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Visual Basic/Control Structures and Logical Expressions

 * This lesson is part of the course on Visual Basic. Previous lesson: Variables and Types in VB6. Next lesson: Functions and Subroutines in VB6.

This lesson will cover the most fundamental elements of every Visual Basic program--control structures and logical expressions. Before reading any further, please review the lesson on Control structures from the Introduction to Computer Science, as you will need to understand what is meant by control structures in order to get anything out of this lesson. Please also ensure that you have read and understood Introduction to VB6 and Variables and Types in VB6 before proceeding.

Overview
"Control Structures and Logical Expressions"--wow, what a terrifying title! This should not, however, be a terrifying topic; rather, it's actually quite simple to understand. Basically, what the title can be simplified to is: "How to make your programs do more than one thing."

Up until now, you have learned how to develop VB6 applications that store values, perform mathematical computations on these values, and display the results of these computations--all of which is swell and dandy, but no more useful than your average calculator. What if you want, for instance, to determine if a number is odd, to find the factorial of a number, or to generate the Fibonacci Series? None of these tasks can be done through simple arithmetic, but rather they require something known as control structures.

Control structures in Visual Basic take two primary forms: if-statements and loops. With an if-statement, you can evaluate an expression, and perform one task if that expression is True and perform another if it's False. This allows your program to respond differently to different values and inputs, which allows for far more advanced calculations and a far wider range of possible behaviors. Loops, on the other hand, allow you to repeat the same task a given number of times, making it possible to go far beyond basic arithmetic to achieve goals such as calculating the Fibonacci series.

Logical Expressions and Operators
Before we can proceed to learning about if-statements, we must first learn about logical expressions in Visual Basic. In Variables and Types in VB6 you learned about a type of variable called a Boolean, which has only two possible values: True and False. A Boolean value can be defined explicitly using, but this usage of Booleans is rare and not particularly useful. The more common application of a Boolean is in evaluating a logical expression, any expression which can be evaluated as either True or False.

A typical logical expression in Visual Basic takes the following form:. P and Q can be either constants, variables, or logical expressions themselves. The  is a logical or comparative operator, anything that performs a comparison between P and Q and returns a Boolean value. Here's an example of a logical expression in Visual Basic:

In this example, we used the logical operator of equality, denoted by the "=" sign. This operator returns True if P is equal to Q and False if it does not. In this example, B is False because P (5) does not equal Q (7). The parentheses, though not needed, are placed around  to make clear that this is a logical expression, rather than some form of assignment.

Now, let's take a look at a few other logical operators in Visual Basic. Please note that these are not anywhere near all of the comparison and logical operators available in Visual Basic, but they are the ones you'll use most frequently.

Comparison Operators
The following operators are all comparison operators, meaning that they compare one expression to another and return a Boolean. They are all overloaded, meaning that their left-hand and right-hand expressions can be of (almost) any type.

Equality "="
As you saw in the example above, the equality operator is denoted by an equals sign ("="). This operator can be quite confusing because it is both an assignment operator and a logical operator. The distinction between whether it is acting as a logical or an assignment operator is made solely upon context--if a line begins with a variable, followed by an equals sign, followed by an expression, then the equals sign is treated as an assignment operator, meaning that the value of the following expression is written to the variable. If it is found anywhere else in a program, then it is treated as a logical operator.

 * Syntax: P = Q
 * Returns: True if P is equal to Q, and False if it is not.

Inequality "<>"
This operator is synonymous with:. In this format,  is the left hand expression, and   is the right hand expression, which is evaluated for equality. If  is True, then (True = False) is false, but if   is True, then (True = True) is True.

 * Syntax: P <> Q
 * Returns: True if P is not equal to Q, and False if P is equal to Q.

Greater Than ">"

 * Syntax: P > Q
 * Returns: True if P is greater Q, and False if P is less than or equal to Q.

Less Than "<"

 * Syntax: P < Q
 * Returns: True if P is less than Q, and False if P is greater than or equal to Q.

Greater Than Or Equal To ">="

 * Syntax: P >= Q
 * Returns: True if P is greater than or equal to Q, and False if P is less than Q.

Less Than Or Equal To "<="

 * Syntax: P <= Q
 * Returns: True if P is less than or equal to Q, and False if P is greater than Q.

Logical Operators
The following operators are logical operators that can take only Boolean values as arguments; this means that both P and Q can each be only true or false. Keep in mind that the evaluation of every logical expression returns a Boolean, thus P and Q can also be logical expressions.

While this lesson will not go into this in depth, all of these operators can also be used as bitwise operators, in which case they do not require that the expressions be Boolean, nor do they truly return Boolean. For the time being, please only use them as logical operators, as it will save you many headaches.

Negation "Not"
This operator does not take the standard form of. Instead it is a single-argument operator, that takes only one Boolean expression. The negation operator ("Not") quite simply returns the opposite of the given Boolean expression--it is synonymous with.

 * Syntax: Not P.
 * Returns:

Conjunction "And"
The Conjunction operator ("And") takes two or more Boolean expressions and returns true if both expressions are True.

 * Syntax: P And Q
 * Returns:

Disjunction "Or"
The Disjunction operator ("Or") takes two or more Boolean expressions and returns true if any of them is True.

 * Syntax: P Or Q
 * Returns:

Exclusive Disjunction "Xor"
The Exclusive Disjunction, also known as "exclusive or", operator ("Xor") takes two Boolean arguments and returns true if one, and only one, of them is True.

 * Syntax: P Xor Q
 * Returns:

If-Statements
As you learned about in Control structures, the If-Then statement is the most simplistic and widely used form of flow control. In short, an If-Statement evaluates a logical expression, performs one task if that expression is True, and does either nothing or performs a separate task if it is False. And so how do we write one in Visual Basic?

If-Statements in both VB6 and BASIC fall under three categories: the simple If-Then statement, the If-Then-Else statement, and the If-Then-ElseIf statement. If-statements may be nested inside of any other control block, including inside of other If-Statements. Nesting will be covered in depth later.

The If-Then Statement
VB6 uses the same simplistic and easily comprehendible syntax for If-Then Statements as BASIC. The If-Then Statement can be written two ways:

The  parameter can be any Boolean value or logical expression. If the code you want to execute when  is True can fit on one line, then you can write the entire If-Then statement on one line with no enclosing "End If".

The If-Then-Else Statement
But now what if you want certain code to be executed when the expression you are evaluating is true and certain code to be executed when the expression is false? You could of course write:

But instead of having to write that every time, VB6 provides an additional "Else" clause for your If-Statements. The usage is very simple:

One Step Further: ElseIf
Okay, so now that you can perform two different actions depending upon a variable's state, but what if that's just not enough? That's why VB6 also has an ElseIf statement, which has the following syntax:

You can use as many Else-If statements as you want, though you may have no more than one Else statement for every If statement.

Examples
So now that we know everything we need to know to begin using If-Statements in our code, let's look at some examples.

Loops
Now let's return to our original problem of generating the Fibonacci series. Its formula is relatively simple:
 * 1) Let x = 1, let y = 0.
 * 2) Print x.
 * 3) Let x = y + x
 * 4) Let y = x - y
 * 5) Repeat from 2.

This pseudo code will print out: 1, 1, 2, 3, 5, 8, 13, 21, ... as expected. But now how do we tell a Visual Basic program how to do this? The answer lies in using loops.

Loops provide the ability to repeatedly execute the same block of code, and to each time change values such that each run through the loop produces different results. Visual Basic provides four main kinds of loops: the classic Do-Loop, the Do-Until Loop, the Do-While Loop, and the For-Next Loop.

Do-Loops
The most basic form of loop in Visual Basic is the Do-Loop. Its construct is very simple:

This, quite simply, executes the block of code, and when it reaches, returns to the beginning of the Do Loop and executes the same block of code again. The same block of code will be repeatedly executed until it is told to stop executing. So let's try to apply this to our problem of generating the Fibonacci series:

And, believe it or not, this code works! Well, sorta. If you try to run this code, it will indeed generate the Fibonacci series; however, it will continually generate and print out the next number infinitely--or, in this case, until it reaches an overflow error. This is known as the problem of the infinite do-loop, one that all programmers will experience, and some quite frequently.

Exit Do
So we clearly need some way to escape from the Do-Loop. You could, of course, simply End the program once you have calculated enough values, but what if you still need to perform tasks after you're done calculating? The answer is to use the  statement. Whenever your program reaches an Exit Do statement within a loop, it will exit the current loop.

