, but you certainly can make the items of the TOC into subpages and provide links to each subpage.  Maybe you should ask Juan this question, because he seems to know more about the markup language than I do.  You could also provide links to the subpages you already have on the campus map, so the map can actually be used to navigate.  I also suggest you rename "campus map" "site map" so it is clearer.  --AFriedman 00:30, 26 March 2009 (UTC)

Oh, you thought the idea was for ME to write them all.... NO No No!

I am just laying out a research template to cover the topic, The idea is that each project will have its own team working on it. People can move between the teams as they like, but each teams role will be spelled out. At some point when we have the institute projects beginning to bear fruit, we will put together a set of introductory courseware, that will link all this detail together into a massive multi-threaded courseware packet, that can be used to teach the state of the art in Artificial Consciousness. Maybe I am taking too fine-grained an approach to the topic, but each project is a valid specialization as far as I can tell. We need a sampling of projects well enough developed that we can do a survey course. For instance we might want to survey, all the Cognitive Architectures So each Cognitive Architecture will have to be fleshed out. If I did it myself, I would miss a lot, and it would take an extensive amount of time. However if I can recruit enough advanced studies students, groups of them could specialize on each Cognitive Architecture, and flesh it out to the point where someone could go in, and put together the survey course. Does that make more sense?--Graeme E. Smith 21:48, 20 April 2009 (UTC)

One thing I am worried about, is whether WV can absorb a project of this size, or if there are enough people who know this stuff, to be able to build the groups. I can probably, once the project is fully fleshed out and it's requirements mapped, apply for funding for it, which can be used to upgrade WV servers etc. But if there just aren't enough people, my own project, the GreySmith Virtual Architecture might get lost in the shuffle.--Graeme E. Smith 21:48, 20 April 2009 (UTC)

Fundamentals of Neuroscience
I was looking at your course, and I noticed you had stalled on Basics of Electrical Currents, so I Laid out a potential set of aims for the course, then I looked around, and found a book basic enough to cite for the lesson, so take a look and tell me what you think--Graeme E. Smith 16:05, 23 March 2009 (UTC)
 * I like what you've written, even though it is as you said just an outline. Feel free to add more.  I'm surprised there aren't more materials in Neuroscience that were there before I came along.  Thanks for your tips on the lab meetings.  I didn't quite realize that that was what your Forums were for, and now that you've explained their purpose, perhaps we could use them that way.  Or even call them "transcripts of ongoing lab meetings."  It's certainly given me thoughts about how to restructure my page.  --AFriedman 02:43, 24 March 2009 (UTC)

Take another look at it, I just fleshed out the electrical theory for you.--Graeme E. Smith 05:02, 24 March 2009 (UTC)

Well, because I am building an institute, they are more like discussions between labs, that keep the different departments more or less on the same page, Think of it as you being the bio-lab, and me being the Non-Genetic Lab, coordinating the course together, rather than Lab meetings, but you can certainly borrow the format for your lab meetings as it is more or less just a normal page, formatted as a forum Once we get down to the project level, lab meetings might be useful, but at the heavy infrastructure level, they are just extra entries, that don't add much to the organization. Of course there is no reason why we couldn't use the Forums as lab meetings, such as when we were building the introduction to non-genetic darwinism project, But we weren't using a meeting format for that, and so you might want to consider a different page format, perhaps, keyed to the week the discussion goes on, or something. You know use a one equals header for the project, and a two equals header for the week of work done, or something. That way you can use the TOC to pick out the project, and week, to read.

When you get the speed limit sign, you can archive by the week, and leave a link in the log, to the archive page. That way the archive list, covers the history of the project when you have condensed all the weeks into files, and still get the speed limit, you can simply the file by archiving by the month or year. It takes a little maintenance but that way you have an archive record of your lab work.--Graeme E. Smith 03:23, 24 March 2009 (UTC)
 * I like what you've written. IMO the real challenge is to provide a way for people to get actual feedback, automated or otherwise, on the course materials.  For example, the lesson you wrote could come with a problem set because that seems to be the only way to make sure people understand those materials.  If we figure out a way to have WV give feedback for lessons, WV might really be able to take off.  People have already started doing this, if you look at resources that have been designated with the "quiz" template.  It's difficult and I haven't really figured out what to do, but I think you have some very good ideas about WV already.  You could also look at User:AdaptiveCampus, who tried to work through Wikiversity's computer science curriculum and wrote a blog about what he encountered.  --AFriedman 14:22, 24 March 2009 (UTC)

Yes, I have been meaning to look at the quiz template the main problem as I understand it, is that the quiz has to survive, the loss of the original author. That means it has to be automated, and to survive the slings of outrageous fortune, or someone who doesn't understand the course material has to maintain it. I'll take a look at it and get back to you--Graeme E. Smith 16:29, 24 March 2009 (UTC)

OK, take a look at the Basic electrical current module, I added a quiz using the quiz extension, It's all multiple guess right now, but I can add text response questions if you want--Graeme E. Smith 18:46, 24 March 2009 (UTC)
 * Cool! I would go over the subject more carefully, because I'm not sure you're right about the answers to all the questions you've written.  --AFriedman 20:15, 24 March 2009 (UTC)

Heh! caught you on a couple of misleading questions did I? That is ok, I think I made the test too difficult, blame it on me trying to build a test while I was trying to learn the quiz interface at the same time. I can add links to explain why these answers are more correct than the other answers if you want ;) I am used to this stuff, so some of the questions are deliberately misleading and a novice would get caught up in the distinctions. For instance the vacuum and drill answers are nearly correct, and have been used in advertising campaigns, but nearly doesn't cut it at exam time.--Graeme E. Smith 20:41, 24 March 2009 (UTC)
 * OK, please explain. For example, your answer to the electron question is that the electron has no charge but its charge is negative according to the text of the course.  --AFriedman 21:42, 24 March 2009 (UTC)

Sorry Braaaack! that is not my answer at all, I just checked, and unless the quiz extension has a bug in it, that answer (no charge) is WRONG! try again. I'll try it as an answer and see how the extension reacts to it, but I have not seen any previous indication of errors in the quiz extension except in its interface parameters. You probably got fooled by the fact that I gave you too many similar options.--Graeme E. Smith 21:53, 24 March 2009 (UTC)

One of the problems I have with the Quiz extension is that if you give it the wrong answer, it marks the right answer that is unticked as wrong as well as the wrong answer you chose, but that is just a quirk (feature) of the system, not an error I made.--Graeme E. Smith 21:59, 24 March 2009 (UTC)
 * OK. --AFriedman 01:16, 25 March 2009 (UTC)

Try it now, I put some feedback hints into it, so that it is easier to interpret--Graeme E. Smith 02:06, 25 March 2009 (UTC)
 * ok, much better. --AFriedman 06:50, 25 March 2009 (UTC)

reference library
I had a whack at creating a reference library at GreySmith Institute/Reference Library without automation it's pretty labor intensive to enter a new entry, and it's nowhere near as pretty as the category listings, but, hey, then, I have only been here for a month or two.
 * Have you added the books and articles you've written before you came here? Books, you could just put on the other side of a link to Wikibooks.  --AFriedman 00:37, 26 March 2009 (UTC)

Well, I haven't published any of my articles on the network, and I am hoping to actually have physical books if I can ever afford to publish them. So the quick answer is no.... I was waiting for the money to actually print and bind them. The only book I did publish on the internet was off topic, and I lost access to the website it was published on. Which is why I am interested in creating a repository for papers. If I don't have to pay for their storage and they stay available, after I have shifted my e-mail then so much the better. No this reference library is only for off-site resources. In other words, a link to wiki-books would be verbotten. The idea is that you can keep links to the articles that you read that are stored on someone elses websites.--Graeme E. Smith 01:49, 26 March 2009 (UTC)
 * ok. where will you put your own articles?  --AFriedman 02:00, 26 March 2009 (UTC)

In the repository when I get it built. I don't know if you noticed but I fixed the link to the reference library so you can actually get to it.--Graeme E. Smith 02:09, 26 March 2009 (UTC)
 * Good luck. I won't be doing as much WV for a couple of weeks, and have posted this on my page, but will get back to things later.  --AFriedman 13:30, 1 April 2009 (UTC)

Ok, I thought you had already left. I put together a rough repository and uploaded a couple of papers, it turns out that I can only upload pdf files at this point.--Graeme E. Smith 16:32, 1 April 2009 (UTC) I put in some powerpoint presentations to see if I could make the site more accessible but the longest one is over 225 pages long. so it's a bit unweildy yet.--Graeme E. Smith 05:11, 12 April 2009 (UTC)
 * Where is the link to your stuff? --AFriedman 18:51, 12 April 2009 (UTC)

