text:
Drinking water disinfection

Part of the Wikiversity Department of Environmental Engineering, School of Engineering and the Engineering and Technology Portal

Pathogens in Water Supplies

 * Bacteria - Bacteria are very common single-celled microorganisms that generally exist in colonies and almost always exist in water supplies. In fact, in waste-water treatment, the presence of bacteria is essential to the breakdown of chemical contaminants.

 * Viruses - A virus is a sub-microscopic (less than one micrometer in size) infectious agent that is unable to grow or reproduce outside a host cell. Each viral particle, or virion, consists DNA or RNA, within a protective protein coat called a capsid. The capsid shape varies from simple helical and icosahedral (polyhedral or near-spherical) forms, to more complex structures with tails or an envelope. Viruses infect all cellular life forms and are grouped into animal, plant and bacterial types, according to the type of host infected.

 * Protozoa
 * Giardia - Giardia lamblia is a protozoan that is considered a dangerous acute contaminant that commonly exists in water supplies. Within the environment, it is usually present in its dormant form as a cyst, a thick-walled stage within which it can survive transport to a new host through water.
 * Cryptosporidium - Cryptosporidium parva is a protozoan that is considered a highly dangerous acute contaminant that occasionally enters water supplies. Within the environment, it is usually present as an cyst or spore, a hardy stage which it uses to survive transport to a new host.

Disinfection of Pathogens in Water

 * Physical - Boiling or freezing water causes changes in phase and density which disrupt the ability of a pathogen to exist within the medium. Cellular cytoplasm (cellular bodily fluid) is mostly water and reacts to physical changes of its medium (human bodily fluids or water supplies).  Boiling a fluid into a gas causes a pressure increase that explodes cell membranes.  Freezing a fluid completely causes thermal expansion of water (e.g. ice occupying more volume than the equivalent amount of water), which also creates a pressure that bursts cellular membranes.

 * Irradiation by Electromagnetic Rays - Electromagnetic waves (light) of a frequency higher than low ultraviolet (i.e. UV, X and Gamma bands) are considered ionizing radiation and may break chemical bonds holding a pathogen together. In the case of microbial DNA, the double helix may be broken, thus inactivating the virus.  In the case of any ionizing radiation, the water may be ionized thus creating oxidative conditions.

 * Bactericidal metal Ions - Cu2+, Ag+ and Hg22+ have been well known to be effective disinfectants for millenia.

 * pH Adjustment through Strong Acids and Bases

 * Surfactants - Quarternary Ammonium Compounds

 * Chemical Oxidants - Cl2, Br2, I2, O3, ClO2, KMnO4 and FeO42- and halo-organic compunds.

Assignments
Activities:
 * Create an activity

Readings:
 * Peruse the appropriate sections of General_Biology/Classification_of_Living_Things
 * Peruse the appropriate sections of Biochemistry

References:
 * Faust, Samuel D. "Chemistry of Water Treatment." Lewis. Boca Raton, 1998.
 * Ohio State: Disinfection

Study guide:
 * 1) Wikipedia article:Disinfection
 * 2) Wikipedia article:Virus disinfection
 * 3) Wikipedia article:Solar water disinfection

title: Drinking water disinfection


text: Category:Sanitary engineering

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

title: Category:Sanitary engineering


text:
User talk:Sunstar NW XP

 Hello Sunstar NW XP, 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.
 * 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 16:54, 16 July 2008 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn new things by creating new learning resources or help us find things by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

Asperger's/Autism
Hi Sunstar NW XP, I think that's fine to develop "manual" resources here on this topic. If it became purely information (as opposed to learning/teaching/training resources), it might eventually belong on Wikibooks, but if its a learning resource (e.g., learning how to manage...) or research resource then it would clearly belong here. So far, I think we might only have the pages listed here: Category:Autism, although some might not yet be categorised. -- Jtneill - Talk - c 23:31, 16 July 2008 (UTC)
 * Hi from me as well. One of my experiences working in the world of "open educational resources" has been that it is particularly the marginalised groups who have the greatest need for the possibilities we open up. Special education is one of those marginalised groups. So I'd say that resources about coping with autistic spectrum conditions, as well as resources designed to facilitate the general learning of such people, are especially welcome at Wikiversity. Please feel welcome to turn to User:jtneill or myself if you need any help. --McCormack 04:48, 21 July 2008 (UTC)

 * You might find some folks to collaborate with at The Neurodiversity Movement, which was started a year or so ago but has been in need of more voices ever since. 12.38.172.9 15:16, 31 July 2008 (UTC) (SB Johnny, on an insecure terminal)

Original research
Yes, original research is very much within the scope of Wikiversity (unlike Wikipedia) and we welcome efforts, even in their early/premature/incomplete stages. Wikiversity is still in very early days with regard to being a place for developing and sharing original research, so I think you'll find any efforts in this direction welcomed. Efforts to date are not particularly well organised but two places to start are Portal:Research and Category:Research. Feel free to ask me for any help or also feel free to post messages to the Colloquium if you want to draw the community's attention. Sincerely, -- Jtneill - Talk - c 23:08, 31 July 2008 (UTC)

Striking out logs
Hello. You refered to here... I wanted to say that a somewhat similar extension is enabled on Wikimedia wikis, see Oversight. And btw, it also seems you are editing about Asperger's syndrome, I think I have that :-) Greetings, SPQRobin 15:06, 28 August 2008 (UTC)

Request for Deletion
Please note that your request for deletion here has already been requested in the two previous sections.

Please remove your request and respond to the two previous entries so we can keep everything together. Thank you. Ottava Rima (talk) 19:45, 15 September 2008 (UTC)

 * I understand completely. :) I just wanted to bring it to your attention before anyone causes a fuss about there being three subsections. :) Ottava Rima (talk) 19:53, 15 September 2008 (UTC)

TUSC token 9229f7c7ef21f7207a5764a1290f6d39
I am now proud owner of a TUSC account!

AC
Thank you for your kind comments, I wasn't sure which sites you have seen, there are two currently in development, Artificial Consciousness (An introductory course in Artificial Consciousness) and GreySmith Institute of Advanced Studies, a research group working on developing an Independent Voice in Artificial Consciousness.--Graeme E. Smith 00:16, 12 February 2009 (UTC)

Asperger's Syndrome and autism: Dealing with outbursts
Hello, and welcome to Wikiversity! We welcome and appreciate your contributions, such as Asperger's Syndrome and autism: Dealing with outbursts, but we regretfully cannot accept copyrighted text or images borrowed from either web sites or printed material. This article appears to be a direct copy from http://www.udel.edu/bkirby/asperger/karen_williams_guidelines.html. As a copyright violation, Asperger's Syndrome and autism: Dealing with outbursts appears to qualify for deletion. Asperger's Syndrome and autism: Dealing with outbursts has been tagged for deletion, and may have been deleted by the time you see this message. If the source is a credible one, please consider rewriting the content and citing the source.

If you believe that the article is not a copyright violation, or if you have permission from the copyright holder to release the content freely under the CC-BY-SA 3.0, you can comment to that effect on Talk:Asperger's Syndrome and autism: Dealing with outbursts. If the article has already been deleted, but you have a proper release, you can reenter the content at Asperger's Syndrome and autism: Dealing with outbursts, after describing the release on the talk page. However, you may want to consider rewriting the content in your own words. Thank you, and please feel free to continue contributing to Wikiversity. Geoff Plourde 00:43, 6 August 2010 (UTC)

title: User talk:Sunstar NW XP


text:
Wikimedia Ethics/Ethics on Wikipedia and the Internet

 * "Wikipedia is one of the most visited websites in the world. When a mainspace article is edited, it is possible that the edit may be viewed by thousands or even millions of readers. It is therefore necessary to ensure that when one edits an article, some principles are followed." - A draft copy of the Wikipedia code of ethics

Handling of disputes

 * How are disputes handled on the Internet? How are disputes handled on Wikipedia? Which system will promote the best ethics?

On Wikipedia, disputes are resolved mostly using an open, public form of dispute resolution that is visible to the average reader of Wikipedia. As with virtually all systems of dealing with dispute resolution, this system has its advantages and disadvantages.