So, let's try a somewhat different approach to the Fibonacci problem. We decide that we want to calculate only eight values of the Fibonacci series, so we'll keep a counter and increment it each time throughout the loop. Then, once the counter reaches eight, we'll exit the loop.

And now we're talking! This program successfully computes and prints out the first eight values of the Fibonacci series.

Do Until
As an alternative approach to nesting an If-Statement inside the loop, and invoking  once we're done looping, Visual Basic provides a   statement. Its syntax is the following:

 can be any legal logical expression that we wish to evaluate to determine whether or not to exit the loop. Each time the program reaches  it will evaluate this expression. If the expression is True, it will exit the loop for us, but otherwise it will continue looping.. So let's try rewriting our Fibonacci program to use a Do-Until loop instead of Exit Do.

Here we've replaced the hideous  with a very simple. We must, however, still be sure to increment our counter every time through the loop, or else the Until expression will never be True, resulting in an infinite Do Loop.

Do While
In the place of, you can also use. Its syntax is the following:

 can be any legal logical expression that we wish to evaluate to determine whether or not to exit the loop. Each time the program reaches  it will verify that this expression is True, and if it is False, it will exit the loop for us. Thus, instead of exiting when an expression is True, it now exits only once this expression is false. Let's try rewriting our Fibonacci program to use a Do-While loop instead of a Do-Until loop.

For-Next Loops
In situations where you merely want to run the loop a predefined number of times, it can become quite tiresome to have to create and manage a counter for each loop, which is why we also have something called a For-Next Loop. This kind of loop allows you to specify a counter, to tell it to count from one number to another each time through the loop, and to exit once the counter has reached its upper limit. The syntax is as follows:

We used the variable name "I" above, as it is the most common name used for For-Loops; however, you can use any variable name you want, so long as the variable is of the type Integer. Now, let's improve our Fibonacci program even further:

In the example above, we first dimensioned cnt as an Integer, and then, in the declaration of the For-Next loop, set its value to 1. Each time through the loop, the value of cnt was incremented by 1 until it reached 8, at which point the loop was executed.

Exit For
As with Do Loops, there is a statement that can be used to exit a For-Next loop, and it is called. Simply invoke this statement anywhere within a For-Next loop and the current loop will be exited.

Step
By default, the variable used in the declaration of the For-Next loop is incremented by 1 each time through the loop; however, if you want to increment this value by a different amount each time through the loop, you can simply append  to the end of the For-Next loop declaration. If, for instance, we wanted to print out every even number counting backward from 20 to 0, we could do this using the following code:

Assorted Examples
The following programs are all examples that make use of many of the topics covered here. Please read through them and try to make sense of how they work. You are free to use any code present in this lesson, in part or in whole, for whatever purpose you want.

Better Fibonacci
This program takes the Fibonacci example used throughout this lesson, and modifies it slightly by adding a star next to each odd number in the series.

Factorial Calculator
This program makes use of two nested For-Next loops to print out the factorial of every number from 0 to 10.

Visual Basic/Conditionnelles et boucles


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User talk:Rcbernstein

Spanish
You have been signed up for the Spanish I course. Please view the assignments page to begin this class. --J.Steinbock 23:53, 21 November 2006 (UTC)

El Salón de Clase Flashcards
A new page has been created for helping students of spanish learn objects around the classroom. Enjoy!--Rayc 00:20, 12 December 2006 (UTC)

New template
This new template has been created to coordinate studies for the Spanish 1 class. Feel free to deleted it or place it where ever you see fit.--Rayc 02:19, 17 February 2007 (UTC)

title: User talk:Rcbernstein


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text: Category:Game Design

title: Category:Game Design


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School talk:Game design

This works, but no on pages with spaces for some reason

Aim
What is the aim? Is it to develope a game (including software) and have a fun? Or is it to teach how to make games in different (software) environments?--Juan 22:57, 13 March 2008 (UTC)

Invitation
I would like to invite you all to join the effort at this page: Game programming. I am writing some articles but I would really appreciate any collaboration. Davichito 01:10, 30 September 2008 (UTC)

Combining Schools
There appear to be 3 schools of Game Design that all seem to be trying to do the same thing. Would there be any objection to combining the schools? Latinlucius 04:54, 24 November 2011 (UTC)
 * Which are the other schools? --Qubodup (talk) 22:42, 24 May 2012 (UTC)
 * I believe Latinlucius is talking about the fact that the school of game design contains three portals, one of which is a portal for game design. I'll go ahead and merge these together if there are no objections. --Jaxter184 (discuss • contribs) 15:21, 3 February 2020 (UTC)

Join another school
While I'm consolidating the three portals in the game design school, I'd also like to propose merging the school of game design with another school. I'm not sure exactly which school it would best merge with, but probably the school of art and design? --Jaxter184 (discuss • contribs) 15:21, 3 February 2020 (UTC)

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Category:Board Game Design

Pages about Board Game Design

title: Category:Board Game Design


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Portal talk:Board game design

chess game
Would the chess games from WP:Esperanza go here?--Rayc 00:08, 22 November 2006 (UTC)

page: Game_Critiques
Hi, I have added some text here, see also discussion. I think we can do a collaboration with the course software testing. If you have some time, feedback would be nice. --Erkan Yilmaz 12:51, 18 December 2006 (UTC)

Dice!
Our own little die-roller. How cute. The Jade Knight 20:29, 18 July 2007 (UTC)

title: Portal talk:Board game design


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User:Luís Felipe Braga

My name is Luís Felipe Braga. See my Wikipedia user page.

de:Benutzer:Luís Felipe Braga es:Usuario:Luís Felipe Braga

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Business finance

If you are going to start a business you need to keep track of your finances.
MONEY is the life blood of the economy and BUSINESS is the way in which people and capital are organized within the economy to create money and productivity. In essence, business is like the heart of the economy while money is the blood.

Over the years a variety of laws have been introduced to regulate financial aspects of business. Keeping track of finances in business helps to reduce fraud and waste. Keeping track of finances also allows for maximum efficiency to be attained. It is also the law.

This course is intended to help give you an idea of how business finances work. This is a wiki, so you are encouraged to add and edit the course. This course will probably not lead you towards earning a degree in business, finance, accounting, or business finance; however, it will hopefully give you a better idea of how business finance works, and maybe, just maybe, if you wanted to start your own business and use sound financal practices, you could.

The Time Value of Money

Balance sheet structure
The following balance sheet structure is just an example. It does not show all possible kinds of assets, equity and liabilities, but it shows the most usual ones. Because it shows Goodwill it could be a consolidated balance sheet. Monetary values are not shown, summary (total) rows are missing as well.

Balance Sheet of XYZ, Ltd. as on 31 December 2005

ASSETS

Current Assets Cash and cash equivalents Marketable Securities Accounts receivable Inventories Prepaid Expenses Investments held for trading Other current assets

Non-Current Assets (Fixed Assets) Property, plant and equipment Accumulated Depreciation Goodwill Other intangible fixed assets Investments in Deferred tax assets

and EQUITY

Current liabilities Accounts payable Current income tax liabilities Current portion of bank loans payable Short-term provisions Other current liabilities

Long term Liabilities (Fixed Liabilities) Bank loans Issued debt securities Deferred tax liability Provisions Minority interest

Capital and reserves Share capital Capital reserves Revaluation reserve Translation reserve Retained earnings

Analogy

Knowing is not the same as understanding, so it is helpful to present an analogy.

* Think of an investment as a water reservoir. The value of the investment is the volume of water in it. The shareholder equity (net equity) on the balance sheet measures this value. * Streams empty into the reservoir, adding more water. These inflows are measured by Revenues on the Income statement. * Streams run out of the reservoir, depleting it. These outflow are measured by Expenses on the Income statement. o The difference between these inflows and outflows is the net income, also shown in the Income statement.

* When a neighbor joins in the investment as a partner, he digs a canal from his own reservoir so it drains into the reservoir. This additional water is measured by an increase in the share capital. * If you ask a neighbor to add to the reservoir, it is considered as liability, thus reducing net equity but increasing assets. These are both shown on the Balance Sheet.

