text:
Direct current/Semiconductors

Semiconductors are materials which conduct electricity only in one direction, as a result of their chemical properties. In the chemical elements which comprised the semiconductors the gap between non-conducting and conducting band is less than of insulators, but much bigger than of conductors. That's why in their pure state their conductivity is relatively low. The examples of those elements are Silicon, Germanium, and some other elements with valence of 4.
 * The conductivity of those elements can be drastically increased by adding some impurities to them. This process is called doping. The results of this process are n-type and p-type semiconductors

N-type semiconductors
In order to increase the number of conductance band, or "free" electrons in the pure silicon (or any element of valence 4), a pentavalent atoms, such as arsenic (As), phosphorus (p), bismuth(Bi), and antimony (Sb) are added. Each pentavalent atom forms covalent bonds with 4-valent atom, and the 5th electron remains free. So the atom of the pentavalent element is called a donor atom.

The electrical conductivity of pure Germanium or Silicon can be drastically increased by the addition of impurity material in the ratio of 1 atom per 10 million atoms of germanium. The escaping of the electron from the atoms leaves a bound positive charge which cannot move. Recombination does not take place because of the shielding effect of the remaining electrons. Current flow through N type material is due primarily to the donated free electrons, so that they are called the majority current carriers. The holes are termed as the minority current carriers, since the current flow in the valence energy band is very small.

P-type semiconductors
To increase the number of "holes" in a pure silicon or another four-valent element, a trivalent impurity is added. A covalent bond is formed and one hole is expected to receive an electron. The atom of a trivalent material is called an acceptor atom.

The Diode
Both in n-type and p-type materials the number of protons and electrons are equal, so the materials by themselves are electrically neutral. But the piece of silicon (ar nay 4 valent element) can be doped so that on one side it is p type, and on other it is n type. P region has many free holes, and n region has many free electrons. But after a while when an energy is applied the electrons and holes start to drift between the regions, and some electric field forms. To get over it we need some potential. The barrier potential of a pn junction is approximately 0.7 v for Silicon, and 0.3 v for Germanium.

Biasing the diode
To make a diode work, we need to apply voltage to it. To bias a diode we need a DC voltage.

Forward Bias
Is a condition which lets the current through the pn junction. In this case, +voltage is applied to the P region of the diode, and -voltage is applied to the N region of the diode. Because the similar charges repel the negative side pushed free electrons so, that they are found in abundance on the N region. Such a flow of free electrons is called an electron current

Reverse Bias
Is an arrangement which does not allow the flow of electrons through the diode. It happens when -Voltage is applied to P, +Voltage is applied to N.

School
School:Electronic Engineering

title: Direct current/Semiconductors


text:
Talk:Named colors

I like Named Colors because they have a Humaness about them. It is easy to remember IndianRed and Salmon, SteelBlue and NavajoWhite. The combinations express moods that characterize the Humane Quality.

I like Green & Tomato for a Christmas-looking color scheme. Gainsboro and Linen make for a serious-looking administrative tone in my perception. CQ 02:11, 26 October 2006 (UTC)

Wiki syntax
Here's an example table and the code for producing it on a wiki page:

Code: See Wiki 101 for more info. CQ 12:18, 1 November 2006 (UTC)

Redirect question
Xlbnushk 17:24, 30 November 2006 (UTC) -- Why does The Company redirect here?

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

title: Talk:Named colors


text:
User:Dfunk

I love wikipedia and so should you!

My interests:

AIDC (AutoID and Data Capture), Wireless Data Communication (RF), Packaging Science, CS & IT

My school: http://www.rit.edu

Keep learning.

title: User:Dfunk


text:
Mad Max's Information Theory of Motion Pictures

Welcome to Mad Max's Information Theory of Motion Pictures from Mad Max's Course in Film Scoring for Motion Pictures which is part of the Topic:Music in Film.

Information Theory for Motion Pictures
Here are many of the rules of information for motion pictures.

What is Information?
Information is sights and sounds. Sounds are dialog, music and sound effects. Each of these requires the brain to analyze and appreciate.

The Human Brain
The brain can receive and appreciate more than one (1) sight and one (1) sound at a time. The processing power of the brain is tremendous. A typical motion picture from Hollywood today has almost 100 tracks of audio which are mixed down to (combined into) 5 audio tracks. When you have all this sound and a constantly moving picture, that is a lot of information for the audience to absorb.

 * 1. Persistence of Vision
 * Because of persistence of vision, the human mind can combine multiple pictures. Even though only one picture flickers in front of the viewer at one time, the mind combines the images into something new and original.

 * This works in two ways.
 * A. Multiple frames of a slightly varying images creates the illusion of motion.
 * B. Shots of different images creates an effect where two totally different shots seem to become part of the same scene or same action.  Viewed separately, two images might not have anything in comon.  But together, they tell a story.

 * 2. Separation of Sounds
 * The brain is able to separate, distinguish, and follow sounds from many sources at the same time. These sounds must be distinguished by a separate frequency, direction, and tone but as long as you can keep them separate, you can listen to more and more sounds at the same time.

Motion Pictures are Information
Motion pictures are the most efficient way to convey the most information in the least amount of time. By accident and by plan, the techniques used to make motion pictures also create the most efficient form of communication possible. No other form of communcation is able to control the mind of the audience as well.

Multimedia lacks information
In contrast, multimedia is at the other end of the scale. Multimedia is the least efficient way to communicate information since in Multimedia, you are only presented one element at a time; just one picture and simple audio. The advantage of multimedia is it is much easier to produce than a motion picture since multimedia only has to produce about 1/10 the content as a motion picture.

Music equals Mood
Music for motion pictures creates the mood for motion pictures. You need to explain the mood of a motion picture to the audience. In most cases, the dialog and action is not enough.

You need to be aware that the music for motion pictures includes the actor's voice which contains a melody line. To listen to the dialog without the melody, read the script in a mono-tone voice. Stage trained actors have a 3 octive voice. Modern film actors do not use this wide a tonal range.

When boredom sets in
Too little information, the audience gets bored. Too much information and the audience tunes out… and becomes bored.

Information Theory for a Symphony
A symphony is just like a motion picture except there is no picture. The same theories apply. A symphony is designed to convey as much musical information as possible. There are multiple instruments playing at different pitches and directions and many different melodies (main, counter, supporting, etc.) in a symphony.

When theories clash
(1) A symphony is designed to convey the most information possible that a person can absorb at one time… and

(2) A motion picture is designed to convey the most information possible that a person can absorb at one time…

Therefore, you cannot simply combine the two. That would be too much information.

If you want to use a symphony to enhance a motion picture, you must remove things from the symphony so the combination of the symphony score and the motion picture are perfect.

Thin Music

 * Background Music
 * This means that background music for motion pictures must be extremely thin and simple. If someone is talking, you must still clearly hear the words of the dialog over the background music.

 * Narrative Music
 * This means that Narrative Music (which is so thick that it will drown out dialog) still must be less than the sounds of a symphony because if it is, the symphony will prevent people from gaining some of the information from the rest of the movie.

Drowning the audience with sound
The theory of information works in another way. If you have a bad picture, you can hide the picture with sound. That is, you can overload the audience with sound information so the audience is unable to analyze the picture. Therefore audience becomes too busy processing the sound information to worry about the quality of the image… at least for a little while.

The Theory of the MTV generation
It takes the average person about 3 to 5 seconds to analyze and absorb all the information in a picture. But it takes the MTV audience only 1.5 seconds.

Interesting pictures become boring
Therefore, if you leave an interesting picture on the screen for more than 5 seconds (or more than 1.5 seconds for kids) and you do not provide any additional information, the audience will become bored. Their minds are no longer busy.

Talking books
Talking books do not have music or sound effects because the audience is expected to be working when they listen to the talking book. If a talking book had all the sound effects and musical tracks of a motion picture, people would not be able to work while they listened. This is because the brain would be fully occupied by the talking book with film score and sound effects.

Talking books For children
Children are not expected to work while they listen to talking books. Therefore, talking books can be a complete motion picture without the visual images. Picture books can be used to accompany the talking book. If produced like a motion picture, a talking book for children can be almost as effective as a full motion picture.

Car accidents and cell phone usage
Many people believe that using a cell phone limits a person's ability to operate a vehicle. Since we know that the human brain can do many thing simultaniously, then using a cell phone while driving reflexively is possible without any problem. But once the driving situation or the conversation begin to require additional concentration, either the driving or the conversation will be impared.

3D images from 2D pictures
Persistance of vision also can create 3D images from movies of 2D images. The human brain can look at different views of an object and turn the 2D image into a 3D image inside the human brain. All that is necessary is to move the camera by the distance between the eyes of a human. The movement of the different elements in the picture will be different. Distant objects move sideways at a different rate of speed that close objects when the camera dollies right or left. This difference in the speed of movement of the objects in the scene allow the brain to construct a 3D image.

Therefore if you want the audience to see 3D, dolly during the shot right or left by 6 inches during 3 seconds. That will create a 3D image inside the head of the viewer.

Note: If you create a 3D image in the mind of the audience by this method, you also draw the audiences attention away from the main figure in the shot… which may or may not be a good thing. Converting a 2D image into a 3D image requires a lot of brain power.

Hello dolly
Creating the effect of a 3D image is easier during a dolly right or dolly left. A dolly-in shot requires much more movement to achieve the same effect. A zoom in shot does not create this effect since zoom in only magnifies an image. The camera does not move past objects to magnify some object more than other.

Similarly, a crane shot is not as effective as a dolly right or dolly left shot but then a crane shot presents a totally new view which is also interesting.

Musical Themes
Musical themes are tiny melodies. In addition to listening to musical notes, the human mind can associate themes with emotions. Themes in music can be associate to a person, object, or an action. Later, that musical theme can be used to evoke the mood associated with that person, object, or action.

Size matters
If the size of an object begins to increase, the audience feels it is important. If the size of an object decreases, the audience feels the object is of smaller value.

When you use a zoom in shot, everything in the frame becomes larger. If you use a dolly-in shot, only a specific element (which is usually the actor) becomes more signicant than everything else in the picture.


text:
User talk:PyRoTeK

Wikipedia and itz counterparts are both free and information. To my mind this iz what internet or the web should be. Sharing of ideas and knowledge should not be owned by any one person (i.e. Bill Gates) or any collection (i.e. The Government) but rather used by all.

title: User talk:PyRoTeK


text:
Quenya/Verbs

LESSON 1: Verbs in Present Tense, Plural Formation, Articles

Article
 Textbooks references:
 * Q#R:17 → 1.2.2
 * Q#W:Article

In Quenya there exists only the definite and invariable (both for the singular and the plural) article i. It expresses the concept of definiteness distinguishing entities which are specific and identifiable in a given context, from entities which are not. The lack of the indefinite article is called zero article in linguistics.

