text:
Portal talk:Physical Sciencesnew

Note: This is a "backup" copy of Portal:Physical Sciences where new versions of the portal can be planned.

Colors
The page Portal:Physical Sciencesnew/box-header contains the settings for the portal colors:
 * border=#aaaaaa
 * titleforeground=white
 * titlebackground=#aaccff
 * background=#f9f9ff
 * foreground=black

See w:Wikipedia:Portal/Instructions for details about how this portal format was created and can be modified.

title: Portal talk:Physical Sciencesnew


text:
User:JWSchmidt/Blog/21 January 2007

This is my list of portals with featured content. There is another list at Featured. My current goal is to first clean up all of the portals that are listed on the main page (currently on main page (MP): Engineering and Technology · Fine Arts · Humanities · Interdisciplinary Studies · Life Sciences · Physical Sciences · Mathematics · Social Sciences · Practical Arts and Sciences).

Note. On 28 January the portals shown on the main page were changed to schools and subject areas: Humanities · Physical Sciences · Life Sciences · Practical Arts and Sciences · Mathematics · Engineering and Technology · Interdisciplinary Studies · Social Sciences · Education · Media · Professions · Other portals

Major portals
 * Education - has featured content - uses editable box format
 * Engineering and Technology - MP - has featured content
 * Interdisciplinary Studies - MP - has featured content - uses editable box format
 * Humanities - MP - has featured content
 * Learning Materials - has featured content - uses editable box format
 * Learning Projects - has featured content - uses editable box format
 * Life Sciences - MP - has featured content - uses editable box format
 * Mathematics - MP - has featured content - uses editable box format
 * Media - has featured content - uses editable box format
 * Physical Sciences - MP - has featured content - uses editable box format
 * Practical Arts and Sciences - MP - has featured content - uses editable box format
 * Professional Schools - has featured content - uses editable box format
 * Social Sciences - MP - has featured content - uses editable box format

Other portals
 * Fine Arts - MP
 * Research Portal - has featured content - uses editable box format
 * Game Design Portal - has featured content
 * Science Portal - has featured content - uses editable box format
 * Computer Science - has featured content

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

title: User:JWSchmidt/Blog/21 January 2007


text:
User talk:Yilin

Image:NORISK Block Diagram.png
Please provide license and source information for this image. Thanks. – Mike.lifeguard | @en.wb 22:43, 13 February 2008 (UTC)

title: User talk:Yilin


text: User talk:MRosenblattl

title: User talk:MRosenblattl


text:
User talk:JMosser

Image:MatPRO schematisch new.PNG
Please provide a license template and source for this image. Thanks. – Mike.lifeguard | @en.wb 23:09, 13 February 2008 (UTC)

title: User talk:JMosser


text:
Portal talk:Mathematics

If you want to experiment with a radical new version of Portal:Mathematics you can work at Portal:Mathematicsnew.

If you update featured content on this portal, make sure that you update Portal:Mathematics/Featured.

Some minor touches
I sorted the Topics, removed "Topic:" from each of the subdivisions' names, created a new Elementary Mathematics division to help reduce clutter, and fixed a couple other minor details. MichaelShoemaker 01:12, 3 February 2009 (UTC)

Exponents grade 8 Shsiw si (discuss • contribs) 13:37, 29 April 2022 (UTC)

New page format
Please help to include featured content and links to Wikiversity content about mathematics. --JWSchmidt 16:22, 21 January 2007 (UTC)

Link
see http://equmath.net/ which is very good -- 172.174.222.148 16:50, 7 July 2007 (UTC)

[In violation of copyright laws, equmath.net duplicates the content of http://www.sosmath.com.]

Most-perfect magic square
Dear friends,

I was on a long wikibreak. I started to work again on most-perfect magic square, see sandbox/squares, sandbox/squares (details), Values of the Chautisa Yantra_magic square and.

The informations are to large for a Wikipedia article. Please ket me know at user talk:Gangleri if somebody can cooperate in writing, proofreading, advising about these topics.

links at The On-Line Encyclopedia of Integer Sequences!
 * search "magic+square"
 * "most perfect magic square"
 * A151941 The number of most-perfect magic squares of order 2^m where m>=2.
 * searching the "all ones" sequences
 * I have some ideas about making a generalisation of the Frénicle standard form using Galois group (see Galois theory) and residuals (see Isomorphism, Automorphism) to show that there is only one "generalised esentialy different" most-perfect magic square
 * examples ilustrates some of the homeomorphisms

Best regards and greatings from Munich. Best regards

·לערי ריינהארט·T·m:Th·T·email me· 23:41, 21 August 2009 (UTC)

 * P.S. meta:project:Babel#en:most-perfect magic squares - Jain squares and their graphical and algebraic pattern
 * deleted material at meta about 4x4 type squares
 * ·לערי ריינהארט·T·m:Th·T·email me· 23:50, 21 August 2009 (UTC)

A place for research
Where is a good place for collaborative research on work on filters and lattices?

Answer: Filters on Posets wiki

Here is the bibliography:

 * 1) Roland Backhouse. Galois Connections and Fixed Point Calculus. 2001.
 * 2) Grzegorz Bancerek. Prime ideals and filters. Formalized Mathematics, 8(2), 1996.
 * 3) Garrett Birkhoff. Neutral elements in general lattices. Bulletin of the American Mathematical Society, 46(8):702–705, 1940.
 * 4) Francis Borceux and Maria-Cristina Pediccio. On primeness and maximality of filters. Cahiers de Topologie et GÃľomÃľtrie DiffÃľrentielle CatÃľgoriques, 30(2):167–181, 1989.
 * 5) M. Erne, J. Koslowski, A. Melton, and G. E. Strecker. A primer on Galois connections.
 * 6) JÃąn JakubÃŋk. Center of infinitely distributive lattices. Matem. fyz. casopis, 8:116–120, 1957.
 * 7) JÃąn JakubÃŋk. Center of a complete lattice. Czechoslovak Mathematical Journal, 23(1):125–138, 1973.
 * 8) Hirokazu Nishimura. An approach to the dimension theory of continuous geometry from the standpoint of boolean valued analysis. Publications of the research Institute for Mathematical Sciences, 20(5):1091–1101, 1984.
 * 9) PlanetMath. Criteria for a poset to be a complete lattice. At http://planetmath.org/encyclopedia/CriteriaForAPosetToBeACompleteLattice.html.
 * 10) Wikipedia. Distributive lattice –- wikipedia, the free encyclopedia, 2009. [Online; accessed 13-May-2009].

Posted for Porton by CQ 14:32, 25 August 2009 (UTC)

Speaking of that, where is a good place for collaborative research in mathematics in general? DariusGoad (discuss • contribs) 20:56, 12 August 2013 (UTC)

PDF Files and Audio Books, The Wiki3
I'm very much interested in Mathematics, maybe a bit more compared to other areas of Science.... Does anyone think it would be a bit more interesting if we could download or view online mainly pdf, or other file reading formats of the main subjects and.... if Wiki volunteers, would want creating general knowledge audio books of the main subject...

eg.... A Main book about science and another separate audio book of subjects included, and sub audio books on parts of the subject book and goes on....

and we can call it wiki3 or Media3 (MediaWiki+mp3)

Does anyone think that would work....

Popularity of Portal:Mathematics
89. 2488 - Portal:Mathematics in Statistics/2019/06 --Marshallsumter (discuss • contribs) 22:18, 8 September 2019 (UTC)

Mathematics
How to change dollars to rands Bongiwe Magwenyane (discuss • contribs) 15:41, 15 March 2021 (UTC)

Disorganized topics list
It seems like the topic list could be better organized. I'm new to editing so I don't want to do it myself, since I'd worry that I'd break a link to a page. But is "fundamental mathematics" different from "college mathematics" and "elementary mathematics" and "secondary mathematics"? And then there's another category of "general mathematics"? And "trigonometry" falls underneath several of these, so probably shouldn't be such a high-level topic. It would be good to collapse and clean these categories. And is "properties" really deserving of a whole topic? --Addemf (discuss • contribs) 23:20, 4 July 2021 (UTC)

 * Be bold. -- Dave Braunschweig (discuss • contribs) 20:50, 4 July 2021 (UTC)

Accounting
To have accounting free text books on our phones 41.116.8.32 (discuss) 15:16, 12 July 2022 (UTC)

 * See OpenStax: Business. -- Dave Braunschweig (discuss • contribs) 00:50, 13 July 2022 (UTC)

Categories list is difficult to read on mobile
On my phone I have a hard time reading the category list. Smeagol2069 (discuss • contribs) 23:59, 6 December 2022 (UTC)

 * Someone with experience in Mathematics needs to adjust the categories into subcategories. See Categories for appropriate structure(s). -- Dave Braunschweig (discuss • contribs) 03:09, 12 December 2022 (UTC)

 * I'd be happy to adjust the categories, I just can't figure out how it's all structured in Wikiversity. You try to edit the category page and it inherits from another page.  You go chase that page and it says that it inherits from somewhere else.  You go chase that page and can't see where the data is coming from.  Addemf (discuss • contribs) 14:39, 26 December 2023 (UTC)

Recommended sequence of courses
I wonder if anyone would agree that it would be nice to have, as prominently displayed as possible, a recommended sequence of courses? The category listing seems like the first and main thing that a new viewer would look at to see what's available here, and it really leaves one with a sense of disorganization and not much of a sense of what is available.

I would place Arithmetic as a foundational course, after which we can list Algebra, then Geometry, Calculus, Discrete Math, Linear Algebra, and so on. I don't know exactly how we would display and maintain the recommended sequence. We might also want to display a "tree" structure rather than a straight-line. But something like this seems like it would be very helpful to a new visitor.