It's all linked to the first page of my Portal, check out Campus Map, and the two top links on the bottom set of buttons that are common on all the pages in the Portal. It's still a bit rough, and I am the only one using the repository and library so far, so the authors list is a little heavy in the S range but you can get the idea.--Graeme E. Smith 20:41, 12 April 2009 (UTC)

Oh, and I have started a book on WikiBooks called Datamining Your Intuition but the guys on Wikibooks seemed to think that it might be misplaced.--Graeme E. Smith 20:47, 12 April 2009 (UTC)
 * Looks good. --AFriedman 12:37, 13 April 2009 (UTC)

Paper
I am playing with a sandbox implementation on my user page User: Graeme E. Smith Take a look at my article sandbox Where I am playing with font sizes etc. on a paper based on the Introduction to non-genetic Darwinism course. The article is called Darwinism and Complexity in Self-Organization The article is by no means finished, but the font sizes look good;)--Graeme E. Smith 20:50, 20 April 2009 (UTC)
 * I looked at your paper and I like the title, I think. It seems far from finished and I'm not sure how you are going to write it.  Are you thinking about submitting it to a journal, or just keeping it on the site?  By the way, I think text formatting is not nearly as important as content.  And if it does get submitted to a journal with some success, the prospect for funding the center might be better.  I'm not sure how many other people are coming to the AC center, given that we're some of the few people doing research of any kind on Wikiversity (and myself not full time).  But I like your idea of creating space for collaborative groups if they ever decide to come.  Perhaps your center would get more attention if it were a "featured project" or had some other type of mention on the main page?  --AFriedman 03:19, 22 April 2009 (UTC)

When I get the paper done, If I think it merits publication, I will shop it around, but for now, I don't know if I am at all sure it would merit publication. The reason I am experimenting with text formatting on my paper, is simply I haven't done it myself before, and I wanted to play with it enough to get a good looking paper. I now know how to translate font sizes for instance. It seems the standard font is somewhere around 10 points, so I can easily translate from point sizes to Wiki percentages. This is a good thing. I still haven't managed to successfully create my own columns, like I have on the Portal, they came with the template so I know how to take advantage of them, but have never achieved the same effect on my own.

By the way, my book bombed at Wikibooks, it seems the words original and research, in the same sentence are all that is needed to ban a book. They suggested I trans-wiki it back here and publish from here. How to do that, is another kettle of fish, as they say.

On the portal, well, I think it is too early to feature the project, we might want to pretty it up a bit first, and flesh out the file structure a bit more before we open it up to the public, on The Institute Contact Page I have it listed as being closed for renovations. We might want to paint the walls before we open it to the public.
 * Fair enough. If you really want a good overview of the finer points of wiki formatting, I strongly recommend the WikiEducator course (which I have plugged several times on this site).  I'm sure you can publish your book over here and I wonder if they would let you put links to a WV book on Wikibooks.  They've deleted some of the things I was writing as well.  You just have to learn and understand the rules and that takes time, but I'm glad they don't disturb people TOO much.  Do you especially care if your book ends up on Wikibooks, or would you be happy to publish it here?  --AFriedman 03:13, 23 April 2009 (UTC)

No really, I am helping out with a couple of books that they have going, that needed some bulk to them, and they seem much more accepting of that role for me, than they were for the starting of my book there. I am currently seeing if transferring the book back here is practical or whether I will have to do it via cut and paste. I did look at wikieducator by the way, but they were updating the courseware when I looked and a lot of links were down. Plus, I find that my quicktime implementation doesn't seem to accept the OGG support codex, so I keep getting broken links when I try their movies. If what I saw was any indication, their courseware is quite light for someone with programming experience--Graeme E. Smith 05:50, 30 April 2009 (UTC)
 * Links being down can be a problem. Which movies were you looking for at WikiEducator?  Also, what books are you helping out with on Wikibooks?  By the way, we miss you being active at GSI over here.  --AFriedman 02:19, 1 May 2009 (UTC)

Oh, I haven't gone anywhere, I've been working away quietly waiting for someone to leave a message for me. I just had to cut down a little on the time I was spending because my father is in the hospital and my mother is blind so she needs someone to escort her on the LRT. My siblings have all stepped up to the plate, but there are only three of us, and mom goes down every day so I get tapped 2 or 3 times a week, it kills an afternoon I can tell you.

Anyway the book I am helping the most with is Evolution of Operating Systems, it was a skeleton, and there was some question about why a page was placed into it. It hadn't been written on for 3 or 4 years, and it's something I am more or less familiar with at the basic concepts level, so I have been fleshing it out, trying to make it more complete. It's about 2/3 ready for the next level of status, I also put a chapter on initialization into Operating System Design, and I am looking at fleshing out some information on Nerual Networks in an Artificial Intelligence Book. So far I have written two lines in that book.

On the home front, here at wikiversity, I have tacit approval from Juan to repatriate my book here on WV, But there is some question about whether or not it is a good idea to send the whole book via the server connection. I have darkLama looking at it on Wikibooks but he hasn't got back to me, except to clarify what I was asking him to do. I am stalled on the paper I was writing, and I started a new paper today called Modularity Revisited and have completed the first draft. It's in the Article Sandbox on my User Page. I am having trouble getting consistent results from formatting, there is obviously something I am doing wrong. For instance I didn't ask that the page make the Affiliation lines bold, but nothing I try to do, will reduce it back to a normal font. --Graeme E. Smith 05:04, 2 May 2009 (UTC)
 * Well, hope your father is all right! I've been busy these past couple of weeks too because my grandmother was just in the hospital.  She's all right, fortunately, and just went back home yesterday.  She is over 90 years old and still doesn't need a nursing home, and my grandfather is in pretty good shape too.  They may need full time/part time aid now because neither of them can drive, but at least my grandmother still will be able to walk (her leg had been partly paralyzed from a stroke).  I'm glad you've got the approval to write your book.  IMO there should be some way to put out the things you have, without too much red tape.  IMO it's also a shame that so many pages over here are skeletons.  People go through them improving them and subsequently move on, so it's possible the site will slowly get better over time.  But do you have any thoughts about how to get WV more widely used than it is?  --AFriedman 16:31, 4 May 2009 (UTC)

Well just one, Advertise. I have noticed that a couple of pages I have done have ended up being google retrieved when I do general searches in my interest area. But otherwise, I don't know how people would even know it exists unless they trip over it. One of the reasons that Wikiversity isn't more searchable via google is that google suppresses pages that have no content, so all the stubs don't help. I think there is a sort of critical mass of activity you need to reach before people learn about a site without advertising it. We haven't reached that point yet. As for strokes, my dad seems of the opinion that you get three strokes, and since this is his second major stroke, he is prepared to live for a while longer. The main problem is that his throat is affected, and one of the leading causes of death, from stroke, is pneumonia caused by failure to swallow in such a way as to keep the food out of your lungs. Sometime late this week they are going to send him back to the swallow lab, to see if they have to put a shunt into his stomach or whether he is going to be able to swallow again with a little coaching. I promoted the article I was working on out to my user page and brought out two of the past articles. I had in my repository. One of them had to be reloaded because it got erased on Commons according to scope requirements, suggesting that the way I was referencing it was not suitable for the way the Commons decides which articles to keep. This means that the idea of a repository, needs to be thought about. If only Wikiversity will accept articles without erasing them, and if it will only accept them in odd formats or PDF, then I see a problem with attempting to use the repository for a site for editing papers. There are tools for editing PDF's for free but they are not troublefree. That is why I am experimenting with an Article sandbox. I write the article in the sandbox, and then when I am sure it is semi-presentable I move it to my user page, where it can be edited. Then if it doesn't get edited, I can send it to the repository for storage. I haven't got the bugs out yet, but it is coming. Anyway what I am trying to do is build up a body of work on my memory model, in order to support my book How Memory Might Work Please take a look at the articles advertised on my user page and comment on them or edit them if you feel they need work. You will see how hard it is to edit a PDF file. By the way, ever hear of a short-stage template?--Graeme E. Smith 15:30, 5 May 2009 (UTC)
 * No, I have never heard of a short-stage template. What is it?  I will have more time, by the way, after this Thursday.  Also, regarding outreach, I've been putting links to Wikiversity on Wikipedia, which is part of the job of a good Wikipedian anyway.  Most WikiProjects don't include improving Wikiversity as part of their mission even though cross-wiki collaborations are becoming more and more of the norm.  Which articles and sections do you think are the most important for me to look at?  --AFriedman 05:23, 10 May 2009 (UTC)