 * par "book, a book"
 * i parma "the book"
 * pamar "books (all)"
 * i parymar "the books (some/many)"

It should be remembered that the article is never used before proper names (Anar "sun" and Isil "moon" in Quenya are considered as such). For further restrictions in its usage, and special meanings of the article, see Q#W section on this subject.

 Going in-depth

 * Fauskanger's Lesson 2: 3rd section "the Article"

Plural
 Textbooks references:
 * Q#R:16-17 → 1.2.1
 * Q#W:Plural → Plural

A Quenya noun has four grammatical numbers: singular, dual, plural, partitive plural. As most usual languages, the singular is the "default" form, and the others are obtained by inflecting the singular form.

Formation
In this lesson we will find out how to form plurals, and study their usage. Some notes are provided to complete the information provided in Q#R. Because of the attestation of the plural of mallë, beeing maller, words ending in -lë are usually considered to belong to the first group of nouns (those forming the plural in -r).

The following is a table to help memorizing the formation rules:

 * {| border="2" cellpadding="5" style="margin: 1em 1em 1em 0; line-height: 1.2em; border-collapse: collapse; background: #f9f9f9; border: 1px #aaa solid;"

!class !description !plural !I !II !III
 * nouns ending in -a, -o, -i, -u, -ië, -lë
 * add -r
 * nouns ending in -ë
 * replace with -i
 * nouns ending in consonants
 * add -i
 * }
 * }

Stem variations and Irregular stems
For a large number of nouns, however, the formation of the plural is not such an automatic process: for example, the plural of rusco is not **ruscor but rusqui. This is a consequence of the evolution from Primitive Quendian. The ending part of a nominative singular noun had been modifyed following lambelë (see Lesson 0) preferences, but this modifications didn't happen to the inflected forms of the nouns, because in these the phoneme(s) modifyed was not final. The most common changes involve:
 * loss of gemined consonants (eg: falas pl. falassi)
 * contraction of the stem (eg: soron pl. sorni)
 * final -m assimilated to an -n (eg: talan pl. talami)
 * final -c assimilated to a -t (eg: oryat pl. oryaci)

For a comprehensive list of those stem variations, please consult Q#W:Stem forms.

However, there are other stem variations which occur when nouns are declined. These modifications could have been a consequence of the development of an ending vowel lately in the evolution process (I-stems and U-stems nouns). Nouns affected by stem variations include many monosyllabic words formed only by one consonant and one vowel (usually long) (2 letter words), and those nouns whose stems are really irregular (Exceptional stems). While translating texts or declining nouns (not only in plural, as we will see in the future) those modifications must be remembered. For this reason a careful reading of the aforementioned chapter in Q#W is highly recommended.

Usage
To help understanding the most supported hypothesis on the usage of the Plural in Quenya, we quote from Letters:178:

 * «The Eldarin languages distinguish in form and use between a "partitive" or "particular" plural, and the "general" or "total" plural.»

Tolkien gave an example with Sindarin words (yrch and orchoth), but the same concept can be applied to Quenya Plural and Partitive Plural; even if it seems that while the old Primitive Quendian plural in -î identify the "particular plural" in Sindarin, in Quenya it carries out the function of the General one.

Distinction among these two plural varieties will be analysed in-depth later. For the moment learners need only know that:
 * If not preceded by the definite article, a plural noun has absolute meaning. It expresses the category formed by all the objects, animals, people, etc... the singular noun is part of.

This concept may be difficult to understand. The following example might help:
 * cirya → one ship.
 * ciryar → all the ships that exist or have existed, the entire category formed by all the ships.
 * i ciryar → many/some ships, more than three, but not all the existing ones.

 Plural: Advanced Level

 * On plural form: Fauskanger's Lesson 2: 1st and 2nd section "Noun" and "Plural form" (Q#F:Lesson1)
 * On plural usage: Fauskanger's Appendices to Quenya Course: first section "What is the function of the Partitive Plural?" (Q#F:Appendices)
 * On Stems variation: Fauskanger's Appendices to Quenya Course: fifth section "Stem Variation" (Q#F:Appendices)

Class of verbs
 Textbooks references:
 * Q#R:17 → 1.2.3
 * Q#W:Verbs

Quenya verbs are usually divided by scholars in 3 main classes, in order to study or develop reconstructions of their conjugations:

 * {| border="2" cellpadding="5" style="margin: 1em 1em 1em 0; line-height: 1.2em; border-collapse: collapse; background: #f9f9f9; border: 1px #aaa solid;"

!class !name !description !I !basic/primitive !II !A-stems !III !U-stems
 * end in a consonant
 * end in -a (usually -ya, -ta
 * end in -u
 * }
 * }

As U-stems verbs are very few, they are often considered a sort of "limited group of irregular verbs", for this reason we will, accordingly with Q#R, examine their conjugation later.

To note that when talking about verbs, is called stem vowel the vowel which froms part of the primitive root of the verb (being usually the sundóma of the sundocarmë from which the verb is derived).

title: Quenya/Verbs


text: File:Sound Of Fear.ogg

title: File:Sound Of Fear.ogg


text:
Humane Quality

Link to any subpages this page might have

The Humane Quality is a component part of the Human Psyche (the Soul) that gives us a platform for Virtue. It can be thought of as a social singularity shared within a context of Mercy. The Collective Theology that has distilled itself into a colloidal constant provides a definition of both Quality, in terms of the Human Condition, and Quantity, in terms of the member_count for the Household of Faith. (Faith: the substance of things hoped for – the evidence of things not seen)

Perspectives
From a Theological perspective, topics dealing with Humane aspects of Humanity, give us reason to ponder that which is Beyond Reason or out-of-scope for those who adhere to strict logical guidelines. Kicking a dog, for example is considered a cruel and inhuman act. (exhibiting an in-humane quality). Mistreating a slave (though presumably, none exist today, at least in the so-called Free World]) is an even greater form of Malfeasance. For most qualified humans, such an act is imponderable, reprehensible, Beyond Logic and essentially an aspect of Defying Reason.

Defying Reason
Computer systems that do not accommodate the Humane Quality are in violation of a simple, time-honored rule:
 * That which serves is not greater than that which it serves.

Topic:User Interfaces Topic:User Interfaces that are too cryptic for normal users are not worthy to be called User Interfaces. Even from an Atheistic point-of-view, Kicking a dog or mistreating a slave, as a matter-of-logic, is generally construed as a misdeed that could lead to an Ethical Dilimma.

In terms of a study of the Humanities, and are the only ways of bringing to light, the problems manifest when a few "bad apples" concede to failure to exhibit the Humane Quality in their daily activities, online and off. This essay is presented as an appeal to all.

title: Humane Quality


text:
Talk:HTML

I think we really need to stress the emerging industry standard of using external CSS to handle all or almost all web page presentation elements. HTML should be seen as little more than a container for the content. As such, perhaps a combined HTML/CSS tutorial would be better? Any thoughts on this issue? (BTW, the last two edits by 72.36.50.3 are mine.)

-- Xlbnushk 15:30, 26 October 2006 (UTC)

 * I completely agree, and I think some were trying to get a Topic:XHTML started for that, but here is a topic for learning HTML, without CSS. Maybe Web Design covers what you're looking for? Michael Billington (talk • contribs) 02:49, 3 November 2006 (UTC)

So, the Web Design course will be like a hub, and courses like Topic:HTML will be spokes, dealing only with that specific topic? Is there any discussion about this organizational aspect, or are people just writing up articles? -- Xlbnushk 18:00, 3 November 2006 (UTC)

 * Hi Xlbnushk! I've been trying to structure the Topic:Web Design section around doing activities, rather than separate topics of knowledge... so for example, the first section is called Build a basic web page and this involves (X)HTML and CSS, with some HTML and CSS challenges thrown in for fun). I'd love to discuss organizational aspects of all this material... Michaelnelson 10:14, 29 January 2007 (UTC)

Computer Programming
I cannot see how any computer programming is needed as a prerequisite for HTML. HTML is a markup language, not a programming language. It does not have ANY control structures or variables, no memory stack, nothing at all related to programming. I am removing this prerequisite because all it can do is scare away people and make them thing HTML is harder than it really is. Kainaw 13:34, 3 September 2008 (UTC)

Interpretting HTML
The introduction falsely claimed HTML was a programming language - it is a markup language. Those are two very different things. Also, it claimed that HTML told web browsers how to interpret the HTML. The web browsers have programs in them that interpret the HTML. The HTML doesn't tell them how to interpret it. That is the whole point. HTML is a markup language - a set of suggestions that we hope the web browser can sanely handle. A programming language is a set of rules that must be obeyed - not interpreted and possibly ignored all together. It is simply wrong to confuse programming languages and markup languages as well as confuse the difference between HTML and a web browser. Kainaw 13:39, 3 September 2008 (UTC)

Lesson order
I would say this course is nearly finnished. There is just a need to put different lessons in order. Note there is a navigationa template for that. First lesson starts as an Introduction to HTML.--Juan 11:35, 3 December 2008 (UTC)

This DESPERATELY needs updating. The b, i, strong, font, etc. tags are no longer generally used - though browsers can usually interpret them. Instead, CSS styles are used. Go to for more info...

Layout
I think this page needs a new layout, the default wikipedia black on white is not very inviting. If nobody minds or speaks up, I'm going to give this course some new looks (similar to Theory_of_programming_languages). Azotochtli (talk) 13:47, 10 August 2012 (UTC)

title: Talk:HTML


text:
User:Xlbnushk

Links

 * Japanese stream
 * Topic:HTML
 * My projects
 * Template:1lvlnav
 * Template:Japanese
 * Named Colors
 * 216 Web safe colors
 * My sandbox -- templates, etc.
 * My contributions

Language

 * English
 * Japanese
 * Russian
 * Spanish (a little)

Computers

 * (X)HTML
 * CSS
 * JavaScript
 * PHP
 * MySQL
 * MSSQL
 * Apache
 * IIS
 * Mac OS
 * Windows

title: User:Xlbnushk


text:
Wikiversity:Candidates for Custodianship/Draicone

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

The period for comments on this nomination starts at 01:04 October 26, 2006 and ends at 01:04 October 31, 2006.

