text:
Islamic political thought/Ibn Khaldun

Ibn Khaldun is integral to Islamic political thought by way of his theories on reforming society. Khaldun’s conclusion was that societal reform was integral within the Islamic world, and that it could be achieved personally or through advising a prince in power on ruling with wisdom. Eventually Khaldun decided that he was not personally allured by the opportunities of power, and instead focused on teaching, despite multiple incidences of taking the position of Judge in Cairo. Overall, his experiences allowed him to amass a wide body of historical knowledge as well as political knowledge, providing him with the perspective needed to write at length about knowledge, history, and social change.

Also crucial to Islamic political theory were his contributions on moral and immoral forms of authority—he made clear a hope for the continuity of the position of Deputyship. Khaldun is also responsible for making use of the Circle of Power ideals. He called the world a garden that encompassed the necessary components of well-being for an Islamic public, taking into account not only those in power, but also the people they were defined to serve. This set the precedent for policies like low taxation and generous stipends. He considered the state a natural and essential accompaniment to humans. However, he also stated that humans were only obligated to the state if it was governed under the Shari’a law- a thought that aligned itself with a Sunni perspective. Overall, Khaldun’s Prolegomena makes the argument that dynastic patterns will continually repeat themselves, and based historically on this information, he could infer the manifestations of specific characteristics of the modern state that would apply. He also provided a new perspective on the development of a modern society, emphasizing asabiyya (group feeling) as a mechanism for positive achievement, and explaining primitive society as the starting point for establishing the state and empire. Black’s description of asabiyya emphasizes both the importance and neglect of this intellectual concept as well as all of Khaldun’s work.

title: Islamic political thought/Ibn Khaldun


text:
Islamic political thought/Twelvers

Twelver Shi’ism

Required Reading: The Isma'ilis: Their history and doctrines Farhad Daftary Cambridge University Press, Great Britain 1990

Goals: Read pages 57- 85, 126-190 to gain context for and history of the Twelvers. Also, read all of 252 through 253 and discuss the evolution of Twelver law. Discuss the important modern aspects of Twelver politics, particularly where they dominate, in Iran and Iraq.

Important Definitions: hujja- proof or testimony, argument. Shi'a: 'proof' of god's presence of will, including a person who is evidence of mankind, god's will.

Modern Implications:

Iranian Shi'ism is an integral portion composing the image of Twelvers. Ahmadinejad has expressed intentions for a "powerful, developed and model Islamic society. Today, we should define our economic, cultural and political policies based on the policy of Imam Mahdi’s return. We should avoid copying the West’s policies and systems."

The Twelfth Imam, according to the Shi’ites in general, comes to ease the chaos, but Islam exists prior to the Imam’s return, and thus any justification Ahmadinejad has made of his behavior in terms of the Imam rings familiar to a Hojjatieh belief. The Hojjatieh of Iran believe that creating chaos in the world, which could involve unjust acts or acts that disturb the peace can speed the return of the Twelfth Imam.

The government must not only allow for conditions which are suitable to the arrival of the next Imam, such as uniting Islamic people by way of their religious beliefs, it must create the conditions commonly viewed as necessary to the arrival of the Twelfth Imam—a chaotic element or a profound spiritual tragedy within the world as we know it. Ahmadinejad has publicly proclaimed his belief in the Twelfth Imam—the individual Westerners would describe this, through translation style comprehension of the religion, as the messianic aspect of Iran’s Islamic culture. It must also be noted that Shi’ite Muslims, who prescribe to the belief in the return of the Twelfth Imam, comprise the majority in not only in Iran, but also in neighboring Iraq.

Generally held true that human believers cannot actually instigate the arrival of the Twelfth Imam in any way, the chaos that invites the Imam’s arrival is a necessary condition leaders can instigate (their main element of control), as it is a worldly aspect of the dilemma. This belief held by the Iranian group, called the Hojjatieh, can become integral to messianic action as regards Islamic countries.

An additional point of concern that may be held by Ahmadinejad if he is indeed in pursuit of the “utopia of the ideally just Islamic commonwealth” (Skocpol, 280) that could be reigned in by the Twelfth Imam, is in the deputy that some Shi’ite Muslims believe will assist the returned twelfth Imam here on earth. This deputy will be a conduit through which the Imam Mahdi will rule.

The population of Iran can be characterized as a cultural and religious people, swayed by a “popular messianic yearning for the return of the Twelfth Imam”. (Skocpol, 277)

...because it is Shi’a Islam that led to and was the necessary condition for the Iranian Revolution. It is “radical-fundamentalist Shi’a clerics” that led, under Khomeini, the formation of the Islamic Republic Party. (Skocpol, 277)

The return of the Twelfth Imam means a return to a world aligned with God, no longer experiencing the spiritual strife of the divisions currently experienced on a day-to-day basis in the world as we know it.

“legitimate authority in the Shi’a community has long been shared between political and religious leaders, neither of whom can unambiguously claim to represent fully the will of the “Hidden Imam,” a supreme leader who went into transhistorical occultation in the ninth century.”

Important Points:

- Twelver Shi'ism is the "crystallized" version of the moderate trend representing the majority body of the Shi'a (Daftari, 58) -It is associated with non-Zaydi Shi'is in that they "had come to acknowledge chiefly the Husaynid Fatimids".

-The Imam Mahdi, according to the text, is "still awaiting the parousia of the twelfth imam." -Incorporates the importance of the ideal that the "second Islamic century would be a turning point in the realization of the Shi'i messianic expectations" -Makes provisions for Abu Hashim as Mahdi. There is also a possibility for the descendents of Ibn al-Hanafiyya or Ibn al-Hanafiyya himself when at the point at which his last descendent died. (Daftari, 61)

-The Twelvers are historically connected to the Ghulat (minority Muslim groups who sometimes ascribe extraordinary levels of divinity to their rulers) (Daftari, 64)

-The adoption of taqiyya by Twelvers is integral to their historical formation of politics (Daftari, 71)

-Ja'far al-Sadiq's imamate provides the basis for Twelvers as well as Isma'ilis. Refer to 85 for specific principles Ja’far contributed (Daftari, 83)

-"On the basis of certain allusions found in the early Isma'ili sources, it seems that the central leaders of the sect, before 'Ubayd Allah's reform, assumed the rank of hujja for themselves. It was mainly through the hujja that one could establish contact with the exalted 'ayn, namely the imam; and the imam referred to the hidden Mahdi. In other words, the leaders of the movement at first apparently acted as the hujjas of the hidden Muhammad b. Isma'il and summoned people to obey him. By his reform, 'Ubayd Allah had in effect openly elevated himself and his predecessors from the hujjas of the expected Qa'im to actual imams. This, of course, also implied the denial of the Mahdiship of Muhammad b. Isma'il." (Daftari, 126)

-"It was in this sense that the application of the term was systematized by the Twelver Shi'is to designate the category of prophets and imams and, after the Prophet Muhammad, more particularly of the imams without whom the world could never exist." (Daftari, 126-7)

- Succesors of Buwayhid Mu'izz al-Dawla led to the thought and practices that allowed for the development for twelvers. (Daftari, 186)

-Usuli school adherents are authorized to be agents of the hidden twelfth imam. (Daftari, 252-3)

Questions:

1.	Discuss the evolution of Twelver Shi’a Law as well as the important figures involved.

2.	Discuss the nature of the Twelver beliefs in relation to/versus other branches of Islam previously discussed or with further research.

3.	Distinguish the Shi’a beliefs, from the Mahdist or Twelver perspective, about Imams and the Imam Mahdi. In other words, why do Twelvers believe what they believe, and practice in the way they practice?

4.	Describe a principle you find most applicable to Twelver thought that stemmed from Ja’far al-Sadiq’s ideas.

Recommended Readings:

Ludwig, Paul “"Iranian Nation" and Iranian-Islamic Revolutionary Ideology.” Die Welt des Islams 39 (1999). Journal on-line. Available from http://links.jstor.org/sici?sici=0043-2539%28199907%292%3A39%3A2%3C183%3A%22NAIRI%3E2.0.CO%3B26 600432539. Accessed 1 March 2007.

Sells, Michael “Expectation of the Millennium: Shi’ism in History  Review by Nasr, Seyyed Hossein; Dabashi, Hamid; Nasr Seyyed Vali Reza.” The Journal of Religion 71 (1991). Journal on-line. Available at http://links.jstor.org/sici?sici=0022-4189%28199104%2971%3A2%3C298%3AEOTMSI%3E2.0.CO%3B2-6. Accessed 1 March 2007.

Skocpol, Theda “Rentier State and Shi’a Islam in the Iranian Revolution.” Theory and Society 11 (1982). Journal on-line. Available from http://links.jstor.org/sici?sici=0304-2421%28198205%2911%3A3%3C265%3ARSASII%3E2.0.CO%3B2-W. Accessed 1 March 2007.