There is a group of them just above my book section, that are part of an attempt to build a body of work that will support my memory book. I finally had a nibble from my own advertising, Dr. LaBerge commented on the data from my Artificial Consciousness/neural correlates/neural group/ section about his own work, he wanted it to be adjusted to remove a statement that was unnecessarily slighting, and to add a reference to his co-worker Ray Kasevich and change the title. I was happy to oblige, and sent him the multi-phase attention paper for his comments. As far as I can see, the Short stage template somehow creates an indent for a single line in Wikilanguage. I want to see if I can incorporate something like that to make my articles better formatted. I have however, although I have heard of it before, not tested to see if it is available here on wikiversity, I think I saw it on Wikibooks though, so I might be able to copy it if it isn't. Well, time is going to be an issue for me for the next while until my father gets out of the hospital or my mother cuts back on her visits. Currently, she reports a recent improvement, he can finally feel his hand again, which might bode good for his swallowing. Plus he has suddenly perked up a bit, and is spending less time sleeping. However, despite the time issue, I still manage to get onto the site at least once a day. I am resisting an attempt by my boss to increase my hours and frankly the effort is wearing me down, but I got an extra day off today, and slept most of the day so I think I am going to be less tired tomorrow, and might actually get something done as a result.--Graeme E. Smith 07:13, 10 May 2009 (UTC)
 * Who are LaBerge and Kasevich? And do they have webpages I can see?  --AFriedman 05:48, 11 May 2009 (UTC)

David LaBerge is a professor emeritus at UC Davis who has a psychology lab at Simon's Rock College of Bard in Great Barrier MA. I don't have any information on Ray Kasevich yet except that he is probably employed at Simon's Rock and at the Stanley Laboratory for Electrical Physics in Great Barrier MA. He first showed up as co-author of LaBerges 2007 article Apical Dendrites and Consciousness in Neural Networks according to an international Author tracking database. LaBerge seems to want him to publish another article soon. There doesn't seem to be too much information on him in Google that isn't linked to his appearance as a co-author or his address in Massechusetts. I thought I should mention that Dr. LaBerge is the author of another theory, the Triangular Circuit Theory of attention. This theory notes the role of three areas of the brain in attention, The Cerebral Cortex, the Thalamus, and the Prefrontal Cortex. It has been noted for not including a significant group of other attention mechanisms, which suggests that his interest is rather focused on consciousness research, and blind to other Attention researchers claims. Even Kasevich's author page has a blank where his picture should be.--Graeme E. Smith 15:24, 11 May 2009 (UTC)

title: User talk:La comadreja/Archive '08-'09


text:
User:Eas4200c.f08/Airfoil

Airfoil geometry: Eastman Jacobs' family of NACA airfoil sections. NACA 4-digit series: $$\displaystyle (m, p, t_{a})$$

 * $$\displaystyle m$$ = maximum camber in percentage of chord length $$\displaystyle c$$
 * $$\displaystyle p$$ = position of maximum camber in tenths of the chord length $$\displaystyle c$$
 * $$\displaystyle t_a$$ = maximum airfoil thickness in percentage of the chord $$\displaystyle c$$

See a figure of the NACA 2415 = (2,4,15) airfoil.

Equation of NACA 4-digit airfoil: See the figure in this web page to understand the (modified) symbols used in the equations below.

Choose a value for the chord length $$\displaystyle c$$. The $$\displaystyle x$$ coordinate varies from $$\displaystyle 0$$ to $$\displaystyle c$$; we write $$\displaystyle x \in [0,c]$$, i.e., $$\displaystyle x$$ belongs to the interval $$\displaystyle [0,c]$$.

The camber mean line is the function $$\displaystyle y_c$$ of $$\displaystyle x$$ defined in two pieces as follows

\displaystyle y_c =  \frac {m} {p^2} \left(     2 p x - x^2   \right) {\ \rm for \ } x \in [0, p] $$

\displaystyle y_c =  \frac {m} {(1 - p)^2} \left[ (1 - 2 p) + 2 p x - x^2 \right] {\ \rm for \ } x \in [p, c] $$

The thickness distribution above (+) and below (-) the camber mean line, and in the direction perpendicular to the camber mean line (see figure), is given by

\displaystyle y_t =  \pm 5 t_a \left(     0.2969 \sqrt{x}      -      0.1260 x      -      0.3516 x^2       +       0.2843 x^3       -       0.1015 x^4   \right) $$ where $$\displaystyle t_a$$ is the maximum airfoil thickness in percentage of the chord $$\displaystyle c$$.

Let $$\displaystyle \theta$$ be the angle from the $$\displaystyle x$$ axis to the tangent to the camber mean line, defined as follows

\displaystyle \theta =  \tan^{-1} \left(     \frac      {d y_c}      {dx}   \right) $$

The coordinates of the airfoil upper surface $$\displaystyle (x_U, y_U)$$ are then given by

\displaystyle x_U =  x - y_t \sin \theta $$

\displaystyle y_U =  y_c + y_t \cos \theta $$

and the coordinates of the lower surface $$\displaystyle (x_L, y_L)$$ are given by

\displaystyle x_L =  x + y_t \sin \theta $$

\displaystyle y_L =  y_c - y_t \cos \theta $$

Since we want to use $$\displaystyle (y,z)$$, instead of $$\displaystyle (x,y)$$, as the coordinates in the plane of the airfoil, we can simply rewrite the above equations with the cyclic permutation of the symbols $$\displaystyle (x,y,z)$$, i.e., $$\displaystyle x \rightarrow y \rightarrow z \rightarrow x$$. Thus the above equations are now rewritten as follows.

Choose a value for the chord length $$\displaystyle c$$. The $$\displaystyle y$$ coordinate varies from $$\displaystyle 0$$ to $$\displaystyle c$$; we write $$\displaystyle y \in [0,c]$$.

The camber mean line is the function $$\displaystyle z_c$$ of $$\displaystyle y$$ defined in two pieces as follows

 * {| style="width:100%" border="0"

$$  \displaystyle z_c =  \frac {m} {p^2} \left(     2 p y - y^2   \right) {\ \rm for \ } y \in [0, p] $$
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style= | (1)
 * }

 * {| style="width:100%" border="0"

$$  \displaystyle z_c =  \frac {m} {(1 - p)^2} \left[ (1 - 2 p) + 2 p y - y^2 \right] {\ \rm for \ } y \in [p, c] $$
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style= | (2)
 * }

The thickness distribution above (+) and below (-) the camber mean line, and in the direction perpendicular to the camber mean line (see figure), is given by

 * {| style="width:100%" border="0"

$$  \displaystyle z_t =  \pm 5 t_a \left(     0.2969 \sqrt{y}      -      0.1260 y      -      0.3516 y^2       +       0.2843 y^3       -       0.1015 y^4   \right) $$ where $$\displaystyle t_a$$ is the maximum airfoil thickness in percentage of the chord $$\displaystyle c$$.
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style= | (3)
 * }

Let $$\displaystyle \theta$$ be the angle from the $$\displaystyle y$$ axis to the tangent to the camber mean line, defined as follows

 * {| style="width:100%" border="0"

$$  \displaystyle \theta =  \tan^{-1} \left(     \frac      {d z_c}      {dy}   \right) $$
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style= | (4)
 * }

The coordinates of the airfoil upper surface $$\displaystyle (y_U, z_U)$$ are then given by

 * {| style="width:100%" border="0"

$$  \displaystyle \begin{align} y_U & =     y - z_t \sin \theta \\     z_U & =     z_c + z_t \cos \theta \end{align} $$
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style= | (5)
 * }

and the coordinates of the lower surface $$\displaystyle (y_L, z_L)$$ are given by

 * {| style="width:100%" border="0"

$$  \displaystyle \begin{align} y_L & =     y + z_t \sin \theta \\     z_L & =     z_c - z_t \cos \theta \end{align} $$
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style= | (6)
 * }

See also NACA 4-Digit Airfoil Equations, Wing geometry definition.