From Probationary custodians
I would like to help out in a greater capacity at Wikiversity. I am a well known vandal fighter on the engilsh wikipedia - my user page there is w:User:Draicone. I have clearance for user of both VandalProof and VandalSniper, am assisting in the development of a vandal fighting tool for Wikimedia projects and would like to help co-ordinate efforts at vandal fighting here. I am familiar with sysop tools, especially after managing the now defunct MWT wiki as a bureaucrat, and have over 2500 edits on the engilsh wikipedia. I am familiar with policy establishment there, participate in the wikipedia-l and wikien-l mailing lists, have set up wikiprojects and proposed reforms. --Draicone (talk) 12:39, 13 September 2006 (UTC)
 * Statement by candidate
 * I suppose I should clarify my involvement at Wikiversity. As some of you may have noticed, I'm a professional php developer and would like to establish a decent php learning system on Wikiversity, among other things; and I would like to help assist with establishment of foundations for Wikiversity, such as proposing guidelines, creating boilerplates, simplifying policy for new users and working on schools (naturally, school of computer science comes to mind). I personally feel Wikiversity has great potential, and with the help of a dedicated community, can achieve a well deserved place in a person's course university education. I feel I should be granted sysop/custodian privelages as I am familiar with the nature of sysop actions and can devote time to handling everything from representation issues to janitorial tasks (some en:wp users are familiar with my spending an hour staring a lupin's anti-vandal tool, spellchecking articles with AWB, developing MWT and adding my opinion to the wikipedia-l and wikien-l mailing lists all at once). --Draicone (talk) 11:38, 14 September 2006 (UTC)

To the candidate: Please indicate who you will accept for your mentorship
 * I will accept any custodian, however I would prefer JWSchmidt, as I have met him previously.

I will mentor Draicone. --JWSchmidt 01:11, 26 September 2006 (UTC)
 * I am more than happy to be mentored by JWSchmidt. --Draicone (talk) 21:28, 26 September 2006 (UTC)
 * was made a probationary custodian on 26 September 2006; mentor = JWSchmidt.
 * Mentor:
 * Evaluation
 * I nominate Draicone for full custodianship. Draicone has been a probationary custodian since September 26, 2006. Draicone has helped transfer of Wikiversity content from Wikibooks to Wikiversity (see), protect Wikiversity from vandalism and delete pages that were not needed. His efforts for Wikiversity have been facilitated by Draicone's participation at IRC freenode #wikiversity-en, Colloquium and Import. After having served the community during the probationary period, Draicone should be confirmed by the Wikiversity community as a custodian. --JWSchmidt 19:20, 26 October 2006 (UTC)

Community discussion

 * Support -- I mostly see his approach on IRC, where he's always looking for solutions to problems that need solutions. --SB_Johnny | talk 12:26, 27 October 2006 (UTC)
 * Support - Draicone's been doing great work on Wikiversity. Cormaggio 15:56, 27 October 2006 (UTC)
 * Support - Makes good use of the tools. --HappyCamper 23:23, 27 October 2006 (UTC)

Closing comments
Draicone was made a probationary custodian on 26 September 2006 and nominated for full custodianship on October 26. The custodianship of Draicone was open for community discussion from October 26 to October 31. All community comments supported full custodianship for Draicone. --JWSchmidt 15:50, 6 November 2006 (UTC)


text:
Solid state physics/Notes

This page is intended to start as notes from various physical textbooks and sources listed below augmented by notes and links to resources around the net as well as Wikipedia, Wikibooks and other places within Wikiversity. It is an experimental attempt to master chaos and attract interesting participation from others interested but ignorant (as I am) of the subject matter.

As sections become complete enough and different enough from other sources the material may be migrated to proper wikibooks and/or lesson plans as/if appropriate and links substituted under goals as in lesson plan. Perhaps this will evolve a useful learning trail for self and others.

Notes added here much be at minimum paraphrased (put in own personal wording) or factual so as to avoid copyright infringement and establish our copyleft rights. Diagrams, tables, pictures, etc. must all be uniquely owned and submitted or rights established as per Wikimedia Foundation projects standard procedures. Very helpful to be logged in so an audit trail is automatically maintained and others can seek clarification or provide notification of correction of percieved errors.

Applcable local links:
 * http://en.wikiversity.org/wiki/Topic:Condensed_Matter_Physics

Notes Bullet History

 * Crystals: When crystals are grown from constant conditions (saturated fluid, constant temperature, et.) they grow by adding identical blocks. This was known and supported in the 18th century by the fact that crystalline faces all provide the same integral index numbers.  This could be accounted for only by periodic arrays of identical building blocks.  This was conclusively demonstrated via x-ray diffraction as described below.

 * X-Ray Diffraction: "Interference Effects with Rontgen Rays" in 1912 provided a basis to launch Solid State Physics (which is now a subset of the larger field of Condensed Matter Physics  In the first half of the paper Laue presented a theory that x-rays could be diffracted by periodic arrays of atoms.  In the second half of the paper Friedrick and Knipping presented the first experimental data and analysis results using x-rays shined through crystals to support the diffraction theory.

 * Condensed Matter: Armed with x-ray diffraction and proven theory of periodic arrays of atoms in at least some solid matter, (ionic crystals), intensive studies of condensed matter has now expanded to amorphous (non crystalline) solids, liquids, and glasses.  ^2 p.3.

 * Nanotech: Nanotech requirements for knowledge of behavior of molecular machinery, feedstocks, and surrounding matter will obviously be driving this field.   Add links to computational tools and interesting nanotech science liberally to help update the material to be useful to modern students of science and technology.

 * Query: Can an AWACs style molecular machine be developed that can communicate with other molecular machines/computers in assembly environment?   Perhaps miniturize the conceptual and implementation approach of U.S. DODs battlesphere to provide QC/QA or construction management for macroscopic projects nanotech has under construction?

Unit Cells

Reference ^1 has a good treatment of unit cells in Metals. Reference ^2 has a generic treatment of general crystalline unit cells in preparation of general mathematical treatment of generic methods.

^References 1. Engineering Materials and Their Applications, Flinn and Trojan, ISBN 0-395-29645-5, LOCCCN 80-82840. 2. Introduction to Solid State Physics, Kittel, ISBN 0-471-87474-4, LOCCCN 75-25963

title: Solid state physics/Notes


text:
Filmmaking Basics/Floor plan for course 1

 * Current Location
 * Wikiversity (English) $$\Leftrightarrow$$ Humanities $$\Leftrightarrow$$ Art and Design $$\Leftrightarrow$$ Fine Arts $$\Leftrightarrow$$ Film and Television $$\Leftrightarrow$$ Narrative Film Production $$\Leftrightarrow$$  Course #01 - Learning the Basics of Filmmaking $$\Leftrightarrow$$ One possible floor plan for the movie Seduced by the Dark Side!.

Draw The Line

 * Before You Start Drawing Storyboards, Look At This Floor Plan!
 * Look at the floor plan for this movie. Then draw a line between the two people in the story.  Unless they move or unless you move the camera while crossing the line, never jump across this line.  Rule: You must never cut from a shot on one side of the line to a different shot on the other side of the line.

The wall with the poster, the old person and the young person

Be careful when you cross the line between the Young Person and the Old Person.

 * How This Works
 * Above is one possible floor plan for the movie Seduced by the Dark Side!. When you are filming, you can go anywhere you want.

 * However, when you are editing, you must never cut from a camera shot in the pink area to a camera shot in the green area. If  you do, there will be a sudden confusion in the mind of the audience.

§

Reference materials

 * Reference materials for Seduced by the Dark Side! that you might need.
 * All the Lesson 4 Storyboard Frames. This sheet will give you ideas for your storyboards.
 * The unformatted script. Print this script outline and use the numbers on this script for your thumbnail storyboards.
 * The original story. To get additional information for your storyboards, look at the original story.
 * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]].
 * The floor plan for the movie set. This will help you plan your shots.


text:
User:KrakatoaKatie

I don't know how many Wiki-user pages I have, but I'm all for single sign-on.

Here's my user page on en.

title: User:KrakatoaKatie


text:
Thermodynamics/Notes

Fundamental entities in thermodyanics or thermal physics:

entropy
 * Measures the number of quauntum states accessible to a closed system. The logical assumption is made that a system state is either accessible or not accessible.  The system is assumed to have equal probability of being in any accessible state.

Given g accessible states the entropy is defined as: sigma=log g
 * Thus entropy is a function of system energy U, system components or particles N, and the volume V of the system ..... because these three parameters effect g, the number of accessible system states. sigma=log(g(U,N,V))  by definition.  Logs are used for math convenience.

Two systems brought into contact can transfer energy back and forth thus increasing the number of possible states accessible to new total system. (g1g2) > (g1 + g2) by asumption and later empirical proof. This is key to 2nd law thermodynamics and law of of entropy always increases. Energy does not flow in ways to decrease the number of possible states accessible to the closed system or the entropy always increases.
 * Consider a cooling solution, entropy is decreasing as rock salt solution crystallizes for the solid salt crystal .... but it is not a closed system. Heat is transferring to ambient environment.  Total entropy  sigma(salt)+sigma(rest of universe)=sigma(universe total) of the perceived universe must be rising or there would be no energy flow.
 * This is a fundamental assumption defining energy flow and no credible evidence contradicting it has ever been reliably and reproducibly observed and reported.

Temperatures
Boltzmann Constant

chemical potential

Gibbs factor

distribution functions

closed system - A system enclosed by a control surface across which nothing relevant to the defined system crosses.

title: Thermodynamics/Notes


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User:Rayc/HiddenI

Test no. 1: personalities [edit]

This test was received by e-mail. It is presented intact. Source/author unknown.

This is a real test given by the Human Relations Dept. at many of the major corporations today. It helps them get a better insight concerning their employees and prospective employees. It's only 10 simple questions, so... Grab a pencil and paper, keeping track of your letter answers. Make sure to change the subject of the e-mail to read YOUR total. When you are finished, forward this to everyone you know, and also send it to the person who sent this to you.

Make sure to put YOUR score in the subject box. Ready?? Begin...

{1. When do you feel your best? + in the morning - during the afternoon & early evening - late at night - Distractor.
 * type=""}

{2. You usually walk + fairly fast, with long steps - less fast head up, looking the world in the face - less fast, head down - very slowly
 * type=""}

{3. When talking to people you + stand with your arms folded - have your hands clasped - have one or both your hands on your hips - touch or push the person to whom you are talking - play with your ear, touch your chin, or smooth your hair
 * type=""}

{4. When relaxing, you sit with + your knees bent with your legs neatly side by side - your legs crossed - your legs stretched out or straight - one leg curled under you
 * type=""}

{5. When something really amuses you, you react with + a big, appreciative laugh - a laugh, but not a loud one - a quiet chuckle - a sheepish smile
 * type=""}

{6. When you go to a party or social gathering you.. +make a loud entrance so everyone notices you -make a quiet entrance, looking around for someone you know -make the quietest entrance, trying to stay unnoticed
 * type=""}

{7. You're working very hard, concentrating hard, and you're interrupted. Do you.. +welcome the break -feel extremely irritated -vary between these two extremes
 * type=""}

{8. Which of the following colors do you like most? +red or orange -black -yellow or light blue -green -dark blue or purple -white -brown or gray
 * type=""}

{9. When you are in bed at night, in those last few moments before going to sleep, you lie +stretched out on your back -stretched out face down on your stomach -on your side, slightly curled -with your head on one arm -with your head under the covers
 * type=""}

{10. You often dream that you are +falling -fighting or struggling -searching for something or somebody -flying or floating -you usually have dreamless sleep -your dreams are always pleasant
 * type=""}.