Unfortunately I'm not familiar enough with how to edit this sort of data to do it myself, but I'm happy to discuss ideas if anyone knows more than me about how to do it. Addemf (discuss • contribs) 06:14, 13 March 2024 (UTC)

 * I have just added a section on the portal page. For now it is just a plain text list.  I hope to eventually internally link some of these to courses that have already been partially or fully implemented.
 * I also welcome any corrections or additions to the list, this is only a first attempt at presenting some useful organization. Addemf (discuss • contribs) 17:35, 13 March 2024 (UTC)
 * Also, it occurs to me that we may have several different people producing several different versions of the same course. For instance, I have been thinking about creating a course on "reasoning", but one aimed at philosophers, scientists, and mathematicians.  It will overlap heavily with the existing course on discrete mathematics for computer scientists, and one could take either course in order to satisfy the "discrete mathematics" prerequisite listed in the "Suggested Courses" section.  But how would people know that it exists?
 * Would we want to (a) make these links to a page of links to courses? Or (b) list the various course options directly in the recommendation section of the portal?
 * I think to keep the portal looking somewhat clean, I'd favor (a) but want to hear if anyone has other thoughts. Addemf (discuss • contribs) 18:32, 13 March 2024 (UTC)

title: Portal talk:Mathematics


text:
User:Chrismo/monobook.js

// installation of the wikEd editing page extension

// install User:Cacycle/diff text diff code //document.write(' ');

// install User:Pilaf/Live_Preview page preview tool //document.write(' ');

// install RegExTypoFix common typo fixer //document.write(' ');

// install User:Cacycle/wikEd international translation here

// install User:Cacycle/wikEd editing page extension //document.write(' ');

title: User:Chrismo/monobook.js


text:
Talk:Quantum mechanics/Course

What does the hat notation imply?

$$\psi(\hat{r})$$

It's a very usual notation in Quantum mechanics: Did you notice the observable $$\hat{X}$$ also weared one? Well, the hat just means "this is an observable". So yes, $$\hat{r}$$ (position) is also an observable. Whitout further knowledge the only explanation that can be given is "you can certainly observe (measure) the position of a particle".

If you know about Fourier transform, I can expand it - and when you have all the basis, it's fairly trivial that $$\hat{r}$$ (or $$\hat{x}$$ in 1D) and $$\hat{p}$$ (linear momentum) are observables.

Please post any questions you have. It's the best way to motivate me to contribute. --Jorge 15:21, 3 February 2007 (UTC)

Why "I"?
Why is this called Quantum Mechanics "I"? Which criteria do we follow to separate on courses? --Jorge 17:08, 3 February 2007 (UTC)

Wavefunction as 'the basis of quantum mechanics'
It is arguable that the wavefunction is the basis of QM. Aside from this, it is more logical in practice that students should deal with Dirac's notation for quantum systems, which can be thought of as an amalgam of Schrödinger's and Heisenberg's approach to QM. In the real world, hardly anyone talks about wavefunctions anymore. They're simply not as useful!

States should be represented as vectors in a vector space:

$$\vert \psi \rangle$$

Then the expectation value of some measurement (say of position using the position operator $$\hat{x}$$) is given by

$$\langle \psi \vert \hat{x} \vert \psi \rangle$$

Would you agree that this is the way to go?

Dmonkey 00:06, 6 February 2007 (UTC)

 * I can talk you about my experience: A few years ago I knew very well about Fourier transforms, and (from it) about identifying functions with vectors of infinite and continous dimension (and transforms with matrix multiplication), and also about wavefunctions, but haven't been thaught yet about what those <s, |s and >s meant. Every time I saw that notation in a WP article I couldn't understand a single equation!! I even didn't link the different <s, |s and >s with what I know is "their content", and thougth they were some kind of mysterious operators, rather than mere special parenthesis. When they tougth it to me, I had no more problems with them, and of course I also "fell in love" with the burden the notation removed from me, and the smartness of identifying a vector (and matrices) without relying on its coordinates (which depended on the basis, e.g. x, or p).
 * I agree with you that the state space (although not necesarily the quantum one) should be presented and used earlier, and that the Dirac notation should also be presented before QM, in a Mathematics course, so the student doesn't have to discover by himself that the notation isn't something pertaining to QM, but rather mathematical language. (And a language that contributes to alienate even more QM to the new student). The notation can be presented as earlier as in first year's Algebra, after Quadratic Forms (associating bras with row vectors, kets with column vectors, operators with matrices, and yuxtaposition with matrix multiplication - at this point the student knows yet about diagonalizing and bases of eigenvectors). A year or two later, after Hermitic operators matrices are taugth, it should be showed why converting kets to bras (transposing complex vectors) implies conjugating the complex scalars within them.
 * We must be careful that the notation is well explained and understood, because no material on QM is comprehensible to who doesn't understand it. I, however, disagree with the removal of the wavefunction, since it is a lot easier for the student to understand and believe interference if he has acces to the image of a wave in space. It is also more suited to explain the current of probability than kets, for the explicit graphical interpretation it provides.
 * Let's see what everybody else believes. --Jorge 02:10, 6 February 2007 (UTC)

Jorge, I have never seen a treatment of the nomenclature at the level you describe above. I think a math refresher course aimed at reviewing/showing the math concepts and tying them to the nomenclature you describe above would be a very useful course/module for people like me twenty years away from the advanced math concepts we handled in College. Perhaps such an outline of lesson plans could rely heavily on Wikibooks. I think their math shelves are fairly advanced. Mirwin 05:50, 6 February 2007 (UTC)

 * http://en.wikibooks.org/wiki/Waves/Fourier_Transforms This has twelve pages of pretty good review of math related to waves. Probably should link to it anywhere someone might need a review of waves treated mathematically.  Mirwin 05:56, 6 February 2007 (UTC)

 * I've started Dirac's notation as you requested. Not that I have much time now that the semester has started again, but this is the way wiki works, with little steps =) --Jorge 01:07, 13 February 2007 (UTC)

state machines in QM
Is there value in discussing state machines in the QM study guide? This would include not only finite state machines but also abstract state machines. ASMs provide an analysis of the concept of state, which can be beneficial in some discussions. FSMs have the advantage of simplicity. I suspect that both could be used in the foundations of QM. Can you provide references to previous publications or wiki discussions of state machines in QM? Thanks. Telecomtom 07:04, 27 September 2011 (UTC)

title: Talk:Quantum mechanics/Course


text:
Jazz

< School of Music and Dance

Introduction
Welcome to the Wikiversity School of Music Jazz Department, founded on the January 20, 2007.

Here, we will focus on developing resources, courses, lessons, and learning projects for Jazz students and practitioners. Like Jazz itself, we hope to remain informal, casual, relaxed and most-of-all creative.

The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: Topics).

Learning Projects
See: Learning Projects and the Learning model.

Suggested Prerequisites

 * Basic Blues & Rock
 * Blues basics constitute an important part of the basics of jazz.
 * Knowledge of chords is critical to understanding the building blocks of jazz music.

Lessons
See also: Courses on the French Wikiversity's Jazz course

 * Jazz harmony
 * Jazz improvisation
 * Jazz Piano
 * Jazz Vocals

Related topics

 * Getting started with sound recording
 * Jamming Online

About the learning materials
Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the learning project (learning projects are independent pages in the main namespace) and start writing! We suggest the use of the learning project template (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets – ).

See code for more information.

Degree plans
See: Degree plan

Streams
See: Stream plan

title: Jazz


text:
Talk:Jazz improvisation

Topic:Jazz
OK the Jazz department has been established!. Please contribute! CQ 03:55, 21 January 2007 (UTC)

title: Talk:Jazz improvisation


text:
Talk:Jazz

Let's get the show on the road
OK. Topic:Jazz is here. Any takers? Victims? Players? CQ 03:58, 21 January 2007 (UTC)

title: Talk:Jazz


text:
New Zealand Pilot License/Human Factors/Private

Interested Members
Add your signature here if you are interested in human factors. Also let us know in which sub-area your interests lie! ---All areas, Im an aviation student studying this.

Airmanship and Responsibility
Describe key features of good and safe airmanship.

List the common causes of fatal accidents for private general aviation pilots in New Zealand.

State the approximate proportion of aircraft accidents and incidents commonly attributed to human performance errors.75%

Human Factors Models and Programmes
Define human factors as used in an aviation context.

Describe the fundamentals of the SHEL Model in relation to the interaction of humans with other humans, hardware, information sources and the environment. Explain the role of human factors programmes in promoting aviation safety. Physiology and the Effects of Flight

The Atmosphere
State the gases that make up the atmosphere.

State the percentage of each gas in the atmosphere.

Describe the variation of pressure as altitude increases.

Explain how the partial pressure of oxygen changes as altitude increases.

Circulation and Respiratory Systems
Describe the anatomy and physiology of the respiratory system.

Describe the anatomy and physiology of the circulatory system.

Describe the role of the lungs in oxygen and carbon dioxide transfer.

Hypoxia
hypoxia is when you have lack of oxygen in the blood.

partial pressure of oxygen=150 mm Hg outside the lungs at sea level. partial pressure of oxygen=102 mm Hg inside the lungs at sea level for normal function.

Explain the mechanical effect of the partial pressure of oxygen on oxygen transfer in the lungs. As the height increases the drop in oxygen that makes less oxygen in the lungs that will mean less oxygen to get in the blood flow.

Explain the causes of hypoxia. Ascend to high altitude, where it causes altitude sickness leading to potentially fatal complications. Or when breathing mixtures of gases with a low oxygen content

Describe the common symptoms of hypoxia. The symptoms include headaches, fatigue, shortness of breath, a feeling of euphoria and nausea. In severe hypoxia, or hypoxia of very rapid onset, changes in levels of consciousness, seizures, coma, pianism, and death occur. Severe hypoxia induces a blue discolouration of the skin, called cyanosis. Because hemoglobin is a darker red when it is not bound to oxygen (deoxyhemoglobin), as opposed to the rich red colour that it has when bound to oxygen (oxyhemoglobin), when seen through the skin it has an increased tendency to reflect blue light back to the eye. In cases where the oxygen is displaced by another molecule, such as carbon monoxide, the skin may appear 'cherry red' instead of cyanotic.

Explain the reasons hypoxia symptoms are difficult to detect. It will not affect all pilots in the exactly the same way

Explain the relationship between hypoxic onset and both vision and cognitive performance. Vision goes blurry and possible gray out.