UIUC Airfoil Data Site

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

title: User:Eas4200c.f08/Airfoil


text:
Template talk:Tl

Hi, is it possible to add the interwiki to this template? cs:Šablona:Tl fr:Modèle:m --Mercy 15:47, 27 September 2008 (UTC)

Hi, it shoud be nice to have any solution here.Youni Verciti (discuss • contribs) 20:34, 12 January 2016 (UTC)

title: Template talk:Tl


text:
Wikiversity talk:Vision/2009

a suggestion
If these are the goal to achive by the end of 2009, I suggest starting some wikification for a Quantity improvement of wikiversity in other languages. because:
 * wikiversity is the easiest wiki to write in.
 * wikiversity is the most useful.
 * among the best editors of wikipedia, you can find many people who edit instead of doing something less useful!!! (socially inadapted)
 * but wikiversity editors are the real scholar and scientific groups of the world (Socially very adapted)
 * wikiversity is the most successful sister in the next 50 years. because it has the least boundaries comparing to others.
 * wikiversity boundaries has not yet been defined which makes it more flexible

all these mean that if wikiversity had as much users as wikipedia, it would be more successful.

Saeed.Veradi 17:47, 27 September 2008 (UTC)

Someone hacked this page?
I got some ASS PUSS message box hanging over the article, and it blocks from proper reading. - Red1 09:19, 10 November 2008 (UTC)

 * Yes, that was simple vandalism - which is unfortunately a common feature of wikis, but usually, thankfully, easy to clean up. Thanks for helping out! Cormaggio talk 11:44, 10 November 2008 (UTC)

 * You're welcome. Glad i could help! This is a public good area, thus we are all collectively responsible. :-) - Red1 01:41, 11 November 2008 (UTC)

title: Wikiversity talk:Vision/2009


text:
User:Saeed.Veradi

Saeed Veradi on Wikipedia

Project in progress

 * Technical English
 * Intro
 * Unit One

I'm going to participate: Nonlinear finite elements

templates: ✅

✅

title: User:Saeed.Veradi


text:
Game programming

Game programming is the branch of software engineering related to creating video games. It is not widely taught as a distinct career itself. Many programmers learn it themselves as a hobby, through trial-and-error, through modding existing games, books or via online resources. A few universities are starting to offer game development courses, however, such as Massachusetts Institute of Technology, University of Utah and University of Southern California. Some even specialize in game development, such as DigiPen and Full Sail University.

This course will cover basic to advanced topics using the C language and SDL. If the reader of this course completes all the samples, they will be able to create a simple 2D game in the vein of Tetris, Arkanoid or a game of their own design. Game programming is a specific type of software engineering and can only be learned by doing. We chose SDL as a game API because it is an easy library to work with: it is very powerful and offers almost all the features needed in a game. Other game APIs, like DirectX and OpenGL, require a higher learning curve.

Knowledge and experience in a programming language is expected. It is recommended that the reader understands C in an intermediate level since most articles and sample code will focus on that language. Also, it is recommended—but not required—to know something about event driven programming, such as with SDL or the Windows API. It is helpful if the reader is comfortable with some intermediate math, such as algebra, and some basic knowledge of physics. We will proceed from there and get to the programming topics related to our task: learning game programming.

The art of game programming is not like playing video games; it is more exciting, said the founder of DigiPen. To become a good developer of games, first of all you should be a regular player. If you do not know the main types of games that exist you may not be able to develop a game that meets the minimum standards of quality and does not meet player's expectations. Therefore, the first step is to know which kinds of games are available to get an idea of what kind of game you are going to develop.

2D Games
Games have become much more complex and exciting than they were in their infancy. Now most new games are some kind of three-dimensional adventure, whether they are sports games, strategy, racing, wrestling, role-playing, or puzzle. However, the knowledge that this tutorial series will give you will be useful to develop games in two dimensions (2D). To make the jump to the world of 3D games, you need to learn the techniques of 2D games first. Then you master the math knowledge required (linear algebra) and other advanced topics, not covered on this topic.

However, 2D games are not entirely outdated. There will always be public for a Tetris-style game or one like Mario Brothers (maybe for a handheld console, even for the PC). The manner in which the reader can compete with the new 3D video games is by taking advantage of what people like: playability. It is incredible that relatively simple games like Space Invaders and Pacman have had people entertained for decades. By learning this series of tutorials, you may develop games like Space Invaders, Centipede, Asteroids, Pacman or, if you practiced hard enough, a game like Contra or Mario Brothers. But not without tons of work. A game programmer does not build himself from night to day, or in 21 days, like some books claim.

Although most commercial top selling games are developed by a full team of designers, programmers, artists and writers, it is still possible for one person to develop a game of good quality. If you look at the credits screen of some successful games in the past, the main logic of the game was programmed by one or three people. Therefore, and based upon my personal experience (11 full games made by myself), I know that this is possible. Also, there is a big community of self-taught game programmers who make the coding just by themselves (no team).

Game libraries
And the most important thing is that nowadays it is easier to program games (relatively speaking, because any kind of software is somewhat complex). In the past, to program games for the PC you needed to be an experienced Assembler programmer (Assembler guru) to access the video card, sound and joystick through interrupts and BIOS functions. Today, there are different libraries with specialized functions that ease the development of video games; those are DirectX and SDL, mainly. You use them as you do with any other library... and Assembler knowledge is not needed. Windows operating system is sufficiently sophisticated to avoid having to use difficult functions from the past. In Windows 3.1, for example, memory management was 16-bit and, hence, in order to access the dynamic memory you could not use the classical functions called malloc and free. You had to request the memory, lock it, use it and unlock it. It was a very tedious task compared with the straight use of malloc that you can make in Win32. Even if you use the Windows API functions it is a straight task.

What you need to do now is to master one of these development libraries. If you plan to use DirectX, you must also have basic to advanced knowledge of Windows programming, depending on the task. If you use SDL, (what we do in these tutorials, for simplicity) you only need to learn how to handle this library. SDL encapsulates everything related to Windows (or Linux XWindows, if used in this system) so you never have to make a WinMain or WinProc function. Besides, obviously, the need to know a programming language (C in this case) thoroughly and know how to compile and run programs. It is recommended to have made several programs in other areas of software development.

In these tutorials, words such as double buffering, flipping page, blitting, sprites and finite state machines will be used often. So check the corresponding articles when you need to know more about each topic.

André Lamothe suggestions
What is most exciting about learning how to program video games is that after this, any kind of software (except operating system software) will be much easier to program. The developers of video games do things that other programmers would consider impossible (as the great master André Lamothe said). André recommends people to program as if nothing were impossible. That way you can get very far. In his words (the bold is mine):

... You'd better forget everything you learned about the PC and what's supposed impossible. Think of programming as a game. It's the greatest game in the world. The object of the game is to do the impossible. Most of the programming that a video-game programmer does would seem impossible to a programmer of ordinary applications. —André Lamothe, game programmer, author of many books on the subject and CEO of Xtreme Games LLC.

Therefore, we must defeat the impossible in programming video games. The games Banjo-Kazooie, Quake, and Need For Speed boast features that had been thought impossible a few decades ago (except for writers of science fiction).

Game stages
First of all, it comes the idea for the game. That idea is improved and written in a game design document. That document is useful for tracking the changes done to the software. Here, the game designer writes and plans everything about the future software: the plot, the characters, the music, the playability, the controls and so on.

Second, it comes the harder stage, the game programming itself and the creation of the media needed for the software. The programmers, who usually work in teams, are divided according their mission: gameplay programmers, 3D engine programmers, system programmers (they make the tools needed for the game: linkers, compilers, art converters among other) and map designer. This is not an exhaustive list, these division may vary.

The creation of media is done here. Several 2D and/or 3D artists begin making their models and they later send it to the programmers, for these people to incorporate them into the game. Musicians also work on this phase.

The third stage is the beta-testing and modification of the game software. It is done by a special team of beta-testers who try to test every possible action in the game, searching for bugs (programming errors) and informing the programmers. The programmers then modify the software to correct the problems found.

The fourth stage is selling the game. It includes marketing strategies, advertising and so on. Sometimes the company that created the game sells the rights to another for it to commercialize the game. That is the case of Rare, who sold its game licenses to Nintendo.

The fifth stage is optional, and it may include some improvements made to the game to be sold as expansion packs. Also some corrections can be done if the release version still has bugs. Usually, the modifications can be downloaded freely through a website.

On this topic we will cover step 2, game programming.

C

 * Abstract Data Types
 * Collision detection
 * Basic SDL
 * Blitter and sprites
 * Dynamic Link Libraries
 * Function pointers
 * Options menus
 * Physics
 * Finite State Machines
 * Sound

BASIC

 * BlitzBasic
 * DarkBasic
 * GLBasic

C++
Go to main article

Java, Python

 * Add your own

Related topics

 * Game Design

title: Game programming


title: File:Elem1FD.jpg


text:
Organ

An organ is an wind/keyboard instrument that developed from the Roman hydraulus (invented c.40 BCE), a loud stadium instrument. It made its way into churches in the middle ages and into concert halls and civic centers (at least in large numbers) in the 19th century.