POINTS:

1.  (a) = 2  (b) = 4  (c) =  6. 2.  (a) = 6  (b) = 4  (c) =  7  (d) =  2  (e) =  1. 3.  (a) = 4  (b) = 2  (c) =  5  (d) =  7  (e) =  6. 4.  (a) = 4  (b) = 6  (c) =  2  (d) =  1. 5.  (a) = 6  (b) = 4  (c) =  3  (d) =  5  (e) =  2. 6.  (a) = 6  (b) = 4  (c) =  2. 7.  (a) = 6  (b) = 2   (c) =  4. 8.  (a) = 6  (b) = 7  (c) =  5  (d) =  4  (e) = 3  (f) = 2  (g) = 1. 9.  (a) = 7  (b) = 6  (c) =  4  (d) =  2  (e) = 1. 10. (a) = 4  (b) = 2  (c) =  3  (d) =  5  (e) = 6  (f) = 1.

Now add up the total number of points.

OVER 60 POINTS: Others see you as someone they should "handle with care". You're seen as vain, self-centered. Others may admire you, wishing they could be more like you, but don't always trust you, hesitating to become too deeply involved with you.

51 TO 60 POINTS: Others see you as a highly volatile, rather impulsive personality; a natural leader, who's quick to make decisions, though not always the right ones. They see you as bold and adventuresome, someone who will try anything once; someone who takes chances and enjoys an adventure. They enjoy being in your company because of the excitement you radiate.

41 TO 50 POINTS: Others see you as fresh, lively, charming, amusing, practical, and always interesting; someone who's constantly in the center of attention, but sufficiently well-balanced not to let it go to their head. They also see you as kind, considerate, and understanding; someone who'll always cheer them up and help them out.

31 TO 40 POINTS: Others see you as sensible, cautious, careful & practical. They see you as clever, gifted, or talented, but modest... Not a person who makes friends too quickly or easily, but someone who's extremely loyal to friends you do make and who expects the same loyalty in return. Those who really get to know you realize it takes a lot to shake your trust in your friends, but equally that it takes you a long time to get over it if that trust is ever broken.

21 TO 30 POINTS: Your friends see you as painstaking and fussy. They see you as very cautious, extremely careful, a slow and steady plodder. It'd really surprise them if you ever did something impulsively or on the spur of the moment, expecting you to examine everything carefully from every angle and then, usually decide against it. They think this reaction is caused partly by your careful nature.

UNDER 21 POINTS: People think you are shy, nervous, and indecisive, someone who needs looking after, who always wants someone else to make the decisions & who doesn't want to get involved with anyone or anything. They see you as a worrier who always sees problems that don't exist. Some people think you're boring. Only those who know you well know that you aren't.

title: User:Rayc/HiddenI


text:
User:Jaakuuta~enwikiversity

¥Æ$ I am the so-called shadow song. I study many things. I am not an expert at any of them. However you can always feel free to ask questions, and if I've posted a topic about the particular question area of interest, then there is a better chance that I'll be able to answer your questions. As for math, I am in Calculus II, so you can ask me any math questions for basic math up to that point and I will be glad to give tutoring in those subjects for anyone who asks. I also study languages, and I would like to learn and teach a lot about languages as well. So if you have a question about grammar or syntax, I might be able to answer it. JoNNY 00:36, 27 October 2006 (UTC) Τζαακου Ουτα Джааку Ута

title: User:Jaakuuta~enwikiversity


text:
User:Rayc/Hiddenl

Wrong.

title: User:Rayc/Hiddenl


text:
User:Connel MacKenzie

wikt:User:Connel MacKenzie

title: User:Connel MacKenzie


text:
User:Konstable~enwikiversity

Unused account, main user page: w:en:User:Konstable

title: User:Konstable~enwikiversity


text:
Trumpet

The trumpet is a cylindrical-bore brass instrument that is played by the action of wind upon the lips as it passes from your lungs into the instrument. Pitch is changed both through the action of the lips as well as a system of valves that dynamically changes the length of the instrument as described below. All modern trumpets have at least three valves, and depending on the type of instrument, may have more. The vast majority of the valves found on modern trumpets are piston valves, but rotary-valve horns are still in active use by professional orchestras in America and around the world, and are still made and produced today by manufacturers such as Scherzer Trumpets and Schagerl Trumpets.

Method of Playing
The playing method is rather simple. Wind is blown through the lips (formed into what is called an embouchure) into the instrument through a mouthpiece. The natural vibration of the lips causes a standing wave to be set up inside the horn, which creates the sound according to the harmonic series (see the corresponding article on Wikipedia for more information on this concept in physics). For a trumpet tuned in Bb, the overtone series(in actual pitch, not written) would be Bb2 (the fundamental), Bb3, F4, Bb4, D5, F5, Ab5, Bb5, C6, D6, F6, and so on.

The harmonic series derives from the physics of standing waves in a open tube. The actual pitches that are available are entirely dependent on the length of the tubing. However, for a given tube length, the harmonic series would follow the same pattern. All military bugle calls are achieved with this same series of notes. Modern chromatic trumpets play other notes by use of valves which allow the player to dynamically adjust the tube-length of the trumpet, enabling the use of the full chromatic scale.

The Valve Pattern
Most modern trumpets use three valves. Each valve, alone and in combination, modifies a given overtone note according to the following pattern. The first valve, played by the right hand index finger, modifies notes by lowering them two half steps (or a whole). The second valve, played by the right hand middle finger, lowers notes by a single half step. The third valve, played by the right hand ring finger, lowers notes by three half steps. Combinations of these valves simply add their respective modifications. For example, the first valve plus the second valve will lower the note by three half steps. The second valve plus the third will lower the overtone note by four half steps.

In this manner, the trumpet is capable of producing every note of the chromatic scale.

The following lists the valve fingering combination for the descending C chromatic scale starting on middle C.

Note that there can be overlap from any given transposition from an overtone series note. These are called "alternate fingerings" and can be played for various musical effects. However, alternate fingerings (and even some standard fingerings) have intonation issues that need to be addressed.

title: Trumpet


text:
Obsolete musical instruments

There are a great variety of other instruments that have been made that are no longer around. Here are some examples:

 * Basset Horn: a single reed instrument that was often bent in a variety of shapes then sent through a soundbox
 * Natural horn: an older version of the horn which uses a series of tubing extensions which attach at the mouthpiece hole
 * Racket: a double-reed instrument that sends the sound through a series of waves to deepen the sound
 * Saxhorns: Adolphe Sax developed both the woodwind saxophones, and an odd variety of brass instruments called "Saxhorns"
 * Theremin: an electronic instrument that is played by moving ones hands around
 * Valve trombone: apparently these instruments exist, but I've never seen one
 * Viol: an early form of the violin
 * Wagner Tuba: a tuba-like instrument that is played and built like a horn, mainly of course used by Richard Wagner

There are a great many others, but this is a start.

title: Obsolete musical instruments


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Talk:Quenya/Verbs

 If you have questions on grammar or linguistics topic, start a new section. If you have question about the english wording, post in on the Incomprehension of text section.

Plural of "mallë"
Quote: "Because of the attestation of the plural of mallë, beeing maller, words ending in -lë are usually considered to belong to the first group of nouns, i.e. those forming the plural in -r."  Elistir, Do you mean,The first group consists of those nouns whose plurals end in an -r, an example of which is mallë (being''), whose plural is maller?--Hillgentleman 12:28, 27 October 2006 (UTC)

 * Yes and no Hillgentleman. This course has been created mainly as Lectures on the Textbook Q#R together with the Grammar Q#W. At the top of each section there's a box with the references (principally about Q#R) the informations below are lectures, notes or adding informations going in-depth. If you reas the references, you'll undertstand the sentence, because Q#R:16 doesn't say that words ending in -lë as beeing part of that group of nouns (forming the plural in -r). However, I see your point that this structure of the course should be cleared. However the reply to your questrion is:

 * as we have only two attestation of plural froms of words ending in -lë, the largest shared opinion is that those nouns should belong to the first class.

 * --Elistir 15:01, 27 October 2006 (UTC)

Incomprehension of text
elencation= ? --Hillgentleman 01:55, 27 October 2006 (UTC)

 *  list.Edited. --Elistir 12:20, 27 October 2006 (UTC

title: Talk:Quenya/Verbs


text:
User:Ryulong

 Wikipedia has a user page for: Ryulong

title: User:Ryulong


text:
User:Dante

I am administrator of Portuguese Wikibooks and editor of Commons, Portuguese Wikipedia and Portuguese Wiktionary. Menssage me preferentially in Wikibooks.

title: User:Dante


text:
Template:User pt

cs:Šablona:User pt es:Plantilla:Usuario pt fr:Modèle:User pt it:Template:Utente pt ja:Template:User pt pt:Predefinição:User pt

title: Template:User pt


text:
Template:User la-1

cs:Šablona:User la-1 de:Vorlage:User la-1 es:Plantilla:Usuario la-1 fr:Modèle:User la-1 it:Template:Utente la-1 ja:Template:User la-1

title: Template:User la-1


text: Portal:Polymer chemistry

title: Portal:Polymer chemistry


text:
Polymers

Polymer is a term used to describe large molecules consisting of repeating structural units, or monomers, connected by covalent chemical bonds. The term is derived from the Greek words: polys meaning many, and meros meaning parts [1]. A key feature that distinguishes polymers from other molecules is the repetition of many identical, similar, or complementary molecular subunits in these chains. These subunits, the monomers, are small molecules of low to moderate molecular weight, and are linked to each other during a chemical reaction called polymerization.

Resources

 * /Introduction/
 * /Properties/
 * /Electron beam/

title: Polymers


text:
Polymers/Electron beam

Electron Beam generators are used to modify surface and bulk properties of polymer films by grafting or crosslinking, but also for initiating polymerisation and curing.

The Energy Sciences International Electron Beam at the Laboratory of Polymer Technology at Åbo Akademi University

Principle
Electrons are generated with a wolfram (tungsten) filament in vacuum. The electrons are accelerated in an electric field towards a window allowing them to escape from the vacuum chamber. Samples underneath the beam are subjected to the electrons, which are creating cascades of new, lower energy electrons, when colliding in the material. The penetration depth is a function of material density and acceleration voltage.