By allowing the average reader to see dispute resolution, the average reader can learn from the mistakes from others and ensure that these works are produced ethically. Contributors are also discouraged from engaging in unethical and argumentative behavior on wiki due to the threat of the issue being taken to dispute resolution. Also, contributors will be able to have constructive and open discussions with other users when the open system is used.

On other websites, dispute resolution, if it exists, is normally closed and rarely intervenes except for in the most extreme of cases. This can mean that two contributors to a website such as digg or facebook may start large arguments with other contributors without following some basic standard of ethics.

The closed system of dispute resolution does, however, have some advantages from an ethical standpoint. It means that some arguments and information which contributors would rather not made public are kept private.

Other websites often simply ban users from contributing to their sites if they are holding discussions which are intended to cause annoyance. This system can often be best for preventing people contributing to discussions on a website to annoy others.

Wikipedia may be improved from the actions on other sites in several ways. By banning contributors who are promoting poor ethics or attempting to anger other users, an ethic of good behavior might form across Wikipedia.

Other websites may benefit from the Wikipedia model. By having open discussion and intervening early, contributors will be able to have constructive and open discussions with other users.

What issues are involved with ethical issues on the internet? What issues are involved with ethical issues on Wikipedia?
There are many ethical issues involving the internet and Wikipedia, and most of them will not be covered in this essay. One of the ones that are often considered important is the inclusion of rumors on Wikipedia. In all articles, especially Biographies of living people, Wikipedia has a duty to portray the subject accurately. One way to increase the accuracy of articles is to ensure that Wikipedia does not include unverified rumors.

An example of a time when including unverified rumors on Wikipedia has had unexpected consequences is described at Chris Benoit mystery editor confesses: claims "terrible coincidence" on Wikinews. The article, and its corresponding talk page, shows how the inclusion of one unverified posting of a death, which occurred a few hours after the addition, resulted in conspiracy theories and accusations of murder. This incident probably would not have occurred if Wikipedia had not carried unverified rumors, and demonstrates the benefits of following a code of ethics when writing.

Another issue which needs to be considered when looking into ethical issues on the English Wikipedia is anonymous or pseudonymous editing of Wikipedia. It can be argued that anonymous or pseudonymous editors are less likely to follow basic ethical standards when editing Wikipedia. This is due to the fact that people feel required to follow ethical standards when they can be tracked in real life.

Banning anonymous or pseudonymous editing on Wikipedia, however, is likely not to be an appropriate solution. Considering that almost all Wikipedians do not provide their real name, Wikipedia would not be able to sustain a good number of well updated articles without these editors.

An alternative to requiring users to edit under their real name is attempting to attach a level of responsibility to edits at Wikipedia, so people will still be able to contribute using a pseudonym, while having the sense of responsibility attached with real names. The issue with this is that some users will not have that sense of responsibility, so may not contribute constructively. This issue is one that appears to have no clear solution.

This problem also extends across the internet, as many sites do not require editing with a real name. One site, Citizendium, is growing at a faster rate than Wikipedia did at its origin, despite the fact that editing with a real name is required.

How have such processes evolved over time on the Internet? How have such processes evolved over time on Wikipedia?
The Wikipedia policy on Biographies of living persons is one that has developed significantly to meet growing standards for ethics on Wikipedia. At its formation, the policy only stated that "biographies of living persons deserve a special sensitivity," while now it says that any controversial material must be "removed immediately and without waiting for discussion." This is different to the usual Wikipedia policy on forming a consensus, which says that a consensus should be formed before any controversial removals of content.

On the Internet, guidelines over ethics have developed to fit with new projects which claim to run on a higher ethical standards, such as Citizendium, which says that it focuses on "reliability and quality" through methods such as requiring contributors to provide their real name. Another group of citizen cyber-journalists has proposed a model Blogger Code of Ethics, adapted from the Society of Professional Journalists Code of Ethics. Tim O'Reilly has similarly called for a Blogging Code of Ethics.


text:
User talk:Anifat01

 Hello Anifat01, 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.
 * 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! --Anonymous101 17:55, 16 July 2008 (UTC)

title: User talk:Anifat01


text:
Portal talk:Cosmology

=To do list=
 * write a list of topics within cosmology that are essential for an undergraduate course
 * the picture needs a caption, this is an historic picture from the gnostic school of thought?
 * write material after a clear structure has been hammered out.

=topics= This is a rough list of ideas/topics that need to be covered: metrics + relativity, Friedman equation, expansion, cosmological principle, inflation, CMB, dark matter/dark energy, numerics (eg n-body/zeldovich), observations, luminosity-distance-age-redshift relations Augustus 18:28, 16 July 2008 (UTC)

=books=

A list of books about cosmology at undergraduate level, this probably forms a list of suggested reading:

basic/undergraduate:
 * An Introduction to Modern Cosmology - A Liddle
 * Introduction to Cosmology - M Roos
 * Modern Cosmological Obserbvations and Problems - G Bothun

advanced undergraduate/postgraduate:
 * Modern Cosmology - S Dodelson
 * Cosmological Physics - J Peacock
 * Cosmology and Astrophysics through Problems - T. Padmanabhan
 * Principles of Physical Cosmology - PJE Peebles
 * The Large Scale Structure of the Universe - PJE Peebles
 * Gravitation and Cosmology - S Weinberg
 * Physical Foundations of Cosmology - V Mukhanov

Add to list as necessary. Augustus 21:11, 19 November 2008 (UTC)

title: Portal talk:Cosmology


text:
User talk:Judithashley

 Hello Judithashley, 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.
 * 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! --Anonymous101 18:34, 16 July 2008 (UTC)

title: User talk:Judithashley


text:
User:Davumaya

...

title: User:Davumaya


text:
Topic talk:Electrical engineering/Courses ELE

I think we need a serious reformat. Possibly implementing terms? Some of these are seriously out of order and some are not even labeled with a course number. Some of these are mislabeled as well. And some do not make sense or could be integrated with another course or found in another college.

Please comment.

Bgorges

 * This is true, please look at these two pages 1) Available courses page and 2) Requested Courses. This is just a catergorisation measure. The next step would be course renaiming. As for course numbering there is a general consesus in the colloquim that these are un necessary please see this discussion. It's still early days for these deparments, but I think they are shaping up to compete for top place here at wikiversity. ;-)Thuvack 05:32, 17 July 2008 (UTC)


text: User:LinkTiger

title: User:LinkTiger


text:
Spanish 1

Welcome, disciples, to Spanish 1 - your guide to the Spanish language! This course is designed for English speakers. Knowing Spanish will improve your experience while visiting a Spanish-speaking country or learning another Romance language such as Romanian, French, Italian, or Portuguese. Today, 21 countries in Latin America, Europe (Spain) and Africa (Equatorial Guinea) have Spanish as their national language. In the United States, it is offered as a foreign language course in the majority of high schools and, with a growing Hispanic minority, the number of people who use the language increases by the day. Over 500 million people speak Spanish worldwide, and Spanish is an easy language to learn for fluent speakers of English or a Romance language. Spanish-speaking countries have beautifully rich cultures, something especially notable in literature, food, music, and the arts. Throughout this course, there will be 'knowledge sections' that contain facts about Spanish-speaking countries and their cultures. Our forum is a place where you can receive feedback and ask questions about Spanish.

Contents

 * Introduction: Countries,  Linguistic characteristics
 * /The Basics/ – Country focus: México
 * /Activities/ – Country focus: Estados Unidos
 * /Adjectives/ – Country focus: Cuba
 * /School/ – Country focus: República Dominicana
 * /The Classroom/ – Country focus: Puerto Rico
 * /Food & Drink/ – Country focus: El Salvador
 * /Health/ – Country focus: Guatemala
 * /Destinations/ – Country focus: Honduras
 * /Recreation & Lifestyle/ – Country focus: Nicaragua
 * /Family & Celebrations/ – Country focus: Costa Rica
 * /Adjectives & In a restaurant/ – Country focus: Panamá
 * /The Bedroom/ – Country focus: Colombia
 * /The Household/ – Country focus: Venezuela
 * /Shopping/ – Country focus: Ecuador
 * /At the Mall/ – Country focus: Perú
 * /Vacation/ – Country focus: Bolivia
 * /Community/ – Country focus: Paraguay
 * /Television/ – Country focus: Chile
 * /Computers/ – Country focus: Argentina, Uruguay, España, and Guinea Equatorial

Other Spanish Resources
This is the first complete Spanish course to be offered at Wikiversity. We hope that there will be more Spanish courses - Spanish courses for different purposes, for the same kind of students, or courses which reflect different approaches to teaching/structuring lessons. This course does not yet offer multimedia experiences, quizzes, or other interactive elements, so contributions along those lines are especially welcome.