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

title: Islamic political thought/Twelvers


text:
User talk:JimD~enwikiversity

Linux Comptability test..
Hmm, that is quite a good point. I hadn't thought of Linux LiveCd's as a sort of compatability tests, and presuming there are no differences between what drivers are available between the LiveCD and the install, I suppose they sort of are. --Remi 02:52, 15 April 2008 (UTC)
 * Ubunt LiveCD wouldn't run on my laptop. This was way back when I tried. :< --Remi 23:05, 18 May 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called JimD. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name JimD~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:JimD~enwikiversity


text:
User talk:Seahen

Wikipedia service courses
Hi Seahen, thanks for Wikipedia service-learning courses - very interesting. Have you seen the following pages, which could be linked and developed:Wikipedia, Wikiversity and Wikipedia services? I'm adding some links below which might get you started - please don't hesitate to ask me any questions, and please be bold and dive into Wikiversity! Cormaggio talk 21:21, 5 June 2007 (UTC)

title: User talk:Seahen


text: Category:Wikipedia service

title: Category:Wikipedia service


text: User talk:Hellomeredith

title: User talk:Hellomeredith


text: User talk:Coley Gibson

title: User talk:Coley Gibson


text:
Talk:Wikipedia service-learning courses

I was interested to find "601 Web law in the United States" down at the bottom of the sequence. I have been working on The GFDL and you, a learning resource for new Wikiversity visitors. Is Wikipedia service-learning courses intended to be for people who have a significant amount Wikipedia editing experience and who now want to be "certified" or is it intended to also be a learning resource for people who want to learn how to start participating at Wikipedia as an editor? --JWSchmidt 22:12, 5 June 2007 (UTC)

 * Both. We'll have editing assignments, but credit will be given for an assignment that was already completed at the time of enrolment. Seahen 02:01, 6 June 2007 (UTC)

Wikip/media
I wonder if we could/should create separate similar pages for contributing to, say, Wikinews and Commons, or should there be common pages that could relate to all WMF projects? Cormaggio talk 21:53, 7 June 2007 (UTC)

 * I think it should be the same pages for all projects to avoid unnecessary division. Otherwise the classes for projects other than Wikipedia will be too small. Seahen 20:11, 12 July 2007 (UTC)

 * I think where the skills are common a consolidated course would be good but for site specific tools specialized classes are good too. 70.110.48.65 04:29, 17 September 2007 (UTC)

How about losing the certificate (or whatever you call it) ?
Is there considered that users also can lose the certificate ? Is this for lifetime ? To keep the quality of Wikimedia projects high for the future: there could be added the requirement that if not reached x credits per each 6 months or so the certificate would be lost.

There are also other possibilities to lose the certificate (or whatever you call it): cheating at the test, ... Erkan Yilmaz (evaluate me!, discussion ) 16:04, 31 August 2007 (UTC)

 * I think attempting to punish or coerce learners is a bad idea. The certificate should state specifically what was accomplished and the date of completion.  People can draw their own conclusions if someone gets sloppy or lazy and all their certificates are very old.  70.110.48.65 04:31, 17 September 2007 (UTC)

New school
I've started a new course/school (don't know what to call it) at School:WikiPolice, covering aspects of a "profile" as I'd call it, of people who do a certain spectrum of helping at wikipedia. Let me know what you think, if it gets enough support I'll go through starting up a WikiProject on en.wikipedia, and tackling the abundance of course material that needs to be designed. My vision: In less than a few years taking the course becomes almost a standard for vandal fighters and the like. Any help is much appreciated! --Pumpmeup 05:55, 24 October 2007 (UTC)
 * I also think it would be a good idea to make a topic called Wikimedia or whatever, as it could expand into a range of learning materials to better equip everyone on all wikis, plus invariably teaches good life skills. Probably moving this page there and developing it would be good, as I'm sure if me & others go around starting projects and spreading the word on wikis far & wide, it will really take off --Pumpmeup 05:55, 24 October 2007 (UTC)
 * We have an embryonic Topic:Wikimedia. --JWS 13:57, 24 October 2007 (UTC)
 * Oh, shows huh *duh...* I am --Pumpmeup 01:56, 25 October 2007 (UTC)

University course on Wikipedia
A university course on "Wikipedia - authoring, reliability, and technology" might be collaboratively developed at the Wikipedia learning resource page, if several people contribute. Until now, a list of existing learning resources has been compiled, and some quizzes are under development. Should the developed material be placed somewhere else at Wikiversity? How should the page be related to this page? Discuss at talk:Wikipedia. And please contribute! Mange01 21:08, 14 November 2008 (UTC)

Some thoughts on this project

 * A probable way of how these certificates will work is that certificates will not add up to each other, but will rather be separated in clusters from each other. For instance, when a person studies geography on a school, his grades will not count at maths and vice versa.
 * I don't like the numbering system. I do like the idea of certificates, so that's why i'm here.
 * The success of this project, highly depends on how it will evolve in practise.--Daanschr 12:49, 18 November 2008 (UTC)

title: Talk:Wikipedia service-learning courses


text:
Free culture movement

Welcome to the Wikiversity learning project for the Free Culture Movement. Participants in this project explore learning resources about the Free Culture Movement.

Reading

 * Free culture
 * Free Culture movement
 * Open educational resources
 * FreeCulture.org

Activities

 * Discuss and ask questions about the free culture movement. See: Across the Wikiverse.
 * Add additional content to Wikiversity about the free culture movement.
 * Make links to Wikiversity from the two Wikipedia pages listed above.

External resources

 * Brown free culture
 * w:Wikipedia:Wikipedia Signpost/2007-06-04/Dutch government
 * OER links on technorati
 * Open Source Culture, Spring 2008 - Mark Tribe, Brown University

title: Free culture movement


text:
Fair use

Welcome to the Wikiversity learning project for Fair Use.

Reading

 * Fair use considerations and Exemption Doctrine Policy.
 * Fair use
 * w:Wikipedia:Non-free content

Screen shots of reviewed software
Wikiversity has many learning resources that are tutorials for software or that review the utility of software (example). When discussing copyrighted software, it is often useful to provide screenshots as visual aids. Wikiversity has Template:Software-screenshot that can be used as explained at Uploading files.

In some cases, parts of copyrighted works can be used without permission in order to illustrate commentaries or for education/teaching (see Non-free content). One concern for "fair use" is that it does not disrupt the potential market for or value of the copyrighted work. In the United States, this does not mean that reviews and commentaries cannot be critical. However, at Wikiversity, extra care should be taken when using screenshots to illustrate copyrighted software features that are not viewed as useful to learners. It is not the purpose of Wikiversity to complain about software, but rather, to help learners use software to achieve their learning goals.

It is good practice to find webpages such as this before you upload screenshots of copyrighted software. Microsoft has ten specific guidelines for screen shots of works that they own. For example, the image on the right side of this page shows copyrighted Microsoft software. Microsoft allows fair use of such screen shots for educational purposes such as tutorials. Their instructions say, "You may not use portions of the screen shots". Does this mean that you are required to show the entire captured image as seen on the computer screen when the screen shot was captured? If so, then the image used here to illustrate a screen shot does not meet their requirements. This illustrates the many ambiguities that can arise when fair use is claimed and when attempts are made to follow the wishes of a copyright holder. Wikiversity is always ready to remove fair use images if the copyright holder requests that an image not be used.

Corel also explicitly allows fair use screen shots, but they also have a long list of restrictions and rules.

Other uses
See Uploading files.

External resources

 * A Fair(y) Use Tale by Eric Faden.
 * A cartoon exposition of copyright and Fair Use, using excerpts from Walt Disney cartoons in snippets that say a word or several words of what they wish to say. All (or nearly all) of the material in the cartoon is copyrighted, but is used under a Fair Use claim. Not a complete exposition of Fair Use, but the basics. Amusing (and seems to be accurate), but annoying after a while --Abd (discuss • contribs) 22:42, 5 February 2014 (UTC).

 * Columbia.edu: Fair Use Checklist

title: Fair use


text: Category:File formats

title: Category:File formats


text: Category:Markup languages

title: Category:Markup languages


text: File:Stanov Fear.ogg

title: File:Stanov Fear.ogg


text: File:Stanov Sad.ogg

title: File:Stanov Sad.ogg


text: File:Stanov Tired.ogg

title: File:Stanov Tired.ogg


text: File:Stanov Surprised.ogg

title: File:Stanov Surprised.ogg


text:
Discordianism/Introduction

So, you have finally given in to the urging of your pineal gland. The essential part of your brain that allows Our Goddess Eris to communicate with us.

title: Discordianism/Introduction


text: Template:Exponent

title: Template:Exponent


text:
Template talk:Exponent

2 gives 1024

title: Template talk:Exponent


text:
Template:Calculator templates

 * These templates supplemnt the functions of mediawiki, as in meta:help:calculations.

title: Template:Calculator templates


text: Category:Calculator templates

title: Category:Calculator templates


text:
Template:Factorial

1

title: Template:Factorial


text:
Template:Factorial!

 * 1) ifexpr:=0||factorial!#expr:-1#expr:*

title: Template:Factorial!


text:
Template talk:Factorial!

120 {{subst:#ifexpr:{{subst:#expr:5-1=1|{{{2}}}| {{subst:#ifexpr:3

{{subst:#ifexpr:5=1|1|{{subst:factorial!|{{subst:#expr:5-1}}{{subst:pipe}}{{subst:#expr:1*5}}}}}} {{subst:#ifexpr:4|5=1|{{{2}}}|{{subst:factorial!|{{subst:#expr:4|5-1}}{{subst:pipe}}{{subst:#expr:{{{2}}}*4|5}}}}}} 120

{{subst:factorial!|10|1}} gives

3628800

in two saves.