Describe how hypoxia can be prevented. Fly below 10,000 ft without oxygen and even lower if the pilot has a cold or chest infection, is hangover, from alcohol of other drugs effects and is moving quickly about the aircraft, of subjected to cold temperatures or strong g-forces

State the factors that affect the likelihood of suffering from hypoxia. If a pilot is fit, free from disease, illness and drug effects and is sitting quietly at the controls in a warm cabin or cockpit he or she will be better tolerant for hypoxia.

Describe how hypoxia can be treated. Supply them with oxygen from an oxygen supply source, or to descend the aircraft to around 10,000 ft AMSL, or below

Define the concept of ‘time of useful consciousness’. The amount of time an individual is able to perform flying duties efficiently in an environment of inadequate oxygen supply.

State the approximate time of useful consciousness at:

(a) 18,000ft;15-30 minutes

(b) 25,000ft;3-5 minutes

(c) 35,000ft.45-60 seconds

oxygen paradox is if someone who is mild-to-moderately hypoxic is placed on oxygen, their symptoms may worsen, momentarily

Hyperventilation
Define hyperventilation.

Explain the causes of hyperventilation. Hyperventilation tolerates is lower when you have mid  hypoxia  as well as worrying, fear, stress loud noise, excessive heat, air sickness and continued straining agentive G forces

Describe the symptoms of hyperventilation.

Describe how hyperventilation can be treated.

Describe the differences between hyperventilation and hypoxia.

Entrapped Gasses
Define barotrauma. Injury due to pressure, especially to the middle ear or para nasal sinuses due to imbalance between the ambient pressure and pressure within the cavity.

Explain the causes of barotrauma.

Describe the symptoms of barotrauma.

Describe the effects of barotrauma on the various parts of the body.

Describe how barotrauma can be prevented.

Describe how barotrauma can be treated.

Decompression Sickness

Define decompression sickness.

Explain the causes of decompression sickness.

Describe the symptoms of decompression sickness.

Explain how decompression sickness can be prevented.

Describe how decompression sickness can be treated.

Explain the dangers of flying after diving.

Vision and Visual Perception
Describe the anatomy and physiology of the eye.

Identify the following eye structure components:

(a) lens;

(b) cornea;

(c) retina;

(d) fovea;

(e) optic nerve disc;

(f) cone cells;

Distinguish between rod and cone cell functions and distribution in the retina.

Describe the limitations of the eye in terms of:

(a) the ability to discern objects at night;

(b) the ability to discern objects in daylight, including wires and other aircraft;

(c) poor lighting;

(d) glare;

(e) lack of contrast;

(f) the blind spot;

(g) colour perception;

(h) empty field myopia.

Explain the process of dark adaptation.

State the normal time for full night vision adaptation.

Identify precautionary actions to protect night vision adaptation.

Describe:

(a) long sightedness;

(b) short sightedness;

(c) presbyopia;

(d) astigmatism.

Describe the factors associated with the selection of suitable sunglasses for flying.

Describe the effects of hypoxia on vision.

Describe the visual system resting state focus and its effects on object detection.

Explain effective visual search techniques.

Explain the see and avoid method of avoiding mid-air collisions.

Explain the following visual illusions, and describe methods of avoiding and/or coping with:

(a) autokinesis;

(b) stroboscopic illumination illusion/flicker vertigo;

(c) the break-off phenomenon;

(d) the black hole phenomenon.

Describe conditions which can lead to the creation of a false horizon.

Explain the effect of a false horizon on visual perception.

Explain relative motion.

Explain the effect of fog, haze, and/or dust on visual perception.

Describe the optical characteristics of the windshield.

Explain the effect of sloping terrain on visual perception.

Explain the effect of the following factors on visual perception during an approach:

(a) steep/shallow approach angles;

(b) length, width and texture of the runway;

(c) the intensity of the approach lights.

Hearing and Balance
Describe the anatomy and physiology of the ear.

Describe the effect of prolonged noise exposure on hearing.

Describe methods of protecting hearing.

Explain the effects of age induced hearing loss (presbycusis).

Explain the effects of pressure changes on the middle ear and eustachian tubes.

Explain the effects of colds; hay fever; and/or allergies on the sinuses and eustachian tubes.

Spatial Orientation
Define spatial orientation.

Define disorientation.

Outline the anatomy and physiology of the motion, orientation and gravitational sensory organs, including:

(a) the semi-circular canals;

(b) vestibular sac/tubes.

Explain the interconnection between the visual and kinasthetic senses in maintaining accurate spatial orientation.

Explain the body’s limitations in maintaining spatial orientation when vision is adversely affected.

Describe and explain the effects of the following spatial illusions:

(a) the leans and sub-threshold stimulation;

(b) somatogravic illusion;

(c) somatogyral illusion;

(d) cross coupled turning (coriolis effect);

(e) pressure vertigo.

Gravitational Forces
Explain the effects of positive and negative accelerations on:

(a) the circulatory system;

(b) vision; and,

(c) consciousness.

Explain the causes and symptoms of black-out and red-out.

Motion Sickness
Explain the causes of motion sickness.

Describe how motion sickness can be prevented.

Describe how motion sickness can be treated.

Flight Anxiety
Explain the causes of flight anxiety.

Recognise the signs of flight anxiety in passengers.

Describe how flight anxiety can be prevented. Flying and Health

Fitness to Fly
Describe the term fitness to fly.

Explain the CAANZ system of assessing medical fitness, with regard to:

(a) Medical Examiner Grade 1 and Grade 2;

(b) means of obtaining medical examinations;

(c) frequency of medical examinations;

(d) responsibilities of pilots towards medical fitness for flight.

Identify symptoms and circumstances that would lead you to consult your aviation medical examiner prior to further flight.

Describe the IMSAFE method of assessing fitness for flight.

Describe the problems associated with pregnancy and flying.

Describe the following factors, including their effects on pilot performance and methods by which they may be minimised/managed:

(a) arterial disease;

(b) blood pressure;

(c) diet;

(d) exercise;

(e) obesity;

(f) smoking;

(g) respiratory tract infection/allergies (including colds, sinus, hay fever, influenza, asthma);

(h) food poisoning and gastroenteritis;

(i) neurological factors (including fits/epilepsy, brain injury, fainting, headaches, migraines);

(j) emotional factors (including depression and anxiety).

Alcohol and Drugs
Explain the effects of alcohol on pilot performance.

State the recommended time periods between the consumption of alcohol and flying.

Explain the effects of drugs on pilot performance.

State where information can be obtained about the suitability of over the counter and prescription medication for flying.

Explain why illegal/recreational drugs are unacceptable for pilots.

Blood Donation
Describe the effect on the body of donating blood.

State the recommended time period between the donation of blood and flying.

Environmental Hazards
Describe the symptoms, effects and immediate treatments for the following hazards present in the aviation environment:

(a) carbon monoxide;

(b) fuel;

(c) lubricating oils;

(d) hydraulic fluids.

State the source of carbon monoxide poisoning in general aviation aircraft.

Describe reliable methods for the detection of carbon monoxide.

Describe methods of eliminating carbon monoxide from the cockpit.

Stress Management
Define stress.

Describe a simple model of stress.

Define arousal.

Explain the relationship between stress and arousal.

Describe the following environmental stressors:

(a) heat;

(b) cold;

(c) noise;

(d) vibration;

(e) humidity.

Explain methods of identifying stress.

Explain the difference between acute and chronic stress.

Describe the physiological and psychological effects of stress.

Describe the factors that improve personal stress tolerance.

Describe the relationship between stress and fatigue.

Explain methods of managing stress.

Sleep and Fatigue (Alertness Management)

Describe the stages of sleep.

Explain how individuals differ in their requirement for sleep.

Explain the effects of the following alertness management techniques:

(a) napping;

(b) caffeine consumption;

(c) alcohol consumption;

(d) taking sedatives;

(e) taking stimulants other than caffeine.

Describe sleep disorders and their effects on pilot performance.

Define fatigue.

Explain the causes of fatigue and its effect on pilot performance.

Describe the symptoms of fatigue.

Explain the difference between acute and chronic fatigue.

Describe methods of managing fatigue.

Ageing
Identify normal physiological and behavioural changes with age that have a bearing on private pilot performance.

Describe methods by which age-related changes in memory and speed of information processing can be moderated by older pilots. Aviation Psychology

Information Processing
Identify the human sensors pilots depend on for information acquisition.

Describe a basic model of information processing, including the concepts of:

(a) attention;

(b) sensory threshold;

(c) sensitivity.

Describe the following types of memory:

(a) peripheral/sensory memory;

(b) short term/working memory;

(c) long term memory;

(d) motor/skills memory.

Describe the limitations and failures of memory.

Explain the following methods of retaining and retrieving information from memory:

(a) chunking;

(b) mnemonics;

(c) checklists.

Explain the concept of mental workload.

Define perception.

Describe the effect of the following on perception:

(a) expectation;

(b) experience.

Describe the formation of mental models.

Situational Awareness
Define situational awareness.

Explain the importance of situational awareness on different phases of flight.

Describe strategies to maintain and enhance situational awareness.

Judgement and Decision Making

Describe hazardous attitudes.

Describe methods of countering hazardous attitudes.

Describe the error/poor judgement chain.

Explain clues or red flags that can assist in identifying the error/poor judgement chain.

Identify risk assessment techniques.

Outline the general concepts behind decision making.

Describe methods of enhancing decision making skills.

Identify common decision-making models used in aviation training (DECIDE, SADIE etc) and explain their application.

Identify specific factors that influence the decision making process.

Explain the setting of personal limitations and decision points.

Outline the dangers of get-home-itis.

Social Psychology and Flight Deck Management

Define teamwork and team membership.

Identify the factors that affect team performance.

Describe group decision making.

Describe ideal leadership characteristics.

Describe a basic model of communications.

Describe the barriers to effective communication.

Identify techniques to reduce communication barriers.

Explain the following strategies used to reduce communication errors in aviation:

(a) read-backs;

(b) standard phraseology;

(c) standard calls.

Explain how outside resources, such as ATC, engineers and other pilots can contribute to a pilot’s management of a flight.

Threat and Error Management
Explain the role of human error in aviation accidents.

Explain the degree to which human error can be eliminated.