 * Spanish 2 – Continuation of Spanish 1
 * Forum – Discuss Spanish with other users, or receive feedback
 * English Language Department at the Spanish version of Wikiversity

title: Spanish 1


text:
Talk:Linear correlation

Venn diagram
Suggest removal of the venn diagram, as it has nothing to do with the topic. (Or, if it has some relevance that I am not aware of, explain that relevance in a caption.)
 * Thanks for the feedback. I've added a caption to the Venn Diagram. Ideally we would add a series of bivariate scatterplots to this resource. -- Jtneill - Talk - c 11:45, 17 July 2008 (UTC)
 * I think now that there are bivariate scatterplots, that the venn diagram is not very useful, and it more likely to be confusing (for example, what is the event space for this diagram?). It should be removed.Wsntw 05:26, 19 March 2009 (UTC)

Remoe "correlation explore" link
The demo linked shows different correlations in such a way as to suggest that 'r' indicates both the slope of the correlation line as well as the strength of the correlation. I find this confusing. The main graphic presented here and on wikipedia's correlation article (Correlation_examples.png) does an excellent job of clearing up the issue, by showing perfect correlations with different slopes as well as various strengths of correlation all with the same slope (and, the wikipedia caption for the image is more informative). The linked demo does the opposite, by increasing the ambiguity.

title: Talk:Linear correlation


text:
User talk:Cvnanil~enwikiversity

Salut Anil, welcome around here / bienvenue à Wikisersité. I hope we can help you succeed in your learning goals / J'espère que nous pourrons vous aider à réussir dans vos objectifs d'apprentissage. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 06:24, 17 July 2008 (UTC)

 Hello Cvnanil, 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.
 * 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! Erkan Yilmaz uses the Chat (try) 06:24, 17 July 2008 (UTC)

French Mentoring
Salut, Cvnanil. You are listed at the French stream as being a beginning student of French who is interested in learning French. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 10:01, 22 November 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:30, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:05, 19 April 2015 (UTC)

title: User talk:Cvnanil~enwikiversity


text:
User talk:Chelsea8611~enwikiversity

Fat Hormone may Contribute to Longevity

Hi,I am chelsea,working in a chemical trade platform.I know little about chemistry ,but I like chemistry very much.I have just read a article.Now I share it with you.I hope it can heip you.

Both humans and mice that manage to live to a ripe, old age show a clear change in their glucose metabolism, but it's unclear whether this change alone can increase lifespan. Using a mouse model of longevity, Terry Combs and colleagues report that changes in metabolism can indeed increase longevity. They demonstrated that long-lived Snell dwarf mice burn less glucose and more fatty acids during periods of fasting, and as a result produce fewer free radicals.

The key to this switch may be adiponectin, a hormone produced by fat cells that helps lower glucose production and stimulates cells to use fat for energy instead. The researchers found that Snell mice had three times as much adiponectin in their blood as control mice; Snell mice also had fewer triglycerides in their cells, indicative of higher fat metabolism.

The benefit of burning fats instead of glucose for energy is that it produces fewer oxygen radicals which can damage cells and exacerbate the effects of aging. Confirming this, Combs and colleagues found far less free radical damage, measured as the frequency of a chemical modification on protein known as carbonyl groups, in Snell mice than controls.

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Chelsea8611. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Chelsea8611~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:29, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:04, 19 April 2015 (UTC)

title: User talk:Chelsea8611~enwikiversity


text:
User:Kunpenghe

Actually i am from Beijing,China,a guy with a bechelor's degree of economics.especially i majored in world economics and international trade in economics and administration department of Wuhan university,Wuhan,China.For the last two year I have been serving as a international trading clerk in my office room,belonging to a international company located in the capital.

I am featured as a man with 180cm's height and approximate 75kg's weight,nicelooking(smiling with proud) and educated.I sincely want friends with equivalent class and various interests,worldwidely.

title: User:Kunpenghe


text:
Software testing

Software Testing Concepts
The name itself explains itself nicely. Imagine writing a school paper. What if you yourself had prepared the question for the paper, answered the question in a paper you had written, and finally you corrected the paper. I bet you would have given yourself full marks.

Testing of a particular product is especially encouraged to be done by an independent body/person who is not directly associated with the development of product itself. This gives the tester an unbiased view for testing the product thoroughly. Although I am writing these notes just for software testing the same principle applies to product testing for any industry, be it software or anything else from pencils to airplanes.

Why Testing is important ?
Testing plays a very important role in knowing how well the product has been built to match the required specifications. Just think on these two lines:
 * Have you built the product right
 * Have you built the product Rightly

Thinking over these two statements will give you the feeling that these are two questions that need to be answered if you want to insure the Quality of the product (software in this case). One question emphasizes on building the right product while the other emphasizes on laying down stringent processes so that you build the product right.

One question refers to building a product to meet the specific requirements, while other shows the road to build that product in a right manner. That is how the concept of Quality Assurance and Quality Control has come into picture. Quality Assurance builds a strong frame work of processes to build the right product, while Quality Control thoroughly checks/validates it to ensure it is working properly as per its functionality.

Timely
Testing is very important concept. The reason I stress Timely is because a stitch in time saves nine :) The earlier you find a bug, the sooner you can fix it and the eventually lesser components of the product are affected. Imagine building a mega story building and realize that you haven't tested enough in the process of building. Imagine you reach the construction of the 10th floor and you realize there is a problem with the 1st floor.  You will have to find a hiding place for yourself very soon if you land up in such situation. Try and map this with the process of software product development and you will realize the importance of timely identification and resolution of a bug.

Levels of testing

 * 1) Unit Testing, also known as Component Testing
 * 2) Integration Testing, also known as Component Integration Testing (CIT)
 * 3) System Testing
 * 4) System Integration Testing
 * 5) Acceptance Testing

Regression Testing may be cited as a separate level of testing, but is more accurately an activity which is performed at all levels of testing, where the goal is prove that new changes have not broken any existing (and previously tested) pieces of functionality in the system.

Resources

 * /Overview/
 * /Introduction/
 * /History of testing/
 * /Design technique/
 * /Laboratory course/
 * /Interaction/
 * /Test tools/
 * /Glossary/
 * /Literature/
 * /Results/
 * /Meeting place/

title: Software testing


text:
Power System Protection/Introduction

1.1 Objectives
The objectives of electrical system protection and coordination are to — Limit the extent and duration of service interruption whenever equipment failure, human error, or adverse natural events occur on any portion of the system — Minimize damage to the system components involved in the failure. The circumstances causing system malfunction are usually unpredictable; however, sound design and preventive maintenance can reduce the likelihood of system problems. The electrical system, therefore, should be designed and maintained to protect itself automatically.

1.2 Safety
Prevention of human injury is the most important objective when designing electrical systems. Interrupting devices should have adequate interrupting capability. Energized parts should be sufficiently enclosed or isolated to avoid exposing personnel to explosion, fire, arcing, or shock. Safety should always take priority over service continuity, equipment damage, or economics. These fundamental principles of safety have always been adhered to by responsible engineers engaged in the design and operation of electrical systems. The essential electrical infrastructure in industrial and commercial establishments employs protective devices, many of which are addressed in this recommended practice, that function to de-energize the electrical system in the event of a malfunction. However, electric shock can result in serious injury far more quickly than the available technology of interruption can perform its task. Therefore, the limitation of shock hazard, such as the step and touch potentials in electrical substations, depends upon the speed of interrupting the fault. Rapid fault isolation is important. Therefore, the most efficient form of electrical shock protection is to avoid shock altogether, and such avoidance is best accomplished through proper system design and operation, and through effective maintenance.

