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Programming bots on Wikimedia projects/Prerequirements/Using MS Windows

If you are using MS Windows, you may choose one of the paths:

 * You may use some virtualization software (like Qemu or VMware Workstation) and install inside of them GNU/Linux (or other Unix-like) operating system. This path is the best if you want to learn more.
 * You may use Cygwin to simulate Unix-like environment inside of Windows. This path is good enough for learning and you may choose it because, for example, you don't have enough of (your) time or (disk) space to install another operating system inside of your existing MS Windows.
 * You may also choose to install only Python inside of your MS Windows installation. Note that you will have to work in a very different environment than it is assumed in this course. However, as this is open course, we may build together this course path, too.

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


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Talk:Airplane Flying Handbook/Contents

The authors collaborating on this work may wish to consider whether they are developing a book or a set of learning exercises. If the intended format is a book they may wish to consider transwiki'ing to www.wikibooks.org A custodian can help with this if it is desired. If the book is not welcome at wikibooks because it is not viewed as a "textbook" it is certainly welcome here. I may wish to learn to fly soon. 8) Mirwin 05:30, 23 December 2007 (UTC)

title: Talk:Airplane Flying Handbook/Contents


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File:Davidmp4 SEDUCED BY THE DARK SIDE.pdf

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Used with the WikiU Film School Lesson on how to format a movie script

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Wikiversity:Sandbox Server 0.5/Instant Messaging

You can use following howtos to connect via instant messaging (IM) to the Sandbox Server 0.5 via:

 * If you don't have yet an account and want to try out, use the following
 * login: demo@sandboxserver.org
 * password: password

 * Coccinella (with whiteboard feature, examples 1, 2)
 * Pidgin

Todo: also for other Jabber client software here


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Wikiversity:Sandbox Server 0.5/Instant Messaging/Pidgin

On this page you will see a description how to use Pidgin to log in to the Sandbox Server 0.5.

 * Your jabber account with password must be enabled first by User:Draicone (this account is different than the login for the sandbox server)
 * Use following settings in Pidgin to log in to the server: picture
 * How does it look like to have private chats and a chat room ? see here

If you experience problems, please ask in the Chat.


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User:Rkulczak

Registered Architect, Philosophy Graduate, Father and Husband interested in sharing knowledge.

Currently helping to progess the School of Architecture pages.

As a practicing senior executive level design-led architect with over 20 years of international practice in world-reknowned architecture practices, I hope to contribute something to the endeavour.

title: User:Rkulczak


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Wikiversity talk:Proposed Hierarchical Structure

I agree that Wikiversity should explore the idea of a new type of community-appointed editor. See Review board. I agree that Wikiversity needs to explore new ways of placing control on who can edit some pages. See Page protection templates. --JWSchmidt 14:11, 23 December 2007 (UTC)


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User talk:Jim Burton~enwikiversity

This is the talk page of James T. Burton, once wrongly banned from Wikipedia, with the ghastly justification of "pattern of pedophile advocacy" (I defended the rights of other wikipedians to self identify as Pedophiles). Since then, I have been defamed as a "pedophile activist" by the hate group, Perverted-Justice.com.

As the abuses above were largely, in my opinion, anti-intellectual, I thought that Wikiversity would be a good place to register and discuss them with others, or possibly write articles relating to them.

advocacy
Please see the discussion at User talk:A.z.. --JWSchmidt 14:52, 23 December 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:39, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:12, 19 April 2015 (UTC)

title: User talk:Jim Burton~enwikiversity


text: File:Navigation popups which brings an error - imagepage preview failed - is the query.php extension installed.jpg


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User:Jim Burton~enwikiversity

This is the user page of James T. Burton, once wrongly banned from Wikipedia, with the ghastly justification of "pattern of pedophile advocacy" (I defended the rights of other wikipedians to self identify as Pedophiles). Since then, I have been defamed as a "pedophile activist" by the hate group, Perverted-Justice.com.

As the abuses above were largely, in my opinion, anti-intellectual, I thought that Wikiversity would be a good place to register and discuss them with others, or possibly write articles relating to them.

title: User:Jim Burton~enwikiversity


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Wikipedia arbitration committee

This project is to study the Arbitration Committee of the English language Wikipedia.

Overview
Before the Arbitration Committee was created, Jimbo Wales was the final authority of Wikipedia and his decisions could not be overruled. On March 2007, Jimbo himself decreed that the ArbCom could overrule his decisions.

In Early 2004 an initial group of arbitration committee members was appointed by Jimbo Wales. Nine of them were volunteers, two were drafted. Plans were made for the election of committee members in the future. By March 2004 an initial version of an arbitration policy had been drafted.

At first, the policy said that "You will need to provide proof that the mediation process has failed or that at least one key party refused to participate in mediation in order for formal arbitration to begin."

In 2006, clerks were allowed to help with routine administrative tasks of the Arbitration Committee such as notifying people that they are involved in a case.

On October 2007, the banning policy was changed to reflect that the Committee may block people regardless of there being a request for arbitration concerning their case.

The former arbitrator Fred Bauber said on December 2007 that the Arbitration Committee does not make policies.

Learning agenda
In studying the committee, there are a number of avenues that need to be explored.
 * Do Wikipedians think the committee has been an asset to their project?
 * Are there things about the comittee that Wikipedians do not like? If so, what are they?
 * How could the committee be improved?
 * How could the committee's image be improved?
 * Should other Wikimedia projects have Arbitration Committees? If so, why, and when?

Research agenda
Many Wikipedians (and other Wikimedians) may not know much about the ArbCom.
 * Why was it created?
 * Who created it?
 * How has it evolved over time?
 * How do they make their decisions?
 * How are committee members appointed?
 * What are the requirements and expectations of committee members?

Pedophilia userbox wheel war (February 2006)
See sub-page at Wikipedia arbitration committee/Pedophilia userbox wheel war.

A.Z.
See sub-page at Wikipedia arbitration committee/A.Z.

title: Wikipedia arbitration committee


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Talk:Wikipedia arbitration committee

How is this going to be?
I think there could be a link to essays so people could analyze the ArbCom, express their points of view, and seek solutions for the problems they perceive. There should probably be an attempt at a neutral article detailing the entire history of the ArbCom, including every single case they handled. I think this project should provide all information available regarding the ArbCom. I think editors and people who donate to Wikipedia would be interested enough in the subject to write, read, and discuss that content. The ArbCom is a really important part of Wikipedia. Since this is not Wikipedia, the information doesn't need to be "notable" for a general audience (by the way, isn't the ArbCom notable enough to deserve an article on Wikipedia?) a.z. 15:11, 23 December 2007 (UTC)

 * I started a page section for case studies. --JWSchmidt 16:41, 23 December 2007 (UTC)

 * It's so complicated to understand each case. I think we should have a summary for each of them. I will try to write a summary for the pedophilia userbox wheel war case, after I understand it. a.z. 23:49, 23 December 2007 (UTC)

JWSchmidt, what do you think about adding a case study section for my case? a.z. 01:06, 24 December 2007 (UTC)

 * I'm not sure what counts as a case. I thought each ArbCom case had a subpage "Wikipedia:Requests for arbitration/FooBar". Was you block ever associated with a particular case? Maybe there is a whole other category of ArbCom actions that are not documented in a ""Wikipedia:Requests for arbitration" subpage. Do what you think is best. --JWSchmidt 01:35, 24 December 2007 (UTC)

 * I would prefer not to do anything without support from other editors. I don't want to be seen as disruptive. I added to this page the fact that the banning policy has been changed a few months ago to reflect that the ArbCom bans people even without requests for arbitration. In my case, there was no request for arbitration, but I think it's still a case. a.z. 02:03, 24 December 2007 (UTC)

Perhaps a good first project would be an overview of where arbccom came from, how it was established, how it works, its general and specific procedures, how well it is perceived as working, acknowledged problems, improvement efforts underway in the community, etc. I assume some of this is documented at Wikipedia while some of it has evolved and is just common knowledge amongst its participants and watchers. Mirwin 03:40, 24 December 2007 (UTC)

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Materials Science and Engineering/List of Topics/Materials Science/Phase Diagrams

In physical chemistry, mineralogy, and materials science, a phase diagram is a type of graph used to show the equilibrium conditions between the thermodynamically-distinct phases.

Pressure-temperature diagrams
The simplest phase diagrams are pressure-temperature diagrams of a single simple substance, such as water. The axes correspond to the pressure and temperature. The phase diagram shows, in pressure-temperature space, the lines of equilibrium or phase boundaries between the three phases of solid, liquid, and gas.

The markings on the phase diagram show the points where the free energy is non-analytic. The open spaces, where the free energy is analytic, correspond to the phases. The phases are separated by lines of non-analyticity, where phase transitions occur, which are called phase boundaries.

In the diagram on the left, the phase boundary between liquid and gas does not continue indefinitely. Instead, it terminates at a point on the phase diagram called the critical point. This reflects the fact that, at extremely high temperatures and pressures, the liquid and gaseous phases become indistinguishable, in what is known as a supercritical fluid. In water, the critical point occurs at around 647 K (374 °C or 705 °F) and 22.064 MPa.