While measuring the volume of water in the reservoir at a point in time (balance sheet) is relatively easy, keeping track of the streams' volumes at every second of the year is difficult. Accountants may choose to ignore some streams: they may not know some streams exist: water may be evaporating, and unmeasurable. As a result the income statement is easily wrong. Regardless, the net sum of inflows less outflows should equal the difference in the reservoir (beginning vs. ending). The statement of changes in shareholder equity attempts this reconciliation.

None of the financial statements measures your own personal share of the reservoir when you have partners. It is up to the individual investor to measure, not the business totals, but his share. The methods to use 'equity per share' is shown at shareholders' equity.

Users of Financial Statements
Financial statements are used by a diverse group of parties, both inside and outside a business. Generally, these users are:

1. Internal Users: are owners, managers, employees and other parties who are directly connected with a company.

* Owners and managers require financial statements to make important business decisions that affect its continued operations. Financial analyses are then performed on these statements to provide management with a more detailed understanding of the figures. These statements are also used as part of management's report to its stockholders, as it form part of its Annual Report.

* Employees also need these reports in making collective bargaining agreements (CBA) with the management, in the case of labor unions or for individuals in discussing their compensation, promotion and rankings.

2. External Users: are potential investors, banks, government agencies and other parties who are outside the business but need financial information about the business for a diverse number of reasons.

* Prospective investors make use of financial statements to assess the viability of        investing in a business. Financial analysis is often used by investors and is prepared by professionals (Financial Analysts), thus providing them with the basis in making investment decisions.

* Financial institutions (banks and other lending companies) use them to decide whether to        grant a company with fresh working capital or extend debt securities (such as a long-term         bank loan or debentures) to finance expansion and other significant expenditures.

* Government entities (Tax Authorities) need financial statements to ascertain the propriety and accuracy of taxes and other duties declared and paid by a company.

* Media and the general public are also interested in financial statements for a variety of reasons.

Government financial statements
The rules for the recording, measurement and presentation of government financial statements may be different from those required for business and even for non-profit organizations. They may use either accrual accounting, or cash accounting, or a combination of the two. A complete set of Chart of Accounts is also used that is substantially different from the Chart of a profit-oriented business.

Audit and Legal Implications
Although the legal statutes may differ from country to country, an audit of financial statements is required. These are usually performed by independent accountants or auditing firms. Results of the audit are summarized in an audit report that either provide an unqualified opinion on the financial statements or qualifications as to its fairness and accuracy. The audit opinion on the financial statements is usually included in the Annual Report.

There has been much legal debate over who an auditor is liable to. Since audit reports tend to be addressed to the current shareholders, it is commonly thought that they owe a legal duty of care to them. But this may not be the case as determined by common law precedent. In Canada, auditors are liable only to investors using a prospectus to buy shares in the primary market. In the UK, they have been held liable to potential investors when the auditor was aware of the potential investor and how they would use the information in the financial statements. Nowadays auditors tend to include in their report liability restricting language, discouraging anyone other than the addressees of their report from relying on it. Liability is an important issue: in the UK, for example, auditors have unlimited liability.

In the United States, especially in the post-Enron era there has been substantial concern about the accuracy of financial statements. Corporate officers (the CEO and CFO) are personally liable for attesting that financial statements "do not contain any untrue statement of a material fact or omit to state a material fact necessary to make the statements made, in light of the circumstances under which such statements were made, not misleading with respect to the period covered by th[e] report". Making or certifiing misleading financial statements exposes the people involved to substantial civil and criminal liability. For example Bernie Ebbers (former CEO of WorldCom) was sentenced to 25 years in federal prison for allowing WorldCom's revenues to be overstated by $11 billion over five years.

Standards and Regulations
Different countries have developed their own accounting principles over time, making international comparisons of companies difficult. To ensure uniformity and comparability between financial statements prepared by different companies, a set of guidelines and rules are used. Commonly referred to as Generally Accepted Accounting Principles (GAAP), these set of guidelines provide the basis in the preparation of financial statements.

Recently there has been a push towards standardizing accounting rules made by the International Accounting Standards Board ("IASB"). IASB develops International Financial Reporting Standards that have been adopted by Australia, Canada and the European Union (for publicly quoted companies only), are under consideration in South Africa and other countries. The United States Federal Accounting Standards Board has made a commitment to converge the US GAAP and IFRS over time.

Inclusion in Annual Reports
To entice new investors, most public companies assemble their financial statements on fine paper with pleasing graphics and photos in an annual report to shareholders, attempting to capture the excitement and culture of the organization in a "marketing brochure" of sorts. Usually the company's chief executive officer will write a letter to shareholders, describing management's performance and the company's financial highlights.

In the United States, prior to the advent of the internet, the annual report is considered the most effective way for corporations to communicate with individual shareholders. Blue chip companies went to great expense to produce and mail out attractive annual reports to every shareholder. The annual report was often prepared in the style of a coffee table book

In formal bookkeeping and accounting, a balance sheet is a statement of the book value of a business or other organization or person at a particular date, at the end of a period such as a "fiscal year," as distinct from an income statement, also known as a profit and loss account (P&L), which records revenue and expenses over a specified period of time.

A balance sheet is often described as a "snapshot" of the company's financial condition on a given date. Of the four basic financial statements, the balance sheet is the only statement which applies to a single point in time, instead of a period of time.

A simple business operating entirely in cash could measure its profits by simply withdrawing the entire bank balance at the end of the period, plus any cash in hand. However, real businesses are not paid immediately; they build up inventories of goods to sell and they acquire buildings and equipment. In other words: businesses have assets and so they could not, even if they wanted to, immediately turn these into cash at the end of each period. Real businesses also owe money to suppliers and to tax authorities, and the proprietors do not withdraw all their original capital and profits at the end of each period. In other words businesses also have liabilities.

A modern balance sheet usually has three parts: assets, liabilities and shareholders' equity. The main categories of assets are usually listed first and are followed by the liabilities. The difference between the assets and the liabilities is known as the 'net assets' or the 'net worth' of the company.

The net assets shown by the balance sheet equals the third part of the balance sheet, which is known as the shareholders' equity. This balance is not a coincidence. Records of the values of each account in the balance sheet are maintained using a system of accounting known as double-entry bookkeeping.

Some Future Value Definitions
• Future Value (FV): The amount an investment is worth after one or more periods.

• Simple Interest: Interest earned only on the original principal amount invested.

• Compound Interest: Interest earned on both the initial principal and the interest reinvested from prior periods.

• Compounding: The process of accumulating interest on an investment over time to earn more interest.

Financial Statements
Financial statements (or financial reports) are formal records of a business' financial activities. These statements provide an overview of a business' profitability and financial condition in both short and long term. There are four basic financial statements:

1. Balance Sheet: also referred to as statement of financial condition, reports on a company's assets, liabilities and net equity as of a given point in time.

2. Income Statement: also referred to as Profit or loss statement, reports on a company's results of operations over a period of time.

3. Cash Flow Statement: reports on a company's cash flow activities, particularly its operating, investing and financing activities.

4. Statement of changes in shareholder equity: reconciles the difference between net equity at two different points in time.

Because these statements are often complex, an extensive set of Notes to the Financial Statements and management discussion and analysis is usually included. The notes will typically describe each item on the Balance sheet, Income statement and Cash flow statement in further details. Notes to Financial Statements are considered as an integral part of the Financial Statements.

Constructing a Balance Sheet
Case Study

1.1 A new business starts up as a limited company called Sunrise Ltd by raising $10,000 from the owners i.e. share holders. The money is put in to a new bank account. What would the assets, liabilities and equity be? Assets: Bank Balance		10,000

Equity & Liabilities: Share Capital		10,000

1.2 They then use 6,000 of its bank account to buy a delivery van. Assets and liabilities after this transaction: Assets: Bank Balance		 4,000 Delivery Van		 6,000

Equity & Liabilities: Share Capital		10,000

1.3 Sunrise Ltd then buys some inventory at 3,000 on credit. Assets and liabilities after this transaction: Assets: Bank Balance		 4,000 Delivery Van		 6,000 Inventory		 3,000

Liabilities: Accounts Payable	 3,000	(to be paid to creditors)

Equity: Share Capital		10,000

Total assets must always equal total liabilities (and equity). It is inevitable as the liabilities (and equity) are providing the funds that we are spending on these assets.