Describe threats which could potentially affect a safe flight.

Explain the basic elements and features of the Reason Model.

Culture
Identify the elements in a safety culture.

List the key reasons for safety reporting in aviation.

Explain the rationale for mandatory reporting of incidents as required by CAR Part 12.

Distinguish between normal error, at risk behaviour and high culpability behaviour.

Distinguish between negligent and reckless behaviour.

Describe the role of punitive sanction.

Ergonomics

Flight Deck Design
Describe the basic principles of control, display and workspace design.

Explain the importance of the following in cockpit design:

(a) reach;

(b) comfort;

(c) posture;

(d) lighting levels.

Define biomechanics.

Define anthropometry.

Describe applications of biomechanics in the design of a cockpit.

Explain the relevance of anthropometry in the design of a cockpit.

Describe the effects of a poorly designed cockpit on pilot performance.

Explain the importance of eye datum or eye design position.

Describe the problems associated with windshield design and visibility.

Design of Controls
Explain the importance of the following in control design:

(a) size;

(b) shape/recognition by touch;

(c) location;

(d) direction of movement;

(e) visibility.

Instrumentation, Displays and Alerts
Explain the importance of the following in the design of instrumentation, displays and alerts:

(a) size;

(b) position;

(c) layout;

(d) visibility;

(e) legibility;

(f) scale;

(g) use of colour;

(h) illumination.

Describe parallax error.

Describe common errors in display interpretation.

Describe potential errors in the interpretation of three pointer altimeters.

Describe potential errors in the interpretation of the artificial horizon.

Describe the basic requirements of alerts.

Describe problems associated with the presentation and misinterpretation of alerts.

Describe how colour coding conventions are used in aviation on instruments and displays.

Documents and Procedures
Explain the rationale behind consistent and thorough checklist use as opposed to reliance on memory.

Distinguish between normal and emergency checklists.

Identify the phases of flight where a checklist plays an important role.

Describe the reasons for and the possible ramifications of checklist complacency.

First Aid and Survival
First Aid

Describe the basic principles of first aid.

Describe the basic principles of Cardiopulmonary Resuscitation.

Identify basic items carried in a certificated general aviation aircraft first aid kit.

Survival

State the components of a pre-flight passenger briefing by a pilot with respect to aircraft safety features and equipment.

Explain the basic steps in post-crash survivor management.

List the priorities of survival in order of importance.

List additional useful but discretionary safety and survival items that could be carried on a cross-country flight over bush clad and mountainous terrain.

Explain the process of hypothermia.


text:
New Zealand Pilot License/Aircraft Technical Knowledge

PART I Technical Knowledge

Airframe
Identify the major components of a conventional airframe (fuselage, wings, tail section, control surfaces, undercarriage, powerplant).

Identify and explain the basic function of the following components used in fuselage construction (frames, longerons, stringers, skin).

Identify and explain the basic function of the following components used in the construction of wings, tailplane and fin (ribs, spar(s), stringers, skin).

In simple terms, explain the load on the wings (a) on the ground and (b) in the air, and state the function of spars and struts in opposing these loads.

Explain the basic operation of the primary flight controls, trim tab and flap systems. State the function of control locks and precautions for removal before flight.

State the two types of undercarriage system (tricycle/tail wheel) and explain typical steering and braking systems with precautions for use.

Engines - General
Identify typical cylinder configurations used for aircraft piston engines (eg radial, in-line, horizontally opposed).

Identify and state the purpose of the major components of a four-stroke piston engine (cylinders, pistons, connecting rods, crankshaft, crankcase, camshaft, valves, spark plugs).

With the aid of diagrams, explain the basic principle of operation of the four stroke internal combustion engine.

In broad terms, explain the need for valve timing (valve lead, lag and overlap).

Describe the principal features of a typical ignition system (dual, independent, engine-driven magneto systems with two spark plugs per cylinder).

State the purpose and principle of an impulse coupling.

Describe the operation and correct handling of a rotary ignition/starter switch (including the starter warning light), and separate toggle ignition switches.

Explain the purpose and a typical procedure for conducting magneto checks.

State the correlation between engine rpm and power output.

Carburation
State the purpose of carburation.

With the aid of a diagram, explain the operating principle of a simple float-type carburettor.

State the purpose of the following systems within the carburettor; atomisation and diffusion; idling; accelerating; enrichment (at high power); mixture control and idle cut-off.

Explain the correct operational use of a manual mixture control and idle cut-off.

Describe the effects of excessively rich or lean mixtures on engine operation.

In simple terms, describe the abnormal combustion conditions detonation and pre- ignition, and distinguish between them. State the causes and likely effects of these conditions and the measures which can be taken to avoid them.

Explain the formation of refrigeration, throttle and impact ice in a carburettor and intake system.

State the:

(a) atmospheric and throttle setting conditions conducive to the formation of carburettor ice;

(b) symptoms of carburettor ice formation;

(c) correct use of carburettor heat for de-icing, and as an anti-icing measure (normal operation).

In simple terms, describe the operation of a fuel-injection system. State the advantages and disadvantages of fuel-injection versus carburettor systems.

Fuel Systems and Fuel
Describe the function of the following components of a simple fuel system:

(a) fuel tank, sump, drain point, supply line standpipe, vents, overflow drain;

(b) fuel selector valve, supply line, strainer and strainer drain;

(c) fuel primer, engine-driven pump, auxiliary (boost) pumps;

(d) fuel quantity indicators.

Describe the correct management of the fuel system, including fuel selection and handling of priming and auxiliary pumps.

State the common grades of AVGAS with their colour identification.

Distinguish between the different characteristics of AVGAS, MOGAS and AVTUR, and state the precautions regarding the use of MOGAS in aero-engines.

State the common contaminants of AVGAS and the precautions which can be taken to avoid them.

Describe the procedure to be used for a fuel drain check.

State the general rules for fuelling of aircraft, including the special precautions for the use of drum stock, and plastic containers.

Lubrication and Cooling
State the functions of engine oil (lubrication – reduction of friction, assisting with cooling, removal of contaminants, and sealing).

Explain the term viscosity and the effect of temperature on the lubricating qualities of oil.

Briefly describe the function of the following components of an oil system:

(a) wet sump;

(b) dry sump, scavenge pump, tank;

(c) engine-driven pump, pressure relief valve;

(d) oil lines, passages and galleries;

(e) oil cooler, bypass valves;

(f) oil pressure and temperature gauges.

State the importance of using the correct type and grade of oil for a particular aircraft, and of checking the correct quantity before flight.

Identify cockpit indications of a possible oil system malfunction, and state the pilot actions (if any) that the pilot can take to rectify the problem.

Briefly describe the main means for air cooling an engine; cowling ducts, baffles, fins and cooling flaps (when fitted).

Briefly explain the precautions to be taken to prevent overheating and overcooling in flight, and explain the correct handling of engine cowl flaps when fitted.

Engine Handling
State the safety precautions to be taken before starting the engine.

In general terms, state the procedures for:

(a) starting the engine in cold temperatures;

(b) starting an over-primed engine;

(c) starting a hot engine;

(d) controlling an engine fire on start-up;

(e) checking oil pressure after start;

(f) stopping the engine.

Explain the reasons for avoidance of rapid power changes, and the need for monitoring and cross-checking instrument indications.

State the possible causes for rough running or excessive engine vibration and the actions (if any) that the pilot can take to rectify the problem.

State the possible causes of a sudden engine failure in flight, and the remedies which may be available to a pilot during subsequent trouble checks. Note: Handling of the mixture and carburettor heat controls is covered under previous syllabus topics.

Electrical System
State the types of service which are typically electrically operated in a light aircraft.

Explain the function of the following components in a typical light aircraft electrical system:

(a) battery;

(b) alternator (and generator);

(c) bus bar;

(d) voltage regulator, voltmeter or overvoltage light;

(e) ammeter (left zero and centre zero);

(f) master switch (or battery/alternator switch);

(g) fuses, circuit breakers and overload switches.

State the precautions to take during normal operation of the electrical system, including:

(a) avoiding continuous operation of high-power systems on the ground before start;

(b) starting with radios and other unnecessary equipment switched off;

(c) avoiding prolonged operation of the starter motor;

(d) releasing the starter once the engine is running;

(e) checking satisfactory operation of the system after start, and monitoring

during flight;

(f) switching off ancillary equipment before shut-down;

(g) switching the battery master switch off before leaving the aircraft.

Identify the cockpit indications of the following electrical system malfunctions, and state the actions available to the pilot to deal with the problem;

(a) excessive alternator/generator charge rate;

(b) lack of alternator/generator charge;

(c) blown fuse or popped circuit breaker.

Pressure Instruments
Identify the three basic instruments which rely on air pressure for their operation.

Describe static pressure and dynamic pressure, and the main factors which affect them.

Explain the operation of a pitot-static system, including:

(a) static vent(s);

(b) pitot tube;

(c) combined pitot-static head;

(d) drain holes, heating, pitot cover;

(e) alternate pressure source.

With respect to the airspeed indicator, describe the:

(a) basic principle of operation;

(b) colour coding, and the meaning of VSO, VS1, VFE, VNO and VNE;

(c) IAS/TAS/groundspeed relationship;

(d) errors affecting the ASI, and how position error correction is applied.

With respect to the altimeter, describe the:

(a) basic principle of operation;

(b) subscale settings and the meaning of QNH, QFE and QNE;

(c) errors affecting the altimeter, including subscale setting error.

With respect to the vertical speed indicator, describe the:

(a) basic principle of operation;

(b) errors affecting the VSI.

Indicate the normal checks for serviceability of the pitot-static system, both pre- flight and during operation.

Identify the cockpit indications of the following pitot-static system malfunctions, and state the actions available to the pilot to deal with the problem;

(a) blockage of the pitot tube;

(b) blockage of the static source.

Gyroscopic Instruments
Outline the basic principle of operation the vacuum system, and state the likely effects of reduced or nil suction.

Describe the gyroscopic properties of rigidity and precession.

With respect to the turn indicator/coordinator:

(a) explain the basic principle of a rate gyroscope;

(b) with the aid of a diagram, differentiate between the different indications of the turn indicator and turn coordinator;

(c) state the function, indication and correct use of the coordination (balance) ball;

(d) state the pilot checks for serviceability.