{{subst:factorial|10}} gives

3628800

in one save.

title: Template talk:Factorial!


text:
Template:Expr1

substexpr

title: Template:Expr1


text:
Template talk:Factorial

1 1 2 6 24 120 720 5040 40320

362880 3628800 39916800 479001600 6227020800 87178291200

Expression error: Unrecognised word "e" Expression error: Unrecognised word "expression" Expression error: Unrecognised word "expression"

15 gives Expression error: Unrecognised word "e". See m:help:calculation

title: Template talk:Factorial


text:
Template:Exp/term

+

title: Template:Exp/term


text:
Template:Substexpr

{{subst:#expr:

title: Template:Substexpr


text:
Template:Rb

}}

title: Template:Rb


text:
Template talk:Expr1

{{subst:#expr:

title: Template talk:Expr1


text:
Template:Expr2

expr1

title: Template:Expr2


text:
Template talk:Expr2

{{subst:#expr:

title: Template talk:Expr2


text:
Template:ExprN

exprN

title: Template:ExprN


text:
Template talk:ExprN

{{subst:#expr:

title: Template talk:ExprN


text:
Template talk:Exp/term

+0.166666666667

+26.0416666667

+12.5 +20.8333333333

title: Template talk:Exp/term


text:
Template:Exp/sum

}}
 * 1) ifexpr:>1
 * exp/sum
 * n=
 * x=
 * sum=+
 * }}

title: Template:Exp/sum


text:
Template talk:Exp/sum

gives 1+1++0.00138888888889++0.00833333333333++0.0416666666667++0.166666666667++0.5

1+1+++0.00833333333333 {{subst:#ifexpr:5>1 {{subst:#ifexpr:{{{n}}}>1 {{subst:#ifexpr:{{{n}}}>1 {{subst:#ifexpr:{{{n}}}>1 {{subst:#ifexpr:Expression error: Unrecognised punctuation character "{">1
 * ++Expression error: Unrecognised word "expression"
 * ++Expression error: Unrecognised word "expression"
 * ++Expression error: Unrecognised word "expression"
 * ++Expression error: Unrecognised word "expression"
 * Expression error: Unrecognised word "expression"

{{subst:exp/sum|x=1|n=3|sum=1+1|}} gives

1+1++0.166666666667++0.5

{{subst:exp/sum|x=1|n=10|sum=1+1|}} gives

1+1++2.7557319224E-07++2.7557319224E-06++2.48015873016E-05++0.000198412698413++0.00138888888889++0.00833333333333++0.0416666666667++0.166666666667++0.5

{{subst:exp/sum|x=1|n=8|sum=1+1|}} gives

1+1++2.48015873016E-05++0.000198412698413++0.00138888888889++0.00833333333333++0.0416666666667++0.166666666667++0.5

{{subst:exp/sum|x=5|n=10|sum=1+5|}} gives 1+5++2.69114445547++5.38228891093++9.68812003968++15.5009920635++21.7013888889++26.0416666667++26.0416666667++20.8333333333++12.5

{{subst:exp/sum|x=5|n=13|sum=1+5|}} gives

1+5++0.196033249961++0.509686449899++1.22324747976++2.69114445547++5.38228891093++9.68812003968++15.5009920635++21.7013888889++26.0416666667++26.0416666667++20.8333333333++12.5

title: Template talk:Exp/sum


text:
Template:Exp/term1

exp/term|n=|x=}}

title: Template:Exp/term1


text: Template talk:Exp/term1

title: Template talk:Exp/term1


text:
Template:Exp

}}

title: Template:Exp


text:
Template talk:Exp

 * Compare.

It doesn't work very well. Part of the reason is that we computed x^n and n! seperately, with exponent and factorial, and so the range of n is very limited.

gives "2.71805555556" in one save.

gives 2.71825396825

gives Expression error: Unrecognised word "e"

gives "7.38899470899".

gives "Expression error: Unrecognised word "e"".

gives "Expression error: Unrecognised word "e"".

and google says: e^2 = 7.3890561

A step by step version would be easier, more efficient and more educational.

title: Template talk:Exp


text:
Template:Exp/sum1

exp/sum|x=|n=|sum=|}}

title: Template:Exp/sum1


text:
Template:Expr3

expr2}}

title: Template:Expr3


text:
Template talk:Expr3

{{subst:#expr:

title: Template talk:Expr3


text: File:Stanov Sound Of Joy.ogg

title: File:Stanov Sound Of Joy.ogg


text:
User:Electric goat

m:User:Electric goat

title: User:Electric goat


text: User talk:Cloud900

title: User talk:Cloud900


text:
File:Yo Tommieboy Seduced by the dark side.pdf

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


text:
User talk:Serpicozaure

Replied on my talk page
Hi, I've replied to your last message on my talk page (to keep the thread in one place).

(By the way, the type of content you've got on your talk page here, really belongs on your user page... this page is meant to be for messages). Best regards, --Joe Gittings 05:43, 4 October 2007 (UTC)

v0.9.5 of Occleve supports French wikiversity
Hi there,

I don't know if you're still interested in this, but the latest release of Occleve finally can download quizzes from the French wikiversity.

See http://occleve.berlios.de/

Sorry it took so long!

Cheers, --Joe Gittings 12:14, 16 December 2007 (UTC)

 * PS. I ought to add that the list of quizzes on the French wikiversity is at fr:Utilisateur:Joe_Gittings/ListOfQuizzesForMobileClient. --Joe Gittings 12:26, 16 December 2007 (UTC)

title: User talk:Serpicozaure


text:
User:Serpicozaure

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"

 * style="background-color: Cornsilk; 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="2" |

The Bahasa Indonesia Department

Welcome!
 * 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;" |

Bahasa Indonesia 1
Bahasa Indonesia 1 is a course offered by the Division of Southeast Asian Languages in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language.

Indonesia
 * rowspan="2" style="width: 40%; background-color: #efefff; 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;" |

Indonesia, officially the Republic of Indonesia (Indonesian: Republik Indonesia), is a nation of 17,508 islands in the South East Asian archipelago, making it the world's largest archipelagic state. With a population of over 200 million, it is the world's fourth most populous country and the most populous Muslim-majority nation. Indonesia is the world's third largest democracy after India and the USA. Its capital is Jakarta and it shares land borders with Papua New Guinea, East Timor, and Malaysia.

The Indonesian Archipelago, home of the Spice Islands, has been an important trade destination since Chinese sailors first profited from the spice trade in ancient times. Indonesia's history has been influenced by foreign powers drawn to the archipelago by its wealth of natural resources; Indian-influenced Hindu and Buddhist kingdoms flourished, Muslim traders who spread Islam in medieval times, and Europeans during the Age of Exploration, who fought for monopolization of the spice trade. Indonesia was colonized by the Dutch for over three centuries; however, the nation declared its independence in 1945, which was internationally recognized four years later. Indonesia's post-independence history has been turbulent, with political instability and corruption, periods of rapid economic growth and decline, environmental catastrophe, and a recent democratization process.

Indonesia is a unitary state consisting of numerous distinct ethnic, linguistic, and religious groups spread across its numerous islands. A shared history of colonialism, rebellion against it, a national language, and a Muslim majority population help to define Indonesia as a state. Indonesia's national motto, "Bhinneka tunggal ika" ("Unity in diversity", derived from Old Javanese), reflects the amalgamation of a myriad cultures, languages, and ethnic groups that shape every aspect of the country. Sectarian tensions, however, have threatened political stability in some regions, leading to violent confrontations.

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Lessons

 * Lesson #1 :  Introducing Yourself
 * }

fr:Utilisateur:Serpicozaure

title: User:Serpicozaure


text:
8:00 class/6 June 2007

This is an archive of Wikiversity current events from 6 June 2007.

Colloquium summary
Short summaries of active discussions at Colloquium.
 * Wikiversity meeting - for the multilingual hub?
 * Welcome template - request for comments
 * Wikipedia service-learning courses - new initiative.

Internet Relay Chat topics of the day
Re-cap of topics discussed in #wikiversity-en.
 * Topic:Islamic Studies
 * Elementary Typing
 * Experience and Education
 * Wikipedia service-learning courses
 * scope of Wikiversity and Wikibooks

Email discussions and blogs
Summaries of Email discussions and blogs with relevance to Wikiversity participants.
 * Unesco : ICTs in Education Prize - using information and communication technologies (ICT) to enhance learning, teaching and overall educational performance

Recent changes
Today's trends in active editing efforts.
 * Islamic Feminism: Contemporary Debate
 * Fair use
 * Film scoring for Musicians
 * Template:Exp
 * Wikipedia service-learning courses
 * PHP
 * Southeast Asian Languages/Bahasa Indonesia
 * Portal:Test preparation

title: 8:00 class/6 June 2007


text:
Template:Exp A/running

=

Exp A/running }}
 * x=
 * n=+1}}
 * term=*/}}
 * sum=+
 * value=+}}

title: Template:Exp A/running


text:
Template talk:Exp A/running

0=0 0+1=1 0+1+1=2 0+1+1+0.5=2.5 0+1+1+0.5+0.166666666667=2.66666666667 0+1+1+0.5+0.166666666667+0.0416666666668=2.70833333333 0+1+1+0.5+0.166666666667+0.0416666666668+0.00833333333336=2.71666666667 0+1+1+0.5+0.166666666667+0.0416666666668+0.00833333333336+0.00138888888889=2.71805555556 0+1+1+0.5+0.166666666667+0.0416666666668+0.00833333333336+0.00138888888889+0.000198412698413=2.71825396825 0+1+1+0.5+0.166666666667+0.0416666666668+0.00833333333336+0.00138888888889+0.000198412698413+2.48015873016E-05=Expression error: Unrecognised word "e"

title: Template talk:Exp A/running


text:
Introduction to Computers/Development

Course Navigation

define
To define or Clarify a problem, it consists of six steps: Clarifying program objectives and users, outputs, inputs, processing tasks, studying the feasibility of the program, and documenting the analysis. Problem definition is the forerunner to program design in the programming process.

algorithm

An algorithm (pronounced AL-go-rith-um)is a formula or set of steps for solving a particular problem. All computer programs consist of algorithms. The word derives from the name of the mathematician, Mohammed ibn-Musa al-Khwarizmi, who was part of the royal court in Baghdad and who lived from about 780 to 850. Al-Khwarizmi's work is the likely source for the word algebra as well.

A recipe for baking cookies or a flow chart are examples of an algorithm.

Code
In computer science, source code (commonly just source or code) is any sequence of statements and/or declarations written in some human-readable computer programming language. The source code which constitutes a program is usually held in one or more text files, sometimes stored in databases as stored procedures. A large collection of source code files may be organized into a directory tree, in which case it may also be known as a source tree. Coding is the third of five steps in programming. It consists of translating the logic requirements from flowcharts and pseudocode into a programming language such as letters, numbers, symbols. In short, code could be considered as the DNA of any written program as shown in the cult classic "The Matrix".