The existence of the liquid-gas critical point reveals a slight ambiguity in the above definitions. When going from the liquid to the gaseous phase, one usually crosses the phase boundary, but it is possible to choose a path that never crosses the boundary by going to the right of the critical point. Thus, the liquid and gaseous phases can blend continuously into each other. However, it is impossible for the solid-liquid phase boundary to end in a critical point in the same way as the liquid-gas boundary, because the solid and liquid phases have different symmetry[citation needed].

An interesting thing to note is that the solid-liquid phase boundary in the phase diagram of most substances has a positive slope. This is due to the solid phase having a higher density than the liquid, so that increasing the pressure increases the melting temperature, that is the temperature at which metal melts. However, in the phase diagram for water the solid-liquid phase boundary has a negative slope. This reflects the fact that ice has a lower density than water, which is an unusual property for a material.

Other thermodynamic properties
In addition to just temperature or pressure, other thermodynamic properties may be graphed in phase diagrams. Examples of such thermodynamic properties include specific volume, specific enthalpy, or specific entropy. For example, single-component graphs of Temperature vs. specific entropy (T vs. s) for water/steam or for a refrigerant are commonly used to illustrate thermodynamic cycles such as a Carnot cycle, Rankine cycle, or vapor-compression refrigeration cycle.

In a two-dimensional graph, two of the thermodynamic quantities may be shown on the horizontal and vertical axes. Additional thermodymic quantities may each be illustrated in increments as a series of lines - curved, straight, or a combination of curved and straight. Each of these iso-lines represents the thermodynamic quantity at a certain constant value.

Three-dimensional ( 3D) phase diagrams
It is possible to envision three-dimensional ( 3D) graphs showing three thermodynamic quantities. For example for a single component, a 3D Cartesian coordinate type graph can show temperature ( T ) on one axis, pressure (P) on a second axis, and specific volume (v) on a third. Such a 3D graph is sometimes called a P-v-T diagram. The equilibrium conditions would be shown as a 3D curved surface with areas for solid, liquid, and vapor phases and areas where solid and liquid, solid and vapor, or liquid and vapor coexist in equilibrium. A line on the surface called a triple line is where solid, liquid and vapor can all coexist in equlibrium. The critical point remains a point on the surface even on a 3D phase diagram. An orthographic projection of the 3D P-v-T graph showing pressure and temperature as the vertical and horizontal axes effectively collapses the 3D plot into a 2D pressure-temperature diagram. When this happens, the solid-vapor, solid-liquid, and liquid-vapor surfaces collapse into three corresponding curved lines meeting at the triple point, which is the collapsed orthographic projection of the triple line.

Binary phase diagrams
Other much more complex types of phase diagrams can be constructed, particularly when more than one pure component is present. In that case concentration becomes an important variable. Phase diagrams with more than two dimensions can be constructed that show the effect of more than two variables on the phase of a substance. Phase diagrams can use other variables in addition to or in place of temperature and pressure and composition, for example the strength of an applied electrical or magnetic field and they can also involve substances that take on more than just three states of matter.

One type of phase diagram plots temperature against the relative concentrations of two substances in a binary mixture called a binary phase diagram. Such a mixture can be either a solid solution, eutectic or peritectic, among others. These two types of mixtures result in very different graphs. A textbook example of a eutectic phase diagram is that of the olivine (forsterite and fayalite) system.

Another type of binary phase diagram is a boiling point diagram for a mixture of two components, i. e. chemical compounds. For two particular volatile components at a certain pressure such as atmospheric pressure, a boiling point diagram shows what vapor (gas) compositions are in equilibrium with given liquid compositions depending on temperature. In a typical binary boiling point diagram, temperature is plotted on a vertical axis and mixture composition on a horizontal axis.

A simple example diagram with hypothetical components 1 and 2 in a non-azeotropic mixture is shown at right. The fact that there are two separate curved lines joining the boiling points of the pure components means that the vapor composition is usually not the same as the liquid composition the vapor is in equilibrium with. See Vapor-Liquid Equilibrium for a fuller discussion.

In addition to the above mentioned types of phase diagrams, there are thousands of other possible combinations. Some of the major features of phase diagrams include congruent points, where a solid phase transforms directly into a liquid. There is also the peritectoid, a point where two solid phases combine into one solid phase during heating. The inverse of this, when one solid phase transforms into two solid phases during heating, is called the eutectoid.

A complex phase diagram of great technological importance is that of the iron-carbon system for less than 7% carbon (see steel).

The x-axis of such a diagram represents the concentration variable of the mixture. As the mixtures are typically far from dilute and their density as a function of temperature usually unknown the preferred concentration measure is mole fraction. A volume based measure like molarity would be unadvisable.


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User talk:Rkulczak

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 17:56, 23 December 2007 (UTC)

title: User talk:Rkulczak


text:
User talk:Key to the city~enwikiversity

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 17:56, 23 December 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:41, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:13, 19 April 2015 (UTC)

title: User talk:Key to the city~enwikiversity


text:
User talk:Kevin Hättig~enwikiversity

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 19:23, 23 December 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:41, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:13, 19 April 2015 (UTC)

title: User talk:Kevin Hättig~enwikiversity


text:
User talk:Divchief

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 19:26, 23 December 2007 (UTC)

title: User talk:Divchief


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Linux/Using Unix-like operating systems

Before you start

 * Learn English up to the level that you are able to read technical language. This is not so complex level of knowledge. If you are able to read this text, then you know English good enough. However, this note is important for the people who are not native speakers of English. So, if you want to translate this manual in your own language, keep this information as the first one.
 * Learn touch typing.
 * Read articles Computer and Internet on English Wikipedia. If you don't understand some terms inside of those two articles, inform yourself about them by reading relevant Wikipedia articles. If you are not a computer engineer, note that reading "just" those two articles won't be an easy task. It is likely that you'll need to spend probably more than 10 hours in reading those two articles and articles related to them.
 * Read Eric Raymond's document Unix and Internet Fundamentals.

System

 * When you come to this stage, find someone who knows how to install GNU/Linux operating system. The best way to find someone is to find your local Linux user group. Read LUG HOWTO for more information. Keep in mind that GNU/Linux distributions are free and some of them, like Ubuntu, are shipping their distribution to your home for free.
 * If you want to do it alone, it is better to install VirtualBox on your machine and to play with GNU/Linux installation inside of the virtual machine.
 * You are ready now to read the first book: Introduction to Linux - A Hands on Guide.

Toward advanced GNU/Linux usage

 * The next document is From Power up to Bash Prompt
 * Learn to write scripts. Learn bash
 * Read document Bash Guide for Beginners
 * If you want to continue with bash, read the document Advanced Bash-Scripting Guide
 * Learn how to make your own GNU/Linux distribution:
 * Make your distro on floppy disc or on CD using the document Bootdisk HOWTO
 * Note that this document is partially outdated and there are some better tools instead of suggested inside of the document (GRUB instead of LILO; Busybox is very good tool now etc.). However, this document will give to you the basic knowledge of making your own distribution.
 * If you want to continue with making your own distribution, try to study the document Linux From Scratch
 * It is possible to use Gentoo distribution to simulate the similar.

Reference guides and other documentation
There are a lot of documentation for GNU/Linux systems. I suggest you some sites and documents as the first step toward further learning.

 * Keep with you GNU/Linux Command-Line Tools Summary.
 * The main site for GNU/Linux documentation is The Linux Documentation Project. This project has the next sections:
 * HOWTO documents
 * Guides
 * Frequently asked questions
 * man pages
 * Linux Gazette.
 * Visit this page periodically.

title: Linux/Using Unix-like operating systems


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(This is talk page of Wikiversity resource.)

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text: Talk:Programming bots on Wikimedia projects


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text: Talk:Programming bots on Wikimedia projects/Prerequirements/Using MS Windows


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Materials Science and Engineering/Glossary of Terms

Thermodynamics
Adiabatic Walls: Adiabatic walls don’t allow any exchange of heat with the surroundings.

Adiabatic Transformation: Up to a constant, $$E(X)$$ can be obtained from the amount of work $$\Delta W$$ needed for an adiabatic transformation from an initial state $$X_i$$ to a final state $$X_f$$, using $$\Delta W=E(X_f)-E(X_i)$$.

Calorie: A calorie is a unit of measurement for energy. * The small calorie or gram calorie approximates the energy needed to increase the temperature of 1 gram of water by 1 degree°C. This is about 4.184 joules.
 * The large calorie or kilogram calorie approximates the energy needed to increase the temperature of 1 kg of water by 1 °C. This is about 4.184 kJ, and exactly 1000 small calories.

In some scientific contexts such as physics and chemistry, the name "calorie" refers strictly to the gram calorie, and this unit has the symbol cal (a symbol also used by many for the large calorie).