With respect to the attitude indicator (or artificial horizon); explain:

(a) the basic principle of operation (earth gyroscope);

(b) with the aid of a diagram, how pitch attitude and bank angle are displayed;

(c) the pilot checks for serviceability;

(d) the need for, and operation of, a caging device.

With respect to the heading indicator (or DGI), explain the:

(a) advantages of a gyroscopic heading indicator (versus a compass)

(b) need for, and method of synchronisation;

(c) pilot checks for serviceability.

Briefly explain the errors likely to occur if the gyro rotor rpm is low; the indication of power failure on electrically-driven instruments; and the indications of toppling.

Magnetic Compass
Describe the earth’s magnetic field, and:

(a) distinguish between the true and magnetic poles;

(b) define magnetic variation, isogonals, and deviation;

(c) given a sample deviation card, show how to apply corrections.

Briefly describe the construction of a modern direct-reading compass, and

(a) define lubber line;

(b) state the functions of the fluid in the bowl.

Explain magnetic dip; how it is compensated for; and define residual dip.

State the effects of:

(a) acceleration error; and

(b) turning error.

State the compass pre-flight serviceability checks, and the precautions when carrying magnetic items.

Part II Principles of Flight

The Atmosphere
State the principal gases which constitute the atmosphere (nitrogen and oxygen, plus small amounts of others).

In general terms, describe air density, and how it varies with altitude in the atmosphere.

State the relationship between pressure/temperature and the density of an air mass.

Outline how pressure, temperature and density normally vary in the atmosphere.

Outline the basis for the International Standard Atmosphere, and state the assumed standard sea level pressure and temperature conditions, together with their lapse rates up to the tropopause.

Basic Aerodynamic Theory
State what an aerofoil is and distinguish between different aerofoil sections (high lift, high speed and general purpose).

Define:

(a) leading edge;

(b) trailing edge;

(c) chord;

(d) thickness;

(e) camber.

(f) angle of attack

(g) angle of incidence

(h) aspect ratio

Define relative airflow and angle of attack.

State Bernoulli’s Theorem in simple terms.

Define streamline flow around an aerofoil, and explain the changes which occur to dynamic and static pressure wherever the speed of the airflow is:

(a) increased;

(b) decreased.

With the aid of diagrams, explain:

(a) venturi effect;

(b) the pressure distribution around an aerofoil which is producing lift.

Define the terms total reaction (TR) and centre of pressure (CP), and describe how TR and CP change with increasing angle of attack (for a lifting aerofoil).

Define the lift and drag components (of TR).

Summarise the factors affecting lift (angle of attack, aerofoil shape, IAS).

Define in simple terms the coefficient of lift (CL) and:

(a) describe a typical CL versus angle of attack curve;

(b) show how CL varies with use of flaps and control surfaces.

State the precaution against flying with ice, frost, other contamination or damage to lifting surfaces.

Distinguish between induced drag and parasite drag, and list the elements of the latter (skin friction, form and interference drag). [Students should be aware that there are other ways of categorising drag.]

State the factors affecting skin friction, form, and interference drag.

Identify a curve of parasite drag versus airspeed.

Explain the cause of induced drag, and identify a curve of induced drag versus airspeed (and angle of attack).

Show how, by combining the induced and parasite drag curves, a curve for total drag versus airspeed (and angle of attack) is produced. Identify on this curve, the speed for minimum drag (and maximum L/D ratio).

Identify a curve of lift/drag (or CL/CD) versus angle of attack. 136.186.131.90 06:42, 8 July 2010 (UTC)B Rogers

Flying Controls
State the three aircraft axes of rotation, and define pitch, roll and yaw.

State the flying controls used to affect movement about each axis, and explain how each control operates to achieve control of the pitch attitude, bank angle, and yaw.

Explain the cross-coupling (further) effects of control in roll and yaw.

State the effects of airspeed and change of power on control effectiveness and aircraft attitude.

Explain the purpose and principle of operation of a basic trim control, and state the correct method of use.

Explain the requirement for balancing the controls and state the methods used to obtain aerodynamic balance (inset hinge, horn balance, balance tab).

Explain the requirement for using anti-balance tabs on an all-moving tailplane, and describe the principle of operation.

Explain the purpose and the principle of operation of basic wing flaps.

State the normal operational use of flaps, including the precautions against flying with flaps lowered above VFE, and raising flap before reaching a safe height on a baulked approach.

Straight and Level Flight
State the four main forces acting in flight, and describe, for level flight, how these forces change as IAS is varied.

Describe the pitching moments in flight, and how balance is achieved.

Given a basic graph of power available (PA) and power required (PR) versus TAS in level flight, show the derivation of:

(a) maximum and minimum level flight speed;

(b) maximum-range speed;

(c) maximum endurance speed.

State the basic operational considerations which apply to flying a light aeroplane for range, or endurance.

Climbing and Descending
Given a diagram, name the forces acting in a steady climb.

Distinguish between a maximum angle climb; a maximum rate climb; and a normal climb. Recall the meaning of Vx and VY.

Using the PA/PR graph referred to in 12.28.6, show the derivation of max. rate of climb speed.

Briefly explain the factors which affect climb performance (power, airspeed, flap extension, weight, altitude, temperature, manoeuvring, and wind component - on climb angle).

Given a diagram, name the forces acting in a steady glide.

Demonstrate how the lift/drag ratio determines the steady-speed glide angle.

Briefly explain the effects of weight, IAS, wind, and flap extension on the glide angle.

Show how the forces in the diagram at 12.30.10 become modified in a steady- speed power on descent.

Turning
Define centripetal force.

Given a diagram, explain the components of lift which provide the:

(a) turning (or manoeuvring) force;

(b) force required to counteract weight.

Define load factor (“g”) and, for a level turn, state the relationship between bank angle and lift, drag, and load factor.

State the relationship between the turn radius and rate of turn: (a) at a given airspeed;

(b) at a given bank angle.

Describe a standard rate (rate 1) turn, and state the rule-of–thumb method of calculating the bank angle required.

Explain the effect of bank on rate of climb in a climbing turn, and the tendency to “overbank”.

Explain the effect of bank on rate of descent in a descending turn, and the tendency to “underbank”.

Stalling and Spinning
Describe the stalling angle of attack, with reference to:

(a) disruption of streamline flow over the upper surface of the aerofoil;

(b) reduction of lift and increase in drag.

Describe the symptoms of a developing stall.

State how:

(a) the stall is associated with a particular angle of attack and not a particular airspeed;

(b) a reduction in angle of attack is critical to recovery.

Explain how the stalling IAS is affected by:

(a) load factor;

(b) aircraft weight;

(c) altitude;

(d) power;

(e) flap extension; and

(f) ice, frost, or other contamination of the wings.

State the precaution against using ailerons near, and during, the stall.

Define the term autorotation and the conditions leading to it.

Define a spin, with reference to:

(a) stalled condition of flight;

(b) simultaneous motion about three axes (rolling, pitching, yawing);

(c) high rate of descent at low airspeed;

(d) the difference between a spin and a spiral dive.

State the measures which can be taken to avoid a spin.

State the ‘standard’ recovery action from a developed spin.

Propellers
With respect to propeller terminology, state the meaning of the following :

(a) blade section;

(b) blade angle;

(c) helix (or pitch) angle;

(d) angle of attack.

Explain the reason for blade (or helical) twist.

Given a diagram, identify and define the following (for a rotating blade section):

(a) direction of rotation;

(b) relative airflow;

(c) total reaction; with its components

(d) thrust and propeller torque.

For a fixed-pitch propeller at a constant throttle setting, explain the relationship between airspeed, angle of attack and rpm.

Briefly state the factors which affect the ability of a fixed-pitch propeller to convert engine power into useful thrust.

State the principal advantage of a constant-speed versus a fixed-pitch propeller.

Explain the basic principle of operation for a constant-speed propeller, and the normal procedure for changing power settings with the manifold pressure and pitch controls.

Take-off and Landing Performance
State the general effect of altitude on aircraft performance.

Define pressure altitude, and:

(a) calculate aerodrome pressure altitude, given aerodrome elevation and prevailing QNH ;

(b) explain how to determine pressure altitude by using an altimeter.

State the general effect of temperature on performance.

Define density altitude and, given pressure altitude:

(a) calculate the deviation of ambient temperature from ISA ;

(b) calculate the density altitude.

Define the following:

(a) take-off distance required (TODR);

(b) take-off distance available (TODA);

(c) landing distance required (LDR);

(d) landing distance available (LDA).

State the effect of the following factors on TODR and LDR;

(a) aircraft weight;

(b) temperature and pressure (i.e. density altitude);

(c) humidity;

(d) runway slope;

(e) runway surface and condition;

(f) headwind/tailwind component;

(g) use/misuse of flaps, and power;

(h) frost or other contaminants/damage of lifting surfaces.

Describe the hazards of a windshear in the initial climb-out path, and on the approach path.

Demonstrate the practical use of P-charts to determine TODR and LDR.

Aircraft Loading
State the general reasons for operating with correct loading (controllability, avoiding airframe overstress, satisfactory performance).

Define the following loading terms:

(a) basic empty weight ;

(b) zero fuel weight;

(c) gross weight:

(d) maximum certificated take-off weight (MCTOW)

(e) maximum certificated landing weight (MCLW);

(f) the moment of a force; and

(g) moment arm.

State the effect on stability and control of an aircraft if flown with the CG:

(a) ahead of the forward limit;

(b) behind the aft limit.

Define the meaning of:

(a) aircraft datum;

(b) positive and negative moments (about the datum); and

(c) aircraft station (STA).