Source code is primarily used as input to the process that produces an executable program. It is also sometimes used as a method of communicating algorithms between people. Without the source code for a particular piece of software, portability is generally very expensive. Source_code

test
Program testing involves running tests and then running real world data to make sure the programs works. The act of testing is to deliberately make the program fail in order to witness any problems within the software.

Alpha testing is testing your own program. Beta testing is when other people test it.

document
Software documentation or source code documentation is written text that accompanies computer software. It either explains how it operates or how to use it, and may mean different things to people in different roles. Documentation is an important part of software engineering.the 4 basic types of documentation include:

1.Architecture/Design - Overview of software. Includes relations to an environment and construction principles to be used in design of software components.

2.Technical - Documentation of code, algorithms, interfaces, and APIs.

3.End User - Manuals for the end-user, system administrators and support staff.

4.Marketing - Product briefs and promotional collateral.

Although documentation is the last step in the programming process, it should have been an on-going process. The final documentation results in written documentation of what a program is and how to use it. Documentation is prepared for many different people who will be using the program in the future like programmers, users, readers and operators.

sequence
A sequence is a system where one program statement follows another in logical sequential order.

selection
This represents a choice as it offers two paths to follow in decision making by a program. This is also known as IF-THEN-ELSE.

iteration
Iteration in computing is the repetition of a process within a computer program. It can be used both as a general term, synonymous with repetition, and to describe a specific form of repetition with a mutable state.  There are two types of iteration structures: DO UNTIL and DO WHILE. The DO UNTIL iteration means that the loop statements will be executed at least once (txt 513)

1st generation
A first-generation programming language is a machine-level programming language. [txt 337] This was done physically by rewiring connections between the logic gates (vacuum tubes back then)

1945
Is the first of five generations of computers. It is the machine language.

machine
A first-generation programming language is a machine-level programming language.

The main benefit of using a first-generation programming language is that, the code a user writes, can run very fast and efficiently, since it is directly executed by the CPU.

EX. 11110010 01110011

hexadecimal
In mathematics and computer science, hexadecimal, base-16, or simply hex, is a numeral system with a radix, or base, of 16, usually written using the symbols 0–9 and A–F, or a–f. Its primary purpose is to represent the binary code in a format easier for humans to read, and acts as a form of shorthand, in which one hexadecimal digit stands in place of four binary bits.  It is an efficient way of organizing instructions because they use far fewer characters than their binary equivalent.

mid-50’s
Is the second generation of programming language using assembly language.

assembly language
Second generation programming language. An order of language in low level programming language that allows a programmer to write a program using abbreviations instead of the 0s and 1s of machine language. This way is faster. Ex. PACK 218 (8,13), 028 (4,7) PACK 218 (8,13), 02F (4,7)

Assembly languages eliminated much of the error-prone and time-consuming first-generation programming needed with the earliest computers, freeing the programmer from tedium such as remembering numeric codes and calculating addresses. They were once widely used for all sorts of programming. However, by the 1980s (1990s on small computers), their use had largely been supplanted by high-level languages, in the search for improved programming productivity. Today, assembly language is used primarily for direct hardware manipulation, access to specialized processor instructions, or to address critical performance issues. Typical uses are device drivers, low-level embedded systems, and real-time systems. (http://en.wikipedia.org/wiki/Assembly_language)

It allows a programmer to write a program using abbreviations or more easily remembered words. The codes were identified early as the only things that computers could do. The "complex" things that computers do now (like editing this wiki) are simply combinations of many assembly code

3rd generation
3GL's (generation languages) have compiled code. The commands are far more complex than assembly language which can be directly translated into binary. Compilers are programs themselves that translate code into binary.

early 60’s
The early 60's had a high-level languages like the C language, which was the foundation of the C++ programming language, designed in the 1970's by Dennis Ritchie.

procedural (COBOL)
]] A third generation procedural language which users write in a familar notation which we use today. EX They worked Crazy-Crazy hours.

Compared to the fourth generation language called problem-oriented, third generation language is more general, fourth generation language is more specific and more user friendly, with less commands than third generation.

"Procedural" refers to the way the programmer organizes their code before it is compiled. In procedural programs data for the entire program is organized in a different "place" than the instructions.

COBOL (Common Business Oriented Language) was one of the earliest high-level programming languages.COBOL programs are in use globally in governmental and military agencies, in commercial enterprises, and on operating systems. A local example is a production accounting program called Triangle, requires COBOL to run, still in common use by many of the major Oil and Gas producers in Western Canada.

object-oriented (C++)
In object oriented languages, relevant instructions and data are kept together in an "object". So for instance the part of a wiki program that handles editing has the instructions (for the computer) on how to organize the page as well as the current content of the page together.

Having objects allows groups to work together (each person could make one object), and the ability to copy objects and modify them for a similar purpose.

C++ is arguably the most versatile program/computer language in common use. C++

problem oriented
4GL used to Solve Specific Problems]] This fourth generation language allows users to solve SPECIFIC problems and requires fewer commands than procedural language, thus it is more user-friendly. 4GL and 5GL projects are more oriented toward problem solving and systems engineering. All 4GLs are designed to reduce programming effort, the time it takes to develop software, and the cost of software development. fourth-generation programming language (1970s-1990) (abbreviated 4GL) is a programming language or programming environment designed with a specific purpose in mind, such as the development of commercial business software.

SQL
SQL, also known as Structured Query Language, is a computer language designed for the retrieval and management of data in relational database management systems. The language will allow the developer to have full access to the data and freely modify and manipulate the data accordingly. SQL is both an ANSI and an ISO standard, however, many vendors develop their own proprietary extensions to the standard language to better suit their purposes and protect their program. SQL

natural language
There are 2 types of natural languages. One compromises programming languages while the second compromises ordinary human languages (like Spanish, French etc.) into a human language, so that people can have a better connection with computers.

Natural languages are part of the field of artificial intelligence. These languages are approaching the level of human communications.

HTML
HTML is "hypertext markup language". It is mostly found in webpages, and is a method to define information in text based documents. HTML can also describe the appearance of a document, and can include embedded code language which can affect the behavior of web pages and browsers. The first HTML available to the public was called HTML tags. It describes 22 different elements and 13 of them still exist in HTML. The markup of HTML comprises of many different components which include elements, character-based data types and character and utility references. It can be written with tool as simple as notepad, which helped to make the HTML widely accessible.

HTML

The first publicly available description of HTML was a document called HTML Tags, first mentioned on the Internet by Berners-Lee in late 1991. HTML (www.w3.org/History/19921103-hypertext/hypertext/WWW/MarkUp/Tags.html)

VRML
VRML stands for Virtual Reality Modeling Language. VR keeps tract of a 3D environment that you can explore of a computer. Vrml   AGARIA

XML
XML is an acronym for Extensible Markup Language which is used for general-purpose specification for creating custom markup languages. It allows users to define elements that facilitate the sharing of structured data across different information systems. XML is also used to encode documents and to serialize data.XML Here is an example of XML code:

XML stands for Extensible Markup Language which was designed to meet the challenges of large scale electronic publishing.

It is considered extensible because it is more general and allows users to define their own tags. Every tag must have an opening (ie. ) and a closing (ie. ) XML

Logo
Logo is a computer programming language used for functional programming. Logo is an easier to read adaption and a dialect of the Lisp language. The Logo programming language was designed for educational use and even more for teaching.

BETA
BETA is a strongly typed language like Simula, Eiffel and C++, with most of the type checking being carried out at compile-time.BETA_programming_language

BETA provides unique features such as: -classes and procedures are unified to a pattern -classes are defined as properties/attributes of objects -classes can be virtually defined BETA

SIMULA
Simula is considered one of the earliest object-oriented programming languages.Simula was designed for doing simulations, and the needs of that domain provided the framework for many of the features of object-oriented languages today.Simula_programming_language

ACSL
ACSL stands for Advanced Continuous Simulation Language. Program used for mathematical or simulation. Invented by Mitchell and Gauthier Associates, 1981.

JavaScript
JavaScript is a scripting language that is often used for client-side web-development. JavaScript Unlike Java and C++, which are compiled, JavaScript is interpreted (compiled on the fly), and therefore loads with short script usage. It is mostly used to make web-documents (structure) more dynamic. Online quizzes on the web are an instance of dynamic use.

JavaScript was influenced by many languages and was designed to have a similar look to Java, and be easier for programmers and non-programmers to work with. http://en.wikipedia.org/wiki/JavaScript

JavaScript was originally developed by Brendan Eich. JavaScript

ActiveX
Set of controls within a web browser that downloads applets one time only and reuses them with each web page it encounters. Applets are mini software applications needed to run information from different websites. With ActiveX you can obtain the appropriate files from your hard disk that are suitable for the web. The components do not amount to the entire application, they provide building blocks that are shared by different software.

ActiveX features reusable components-small modules of software code that perform specific tasks. For example, spell checker.

Developed by Microsoft as another alternative to Java, in order to create interactivity on web pages.

Active_X

Perl
Originally a Unix scripting tool that was first released in 1987, it later became common in dynamic Web sites. However, it's not a very common language in use today.

Perl is a dynamic programming created by Larry Wall and first released in 1987 Perl

PERL: Pracical Extraction and Report Language A programming language made for text manipulation and now used for web development, netowrk programming, system administraion, GUI development, and other tasks. This is easy to use and supports both procedural and object-orientated programming. [txt 536]

Ajax
This is programming language for the web.