1.3 Equipment damage versus service continuity
Whether minimizing the risk of equipment damage or preserving service continuity is the more important objective depends upon the operating philosophy of the particular industrial plant or commercial business. Some operations can afford limited service interruptions to minimize the possibility of equipment repair or replacement costs, while others would regard such an expense as small compared with even a brief interruption of service. In most cases, electrical protection should be designed for the best compromise between equipment damage and service continuity. One of the prime objectives of system protection is to obtain selectivity to minimize the extent of equipment shutdown in case of a fault. Therefore, many protection engineers would prefer that faulted equipment be de-energized as soon as the fault is detected.

However, for certain continuous process industry plants, high-resistance grounding systems that allow the first ground fault to be alarmed instead of automatically cleared are employed.

1.4 Economic and reliability considerations
The cost of system protection determines the degree of protection that can be feasibly designed into a system. Many features may be added that improve system performance, reliability, and flexibility, but incur an increased initial cost. However, failure to design into a system at least the minimum safety and reliability requirements inevitably results in unsatisfactory performance, with a higher probability of expensive downtime. Modifying a system that proves inadequate is more expensive and, in most cases, less satisfactory than initially designing these features into a system.

The system should always be designed to isolate faults with a minimum disturbance to the system and should have features to give the maximum dependability consistent with the plant requirements and justifiable costs. Evaluation of costs should also include equipment maintenance requirements. In many instances, plant requirements make planned system outages for routine maintenance difficult to schedule. Such factors should weigh into the economic versus- reliability decision process. When costs of downtime and equipment maintenance are factored into the protection system cost evaluation, decisions can then be based upon total cost over the useful life of the equipment rather than simply the first cost of the system. There are many protective systems now

title: Power System Protection/Introduction


text:
Talk:Power System Protection

Course Started
Major course development here, Original content moved here. I finally got to it;-)Thuvack 11:25, 17 July 2008 (UTC)

title: Talk:Power System Protection


text:
Template talk:Contrib-creator

Minor Edit
This looks more correctThuvack 11:31, 17 July 2008 (UTC)

title: Template talk:Contrib-creator


text: Power Generation/Introduction

title: Power Generation/Introduction


text:
Talk:Power Generation

Course Created
Original Content moved to here. I got to this one as well. ;-)Thuvack 12:41, 17 July 2008 (UTC)

title: Talk:Power Generation


text: Template:YouTube hunter

title: Template:YouTube hunter


text: Template:User female

title: Template:User female


text: Template:Electrical Power Distribution Content


text:
Electrical Power Distribution

Welcome to the Home page for Distribution of Electrical Power

In this course we will discuss Distribution systems of Electrical Power( such as AC Distribution; DC Distribution etc… ). At the end of this course the student is expected to be familiar with the Principles of Electrical Power Distribution Systems as application in real life.

You are advised to read carefully through given material and attempt all quiz/questionnaires in this course and don't forget to follow necessary safety code that will be outlined in this course. We hope you will enjoy this course in Electrical Engineering.

Course Outcomes
At the end of this course the student is expected to be comfortable with the following:
 * 1) Basic Principles of Distribution Systems
 * 2) AC Distribution
 * 3) DC Distribution
 * 4) Sub-Stations

Prerequisites
The following courses are considered important for the student to be at ease with material that will be covered in this course:
 * 1) Electrical Engineering Fundamentals
 * 2) Electric Circuit Analysis
 * 3) Alternating Current Circuits

Organization
This course consists of:
 * 5 Lessons → [ 5 weeks ]
 * 1 Quiz Test → [ 1 Day ]

All the above Span about 5 weeks. Plan your time wisely, by starting a journal and track your progress. If you work consistently and keep to your planned Study Time, you will Do Very well in this course.

Here are some of the resources available to Help you understand and make better used of this personal Learning Experience:
 * History of free learning
 * Learning by doing
 * How to use wiki technology as a free learner

Lessons

 * 1) Introduction
 * 2) Underground Cables
 * 3) AC System
 * 4) DC System
 * 5) Sub-Station

Resources
Wikiversity has a respectable body of content related to this course, you are advised to use the resources wisely to achieve your success. This course includes a formula sheet that can help you remember important Formulae and principles.Do not rely on the formula sheet entirely without understanding course material.

title: Electrical Power Distribution


text:
Electrical Power Economics

Welcome to the Home page for Electrical Power Economics!

In this short course we will discuss Economics of Electric Power Generation, Transmission & Distribution( such as Cost per KilloWatt; Tariffs etc… ). At the end of this course the student is expected to be familiar with the Costs related in Setting Up and running Electrical Utilities in real life.

You are advised to read carefully through given material and attempt all quiz/questionnaires in this course and don't forget to follow necessary safety code that will be outlined in this course. We hope you will enjoy this course in Electrical Engineering.

Syllabus
At the end of this course the student is expected to be comfortable with the following:
 * 1) Economics of Power Generation
 * 2) Load Factor and Energy Saving
 * 3) Electrical Tariff
 * 4) Characteristics of an Electrical Tariff
 * 5) General Tariff make up

Prerequisites
The following courses are considered important for the student to be at ease with material that will be covered in this course:
 * 1) Electrical Power Generation

Resources
Wikiversity has a respectable body of content related to this course, you are advised to use the resources wisely to achieve your success. This course includes a formula sheet that can help you remember important Formulae and principles. Do not rely on the formula sheet entirely without understanding course material.

Organization
This course consists of:
 * 5 Lessons → [ 5 Days ]
 * 1 Quiz Test → [ 1 Day ]

All the above span about 1 week. Plan your time wisely, by starting a journal and track your progress. If you work consistently and keep to your planned Study Time, you will do very well in this course.

Here are some of the resources available to Help you understand and make better used of this personal learning experience:

 * History of free learning
 * Learning by doing
 * How to use wiki technology as a free learner

Lessons

 * 1) /Introduction/
 * 2) /Depreciation/
 * 3) /Tariff Characteristics/
 * 4) /Tariff Structure/
 * 5) /Formulae/

title: Electrical Power Economics


text:
User talk:Pranitagopal

Hello Pranita Gopal, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 15:37, 17 July 2008 (UTC)

 Hello Pranitagopal, 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.
 * 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! Erkan Yilmaz uses the Chat (try) 15:37, 17 July 2008 (UTC)

title: User talk:Pranitagopal


text:
User talk:Sine Die

Hello, welcome around here. I hope we can help you succeed in your (language) learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 15:40, 17 July 2008 (UTC)

 Hello Sine Die, 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.
 * 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! Erkan Yilmaz uses the Chat (try) 15:40, 17 July 2008 (UTC)

French Mentoring
Salut, Sine Die. You are listed at the French stream as being an intermediate student of French who is interested in learning French. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 07:04, 13 November 2008 (UTC)

title: User talk:Sine Die


text:
User:AnandaLima

Hi! I am a native Brazilian Portuguese teacher, with a formal Background in Linguistics. I would like to get involved in Projects realted to Portuguese and linguistics, as a teacher. Please feel free to contact me to chat about it.

title: User:AnandaLima


text:
User talk:AnandaLima

 Hello AnandaLima, 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.
 * 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! --Thuvack 16:58, 17 July 2008 (UTC)

Perhaps You would like this
I am intersted in learning portuguese, but I can only greet and say by in portuguese. Enjoy your stay here. ;-)Thuvack 17:11, 17 July 2008 (UTC)
 * Introduction to Portuguese

title: User talk:AnandaLima


text:
Assistant teacher course/Software/Application monitoring

Monitoring applet
Monitoring applets allow assistant teachers and teachers to get an overview of the work of the pupils without interfering too much or unnecessarily. A standard for applets can allow pupils to work with different types of applications without causing the assistant teachers to lose track of their groups. The recommended standard size for a monitoring applet is 500 * 150 pixels, which allows to put 2 * 4 applets on an OLPC screen (1200 x 900) and retain some space for general information. For future compatibility applets should allow sizing and scale their graphics appropriately. Applets should also implement a compact view with 500 * 20 pixels, which allows to put up to 2 * 40 applets on a single screen. The compact view would allow a teacher to monitor all pupil applications in a class (even a much too large class) and to expand only selected applets to have a closer look.