Given a basic aircraft load sheet/data, demonstrate an ability to:

(a) calculate the CG position;

(b) use a typical loading graph to determine CG position;

(c) use index units.


text: User:Alton

title: User:Alton


text:
Template:Mad Max:Lesson 2:TOC:GarageBand with symphony orchestra

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 * bgcolor="#ffeeff" style="border: 1px #cccccc solid;" | [[Image:Nuvola apps kalarm.png|24px]] Pop Quiz - GarageBand with symphony orchestra - joy  - 2 points [[Image:Nuvola apps kalarm.png|24px]]
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 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2: Creating the sound of joy with GarageBand and symphony orchestra sounds - 6 points
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 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3: Creating additional moods for motion pictures with rhythm - 6 points
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text:
Mad Max:Sound of joy:GarageBand with symphony orchestra:Pop Quiz 1

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Question 1: Which bell is the best?
In Jam Pack:Symphony Orchestra there are many different bell sounds. Listen to them all and tell me which is the one that you find the most joyful... and tiny!!!

Not big, fat bells. Only tiny and delicate bells, please!

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Question 2: Which pitch of the bell sounds the happiest?
Once you have isolated the bell that you think will create the best "Sound of Joy", tell me which pitch you find the most pleasant, tiny and delicate.

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Question 1: Which bell is the best?
In the free Boldt packages from Ben Boldt], there are many different bell-like instruments. Tell me which is the one that you find the most joyful... and tiny!!!

Not big, fat bells. Only tiny and delicate bells, please!

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Question 2: Which pitch of the bell sounds the happiest?
Once you have isolated the bell that you think will create the best "Sound of Joy", tell me which pitch you find the most pleasant, tiny and delicate.

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The Next Page

 * Continue this lesson at Creating the sound of joy with GarageBand and symphony orchestra sounds

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Template:Mad Max:Sound of joy:GarageBand with symphony orchestra:Pop Quiz 1:TOC

 * Which bell is the most joyful? - 2 points
 * Which pitch is the most joyful? - 2 points

 * }


text:
Mad Max - Creating the sound of joy with GarageBand

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Step 1

 * 1. Pick four notes
 * Start a new project file in GarageBand and add four short notes of a bell sound.

 * In the pop quiz, you determined which bell and which pitch is the most enjoyable. Now you pick four notes at random and put them on a track so they play in just one second.

 * Note: Once you have created the project with your four note, you can easily adjust the velocity of the notes.  I prefer to have each of the notes with a different velocity.

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Step 2
One of the options in GarageBand is to drag the region so it repeats itself. We need about four seconds of these tiny bell sounds.
 * 2. Repeat the notes

Once you are happy with your sound of fear, send me the project file. Done! {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * 3. Send me your results
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More advanced Techniques
In the exercise above, you used on only one track in GarageBand. If you wish, you can try to create additional tracks to enhance your sound of joy.

Option 1 · Add other voices
The tiny bells give you a feeling of joy. You can enhance this with other sounds. The easiest is to add another instruments playing the same notes very slowly while the bells play in the background.

Option 2 · Add an audio sound effect
Programs like GarageBand allow you to mix music with ordinary audio files (sound effects from a sound effect library.) Pick a fearful sound effect and combine it with your bells. Perhaps the chirping of a bird.

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * }
 * style="width: 100%; background-color: LemonChiffon; 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;" rowspan="2" |

The Next Page

 * Once you have sent me your project file for creating the "Sound of Fear" using a violin trill, you can try to create other moods using only a single note with GarageBand and Jam Pack : Symphony Orchestra.
 * Creating additional moods for motion pictures with individual notes

Contact Your Instructor

 * Let me know when you are done or if you have problems Robert Elliott. To email me, you simply @undefined.  [[Image:Crystal Clear app xfmail.png|32px]]

 * }


text:
Portal:Mathematics/Page name cleanup

Take a look at the school namespace and all the pages with names like School:Mathematics/Philosophy of Mathematics. The names of these pages do not conform to Wikiversity name conventions. Pages in the school namespace should be content development pages that are concerned with organizing Wikiversity mathematics-related content.

School:Mathematics/Philosophy of Mathematics should be moved to Topic:Philosophy of Mathematics.

title: Portal:Mathematics/Page name cleanup


text:
File:Mersenne Prime table.png

source

title: File:Mersenne Prime table.png


text:
User:Serminigo~enwikiversity

Who said WHAT WHAT - I did (I am Serminigo), the ultimate anger of darkness within this humble soul is not that of a crocodile.

Serminigo serminigo SERMINIGO

title: User:Serminigo~enwikiversity


text:
User talk:Aelfa

Invitation
Dear user of Wikiversity,

Do you like to join a reading club, where you can read and discuss literature? Reading clubs could have active and inactive participants. Active participants could be required to edit on a regularly basis untill a deadline is reached and another topic can be chosen for reading and discussing. Hopefully, reading clubs can ensure a social network on Wikiversity of people cooperating with eachother and becoming friends while discussing knowledge.--Daanschr 09:30, 1 November 2007 (UTC)

title: User talk:Aelfa


text:
User:Aelfa

Education
Undergraduate Studies (2003-present)

International Economic Relations (focus on Geopolitics),

Political Studies

Core Interests
Geopolitics, EU, EU institutional system, Eastern Europe, Romania

title: User:Aelfa


text:
User talk:Promisemae

I am not clear on how to sign up for the language courses. Love to get on the student list!

In general one simply adds account name to the list of participants. If there is no participant list and you feel it might be useful then create one. Some schools have started keeping participant lists for the area rather than individual subject matter. Hope to see you around! Mirwin 17:38, 21 January 2007 (UTC)

title: User talk:Promisemae


text:
Wikiversity talk:Stub

Categories Stubs and Stub pages
What relation should stub which adds pages to the category Stubs have to welcome and expand which adds pages to a different category Stub pages. Should both templates add pages to the same category? Do we need both these catogories? Mystictim 15:13, 21 January 2007 (UTC)

I think there is a difference between a page that has the format of a Wikiversity learning resource (an attempt has been made to "wikify" the page) and a page that had been created and a sentence or two added or maybe a category tag. Some people use the term "sub-stub" and they have specific criteria by which a short page qualifies as a stub. Maybe "welcome and expand" should be for "sub-stubs". --JWSchmidt 15:28, 21 January 2007 (UTC)

Stub types
Today I created a specialized stub type for portal of Life Sciences as an example of stub sorting proposed here. It consists from the base template Template:StubBase and the Life Sciences stub template. All the stub types could be mentioned also in Category:Stub types. In this way the stubs can be categorized by topic. Please write your opinion about this approach, if it should be continued... :) The example of usage is on my user page. --Gbaor 13:24, 14 December 2007 (UTC) I just noticed the Stub templates category, so the Category:Stub types may be omitted. --Gbaor 14:11, 14 December 2007 (UTC)
 * Thanks for your efforts to sort stubs. Anything you do along these lines will be a big help. Please note that Wikiversity "School:" pages are like Wikipedia's wikiprojects. It might be best to sort stubs according to school. --JWSchmidt 14:37, 15 December 2007 (UTC)

Progress report: New stub types were created according to Schools, also for schools, which were not founded yet. Practical Arts and Sciences, Professional Schools and Social Sciences are not done yet. Portal:Life Sciences is not listed on this page at all, this should be fixed. The tempates are in Category:Stub templates, all of them adds the pages to separate category in Category:Stubs. Default picture is included in all templates. --Gbaor 14:21, 18 December 2007 (UTC)
 * Update: Templates for all major schools were created, StubBase how-to was added.--Gbaor 11:01, 20 December 2007 (UTC)

Uncategorized
What should Uncategorized be used for? It seems to add a page to both Category:Uncategorized pages and Category:Category needed which seems a bit redundant (not to mention repetitive) Also, see my note at Template talk:Uncategorized about the broken link in the box. --mikeu 01:29, 18 December 2007 (UTC)

White space

 * This template seems to add excessive white space at the top of articles?? -- Jtneill - Talk 06:37, 21 March 2008 (UTC)
 * Do you mean stub ? I tested it and haven't seen any excessive withe space. Can you show any particular example? --Gbaor 17:35, 2 October 2008 (UTC)

stub
why name it a stub?
 * I think this name was introduced from Wikipedia to mark undeveloped resources. Just to be compatible with other projects somehow. --Gbaor 17:30, 2 October 2008 (UTC)

Expectation of expansion
What do people think about perhaps adding something to the effect that stubs shouldn't be created on Wikiversity for the sake of it. Unlike Wikipedia, where stubs exist as a way to get topics "on the board" for expansion at some undetermined later date, I feel like stubs here at Wikiversity should only be acceptable when there is a clear intention to develop them into fully-formed content. I almost feel like anything marked as a stub should be regularly considered as a deletion candidate if not expanded over some 60 or 90-day period. MyNameWasTaken 19:40, 4 January 2012 (UTC)
 * One of the key differences between stubs on Wikipedia and here is that an encyclopedia article is essentially an extended definition of something. So a stub like "Paa liebigii is a species of frog in the Ranidae family" is already of some use, since it gives a definition. Perhaps we should distinguish between "just started" (doesn't serve its essential purpose) and "needs expansion" (serves its essential purpose, but lacks significant content). On Wikipedia, the former is almost always satisfied at creation, so 'stub' refers exclusively to the latter. Deleting "needs expansion" stubs would likely be inappropriate, though most stubs here would be considered "just started". If we do make this distinction, I think any sort of grace period between tagging and deletion should be shorter, say 7 days. This should encourage editors to expand useless stubs while the subject is still on their minds, as well as help stop serial stubbists early on. -- Rf 21:38, 4 January 2012 (UTC)
 * I agree with this. At Wikiversity, we generally don't call the second type of resource (such as Harvard chart method) stubs at all. --Claritas 21:45, 4 January 2012 (UTC)
 * Exactly, I think the former should be subject to a 30 or 60 day review and deletion if not improved and the latter should not be considered stubs but rather fodder for the "incubator" MyNameWasTaken 22:50, 4 January 2012 (UTC)

title: Wikiversity talk:Stub


text:
Template talk:Welcome and expand

This template
This template really driving me mad. What are parameters to place it in sites?--Juan 17:35, 19 March 2007 (UTC)
 * Over 1 year later: what parameters? It doesn't need any. --McCormack 20:41, 11 May 2008 (UTC)