Ajax is a web development technique used for creating interactive web applications. Ajax uses a combination of XML and Javascript. It allows only the part of the webpage that needs to be reloaded to be reloaded, thus saving time. Google docs is an example. Ajax_(programming) Ajax is designed to improve the web pages interactivity, speed, and usability. Ajax_(programming)

Course Navigation

title: Introduction to Computers/Development


text: Template:Exp A

title: Template:Exp A


text:
Template talk:Exp A

Compare. Here, again, we have the problem that any result smaller than 0.0001 is displayed in scientific notations, e.g. 0.00009999=, which cannot be plugged back into #expr:. We may need some inspired rescalings.

subst:exp a|x=1
0=0 0+1=1 0+1+1=2 0+1+1+0.5=2.5 0+1+1+0.5+0.166666666667=2.66666666667 0+1+1+0.5+0.166666666667+0.0416666666668=2.70833333333 0+1+1+0.5+0.166666666667+0.0416666666668+0.00833333333336=2.71666666667 0+1+1+0.5+0.166666666667+0.0416666666668+0.00833333333336+0.00138888888889=2.71805555556 0+1+1+0.5+0.166666666667+0.0416666666668+0.00833333333336+0.00138888888889+0.000198412698413=2.71825396825 0+1+1+0.5+0.166666666667+0.0416666666668+0.00833333333336+0.00138888888889+0.000198412698413+2.48015873016E-05=Expression error: Unrecognised word "e" 0+1+1+0.5+0.166666666667+0.0416666666668+0.00833333333336+0.00138888888889+0.000198412698413+2.48015873016E-05+Expression error: Unrecognised word "e"=Expression error: Unrecognised word "e" 0+1+1+0.5+0.166666666667+0.0416666666668+0.00833333333336+0.00138888888889+0.000198412698413+2.48015873016E-05+Expression error: Unrecognised word "e"+Expression error: Unrecognised word "expression"=Expression error: Unrecognised word "e"

Subst:exp a|x=2
0=0 0+1=1 0+1+2=3 0+1+2+2=5 0+1+2+2+1.33333333333=6.33333333333 0+1+2+2+1.33333333333+0.666666666665=6.99999999999 0+1+2+2+1.33333333333+0.666666666665+0.266666666666=7.26666666666 0+1+2+2+1.33333333333+0.666666666665+0.266666666666+0.0888888888887=7.35555555555 0+1+2+2+1.33333333333+0.666666666665+0.266666666666+0.0888888888887+0.0253968253968=7.38095238095 0+1+2+2+1.33333333333+0.666666666665+0.266666666666+0.0888888888887+0.0253968253968+0.0063492063492=7.3873015873 0+1+2+2+1.33333333333+0.666666666665+0.266666666666+0.0888888888887+0.0253968253968+0.0063492063492+0.00141093474427=7.38871252204 0+1+2+2+1.33333333333+0.666666666665+0.266666666666+0.0888888888887+0.0253968253968+0.0063492063492+0.00141093474427+0.000282186948854=7.38899470899 0+1+2+2+1.33333333333+0.666666666665+0.266666666666+0.0888888888887+0.0253968253968+0.0063492063492+0.00141093474427+0.000282186948854+5.13067179735E-05=Expression error: Unrecognised word "e"

title: Template talk:Exp A


text:
Template:Tiv

Template: (talk, backlinks, [ edit])

display information about a varsity template * Link to template * Link to the Template's talk page * Link to Templates backlinks * Link to Edit template Parameters (unnamed) 1 -- template name (default PAGENAME)

title: Template:Tiv


text:
Template:Exp B/running

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title: Template:Exp B/running


text: Template:Exp B

title: Template:Exp B


text:
Template talk:Exp B

0=0 0+1=1 {{subst:Exp B/running }}
 * x=1
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 * sum=0+1+Expression error: Unrecognised punctuation character "{"/1
 * value={{subst:#expr:0+1+Expression error: Unrecognised punctuation character "{"/1}}

title: Template talk:Exp B


text:
Template talk:Exp B/running

0=0 0+1=

gives ...

1=1 1= {{subst:Exp B/running }}
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 * value={{subst:substexpr}}1+1{{subst:rightbraces}}

title: Template talk:Exp B/running


title: File:K1pengcr.gif


title: File:K1pelips.gif


title: File:K1pk2law.gif


title: File:K1psyelp.gif


title: File:K1psyscr.gif


text:
User:Asher~enwikiversity

Hi. My name is Asher. I am a student in Northern California. I am interested in doing research in certain areas of Africa. I'm not much of a typist, and I am uneducated on this program.... so I am going to leave it at that.

title: User:Asher~enwikiversity


text: Template:Exp C

title: Template:Exp C


text:
Template talk:Exp C

2.25 2.37037037035 2.44140625 2.48832 2.52162637179 2.54649969709 2.56578451395 2.58117479169 2.5937424601 2.66373125827 2.70481382942 2.71556852065

gives 2.71692393224 2.71760256932 2.71794212108

title: Template talk:Exp C


title: Template:4000x


text:
User:Gwalarn

Hello, I'm French. I contribute regularly on Wikipedia, but I like the idea of a virtual university. So I am here to develop the knowledge in my field of competence : company management, accounting, cost control, music, some languages.

fr:Utilisateur:Gwalarn

title: User:Gwalarn


text: User talk:Gwalarn

title: User talk:Gwalarn


text:
User talk:Asher~enwikiversity

Hello Asher, 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.

Be bold, and see you around Wikiversity! --HappyCamper 22:33, 6 June 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 Asher. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Asher~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:03, 19 April 2015 (UTC)

title: User talk:Asher~enwikiversity


text: File:Soprano Recorder Diagram G.jpg

title: File:Soprano Recorder Diagram G.jpg


text: File:Soprano Recorder Diagram A.jpg

title: File:Soprano Recorder Diagram A.jpg


text: File:Soprano Recorder Diagram B.jpg

title: File:Soprano Recorder Diagram B.jpg


text: File:Soprano Recorder Diagram F.jpg

title: File:Soprano Recorder Diagram F.jpg


text: File:Soprano Recorder Diagram E.jpg

title: File:Soprano Recorder Diagram E.jpg


text: File:Soprano Recorder Diagram D.jpg

title: File:Soprano Recorder Diagram D.jpg


text:
Topic talk:Python

Two Tracks? Novice Programmers and Late Adopters
It occurs to me that we might want to have two tracks to the Python programming material here. The first track would be oriented towards novice programmers (as with the current material). This would point to items in Topic:Programming and cover things like "using a text editor" and "why can't I run code I've written in my word processor?"

The other track would be address the needs of experienced programmers who want to quickly pick up Python. This would assume that readers are familiar with concepts such as "pointers" or "references," objects, classes, dynamic vs. static typing, etc.

These two tracks are likely to be converge somewhat as the topics become more advanced. However, even as we discuss more advanced Python features we may want to link back out to remedial coverage of basic algorithms and data structures. Sometimes this will be more ancillary. For example a Python programmer will almost always be able to use the built-in sorted function and the .sort methods of list and some other container objects, perhaps with the DSU (decorate, sort, undecorate) pattern. So an experienced programmer will have little need nor interest in coding examples that explain and compare bubble, merge, heap, quicksort or other sorting algorithms. Likewise discussion of binary trees and examples of how to traverse, insert, remove and re-balance nodes in a such a tree might not be interesting to experienced programmers. (However, an example of how to implement different traversals of a tree of objects via the Python iterator protocol and using a generator might be useful).

So, one thing that might continue to separate the two tracks is the use of Python to teach basic computer science concepts for the novice track. I suppose those same examples might be useful to advanced programmers as examples of how Python can be used to implement familiar algorithms ... then used as a launching point for showing more Pythonic, dynamic, and/or object-oriented implementations.

 * I've seen this done in other programming language topics... Can we design it so that a beginning can learn and a intermediate can extract information out of it. I would guess that we can just focus on the beginner stuff and then once we progress we'll go into the advance stuff like you said. There could probably also be easy cheat sheets to get experienced people up to speed. --Devourer09 02:23, 27 September 2008 (UTC)

Links

 * http://www.developer.com/open/article.php/625901

title: Topic talk:Python


text:
Islamic political thought/The Umayyad Caliphate

PRE-MODERN ISLAMIC POLITICAL THOUGHT (645-1500 CE) WEEK THREE THROUGH WEEK FIVE

LESSON TITLE: The Umayyad Caliphate

OPR: To be determined                     OFFICE PHONE: To be determined

PRESCRIBING DIRECTIVE(S):

 * Aslan, Reza. No god but God.: From the Prophet to the Present.
 * New York: Routledge, 2001.

 * Gordon, Matthew S. The Rise of Islam. Westport, CT: Greenwood Publishing Group, Inc.,
 * 2006.

 * Hawting, G.R. The First Dynasty of Islam: The Umayyad Caliphate AD 661-750. 2nd ed.
 * New York: Routledge, 2000.

LESSON OBJECTIVE:
 * 1) Identify characteristics and nomenclature of deez nutz regarding the justification of rule, type of political establishment, and role of religious authority versus secular authority.
 * 2) Identify key thinkers and movements of the period and their tion to the evolution of Islamic political thought.