Current Form
Organs today exist in two main varieties, electronic and pipe. The controls for both kinds are very similar.

Consoles
Console designs vary widely based upon the type of organ and its size; however, certain rules hold true for most organs. There are one or (usually) more keyboards (called manuals) placed one above the other. (On a two manual organ, the upper is known as the Swell and the lower as the Great). The American Guild of Organists (AGO) has set standards for console construction, one of which are the dimensions for manuals. They call for 61 notes on each manual (C-C). Most organs also have a collection of controls near the organist's feet. One or more expression pedals (also called a "swell shoe") control the volume of different divisions of the organ. Many organs also have an additional pedal to the right of the expression shoes called the "crescendo shoe" which adds stops to the extant ensemble incrementally to build up the sound. This pedal is almost always set slightly farther forward than the others to distinguish it when the organist is looking at the music, rather than his/her feet. Pedals are laid out as keyboard (replicating the bottom of the manuals) and are used to provide bass notes. The AGO standard calls for 32 pedals (C-g).

American Consoles Organ consoles in the United States and Canada tend to display similar design characteristics. For one thing, AGO standards are nearly always adhered to, meaning that manuals have 61 keys, pedalboards are concave and radiating with 32 pedals. These consoles usually have some sort of music rack that is attached to them. These are made of wood, glass, plexiglass, or some combination thereof and can be fixed or fold into the console to cover the manuals or fold back and latch onto the top of the console. Another common feature of the American console is the presence of some sort of rolling cover for the manuals and stop controls. Aside from that, though, there are two primary styles within this category, which are based upon the types of stop controls being used.

Tab Consoles

Organs with tabs that serve as stop controls are common in North America, especially with electronic organs. These tabs may physically move, or they may simply light up when activated. Rocker tabs tend to be placed in one or two rows on the nameboard of the console. Some more modern consoles, however, opt to place them on angled jambs on either side of the organist. These jambs are usually positioned diagonally and follow the contour of the keycheeks, unlike those which bear drawknobs. Tongue tabs are increasingly unpopular because their cost is similar to that of drawknobs, which have more aesthetic appeal. However, these tabs are also usually placed above the uppermost manual (the nameboard).

Drawknob Consoles

These consoles use drawknobs to control the various stops of the organ. These drawknobs are generally mounted on diagonally angled jambs on either side of the organist. The jambs tend not to extend more than 8-10" above the uppermost manual. The drawknobs traditionally move in and out (in being inactive and out being active) based upon the organist's desired sound.  Traditional American drawknobs are two-toned: black stems with white faces.  The materials used to make these knobs varies from plastic to ebony and from rosewood to ivory.  Also, various colors and combinations are used, depending on the color of the console.  The travel distance of these drawknobs is known as the "throw" and is usually between 1/2" and 1 1/4" for American organs.  Lighted drawknobs are being utilized, but almost exclusively with low-end electronic organs.  These drawknobs are depressed or pulled to activate or deactivate various ranks, but they generally do not remain in the position they are pushed or pulled into.  Some smaller organs can use drawknobs mounted on the nameboard, but the severely limited size makes this impractical in most cases. Also, in American organs, intermanual couplers are usually not assigned to drawknobs, even with a drawknob console. They will usually be placed on rocking tabs above the uppermost manual. Intramanual couplers, on the other hand, are usually included with the stop complements of the divisions they affect.

English Consoles

English consoles tend to be most similar to American consoles in that they often conform to AGO standards and they utilize similarly shaped drawknobs. There are, however, a few differences. The first is the music rack. English consoles usually employ a solid wood music rack that is mounted within the console and is in a fixed position. Small brass clamps are often found near the bottom to secure the music. This arrangement adds to the height of the console, making is difficult to see over the top, especially with large consoles. Also, it is not practical to employ a roll top, so most consoles are open, though a few have glass doors than enclose the manuals and jambs. Furthermore, there tends not to be enough room on the nameboard for rocker tabs, so all of the couplers are usually controlled by drawknobs. The drawknobs themselves are traditionally all white, though this is certainly subject to variation.

French Consoles

French consoles are unique in their terraced design. They use drawknobs in stacked rows on either side of the organist. These terraces can be straight, angled, or curved (a style used by prolific French organ builder Aristide Cavaillé-Coll). Couplers are usually of the hitch-down variety, meaning that a foot pedal can be depressed to activate them and moved back into its normal position to deactivate them. Pedalboards on French consoles tend to be straight. The drawknobs of these consoles tend to be large and made of wood. The throw can be anywhere from 1" to 6" or more, with the longer travel being associated with mechanical, or "tracker" action organs.

German, Dutch, and Spanish Keydesks

A keydesk is simply a console that is a part of the organ case This style can be seen in nearly every country where organs are prominent, but nowhere is it more common than in south-central Europe. Keydesks were the original organ consoles, which makes sense because the early mechanical action instruments would have had to keep things compact. Having the console as part of the organ case was a very effective way of doing that. What makes these types of keydesks unique, though, is their size and configuration. They were designed to accommodate a registrant (or two), a person who manipulated the stops for the organist. The stops were to large and heavy for the organist to manipulate quickly, so extra help was necessary for these instruments. The larger keydesks of this style have stops extending several feet away from the organist.

Unusual Console Styles

Some organ builders just have a knack for making things that defy convention. Organ consoles have been made in many varieties for various purposes. Some of the more distinct builders for strange consoles include Walter Holtkamp, who specialized in consoles without sides. Theater organs also employ artful craftsmanship and outrageous design to captivate audiences. These consoles are often found in outrageous colors with all sorts of designs and creatures adorning them.

Stops
Both pipe and electronic organs utilize a series of controls, known as stops, to control the generate a variety of different individual sounds. These stops are divided into four primary categories:

Principals Principal stops are the backbone of the organ. They do not imitate any orchestral instrument. In essence, they are what makes an organ sound like an organ. They come in a variety of tonal "colors" and are most commonly used in hymn singing. Principal stops are available in a variety of pitches; the most common are 32', 16', 8', 4', 2 2/3', 2', 1 1/7', & 1 1/3'. As with all organ stops, there are several names for principals in several languages. The most common include Principal, Diapason, Open Diapason, Octave (for higher pitched stops), Prestant, Montre, Fifteenth (2' pitch), Super Octave, etc. Also grouped with the principal stops are "Mixture" stops. These high-pitched compound stops serve to clarify melodic lines or to make it easier to activate multiple ranks of pipes using a single drawknob or tab. Mixtures are unique in that they utilize several ranks and their harmonics don't progress like other stops. Often the pitch of a mixture stop will remain relatively constant between octaves. This phenomenon is best seen by playing scales using just a mixture stop. Mixtures can be denoted at the console by a roman numeral indicating the number of ranks the mixture utilizes. Common mixtures include Mixture, Plein Jeu, Fourniture, Scharf(f), Sharp, Cornet (a compounding of principal stops), Acuta, etc. When the full principal chorus is used, consisting of (16',) 8', 4', (2 2/3'), 2', (1 3/5',) (Mixture(s)), it is often referred to as "Plenum" registration (or "Organo Pleno"). Principal pipes are usually made of metal, but can also me made of wood. Metal principal pipes often made up the façade of an organ.

Flutes

Flute stops comprise the second and most widely varied type of organ sounds. They tend to be lighter and more breathy than principals, though not always. They tend have more orchestral flute-like qualities. Some flute stops are imitative of orchestral flutes (like the aptly named “Orchestral Flute”) while others are unique to the organ. Flutes are used in lighter music and choral accompaniment, but rarely to accompany congregational singing. Flute pipes can be made of either wood or metal.

Strings

String stops are the lightest of the organ stops, some being almost inaudible. They are almost never used in congregational singing and tend to be used in “placeholder” service music, as well as many organ works of the romantic period. String stops are usually found only at 8’ pitch, though a few 16’ and 4’ string stops exist. Strings have a warm sound that is evocative of orchestral strings, though not quite imitative. The full beauty of string stops is realized when they are used in conjunction with their “celeste” counterparts. Celeste stops are identical to the regular string stops, except they are tuned 3-8 Hz faster, making them slightly sharp. When used together, a string and its celeste create a deep undulating effect. String ranks are almost always made of metal.