Celsius Scale: Celsius is, or relates to, the Celsius temperature scale (previously known as the centigrade scale). Until 1954, 0 °C on the Celsius scale was defined as the melting point of ice and 100 °C was defined as the boiling point of water under a pressure of one standard atmosphere; this close equivalency is taught in schools today. However, the unit “degree Celsius” and the Celsius scale are currently, by international agreement, defined by two different points: absolute zero, and the triple point of specially prepared water. This definition also precisely relates the Celsius scale to the Kelvin scale, which is the SI base unit of temperature (symbol: K). Absolute zero—the temperature at which no energy remains in a substance—is defined as being precisely 0 K and −273.15 °C. The triple point of water is defined as being precisely 273.16 K and 0.01 °C.

Classical Thermodynamics: Classical thermodynamics is a branch of physics developed in the nineteenth century, by Sadi Carnot (1824), Emile Clapeyron (1834), Rudolf Clausius (1850), Willard Gibbs (1876), Hermann von Helmholtz (1882), and others that studied heat and work and their relation to the collision and interaction of particles in large, near-equilibrium systems.

The term classical thermodynamics is used in distinction to statistical thermodynamics, which came to be pioneered from the 1860s onwards. Statistical thermodynamics analyses thermodynamic properties by relating them to molecular-level models of microscopic behaviour in the thermodynamic system. In contrast, classical thermodynamics analyses what can be deduced solely from the macroscopic properties of the system and the laws of thermodynamics, regardless of microscopic interpretation.

Closed System: A closed system is an idealization similar to a point particle in mechanics in that it is assumed to be completely isolated by adiabatic walls that don’t allow any exchange of heat with the surroundings.

Continuum: The continuum concept ignores the fact that matter is made of atoms, is not continuous, and that it commonly has some sort of heterogeneous microstructure. It assumes that the substance of the body is distributed uniformly throughout, and completely fills the space it occupies, allowing the approximation of physical quantities, such as energy and momentum, at the infinitesimal limit. Differential equations can thus be employed in solving problems in continuum mechanics. Some of these differential equations are specific to the materials being investigated and are called constitutive equations, while others capture fundamental physical laws, such as conservation of mass or conservation of momentum and energy.

Diathermal Walls: Diathermic walls allow heat exchange for an open system.

Density: In physics, density is mass (m) per unit volume (V) — the ratio of the amount of matter in an object compared to its volume. A small, heavy object, such as a rock or a lump of lead, is denser than a larger object of the same mass, such as a piece of cork or foam.

In the common case of a homogeneous substance, density is expressed as:

 * $$\rho = \frac {m}{V}$$

where, in SI Units:
 * ρ (rho) is the density of the substance, measured in kg·m–3
 * m is the mass of the substance, measured in kg
 * V is the volume of the substance, measured in m3

Empirical Temperature: Despite its apparent simplicity, the zeroth law has the consequence of implying the existence of an important state function, the empirical temperature Θ, such that systems in equilibrium are at the same temperature.

Equilibrium: A system under study is said to be in equilibrium when its properties do not change appreciably with time over the intervals of interest (observation times). The dependence on the observation time makes the concept of equilibrium subjective. For example, window glass is in equilibrium as a solid over many decades, but flows like a fluid over time scales of millennia. At the other extreme, it is perfectly legitimate to consider the equilibrium between matter and radiation in the early universe during the first minutes of the big bang.

Extensive Quantity: Quantity proportional to the system size

First Law: The amount of work required to change the state of an otherwise adiabatically isolated system depends only on the initial and final states, and not on the means by which the work is performed, or on the intermediate stages through which the system passes.

Force Constant: The (infinitesimal) ratio of displacement to force and are generalizations of the spring constant.

Heat Capacity: The quantity of heat required (usually in Joules) to change the temperature of an object or system by one degree celsius or Kelvin. Heat capacity is a proportionality constant that depends on the size and composition of the sample. Heat is a state function and does not depend on the path to its current value, only on the objects current state. Pressure, temperature and volume are state functions. A system's current temperature, for example, does not depend on what is was yesterday.

Ideal Gas: The ideal gas occupies an important place in thermodynamics. Empirical observations indicate that the product of pressure and volume is constant along the isotherms of any gas that is sufficiently dilute. The ideal gas refers to this dilute limit of real gases, and the ideal gas temperature is proportional to the product.

Incompressible Substances:

Independent Properties:

Intensive Quantity: Quantity independent of size

Isobaric Process: An isobaric process is a thermodynamic process in which the pressure stays constant: Δp = 0. The heat transferred to the system does work but also changes the internal energy of the system. An isobaric process is shown on a P-V diagram as a straight horizontal line, connecting the initial and final thermostatic states. If the process moves towards the right, then it is an expansion. If the process moves towards the left, then it is a compression.

Isochoric Process: An isochoric process, also called an isometric process or an isovolumetric process, is a process during which volume remains constant. The name is derived from the Greek "iso" meaning "equal", and "chor" meaning "place".

If an ideal gas is used in an isochoric process, and the quantity of gas stays constant, then the increase in energy is proportional to an increase in temperature and pressure. Take for example a gas heated in a rigid container: the pressure and temperature of the gas will increase, but the volume will remain the same.

A real life example of an isochoric process is burning of a petrol-air mixture in an internal combustion engine, of any petrol/gasoline car.

Isolated System: In the natural sciences an isolated system, as contrasted with a open system, is a physical system that does not interact with its surroundings. It obeys a number of conservation laws: its total energy and mass stay constant. They cannot enter or exit, but can only move around inside.

Isothermal Process: An isothermal process is a thermodynamic process in which the temperature of the system stays constant: ΔT = 0. This typically occurs when a system is in contact with an outside thermal reservoir (heat bath), and processes occur slowly enough to allow the system to continually adjust to the temperature of the reservoir through heat exchange. An alternative special case in which a system exchanges no heat with its surroundings (Q = 0) is called an adiabatic process. During an isothermal process, all heat accepted by the system from its surroundings must have its energy entirely converted to work which it performs on the surroundings. That is, all the energy which comes into the system comes back out; the internal energy and thus the temperature of the system remain constant.

Joule: The joule is the SI unit of energy. It was named after James Prescott Joule for his work on the relationship between heat, electricity and mechanical work. One joule is the work done, or energy expended, by a force of one newton moving an object one meter along the direction of the force. This quantity is also denoted as a Newton-meter with the symbol N·m.

Kelvin Scale: The Kelvin scale is a thermodynamic (absolute) temperature scale where absolute zero — the coldest possible temperature — is zero kelvins (0 K).

Kinetic Energy: The kinetic energy of an object is the extra energy which it possesses due to its motion. It is defined as the work needed to accelerate a body of a given mass from rest to its current velocity. Having gained this energy during its acceleration, the body maintains this kinetic energy unless its speed changes. Negative work of the same magnitude would be required to return the body to a state of rest from that velocity.

Latent Energy: The latent internal energy of a system is the internal energy a system has due to phase change. Latent internal energy is the energy required for 1kg of a substance to change phase.

Macroscopic System:

Mechanical Equilibrium: A system is in mechanical equilibrium if its position in configuration space is a point at which the gradient of the potential energy is zero.

Microscopic:

Newton: The newton is the amount of force that is required to accelerate a kilogram of mass at a rate of one meter per second squared. Algebraically:

 * $${\rm 1~N = 1~\frac{kg\cdot m}{s^2}}.$$

Non-Adiabatic Transformation: In a generic (non–adiabatic) transformation, the amount of work does not equal to the change in the internal energy. The difference $$\Delta Q=\Delta E-\Delta W$$is defined as the heat intake of the system from its surroundings.

Open System: Diathermic walls allow heat exchange for an open system.

Pascal: The pascal (symbol: Pa) is the SI derived unit of pressure or stress (also: Young's modulus and tensile strength). It is a measure of perpendicular force per unit area i.e. equivalent to one newton per square meter or one Joule per cubic meter.

Path of a Process:

Phase Equilibrium: Gibbs' phase rule, stated by Josiah Willard Gibbs in the 1870s, is the fundamental rule on which phase diagrams are based.

 * F = 2 − π + C

where π is the number of phases present in equilibrium (Types of solid, liquid, gas phases etc). F is the number of degrees of freedom or independent variables taken from temperature, pressure and composition of the phases present. C is the number of chemical components required to describe the system

Piezoelectric Effect: Piezoelectricity is the ability of some materials (notably crystals and certain ceramics) to generate an electric potential[1] in response to applied mechanical stress. This may take the form of a separation of electric charge across the crystal lattice. If the material is not short-circuited, the applied charge induces a voltage across the material. The word is derived from the Greek piezein, which means to squeeze or press.

The piezoelectric effect is reversible in that materials exhibiting the direct piezoelectric effect (the production of electricity when stress is applied) also exhibit the converse piezoelectric effect (the production of stress and/or strain when an electric field is applied). For example, lead zirconate titanate crystals will exhibit a maximum shape change of about 0.1% of the original dimension. The effect finds useful applications such as the production and detection of sound, generation of high voltages, electronic frequency generation, microbalances, and ultra fine focusing of optical assemblies.

Potential Energy: Potential energy can be thought of as energy stored within a physical system. This energy can be released or converted into other forms of energy, including kinetic energy. It is called potential energy because it has the potential to change the states of objects in the system when the energy is released. A formal definition is that potential energy is the energy of position, that is, the energy an object is considered to have due to its position in space.