METHOD OF INSTRUCTION: Lecture/Student-based discussion

TIME: 1 hour 50 minutes

PERIOD 1: The Beginnings of the Umayyad Caliphate, The Great Fitna, Abd al-Malik, ‘Islamization,’ ‘Arabization,’ the Third Civil War, and the Rise of the Abbasids

OBJECTIVES: To understand general concepts about the following issues:
 * 1) The Umayyad Beginning
 * 2) The Great Fitna (the First Civil War)
 * 3) Patrimonial/Monarchial Rule
 * 4) ‘Islamization’
 * 5) ‘Arabization’
 * 6) Issues of Leadership and Authority

INSTRUCTIONAL AIDS: -ELMO

VISUAL AIDS:

The Umayyad Beginnings

 * Regarding the many tribal groups which claim Ishmael as their ancestor, the Quraysh, would be one of the most influential in early Islamic history. A sub-group of the Quraysh, the Umayyad family would create an Islamic empire which would have lasting repercussions which still plague current intra-Muslim relations.  The Quraysh, who had originally settled in Mecca, took over control of the Ka’ba, an ancient sanctuary that was a key pilgrimage spot for early polytheistic religions in Arabia.  ‘Abd Manaf, the first of the Umayyads, would beget twin sons, ‘Abd Shams and the other Hashim (Hawting 22).   Hashim’s line of descendants would include the Prophet Muhammad and his son-in-law and cousin ‘Ali (Hawting 22).   By 624 CE the Umayyads are one of the leading families of opposition to Muhammad.  The leadership of Abu Sufyan, the leader of both the Umayyad family and pagan opposition to Muhammad, would be used later as an aggravating circumstance against the Umayyad Caliphate by their opposition (Hawting 23).

The Great Fitna (the first civil war)

 * The Great Fitna (trial, temptation) was largely due to disagreement over caliphal authority and legitimacy in the wake of the Uthman rule.  After Uthman’s assassination, Ali ibn Abi Talib would finally be approached to take up the position as caliphate.  Having been passed up twice by Abu Bakr and Uthman, Ali hesitantly accepted the role.   As the new caliph, and under the title of Amir al-Mu’manin, “Commander of the Faithful,” he declared amnesty to all of those who took part in the assassination of Uthman, especially those residing in Medina.    Furthermore, ‘Ali removed large numbers of Uthman’s cronies from their posts as amirs, allowing qualified local leaders to once again to govern.   Opposition to ‘Ali was spearheaded by A’isha, the widow of the Prophet Muhammad, who charged ‘Ali with the responsibility for Uthman’s death.  Though not necessarily believing that Ali had been the culprit of Uthman’s demise, she used this instance to mount an attack upon the position of caliphate envisioning the placement of a close ally.

 * The Battle of the Camel (the Fitna) in 656 CE, which ended with ‘Ali as the victor, led to the exile of A’isha to Medina and the rising opposition by Umayyad Governor of Syria, Mu’awiya ibn Abi Sufyan.  Mu’awiya would gain the support of Egypt’s governor Amr ibn al-As; with this political backing the pro-Syrian forces would proclaim Mu’awiya their caliph.  The rival between Ali’s caliphate and Mu’awiay’s claim to leadership would become be end with Ali’s murder by a Khariji assassin in 661 CE.  After intimidating the rest of Ali’s followers in southern Iraq, including his eldest son as-Hasan, Mu’awiya could establish himself within the role of caliph with geographical dominance throughout Arabia.

Patrimonial/Monarchial Rule

 * The Umayyad Caliphate would put into effect a type of governmental system which would mimic monarchial rule. This system of government, patrimonialism, is a system of government in which the ruler regards his state as his benefice, and the population under his rule is his clients.   Furthermore, the powers he has been endowed with are his alone, to be without intervention from others.   Abd al-Malik would restore the practice of hereditary succession in passing on the responsibilities of rule.  At the same time monarchical ideas native to conquered Iran began to be supplanted into Arabo-Islamic practices; the Umayyads started to express the Imamate in a monarchial view in religious writings.  It was during this period that the caliphs began to refer to themselves as the “Deputy of God” and “as of the Prophet.”   Under this title the Caliph would claim the responsibility of reviewing and creating Religious Law.   The caliphs during this period added their perspectives to all aspects of Shari’a.

“Islamization” and “Arabization”

 * This process relates to the expansion of territory under Muslim control and adoption of the Muslim faith by those subjects under Islamic governance.  The formation of the present Islamic culture was a process of interaction between Arabs and the peoples they conquered; the Umayyad period was a key period of expansion and development of the Islamic faith.   During this period, the formation of what would be the class of religious scholars to form the backbone of Sunni Islam.  Additionally, it was during this period that, in opposition to the Umayyad, that Muslim scholars sought to find the true form of Islam; this movement was usually at odds with the Umayyad rule, with claims that the Umayyads were impious and displayed un-Islamic behavior.   When the Umayyads first came into power the boundaries of their empire were no further west than Libya and no further east than Iran.  By the end of the Umayyad Caliphate, the empire would span throughout North Africa and southern and central Spain and as far east as central Asia and northern India.  In the areas conquered by the Umayyads, at first many their subjects who were non-Muslim had not accepted Islam, yet by the end of the period large numbers of the empire’s subjects began to identify themselves as Muslim.

 * Arabization refers to the spread of the Islamic culture through the use of the Arabic language in areas subjected the Arab rule, of which the Umayyads greatly expanded upon.  This process is associated with Islamization, yet is a distinct process of interaction between Arabs and non-Arabs.  In the process of non-Arabs adopting Arabic, the linguistic mannerisms of the non-Arabs prior language transfers over into the newly acquired Arabic and leads to the creation of differing dialects depending the region or previous language in use.   There have been some sources that suggest that Jewish communities began to utilize the Arabic language by the 7th century CE.  The eventual adoption of Arabic became most apparent in Syria, Iraq and Egypt, yet Persians and Berbers of North Africa though accepting the language for religious utilization, continued to actively use their own languages for day to day affairs.

Issues of Leadership and Authority

 * The early-Islamic debates over authority were not only related to political leadership yet also over the issue of who should rule the umma. Three movements appeared during the Umayyad caliphate in response to the differing concepts of how leadership should progress since the death of the Prophet: the Kharijis, Shi’a, and proto-Sunnis.   The Kharijis contended that political authority should be based on merit allowing any free, male, adult Muslim the ability to become an imam of the umma.  Going against the traditions of the Umayyad and followers of ‘Ali, the Kharijis did not believe in hereditary succession.   Additionally, they argued that once a leader was in office and proved to be unworthy, he should be removed from office; this view of political accountability was not a widely held view.  The Shi’a would take up the claim that only members of the Prophet’s family, with special emphasis on ‘Ali’s hereditary line, could attain the status of imam.   Lastly, the Sunni movement, which would not reach full swing until the 11th century, which by then would make up a majority of Muslims, developed in opposition to the other aforementioned movements of Khariji and Shi’a.  Since their true beliefs would not be completely discernible until later, their founding as a movement and as a body of individuals would be considered proto-Sunni until considerable evolution in the post-Umayyad period.


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MediaWiki:Fancycaptcha-createaccount

To help protect against automated account creation, there are some large fuzzy letters shown below. Please type those letters in the text input box that is below the large fuzzy letters. If you have problems creating an account see this help page or request assistance.

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Template:HG

 External Resource (w/link)

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Infectious diseases

? merge to School:Medicine

Infectious Disease Medicine

The principles and practice of Infectious Disease Medicine are a late-coming sub-specialty of Internal Medicine and Paediatrics. Traditionally, medical and surgical sub-specialties have been defined by anatomy and pathology in the classification of disease. Infectious Diseases were the clinical subset of Medical Microbiology, a branch or division of Laboratory Medicine, like Haematology, Anatomic Pathology or Biochemistry. In the last century, medical education and practice has been changed by the gradual and overwhelming increase in knowledge of aetiology and pathogenesis - leading to another classification or taxonomy rather than an anatomic, organ-based system, such as cardiology, respirology, gastroenterology, hepatology, rheumatology, neurology and so on, in favour of oncology, or infectious diseases. In the British system, Clinical Microbiology was the laboratory-based practice of microbiology, while in the United States, Infectious Diseases is a bed-side clinical practice and a Division of a Department of General or Internal Medicine.

title: Infectious diseases


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User talk:Bcameron54

Hi Bcameron54, thanks for your addition to the Motto and slogan contest. However, the contest is in its final stages, and new slogans are not beign accepted (except for variations on existing ones). With this in mind, I've added your suggestion to the talk page. I'm also adding some links below that might be useful to getting started in Wikiversity - welcome! Cormaggio talk 09:57, 7 June 2007 (UTC)

title: User talk:Bcameron54


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Emergency medical responder (EMR)/Nurses and the multidisciplinary team in an Emergency Care Setting

This link has been set up for student nurses to work with multi-disciplinary team members in the accident and emergency care setting.

The aim is for nurses and other team member to describe their roles in addressing care for a client who has experienced a stroke and has been brought into A&E by the paramedics.

Wikiversity links when considering this section are [Emergency_medical_responder_(EMR)]


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Spanish/Spanish One/Lessons

 * /Basic Vocabulary/
 * /Basic grammar structures/
 * /Reading Spanish/
 * /Writing Spanish/

title: Spanish/Spanish One/Lessons


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Spanish/Spanish One/Lessons/Basic Vocabulary

 * Spanish nouns (sustantivos)
 * Spanish adjectives (adjetivos)
 * Spanish adverbs (adverbios)
 * Spanish pronouns (pronombres)
 * Spanish prepositions (preposiciones)


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Spanish/Nouns

This page is about Spanish Nouns, also known as "sustantivos".

 * In the Spanish grammar, the noun is the class of word that can work, with an article or without it, as the subject of the sentence. Without having semantic inherent features, it applies to itself, animate, or inanimate beings to designate them.

 * En la gramática del español, el nombre o sustantivo es la clase de palabra que puede funcionar, con artículo o sin él, como sujeto de la oración. El que, sin tener rasgos semánticos inherentes, se aplica a seres animados o inanimados para designarlos.

casa = HOUSE

FAMILIA = FAMILY

LLAMOS = NAME

DIA = DAY

ANOS = YEARS

title: Spanish/Nouns


text: File:BAG and FEDv2.pdf

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User:Autumm393~enwikiversity

I work in the role of an instructional technologist at a community college supporting faculty and staff. Developing technology workshops and working one on one with faculty members that would like to develop technology content for use in their courses

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User:JWSchmidt/Blog/7 June 2007

My most recent blog entry was appended at Related licensing issue, a page dealing with free content licensing issues arising from version 3.0 Creative Commons licenses. I've also been working on Introduction to Wikiversity and thinking about what new editors should know about the GFDL. What do Wikiversity editors need to know about ways to violate the GFDL while editing Wikiversity?