Reeds Reed stops are the final variety of organ stops. They are generally the loudest and are divided into two subcategories: chorus reeds and solo reeds. Chorus reeds are meant to build on and clarify the principal chorus. They highlight the melodic line of a piece and add volume and grandeur. The most common chorus reed is the 8’ Trumpet, but there are several softer varieties (like the 8’ Cornopean). Solo reeds are meant to carry the melodic line by themselves. They are usually played with one hand while the accompaniment is played by the other on a different manual. One of the loudest and grandest of these stops is the Trompette en Chamade, also known as a State Trumpet, Heroic Trumpet, Herald Trumpet, and Festival Trumpet (among other names). Chamade stops are usually mounted horizontally, jutting out from the organ case (if the organ has any visible casework). Another common solo reed is the Oboe, generally one of the most imitative organ stops. The majority of reed pipes are made of metal and are different in form than the other three types of pipes (all of which are “flues”).

Percussion Percussive stops are common on many larger organs, especially theatre organs. They may be drums, cymbals, or other sounds. The two most common are the Zimbelstern (German for "bell star") and chimes.

Through proper manipulation of these stops, the operator can create many interesting and unique sounds.

Reading music for the Organ
The basic elements of written organ music are same as those of any other instrument; as this information can be found on other pages of the School of Music and Dance it will not be included here.

The organ is a polyphonic instument written on two or three staves. When written on three staves, one is provided for each manual, while on the third is music for the foot pedals. This style, however, is not universal, for three staves occupy a great deal of space and thus are expensive to print and difficult to read. Therefore, the staves for the lower manual and the foot pedals are often combined.

title: Organ


text: File:ElemFDaxial.jpg

title: File:ElemFDaxial.jpg


text: File:Nodedisp.jpg

title: File:Nodedisp.jpg


text:
Talk:Wiki business plan

Purpose
Could the purpose of this page be stated? -- Jtneill - Talk - c 23:51, 27 September 2008 (UTC)
 * The purpose might be stated as to possibly learn about business, and to possibly learn about how individuals could potentially organize in a collaborative fashion. The purpose could develop, or it could not really develop so much, depending how things go. It is probably rather experimental. Emesee mobi 00:20, 28 September 2008 (UTC)

title: Talk:Wiki business plan


text:
User:Asaashok

Born 1950, reliased a few years back life is complex, it has its ups and downs but total topography so far un comprehensible

retired early and started reading philosophy

being architect by profession, had a project in mind develope a graph / chart / net woerked diagram showing inter relationship of different school of thoughts

though from india, and we have much longer history of civilisation, reliased that most indian school had oral=shruti traditions

most published literature was either interpretation or some recent philosophers point of view=darshan

hence started with history of western philosophy and am persuing study and interralitionship of different thoughts

got help from philosophos.com, saw diagrams of oxford encyclopedia of philosophy, but found these are saperate charts for each subject.

my intrest is in one comprehensive table / chart / flow diagram showing seamless thought process

may be one day i will be abel to

title: User:Asaashok


text:
User talk:Asaashok

 Hello Asaashok, 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.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 01:22, 28 September 2008 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

title: User talk:Asaashok


text:
User:Adikhebat

Contact me at malay wikipedia ^ _ ^

title: User:Adikhebat


text:
User talk:Adikhebat

 Hello Adikhebat, 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.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 02:21, 28 September 2008 (UTC)

title: User talk:Adikhebat


text:
User:Richard Shebora

Hello

title: User:Richard Shebora


text:
User talk:Richard Shebora

 Hello Richard Shebora, 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.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 02:24, 28 September 2008 (UTC)

title: User talk:Richard Shebora


text:
User:Eml4500.f08.Ateam.paquette/Homework3

 Lecture notes September 22, 2008

The element force displacement relation can be derived with respect to the global coordinate system from the axial displacement and the axial forces. The internal forces and internal displacements of any element can be represented by the member forces in the local coordinate system instead of by two variables in the global coordinates. The elemental forces and elemental displacements can be shown with an axial displacement of element e at local node i, $$ {q_i^{(e)}}$$, and an axial force of element e at local node i, $$ {p_i^{(e)}}$$.

Our goal is to derive equation 1
 * $$ \mathbf{k^{(e)}} \mathbf{d^{(e)}} = \mathbf{f^{(e)}} $$

from equation 2
 * $$ \mathbf{k^{(e)}} \mathbf{q^{(e)}} = \mathbf{P^{(e)}} $$

The relationship between $$q^{(e)} $$ and $$d^{(e)} $$, and $$p^{(e)} $$ and $$f^{(e)} $$ also need to be found. We know that $$ {T^{(e)}} {d^{(e)}} = {q^{(e)}} $$. Now we consider the displacement vector of local node 1, $$ {d_1^{(e)}} $$

Node 1

The vector d1(e) can be broken down in to two unit vectors.

 * $$ {d_1^{(e)}} = d_i^{(e)} \vec i + d_2^{(e)} \vec j $$

The vector $$ {\vec d_1^{(e)}} $$ of node 1 is on axis $$ \tilde{x} $$. It can be shown that $$ q_1^{(e)} $$ is the axial displacement of node 1 and is the orthoganal projection of the displacement. $$ q_1^{(e)} $$ can now be related to $$ d_1^{(e)} $$.

 * $$\overrightarrow {q_1^{(e)}} = {\vec d_1^{(e)}} \cdot \vec \tilde{i} $$

 * $$ {d_1^{(e)}} = d_1^{(e)} \vec i + d_2^{(e)} \vec j $$.

 * $$\overrightarrow {q_1^{(e)}} = (d_1^{(e)} \tilde{i} + d_2^{(e)} \tilde{j}) \cdot \vec \tilde{i} $$

 * $$\overrightarrow {q_1^{(e)}} = d_1^{(e)} (\vec i \cdot \vec \tilde{i}) + d_2^{(e)} (\vec j \cdot \vec \tilde{i}) $$

These equations can be shortened because, as proven in Homework 1,

 * $$ l^{(e)} = {\tilde{i}} \cdot {i} = cos(\theta^{(e)}) $$

 * $$ m^{(e)} = {\tilde{i}} \cdot {j} = sin(\theta^{(e)}) $$

$$ q_1^{(e)} $$ can now be rewritten again:

$$ q_1^{(e)} = l^{(e)} d_1^{(e)} + m^{(e)} d_2^{(e)} $$

 * $$ = \left[ \begin{matrix} l^{(e)} & m^{(e)} \end{matrix} \right] \left[ \begin{matrix} d_1^{(e)} \\ d_2^{(e)} \end{matrix} \right] $$

The reactions and relationships are very similar for local node 2.

Node 2

 * $$ {d_2^{(e)}} = d_3^{(e)} \vec i + d_4^{(e)} \vec j $$.

Therefore $$ q_2^{(e)} = \vec d_3^{(e)} \cdot \vec \tilde{j} $$

 * $$ q_2^{(e)} = (d_2^{(e)} \tilde{i} + d_4^{(e)} \tilde{j}) \cdot \vec \tilde{j} $$

 * $$ q_2^{(e)} = d_3^{(e)} (\vec i \cdot \vec \tilde{j}) + d_4^{(e)} (\vec j \cdot \vec \tilde{j}) $$

 * $$(\vec i \cdot \vec \tilde{j}) = sin(\theta^{(e)})$$

and
 * $$(\vec j \cdot \vec \tilde{j}) = cos(\theta^{(e)})$$

 * $$ q_2^{(e)} = m^{(e)} d_3^{(e)} +  l^{(e)} d_4^{(e)} $$

 * $$ q_2^{(e)} = \left[ \begin{matrix} l^{(e)} & m^{(e)} \end{matrix} \right] \left[ \begin{matrix} d_3^{(e)} \\ d_4^{(e)} \end{matrix} \right] $$

After solving for the axial displacement in both nodes, an overall reaction can be formed.

$$ \begin{Bmatrix} q_1^{(e)} \\ q_2^{(e)} \end{Bmatrix} = \left[ \begin{matrix} l^{(e)} & m^{(e)} & 0 & 0 \\ 0 & 0 & l^{(e)} & m^{(e)} \end{matrix} \right] \begin{Bmatrix} d_1^{(e)} \\ d_2^{(e)} \\ d_3^{(e)} \\ d_4^{(e)} \end{Bmatrix} $$


text:
User talk:Sebmol/Archive/2008-III

Please rename me at betawikiversity
Hi, I have changed my username at my homewiki and want to to it at Betawikiversity to. Please rename me to Calandrella. Here is confirmation. Leo Johannes 18:50, 13 September 2008 (UTC)
 * done --JWSchmidt 20:28, 13 September 2008 (UTC)

title: User talk:Sebmol/Archive/2008-III


text:
User:Eml4500.f08.group/Homework3

=Homework 3=

Lecture Notes (current version)

Matlab (current version)

HW3 Contributing Team Members (current version)

title: User:Eml4500.f08.group/Homework3


text:
ADempiere Application Dictionary

Introduction
This is a sup-topic of Adempiere Technical Training which seeks to train Open Source ERP practitioners in the technical aspects of the application. The application dictionary is one of the most powerful aspects of Adempiere, virtually all of the application can be driven via changes in the dictionary – development (writing code) is drastically reduced – most of the application can be configured directly in the dictionary without requiring compilation or re-building. You can read more from here.
 * Note that the spelling for ADempiere in the title is proper as it is defined here.