Pressure: The force per unit area applied on a surface in a direction perpendicular to that surface. Mathematically:

p = \frac{F}{A}\ \mbox{or}\ p = \frac{dF}{dA} $$

where:
 * $$p$$ is the pressure,
 * $$F$$ is the normal force
 * $$A$$ is the area.

Process: In science, a process is every sequence of changes of a real object/body which is observable using scientific method. Therefore, all sciences analyse and model processes.

Property: A property of an object is some intrinsic or extrinsic quality of that object

Quasi-static Transformation: A quasi-static transformation is one that is performed sufficiently slowly so that the system is always in equilibrium. Thus at any stage of the process, the thermodynamic coordinates of the system existandcan in principle be computed.For such transformations, the work done on the system (equal in magnitude but opposite in sign to the work done by the system) can be related to changes in these coordinates. Typically one can divide the state functions $${X}$$ into a set of generalized displacements $${x}$$, and their conjugate generalized forces $${J}$$, such that for an infinitesimal quasi-static transformation $$dW=\sum_{i} J_i dx_i$$.

Secondary Dimensions:

Simple Compressible System:

Specific Gravity: Specific Gravity (SG) is a special case of relative density defined as the ratio of the density of a given substance, to the density of water (H2O). Substances with a specific gravity greater than 1 are heavier than water, and those with a specific gravity of less than 1 are lighter than water.

$$\mbox{SG} = \frac{\rho_\mathrm{substance}}{\rho_{\mathrm{H}_2\mathrm{O}}}$$

Specific Properties: Specific properties of a substance are derived from other intrinsic and extrinsic properties (or intensive and extensive properties) of that substance. For example, the density of steel (a specific and intrinsic property) can be derived from measurements of the mass of a steel bar (an extrinsic property) divided by the volume of the bar (another extrinsic property). Similarly, the specific gravity of a liquid is derived from the density of the liquid divided by the density of water (two intrinsic properties).

Specific Volume: Specific volume (v) is the volume occupied by a unit of mass of a material. It is equal to the inverse of density. Specific volume may be expressed in $$ \frac{m^3}{kg} $$

 * $$ v = \frac{V}{m} = \frac{1}{\rho} $$

Specific Weight: The specific weight (also known as the unit weight) is the weight per unit volume of a material, or:

 * $$\gamma = \rho \, g$$

where
 * $$\gamma$$ is the specific weight of the material (Weight per unit volume, typically N·m−3 units)
 * $$\rho$$ is the density of the material (Mass per unit volume, typically kg·m−3)
 * $$g$$ is acceleration due to gravity (rate of change of velocity, given in m·s−2)

State: In thermodynamics/statistical mechanics, a thermodynamic state, or more precisely, a macrostate, is the specification of a particular combination of physical properties (e.g. temperature, volume, pressure, etc). For example, an equation of state describes the relationship between macrostates of the system. In the same context as above, a microstate is a detailed description of a collection of atoms or other particles. There may be many microstates corresponding to the same macrostate.

State Functions: In thermodynamics, a state function, or state quantity, is a property of a system that depends only on the current state of the system, not on the way in which the system got to that state. A state function describes the equilibrium state of a system. For example, internal energy, enthalpy and entropy are state quantities because they describe quantitatively an equilibrium state of thermodynamic systems. At the same time, mechanical work and heat are process quantities because they describe quantitatively the transition between equilibrium states of thermodynamic systems.

Statistical Thermodynamics: In thermodynamics, statistical thermodynamics is the study of the microscopic behaviors of thermodynamic systems using probability theory. Statistical thermodynamics, generally, provides a molecular level interpretation of thermodynamic quantities such as work, heat, free energy, and entropy. Statistical thermodynamics was born in 1870 with the work of Austrian physicist Ludwig Boltzmann, much of which was collectively published in Boltzmann's 1896 Lectures on Gas Theory.

Thermal Equilibrium: Two systems are in thermal equilibrium when their temperatures are the same.

Thermal Responses: Change in the thermodynamic coordinates with temperature.

Thermodynamics: A phenomenological description of equilibrium properties of macroscopic systems

Thermodynamic Coordinates: Some common examples of such coordinates are pressure and volume (of a fluid), surface tension and area (of a film), tension and length (of a wire), electric field and polarization (of a dielectric)

Thermodynamic System: In thermodynamics, a thermodynamic system, originally called a working substance, is defined as that part of the universe that is under consideration. A real or imaginary boundary separates the system from the rest of the universe, which is referred to as the environment or surroundings (sometimes called a reservoir.) A useful classification of thermodynamic systems is based on the nature of the boundary and the quantities flowing through it, such as matter, energy, work, heat, and entropy. A system can be anything, for example a piston, a solution in a test tube, a living organism, a planet, etc.

Thermodynamic Temperature Scale:

Total Energy: In classical physics, the total energy of an object is the sum of its potential energy and its kinetic energy. Note that since all other forms of energy can be derived from these two types, the total energy is effectively the theoretical maximum amount of energy that could be taken from the object.

In modern physics, the total energy of an object is the sum of its rest energy, its total kinetic energy, and its potential energy.

Triple Point: In physics and chemistry, the triple point of a substance is the temperature and pressure at which three phases (gas, liquid, and solid) of that substance may coexist in thermodynamic equilibrium.

Work: In thermodynamics, work is the quantity of energy transferred from one system to another without an accompanying transfer of entropy. It is a generalization of the concept of mechanical work in mechanics. In the SI system of measurement, work is measured in joules (symbol: J). The rate at which work is performed is power.

Zeroth Law: If two systems, A and B, are separately in equilibrium with a third system C, then they are also in equilibrium with one another.


text:
User:ArturZ/Arbitration Committee

This is where I will keep information about the ArbCom that I find interesting or important. It can help with the project Wikipedia arbitration committee.

The first arbitration policy said "arbitrators will not hear disputes where they have not been requested to arbitrate."

This was also my first impression about the ArbCom: that it was a court. As such, it wouldn't decide anything unless provoked.

The first arbitration policy said "The arbitrators will hear or not hear disputes according to the wishes of the community, where there is a consensus."

title: User:ArturZ/Arbitration Committee


text:
User talk:Rockpocket

I primarily edit Wikipedia, so if you would like a rapid response, you may be better off contacting me at my Wikipedia talk page. I use this account mainly to assist in my administrative work there.

Welcome to Wikiversity
Hello Rockpocket, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity!

P.S. Do you want live feedback ? You can find us in #wikiversity-en (see Chat) --JWSchmidt 06:44, 10 September 2007 (UTC)

Day 1
"The existence of the personal comments here have been viewed by all those involved from day one." <-- As someone who could have taken the time to try to investigate the edit history of Loomis/Lewis at Wikipedia but choose not to, I'm sickened to hear this. By searching Wikipedia for "loomis" I just found w:User:Loomis51, which seems to be an account for Loomis/Lewis. Do you know of any other Wikipedia accounts used by this person? --JWSchmidt 06:44, 10 September 2007 (UTC)

title: User talk:Rockpocket


text:
User:Km

I started this Wikiversity account because I wanted to add a page about the Immune system. I was looking around Wikipedia's sister projects and I saw it and thought it might help me. The page I was looking for was blank, so I used class notes and information from classmates and I made the immune system page.

--km 20:51 January 29, 2008 (EST)

Also from me,
 * Large denominations
 * Fake denominations
 * $1 bill
 * $2 bill
 * $5 bill
 * $10 bill
 * $20 bill
 * $50 bill
 * $100 bill
 * 1¢
 * 5¢
 * 10¢
 * 25¢
 * 50¢
 * 100¢
 * Immune system
 * Liquid water on Europa
 * Circulatory system
 * Mercury
 * Venus
 * Skeletal system
 * Integumentary system
 * Cycloid
 * Respiratory system
 * Bill of rights

As you can see, I am interested in the currency of the United States of America, and life science. Thanks to another user I improved the page on Liquid water on Europa. Sorry if the Bill of rights, Cycloid, Skeletal system, Integumentary system, and Circulatory system are too short. Anyone has permission from me to improve these pages. I will add a page about the Respiratory system when I finish learning about it in my science class.

title: User:Km


text:
Aymaran

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" Introduction to Aymaran Aymara
 * style="background-color: #bbd2e1; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="1" |
 * style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Aymaran or Aymara is a South American language.

Geographical distribution
There are roughly 1.6 million Bolivian speakers, 420,000 Peruvian speakers and 15,000 Chilean speakers. At the time of the Spanish conquest, in the sixteenth century, Aymara was the dominant language over a much larger area than today, including most of highland Peru south of Cuzco. Over the centuries Aymara has gradually lost speakers both to Spanish and to Quechua; today, many Peruvian and Bolivian communities which were once Aymara-speaking speak Quechua.

Topics

 * First text : /About/
 * Second text : /Pronunciation/
 * Third text : /Bases/
 * Fourth text : /Dialects/
 * Fifth text : /Phonology/
 * }

title: Aymaran


text:
Aymaran/Bases

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #bbd2e1; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="1" |

Your first steps in Aymaran
Here are the very first sentences of Aymaran in this course :

Cun sañasauca'ha ... ?  ?
 * How do you say ... ?