Learning resources for wiki users
What does it mean to "violate the GFDL"?

Content from outside Wikiversity
If a Wikiversity editor copies content from another GFDL-licensed website and pastes that content into a Wikiversity page, care must be taken to indicate the source of the copied content.

Page import
At Import it says, "Mediawiki, the software that runs Wikiversity and its sister projects, has a feature that allows importing of pages from other wikis. When a page is imported that way, the edit history is preserved and the license observed." In particular, the import function copies both the desired page content and the associated page history which shows the authors.

Page import not possible
Wikiversity also has some content that originated at other GFDL-licensed wikis for which Wikiversity cannot use the page import feature. We have some content that was created at Wikipedia and some content from Wikia. In general, for GFDL-licensed content that is cut from one wiki and pasted into another, I take the approach that if the original source of the GFDL-licenses content is mentioned (usually in the edit summary when the content is pasted), then it is possible to trace back and find the author(s). However, there are weaknesses in this strategy of stating the original source as a means of allowing for attribution of content to authors. It fails when the original source is destroyed. If you close a GFDL-licensed wiki because you cannot afford to keep it going, do you violate the GFDL by removing information about authorship of the content?

Page merge
One power that all Wikiversity editors have is to merge similar articles. As far as I can tell, Wikiversity currently has no instructions for how to merge pages. Does merging two Wikiversity pages have important implications for compliance with the GFDL?

At w:Help:Merging and moving pages it says, "Save the destination page, with an edit summary noting "merge content from article name" (This step is required in order to conform with §4(I) of the GFDL. Do not omit it or omit the page name.)" The other required part of the process for preserving a record of authors is that the original page's history must be maintained.

Micro-merge
What happens if I see a few lines of useful text on one Wikiversity page that I need on another page? I cut some text from one page and paste it into another page. Am I violating the GFDL?

Section 4i of the GFDL
What does section 4i actually say? "Preserve the section Entitled "History", Preserve its Title, and add to it an item stating at least the title, year, new authors, and publisher of the Modified Version as given on the Title Page. If there is no section Entitled "History" in the Document, create one stating the title, year, authors, and publisher of the Document as given on its Title Page, then add an item describing the Modified Version as stated in the previous sentence."

What is a "Document"?
The GFDL can be applied to "any manual or other work, in any medium" if the copyright holder states that the work should be distributed under the terms of the GFDL. At Wikiversity, every page says, "All text is available under the terms of the GNU Free Documentation License". However, it seems like there must be some distinction to be made between rules that apply to authoring a work and rules that apply to copying work authored by someone else. In the case of websites, there would seem to be a significant difference between keeping track of your own authors at your own website and giving attribution to authors at another website.

In the context of a wiki website, what constitutes the licensed "work" or "document"? Is the entire Wikiversity website the "document" that we license or is it every page? If the Wikiversity project sometimes fails to perfectly attribute every word of its content to the original Wikiversity editors (authors), is that a violation of the GFDL? What does giving attribution to authors mean when most wiki authors are anonymous?

If Wikiversity has a list of its editors, then is it only required by the GFDL that people outside of Wikiversity who use Wikiversity content point to the Wikiversity website where that list of editors can be found? Or do they have to correctly attribute the authorship of every word that is taken from Wikiversity?

Thought experiment
Let's say that a Wikiversity user creates a learning project about nipple rings. Imagine that this popular learning resource gets copied to many other websites and media, and they attribute the work back to Wikiversity by providing the URL of the Wikiversity nipple rings page. Then one day, a custodian decides to delete the Wikiversity article about nipple rings. Has that page deletion deprived the author of the nipple ring learning resource of their right to get attribution for their work? Is this page deletion a violation of the GFDL or is it just an editorial choice about what constitutes the "work" known as Wikiversity?

I find it significant that the GFDL does not use the term "attribution". The GFDL says that it "preserves for the author and publisher a way to get credit for their work", but it does not say that it is a violation of the GFDL if Wikiversity fails to correctly attribute every word of the Wikiversity Website to its original author.

Real world case
At Wikipedia, silly content can be removed from encyclopedia articles and placed on pages of w:Wikipedia:Bad Jokes and Other Deleted Nonsense. All of this "silly content" has been rejected as not constituting part of the desired content of the encyclopedia. What responsibility does Wikipedia have to track authorship of content that it rejects? Is it a violation of the GFDL if someone moves a bit of BJODN out of the Wikipedia main namespace and archives it at a BJODN page without making an effort to attribute that content to its original author?

The bottom line
Sometimes wikis fail to keep a record of exactly who wrote everything at the wiki website. Is this a violation of the GFDL? By using the MediaWiki software, we have ways of tracking authorship. However, there are weak links in the system that depend on editors providing an attribution trail for content that is copied and pasted from one page to another. Particularly in cases of content that does not serve the mission of the wiki, is there any suggestion of obligation to keep a record of the authorship of that content? Can failure to keep detailed authorship records actually be a violation of the GFDL or are such claims hysterical attempts to justify page deletions? Is inability to identify the authors of a wiki page justifiable grounds for deleting the page?

Follow-up

 * CC 3.0 licenses accepted on Commons

title: User:JWSchmidt/Blog/7 June 2007


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Help:Dynamic page list

testing
Here is an example:  category=Wikiversity category=Research order=descending

 category=Wikiversity category=Research order=descending

Here is the same example, but specifying pages in the main namespace:  category=Wikiversity category=Research namespace=0

 category=Wikiversity category=Research namespace=0

Using a different rule for ordering the list:  category=Wikiversity category=Research ordermethod=lastedit

 category=Wikiversity category=Research ordermethod=lastedit

Instructions

 * mw:Extension:DynamicPageList (Wikimedia) instructions for the version we have at Wikiversity

title: Help:Dynamic page list


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User talk:Autumm393~enwikiversity

Hello Autumm393, 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.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 17:19, 7 June 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 Autumm393. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Autumm393~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:03, 19 April 2015 (UTC)

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Wikiversity:Categories/2007/Week24

Wikiversity category cleanup weekly worksheet

Plan for Week 24
OK. It's Week 24. Who's here and what's next? -- CQ 04:06, 11 June 2007 (UTC)

MediaWiki category tools
NEXT WEEK

title: Wikiversity:Categories/2007/Week24


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Wikiversity:Categories/2007/Week25

Wikiversity category cleanup weekly worksheet

MediaWiki category tools
NEXT WEEK

title: Wikiversity:Categories/2007/Week25


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GMAT Test Help

GMAT Test Information

 * Detailed Overview of the GMAT
 * The Analytical Writing Section
 * The Quantitative Section
 * The Verbal Section

 * Computer-Adaptive (CAT) Format

 * Your GMAT Score and Score Report

 * When to take the GMAT

 * GMAT Registration Information

Business School

 * Business School Profiles
 * A Day in the Life of an MBA Student

title: GMAT Test Help


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LSAT help

Law School Admission Test Time Management and Guessing Strategy Help Area
Time management is a critical factor in your LSAT success. A familiarity with the test's time element, coupled with a detailed knowledge of the inherent answer choice trends from past LSATs, will optimize your ability to attack and ultimately overcome one of the biggest challenges in the law school admissions process.

In the beginning of preparation, students should not concern themselves with timing at all. The goal of early preparation should be solely to become competent in the methods used to attack individual question types and sections. Once fluency in these areas has been achieved, LSAT takers may 'train' for the upcoming test by taking timed practice tests and sections under realistic test conditions. Optimally, takers should begin to focus on timed preparation with approximately four to six weeks left before test day. Timing will improve solely through practice of the correct methods.

There are two competing theories for answer transferring. One involves transferring the answers one at a time, while the other involves doing a page of LR or one RC passage/LG game at a time and then bubbling in all the answers found on that page/passage/game. Generally, the first method is considered slower but more accurate, while the latter is faster but runs a risk of misbubbling.
 * The Answer Choices and Answer Transferring Theories

As there is no penalty for incorrect answers on the LSAT, takers should guess on any question they cannot solve or reach due to timing issues. There is very little statistical difference between individual letter answer choices; for example, choice 'A' does not occur substantially more often than either of the other four. Unlike some other standardized tests, the number of correct answer choices of each letter are not adjusted to be even, nor does the LSAT seek to avoid long strings of the same answer choice in a row. Timing your progress on test day is critical, as is practicing with the timer during the weeks leading up to the test. Generally, the taker should set benchmarks for each series of questions or passages/games.
 * LSAT Guessing Strategy and Probability Tables
 * The Importance of Using a Timer

Each section is 35 minutes, which breaks down as follows: 1:20 per LR question 8:45 per RC passage 8:45 per LG game

In seeking a benchmark for timing, strict division of the time allotted by number of questions in the section may not be entirely accurate due to the shifting difficulties of section questions. As a general trend, the 3rd quarter of any given section will be the hardest and most time consuming; this corresponds roughly to LR questions 15-21 or the third RC/LG passage/game. Takers should thus attempt to complete the first several questions or passage more quickly to leave time to tackle the harder problems later.

Logic Games Help
Each Analytical Reasoning section contains four games and a total of 22-24 questions. Since you have 35 minutes to complete the section, you have an average of 8 minutes and 45 seconds to complete each game. Of course, the amount of time you spend on each game will vary with the difficulty and the number of questions per game.
 * Excerpt from the LSAT Logic Games Bible
 * October 1996 LSAT Game Setups
 * Profile Charting Game Discussion
 * Basic Game Types and Frequency of Appearance

Logic Games test two main skills: ordering and grouping. The vast majority of games fit into one of these two categories or test a combination of both; however, there are games that call for neither.