Electron beam instruments are often classified as high energy (5.0 - 10.0 MeV), medium energy (0.5 - 5.0 MeV), and low energy accelerators (0.1 - 0.5 MeV). The depicted instrument above can accelerate electrons up to 0.175 MeV.

Doses
The energy absorption in a material is expressed in the SI-unit Gray (Gy) which amounts to 1J (Joule) of energy absorbed in 1 kg of matter. The dose rate is expressed as Gy/s.

Application Example
--Kalle 05:59, 27 October 2006 (UTC)

title: Polymers/Electron beam


title: File:Ebsmall2.jpg


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Physical chemistry

Physical chemistry is a domain in physical science which overlaps with chemical science.

Many branches of thought and ideas that were developed by physicists over the centuries have been applied to chemistry and that created new branches of knowledge. Actually there was no difference that this something is chemistry or physics as the knowledge developed; it's just as somebody needing a type of a knowledge and investigating it and finding out something new for example when we tried to understand the way heat is transfered and how much work we can extract from it; it gave rise to the branch of knowledge called thermodynamics and some time later somebody realized that the thermodynamics is universal phenomenon and that it can be applied to chemical systems. So when physics students are taught merely thermodynamics chemistry students are taught chemical thermodynamics which comes under physical chemistry.

The study of rates of reactions also come under physical chemistry and is called chemical kinetics as opposed to kinetics in physics which is about the motion of objects.But the big boost to physical chemistry came in the 20th century when the scope of study went inside the atom and we needed to explain the things that are happening on that scale; now physicist would contest that this is not the realm of chemistry but that of physics. Well in reality this is a field which both the sciences share. As the atomic theory evolved with the introduction of quantum mechanics - which is the single most influential scientific branch of the 20th century.

title: Physical chemistry


text:
User talk:FreshFruitsRule-WB

lack of Canadian content
I noticed your comments on various pages about the lack of Canadian content in various Wikiversity articles. Keep in mind this is an open collaboration and that it is still far from being comprehensive. All the information contained on Wikiversity has been gathered by and presented by users. I'm currently researching open learning options in Canada and will be adding information as I can find it. Please feel free to do the same, it would be nice to have another Canadian doing some of the leg work. RichMac 07:11, 28 September 2006 (UTC)

title: User talk:FreshFruitsRule-WB


text:
User:Tyrenius

Also Tyrenius on Wikipedia.

title: User:Tyrenius


text:
User:The Halo~enwikiversity

''' The Halo can be found at the English Wikipedia. '''

title: User:The Halo~enwikiversity


text:
User:Chaos

See my English User page

Pharmacy

Portals

Humanities - Interdisciplinary Studies Learning Materials - Life Sciences - Physical Sciences - Social Sciences

Scools

Astronomy - Biology - Chemistry - Computer Science History - Information Technology - Linguistics Mathematics - Medicine - Philosophy - Physics - Psychology Sociology

Projects

Astronomy Project - Human Genetic Uniqueness Project

title: User:Chaos


text:
Seminar in Tradecraft and HumInt

Part of the Strategic Studies curriculum

What is a Seminar?
A seminar style of learning involves students studying facets of an issue and teaching the other students. There is not considered to be a definitive body of knowledge on a seminar subject. On the contrary, the job of the students in a seminar is to collect references, do their own independent study, and bring that knowledge back into the seminar. This page will therefore be in a constant state of flux and addition as new students come in with their own study interests and flesh out the page more and more. Students with interest in given topics but without the resources or background to study those topics should request assistance below. People who can contribute to the discussion in any way should. Debate is encouraged. Occasionally, projects may be put up on this page to encourage students to debate given issues. Current events are always welcome in a seminar.

Pages the Seminar Should Develop
Please place the topics in which you have interest here. You and others can then flesh out the references for the topics and we can deepen the knowledge base of all seminar participants. CENTRAL INTELLIGENCE AGENCY

Intelligence Tradecraft Topics: Surveillance & Counter Surveillance Acquiring Human Intelligence

Agnor, Francis. "The Interpreter as an Agent." Studies in Intelligence 4, no. 1 (Winter 1960): 21-27. In Inside CIA's Private World: Declassified Articles from the Agency's Internal Journal, 1955-1992, ed. H. Bradford Westerfield, 29-34. New Haven, CT: Yale University Press, 1995.

This article is not about the technical aspects of the interpreter's art, but rather focuses on the use of interpreters for intelligence collection in both domestic and foreign assignments. The author notes that the immediate information take from such assignments "is likely to be limited," while "the improvement of personal assets can be considerable."

The editor of the Yale University Press collection of articles from Studies in Intelligence stumbles somewhat with a throw-away line in the headnote to this article: "It may be obvious and time-honored ... that language interpreters are used for intelligence collection (and presumably also for some disinformation), yet the literature has neglected this practice." (p. 29) The editor's presumption is erroneous. There is nothing in Agnor's article that would encourage or support such a presumption, so it must originate solely with the editor. The statement betrays a lack of understanding, not just of the methods of intelligence, but of good practice, tradecraft, and common sense.

Bolfrone, Kenneth E. "Intelligence Photography." Studies in Intelligence 5, no. 2 (Spring 1961): 9-16.

Westerfield: Even amateurs may have occasion "to photograph a scene that may be useful to intelligence. Here is how to do it, with ordinary equipment."

Brigane, David V. "Credentials -- Bona Fide or False." Studies in Intelligence 4, no. 1 (Fall 1960): 37-49.

"As a tool in the investigation of enemy agents, document analysis can be used to great advantage not only in making an initial detection but in the handling of known agents, inducing them to talk and confirming or refuting their statements.... Document analysis ... can be equally valuable in determining the reliability of one's own agents and in assessing their reports and missions."

Brugioni, Dino. "Spotting Photo Fakery." Studies in Intelligence 13, no. 1 (Winter 1969): 57-67.

Westerfield: "A guide for the layman."

Bull, George G. "The Elicitation Interview." Studies in Intelligence 14, no. 2 (Fall 1970): 115-122. In Inside CIA's Private World: Declassified Articles from the Agency's Internal Journal, 1955-1992, ed. H. Bradford Westerfield, 63-69. New Haven, CT: Yale University Press, 1995.

Elicitation seeks "to obtain information without giving the subject the feeling that he is being interrogated." The author interviewed West German scientists "in order to determine the nature and extent of their contacts behind the Iron Curtain." The purpose of his efforts was to identify individuals with some potential for being recruited as agents. The article discusses some "practical problems" attendant to these kinds of interviews.

Bury, Jan. "From the Archives: The U.S. and West German Agent Radio Ciphers." Cryptologia 31, no. 4 (Oct. 2007): 343-357.

Abstract: This article presents a "translation of an in-house research paper of the communit Polish counterintelligence depicting the ciphers and the one-way radio communications patterns used by the U.S. and West German intelligence services against Poland in the 1960s and early 1970s."

Constantinides, George C. "Tradecraft: Follies and Foibles." International Journal of Intelligence and Counterintelligence 1, no. 4 (1986): 97-110.

Compendium of egregious lapses in tradecraft, across time and borders.

Cooper, H.H.A., and Lawrence J. Redlinger. Making Spies: A Talent Spotter's Handbook. Boulder, CO: Paladin, 1986.

Peake, IJI&C 4.1: "[E]xamples of the authors' lack of grasp of their subject abound."

Copeland, Miles. Without Cloak or Dagger: The Truth about the New Espionage. New York: Simon & Schuster, 1974.

Petersen notes that Copeland's views on CIA operations are "held unreliable by some experts."

According to Ameringer, U.S. Foreign Intelligence (1990), p. 9, Copeland's book is "one of the few works of nonfiction to concentrate upon the techniques of spying.... Though Copeland's book received unfavorable reviews for hyperbole and allegedly inaccurate details about specific operations, he himself is a former clandestine operator, knowledgeable in tradecraft, and he conveys the sense of espionage as an art, stressing the human factor."

Czajkowski, Anthony F. "Techniques of Domestic Intelligence Collection." Studies in Intelligence 3, no. 1 (Winter 1959): 69-83. In Inside CIA's Private World: Declassified Articles from the Agency's Internal Journal, 1955-1992, ed. H. Bradford Westerfield, 51-62. New Haven, CT: Yale University Press, 1995.

The focus here is on gathering information from U.S. businesspeople, scientists, and academicians with contacts or who travel in denied areas, and from refugees who have settled in the United States. The article was written while this activity was still handled by Contact Division of the old Office of Operations. There are some good, common-sense thoughts about information elicitation expressed here.

Dimmer, John P., Jr. "Observations on the Double Agent." Studies in Intelligence 6, no. 1 (Winter 1962): 57-72. In Inside CIA's Private World: Declassified Articles from the Agency's Internal Journal, 1955-1992, ed. H. Bradford Westerfield, 437-449. New Haven, CT: Yale University Press, 1995.

Dimmer closes his article with some "Do's and Don'ts" of running double-agent operations.

Duffy, Michael, and Timothy J. Burger. "NOC, NOC. Who's There? A Special Kind of Agent." Time, 27 Oct. 2003, 36-37.

"Some Bush partisans have suggested that the outing of Plame is no big deal.... But the facts tell otherwise. Plame was, for starters, a former NOC -- that is, a spy with nonofficial cover who worked overseas as a private individual with no apparent connection to the U.S. government. NOCs are among the government's most closely guarded secrets, because they often work for real or fictive private companies overseas and are set loose to spy solo. NOCs are harder to train, more expensive to place and can remain undercover longer than conventional spooks. They can also go places and see people whom those under official cover cannot. They are in some ways the most vulnerable of all clandestine officers, since they have no claim to diplomatic immunity if they get caught."

Hansen, James H. "RX: Intelligence Communications -- Use Acronyms, Allegories, and Metaphors Only as Directed." International Journal of Intelligence and Counterintelligence 2, no. 1 (Spring 1988): 21-26.

Hart, John Limond. The CIA's Russians. Annapolis, MD: Naval Institute Press, 2003.

In the "Foreword" (ix), William E. Colby noted that the author brought the approach of a "professional intelligence operator who also is a scholar" to this work. "[H]is depiction comes from many years of involvement in the recruitment, management, and sometimes even psychological counseling of real spies."

Peake, I&NS 19.2, finds that "[d]espite the relatively small sample of cases, Hart combines his experience and access to the case files to reach some first-order conclusions. They are important though not surprising." Seamon, Proceedings, Aug. 2003, adds that the author spices his stories "with illuminating insights commendably free from any taint of professional jargon."