Ucan sutipa'h ...
 * It's called ...

Uastata sita ?  ?
 * Could you repeat ?

First Aymaran words

 * }

title: Aymaran/Bases


text: Template:Ay

title: Template:Ay


text:
Wikipedia arbitration committee/Pedophilia userbox wheel war

This is a provisional page for combining various threads relating to a "learning project" case study of a Wikipedia Arbitration Committee decision.

Background
Editing of pages at Wikipedia related to pedophilia has been a controversial issue for several years. This learning project attempts to adopt a "case study" approach to exploring this controversy. The issues explored here provide a good case study for self-governance of a wiki project. How do wiki collaborators maximize participation in a wiki community while avoiding forms of participation that disrupt the mission of the project?

Arbitration Committee Case
One of the Arbitration Committee's findings in the Pedophilia userbox wheel war was: "users should refrain from creating user pages likely to bring the project into disrepute. The pedophile userbox (and the like) falls into this category. Note that this should not be construed to bar reasonable criticism of the project". (source)

Related ArbCom ruling/procedure March 2007.

Am I doing something wrong
'''This thread was originally posted at the Colloquium. It was moved here afterwards by McCormack.'''

I am afraid to be blocked here, considering JWSchmdit's comments on my talk page. He didn't threat to block me, but he seems to think that I am abusing this project. I would like to know your opinion on this. I want to be sure that I will not be blocked, and I want to know whether you also think that the arbitration committee of the Wikipedia in English has implicit jurisdiction here. Please respond on my talk page. I have been unfairly blocked on Wikipedia, and no one can do anything, because the ArbCom is censoring the conversations. That's why I started posting about this here. If you recognize the authority of the ArbCom over Wikiversity, then I will be blocked here as well. I think the ArbCom is a dictatorship, and it would be terrible for Wikiversity if they had authority over it. a.z. 18:23, 23 December 2007 (UTC)

 * In general, Wikimedia Foundation wikis do not welcome anyone on a crusade to advocate illegal activities. Anyone who has been reprimanded for advocacy of an illegal activity at one project cannot reasonably expect to be able to step over to a sister project and "get away with" the same behavior that got them in trouble at the other wiki project. There are some types of wiki editing that are not welcome at any Wikimedia wiki project, so the point is, if an un-welcome pattern of wiki editing has first been encountered at Wikipedia, it is reasonable to think about the likelihood of it also not being welcome at other Wikimedia projects. Some of my comments on your talk page were intended to make sure that we keep these fundamental issues in mind. "he seems to think that I am abusing this project" <-- that's not what I'm thinking....better to say that I have been thinking about ways to explore the history of the Wikipedia Arbitration Committee without letting the exercise turn into anything non-constructive or disruptive. --JWSchmidt 18:55, 23 December 2007 (UTC)

 * I am not one in a crusade to advocate illegal activities. I am just a regular editor who was unfairly blocked. I hope that, if you ever think that I am being disruptive and intend to block me, the community will be able to say whether they agree with the block or not, and my talk page will not be protected if they use it to debate my block. a.z. 19:17, 23 December 2007 (UTC)

 * I have nothing against non-active pedophiles who just happen to be born that way. What i despise are edits like these. I can understand why the arbcom would block people like these and won't respond to any questions. Sorry A.Z., but you are going too far in my opinion.--Daanschr 21:37, 23 December 2007 (UTC)

 * I want to discuss and I could change my mind about that edit. I looked up in Google for adult-child sex, and that story about that writer was the third result I found. I never had the intention of being the sole writer of the entire article on adult-child sex. I wanted to read the article about adult-child sex, I looked for it, it wasn't there, so I suggested its creation and then created it as a stub. It could have been anything, it could have been "adult-child sex is sex between adults and children", but that would probably be speedily deleted. I understand this is a contentious topic. Perhaps I should have been more careful and I should have made an effort not to allow for the interpretation that I wanted to write a pro-pedophile article. Perhaps you should inquire me about that edit, and assume good faith, rather than arriving at conclusions before asking for explanations. Did what I just say made things clear to you? Do you still think that edit is unacceptable? a.z. 22:11, 23 December 2007 (UTC)

 * According to the person who blocked you, you were blocked for a pattern of editing, so I do not think it makes sense to try to examine any one edit in great detail. The reason you were blocked is not to be found in any one edit. --JWSchmidt 23:12, 23 December 2007 (UTC)

 * If the reason I was blocked was a collection of edits, then I think we should examine each of those edits. a.z. 00:04, 24 December 2007 (UTC)

 * In answer to your question, Arbcom does not rule or have jurisdiction here. Arbcom was created with a specific charter for Wikipedia before Wikiversity was established.   Wikiversity is a WMF approved project and resides on its servers.  I have no doubt that should Wikiversity prove incapable of governing itself effectively, the WMF will take what it views as appropriate action.  AFAIK Wikiversity is in good repute with the WMF.  I have not seen any rebukes implying that we are not doing well in the mind of the Board or its employees.  Mirwin 04:45, 24 December 2007 (UTC)

 * While it's difficult to follow all of a.z.'s lengthy posts on this, I have a view derived from Wikiversity's general mission and goals. If it is WV's general mission and goals not to be a tertiary site only, but to include especially primary and secondary levels of education, then it follows that WV has a child-orientation that is greater-than-or-equal to that of Wikipedia (probably greater). The argument then splits two ways. (1) WV's child-protection policies should be proportionate to its child-orientation, so it's child-protection policies should be greater-than-or-equal to those of Wikipedia (certainly not less). (2) From a marketing perspective, WV has to garner recommendation from educational institutions and authorities, and the merest whisper that forms of tolerance were practiced at WV which were at odds with child protection would work to destroy WV's reputation in these circles very fast. The outcome of this argument is that if a.z. wishes to find another WikiMedia project, then Wikiversity is the very worst one he could have found unless he wishes to change his interests and politics to support our mission. We are, in part, a school, or at least an educational resource for schools, which means that there are a very few real-world topics that do not belong here. McCormack 05:39, 24 December 2007 (UTC)

 * I agree with some of your reasoning. However, it makes no sense to me to practice censorship of scholarly discussion or pursuits as inappropriate for the young.  We have no controls at this time over what content is served to who on which computer other than IP or account blocking.  Parents and guardians must exercise final responsibility for oversight of their minor dependents.  We cannot censor chemistry discussion because some teenager may inappropriately not follow published safety procedures.  We cannot censor physics because some preschooler may decide to test gravity inappropriately at a local window or cliff.  We cannot censor philosophy or history because some child may decide that force may not be morally or legally applied to them by their parents or local governments.  This process of censorship, once started, has no end.  Wikiversity would be reduced to an ineffective shell as various interested parties objected to various areas of human knowledge for various cultural, localized, or personal belief reasons. We can however take appropriate action if discussions seem to be headed in inappropriate directions.  We can label mature discussion zones as such and advise minors to seek the judgement of their guardians regarding appropriateness of participation at that study/learning zone.  We can place safety tips in mature discussion areas that point to recommended internet safety practices including notification of parents, local custodians, and/or local authorities if an inappropriate approach is suspected.  This can then be sorted out by neutral 3rd parties.  In short, I agree child protection should be a concern but I disagree that there are any real world topics that do not belong at Wikiversity.  Most real world protections revolve around zonal control or restricted access to the materials.  There is a large difference between learning about a subject and using that information in inappropriate ways.  We also might advise parents or guardians that IP addresses or accounts may be blocked if they so request should they discover their minors using computers inappropriately.  We might also formulate a policy of no sexual advertising at Wikiversity.  Personally I find the idea of advertising personal sexual preference at Wikipedia a bit distasteful and inappropriate for an Encyclopedia site we expect some children will be using.  I do not see that such advertising advances our learning goals here at Wikiversity so perhaps it should be pre-emptively banned by community consensus.   Thank you for your insight McCormack.   It has me thinking about ways to improve our Wikiversity.  Mirwin 06:07, 24 December 2007 (UTC)

 * Thanks for your post, Mirwin. I agree that an extensive censorship of the kind you describe (deleting anything remotely harmful to children) would be excessive. There is a point at which parental responsibility and the child's own need to develop a sense of responsibility have to kick in. Generally the WikiMedia projects have a history of favouring free speech over protective censorship on most moral issues, and this culture is not one which we should lose. On the other hand, there are extremes. Sexual abuse of children is one of those extremes. Any tolerance of views in this respect would be very harmful to the Wikiversity project precisely because it is the most child-orientated of the Wikimedia projects. McCormack 06:30, 24 December 2007 (UTC)