1.4 Shortly afterwards, after selling 1,000 of inventory for 2,500, payment of 2,600 of the accounts payable and the purchase of 2,200 of machinery financed by a 2,200 bank loan, the assets and liabilities change to the following:

Sunrise Ltd. Balance Sheet As of December 31, 2005 ---

Fixed Assets Delivery Van		 6,000 Machinery		 2,200 --- Total fixed assets			 8,200

Current Assets Bank Balance		 1,400 Inventory		 2,000 Accounts Receivable	 2,500 --- Total 			 5,900

Accounts Payable	       400 --- Net current assets 			 5,500 Total assets                       13,700

Long-Term Liabilities Loans Repayable		 2,200 --- Total Long Term Liabilities		 2,200 --- NET ASSETS				11,500 ---

Shareholders' Equity Share Capital		10,000 Retained profits	 1,500 --- TOTAL SHAREHOLDERS' EQUITY		11,500 ---

Points to note:
 * Must be headed with the name of the reporting entity (e.g. Sunrise Ltd) and the date.
 * The van has not been depreciated and there are no other trading expenses
 * The terms 'Current Liability' and 'Long-Term Liability' are the traditional names possibly used by sole traders or partnerships. Limited companies may use the phrases 'Liabilities: Amounts falling due within 1 year' and 'Liabilities: Amounts falling due after 1 year'.
 * The Total Equity may also be called the 'Net Worth'.
 * The Net Worth is in principle what the company is worth, it shows the monetary amount that would effectively be left, if all assets were sold and all liabilities paid off.

title: Business finance


text:
User:Robbimj~enwikiversity

Robbimj is a student at Auburn University majoring in Finance.

title: User:Robbimj~enwikiversity


text:
Design and Develop Learning Resources

Unit Descriptor
This unit specifies the competency required to design and develop resources to support learning.

Competency Field Learning Design

Application of the Unit Learning resources are designed to enhance and support the effectiveness of the learning process. They provide guidance, materials, learning and assessment activities, and relevant information that address the competencies/learning outcomes to be achieved by the learner.

In the TAA04 Training and Assessment Training Package, learning resources are defined as learning materials that have been specifically developed to address a substantive area of teaching/learning and/or assessment guidance and support.

Learning resources may address a whole Training Package, a Training Package or course qualification or a learning program. Learning resources may also take the form of existing equipment, physical materials and physical resources within the learning environment.

Learning resources can take a variety of forms such as facilitation guides, learning guides/participant resources, assessment materials, workplace resources and text books, and may be self-paced or instructor-led. While primarily text and print-based, other mediums such as audio or video learning resources could be developed using this unit. The complexity of the resource will vary depending on its focus, type, audience and technological medium.

Although the range of learning resources may vary, the skills and knowledge required to design and develop them is the same, with instructional design being a critical aspect.

Where a learning resource product is built around an electronic medium, other critical skills, knowledge and outcomes are required. These are addressed through separate units of competency, TAADES503A Research and design e-learning resources and TAADES504A Develop and evaluate e-learning resources. Co-learning and co-assessment is suggested where competency across all media is required.

Design and development are combined in this unit. In some circumstances the design phase and content development are separated, especially in a large project. However, it is important that competency reflects the whole process.

Depending on the complexity of the resource, extensive consultation and working with others may be required.

This unit can provide a specific application for undertaking the generic unit TAATAS503A Manage contracted work.

The competency specified in this unit is typically required by trainers/facilitators, instructional designers, assessors and consultants.

Range Statement
The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.

The brief of the learning resource may include:

 * a client proposal

 * identified gap in the learning product market

 * a tender

 * an organisational need

Focus of the learning resource may include:

 * a whole Training Package

 * a Training Package qualification/qualifications

 * a traineeship/apprenticeship

 * an accredited course

 * individual competency standards/modules/subjects

 * a non-accredited course

 * a learning program

 * a learning resource to support the introduction/ implementation of new technology/equipment

Type of learning resource may include:

 * Training Package noted support materials, such as:

 * learner/user guides

 * trainer/facilitator guides

 * training guides

 * example training programs

 * specific case studies

 * professional development materials

 * assessment materials

 * other published, commercially available support materials for Training Packages/courses

 * organisational learning resources

 * competency standards as a learning resource

 * videos

 * CDs and audio tapes

 * references and texts

 * manuals

 * record/log books

 * learning resources and learning materials developed under the Workplace English Language and Literacy (WELL) program

 * learning resources produced in languages other than English as appropriate to target group learners and workplace

The learning resource is: ''designed to enhance and support the effectiveness of the learning process. It provides guidance, materials, learning and assessment activities, and relevant information that addresses the competencies/ learning outcomes to be achieved by the learner''

Likely target audience/s and learning environment must include:

 * who the learning resource is for

 * what the learning resource is designed to do

 * how the learning resource will be used

 * where the learning resource will be used

 * possible mediums to be used

Research may include:

 * interviews

 * focus groups

 * informal discussions

 * literature reviews

 * Internet research

 * evaluations of existing products

 * questionnaires

 * workshops

Characteristics of the learners/end users may include:
 * level of prior experience/knowledge of content area

 * skill/competency profile

 * range and response to previous learning experiences

 * level of education

 * socio-economic background, age, gender

 * current work

 * work culture

 * cultural and ethnic background

 * disability or learning support needs

 * preferred learning styles

 * motivation for learning

 * English language, literacy and numeracy needs

Existing information may include:

 * industry/end user needs

 * industry best practice and culture

 * existing learning resources and learning materials

 * relevant Training Packages/competency standards

 * relevant courses, curriculums, modules

 * workplace procedures, documentation, and requirements

 * industry coverage

 * roles and responsibilities of groups and individuals

 * information from industry experts and advisers

Ethical and legal considerations may include:

 * contract preparation

 * meeting contractual requirements

 * intellectual property

 * regulatory requirements including occupational health and safety (OHS)

 * organisational requirements

 * equity issues and needs

 * potential legal consequences of false, misleading or incorrect information

Development work plan may include:

 * timelines and milestones to be achieved

 * scheduled meetings and focus groups

 * consultative processes

 * handover requirements

 * equipment, learning resources and learning materials needed

 * industry information/practices

 * budget

 * identification of risks/risk management strategies

 * organisation/industrial politics

 * access to experts/advisers

Design options may include:

 * use and extent of practical activity-based content and passive content (reading, interpreting and absorbing information)

 * use and extent of text-based information and graphical information

 * level of depth of text-based information and sophistication of language

 * level of completeness in addressing the focus

 * options for presenting text-based information e.g. straight text, question and answer, case studies

 * visual design

 * sequencing of material

 * sources of further information/further reading

 * style guides

 * visual look

- presenting material in a logical order and sequence - opportunities for collaborative learning between learners - navigation tools - presenting material in order of increasing difficulty - opportunities for review of material and repetition - the need for learner activity and interactivity - inclusion of a variety of approaches and techniques for presenting information and - activities and for encouraging participation by learning - structure of the information - ensuring learning is embedded in a realistic and relevant context - techniques to engage the learner in learning
 * instructional design, for example:

- brainstorming - mind mapping - scenario setting - lateral thinking
 * creative thinking, for example:

- format - composition - balance - typography - images/graphics - charts/diagrams
 * visual/graphic design, for example:

- of other learning resources - up-to-date research on learning
 * research and evaluation, for example:

Reflect may include:

 * asking key questions

 * discussing details with others, for example:

 * colleagues

 * team members

 * other learning product developers/instructional designers

 * the client

 * supervisor/manager

 * standing back from work

 * setting specified times for reflection

 * reviewing personal skills

Learning styles may include:

 * theoretical

 * pragmatic

 * active

 * reflective

 * kinaesthetic

 * auditory

 * visual

Outline or prototype may include:

 * mock-up

 * framework

 * model

 * format specifications

Content specifications may include:

 * requirements of relevant Training Packages, competency standards/benchmarks

 * OHS requirements

 * work practices and procedures

 * culture and ethics of the learner/end user environment

 * organisational requirements

 * copyright/intellectual property agreements/ acknowledgements

Relevant personnel may include:

 * subject matter/technical experts

 * industry experts

 * colleagues

 * learners or users

 * industry stakeholders

 * specialist consultants, e.g. language, literacy and numeracy specialists

Mechanisms may include:

 * verbal or written communication with relevant personnel

 * verbal or written communication with content experts

 * project updates

 * internal/external reviews of drafts

Style guide may include:

 * fonts - types and sizes

 * line spacing

 * white space

 * icons

 * use of visuals - icons, photographs, pictures, diagrams

 * signposting

 * logos

 * ANTA Style Guide

 * client style guide

Methods may include:

 * evaluation by experts

 * pilot

 * focus groups

 * questionnaires

 * checklists

 * workshops

 * telephone interviews

Evaluation criteria may include:

 * meeting the brief

 * satisfaction of the client

 * timeliness

 * cost

 * design issues/modifications required

Evidence Guide
The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of assessment followed by identification of specific aspects of evidence that will need to be addressed in determining competency. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency.