Jonkers, AFIO WIN 20-03, 27 May 2003, calls this an "[o]utstanding book. Get a feel for what these spies were really like as human beings. Good, useful reading."

In his review, Joseph C. Evans, IJI&C 17.3, focuses on Hart's handling of Yuri Nosenko and James J. Angleton, and finds little to please in the book. Evans believes that an "unstated but blatant purpose of the book is to defend Nosenko.... A second, yet by no means secondary underlying purpose ... is to denigrate" Angleton. "Instead of helping the intelligence historian or the current case officer, Hart has transformed the CIA's Cold War operations into mere polemics."

Hubest, Alfred. "Audiosurveillance." Studies in Intelligence 4, no. 3 (Summer 1960): 39-46.

"During the past 10 years there has been a great new surge in the use of audiosurveillance by intelligence services. This phenomenon can be attributed in large part to the development of improved listening, transmitting, and recording devices, new installation tools and techniques, a systematized operational approach to making audio installations, and advances in rapid processing and full exploitation of the take."

Hurley, John A. "A Technique for Coastal Infiltration." Studies in Intelligence 6, no. 3 (Summer 1962): 25-28.

"A submarine escape procedure applied to clandestine penetration." The method described is "buoyant ascent from a submerged submarine." (italics in original) Paul X. Kelley, "Coastal Infiltration and Withdrawal," Studies in Intelligence 7, no.2 (Spring 1963): A13-A17, discusses some of the complications involved in using the buoyant ascent technique for debarking agent personnel from a submerged submarine.

Inquirer. "The Practice of a Prophet." Studies in Intelligence 6, no. 4 (Fall 1962): A29-A41. In Inside CIA's Private World: Declassified Articles from the Agency's Internal Journal, 1955-1992, ed. H. Bradford Westerfield, 83-92. New Haven, CT: Yale University Press, 1995.

The author recounts the story of Ernst Hilding Andersson, who spied for the Soviet Union against his native Sweden from 1949 to 1951. The focus is on tradecraft practices and the capture of Andersson because of "the ineptitude of an ill-trained young case officer sent out from Moscow."

Kelley, Paul X. "Coastal Infiltration and Withdrawal." Studies in Intelligence 7, no.2 (Spring 1963): A13-A17.

The future Marine Corps Commandant discusses some of the complications involved in using the buoyant ascent technique for debarking agent personnel from a submerged submarine. See John A. Hurley, "A Technique for Coastal Infiltration," Studies in Intelligence 6, no. 3 (Summer 1962): 25-28.

Knobelspiesse, A.V. "Captain Stephan Kalman: A Classic Write-In Case." Studies in Intelligence 6, no. 4 (Fall 1962): A1-A13.

Westerfield: "What to do about a 'write-in' who never becomes a 'walk-in?'"

Langton, James. "CIA Fights to Hide Its Invisible Ink." Electronic Telegraph, 11 Apr. 1999.

"CIA lawyers say that classified First World War documents must not be made public because its spies still use the ink to send secret messages.... The formula is the oldest classified document still banned from public viewing at the National Archives." The judge who heard the freedom of information request in a Washington court in March "agreed, ordering the six files relating to the invisible ink kept secret until 2020."

McCadden, Harvey B. "Cover in Unconventional Operations." Studies in Intelligence 5, no. 3 (Summer 1961): 31-35.

Cover is one "consideration to be weighed in connection with any examination or re-examination of the modus of unconventional operations." It "must be treated as an integral part of the plan for the conduct of any clandestine operation.... [T]he conduct of the operation must be shaped to fit its cover legend."

Mineur, Michael L. "Defense Against Communist Interrogation Organizations." Studies in Intelligence 13, no. 4 (Fall 1969): 49-74.

The advance preparations of endangered agents "are very often decisive in determining the outcome" of any resistance effort. "The agent must be prepared physically, organizationally, and mentally."

Northridge, A. R. "The Selectively Reluctant Informant." Studies in Intelligence 11, no. 3 (Summer 1967): 107-110.

"In debriefing an informant,... one must always take care lest he prove unreliable on some one point, possibly of little significance, for some obscure reason." The author debelops an example from his experience with the 14th USAAF in World War II.

Onate, Benjamin F. "Catch-as-Catch-Can Operations." Studies in Intelligence 20, no. 4 (Winter 1976): 27-29. In Inside CIA's Private World: Declassified Articles from the Agency's Internal Journal, 1955-1992, ed. H. Bradford Westerfield, 93-96. New Haven, CT: Yale University Press, 1995.

An account, probably notional, certainly fictionalized, of improvisation in agent handling, with lessons learned.

Ornstein, Jacob. "The Articulation of Babel." Studies in Intelligence 4, no. 4 (Fall 1960): A1-A9.

"Planning is the answer to the language problem of the intelligence service, planning based on a long-term view of predictable requirements."

Orr, Kenneth G. "Training for Overseas Effectiveness: A Survey." Studies in Intelligence 4, no. 4 (Fall 1960): A11-A21.

Reviews non-government programs to prepare Americans for various kinds of service abroad.

Pincus, Walter. "The Spies Who Are Really Out in the Cold." Washington Post National Weekly Edition, 22-28 Jan. 1996, 18-19.

"[O]ne of the most sensitive debates in the U.S. intelligence community is whether to step up the overseas use of NOCs ["nonofficial cover" officers], not only by the CIA but also by the Pentagon's Defense Humint Service and the FBI, both of which also can work abroad under cover." Pincus quotes a former official for a host of problems associated with the use of NOCs: expense, control difficulties, support costs and complexities, and stress on the individual, among others.

Pribbenow, Merle L. "The Man in the Snow White Cell: Limits to Interrogation." Studies in Intelligence 48, no. 1 (2004): 59-69

The author reviews the South Vietnamese and U.S. interrogation of Nguyen Tai, "the most senior North Vietnamese officer ever captured during the Vietnam War." His conclusion that there is no place for physical torture in the American ideal has much to recommend it.

Schnell, Jane. "Snapshots at Random." Studies in Intelligence 5, no. 2 (Summer 1961): 17-23.

"If you have a batch of photos taken anywhere abroad, properly identified and preferably with negatives, the [CIA Graphics] Register would like to look them over.... And if it knows in advance that you are going to have a tour in some less well frequented place, it may be interested enough ... to supply you with camera and film."

Stanton, George. "Defense Against Communist Interrogation Organizations." Studies in Intelligence 13, no. 4 (Fall 1969): 71-101. In Inside CIA's Private World: Declassified Articles from the Agency's Internal Journal, 1955-1992, ed. H. Bradford Westerfield, 415-436. New Haven, CT: Yale University Press, 1995.

This article constitutes a cogent manual on how to resist interrogation by counterintelligence organizations.

Steinmeyer, Walter. "Installation Penetration." Studies in Intelligence 6, no. 3 (Summer 1962): 47-54.

"Objectives and techniques of acquiring assets in East European official missions around the world."

Weiner, Tim. "Master Creator of Ghosts Is Honored by His Kind." New York Times, 19 Sep. 1997, A11 (N).

At an 18 September 1997 ceremony at CIA Headquarters, Tony Mendez, a retired technical services officer, was honored as "one of 50 all-time stars of the spy trade.... He helped create the escape plan, the false identities and the disguises that got six Americans out of revolutionary Teheran while others were held hostage in 1980."

Weiser, Benjamin. A Secret Life: The Polish Officer, His Covert Mission, and the Price He Paid to Save His Country. New York: PublicAffairs, 2004. New York: PublicAffairs, 2004. [pb]

The paperback edition includes a brief addition to the "Postscript" noting Kuklinski's death on 11 February 2004 and the return of his ashes to Poland.

Clark comment: This may be the best book on human intelligence ever published. The people -- on both sides of the case officer/spy tandem -- are real people. The author allows their humanness to come through in both their words and actions. The dilemmas faced by Kuklinski and his handlers are presented in such a way that even those who have never had to face such decisions can readily understand and even identify with the potential harm that could come from a wrong move. The use of tradecraft -- the excellent use of tradecraft -- by the CIA officers and Kuklinski is carefully blended into the fabric of the story and is not overstated. Tradecraft is given the appropriate appearance of being little more than a normal part of the life of those who have to live by what otherwise would be rather strange-seeming activities. As Tom Troy says in Studies 48.2, "A Secret Life is a joy to read. Col. Ryszard Kuklinski is a hero, and Benjamin Weiser has written a great book about him." See also, my review in Defense Intelligence Journal 16.2 (2007): 155-156.

Eisner, Washington Post, 25 Apr. 2004, comments that "this well-done biography ... reveals the passions and tensions faced by Polish leaders under the thumb of Moscow during the 1970s and '80s. Weiser has produced a fascinating portrayal of Kuklinski, who decided that the best way to serve Polish nationalism was to become a spy for the West." The author's "lively narrative describes Kuklinski's nine years working for U.S. intelligence, converting interviews and a mountain of documentation into a page-turner."

For Jajko, Intelligencer 14.1, this is "a lucid, tightly organized book" and "a magnificent tale." The author's "narrative flows smoothly, explaining clearly and concisely all the main events of Colonel Kuklinski's double life without descent into tedious detail."

Troy, Studies 48.2 (2004), says the author's "riveting account .. of Kuklinski's life as a spy is superb; it should be 'must reading' for anybody interested in intelligence matters, the Cold War, or simply a good read.... Weiser never introduces extraneous material, embellishes the story, or speculates about what people were thinking, saying, and doing.... Col. Ryszard Kuklinski is a hero, and Benjamin Weiser has written a great book about him."

To Fischer, IJI&C18.1 (Spring 2005), this book offers insights into CIA tradecraft in "denied areas." However, Weiser approaches Kuklinski's story "from a human-interest angle and with a strong desire to recount the life of a courageous man to whom his Polish countrymen and Americans owe a debt of gratitude."

Chapman, IJI&C 18.2 (Summer 2005), reminds us that this "book was the first to detail the secret tradecraft used to run an agent deep inside the Iron Curtain in the face of competent counterintelligence police." This review is well worth reading as an essay on the subject of its title: See Robert D. Chapman, "Patriot or Traitor?" International Journal of Intelligence and Counterintelligence 18, no. 2 (Summer 2005): 364-374.

For Hansen, JIH 5, no. 2 (Winter 2005), Weiser's "is an important work done by a writer who ... has a fascinating way of telling an ex[c]iting story." Arnold, AIJ 24 (2006), finds the book "more engaging and much easier to read than many biographies that examine complicated and covert lives." In addition, Weiser "offers much to students of HUMINT tradecraft."