 * Wikiversity is a much smaller organization than Wikipedia. Wikipedia has to deal with any kind of extremity in abundance. Which leads to inevitable conflicts. Wikiversity has an advantage on Wikipedia and that is that multiple articles can be made on the same subject. The fact that people are forced to communicate with eachother on the talk page of a single topic on Wikipedia increases the number of conflicts.
 * The case of the blocking of A.Z. is an example of something which is unavoidable on Wikiversity. A.Z. could theoretically create courses dedicated to examining wether children like to have sex with adults. Something which could be insulting to various users of Wikiversity. The blocking of A.Z. on Wikipedia is a strange one. A.Z. is partly blocked. He is allowed to edit on subjects, but is closely watched by censors who will remove any edit which could be dedicated to justify the ways of pedophiles. The nature of language is of prime concern here. Certain deeds doesn't need to be described in order to be advocated in words. Words can be used indirectly to lead to certain conclusions. I would be interested to examine the philosophical and psychological problems of this case. It would be impossible to prevend censorship. Censorship already happens in regard of vandalism on Wikiversity, for instance.--Daanschr 09:55, 24 December 2007 (UTC)
 * Wikversity is 3 to 5 years behind Wikiedia in development. If successful it will be a much larger project than Wikipedia.  Consider a shelf full of encyclopedia texts against a library.  Consider a library again an educational campus.  Deleting vandalism is not "censorship".  Enforcing locally that a controverisal subject be approached in an ethical and scholarly manner is not "censership".  Choosing to discuss a matter most people view as mature material inappropriate for children in a more private area easily avoided by children is not censorship .... actually perhaps it is in the broadest sense.  If so, it is one most or all societies practice while rearing their young and training them in local culture.  Mirwin 19:29, 24 December 2007 (UTC)
 * I agree with that.--Daanschr 21:28, 24 December 2007 (UTC)

Wikiversity is for making learning and teaching content
For the information of anyone who is upset by the issues raised here, on 23rd Dec. SB_Johnny issued a warning on the talk page of a.z. to desist from certain kinds of edit. Some custodians are also considering moving this thread out of the colloquium. We hope that this will end the matter. McCormack 16:12, 24 December 2007 (UTC)

 * That wasn't really a warning. It was just he threatening me and calling me a troll. Someone else besides me should probably warn him that this isn't constructive behavior. I didn't see anyone else upset besides SB Johnny, and see no reason why the matter should "end" by moving the thread to this rather unexpected location. a.z. 20:00, 24 December 2007 (UTC)

 * I suspect that most Wikiversity participants are adults, but we strive to make this a website that will become useful to children. It would disrupt our mission if Wikiversity became a place for pedophiles to congregate and discuss their sexuality. On the other hand, Wikiversity also strives to be a place that welcomes scholarly study of topics that are normally explored in college-level educational institutions, even if they are not welcome in an elementary school. In the "real world" the education of children and adults is generally physically split into distinct institutions. So how can Wikiversity provide learning resources for all ages without adult topics causing disruption? I think it is possible to quietly put topics for a mature audience on pages where they can be studied in a reflective and scholarly way. If I am wrong, if such topics spill over into our most visible pages and cause disruption, then our only option will be to totally ban such disruptive topics. --JWSchmidt 19:25, 25 December 2007 (UTC)

 * I think the relocation of this highly inflammatorily themed discussion (arbcom is evil and must be deposed, anyone should be able to discuss pedophilia or label themselves as such even if children are around) from the public Colloquium (which we use as a first introductory point of newcomers to the community) was highly appropriate. While I can sympathize that user a.z., and his recruited sympathizers, are frustrated with his personal ban; and that a few other Wikipedians are concerned about the secrecy surrounding some of the actions of their Arbcom;  I do not find it reasonable or appropriate that they feel they must disrupt the normal functioning of Wikiversity to address their problems on Wikipedia.  They have been advised and assisted by several people with getting a more neutral, and in my view useful, study of the issues involved started locally yet insist on inflammatory rhetoric and pointers to one of the most controversial subjects available to virtual internet communities.  Sometimes the best way to address large problems is to first solve little ones surrounding the main issue and then readdress remaining issues in the context of the new environment.  Mirwin 00:24, 26 December 2007 (UTC)

related resources

 * Pro-pedophile activism Mediation case related to Pro-pedophile activism.
 * Massive pedophile crackdown - discussion in April and May 2007.
 * update - Dec. 2007
 * Note on Wikipedia about how Pedophile-related cases should be handled - March, 2007


text:
Voice/Operatic

Lesson 1:

Operatic singing begins with making the right sound through your nose. Think for instance that behind your nose is an entire room. In this room, air must vibrate to make a sound. This may be practiced by forming the letter ´oo´ (like in ´good´ or ´shoes´). Exaggerate this letter with your whole face. Then, you can breath in through nose and mouth at the same time. Your breathing is now used like when you smell something. By doing this, the larynx in your throat will go down and you can make an opera voice sound. Just keep thinking about the large room behind the nose and the air in there that must make the sound. Do not push your throat muscles! You must be relaxed.

Actually, it is right to focus in the nose for the middle register. The focus is very compact, and not like "an entire room." It is right to think of breathing in as in smelling a rose, while singing. Lehmann's book, "How to Sing." has wonderful pictures of what singers feel, when they sing. The focus is a very narrow line centered. When going up into the upper notes, the focus needs to be higher than just in the nose. Submitted by Winnie Goree founder of Atlanta Voice Lessons. –Winniegoree 05:42, 25 June 2009 (UTC)Winnie Goree

title: Voice/Operatic


text:
Aymaran/About

AYMARA ARU AYMARAN LANGUAGE ABOUT AYMARAN {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
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About Aymaran
Aymara is an Aymaran language spoken by the Aymara people of the Andes. It is one of only a handful of Native American languages with over a million speakers. Aymara, along with Quechua and Spanish, is an official language of Peru and Bolivia. It is also spoken to a much lesser extent in Chile.

Some linguists have claimed that Aymara is related to its more widely-spoken neighbour, Quechua. This claim, however, is disputed — although there are indeed similarities, the majority position among linguists today is that these similarities are better explained as areal features resulting from prolonged interaction between the two languages, and that they are not demonstrably related.

The Aymara language is an agglutinating and to a certain extent polysynthetic language, and has a subject-object-verb word order. It is based on a three value logic system.

The wider language family
It is often assumed that the Aymara language descends from the language spoken in Tiwanaku, on the grounds that it is the native language of that area today. This is very far from certain, however, and most specialists now incline to the idea that Aymara only expanded into the Tiwanaku area rather late, as it spread southwards from an original homeland more likely to have been in Central Peru. Aymara placenames are found all the way north into central Peru, and indeed (Altiplano) Aymara is actually but one of the two extant languages of a wider language family, the other surviving representative being Jaqaru/Kawki.

This family was established by the research of Martha James Hardman de Bautista of the Program in Linguistics at the University of Florida. Jaqaru [jaqi aru = human language] and Kawki communities are in the district of Tupe, Yauyos Valley, in the Dept. of Lima, in central Peru. Jaqaru has approximately 2,000 native speakers, nearly all Spanish bilinguals. Kawki is spoken in a neighboring community by a very small number of mostly elderly individuals and is a dying language. It was originally proposed by Dr Hardman that Jaqaru and Kawki should be classified as languages quite distinct from each other, but other more recent research classifies them as two very closely related, mutually intelligible varieties of the same language.

Terminology for this wider language family is not yet well established. Dr Hardman has proposed the name 'Jaqi' ('human'), while other widely respected Peruvian linguists have proposed alternative names for the same language family. Alfredo Torero uses the term 'Aru' ('speech'); Rodolfo Cerrón-Palomino, meanwhile, has proposed that the term 'Aymara' should be used for the whole family, distinguished into two branches, Southern (or Altiplano) Aymara and Central Aymara (i.e. Jaqaru and Kawki). Each of these three proposals has its followers in Andean linguistics. In English usage, some linguists use the term Aymaran for the family, reserving 'Aymara' for the Altiplano branch.

Unique features
The language has attracted interest because it is based on a three value logic system, and thus supposedly has better expressiveness than many other languages based on binary logic.

It is cited by the author Umberto Eco in The Search for the Perfect Language as a language of immense flexibility, capable of accommodating many neologisms. Ludovico Bertonio published Arte de la lengua aymara in 1603. He remarked that the language was particularly useful for expressing abstract concepts. In 1860 Emeterio Villamil de Rada suggested it was "the language of Adam" (la lengua de Adán). Guzmán de Rojas has suggested that it be used as an intermediary language for computerised translation.

Linguistic and gestural analysis by Núñez and Sweetser also assert that the Aymara have an apparently unique, or at least very rare, understanding of time, and is, besides Quechua, one of very few languages where speakers seem to represent the past as in front of them and the future as behind them. Their argument is situated mainly within the framework of conceptual metaphor, which recognizes in general two subtypes of the metaphor THE PASSAGE OF TIME IS MOTION: one is TIME PASSING IS MOTION OVER A LANDSCAPE (or "moving-ego"), and the other is TIME PASSING IS A MOVING OBJECT ("moving-events"). The latter metaphor does not explicitly involve the individual/speaker; events are in a queue, with prior events towards the front of the line. The individual may be facing the queue, or it may be moving from left to right in front of him/her.