The Basic Games Approach
1. Diagram.
 * Create a master diagram consisting of the barebones setup. How many variables are there?  How many slots?
 * The diagram must contain all of the available pertinent information;
 * The diagram must be as visually simple as possible.

2. Symbolize the rules.

3. Make deductions or draw out scenarios. 4. Attack the questions.
 * Include these in your master diagram. Scenarios occur when there are only a few possible solutions for the game; in this case, draw them out as completely as possible.  Scenarios cost time on the setup, but they save enough time in the questions for a net gain.

Ordering
Ordering involves placing the variables into slots in sequence.

Methods of diagramming for ordering games:

Dash

For general order, like “A is before B," use a plain old dash.

A – B.

If A is first, B could be 3rd, 15th, etc. A is before B.

Block

If two variables must go right next to one another, use a Block.

[CD]

Here, if C is 1st, D is 2nd. If C is 36th, D is 37th, etc. C is always immediately before D.

Not Blocks

E is not immediately before F? Use a block with a slash through it.

Reversible blocks, Split blocks

Blocks can be reversible; if G and H are next to each other but we don’t know which is first, use a block with a little two-way arrow above it.

Likewise, if a rule says that “I is two spots before J” or “there’s one spot in between I and J,” you can add a space into the block and split it:

[I _ J]

You can even have reversible split blocks.

Options

We get linked options when either of two variables could occupy one space. If either K or L is last, draw that option right into the master diagram:

K/L

We get these with variables constrained by the same rule. We can also get linked options, which is where two variables can each go in one of two spots:

Either M or N is 1st; the other is 2nd.

M/N N/M  (switching the order makes it easier to see at a glance).

Grouping
Grouping games occur when the setup asks you to place variables into one or more groups. The groups will always function as the base.

Grouping games come in two basic flavors: In and Out and Multiple. In and Out grouping games occur when the game asks you to select a number of variables out of a larger number for inclusion in some group; the fact that other variables must remain unselected gives rise to the Out group.

Relationships There are four main conditional logic relationships that come about in grouping games. For multiple groups, the easiest diagramming method is to use subscripts:

If A in Group 1, then B in Group 1:

A1 → B1 ; /B1 → /A1. The first is the standard S → N statement:

If A is In, then B is In.

A → B.

Every conditional statement contains its contrapositive:

/B → /A.

A and B don’t have to be together. If B is In, we don’t know where A is. If A is Out, we don’t know where B is. All we know is that if A is In, B is In, and thus if B is Out A must be Out.

Must Be Together

If C is In, D is In, and vice versa;

C is In if and only if D is In.

C ←→ D.

Contrapositive: /C ←→ /D.

Both C and D will be in the same place.

Not Both

If E is In, F is Out, and vice versa

E and F are not both In.

E ←|→ F.

Contrapositive: same thing. The ‘double-not’ arrow actually contains two simultaneous statements:

E → /F F → /E

Notice that these are contrapositives of each other! We really only need either statement to derive the Not Both rule. Any time we have a positive S condition and a negative N condition, we can shorten it to the double-not arrow: both variables will not be In.

However, both can be Out.

Either Or/At Least One

If G is not In, H is In.

/G → H

In the last rule, we had a positive S and negative N; now we have a negative S and positive N. Once again, the contrapositive is implied:

/H → G

The combination of the two statements results in the logical necessity that at least one of the two is In:

G OR H

Both can be In.

OR rules frequently give rise to Scenarios, since they limit the further resolution of the game into two possibilities.

Games Question Types
Almost all games questions will fit into one of eight categories, split by two categorizations:

Is the question absolute or conditional?

Absolute questions ask a general question about the entire game. They are solved by referring to the master diagram.

"Which of the following must be true?" "Which of the following days could Piggy go to market?" Conditional questions introduce a new condition for that question only. For these, draw a new diagram, first putting in all the information from the master diagram, then adding the new condition and any deductions from it. Never draw over your master diagram.
 * Examples:

"If G is opened second, where must K go?"
 * Examples:

"If L is last, which of the following could be true?" What is the logical scope?

 * Must Be True

 * Must Be False

 * Could Be True

 * Could Be False

Logical Reasoning Help
By sheer numbers, the most important section on the test.

There are two scored sections of Logical Reasoning on each LSAT. Each section is composed of 24 to 26 questions, and you have exactly 35 minutes to complete each section. Thus, you have approximately 1 minute and 25 seconds to complete each question.

LR requires an understanding of formal logic, especially conditional diagramming.
 * When to Read the Question Stem

Reading the question stem or prompt before the stimulus allows the taker to quickly categorize the question and focus on the essential information within.

 * Conditional Reasoning: Multiple Sufficient and Necessary Conditions
 * The Limitations of Venn Diagramming

Venn Diagramming is next to useless for LSAT purposes. Forget it exists for now.

Formal Logic Structures
Argument structure covers the argumentative roles of individual statements.

Conclusions are the point of the argument, or what the author wishes the reader to take away.

 * Words that generally indicate conclusions: hence, therefore, thus, it follows that, in conclusion, etc.

Premises are the support or reasons why the conclusion follows.

 * Signal words here: due to, as, because of, since.

Assumptions are missing links necessary to go from premise to conclusion: unstated statements crucial to argument validity, almost like premises that aren’t there.

Example:

P: It is hot in herre.

C: Thus, you have taken off all your clothes.

Assumption: when hot, you get naked.

Validity means the truth of the premises guarantees the truth of the conclusion. The premises need not be actually true in real life. For instance,

P: Elvis is alive.

P: Everybody alive lives in Dallas.

C: Elvis lives in Dallas.

Note that none of these are true, but the argument is valid – if the Ps were true, the C would be as well.

Conditional Logic
Roles of the sufficient and necessary conditions: the S guarantees the N will happen, while the N means the S can happen.

Indicator words for each:

Sufficient If

All

Every

When

Whenever

Necessary

Then

Needs

Requires

Must have

Only/only if*

Reading Comprehension Help
The Reading Comprehension section of the LSAT is designed to test your ability to analyze large amounts of material for content and understanding. The Reading Comprehension section always contains a total of four passages, and a total of 26 to 28 questions. Each passage is approximately 450 words in length, and a set of five to eight questions immediately follows each passage. On average, you have 8 minutes and 45 seconds to complete each passage.

 * Reading Comprehension Reading List
 * Approaching the Passages
 * October 1996 Reading Comprehension Discussion

title: LSAT help


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User:Aleem~enwikiversity

Name: Malik Aleem Ahmed

Research Intrests: ICT for Better Governance

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User:TexasAndroid

Wikiversity account for English Wikipedia admin TexasAndroid.

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Help:Toolbox

In the left column of each MediaWiki page, you will see a small box labeled toolbox. The toolbox is very special. It typically contains things like:

But it doesn't stop there. The toolbox sort of "knows" where it is and can change to meet your needs while working on different types of pages. For example, if you are on your or another user's userpage, you may see something like: This ability to adapt to different situations depending upon what namespace you're in, how your preferences are set, and other factors is called "context sensitivity". The best way to learn about the toolbox is to use the tools! As you navigate around, keep an eye on the toolbox and learn about all those special pages!

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Template:Cellular automaton rule 30

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 * Reference: Cellular automaton, cellular automaton, Rule 30
 * See also: Template:Game of Life

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Wikiversity talk:Maintenance

Welcome to the Wikiversity maintenance forum!

 * Thank you for your interest in "chores", "grunt work", "custodianship" and other sometimes thankless tasks that help keep Wikiversity clean and tidy. This general discussion forum is open to everyone who wants to dive in and help! If you have an immediate need for custodian action, use Request custodian action. Otherwise post ideas, suggestions, questions, comments, complaints, opinions, whatever right here! --CQ 20:16, 7 June 2007 (UTC) - Support staff

Weekly maintenance
I've set up a maintenance plan and log for general coordination of Categories. I am pretty much maintaining the thing in a kind-of dynamic way using a "weekly" schema for planning each week's activities and logging the progress in a summarized way. Because categorization is such a fundemental aspect of the "neat and tidy" paradigm, I've decided to concentrate some effort there. Custodians Remi and JWSchmidt have provided remarkable leadership in the area of "mopping up" the messes that occur through the nature of wikis and I hope to use the "weekly schema" just to keep up with their efforts. I'm hoping we (all wikiversity participants regardless of "sysop" or "admin" status) can use this project/record area to further the cause of (for lack of a better term) "housekeeping" at Wikiversity proper. CQ 20:26, 7 June 2007 (UTC)

Expansion of page
I've expanding this page considerably today and repositioned it to function as a central hub for Wikiversity administration. --McCormack 09:40, 18 January 2008 (UTC)
 * I made some comments at the Colloquium. --JWS 16:31, 19 January 2008 (UTC)

Maintenance Header
I've transfered all of the header text to Maintenance/header, in my view it may clear a lot of text from the main maintenance page - does anyone agree to update the old layout format displayed on the current page to the one in the subpage which I've done above. DarkMage 20:42, 4 September 2008 (UTC)

Removing "Introduction Overhaul Taskforce - a task force which deals with introducing Wikiversity to newcomers"
I propose removing the bullet point as it's an old task (2007), and it's not ONGOING as the section is made for ONGOING tasks. ---Atcovi (Talk - Contribs) 23:12, 27 December 2015 (UTC)
 * Introduction Overhaul Taskforce - a task force which deals with introducing Wikiversity to newcomers.

 * With only two edits in 8 years it is obviously only of Historical interest. Anyone interested in reviving the idea would probably be better off starting from scratch. --mikeu talk 00:58, 28 December 2015 (UTC)
 * True, didn't review through the edit history as I thought this was still an ongoing thing. ---Atcovi (Talk - Contribs) 16:50, 30 December 2015 (UTC)

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