Assessment must reflect the endorsed Assessment Guidelines of the TAA04 Training and Assessment Training Package.

Overview of Assessment

To demonstrate competency against this unit candidates must be able to provide evidence that they have designed and developed learning resources.

The learning resources provided as evidence must: clearly identify the target audience; be appropriate to the target group; and be well structured, clear, interesting, appropriate, easy to use, and accessible.

Competency also requires demonstrated ability to research learning resource requirements and content, seek and accept feedback, work effectively with a project team or other experts as required, and critically evaluate own work.

Evidence Requirements

Required knowledge includes:

- relevant terminology - training and assessment processes - Training Packages and competency standards - the Australian Quality Training Framework (AQTF) requirements - the Australian Qualifications Framework (AQF)
 * sound knowledge of the vocational education and training system, including:

- planning, analysis, development, synthesis, evaluation - presenting material in a logical order and sequence - opportunities for collaborative learning between learners - navigation tools - presenting material in order of increasing difficulty - opportunities for review of material and repetition - the need for learner activity and interactivity - inclusion of a variety of approaches and techniques for presenting information and - activities and for encouraging participation by learning - structure of the information - ensure learning is embedded in a realistic and relevant context - techniques to engage the learner in learning
 * instructional design, for example:

- format - composition - balance - typography - images/graphics - charts/diagrams
 * visual design principles/techniques, for example:

- interviews - focus groups - workshops - questionnaires - literature reviews - web research - pilot processes
 * research and evaluation techniques, including:

- behavioural learning theory - information processing theory - cognitive learning theory - andragogy - vocational education and training pedagogy
 * a general knowledge of the main branches of learning theory, for example:

- adults are autonomous and self-directed - adults have life experience to draw on - adults are goal-oriented - adults need relevance - adults are practical - adults need to be shown respect
 * learning principles, including:

 * cultural awareness

 * a range of learning approaches and styles of learning resources

- activist - reflector - theorist - pragmatist - kinaesthetic - auditory - visual
 * different learning styles, including:

- principles and definitions - how to work out the LLN level of likely users, and LLN requirements of the resource
 * language, literacy and numeracy (LLN) issues, for example:

- copyright and privacy laws relating to electronic technology - security of information - plagiarism - competency standards - licensing - industry/workplace requirements - duty of care under common law - anti-discrimination including equal opportunity, racial vilification and disability - discrimination - workplace relations - industrial awards/enterprise agreements
 * relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:

- OHS obligations of the training and/or assessment organisation, the trainer/facilitator and learner
 * relevant OHS knowledge relating to the work role, and OHS procedures which need to be included in the content of the learning resource

Required skills and attributes include:

- identify areas for improvement - recognise personal limitations
 * review and analysis skills to:

- collaborate with a range of people - seek feedback from others - be open to feedback and suggestions - maintain a network - listen - negotiate
 * communication and interpersonal skills to:

- using a range of software programs - using a range of office equipment
 * computer/technical skills, for example:

- writing from the learner's perspective - writing for different audiences - using plain English and correct grammar - pitching writing to the appropriate level - using an appropriate style - having an eye for detail
 * literacy/writing skills, including:

 * time management skills, including keeping to appropriate timelines

- identify critical learning points - structure and weight the contents appropriately - determine appropriateness of feedback
 * analytical skills to:

 * ability to develop a range of learning activities

- find content and relevant information - interview relevant people - solve problems - ask questions
 * research skills to:

Products that could be used as evidence include:

 * learning resources developed

 * letters to relevant personnel seeking comments and feedback

 * evaluation forms

 * minutes of meetings

 * drafts of resources

 * feedback received from others

Processes that could be used as evidence include:

 * how research was undertaken and why

 * how consultative process was set up

 * how industry or end user requirements were established

 * how resource was evaluated and reviewed

 * what methods were used to evaluate the process used for resource development and why

 * ways in which personal skills and efficiency were developed and monitored and why

 * how personal workload was managed

Resource implications for assessment include:

 * research for content of resources

 * access to experts for review and consultation

The collection of quality evidence requires that:

 * assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Requirements and Key Competencies

 * a range of appropriate assessment methods/evidence gathering techniques is used to determine competency

 * evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided

 * the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice

 * assessment meets the rules of evidence

 * a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated

Specific evidence requirements must include:

 * a complete print-based learning resource product that demonstrates competency in accordance with the specifications of this unit or

 * evidence of contributions to a range of learning resources and learning materials that in combination demonstrate competency in accordance with the specifications of this unit

 * evidence of transferable application to the development of other learning resources

 * designed under the guidelines for Training Package support materials

 * print-based

Integrated assessment means that: this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:
 * Design and develop learning programs
 * Design and develop learning strategies
 * Coordinate and facilitate distance-based learning
 * Manage contracted work

title: Design and Develop Learning Resources


text:
User:Rory096

Other Projects: pedia, wikt, meta, commons, news, source

title: User:Rory096


text:
Talk:Lie algebra study guide

Am I allowed to edit other people's comments here? For example, may I edit the first paragraph study hints? (Author: Roadrunner)--Hillgentleman|User talk:hillgentleman 06:20, 22 November 2006 (UTC)

 * The theories of Lie algebras and Lie groups, although intimately related, branch off into different directions (which come back to join together again at various points). The reference text is on Lie groups.   Is it better to change the title to Lie theory or Lie groups?--Hillgentleman|User talk:hillgentleman 08:21, 22 November 2006 (UTC)

title: Talk:Lie algebra study guide


text:
Bahá'í Faith

The Bahá'í Faith is a monotheistic religion which emphasizes the spiritual unity of all humankind. Three core principles establish a basis for Bahá'í teachings and doctrine: the unity of God, that there is only one God who is the source of all creation; the unity of religion, that all major religions have the same spiritual source and come from the same God; and the unity of humanity, that all humans have been created equal, coupled with the unity in diversity, that diversity of race and culture are seen as worthy of appreciation and acceptance. According to the Bahá'í Faith's teachings, the human purpose is to learn to know and to love God through such methods as prayer, reflection and being of service to humanity.

According to Bahá'í teachings, religious history is seen as an evolving educational process for mankind, through God's messengers, which are termed Manifestations of God. Bahá'u'lláh is seen as the most recent, pivotal, but not final of these individuals. He claimed to be the expected redeemer and teacher prophesied in Christianity, Islam, Hinduism, Buddhism, and other religions, and that his mission was to establish a firm basis for unity throughout the world, and inaugurate an age of peace and justice, which Bahá'ís expect will inevitably arise.

Readings

 * Bahá'í Faith

God

 * Bahá'ís believe in a single, unknowable God.
 * God is the creator of all things, including all the creatures and forces in the universe
 * God is a personal God, unknowable, inaccessible, the source of all Revelation, eternal, omniscient, omnipresent and almighty
 * God lets people know his will through his Manifestations
 * God is not a trinity
 * Other than the beliefs about god above, they also believe that all of the worlds major religions teach the same God.

Social beliefs

 * Unity of God
 * Unity of religion
 * Unity of mankind
 * Gender Equality
 * Elimination of all forms of prejudice
 * World peace
 * Harmony of religion and science
 * Independent investigation of truth
 * Universal compulsory education
 * Universal auxiliary language
 * Obedience to government and non-involvement in partisan politics
 * Elimination of extremes of wealth and poverty

Laws

 * Bahá'ís over the age of 15 recite an obligatory prayer each day. There are three such prayers among which one can be chosen each day.
 * Backbiting and gossip are prohibited and denounced.
 * Adult Bahá'ís in good health observe a nineteen-day sunrise-to-sunset fast each year from March 2 through March 20.
 * Bahá'ís are forbidden to drink alcohol or to take drugs, unless prescribed by doctors.
 * Sexual relationships are permitted only between a husband and wife, and thus homosexual acts are not permitted.
 * Gambling is strictly forbidden.