The claims regarding Aymara involve the moving-ego metaphor. Most languages conceptualize the ego as moving forward into the future, with ego's back to the past. The English sentences prepare for what lies before us and we are facing a prosperous future, and possibly the Chinese word 未來 (lit. not yet come, meaning future) exemplify this metaphor. In contrast, Aymara seems to encode the past as in front of individuals, and the future in back; this is typologically a rare phenomenon.

Many languages, including English and Chinese, have words like before/前 and after/後 that are (currently or archaically) polysemous between 'front/earlier' or 'back/later'. This seemingly refutes the claims regarding Aymara uniqueness. However, these words relate events to other events, i.e., are part of the moving-events metaphor. In fact, when before means in front of ego, it can only mean future. For instance, our future is laid out before us while our past is behind us. Parallel Aymara examples describe future days as qhipa uru, literally 'back days', and these are sometimes accompanied by gestures to behind the speaker. The same applies to Quechua speakers, whose expression qhipa p'unchaw corresponds directly to Aymara qhipa uru.

title: Aymaran/About


text:
Aymaran/Pronunciation

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #bbd2e1; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="1" |

About Aymaran
Aymara is an Aymaran language spoken by the Aymara people of the Andes. It is one of only a handful of Native American languages with over a million speakers. Aymara, along with Quechua and Spanish, is an official language of Peru and Bolivia. It is also spoken to a much lesser extent in Chile.

Some linguists have claimed that Aymara is related to its more widely-spoken neighbour, Quechua. This claim, however, is disputed — although there are indeed similarities, the majority position among linguists today is that these similarities are better explained as areal features resulting from prolonged interaction between the two languages, and that they are not demonstrably related.

The Aymara language is an agglutinating and to a certain extent polysynthetic language, and has a subject-object-verb word order. It is based on a three value logic system.

title: Aymaran/Pronunciation


text:
Aymaran/Phonology

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
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Phonology
Aymara has three phoneme vowels (, which distinguish two degrees of length. The high vowels are lowered to mid height before uvular consonants ( →, → ).

As for the consonants, Aymara has phonemic stops at the labial, alveolar, palatal, velar and uvular points of articulation. Stops show no distinction of voice (e.g. there is no phonemic contrast between and ), but each stop has three forms: plain (unaspirated), glottalized, and aspirated. Aymara also has a trilled, and an alveolar/palatal contrast for nasals and laterals, as well as two semivowels ( and ).

Stress is usually on the penult (the syllable before the last one), but long vowels may shift it.

Introduction to Aymaran/Aymaran pronunciation

Pronunciation bases

 * }

title: Aymaran/Phonology


text:
Aymaran/Dialects

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
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Dialects
There is some degree of regional variation within the Aymara language, although all the dialects are mutually intelligible. Most study of the language has focused on either the Aymara spoken on the southern Peruvian shore of Lake Titicaca or the Aymara spoken around La Paz. Lucy Therina Briggs classifies both of these regions as being part of the Northern Aymara dialect, which encompasses the department of La Paz in Bolivia and the department of Puno in Peru. The Southern Aymara dialect is spoken in the eastern half of the Iquique province in northern Chile and in most of the Bolivian department of Oruro. It is also found in northern Potosí and southwest Cochabamba, but it is slowly being replaced by Quechua in those regions. Intermediate Aymara shares dialectical features with both Northern and Southern Aymara and is found in the eastern half of the Tacna and Moquegua departments in southwest Peru and in the northeastern tip of Chile. .

 * }

title: Aymaran/Dialects


text:
Portal:Computer Science (old)/Participants

Alin Glod


text:
Acid–base chemistry/Acid-base equilibrium

Types of acid/base equilibrium problems

 * Strong acid in water
 * Strong base in water
 * Weak acid in water
 * Weak base in water
 * Salt in water (buffer type problem)


text:
Materials Science and Engineering/Equations

Laws of Thermodynamics
First Law of Thermodynamics:

 * $$dU=\delta Q-\delta W\,$$

Second Law of Thermodynamics:

 * $$\int \frac{\delta Q}{T} \ge 0$$

Fundamental Equations
The Fundamental Equation:

 * $$dU \le TdS-pdV+\sum_{i=1}^p\mu_idN_i$$

The equation may be seen as a particular case of the chain rule:

 * $$dU=

\left(\frac{\partial U}{\partial S}\right)_{V,\{N_i\}}dS+ \left(\frac{\partial U}{\partial V}\right)_{S,\{N_i\}}dV+ \sum_i\left(\frac{\partial U}{\partial N_i}\right)_{S,V,\{N_{j \ne i}\}}dN_i $$

from which the following identifications can be made:

 * $$\left(\frac{\partial U}{\partial S}\right)_{V,\{N_i\}}=T$$
 * $$\left(\frac{\partial U}{\partial V}\right)_{S,\{N_i\}}=-p$$
 * $$\left(\frac{\partial U}{\partial N_i}\right)_{S,V,\{N_{j \ne i}\}}=\mu_i$$

These equations are known as "equations of state" with respect to the internal energy.

Thermodynamic Potentials
Thermodynamic Potentials:

 * {| border="0" cellpadding="4" style="margin: 0 0 1em 1em"

 * Name
 * Formula
 * Natural variables
 * Internal energy
 * $$U\,$$
 * align="center"|$$S,V,\{N_i\}\,$$
 * Helmholtz free energy
 * $$A=U-TS\,$$
 * align="center"|$$T,V,\{N_i\}\,$$
 * Enthalpy
 * $$H=U+pV\,$$
 * align="center"|$$S,p,\{N_i\}\,$$
 * Gibbs free energy
 * $$G=U+pV-TS\,$$
 * align="center"|$$T,p,\{N_i\}\,$$
 * }
 * Gibbs free energy
 * $$G=U+pV-TS\,$$
 * align="center"|$$T,p,\{N_i\}\,$$
 * }
 * }

For the above four potentials, the fundamental equations are expressed as:

 * $$dU\left(S,V,{N_{i}}\right) = TdS - pdV + \sum_{i} \mu_{i} dN_i$$
 * $$dA\left(T,V,N_{i}\right) = -SdT - pdV + \sum_{i} \mu_{i} dN_{i}$$
 * $$dH\left(S,p,N_{i}\right) = TdS + Vdp + \sum_{i} \mu_{i} dN_{i}$$
 * $$dG\left(T,p,N_{i}\right) = -SdT + Vdp + \sum_{i} \mu_{i} dN_{i}$$

Euler Integrals:

Because all of natural variables of the internal energy U are extensive quantities, it follows from Euler's homogeneous function theorem that

 * $$U=TS-pV+\sum_i \mu_i N_i\,$$

Substituting into the expressions for the other main potentials we have the following expressions for the thermodynamic potentials:

 * $$A= -pV+\sum_i \mu_i N_i\,$$

 * $$H=TS  +\sum_i \mu_i N_i\,$$

 * $$G=     \sum_i \mu_i N_i\,$$

Note that the Euler integrals are sometimes also referred to as fundamental equations.

Gibbs Duhem Relationship:

Differentiating the Euler equation for the internal energy and combining with the fundamental equation for internal energy, it follows that:

 * $$0=SdT-Vdp+\sum_iN_id\mu_i\,$$

which is known as the Gibbs-Duhem relationship. The Gibbs-Duhem is a relationship among the intensive parameters of the system. It follows that for a simple system with r components, there will be r+1 independent parameters, or degrees of freedom. For example, a simple system with a single component will have two degrees of freedom, and may be specified by only two parameters, such as pressure and volume for example. The law is named after Josiah Gibbs and Pierre Duhem.

Materials Properties
Compressibility: At constant temperature or constant entropy
 * $$~ \beta_{T \text{ or } S} = -{ 1\over V } \left ( {\partial V\over \partial p} \right )_{T,N \text{ or } S,N}$$

Heat Capacity at Constant Pressure:

$$~ C_p=\left ( {\partial U\over \partial T} \right )_p +p \left ( {\partial V\over \partial T} \right )_p = \left ( {\partial H\over \partial T} \right )_p = T \left ( {\partial S\over \partial T} \right )_p ~$$

Heat Capacity at Constant Volume:

$$~ C_V=\left ( {\partial U\over \partial T} \right )_V = T \left ( {\partial S\over \partial T} \right )_V ~$$

Coefficient of Thermal Expansion:

 * $$\alpha_{p} = \frac{1}{V}\left(\frac{\partial V}{\partial T}\right)_p$$

Maxwell Relations:

Maxwell relations are equalities involving the second derivatives of thermodynamic potentials with respect to their natural variables. They follow directly from the fact that the order of differentiation does not matter when taking the second derivative. The four most common Maxwell relations are:

= -\left ( {\partial p\over \partial S} \right )_{V,N} ~$$ = \left ( {\partial V\over \partial S} \right )_{p,N} ~$$ = -\left ( {\partial p\over \partial S} \right )_{T,N} ~$$ = \left ( {\partial V\over \partial S} \right )_{T,N} ~$$
 * $$~ \left ( {\partial T\over \partial V} \right )_{S,N}
 * $$~ \left ( {\partial T\over \partial V} \right )_{S,N}
 * width="80"|
 * $$~ \left ( {\partial T\over \partial p} \right )_{S,n}
 * $$~ \left ( {\partial T\over \partial V} \right )_{p,N}
 * $$~ \left ( {\partial T\over \partial V} \right )_{p,N}
 * width="80"|
 * $$~ \left ( {\partial T\over \partial p} \right )_{V,N}
 * }