 * Applets should allow several teachers to monitor the same application (on the same pupil laptop); a teacher might want to collect the same information gathered by assistant teachers.
 * Applets of the same type can internally make use of a single protocol handler instance, so that all network connections are maintained by a single class. This can also allow to gather information for common diagrams with data about all pupils in a group conveniently (e.g. scores).
 * Different types of applets can use a common protocol layer to allow subscriptions to common information sources in the monitored applications. A common demand could for instance be to transmit the current score in relation to the possible score, the number of the current exercise and a list of the exercises that have been solved (No more: "Hands up, who has finished exercise 12.f?"). In contrast a non-linear learning environment might offer different types of statistics about the use of features of the learning environment.


text: Assistant teacher course/Software

title: Assistant teacher course/Software


text:
User talk:Calshakes

Hi Cal, welcome around. You have a reply here. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 21:38, 17 July 2008 (UTC)

 Hello Calshakes, 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.
 * 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! Erkan Yilmaz uses the Chat (try) 21:38, 17 July 2008 (UTC)

title: User talk:Calshakes


text:
User:Prothmes

Salve, chaire, veshalom! I am a university student majoring in Latin, Greek, and Philosophy. I feel qualified to teach and generally provide help in these areas. In addition, I am fluent in Spanish and am a learner (and teacher) myself of Biblical Hebrew. I can also help anyone who needs it in the areas of Classics, Ancient History, and Chemistry/Biology. I think Wikiversity is a great idea because 1) it enables people to solidify their skills by teaching them to others, 2) it allows learners to freely learn (isn't this the idea of education?), and 3) it allows for peer-review to provide a needed check. “Homo sum: humani nil a me alienum puto.” (Terentius)

title: User:Prothmes


text:
User:CED2114/Lesson plan sandbox

Hi CED2114,

Here is the sandbox in your user space that you asked me to help you create. Click edit and add whatever you want. Happy editing! Hiberniantears 00:39, 18 July 2008 (UTC)

Beowulf: Lesson One
Aim: What is a legendary hero?

Objective: At the end of this lesson you will be able to identify the elements of a legendary (or epic) hero and apply it to characters in any literary work you read.

Elements of a Legendary Hero
 * 1) The hero battles forces that threaten the order of his world as he knows it.
 * 2) The story is told in a serious manner, often using formal, elevated language.

Because Beowulf is an epic of the Anglo-Saxon people, it will use two specific Literary Elements found in Anglo-Saxon literature known as a Kenning and Caesura.

 * In its simplest form a Kenning is a multi-word descriptive nickname for a noun.

 * In its simplest form, a Caesura is the act of inserting a pause halfway through a given line of poetry, usually by using a comma, semi-colon, or simlly double or triple spacing between two-halves of a line.

Below are the lines where the poet introduces the character of Beowulf, in italics are two examples of kenning.

But a warrior of Hygelac's/ heard of Grendel's doings;/ he was the strongest of men/ alive in that day,/ mighty and noble./ That man called for a ship,/ said he would cross the ocean/ and help the king who needed help./ Wise men urged him / to that adventure / though he was dear to them./ They examined omens/ and whetted him on./

So the good Geat chose / the bravest warriors,/ fourteen of them, / and that crafty sailor/ led them to the land's brim,/ to the ship./

title: User:CED2114/Lesson plan sandbox


text:
Talk:What is an algorithm

This lesson would be easier for people to find if we remove the quotation marks. Hillgentleman|Talk 01:38, 18 July 2008 (UTC)
 * the wiki fairy was here :-) Erkan Yilmaz uses the Chat (try) 17:15, 18 July 2008 (UTC)

I found the format in the first lesson helpful (History of computing - http://en.wikiversity.org/wiki/History_of_computing), where you have "required work". Perhaps we could apply that in this lesson, and add as a first task an assignment to get familiar with (possibly write a 1/4-1/2 page summary?) this page on wikipedia - http://en.wikipedia.org/wiki/Algorithm

The flowchart on the wikipedia algorithm page is very simple/helpful in explaining the concept, in particular.

The code would look something like this:

 * 1) Read the following Wikipedia article, and write a 1/2 page summary of how this concept applies to Computer Science.
 * 2) * Algorithm (1/2 pp.)

AdaptiveCampus 17:59, 2 March 2009 (UTC)

This page isn't very clear, it needs some work.

I wasn't quite sure where you guys were going with this, but I tried to clean the article up. Should there be any discussions about types of algorithms or some examples (sort is the first which comes to mind). Azotochtli (talk) 22:10, 26 July 2012 (UTC)

Discussion of an actual computer algorithm
I think some brief discussion of a real algorithm would be beneficial, as presently the only examples are explanations of processes not commonly performed by a computer. I think there should perhaps be one brief example of a task performed by humans, but only as a way of gently introducing the concept. The majority of the examples should be some very simple computer-performed task, in my opinion.

Bkconrad (talk) 17:36, 30 July 2012 (UTC)

I agree, the examples which exist in the lesson are a good starting point for beginners - but something more applicable would be great. As I said above I think a sort algorithm would fit in well. (there are also quite a few good gifs on wikimedia commons for this). I think it should be appended onto the end of the lesson as it stands now. Azotochtli (talk) 20:51, 30 July 2012 (UTC)

Comment
This is not so much a comment on the resource itself, but computer science education in general. I think there's a strong case to be made that the function should be the point of emphasis rather than the algorithm, with very few exceptions. Anyone who teaches computer science should be familiar with the Church-Turing thesis, which shows they're equivalent in the technical sense. The functional approach is not only more conceptually general, being directly analogous to functions in a mathematical sense, but it also teaches one how to naturally break any given problem down into subcomponents and organize them in a sensible way. Functional languages usually have a clear syntax and lack the confusing boilerplate code that object-oriented languages require. Something like java is awful for education. I cannot tell you how many students I've seen who are well into their program or even grad students, yet are still completely oblivious, not having the first clue how to approach a given problem. A functional language makes it harder to get away with a shallow and vague understanding of the problem, yet easier and more natural if one is thinking about it the right way. I might even make a resource using this approach myself eventually. I can imagine any number of reasons why a college might favor a vocational approach using OOP, fewer theoretical classes, etc. but that's no more scholarly than teaching someone how to be an auto mechanic, and I don't for a moment believe it's for the benefit of the student. It's something that really bothers me. AP295 (discuss • contribs) 17:18, 28 October 2023 (UTC)

title: Talk:What is an algorithm


title: User:DSFB00


text:
Energy stored by a capacitor

The energy (measured in Joules) stored in a capacitor is equal to the work done to charge it. Consider a capacitance C, holding a charge +q on one plate and -q on the other. Moving a small element of charge $$\mathrm{d}q$$ from one plate to the other against the potential difference V = q/C requires the work $$\mathrm{d}W$$:
 * $$ \mathrm{d}W = \frac{q}{C}\,\mathrm{d}q $$

where

 * W is the work measured in joules

 * q is the charge measured in coulombs

 * C is the capacitance, measured in farads

We can find the energy stored in a capacitance by integrating this equation. Starting with an uncharged capacitance (q=0) and moving charge from one plate to the other until the plates have charge +Q and -Q requires the work W:

 * $$ W_{charging} = \int_{0}^{Q} \frac{q}{C} \, \mathrm{d}q = \frac{1}{2}\frac{Q^2}{C} = \frac{1}{2}CV^2 = W_{stored}$$

Combining this with the above equation for the capacitance of a flat-plate capacitor, we get:

 * $$ W_{stored} = \frac{1}{2} C V^2 = \frac{1}{2} \epsilon \frac{A}{d} V^2$$.

where

 * W is the energy measured in joules

 * C is the capacitance, measured in farads

 * V is the voltage measured in volts

title: Energy stored by a capacitor


text:
Portal talk:Information technology

Correcting errors on page?
The Information technology Picture of the Day, "The Personal Computer (PC)," isn't correctly labeled: in the text beneath the image.
 * 9. Mouse          should be replaced with    9. Keyboard
 * 10. Keyboard  should be replaced with    10. Mouse

Where can this be edited? Thanks! -- SilentAshes 02:32, 18 July 2008 (UTC)

 * If you click on the hyperlinked title to the feature, you can reach the page which needs editing. I have fixed this anyway. --McCormack 04:38, 18 July 2008 (UTC)

Guide is a mess
It's a beautiful idea to have a dynamic list, but since each subtopic under the ERP is listed at the highest level, the dynamic list is long and messy. I'll see if I can fix it. Historybuff 07:39, 24 January 2009 (UTC)

 * I've just consolidated the 20 or so numbered articles for now; I think the whole ERP topic probably can be rolled up neatly, but I want to take another look at this in a while. Historybuff 08:06, 24 January 2009 (UTC)

title: Portal talk:Information technology


text:
User:Dzonatas/Ethics and MediaWiki/Vandalism

Edit wars vs. vandalism
The distinction between edit wars and vandalism is essential, and vandalism is a fundamental concern of ethics beyond automation and online media. The best way to understand vandalism in the digital world, and to differentiate it from edit wars (when an edit war is involved), is to look at how its definition arose on the Internet. In 1989, the Internet Activities Board set out adopted a policy as specified in, which includes these statements:

The IAB strongly endorses the view of the Division Advisory Panel of the National Science Foundation Division of Network, Communications Research and Infrastructure which, in paraphrase, characterized as unethical and unacceptable any activity which purposely:
 * (a) seeks to gain unauthorized access to the resources of the Internet,
 * (b) disrupts the intended use of the Internet,
 * (c) wastes resources (people, capacity, computer) through such actions,
 * (d) destroys the integrity of computer-based information,

and/or
 * (e) compromises the privacy of users.