Entity Types
The entity type determines the ownership of Application Dictionary entries. The types "Dictionary" and "Adempiere" should not be used as they are maintainted by Adempiere – this is the official Adempiere dictionary.

Last Addition in Adempiere (3.3.1) is to define a model package to look for model classes based on entity types (i.e. Look in org.evolution.model instead of org.compiere.model)

Element
This is the central repository for field names, description and help/comments. As well as translations.

Define the names, label, description, help for sales and purchase contexts.
 * Centralized terminology – if you need an exception disable “centrally maintained” in field( windows Tabs & Field).

Table and Column
This is closely related to database, it is kind of metadata of the database tables and columns translated to Adempiere “object” notation.

Tables

 * Case sensitive
 * If the table has an ID it must be exact case with the table name (i.e. CUST_MyTable – the column id must be named exactly CUST_MyTable_ID)

You can use it also to make a table read-only
 * View – to define the table definition as view, views are not synchronized in database

 * Data Access Level – Used for defining the default access for roles

 * Maintain Change Log – when selected all changes to this table are logged in AD_ChangeLog table – it doesn't matter if the role is logged or not

 * Window – define the window to enable zoom functionality. Also you can define a different zoom window for purchase process (PO Window).

 * Records deleteable – to allow/disable deletion of records in database

 * High Volume - indicates if a search screen will display as opposed to a pick list for selecting records from this table.

 * Create Columns from DB: If you make changes in database (ALTER TABLE ADD/MODIFY columns) – you can get the changes with this process.

 * Copy Columns From Table: This is the quickest process to create a table – you select a similar table and this process will create all columns with exact columns (the ID will be renamed to match the table name) – then you can edit (add/delete/change) the columns and when you finish just push the button Synchronize Column to create the table in database.

Columns

 * System Element – the DB Column Name, Name, Description and translation will be inherited from the element at saving time.

 * DB Column Name – the exact name of the column in the database

 * Column SQL – for virtual columns. Virtual columns can show summary information, or information from other tables without the need of adding a real column to the database.  Is constructed with a select joined with the main table.

 * Reference: Data Type of the column- each reference correspond to a different behavior in GUI. Please note carefully the difference between Table and Table Direct. Table Direct needs exact match of the case for the table with the name of the column (excepting the suffix _ID)
 * Please note also the difference between Table and Search
 * For buttons you can define an associated process
 * For Amount, Date, Integer, Number, Quantity you can define a range of min and max value

 * Validation: Dynamic change for list and searches

 * Reference Key: Static list for tables and lists

 * Value Format: For strings you can define a format for the field. Adempiere formatting can enforce the usage of space, any letter, uppercase, lowercase, letters & digits, only digits, etc.  I.e. Formatting phone numbers

 * Default Logic: Context variables – SQL Statements. You can define several defaults separated by “;”  - the first one not-null will be the default

 * Key Column: Just one per table (Primary Key – normally ID generated internally, not shown for users)

 * Parent Link Column – Define the child relation with one or more tables – there can be tables without ID but with one or more parents (like Access tables)

 * Mandatory

 * Updateable

 * Always updateable – make this field always updateable, even if is processed

 * Encryption: just for strings – no reversal process – you can loose data, you need to ensure the width of the column can hold all the current values.

 * Read only logic – condition for making the record read-only (by default IsActive and Processed columns mark the record as readonly without the need of defining the logic here)

 * Mandatory logic – condition for making this field mandatory

 * Identifier: one or more columns (normally value and/or name) to be shown in lists and for dereferencing in reports. The identifiers are shown in the order defined in the field Sequence

 * Callout – piece of code (customization) for filling other fields or simple validations (not recommended for validations – you still need to validate on saving) – for string fields callout is called in keystroke basis

 * Selection column – define the column(s) to be shown in the default search window – by default Value and Name columns are searchable

 * Translated – to define translations for a column – in this case you need to define a table and a tab with the same name as the original table and the suffix (_Trl), and create the table with the same key as the parent, language column and the translated columns

Reference
The Reference Window defines field/display types and validations.

Supported Data Types:

List Validations
Lists of Values (domains)
 * Search Key (this is the value stored in database) – be careful changing search key of already used lists – there is no foreign key or validations to check the validity of the change
 * Name – is the value shown in GUI
 * Before adding values to system lists is recommended to review the impact in code – lists in many cases act as “hardcoded” constants in programs.

Table Validations
List of Records from a Table – you can define where and order by clauses.
 * Table – Define the table for the query
 * Key Column – this is the key column of the table, this value is stored in database – normally is the key (table_ID)
 * Display Column – here you define the column to be displayed in the field
 * Display Value – and you can decide if you want to show the Value (Search Key) column as well
 * WHERE – here you define the where filter for the query - you can use context variables – VARIABLE IS RESOLVED AT START UP OF WINDOW
 * ORDER BY – and you can define an order by clause for the query

Validation Rules
The Validation Rules Window defines all dynamic rules used when entering and maintaining columns and fields.

Common use to filter tables and table lists with dynamic values from context variables.

 * Type: Currently just SQL supported

 * Validation Code: piece of SQL code that is added to the where clause of the reference (or table)

Exercise: Create the following tables in dictionary and then database
 * Table: CUST_Magazine
 * Attributes: Search Key, Name, Description, Comments, Cost of Subscription, Currency, Logo, Product (just Products within category Documentation), ProductForPackage (alternate product key for a package of magazines – must be BOM products), IsActive
 * Table: CUST_Edition
 * Parent table: CUST_Magazine
 * Attributes: ValidFrom, ValidTo, NumberOfPages, QtyPublished, PathForPDF
 * Table: CUST_Subscription
 * Parent tables: CUST_Magazine, AD_User
 * Attributes: ValidFrom, ValidTo, IsAutoRenewal

Field Group
The Field Group Window allows you to define subsections in a tab. Since Adempiere 3.3.1 you can group those fields in a collapse group or in a horizontal tab.

Window, Tab and Field
The Window, Tab & Field Window defines the presentation (GUI) of tables and columns within each window.

Transaction windows just show items created/updated last 24 hours or pending (user can select to show more with history button)

Window

 * Tab Level: Top = 0 (The master), level 1 entries are dependent on level 0, level 2 on level 1, and so on

 * Link Column: The foreign key to link with the parent – it needs to be defined here if the table has more than one parent

Tab

 * Field Group: New functionality -> Collapse, Horizontal tab, label

 * New functionality (still beta) -> master/detail

Field
The Field Tab defines the Fields displayed within a tab. If the Sequence is negative, the record are ordered descending. Note that the name, description and help is automatically synchronized if centrally maintained.

Forms
The Forms Window defines any window which is not automatically generated.

Hand Coded window – some windows are too complex to generate (like Payment Allocation – relation m:n)

Message
All messages are cached at startup of Adempiere.

Report View
Tips for views:
 * Check the tables names in windows
 * You need to include all mandatory columns.
 * No need to get names for the _ID columns – Adempiere does it automatically
 * You can create the view on “SQL Process” window
 * Always review the references of the columns in Adempiere

Process and Reports
Processes and reports are the same.
 * A report can have a pre-process
 * A process can show info when finished

Parameters: As columns or fields you can define defaults, and support ranges

Menu
Default tree include all items You can define your own customized menu:
 * Create menu tree
 * Add (existing) nodes in window Tree Maintenance
 * Assign the new menu in Role

The menu terminology is synchronized with windows and processes names.

Exercise:
 * Create a view to get product category value, name, and the count of products in such product category
 * Create the entries in dictionary for the table/columns
 * Create the report view entry in dictionary
 * Create a report for the report view and attach it to the menu
 * Test creating and customizing this report
 * Create a window for the view and attach it to the menu
 * Test searching records from the view and creating report from this window

Tasks
Define operating system calls.

Country – Region and City
Define the layout of address

Currency
Defines the precision of number of decimal points used in the particular currency when displaying amounts in it.

title: ADempiere Application Dictionary


text:
Extending ADempiere

Introduction

 * The great thing about Open Source ERP is that you can extend it. This is part of the overall course on Adempiere Technical Training.
 * Note that the spelling for ADempiere in the title is proper as it is defined here.