Resources

 * /Compilations/
 * /Current Events/
 * /Prophecy/
 * /Spouse Selection/

title: Bahá'í Faith


text:
User:AmiDaniel/monobook.js

document.write(' ');

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title: User:AmiDaniel/monobook.js


text:
Category:Narrative Film Production

These are the page of the Narrative Film Production

title: Category:Narrative Film Production


text:
User talk:AmiDaniel

Assuming licenses
What's the basis upon which you presume that and other images have been released under GFDL? sebmol ? 13:32, 27 November 2006 (UTC)
 * Based upon statements such as this, I think it's rather clear that his intention was to license the images under a free license, i.e. GFDL, but that he's having quite a few problems doing so and doesn't quite understand how image tagging and licensing on Wikiversity work. I left him a note on his talk page, asking him to remove my licensing if this presumption was incorrect. AmiDaniel (talk) 17:46, 27 November 2006 (UTC)

Hi AmiDaniel, Thanks for saving my work! I haven't been back for months on the theory that Big Brother was going to delete everything I did and I had no idea how to set the copyright. I didn't understand your instructions on my talk page, but it looks like I just need to edit the copyright section and replace everything with "self-GFDL-Cc-by-sa-2.5" (plus curly brackets)on every diagram. I did this on http://en.wikiversity.org/wiki/Motion_-_Kinematics. Hope it is okay! Harvey 20:16, 30 May 2007 (UTC)

Edit Summaries *Reply*
All right, I'll try to do that. Its just that sometimes I click enter... :P

link-correcting
Hi AmiDaniel, thx for correcting this. --Erkan Yilmaz 08:02, 2 December 2006 (UTC)
 * Not a problem :). AmiDaniel (talk) 08:17, 2 December 2006 (UTC)

Search hack
Hey, got your message on IRC. Thanks so much, that's brilliant! :D I put it here: commons:MediaWiki:Blanksearchextra.js. A minor tinker - can it be easily appended to Special:Search as well? thanks, commons:User:pfctdayelise 12:39, 4 December 2006 (UTC)

Introduction to VB6
Hey! I'm, "Richard2me", that unregistered user who was pumping up Introduction to VB6.

Stuff
Hi AmiDaniel - I read your concerns over there at the discussion. I am still thinking very carefully about the whole situation - my post previous to yours was a subtle allusion for my own uncertainty on the extent to which external Wikiversity information should be used for the evaluation of candidates. --HappyCamper 19:11, 10 December 2006 (UTC)

title: User talk:AmiDaniel


text:
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title: User:AmiDaniel/monobook.css


text:
Template:VBfooter

This template is for the bottom of pages in Category:Visual Basic to aid in navigation between them.

Usage
It will only link to a page that exists, so if there is no next page, set that parameter to "(none)" or something, and it wont put a link there.

title: Template:VBfooter


text:
Friedrich Nietzsche/Name Game

Learning Project Summary
While this lesson takes a light hearted look at the variation in the pronunciation of Friedrich Nietzsche's surname it raises issues of identity, meaning, knowledge and the nature of the author.
 * Suggested Prerequisites:
 * A sense of humor
 * An opinion
 * Time investment:
 * "I regard profound problems as I do a cold bath - quick in, quick out."

Learning Activity
Explore the resources and feel free to add new ones.

Ask friends, family and random strangers how they pronounce Nietzsche.

Start a debate about the possibility of providing a definitive pronunciation for Nietzsche's surname.

Undertake one of the assessment activities.

Resources

 * Bruces' Philosophers Song at YouTube
 * Friedrich Nietzsche at www.answers.com
 * Friedrich Nietzsche at Wikipedia

Assessment

 * Submit a recording of your chosen pronunciation.
 * Mark up your chosen pronunciation using the International Phonetic Alphabet.
 * Compose an appropriate limerick.
 * Pen an aphorism that explores the pronunciation.
 * Submit any questions and answers this activity has provoked.
 * Comment on the assignments that have been submitted to the site.

Active participants
Active participants in this Learning Group
 * Mystictim 14:34, 22 November 2006 (UTC)
 * Executivezen 21:23, 22 November 2006 (UTC)

Submitted Assessments
Please submit any material relevant to the assessments in this area. They will be revalued by peer assessment. So expect comments from other people and feel free to comment on everything on this page. I suggest that rather than using the discussion page you add comments directly to any submission using : to indent them.

title: Friedrich Nietzsche/Name Game


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Category:Graphic design

MERLIN'S

title: Category:Graphic design


text: Category:Typography

title: Category:Typography


text: Talk:Direct current/Semiconductors

title: Talk:Direct current/Semiconductors


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File talk:Namespacehierarchy.png

pls, o'd like to know the rights of the unborn child Um, this is a talk page for an image. I'll move your question to the Help desk though.--Rayc 16:44, 22 November 2006 (UTC)

title: File talk:Namespacehierarchy.png


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Category:Debates

Pages containing course pages that teach through on wiki debates. Debates should be scholarly, as opposed to about wikiversity

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User:MatthewFenton

Please direct queries to wikipedia:User_talk:MatthewFenton, thanks. MatthewFenton 17:10, 22 November 2006 (UTC)

title: User:MatthewFenton


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User talk:Caecilius~enwikiversity

Spanish
You have been signed up for the Spanish I course. Please view the assignments page to begin this class. --J.Steinbock 18:15, 22 November 2006 (UTC)

El Salón de Clase Flashcards
A new page has been created for helping students of spanish learn objects around the classroom. Enjoy!--Rayc 00:21, 12 December 2006 (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 Caecilius. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Caecilius~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 23:28, 17 March 2015 (UTC)

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

title: User talk:Caecilius~enwikiversity


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Portal talk:Cartography

Welcome
Subject: Cartographic modeling

Testing * 1 * 2 * 3 * ...is this thing on?

I really like Geography and have been a mapper since the 50's. I'm very excited about the emerging GIS technologies, especially the open source variety. I recently discovered and am getting ready to explore the wiki-aware GIS organizations:
 * OpenGIS
 * GeoTools
 * WikiMapia
 * OpenLayers
 * ...many more...

I've started a case study for my local community called Paducah2020, which includes a conceptualization of a series of interactive WikiMaps that depict the Tennessee Valley Divide begining in my hometown and current place of residence – Paducah, USA.

The project begins by digitizing two USGS topographical maps that show the divide clearly. Layers and layer algorithms will be added and subtracted to and from a software model to systematically "build and unbuild" the built environment. Combining time-referenced geodata, the local public record, archives, archeological findings, and other creative endeavers, the abstraction is being designed to reveal a retroactive timeline of Paducah's development.

Funding for field work is procured through a generic quazi-commercial sister project that has been primed up at COMMUNITY.WIKIA.COM and at the Purchase Area Watershed Mapping Project, both hosted at Wikia.

I'm hoping that other folks along the divide (which goes through eight U.S. states) will discover these efforts. This could of course take years. But I'll plod along alone as long as it takes. I expect however, that the general topic of Cartography should populate steadily. Wikiversity will take a while to gather steam, but if you should find this topic abandoned, please jog my memory. CQ 20:40, 22 November 2006 (UTC)

Shared maps as learning objects
I have a shared map here and some local participants. The closest confluence point is latitude:37 longitude:-89 and we'll be adding USGS benchmarks soon. An interesting point is The Monkey which is a very tall TV tower at Monkeys Eyebrow that can be seen for miles within the study area, a large portion of which is a wildlife refuge.

For Ecology studies, we are looking at the local creek systems Humphrey and Clanton which flow together here and empty a short way downstream into the Ohio River. A big problem in our county is that some farmers plow, plant and cultivate right up to the sides of the creeks causing severe soil erosion. We hope to enter into a self-funding campaign to use the research materials to organize locals into a transition community comprised of Transition Towns.

A nifty way to get people (younger and older) interested in the mapping adventure is through Geocaching, Benchmarking, Orienteering and lots of other fun stuff. GPS navigation devices are getting better and less expensive. I think we will be able to craft learning objects in the form of shared maps that employ these types of emerging technologies that can become Open Education Resources. --CQ 15:22, 19 July 2009 (UTC)

title: Portal talk:Cartography


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Bahá'í Faith/Compilations

A goal of this learning project is to create compilations of passages from religious texts.