Revising this template in May 2008
I've implemented some rather bold changes to this template today, in the hope of getting some ideas flowing from others. The idea I've had is to turn this template into something that actually helps people develop an educational resource, and additionally to categorise the page rather more thoroughly into clean-up categories. Discussion invited. --McCormack 20:44, 11 May 2008 (UTC)
 * I like the changes; however, I'm wondering whether now it would now be better to use substitution instead of transclusion when using this template? -- Jtneill - Talk 21:14, 11 May 2008 (UTC)
 * Here my initial reaction after using it and being not aware the template was changed: "OMG, what has become of the welcome and expand template ?"
 * After usage, the original 6 lines from the page turned now into a "mountain" full of text/info. This is certainly fine for newcomers to get acquainted here. Perhaps also the red category links did their part in my initial reaction :-C
 * The intention/idea is certainly good, but when I saw how much to do regarding that template, I just did not get motivated (at least at this hour). Let's see when I wake up tomorrow.
 * I would also recommend to use subst from now on. Erkan Yilmaz uses the Wikiversity:Chat (try) 21:27, 11 May 2008 (UTC)
 * I just used it with subst the first time here:
 * the categories are now not included :-(
 * clicked then on the promising "Wikipedia has more about this subject: Statistics 103". But well, there was nothing yet available at WP about Statistics 103 :-( Didn't try the other links, Erkan Yilmaz uses the Wikiversity:Chat (try) 21:33, 11 May 2008 (UTC)
 * How about changing the text from "xyz has ..." to "xyz can have ..." ? And using an expand box to not show all info at once (e.g. from sister project searches WP only and the others in the expand box ?) so it is not such an overwhelming info at first sight ? Turned also redlink-city away :-) Erkan Yilmaz uses the Wikiversity:Chat (try) 22:11, 11 May 2008 (UTC)

Some replies
Substitution: I'd recommend not using subst: because the great thing about not using it is that we can retrospectively recategorise the mess on Wikiversity. Instead we should perhaps concentrate on taming my changes until they are more acceptable. --McCormack 04:47, 12 May 2008 (UTC)

Categories: yes, I entirely agree with you, Erkan. The interwiki boxes normally create a category link, but this makes no sense on a w&e page where their purpose is merely temporary. I've revised the interwiki boxes so that they have an optional parameter for switching off the category, and I've then revised the w&e template so that it implements these new parameters. --McCormack 05:20, 12 May 2008 (UTC)

Rewording the interwiki boxes: yes, I already had this on my workplan as well. I realised as soon as I saw the earlier result of this template that the old wording wasn't suitable. I've reworded them all this morning. Any better? --McCormack 05:21, 12 May 2008 (UTC)

Rewording the green boxes: they need this as well. Working on it. --McCormack 05:23, 12 May 2008 (UTC)
 * ✅. --McCormack 07:29, 12 May 2008 (UTC)

Layout issues: thinking about it. --McCormack 05:23, 12 May 2008 (UTC)
 * OK: after a lot of editing, the original 9 boxes (well, 11 actually) has been cut down to 4 by creating some new multi-purpose project boxes. I've also done some alignment stuff which ensures that the special project boxes are all both top- and bottom-aligned. I think the result is an improvement, but is this enough? --McCormack 06:41, 12 May 2008 (UTC)

Where the links go: originally most of the interwiki boxes ran a search, but a few of them, including the Wikipedia one, attempted to link to a precise article instead. After reading Erkan's comment I experimented and found that the search function always produces better results. All boxes now do a search now. --McCormack 05:32, 12 May 2008 (UTC)

 * Thanks for the fast reaction. When comparing to the last version: it looks now more compact. I like this better. Also I like the rewording in the boxes now with the search: this transmits the user a positive effect (by showing a list of found things, so she is not disappointed when finding nothing and can look further herself). I also agree to Remi, Erkan Yilmaz uses the Wikiversity:Chat (try) 07:25, 12 May 2008 (UTC)
 * Uuh? What did Remi say? --McCormack 07:28, 12 May 2008 (UTC)

Dispaly problems
This template displays quite oddly in IE 6. The template text in just the top box is shift over right and down about 150 pixels from where the box is, and a horizontal scroll is created. --Michael Everhart 21:15, 12 May 2008 (UTC)

minimal version
Perhaps for some pages, a smaller template akin to the older one may be more appropriate... --Remi 09:06, 18 May 2008 (UTC)

Green box?
What green box? --JWSchmidt 05:04, 1 September 2008 (UTC)

title: Template talk:Welcome and expand


text:
User:Samuelpeixoto

{| cellpadding="4" style="background: transparent;"
 * valign="top" align="left" style="background:#f0fff0; padding-left:1em;" width="80%"|

 * valign="top" align="left" padding-left:1em;" width="240"|

{| cellpadding="4" style="border:1px solid #eee9d9; background-color:#ffd700; margin-left:.1em; margin-top:2px; -moz-border-radius:15px;" width="240px"
 * [[Image:AROBAZE.png]]

[[Image:Icon apps query.svg|20px]] Perfil
Nome: Samuel Peixoto::[] Idade: 29 anos Profissão: Empresário Natural: Uberaba Residência: São José do Rio Preto País: Brasil

Age: 29 anos Job: Entrepreneur Natural: Uberaba Residence: São José do Rio Preto Country : Brasil

Na wikipedia desde 24 de Junho de 2006

e-mail: samuelpeixoto@gmail.com

title: User:Samuelpeixoto


text: Portal:Mathematics/box-header

title: Portal:Mathematics/box-header


text: Portal:Mathematics/box-footer

title: Portal:Mathematics/box-footer


text:
Portal:Mathematics/Introduction

Welcome to the Mathematics Portal! This page connects visitors to the learning resources that have been developed by various Wikiversity content development projects. Wikiversity participants who are interested in mathematics are invited to create and develop learning projects and learning resources and help organize them by developing this portal.

title: Portal:Mathematics/Introduction


text:
Portal:Mathematics/Featured Resource

Featured Resources

 * Mathematics for Applied Sciences (Osnabrück 2023-2024)/Part I/Link on portal
 * Geometry

title: Portal:Mathematics/Featured Resource


text:
Template:Mathematics/Related portals

Many mathematics-related learning resources are for specific scientific sub-disciplines and can be found with the aid of other Wikiversity portals: Engineering and Technology - Life Sciences - Physical Sciences - Social Sciences - - General Science Portal

title: Template:Mathematics/Related portals


text:
Portal:Mathematics/Featured Picture

Featured Pictures

 * BesselY plot.svg
 * EnneperSurfaceAnimated.gif
 * Quadratic Formula.jpg
 * Midpoint.svg
 * Distance Formula.svg

title: Portal:Mathematics/Featured Picture


text:
Portal:Mathematics/Learn/See Also

 * School:Mathematics
 * Math Departments
 * Portal:Mathematics

title: Portal:Mathematics/Learn/See Also


text: Portal:Mathematics/Categories

title: Portal:Mathematics/Categories


text:
Portal:Mathematics/Participate/Research Projects

Marin Mersenne's name is widely known because of his interest in prime numbers that are one less than a power of two. Mersenne also did research in the area of the theory of music and musical instruments (see Wikipedia). Participants at Mersenne primes are encouraged to join the distributed computing project that allows the computing power of personal computers to help search for Mersenne prime numbers.


text:
Portal:Mathematics/Learn/Did You Know

The Euler-Lagrange equation of classical mechanics was discovered during attempts to find a curve for which the time taken by a frictionless particle sliding down it under uniform gravity to its lowest point is independent of its starting point.

Did you know that Wikiversity can never have enough examples and solved problems? Wikiversity does not always have to re-create the wheel. Do you know a good website with mathematics example problems? Wikiversity needs branches of the Hunter-gatherers project for each academic subject area. Please make note of good online mathematics resources at Hunter-gatherers/Mathematics and link to these resources from the appropriate mathematics pages of Wikiversity.

Example. Did you know that there is a wiki for mathematics example problems? See www.exampleproblems.com. How do participants in the mathematics area of Wikipedia feel about linking to .com websites?

title: Portal:Mathematics/Learn/Did You Know


text:
Portal:Mathematics/Learn/Quotes

"A man provided with paper, pencil, and rubber, and subject to strict discipline, is in effect a universal Turing Machine." -Alan Turing

title: Portal:Mathematics/Learn/Quotes


text:
Portal:Mathematics/Learn/Learning Projects

 category= category=Learning projects ordermethod=sortkey order=ascending


text: File:Inkubator.png

title: File:Inkubator.png


text:
Portal:Mathematics/Participate/Things You Can Do

 * Add your name to the Participants list below.
 * Participate in one or more Discussions.
 * Improve a page from the existing Categories and then add it to the Featured Resource list.
 * Find related images at Wikimedia Commons and add them to the Featured Picture list.
 * Create a new lesson or course to help others learn about.


text:
Portal:Mathematics/Learn/News

"Stephen Smale awarded Wolf Prize in mathematics" by Robert Sanders Stephen Smale, known for his work on Topology, dynamical systems, and a list of 18 problems in mathematics to be solved in the 21st century, known as Smale's problems.

title: Portal:Mathematics/Learn/News


text: Portal:Mathematics/to do

title: Portal:Mathematics/to do


text:
GarageBand/Creating the sound of joy

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 60%; background-color: BlanchedAlmond; 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;" |

Part 1

 * 1. Start a new project
 * Start a new project file in GarageBand.

2. Add a track
 * I like to keep the top track as a piano. So create a new track with a virtual instrument.

3. Select an instrument
 * Select the virtual software instrument that you think will sound best for the sound of joy.

2. Pick four or five notes
 * Using the pencil tool, add four short notes very short notes. Remember: you cannot add any notes until you add a region.  This is one of the few awkward moments in GarageBand.

4. Adjust the velocity
 * Select each of the notes and adjust the velocity of the note. Sometimes is it good to have the first note slightly louder than the other notes.

5. Repeat the notes
 * You can repeat the region. I prefer simply to extend the region and add all the notes by hand.  Then I have more control.

 * This is not difficult since you just select all the notes and hold the option key down while you drag a copy of them to the correct location.