There is a big difference over somebody who borrows a book and scribbles over all of the pages with a crayon, and the next person that borrows the same book and complains that there was an edit war in the book. Of course, the traditional, hard bound, physical book doesn't work like MediaWiki where anybody can edit page content of the book so easily.

Let's analyze the above: MediaWiki has a feature to allow anonymous users to edit content, and this affects the attempts to accuse someone else of vandalism by such said unauthorized edit when such feature is enabled, see (a) above. IAB created before 1995, the so called Internet boom year, so the outlook on the Internet of those that started after 1995 is different than those that started before 1995. The RFC states that research is a significant factor for the intended use of the Internet as in (b), and everything else that also makes the Internet is either experimental or out of due consequence by the nature of the Internet itself. If someone is on Wikipedia to research, then that follows that traditional intent of the Internet. To find, somehow, that the context of an edit war on Wikipedia has single handily disrupted the Internet would be quite remarkable. Consider (c), however, and it becomes clearer how information handled by MediaWiki can be vandalized. Wikipedia has a lot of volunteers that are editors, so the essence of employees is hard to consider as a resource that can be wasted. There are, on the other hand, capacities and computers to worry about where vandalism might occur. Edit wars, and even just heavily edited articles without there actually being a war, surely can affect capacities of the Internet and the storage available to the computers. Now (d), there does not even have to be an edit war in order for content to be vandalized, as it is comparable to the crayon marks over a book. What is often overlooked is the how the rest of the Internet is affected when people spread Wikipedia's information across the Internet. Last (e), privacy is a major concern for many across the Internet, and to claim vandalism on somebody and for someone else to turn around and disclose information on the accused is also vandalism.

One key element in vandalism is its antisocial nature, and it is one area that must be weighed for any case where there is suspected vandalism. For example, editor A goes to an article and removes one of the sources. The removed source may or not have not been referenced within the article. Editor B reverts the edit and claims editor A vandalized the article's integrity. Editor B further indefinitely blocks editor A and states, in the log against editor A, that the editor is a vandal, has wasted a lot of people's time to clean-up after editor A, and is therefore a disruptive user. The very social nature, or lack of it, that surrounded the block is more so vandalism than what editor A did (and A's intent is actually unknown). Despite the many ways MediaWiki could change to help prevent something like this from happening, there surely are, for example, more courteous behaviors that could have been exhibited. Editor A may have provoked an edit war (with or without such intention), but it is incomparable to the antisocial kind of vandalism that editor B started.

Vandalism is clearly distinct from edit wars even if the events do overlap or do not overlap.

Ethics & automation considerations
There probably is no direct cookie-cutter approach to overcome vandalism in regards to what further automation can do. Each case, however, does reveal what kind of moral buffers are needed. If vandalism is provoked by a lack of moral buffers, then the solution to help prevent that kind of provoked vandalism is to achieve a proper layer of moral buffers between the people and the interface.

Despite that kind of layer, other systems, like the comments on Digg and Slashdot, use a bit of moderation. Imagine two icons next to each entry on the revision history, one being a thumbs-up and the other being a thumbs-down (Digg uses this approach). An editor could rate each revision with either a click on the thumbs-up icon or the thumbs-down icon. Moderation automatically occurs when there is a threshold, for example, two many thumbs-down clicks would automatically flag that revision as not appropriate for a public revision. If it is the most recent version, then it simply is not shown. When someone clicks on "edit" from the main article, that thumbed-down revision is skipped and the previous thumbed-up revision is used instead for content which the editor makes his or her changes. With this kind of system, it would help eliminate the type of scenario described above where somebody deletes a source, as that revision can be thumbed-down. There would be no need to revert, which would save extra space to restore the previous revision -- just a thumb-down will do the same. There would be no need for an admin (that would have normally reverted and blocked) to come along and leave a message on the other editors talk page, as MediaWiki could take care of it without admin intervention. This kind of thumb-up/thumb-down feature does also create a sense of a moral buffer besides just easier moderation of edits.

If we look at the Slashdot system of moderation, there is also an extra attribute of why a person thumbed-up a comment. This extra attribute rates each comment as "Interesting," "Funny," "Insightful," "Informative," "Off-topic," "Redundant," and etc (see Slashdot Moderation FAQ). That wasn't enough in the earlier days of of Slashdot, as many people got stuck easily as "trolls" because it allowed random troll moderators to thumb-down anybody, which made people randomly look like bad commenter. Slashdot then developed a way to moderate the moderators. Users are able to review the choices made by a moderator and thumb-up or thumb-down each individual choice made by the moderation. Such system of moderation happens mostly with anonymity for the commenter and moderators. With this kind of system, imagine Wikipedia admins being able to moderate the revisions history with such extra attributes (i.e. "Informative"), and any registered editor can review such moderations with their own thumbs-up or thumbs-down.

Consider that Slashdot has extremely high network traffic that would cause normal websites to crash (known as the "slashdotted" effect), and you can sense why they expanded their moderation the way they did. When a Wikipedia article gets mentioned in a Slashdot article, you'll usually find the referenced Wikipedia article immediately gets page-protected with a high-traffic tag for awhile. Slashdot listed their goals with their moderation system: :1. Promote Quality, Discourage Crap
 * 2. Make Slashdot as readable as possible for as many people as possible.
 * 3. Do not require a huge amount of time from any single moderator.
 * 4. Do not allow a single moderator a 'reign of terror'

"Moderators can not participate in the same discussion as both a moderator and a poster. This is to prevent abuses, and while it is one of the more controversial aspects of the system, I'm sticking to it. There are enough lurkers that moderate, that if you want to post, feel free." —CmdrTaco

Suggested essay

 * Find other websites that have high amounts of users and a moderation system and write about how they handle vandalism.
 * What can we learn from these other systems in the way they deal with vandalism?

Resources

 * RFC1087 "Ethics and the Internet" -- Internet Activities Board, 1989, (IETF.ORG)
 * The Ethics of Cyberspace -- Cees J. Hamelink, 2000
 * Antisocial Behavior in Organizations -- Robert A. Giacalone, Jerald Greenberg, 1996

Related Resources

 * Ethics and Librarianship -- Robert Hauptman, Peter Hernon, 2002
 * Web 2.0 Lessons For Corporate Dev Teams -- Slashdot (to relate here: Wikipedia Editors are a Web 2.0 Dev Team, and readers of the articles are the users/audience.)


text:
Talk:Wikimedia Ethics/Ethics on Wikipedia and the Internet

Internet
The first letter in Internet is capitalized if it is in reference to the global internetwork. Dzonatas 05:24, 18 July 2008 (UTC)
 * True - renamed. Anonymous101 talk 20:09, 22 July 2008 (UTC)

Comments on weird stuff from the resource page
This is some combination of poor writing and shallow understanding of what actually happens on wikis and especially Wikipedia. On the other hand, is this a parody? Current text in italics, my comments indented, each sentence has been made a subsection, and I'm signing each, so that discussion of each can be separate.