Introduction
There are writings in the Bahá'í Faith about qualities of a true seeker. A goal is to search writings of many religions to create a compilation of quotes that can assist in the search of Truth.

Compilation
Qualities of a True Seeker

title: Bahá'í Faith/Compilations


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Bahá'í Faith/Compilations/Qualities of a True Seeker

The Step of Search
But, O my brother, when a true seeker determineth to take the step of search in the path leading to the knowledge of the Ancient of Days, he must, before all else, cleanse and purify his heart, which is the seat of the revelation of the inner mysteries of God, from the obscuring dust of all acquired knowledge, and the allusions of the embodiments of satanic fancy. He must purge his breast, which is the sanctuary of the abiding love of the Beloved, of every defilement, and sanctify his soul from all that pertaineth to water and clay, from all shadowy and ephemeral attachments. He must so cleanse his heart that no remnant of either love or hate may linger therein, lest that love blindly incline him to error, or that hate repel him away from the truth. Even as thou dost witness in this day how most of the people, because of such love and hate, are bereft of the immortal Face, have strayed far from the Embodiments of the divine mysteries, and, shepherdless, are roaming through the wilderness of oblivion and error. That seeker must at all times put his trust in God, must renounce the peoples of the earth, detach himself from the world of dust, and cleave unto Him Who is the Lord of Lords. He must never seek to exalt himself above any one, must wash away from the tablet of his heart every trace of pride and vainglory, must cling unto patience and resignation, observe silence, and refrain from idle talk. For the tongue is a smouldering fire, and excess of speech a deadly poison. Material fire consumeth the body, whereas the fire of the tongue devoureth both heart and soul. The force of the former lasteth but for a time, whilst the effects of the latter endure a century.

That seeker should also regard backbiting as grievous error, and keep himself aloof from its dominion, inasmuch as backbiting quencheth the light of the heart, and extinguisheth the life of the soul. He should be content with little, and be freed from all inordinate desire. He should treasure the companionship of those that have renounced the world, and regard avoidance of boastful and worldly people a precious benefit. At the dawn of every day he should commune with God, and with all his soul persevere in the quest of his Beloved. He should consume every wayward thought with the flame of His loving mention, and, with the swiftness of lightning, pass by all else save Him. He should succour the dispossessed, and never withhold his favour from the destitute. He should show kindness to animals, how much more unto his fellow-man, to him who is endowed with the power of utterance. He should not hesitate to offer up his life for his Beloved, nor allow the censure of the people to turn him away from the Truth. He should not wish for others that which he doth not wish for himself, nor promise that which he doth not fulfil. With all his heart should the seeker avoid fellowship with evil doers, and pray for the remission of their sins. He should forgive the sinful, and never despise his low estate, for none knoweth what his own end shall be. How often hath a sinner, at the hour of death, attained to the essence of faith, and, quaffing the immortal draught, hath taken his flight unto the celestial Concourse. And how often hath a devout believer, at the hour of his soul's ascension, been so changed as to fall into the nethermost fire. Our purpose in revealing these convincing and weighty utterances is to impress upon the seeker that he should regard all else beside God as transient, and count all things save Him, Who is the Object of all adoration, as utter nothingness.

These are among the attributes of the exalted, and constitute the hall-mark of the spiritually-minded. They have already been mentioned in connection with the requirements of the wayfarers that tread the Path of Positive Knowledge. When the detached wayfarer and sincere seeker hath fulfilled these essential conditions, then and only then can he be called a true seeker. Whensoever he hath fulfilled the conditions implied in the verse: "Whoso maketh efforts for Us,"[1] he shall enjoy the blessing conferred by the words: "In Our ways shall We assuredly guide him."[2]

Baha'u'llah, Kitab-i-Iqan

No Desire Save Union with His Beloved
The true seeker hunteth naught but the object of his quest, and the lover hath no desire save union with his beloved. Nor shall the seeker reach his goal unless he sacrifice all things. That is, whatever he hath seen, and heard, and understood, all must he set at naught, that he may enter the realm of the spirit, which is the City of God. Labor is needed, if we are to seek Him; ardor is needed, if we are to drink of the honey of reunion with Him; and if we taste of this cup, we shall cast away the world.

On this journey the traveler abideth in every land and dwelleth in every region. In every face, he seeketh the beauty of the Friend; in every country he looketh for the Beloved. He joineth every company, and seeketh fellowship with every soul, that haply in some mind he may uncover the secret of the Friend, or in some face he may behold the beauty of the Loved One.

And if, by the help of God, he findeth on this journey a trace of the traceless Friend, and inhaleth the fragrance of the long-lost Joseph from the heavenly messenger, [1] he shall straightway step into THE VALLEY OF LOVE and be dissolved in the fire of love. In this city the heaven of ecstasy is upraised and the world-illuming sun of yearning shineth, and the fire of love is ablaze; and when the fire of love is ablaze, it burneth to ashes the harvest of reason.

[1 Refer to the story of Joesph in the Qur'an and the Old Testament.]

Baha'u'llah, The Seven Valleys

Attachments to the Material
On the morning of the third day, a Canon of the Anglican Church met him at breakfast. The conversation turned on the reluctance of the rich to part with their possessions, Abdu'l-Baha, quoting the saying of Jesus, "How hardly shall they that have riches enter into the Kingdom of Heaven." He remarked that only when the true seeker finds that attachments to the material are keeping him from his spiritual heritage, will he gladly enter the way of renunciation. Then will the rich man joyfully share his worldly possessions with the needy. Abdu'l-Baha contrasted the unpretentious hospitality before him with the costly banquets of the wealthy, who too often sit at their feasts forgetting the hungry multitudes.

He urged his hearers to spread the light in their own homes so that finally it would illuminate the whole community.

'Abdu'l-Baha, 'Abdu'l-Baha in London


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Bahá'í Faith/Prophecy

Introduction
Bahá'ís believe that Baha'u'llah is the Promised One of all religions. A goal of this learning project is to compile information that assists in determining the truth of this claim

Prophecies

 * Prophecy of the Old Testament
 * Prophecy of the New Testament
 * Prophecy of Hinduism
 * Prophecy of Buddhism
 * Prophecy of Zoroastrianism
 * Prophecy of Islam
 * Prophecy of Bábism

Research Tools

 * Search Writings of the Bahá'í Faith and other World Religions
 * World Religions Free Research Library
 * The Prophecy Fulfilled Webpage
 * Messengers of God

title: Bahá'í Faith/Prophecy


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Bahá'í Faith/Current Events

Introduction
Bahá'ís believe that there are dual processes currently operating in the world. There are dual processes of destruction and construction. A goal of this learning project is to compile news articles to determine the truth that there are "simultaneous processes of rise and of fall, of integration and of disintegration, of order and chaos, with their continuous and reciprocal reactions on each other, are but aspects of a greater Plan, one and indivisible, whose Source is God, whose author is Baha'u'llah, the theater of whose operations is the entire planet, and whose ultimate objectives are the unity of the human race and the peace of all mankind."

Subjects

 * Science

title: Bahá'í Faith/Current Events


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Bahá'í Faith/Current Events/Science

Human Health
So Big and Healthy Grandpa Wouldn’t Even Know You,New York Times, July 30, 2006

Relevant passage from the Universal House of Justice

What is Bahá'u'lláh's purpose for the human race? For what ends did He submit to the appalling cruelties and indignities heaped upon Him? What does He mean by 'a new race of men'? What are the profound changes which He will bring about?

The Universal House of Justice in Wellspring of Guidance, pp. 114-15

title: Bahá'í Faith/Current Events/Science


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User:Mystictim

Wikiversity is a very exiting project. I hope to help out at the department of education. I'm also particularly interested in Continental Philosophy. I intend to expand this page in the near future with some biographical details and a regular Learning blogg which incorporates subject specific blogs  Learning to learn a wiki way.

Useful Links

 * My learning blog
 * alphabetical list
 * page views
 * Sandbox
 * User:Mystictim/monobook.css is the final stylesheet in the cascade of Common.css, Monobook.css, Mystictim/monobook.css. I've use this to remove the rounded corners from monobook.