Szalacha, I&NS 22.2 (Apr. 2007), calls Weiser's work "an eminently readable volume that tells a controversial story in a relatively straightforward fashion." In what seems to be a rather strange interpretation, the reviewer thinks that A Secret Life "was written with an eye to glorifying the CIA as an institution, rather than to praise or vindicate Kuklinski."

Weiser's remarks to a CIRA luncheon on 6 October 2004 are well worth reading. See "Speech by Ben Weiser," CIRA Newsletter 26, no. 4 (Winter 2004): 3-14.

White, Ralph K. "Empathy as an Intelligence Tool." International Journal of Intelligence and Counterintelligence 1, no. 1 (Spring 1986): 57-75.

Wiant, John. A. "Reflections on Mail-Order Tradecraft: The Sears Catalog." Studies in Intelligence 37, no. 5 (1994): 59-61.

The author finds an alternative way to pay indigenous agents in Vietnam in 1966-1967.

An Introduction to Tradecraft

 * | Sleepers to Walk-ins

Articles on Tradecraft

 * The Moscow Rules - The seminal guideline on conducting human intelligence gathering.

title: Seminar in Tradecraft and HumInt


text:
Seminar in Tradecraft and HumInt/Moscow Rules

Introduction
Whether fiction or fact, the Moscow Rules are often referenced and seldom printed. Said to have been developed by CIA for making sure their operatives were not sent like lambs to the slaughter to tough spots like Moscow, the Moscow Rules are an incredibly profound set of pragmatic guidelines for effective tradecraft. They are exceptionally difficult to find online in their entirety. Here, all 40 of the Moscow Rules are preserved. This page provides an opportunity to seminar students to elaborate upon and give examples of the rules in operation.

The Moscow Rules
Please use this Template for commentaries!

 * 1) Assume nothing. Commentary
 * 2) Technology will always let you down. Commentary
 * 3) Murphy is right. Commentary
 * 4) Never go against your gut. Commentary
 * 5) Always listen to your gut; it is your operational antennae. Commentary
 * 6) Everyone is potentially under opposition control. Commentary
 * 7) Don’t look back; you are never completely alone. Use your gut. Commentary
 * 8) Go with the flow; use the terrain. Commentary
 * 9) Take the natural break of traffic. Commentary
 * 10) Maintain a natural pace. Commentary
 * 11) Establish a distinctive and dynamic profile and pattern. Commentary
 * 12) Stay consistent over time. Commentary
 * 13) Vary your pattern and stay within your profile. Commentary
 * 14) Be non threatening: keep them relaxed; mesmerize! Commentary
 * 15) Lull them into a sense of complacency. Commentary
 * 16) Know the opposition and their terrain intimately. Commentary
 * 17) Build in opportunity but use it sparingly. Commentary
 * 18) Don’t harass the opposition. Commentary
 * 19) Make sure they can anticipate your destination. Commentary
 * 20) Pick the time and place for action. Commentary
 * 21) Any operation can be aborted; if it feels wrong, then it is wrong. Commentary
 * 22) Keep your options open. Commentary
 * 23) If your gut says to act, overwhelm their senses. Commentary
 * 24) Use misdirection, illusion, and deception. Commentary
 * 25) Hide small operative motions in larger non threatening motions. Commentary
 * 26) Float like a butterfly; sting like bee. Commentary
 * 27) When free, In Obscura, immediately change direction and leave the area. Commentary
 * 28) Break your trail and blend into the local scene. Commentary
 * 29) Execute a surveillance detection run designed to draw them out over time. Commentary
 * 30) Once is an accident; twice is a coincidence; three times is an enemy action. Commentary
 * 31) Avoid static lookouts; stay away from chokepoints where they can reacquire you. Commentary
 * 32) Select a meeting site so you can overlook the scene. Commentary
 * 33) Keep any asset separated from you by time and distance until it is time. Commentary
 * 34) If the asset has surveillance, then the operation has gone bad. Commentary
 * 35) Only approach the site when you are sure it is clean. Commentary
 * 36) After the meeting or act is done, “close the loop” at a logical cover destination. Commentary
 * 37) Be aware of surveillance’s time tolerance so they aren’t forced to raise an alert. Commentary
 * 38) If an alert is issued, they must pay a price and so must you. Commentary
 * 39) Let them believe they lost you; act innocent. Commentary
 * 40) There is no limit to a human being’s ability to rationalize the truth.Commentary


text:
Seminar in Tradecraft and HumInt/Moscow Rules/Moscow Rule 3

 Moscow Rule number 3: Murphy was right. This rule refers to Murphy's Law: Anything that can go wrong, will go wrong.

 Examples  Student Commentary on This Rule
 * If you drop toast it always lands butter side down.
 * List links to commentary here!

 Links and Offsite Content on this Topic Put links here!


text:
The Problem of Evil

Part of Philosophy>Philosophy of Religion

''Either God wants to abolish evil, and cannot; or he can, but does not want to. ... If he wants to, but cannot, he is impotent. If he can, but does not want to, he is wicked. ... If, as they say, God can abolish evil, and God really wants to do it, why is there evil in the world?"'' (Epicurus, as quoted in 2000 Years of Disbelief)

Looking at this problem another way. What exactly does Evil mean? Evil is an evaluation of some event or person by comparison to some ideal or standard. If a God exists and claims the right to decide what ideal or standard everyone SHOULD follow, then he creates both good and evil at once by setting this ideal in place. The tree of Knowledge of good and evil in the bible story for example would represent such a line in the moral sand so to speak...and its prohibition to mankind was the claim that ONLY God had the RIGHT to draw that line. If we assume an all knowing being, there may be some severe problems, such as how such a godlike entity can call anything REAL, evil, compared to what? this being would KNOW anything he used as a standard of comparison would be a false standard and thus a lie. An all knowing being would see that every moment is just real, not good nor evil. Assuming a real being could only KNOW what is real, then knowledge of what has yet to occur would not be required and this being could, with far greater understanding of the true potential of all beings, set standards that he knows they could live up to. The only problem then is if this being claims to be God and yet does nothing to prevent what he can prevent, why would anyone consider this being other than evil for not doing so? Jiohdi 19:56, 8 February 2007 (UTC)

Suggested Reading

 * Dostoevsky, Fyodor "Rebellion" From The Brothers Karamazov.

 * Johnson, B. C. "God and the Problem of Evil."

 * Swinburne, Richard. "God and the Problem of Evil."

Encyclopedia Entries

 * The Problem of Evil from the Stanford Encyclopedia of Philosophy
 * Problem of evil from Wikipedia

Lecture Notes

 * Problem of Evil I by Sally Haslanger. Part of 24.00 Problems of Philosophy, Fall 2005

MSC Philosophy
Back to my page

Back to Arguments for God

Reading questions.
1. How do concepts change over time? 2. What was the Ancient concept of Evil, and what is its modern counterpart? 3. Why does the existence of Evil deny the existence of God?

Terms.
Hellenes is a term for either ancient or modern Greeks (used in this fashion to note that at the time the nation/national identity of Greece did not exist) B.C.E Before Common Era - http://en.wikipedia.org/wiki/B.C.E.

Introduction.
The problem of evil is not a simple topic, nor is it free from the fetters of religious interpretation and influence. For our purpose we shall begin with the simple aspect of a definition, and look at how it’s concept has evolved, but before we do that we must note that all aspects of ancient philosophy that we have access to today has been translated and interpreted in some cases many times before it reaches us. All philosophical thought is based on the search for reasons why and how the world works. These reasons for things are based on observation and reason filtered through the observers experiences, thus these reasons and ideas develop or evolve based upon the experience or knowledge of those interpreting them. For example concepts such as Metaphysics and Epistomology existed in ancient times but they were not termed as such because there were no terms for them as we know them today. So if we were to talk to an ancient philosopher about their work on "metaphysics," for example, they would have no idea or frame of reference for what we're talking about because that term doesn't exist to them.

Evil and Good.
We must first ask the question, “What is evil?” Most modern dictionaries define Evil as morally bad or wrong, wicked, depraved, causing pain harm or trouble. As such it is heavily bound in ethics, to the ancient Hellenes, however, Evil was disorder/chaos, anything that disrupted the structure of their lives. One extreme example of this is that in Sparta it was illegal to get sick. The Hellenes equated order and structure with goodness, as it helped their lives function and protected them, on the same token disorder, chaos and anything that disrupted that was bad and thus Evil. With the conception of Socratic Ethics and Platonic Forms (around 400 B.C.E.) these concepts gained a more moralistic tinge to them that has stuck with them ever since, as can be seen in the difference between Hellenistic and Modern definition of the word, simple disorder versus a lack of morality. I reference these ancient philosophers because they had a profound influence on the formation of church doctrines at and around the formation of the Christian church for whom "The Problem of Evil" is an issue. The Christian philosopher Augustine worked much of Plato's works into church doctrine, about 1000 years later Thomas Aquinas brought the works of Aristotle into Christian doctrine. These works vastly influenced the formation and early life of the Christian church.

The Problem of Evil.
The problem of evil is that an omnipotent, omnipresent, benevolent God (these features are commonly associated with “God” in monotheistic religions such as Christianity, Judaism and their derivatives) can not exist in the same world with “real evil.” For example one common argument is that “…God knew about the Holocaust and could have prevented it, but didn’t…” The logical solution to this problem is to weaken one of the premises, such as saying that the murder of thousands isn’t evil or that God doesn’t care about humans. However this is an example of Moral Evil, evil that is caused by man's Free Will and not by God. A better example would be a Natural Disaster (Natural Evil) like a Tsunami, Hurricane etc. Either way it causes a weakening of one of the premises negatively effects the stability of monotheistic religions and that in a nut shell is the problem of evil.

Conclusion.
What conclusions can we draw from this? Are our beliefs about God incorrect or do we just not have all the pieces of the puzzle? It is my opinion that given time and experience we shall come up with information or a new perspective on this issue and it’s concept will once again change, such is the evolution of the human experience, human intellect and human spirituality.