Banning annoying editors prevents them from contributing
''Other websites often simply ban users from contributing to their sites if they are holding discussions which are intended to cause annoyance. This system can often be best for preventing people contributing to discussions on a website to annoy others.''
 * The intentions of editors is frequently invisible in on-line interaction. People get annoyed without any intention to annoy on the part of another. The deliberate causing of annoyance is called "trolling," and certainly trolling takes place, but it is also common that someone who raises some unpopular position or who challenges abuse is considered to be trolling. This paragraph is also a tautology. "Often be best" is classic weasel. Compared to what? By what standard? Are there other options? "Other websites." Other than Wikipedia? But Wikipedia "bans users" when they are considered to be intending annoyance, and not uncommonly, when there is no evidence of intent, simply evidence that some editors are being annoyed, even, sometimes, only the blocking administrator being annoyed. That's contrary to rules, supposedly, but it happens frequently. So are we discussing, here, actual Wikipedia practice or some kind of theory behind practice? --Abd 22:31, 19 April 2010 (UTC)

Banning the promotion of poor ethics might lead to good ethics
''Wikipedia may be improved from the actions on other sites in several ways. By banning contributors who are promoting poor ethics or attempting to anger other users, an ethic of good behavior might form across Wikipedia.''
 * Again, banning editors "who are promoting poor ethics" (by what standard?) or "attempting to anger other users," (how does one know?), involves complex moral judgments in the first case, and, in the seconds, it involves mind-reading. One cannot assume attempt to anger from the existence of angry response. Further, there is no evidence at all that bans promote good behavior, and some that it has the reverse effect. My own observation of Wikipedia leads me to conclude that behavior there has been generally deteriorating, though the causes may be obscure. Much of what is readily identifiable as incivility, though, is related to attempts to ban other editors. In other words, the existence of readily accessible ban process then sets up conditions which encourage attempts to ban, as distinct from attempts to find consensus, even if one is annoyed.

 * Isn't this comment "promoting poor ethics," then, i.e, the idea that the best way to deal with annoyance is to ban those who are annoying? And so does this imply that the author of this text should be banned? I certainly wouldn't promote that, but it does seem to be implied! Do we think that banning others, i.e., preventing them from discussing disagreements with us, is "good ethics"? Part of the problem here could be that "ethics" is poorly defined, but I think most would agree that . --Abd 22:31, 19 April 2010 (UTC)

Wikipedia, the light of the world
''Other websites may benefit from the Wikipedia model. By having open discussion and intervening early, contributors will be able to have constructive and open discussions with other users.''
 * There are certainly aspects of the Wikipedia model that are functional and useful. In certain ways, it's highly efficient; in others, one ends up rolling a boulder back up the hill over and over; Articles that were Featured Articles are known to suffer decay even in spite of constant maintenance, the idea that articles would naturally improve with time, common in early wikihistory, didn't work on Wikipedia in many areas. In other topic areas it works, and continues to work. I would not recommend the Wikipedia model, as-is, though, to any serious project that wants to build permanent (or permanently improving) content, together with a truly collaborative community to maintain and improve it. Wikipedia was successful, not because of the superiority of the model, but because it was first to use a wiki for its purpose and thus it built momentum and an initial dedicated user base; however, it's been burning that base out, some of its brightest and best editors have been banned (it's very annoying to be right), and others have retired, often in disgust. Attempts to reform Wikipedia, even efforts coming from the Arbitration Committee itself, are vigorously resisted by the "core," or at least by large enough groups of editors that attempts are disrupted. It's dysfunctional, it's known and widely acknowledged to be dysfunctional, but it can't change, or, if it changes, the pace is phenomenally slow, the opposite of "wiki," which supposedly means "quick." --Abd 22:31, 19 April 2010 (UTC)

Peculiar document
I stumbled across this page... but I'm not sure of the reason for its existence. It starts off by quoting a "draft Wikimedia code of ethics" that is just one draft in an essay (i.e. editor's personal opinion), which basically rehashes some but not all of the Wikipedia policies without addition. Why you don't just cite the actual established policies, I don't know, as these alterable but relatively stable documents come much closer to the ideal of a spontaneously evolved, widely adopted ethical code.

The article discusses dispute resolution on Wikipedia, but it's written as if you've never seen it. Wikipedia has all sorts of specialized mechanisms - third opinions, RFC's, ANI, ArbCom, OTRS emails, office actions, and I'm likely forgetting a few. Some of them leave something to be desired, either by ineffectiveness or heavy-handedness against both sides. I think most Wikipedia disputes are settled because one side just gives up arguing after a few months - not necessarily the person in the right, either.

You also miss the point that there are two main ethics on Wikipedia, in ever-increasing conflict: the inclusionists, who believe that sourced, informative material shouldn't be deleted just because someone disagrees with it, and the deletionists, who come up with all sorts of bogus arguments to exclude material and whitewash or bias articles, and eventually win by being willing to sit on articles and edit war until either they get their way, or at least they've neutralized the creative editor from doing anything useful with endless objections to phony arguments. (Alright, my own bias is showing, but that's how I feel)

The Chris Benoit case can be taken on faith as "coincidence", but this is only one interpretation. An ethicist should not fail to consider usefulness of posting such rumors against the unlikely but important case that a conspiracy theory really is true. Or that medical personnel knew earlier than admitted that Benoit was on the way out, or that the editor suffered from precognition, etc.

As detailed in the Wikipedia article on Citizendium, or as evidenced by a visit to Citizendium with its beta status and out of date constitution, that site is not thriving. They have 121 "approved articles" and less than 20,000 total. As an example of those, consider "History of biology", which retells in broad outline the ancient Eurocentric fairy tale of a sudden flowering of civilization in Greece and Rome, followed by a Dark Age, and then a sudden Renaissance. The problem is, it's not so - the knowledge came from Africa and Asia, especially Egypt, Turkey, Iraq, Iran, and other lands further east - for example, there is one clay tablet from the Third Dynasty of Ur that signifies as modern and practical a pharmacopoeia as Europe had a few centuries ago. Via Greece's expansion eastward and Rome's conquest of Greece the Europeans had access to the knowledge for a time, but it certainly was not extinguished during the Islamic Caliphate, and notable figures like Paracelsus travelled to those lands to rekindle medical progress.

That site and this page share one common flaw: a lack of the abundant inline references Wikipedians have come to expect. Without clear sourcing, it is hard to tell when suppositions are crowding out facts, or whether the viewpoint presented is even representative of any large number of people. Wnt 17:26, 3 May 2010 (UTC)

 * Everything on Wikiversity is for the purpose of creating learning resources. Wikiversity isn't like Wikipedia in that learning materials can include stuff that is wrong, biased, archaic, just about everything but irrelevant. For example, there might be a resource page here on some fringe physics topic, or allegedly fringe physics topic. Those studying physics will learn something about physics if they study this fringe topic and materials related to it. What is the general scientific consensus about this topic? Why is it that, why is the topic considered fringe? What are the evidences one way or the other? Are there any reputable scientists who accept the allegedly fringe position? What's the latest research in the field? All this would be something that could be studied in an advanced physics seminar. It's not necessarily appropriate for an encyclopedia article, it may include materials that don't meet Wikipedia Reliable Source standards, and, in a seminar on a fringe physics topic, even if the topic is actually fringe (i.e., there is clear reliable source showing to to be currently fringe), it is not necessary for balance to be maintained, if the topic is the fringe view and evidence for and against it.

 * Absolutely, resource pages here may be created by people with differing motives and perspectives. Wikiversity is very tolerant of this, ordinarily. One can present original research here, it's acceptable. But materials should not be deceptive, should not represent as true what consensus here will not accept as true; but if presented as opinion, particularly attributed opinion, it should generally be acceptible if it is useful for learning purposes. That's my understanding, but I'm new at Wikiversity.

 * Now, about the resource page here, its present state should be seen in the light of its history. The page was created and much of the current text came from User:Anonymous101, and it was clearly naive, in my opinion. Perhaps it is relevant that Anonymous101 is retired not only from Wikiversity but also from wikipedia, meta, wikibooks, wikinews, and commons. On the last two sites, Anonymous101 was an administrator. Admin rights have been removed on commons, recently, due to inactivity, last admin action was March 2009; also the last substantial editing was in that month, there was a removal of a retired notice in August 2009, . On Wikinews, Anonymous101 performed a single admin action on March, 2010, but last substantial activity was also in March 2009. This editor seems to have simply disappeared with hints of being "too busy" or the like. I found no sign of contention or frustration which is a common cause of retirements.