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User:Mystictim/Sub Learning blog

What I'm up to at Wikiversity and Why?
I'm looking through all the articles in the main name space to find examples of learning activities. The main reason I began this project was to find examples of good practice that could be shared with the rest of Wikiversity. However as the advert says "It's not ready yet!" so the project has ended up identifying mainly learning activities that need to be developed further. I feel this is still useful as it makes finding these pages for further development much easier. This journey through the Wikiversity is also providing me with a good over view of were we are up to. I've found a number of pages that have no or very little content. I've added the, and the  templates to these pages. This will make finding these pages in the future easier. This will be useful when there are clear policies in place about what to do with these types of pages. I'm not entirely clear when to use which template. I only use on pages with no content. I tend to use for pages that I think will become important to Wikiversity in the future and  for the rest. The majority of the pages I've seen either provide information on various topics or provide guides on how to do various things. I've not put these into any category as personally I think most of them would be better off as a Wikipedia or Wikibooks entries. There are quite a few pages that are project outlines I haven't added these to the learning activities category or those that provide lesson plans and other materials to help with planning learning.Mystictim 17:10, 26 January 2007 (UTC)

First entry 20:32, 22 November 2006 (UTC)
This is the first entry on my learning blog. I've done quite a bit of work today at Wikiversity. Most of it has been structural and not much to do with learning. I want to keep this blog as part of improving my own practice as both a learner and a learning facilitator. I'm going to use it as part of being a reflective practitioner. This will mean providing descriptive accounts of specific experiences from my point of view. The next step will be to write down how this experience made me feel and whether I'd want to repeat it. The next stage is to reflect and record why I had these feelings. The next stage is to record how I think I could modify this experience. The final stage is to record the outcome of repeating this modified experience.

title: User:Mystictim/Sub Learning blog


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Category:Pages moved from Meta

__HIDDENCAT__ These pages were imported from Meta Wikimedia.

title: Category:Pages moved from Meta


text: Category:Pages moved from another project


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Introduction to Media Studies

Media Educators have developed a set of Key Concepts through which new students can be introduced to the subject. These are often remembered through the acronym MIGRAINE:

M - /Media Language/ I - /Institutions/ G - /Genre/ R - /Representation/ A - /Audience/ I - /Ideologies and Values/ N - /Narrative/ E - Economical, political, social, historical!

These should be seen as a starting point for the study of the Media and not an exhaustive model of Media Studies.

title: Introduction to Media Studies


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Introduction to Media Studies/Media Language

The production techniques used in the media context to communicate through the medium with the audience.

POV
Creating a sense of accompaniment and experience. eg. - over the shoulder -low angle -high angle -point of view -ariel -dutch angle

Camera Movement
-zoom -pan(left/right/up/down)

Sound
diagetic= the sounds from the text eg. dialogue non-diagetic= anything thats not from the text and has been added to it eg. music, sounds effects, voice over

Music
The music in the film. How it creates effects for different scenes.


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Introduction to Media Studies/Institutions

Media Educators refer to the organizations that control or influence the Media as Institutions. Traditionally this includes Production Companies and Regulators. However as the democratization of the Media continues individuals may be thought of as extremely influential through internet sites such as YouTube and Wikipedia.


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Introduction to Media Studies/Genre

Genre is currently a contentious Key Concept. Traditionally Media Theorists have studied the way different Media texts fall into different categories (or Genres) such as Horror, Soap Opera or Broadsheet Newspaper.

However as media producers blur the boundaries between different genre the study of the concept itself becomes more problematic. At an introductory level it is still useful to look at the Generic Conventions of a text to see how it fits into the media world.

title: Introduction to Media Studies/Genre


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Generic Conventions

Generic Conventions are the features shown by texts that allow them to be put into a specific genre. For example almost all Westerns use the Iconography of cowboy hats, six shooters, horses and spurs to place them in their genre. Similarly Situation Comedies will often have canned laughter, a few specific and long-running characters and locations and will have several catch-phrases.

Generic conventions includes such things as different conventions, words, people, and objects. Generic conventions are very useful to producers and audiences alike. Producers can attract a specific target audience by making it very explicit what genre the text falls into. Audiences can easily identify a genre of text and choose to consume it or not.

Generic conventions also determine what category the text is i.e. print and non-print and because of this people can either hear the Genre and/or read the Genre

title: Generic Conventions


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User talk:Rjstar7~enwikiversity

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 Rjstar7. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Rjstar7~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 23:51, 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) 06:20, 19 April 2015 (UTC)

title: User talk:Rjstar7~enwikiversity


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Algebraic structures/Representation theory

Representation theory is the study of symmetries. We study ways to represent abstract algebraic structures (groups, algebras, Lie algebras, etc) as linear transformations (e.g. matrices). Representation theory serves, and is enriched by, Algebra, Analysis, Geometry, Category Theory, Combinatorics,  Number Theory and Theoretical Physics (where it is called group theory).

Resources

 * Topic:linear representations of finite groups
 * Topic:Lie groups and Lie algebras
 * Complex semi-simple Lie algebras and their representations
 * Topic:Virasoro algebra

Offsite Learning Materials

 * http://www.ams.org/online_bks/online_subject.html

Recommended Reading Material

 * J.-P. Serre: Linear Representations of Finite Groups
 * J.-P. Serre: Complex Semi-simple Lie Algebras
 * Fulton and Harris: Representation theory. A first course
 * Knapp

Wikipedia

 * Representation theory
 * Category:Representation theory
 * Lie groups
 * Lie algebras
 * Category:Lie groups
 * Category:Lie algebras


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User:Ezhiki

See w:en:User:Ezhiki.

title: User:Ezhiki


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Template:Deprecated

Usage: This template is used to mark project pages, categories, and templates that have been deprecated.

Syntax:

title: Template:Deprecated


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Amplifier

This learning project is about electronic amplifiers such as those used with an electric guitar.

Principles
An amplifier uses a small weak electronic signal and a power supply to produce a larger strong signal. This task can be done the new way using solid-state devices usually called transistors or an older way using electron tubes, also called valves. Amplification can also be done in an even older way mechanically using a horn of some type as in the Victrola and similar devices. The principles of amplification are ancient as in the medical stethescope and who knows how far back?

 * Wikipedia: An electronic amplifier is a device for increasing the power of a signal.

Types and kinds
All amplification methods have common aspects most of which are expressed as ratios:
 * Gain - the ratio between input and output energy
 * Signal to Noise - Generally, the ratio between harmonic content that is desireable to that which is undesirable
 * Efficiency - An amalgamation of factors used to measure energy that is used productively or dissipated as heat or other incidental loss
 * Frequency response - A measure of an amplifier's ability to respond to various types of periodic change.
 * ...several others

Electronic amplification can happen over a wide band of frequencies and physical conditions ranging from audible sound to electromagnetic radiation. The design parameters and objectives of an amplifier circuit are methodically built to a variety of types and kinds. For this discussion, we shall begin with an elementary examination of the Audio Amplifier.

 * Point to ponder: Can visible and invisible light be amplified? Some might argue that anything that can be modulated, can be amplified. spoil

Sound transducers
A sonic signal enters and exits an amplifier by means of a sound transducer. Input devices such as microphones, magnetic pickups and piezo-electric devices faithfully translate sound, mechanical vibration or other type of audible energy into variable electrical energy that can enter the input stage or circuit. Output devices for converting amplified electrical energy back into sound are most commonly called loudspeakers.

Electron tubes
The first electronic amplifiers used evacuated glass tubes containing four basic types of conducting members:
 * 1) filament - also called heaters, these innermost elements usually composed of tungsten, emmited energy in the form of heat producing the orange glow seen from behind a vintage guitar amplifier.
 * 2) cathode - this electrode connected directly or through a resister to the negative side of a DC Power source supplies a stream of electrons knocked off of it by the heat from the filament toward an outermost electrode called the...
 * 3) plate - this electrode is connected to the positive side of the power supply through a resistive or inductive load componant used to develop the amplified power of the tube (valve).
 * 4) grid - One or more screen-like elements are placed between the cathode and plate and present to the tube an input signal that represents a varying voltage that is biased somewhere between the negative potential of the cathode and the positive postential of the plate.

The kinetic energy allowed to flow between the cathode and the plate varies indirectly but at the same rate as the potential energy on the grid. To understand the operation of an amplifier tube, one should thing in terms of voltage with repect to ground. In most classic tube designes, the negative side of the power supply was connected with the chassis of the aparatus which was in turn connected (for best results) to Earth ground. Earth ground is nearly always at a 0-volt potential, unless of course a lightning strike or other anomoly is nearby.

under construction

title: Amplifier