Test Yourself. Choose the best option.
1. To the ancient Hellenes what was evil? a) Something Wicked b) Disorder c) The French d) None of the above 2. What is the Problem of Evil? a) A lack of concern for ones fellows. b) Moral depravity in society. c) An omnipotent, omnipresent, benevolent God can not exist in the same world with “real evil.” d) Bad Cheese 3. To the ancient Hellenes what was good? a) Order b) Faith c) Both a and d d) Structure 4. Why is the problem of evil important? a) Because it calls into question long standing beliefs about the nature of God. b) It is the supreme conflict of the spiritual universe. c) All of the above. d) It isn't. 5. Put Aristotle Socrates and Plato into the correct order chronologically. a) Who are these Guys b) Plato, Socrates, Aristotle c) Aristotle, Socrates Plato d) Socrates, Plato, Aristotle 6. Why is it important to look at things in the terms and environment in which they were created? a) Because we may have a different frame of reference for things today than was present at their inception. b) It is unimportant because concepts do not change over time. c) So we do not get confused with poorly translated texts. d) None of the Above. 7. Which ancient Philosopher listed below most influenced Augustine? a) Aristotle b) Plato c) Socrates d) Thomas Aquinas 8. Which ancient Philosopher listed below most influenced Aquinas? a) Aristotle b) Augustine c) Plato d) Socrates 9. About how long after Augustine was it before Aquinas? a) 18 hours b) 7 light years c) 1000 years d) 6 months 10. Who were the Hellenes? a) The French b) Christians c) Philosophers d) Ancient Greeks [Answer Key]

Important(?) People.
Socrates - Athens 469-399 B.C.E Plato - Athens 427-347 B.C.E  Aristotle - Athens 384-322 B.C.E  Augustine - Tagaste 354-430 C.E  Thomas Aquinas - Italy 1225-1274 C.E

For Additional Information check out.
The Wikipedia entries for Evil, God and the aforementioned philosophers. Also take a look at the section on [/Presocratics+and+Socrates Presocratics and Socratics] if you haven't already.

My Works Cited can be found [here].
The entirety of the Mesa State College Intorduction to Philosophy page including the origional of this Document (From MSC Philosophy down) may be viewed here.

Back to Arguments for God

title: The Problem of Evil


text:
Seminar in Tradecraft and HumInt/Moscow Rules/Moscow Rule template

 Moscow Rule number N: RULE. Explanation.

 Examples  Student Commentary on This Rule
 * Put examples here!
 * List links to commentary here!

 Links and Offsite Content on this Topic Put links here!


text:
User:Roelvermeulen

I am Roel Vermeulen and I was born in 1979 in Duffel, Belgium. In november 2005, I moved to Bilbao, Spain.

I consider myself a facilitator that creates fun and interesting learning environments for others.

You can see me at work here at Wikiversity on the following learning subjects:
 * Mind Mapping (under construction)
 * Storytelling (under construction)
 * Voice control (to be constructed)
 * Giving presentations (to be constructed)

es:Usuario:Roelvermeulen

title: User:Roelvermeulen


text:
Mind Mapping

Learn how to Mind Map right here at Wikiversity!

Content summary
So what's up? Well, this Wikiversity page is all about what Mind Mapping is, what to use it for and how to do it yourself. And it even tells you how to teach it to others. To start out however, you will see why you would be needing Mind Mapping at all and what problems it might solve for you, and of course which it won't.

Don't worry about these problems yet, however. The only necessary skills that you will need to solve them are basic reading, writing and drawing. And since you are reading this text, I'm quite sure that you already master at least one of them!

For whom is all this intended? Since Mind Mapping is being used in business, education, arts, daily life, etc. it would probably benefit most of us out there. So to make it a bit more concrete, there will be several discussion groups in every lesson, one for each of the aforementioned categories and possibly more. So if you are especially interested in applications for business for example, you can read the discussion and experience sharing pages on business and just skim through the rest.

Goals
Now what will you get from all this? Well, the goals of this learning experience on Mind Mapping are for you
 * to be able to Mind Map,
 * to get introduced to and develop a firm understanding of the Mind Mapping technique and to be able to explain it to others,
 * to know what Mind Maps can be used for and to be able to apply it in other areas,
 * to get convinced of its usefulness and to be able to convince someone else of the technique,
 * to be able to pass the quizzes at the end of each lesson.

Learning materials
How will you learn all this? Well, this learning experience on Mind Mapping will let you share your personal experiences with other Wikiversity participants. You'll be able to read other people's difficulties and tell future readers about your own. You'll be asked to give your opinion and ideas about several subjects. And above all, this wouldn't be a wiki if you couldn't alter the course itself!

Furthermore, you can download
 * a presentation (with speaker notes included) for a course on Mind Mapping and the accompanying mind map with the presentation overview,
 * a sheet with 10 ways to explain to someone what a Mind Map is,
 * a Mind Map overview of this learning experience,
 * etc.

Lessons
So where do you start? Well, if you're not yet convinced of Mind Mapping, or you'd like to know how to convince someone else of it's usefulness, start out with lesson 1 on the why of Mind Mapping. If you'd rather go directly to the how of Mind Mapping, then skip forward to lesson 2. If you're interested in a deeper understanding of Mind Mapping and really want to know what it is exactly, then read lesson 3. And finally, if you're looking for specialized applications in business, studying, arts, science, etc. then definitely read lesson 4. You'll be surprised to see how and where some people use Mind Maps. And no learning is complete without a summary, so you can find it in lesson 5.
 * Lesson 1: "Do I have a problem then?"
 * Lesson 2: "OK, now you made me want to solve it!"
 * Lesson 3: "But what am I doing here, exactly?"
 * Lesson 4: "Even more problems?"
 * Lesson 5: "What did you just say?"

Assignments
What can you expect to be doing? Well, you'll be making your own mind maps, that's for sure! But besides that, you'll also have the following activities and readings available to you during this learning experience.

Activities

 * Discussion groups: read what others experienced, felt or had an opinion about and what kind of ideas they had.

Readings
Yes, you learn by reading too! Here are some of the articles and websites referred to during the lessons.
 * Wikipedia's article on Mind Mapping
 * etc.

Active participants
Active participants in this Learning Group

title: Mind Mapping


text: Template:RightTOC

title: Template:RightTOC


text:
Talk:Perl/Fun with Named Colors

Questions? Comments? Other ideas? feel Free! CQ 16:47, 27 October 2006 (UTC)

Four suggestions to happier Perl code...
1) Do not use "-w" to enable warnings, it's antiquated and not recommended. Instead, import the warnings module with the line use warnings;

2) Declare all of your variables with my

3) Import the strict module with the line use strict;

4) Clean spacing and indenting leads to clean code. Unless you're golfing, spacing and indenting make things much easier to read. —The preceding unsigned comment was added by Innominate (talk • contribs) 21:42, 27 December 2006 (UTC).

title: Talk:Perl/Fun with Named Colors


text:
User:Jcoickle

 * user:dnjkirk

Hi There!

Well, my name is James C Oickle. I guess I could be considered an IT professional, but really, I think of myself as more of a Process Professional. When it comes right down to it, every task an organization undertakes is made up of smaller and smaller tasks. When you get to a high enough level of granularity, everything starts to look the same. It is at this point where the field of Business Process Management and Automation realizes its full potential. These smaller tasks can often be formalized into Standard Operating Procedure in order to ensure accuracy and efficiency, and in most cases be automated to reduce delays.

I started writing a book and training course on this subject matter earlier this year. It was an extension to a thesis topic I had presented when I was considering completing my Masters. (Un)Fortunately a really good job opportunity came along, and I put the idea of finishing my Masters on the back burner for awhile.

More information will be available on my website about other services I offer.

Anyways, I really look forward to working with you guys on this project. I think alot of good could be accomplished for a lot of people if this is done right. It is just a matter of doing it right at this point.

I'll update this more when I get a chance.

Regards,

James C Oickle

title: User:Jcoickle


text:
User talk:Jcoickle

Sweet.
Another someone for the School of Game Design! Huzzah!--Dnjkirk 17:28, 27 October 2006 (UTC)

French
We could really use your help at the French Department! --Elatanatari 23:05, 6 January 2007 (UTC)

title: User talk:Jcoickle


text:
Category:Perl

Category for the Perl programming language.

title: Category:Perl


text:
Business process management and automation

The goal of this department is to outline to any organization the opportunity they have to improve their return on investment through the application of Business Process Management and Automation techniques within their infrastructure. Thank you for your interest!

Department-level projects and learning resources
Please collaborate with us on a few of our Learning Projects :

Theoretical
 * BPMA Working Definition - Defining Business Process Management and Automation
 * BPMA Working Definition - Defining Project Management
 * BPMA Working Definition - Defining Information Technology

Applied
 * Business Process Management and Automation in Project Management
 * Business Process Management and Automation in Information Technology

Literature Review

Discussion questions and essay ideas

 * What are some ethical issues that can arise with business process automation?
 * What are some business processes that are most conducive to automation?

Wikipedia

 * Business intelligence
 * Human resource management system
 * Enterprise planning system
 * Process architecture
 * Process modeling
 * Process engineering
 * Autonomous logistics
 * Process calculus
 * Automatic invoice processing
 * Deskilling
 * Inventory control
 * Chief technology officer
 * Systems engineering
 * Productivity, automation, and unemployment
 * History of industrialisation
 * Automated decision-making
 * Project management
 * Business rules engine
 * Comparison of business integration software
 * Process theory
 * Smart manufacturing
 * Automation
 * Factory automation infrastructure
 * Document automation
 * Business Process Execution Language
 * Enterprise resource planning
 * Inventory management software
 * Business process automation
 * Warehouse management system
 * Logistics automation
 * Process automation system
 * Automated teller machine
 * Enterprise architecture
 * Outline of automation
 * Real-time enterprise
 * Automated retail
 * Cashierless store
 * Self-checkout
 * Data warehouse automation
 * Business process re-engineering
 * Business process management
 * Manufacturing process management

Active Participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments it is not needed).

Inactive Participants

 * user:jcoickle
 * user : venkatakrishnan
 * user:mikekang
 * user:bryanfrew

Department News

 * Date founded - 27/10/2006


text:
Business process management/Applications

To improve the return on investment for all activities undertaken within any organization is a fundamental concern to everyone involved. This means that every entity must look beyond meeting the expectations of the current task at hand. They must also be looking forward to what value to the activity will bring to the organization as a whole. Doing so ensures not only the success of the organization and project, but also increases the likelihood of receiving funding and support for future endeavors.

To this end Project Managers, and in larger organizations the Project Management Office, have become integral parts to many initiatives. The leadership skills, industry specific experience and knowledge, and understanding of effective project management these entities bring have enabled projects to successfully come in on time, on budget, and as outlined.

But now the question arises : How does an organization improve upon the activities of the Project Manager and the Project Management Office? The answer lies within the field of Business Process Management and Automation. More specifically, these organizations need to undertake activities to optimize their existing business processes surrounding their project management methodology, and adapt these processes to new organizational needs.

The goal of this document is to outline to any organization the opportunity they have to improve their return on investment from projects through the application of Business Process Management and Automation techniques within their project management environment. Through the analysis of the PMI : Project Management Body of Knowledge, steps will be outlined in detail on how organizations can improve not only individual projects, but overall organizational performance as well.

Wikipedia

 * Business process automation