 * The last edit of Anonymous101 to the resource page here was 22 July 2008, the version at that time can be loaded from that diff. The next edit was by M, who was in fairly short order blocked over related controversies. Whatever might be said about M, that editor's history on Wikipedia, here, and elsewhere in the WikiMedia Foundation web sites shows a failure of dispute resolution to actually resolve disputes; rather, sometimes, a decision is made, by various means, sometimes as simple as a single action by a single administrator which is not opposed, or is opposed but the acting admin has superior administrative rights, to "resolve" a problem by blocking or banning one side. M added a link, as can be seen by article history, to a blog of his, a review of an article in the New York Times, on August 7. On August 15, that link was removed by an editor I'll call C, with the edit summary, (Further reading: Removing links to blog that outs Wikipedians.) Looked at by itself, the edit is odd. The link is to M's blog, but the page linked doesn't seen to out any Wikipedians. However, the other pages on the blog might, and someone might follow those links to find the other pages, but anyone could find those pages with Google anyway. Another editor here, reverted that removal as vandalism, but the originally removing editor linked to the NYT article. M then (August 18), restored his own blog reference. The possible conflict of interest wasn't disclosed openly, which is an ethical problem that I see on his side. On September 16, C removed both the link to M's blog and another link to an essay or report by another banned editor, A, which had been standing in the resource since placed there by Anonymous101. A's paper is not accessible at the original URL, but there is a copy of what may be the same material on Wikipedia, User[A]/NOR historical datapoints.

 * What was going on? A had been blocked on Wikipedia since September 2006. C's entire edit history at Wikiversity seems to have been concerned with this page and the like. In September, C was blocked on Wikiversity. From a review of C's contributions, C was solely interested in bringing Wikipedia conflict here. Before being blocked, C had removed the M and A links. An IP restored them, probably M. It appears that all contributions by that IP were reverted by another editor, an administrator from Wikipedia who likewise had no participation history on Wikiversity. This was happening at a time when Jimbo Wales, the founder or co-founder of Wikipedia, was intervening on Wikiversity, an event which still echoes here. M had engaged in some activity that was controversial even among regular Wikiversity users, and saw his first block from a regular Wikiversity admin, but the next block was indef from Jimbo Wales. Other pages with edits from M have been deleted and it is impossible for a non-admin to review them.

 * However, there appears to me to be no reason why the links on this page, provided proper context as may be needed, cannot be linked from here. If there is a policy against linking to a page on a web site, where the web site contains other objectionable material, this is a stricter policy than exists even for Wikipedia. One of the sites raised in the discussions when I looked at C's contributions was |Wikipedia review.com. At one point Wikipedia Review was subject to blacklisting and efforts to sanction editors who even mentioned it, on Wikipedia, I believe. Those efforts have almost entirely stopped, and Wikipedia Review is frequently linked from discussions on Wikipedia where something there is relevant. That's a wiki-war which is over, an operating consensus having appeared, which does not involve such secondary censorship. Accordingly, I will be looking at the links that were removed, and intend to restore them if it seems appropriate to me.

 * Meanwhile, the resource is a mess. It has not been significantly edited since the flap in 2008. My guess is that Anonymous101 was the kind of editor to avoid serious controversy. M had general interests in terms of wikiprocess, and started editing the resource immediately. M was at that point the only editor who had a serious interest in this resource, it appears, and M was blocked from editing in September, 2008. This is what happens when conflicts are "resolved" without consensus. Disruption may appear to go away, but the project has been damaged. Sometimes it may be unavoidable, but my personal suspicion is that blocking and banning are used far more readily than necessary to actually protect the projects.

 * I have anonymized some names here, I do not want them to show up in searches, and none of this is intended to indict any user, editor, or administrator. My interest is in what actually happened, not in blame or approbation, and that is what is appropriate for an academic environment.

 * I may not have time to improve this resource, but I will watch this page and make such improvements as I can find time for. If conflict appears here, I will not insist on my personal view, but will consult the community for advice, according to Wikiversity policy and guidelines and, as well, general sound wiki practice. Where other wikis and their editors are involved and affected, I will seek the broadest possible consensus in the larger community. --Abd 23:50, 3 May 2010 (UTC)


text:
Talk:Klingon prefixes

maybe this would be best in the main namespace. Emesee 05:58, 18 July 2008 (UTC)

title: Talk:Klingon prefixes


text:
Tibetan language/Grammar

Wikimedia

 * Modern Standard Tibetan grammar

title: Tibetan language/Grammar


text:
Talk:YouTube

More YouTube-like pages?
YouTube is one of the biggest, but certainly not the only website with free videos. Please suggest other possibilities, where to search. --Gbaor 12:18, 18 July 2008 (UTC)

You tube is popular website in the internet.you can see search different movie or music and can you upload your on video. Youtube also have a lot of purposes that immediately help you in different ways. And this is the most always use website if the people is bored. and youtube is a lot of purposes in children to watch cartoon and for adult also to the students.

 * Sites sites with possible educational content I found so far: video.nationalgeographic, discovery, history.com, vitadocs.com, metacafe.com--Gbaor 06:45, 26 September 2008 (UTC)

YouTube go
YouTube go connect with YouTube music 2603:8000:9B02:BFC3:A1EC:6B2E:3998:4F3 (discuss) 13:01, 21 January 2023 (UTC)

Fake YouTube
Fucks Asshole YouTube 2600:1700:4091:9FA0:A8E5:AB39:D1F9:F630 (discuss) 20:48, 22 November 2023 (UTC)

title: Talk:YouTube


text: Category:Preschool education

title: Category:Preschool education


text: Category:Preschool music training

title: Category:Preschool music training


text:
BCP/Campsis radicans

Campsis radicans

title: BCP/Campsis radicans


text:
BCP/Campsis radicans/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 15:49, 18 July 2008 (UTC)
 * --SB_Johnny | talk 10:08, 2 August 2008 (UTC)
 * --SB_Johnny talk 13:37, 17 August 2008 (UTC)

title: BCP/Campsis radicans/Logs


text: User:Chantessy/Survey responses

title: User:Chantessy/Survey responses


text: Category:WMGDS/Sexual preference is not genetic


text:
Energy stored by an inductor

Properties of inductance
The equation relating inductance and flux linkages can be rearranged as follows:
 * $$\Phi = Li \,$$

Taking the time derivative of both sides of the equation yields:
 * $$\frac{d\Phi}{dt} = L \frac{di}{dt} + i \frac{dL}{dt} \,$$

In most physical cases, the inductance is constant with time and so
 * $$\frac{d\Phi}{dt} = L \frac{di}{dt}$$

By Faraday's_law_of_induction of Induction we have:
 * $$\frac{d\Phi}{dt} = -\mathcal{E} = v $$

where $$\mathcal{E}$$ is the Electromotive force (emf) and $$v$$ is the induced voltage. Note that the emf is opposite to the induced voltage. Thus:
 * $$\frac{di}{dt} = \frac{v}{L}$$

or
 * $$i(t) = \frac{1}{L}  \int_0^tv(\tau) d\tau + i(0)$$

These equations together state that, for a steady applied voltage v, the current changes in a linear manner, at a rate proportional to the applied voltage, but inversely proportional to the inductance. Conversely, if the current through the inductor is changing at a constant rate, the induced voltage is constant.

The effect of inductance can be understood using a single loop of wire as an example. If a voltage is suddenly applied between the ends of the loop of wire, the current must change from zero to non-zero. However, a non-zero current induces a magnetic field by Ampère's law. This change in the magnetic field induces an emf that is in the opposite direction of the change in current. The strength of this emf is proportional to the change in current and the inductance. When these opposing forces are in balance, the result is a current that increases linearly with time where the rate of this change is determined by the applied voltage and the inductance.

Multiplying the equation for $$di/dt$$ above with $$Li$$ leads to
 * $$Li\frac{di}{dt}=\frac{d}{dt}\frac{L}{2}i^{2}=iv$$

Since iv is the energy transferred to the system per time it follows that

 * $$\left( L/2 \right)i^2$$

is the energy of the magnetic field generated by the current.

title: Energy stored by an inductor