Processes
Incremental Processes:

$$~ dU = T\,dS-p\,dV + \mu\,dN ~$$

$$~ dA = -S\,dT-p\,dV + \mu\,dN ~$$

$$~ dG = -S\,dT+V\,dp + \mu\,dN = \mu\,dN +N\,d\mu ~$$

$$~ dH = T\,dS+V\,dp + \mu\,dN ~$$

Equation Table for an Ideal Gas ($$PV^m=constant$$):


text:
User talk:Plauz

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 23:18, 24 December 2007 (UTC)

 * thanks for the welcome!! Plauz 23:19, 24 December 2007 (UTC)

title: User talk:Plauz


text:
User:Dmabra

Devin Mabra

title: User:Dmabra


text:
User talk:Dmabra

Welcome
Hello Dmabra, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 00:57, 25 December 2007 (UTC)

title: User talk:Dmabra


text:
User talk:Blow of Light

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 03:16, 25 December 2007 (UTC)

Hi!
There you are :). I'll be mostly AFK the next couple of days, but check the Recent Changes and get a feel for what goes on here (probably not much over the holidays, but at least you'll get some idea. --SB_Johnny | talk 03:31, 25 December 2007 (UTC)

 * BTW, please make yourself a userpage, and provide some background on what you're interested in on WV:RFA. Have a look at WV:NOT, b:WB:WIW, and commons:COM:SCOPE while you're at it as well, so we can start working on understanding the various project scopes and such (good stuff to know when you're doing the RC patrols on Wikipedia, or anywhere else for that matter). --SB_Johnny | talk 15:31, 25 December 2007 (UTC)
 * ✅! Are we ready? Blow of Light 01:50, 2 January 2008 (UTC)

 * Oh there you are :). I apologize: I must have not noticed this page on my watchlist a few weeks ago. On the other hand, after seeing what's up with you on Wikipedia, I'm afraid I'm not willing to mentor you right now. There are a lot of good things you can do on Wikiversity, and if you're still interested in custodianship, all that's "required" is to do good things for a while, and then ask for a mentor. We're a bit more laid back here, so please feel welcome to join us in our work and play :). --SB_Johnny | talk 22:54, 23 January 2008 (UTC)

wikia policies
I was wondering whether the policies here would be implementable here. Thanks. Blow of Light 04:16, 23 January 2008 (UTC)
 * Can you outline the policies that you are making reference to? --JWSchmidt 04:35, 23 January 2008 (UTC)
 * Celebrity impersonation, racism, blocking, open proxies, what we are not, and that's pretty much it.. —BoLTalk to meWhat I teach 21:55, 23 January 2008 (UTC)
 * Most Wikiversity policies are rather under-developed. We have Username, Blocking policy, Open Proxies, What Wikiversity is not. --JWSchmidt 00:36, 24 January 2008 (UTC)
 * So what do you guys need? —BoLTalk to meWhat I teach 04:52, 24 January 2008 (UTC)

title: User talk:Blow of Light


text:
User:Dureo

I am Dureo on En.wiki also.

Interests

 * Computers
 * electrical technology
 * Gaming
 * Everquest retired, Level 75 Monk, 75 Shaman, 75 Ranger, 3 accounts, triple boxer(Tarew Marr -> Drinal)
 * World of Warcraft retired, Level 70 Hunter, 70 Rogue, 70 Pally, all on same account, no need to multibox(Icecrown)
 * Stints on Dark Age of Camelot and Star Wars Galaxies. I didn't pay past the first free month though.
 * Reading
 * anything I can get my hands on, really big on Richard Dawkins work at the moment. I also collect books, more books than I know what to do with. I have a beautiful copy of this 1875 US History book... though it isn't all that current :P, and I have this older geometry text, in fairly good condition. I also have every textbook I used during high school I graduated in 2001(with the schools permission, as they threw them out over time I was offered copies.) I also have numerous older California Vehicle Code and Penal Code books from various years including 1947 and 1959.

 * I have a large fascination with Snakes and have 6 of them at the moment, they are listed here:
 * 2.1.0 Ball Python (Python regius)
 * Herbie(adult), Jada(adult), and unnamed male(juvenile) no strikes.
 * 0.1.0 Green Anaconda(Eunectes murinus)
 * Steve (juvenile) 1 bite, numerous strikes.
 * 0.0.1 Kenyan Sand Boa (Gongylophis colubrinus)
 * Erasmus (adult) 1 bite(did not break skin), 1 strike.
 * 0.1.0 Red-tailed Boa (Boa constrictor constrictor)
 * Algernon (adult) 1 bite, 3 strikes.

 * I am an Eagle Scout in the Boy Scouts of America, this was my project(a water fountain at the local YMCA walking track) [[Image:Eagle Scout project completed at the local YMCA in Corcoran, California.jpg]]

title: User:Dureo


text:
User talk:Dureo

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 07:44, 25 December 2007 (UTC)

title: User talk:Dureo


text:
Draft:Original research/Economics

Economics is the study of the value system and rewards of a particular society.

Business
A business is a legally recognized organizational entity designed to provide goods or services.

Def.
 * 1) a "person's occupation, work, or trade",
 * 2) an activity that someone is engaged in,
 * 3) work that has to be done or matters that have to be attended to, or
 * 4) the practice of making one's living by engaging in commerce

is called a business.

Money
Def. a current medium of exchange in the form of coins and banknotes is called money.

Trade
Def. buying "and selling of goods and services on a market" or an "instance of bartering items in exchange for one another" is called trade.

Theoretical economics
Def. "a science which studies human behaviour as a relationship between ends and scarce means which have alternative uses" is called economics.

Alternately,

Def. a science that studies the production, consumption, and transfer of wealth is called economics.

Def. the "study of resource allocation, distribution and consumption; of capital and investment; and of management of the factors of production" is called economics.

Globalization
Globalization involves goods and services, and the economic resources of capital, technology, and data. The steam locomotive, steamship, jet engine, and container ships are some of the advances in the means of transport while the rise of the telegraph and its modern offspring, the Internet and mobile phones show development in telecommunications infrastructure. All of these improvements have been major factors in globalization and have generated further interdependence of economic and cultural activities.

Hypotheses

 * 1) The economics of entrepreneurship favors an open market.

Quotes
"By virtue of exchange, one man's prosperity is beneficial to all others." -Frédéric Bastiat

title: Draft:Original research/Economics


text:
Category:BCP/SEPA/12

This category is for plants recorded blooming in December in Southeastern Pennsylvania.

title: Category:BCP/SEPA/12


text:
User:Mu301/Planning

Ladd Observatory will be sponsoring educational outreach for the schools in the Rhode Island area starting in 2008. This will include workshops for teachers, activities for the classroom, online lessons and learning projects. The materials to implement this outreach program will be developed and hosted at Wikiversity.

Projects

 * SunSpotter Solar Telescope: Background education would be supplied to students before the activity in order to familiarize themselves with solar phenomena. Preliminary solar observations will be carried out with solar filter sunglasses.  Students would work in groups of 3 with one SunSpotter telescope per group.  They will be asked to sketch their observations of sunspots over the duration of the observation session - not only in location, but size and shape as well.  Each of the student's sketches will be scanned into digital format in order to compile an archive over time of successive observation sessions.  Therefore, students can compare and contrast their sketches with past student's sketches in the archive.  The idea that the sun is not static, but changes and evolves over time will be a key educational component that will be stressed to the students.
 * H-alpha Solar Telescope
 * Spectroscope: Star images will be obtained from Ladd Observatory and saved in digital format.  These images can then be supplied to students in the classroom for analysis.  Specifically, the students will be asked to determine the chemical composition of each star based on its spectra.  Further, the classification of different stars due to their varying composition will be implemented.
 * Weather Station / Lightning Detector
 * Meteor Camera
 * Time Keeping
 * Cosmic Ray Detector

Schedule

 * Late 2007 - order equipment
 * April 2008 - begin teacher workshops
 * Sept. 2008 - install weather station and sky camera

Partners

 * Ladd Observatory at Brown University
 * The Champlin Foundations
 * Rhode Island Space Grant
 * Wikiversity
 * NSF GK-12 Fellowship

title: User:Mu301/Planning


text:
User talk:XDanielx

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 14:53, 25 December 2007 (UTC)

title: User talk:XDanielx


text:
User talk:Blackspere1

Welcome
Hello Blackspere1, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 17:48, 25 December 2007 (UTC)

title: User talk:Blackspere1


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User talk:Countrymike/Archive2007

Hi Brent, which user account between User:Countrymike and User:BrentSimpson do you intend (or would you prefer) to use on Wikiversity? There are a number of options - most likely including making a redirect from one userpage to the other - and you can also rename one account if needs be. Let me know what you think.. (also posted to User talk:BrentSimpson) Cormaggio talk 14:01, 17 May 2007 (UTC)

title: User talk:Countrymike/Archive2007