Extension architecture

 * Callouts
 * Model Validator
 * Java Triggers
 * Processes
 * Views and Reports
 * Forms
 * Print Formats
 * Import File Loader

Context variables
Context variables are like 'global' variables for the whole Adempiere, or for a specific window or tab.

You can see all context variables in Tools -> Preference -> Context

Context variables starting with # are defined at login level

Every field in a window has his own context variable, you can access it programatically.

Reading context variable AD_Role_ID int currole_id = Env.getContextAsInt(ctx, "#AD_Role_ID");

Creating object (new record, update record, delete record)
You can get or create objects from the database using the model classes, for example to read an invoice from the database: MInvoice inv = new MInvoice(getCtx, invoice_id, get_TrxName);

This is equivalent to issue a 'SELECT * FROM C_Invoice' and load in memory the data.

To create a new record in the database you call the same code with zero as the ID: MInvoice inv = new MInvoice(getCtx, 0, get_TrxName);

You then can make changes to columns using the setter methods of the object, i.e.: inv.setC_Currency_ID(100);

After you make all the changes you save the record in the database calling the method save: inv.save;

The method save will execute an INSERT if is a new record or an UPDATE if the record already exists. If you want to delete an existing record, you can call the method delete, i.e. inv.delete(true); and after deleting you need to call the method save to execute the corresponding DELETE in the database

Use messages for translations
To show messages within your programs, please use the i18n facility of Adempiere using the message table for this purpose, programatically you simply execute, i.e.: String dateLabel = Msg.getMsg(Env.getCtx, "Date");

SQL

 * Usage of embedded SQL – recommended to use UpperCase in SQL Keywords (for security sql parser)
 * Specially this keywords: SELECT, FROM, WHERE, ON, AS, INNER, JOIN, LEFT, OUTER, FULL
 * When using joins, security parser also requires that ON clause defining the joining columns must be enclosed in parenthesis
 * use Oracle SQL standard syntax that can be translated to postgres – Don't use postgres specific syntax

If you want to issue a simple query returning just one column of the first record, you can use the DB.getSQLValue functions provided by Adempiere: String sql = "SELECT COUNT(*) FROM C_Recurring_Run WHERE C_Recurring_ID=?"; int current = DB.getSQLValue(get_TrxName, sql, getC_Recurring_ID);

To execute a DML operation in the database (INSERT, DELETE or UPDATE) you can use the DB.executeUpdate method, i.e.: String sql = "UPDATE C_CashLine SET Processed='N' WHERE C_Cash_ID=" + getC_Cash_ID; int noLine = DB.executeUpdate (sql, get_TrxName);

To read several records from the database (cursor) you can execute String sql = "SELECT C_PaymentAllocate_ID FROM C_PaymentAllocate WHERE C_Payment_ID = ?"; PreparedStatement pstmt = null; pstmt = DB.prepareStatement(sql, get_TrxName); pstmt.setInt(1, payment_ID); ResultSet rs = pstmt.executeQuery; while (rs.next) { payment_allocate_ID = rs.getInt(1); /// ... more code } rs.close; pstmt.close;

Commit (not common – used with transactions)
Normally you don't need to execute directly a commit. If in your process you need strict control of the commit, please create a transaction: Trx trx = Trx.get(getTrxName(ctx), true);

trx.commit

Callouts
Called after user entered value (for Strings is called every keystroke)

It can be used for direct data validation – but you need to validate again before saving

Better usage for data consequences: i.e. Filling other fields with lookup values, calculating totals You must repeat all calculations in persistence layer

You can have multiple callouts separated by ;

The processing of a callout must be quick (< 1 sec), if slow better create a button and process

Callout classes must extend CalloutEngine and implement the callout methods with 6 parameters (last optional)
 * Context
 * Window No
 * Model Tab
 * Model Field
 * The new value
 * The old value
 * 'Returns' error message

There are also callouts for translation of strings on Import File Loader, these callouts have just one parameter:
 * The value
 * 'Returns' the translated value

Exercise: Create a Callout on the Name of Product Category – the name must be passed to the Description in upper case

Model Classes (lookup)
Persistence

PO (Persistent Object) --> X_ classes  --> M

Class X_ is looked up with complete Name (and case) of the table

Class M is looked up with table name without prefix (if prefix is <= 2 char), and without underscore symbols “_”

Precedence when looking up for M classes: org.compiere.model org.compiere.wf org.compiere.print org.compiere.impexp compiere.model adempiere.model org.adempiere.model
 * 1) Look for model package of the entity type (for non-dictionary tables) – first look for M and then X_
 * 2) look for model package in:
 * 1) look for adempiere.model.X_ class
 * 2) look for compiere.model.X_ class
 * 3) look for org.compiere.model.X_ class

Exceptions: AD_Element - M_Element AD_Registration – M_Registration AD_Tree – MTree_Base R_Category – MRequestCategory GL_Category – MGLCategory K_Category – MKCategory C_ValidCombination – MAccount C_Phase – MProjectTypePhase C_Task – MProjectTypeTask

If can't find persistence class then it uses PO to save directly to the database. In Adempiere there is a GenericPO that can be used for programatically save tables with no model class.

X_ classes are generated automatically – don't change them Usage of GenerateModel: arguments:
 * Output Directory - C:\srcAdempiere\trunk\base\src\org\compiere\model\
 * Package - org.compiere.model
 * EntityType - 'D'
 * Optional table like - 'U_RoleMenu'

Model Classes (triggers)
Insert/Update triggers: beforeSave and afterSave

Delete triggers: beforeDelete and afterDelete

Model validator
Defined at client level

You can have multiple model validators separated by ;

Events:
 * User Login – you know the user, role, client and organization – i.e. Useful for veto login

Events on table:
 * BEFORE/AFTER
 * NEW/ CHANGE/ DELETE

Events on documents:
 * BEFORE/AFTER
 * PREPARE/ VOID/ CLOSE/ REACTIVATE/ REVERSECORRECT/ REVERSEACCRUAL/ COMPLETE / POST

Model Classes vs Validators

 * Don't customize adempiere model classes – implement triggers for official tables in model validator

 * Use model classes (or model validator if preferred) for your customized tables

 * Don't generate X_ classes for official adempiere tables – use general getter and setter from PO for custom columns

Exercises:
 * Create a ModelValidator that avoid users login twice in Adempiere
 * Create a ModelValidator when Order change the business partner – add the previous bp to the description
 * Create a ModelValidator to forbid GardenAdmin to complete an Invoice
 * Create a ModelValidator to avoid completely posting from invoices

Processes
Called from menu or buttons prepare method for getting the parameters into variables – Record_ID just work for buttons

doIt method for execution of the process

addLog to keep log of the executions / for auditing purposes and showed at the end of the process

return a message

for errors must throw exceptions

Forms
Custom swing windows – special cases Not recommended – not supported for webUI clients

 * Extend org.compiere.swing.CPanel
 * Swing code – implement listeners
 * Use javax.swing and org.compiere.swing components

Import File Loader

 * Stage table
 * File definition
 * Import of the file
 * Import process to pass from the stage table to the definite tables

Exercise:
 * Add POReference column to the I_Invoice stage table
 * Change the ImportInvoice process to manage the import of this new column

Other Resource

 * ADempiere Wiki on New Window Creation

title: Extending ADempiere


text:
Group (psychology)

In social psychology, a group can be defined as two or more humans who interact with one another, accept expectations and obligations as members of the group, and share a common identity. By this definition, society can be viewed as a large group, though most social groups are considerably smaller.

A true group exhibits some degree of social cohesion and is more than a simple collection or aggregate of individuals, such as people waiting at a bus stop. Characteristics shared by members of a group may include interests, values, ethnic or social background, and/or kinship ties. According to Hare, the defining characteristic of a group is social interaction.

Topics

 * Group polarisation
 * Prisoners' dilemma (Wikipedia)
 * Social loafing
 * Social facilitation

title: Group (psychology)


text:
Social facilitation

Social facilitation refers to the tendency for people to be aroused into better performance on simple tasks (or tasks at which they are expert or that have become autonomous) when under the perceived observation of others, compared to when performing alone. However, for complex tasks (or tasks at which people are not skilled), performance is often inferior in socially-observed settings. This effect has been demonstrated in a variety of species. In humans, it is strongest among those who are most concerned about the opinions of others, and when the individual is being watched by someone he or she does not know, or cannot see well.

title: Social facilitation