 * style="width: 40%; background-color: Lavender; 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; height: 100px;" |

Part 2
Save the project file.
 * 2. Save the file

Once you are happy with your sound of fear, send me the project file. Done! {| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * 3. Send me your results
 * }
 * style="background-color: #f0f0ff; 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" |

Advanced techniques
In the exercise above, you used on only one track in GarageBand. If you wish, you can try to create additional tracks to enhance your sound of joy.

Option 1 · Add other voices
The tiny bells give you a feeling of joy. You can enhance this with other sounds. The easiest is to add another instruments playing the same notes very slowly while the bells play in the background.

Option 2 · Add an audio sound effect
Programs like GarageBand allow you to mix music with ordinary audio files (sound effects from a sound effect library.) Pick a pleasant sound effect and combine it with your bells. Perhaps the chirping of a bird.

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * }
 * style="width: 100%; background-color: LemonChiffon; 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;" rowspan="2" |

The Next Page

 * Once you have sent me your project file for creating the "Sound of Joy", you can try to create other moods using delicate rhythms with GarageBand.
 * Creating additional moods for motion pictures with individual notes

 * }

title: GarageBand/Creating the sound of joy


text:
Portal:Mathematics/Featured

This page is for keeping track of featured content on Portal:Mathematics. If you change/update content in the portal, please be sure that the record of past content is updated here.

Featured learning resource
Exercises at Introduction to differentiation lead participants through calculations of compound interest that introduce Euler's number (2.7182818284...) and derivatives of functions.

Selected image
Bessel functions arise in many mathematical models such as those for vibrating surfaces.

When mathematically analyzing a vibrating drum the boundary conditions lead to solutions that are harmonic functions. When using cylidrical coordinates, the solutions are sines, cosines or Bessel functions (in the radial direction).

Featured research project
Marin Mersenne's name is widely known because of his interest in prime numbers that are one less than a power of two. Mersenne also did research in the area of the theory of music and musical instruments (see Wikipedia). Participants at Mersenne primes are encouraged to join the distributed computing project that allows the computing power of personal computers to help search for Mersenne prime numbers.

News
"Stephen Smale awarded Wolf Prize in mathematics" by Robert Sanders Stephen Smale, known for his work on Topology, the study of dynamical systems and a list of 18 problems in mathematics to be solved in the 21st century, known as Smale's problems.

Did you know?
The Euler-Lagrange equation of classical mechanics was discovered during attempts to find a curve for which the time taken by a frictionless particle sliding down it under uniform gravity to its lowest point is independent of its starting point.

Quotes
"A man provided with paper, pencil, and rubber, and subject to strict discipline, is in effect a universal Turing Machine." -Alan Turing

Learning projects
Boolean Algebra - College Algebra - Elementary Logic - Finite Arithmetic - Fourier transforms - Fundamentals of Probability, Statistics, Experiments and Data - Interpolation and Extrapolation - Introduction to differentiation - Introduction to Simple Substitution Cypher - Introduction to Likelihood Theory - Introduction to Limits - Limits - Partial derivative - Simple addition flashcards - Study guide:Lie algebra - Synthetic division - The Special Cubic Formula - Vectors - 3D Geometric Algebra and Special Relativity

title: Portal:Mathematics/Featured


text:
Portal talk:Mathematicsnew

Note: This is a "backup" copy of Portal:Mathematics where new designs of the portal can be planned.

Colors
The page Portal:Mathematicsnew/box-header contains the settings for the portal colors:
 * border=#aaaaaa
 * titleforeground=white
 * titlebackground=#aaccff
 * background=#f9f9ff
 * foreground=black

See w:Wikipedia:Portal/Instructions for details about how this portal format was created and can be modified.

title: Portal talk:Mathematicsnew


text: Template:Social Sciencesnew/box-header

title: Template:Social Sciencesnew/box-header


text: Portal:Social Sciencesnew/box-footer

title: Portal:Social Sciencesnew/box-footer


text:
User:Nutzer 2206~enwikiversity

de:Benutzer:Nutzer 2206

title: User:Nutzer 2206~enwikiversity


text:
Portal:Social Sciencesnew/Intro

Welcome to the Social Sciences Portal! This page provides links to Social Sciences learning resources that have been developed by Wikiversity content development projects. Wikiversity participants who are interested in the Social Sciences are invited to create and develop learning projects and learning resources and help organize them by developing this portal.

Browse learning resources in the Social Sciences categories.

title: Portal:Social Sciencesnew/Intro


text:
Portal:Social Sciencesnew/Categories

Browse learning resources in the Social Sciences categories:
 * Social Sciences
 * Anthropology
 * Communication
 * Criminal Justice
 * Cultural Studies
 * Demography
 * Development Science
 * Economics
 * Ethnography
 * Gastronomy
 * History
 * Language Acquisition
 * Linguistics
 * Political Science
 * Psychology
 * Social Research
 * Social Theory
 * Social Work
 * Sociology
 * Urban Studies
 * Media Studies
 * Women's Studies

title: Portal:Social Sciencesnew/Categories


text:
Portal talk:Wiki Scholar/About the movie

I really like this explanation of the meaning(s) behind the movie, and thanks for providing this John. It's funny though - I was expecting an explanation of how you made the movie (and I suspect others will do, or have done, likewise). Maybe you could add a brief account of how to create an animated gif - either here or on a dedicated page? Just an idea.. Cormaggio beep 17:55, 21 January 2007 (UTC)

How the movie was made
First, I use a Macintosh. I make use of ClarisDraw and Photoshop for creating images. The baby is based on a digitized scan of a photograph of my son. I made a series of still images and then used Morpher to "morph" between the still images. GraphicConverter is good for converting between image formats and can be used to put all of the resulting images of the "movie" into an animated gif. --JWSchmidt 18:33, 21 January 2007 (UTC)

the “versity” part
I like separating the wiki from the versity. This "versity" is a blessing and at the same time a curse for WV. It can be good since it attracts people because of the image of an university. But at the same time this also restricts their imagination to a real world university :-( A wiki is just different - you can not apply real world models/roles (always/at all). Perhaps we can somehow make in the animation appear words which also have the "versity", like diversity ? Erkan Yilmaz uses the Chat (try) 19:44, 21 August 2008 (UTC)
 * Sure. --JWSchmidt 20:58, 21 August 2008 (UTC)
 * Perhaps we can identify some other words with "versity", see e.g. here.
 * If not, we could make some up, e.g. controversity (from controversial) - but then people would say, we don't even know the language :-)
 * Or let fade in/out from some words like controversial -> versity -> wikiversity
 * The above word is just an example, we could think of others. Erkan Yilmaz uses the Chat (try) 00:50, 25 August 2008 (UTC)


text:
Wikiversity:Project incubator

We subject the design to a collective brainstorming and feed it with our collected ideas. We coddle it up together and revive it with life. Everybody can bring his/her thoughts in – also when being not from the topic. Creativity researchers have found out: from the craziest ideas sometimes develop the best solutions. Besides this, we are thinking about, how projects can be reasonably networked together.

„Groups are smarter than individuals“ - Wiki fans know this. Because of this a project will develop in the incubator. Perhaps not always in that direction which the creator originally thought of. Never mind – we have then probably found together a better solution.

Here is some more information on incubator brainstorming

The highschool help forum is semi operational as of now. It can be found at HHF.

It basically serves as a discussion forum. I have a lot of things figured out, but I'd like the co-operation of the community into making it work well. There are hundreds of possibilities, the easiest to think is the possibility that this forum may serve as a feeder project for a lot of highschool level texts on wikibooks.

Please make the forum operational by contributing to it properly formatted pages, automated tagging of newly created pages according to Browse and making it more user friendly.

It's a simple idea, but since it ultimately creates content through discussion, the same format might be used later on to gather content for other wikiversity/wikibooks projects.

Please Brainstorm on Talk:HHF

The goal of the project is to mobilize students and/or pupils with a so-called "disadvantaged background" to attend to their interests more.

 * First will be concrete assessment of the scope of the disadvantaged in education.
 * In a second step is causal research.
 * The next phase is the brainstorming. The ideas eventually could be presented at a conference.
 * In a fourth step the project is realized.
 * The fifth step is the scientific refurbishment of this project.

project proposal: project for mobilization against disadvantage of education (in German)

brainstorming page (in German)

brainstorming page (in English)

The goal of the project is to increase awareness, but also mobilize people to minimize the global warming.

here now the steps of the project

 * project proposal:global warming
 * brainstorming page

 * project proposal:society as ecology
 * brainstorming page

This topic is possibly related to the other two incubator projects. It is about rediscovering the ability to understand and work with diverse networks(ecology) rather than scaling through fenced monoculture as the primary technique for organising. I think this is a skill we need for improved sustainability and also that it is a facet of inclusive societies
 * This is an earlier slice at this kind of idea re education Education and collaboration
 * Ecology and education/economics references Global ecological
 * possible format for wrangling this Workshop for Australian education policy

go to the brainstorming page

(short text and a picture, icon, etc. if possible)

Here you link to your project page and set up a brainstorming page.

title: Wikiversity:Project incubator


text:
Wikiversity talk:Project incubator

basic framework translated
I have translated the basic framework now for a better understanding. But I need someones help about the design. As you can see in the German page it looks nicer (I like the red tone). I will continue translating the subpages, so you could somehow work on the design please. Thx, Erkan Yilmaz (evaluate me!, discussion ) 18:19, 21 January 2007 (UTC)
 * So, all pages are finished now. Perhpas I add a sample real project, let's see. Erkan Yilmaz (evaluate me!, discussion ) 20:01, 21 January 2007 (UTC)

 * Erkan, I'd like to work a bit on the wording -- the concepts are great. There is more content on the DE page -- are those projects that are already in incubation? Historybuff 20:08, 21 January 2007 (UTC)
 * Hi Historybuff, of course word as much as possible please.
 * yes, they are projects in incubation, I added now here also a German project, so you could see, how it looks like: Project for mobilization against disadvantage of education. Erkan Yilmaz (evaluate me!, discussion ) 20:24, 21 January 2007 (UTC)

 * Just a quick note - there is a comment in German on the top of the page (HTML comment) - I'm not sure if it's important, but might be worth looking at to see if it can be translated. Historybuff 20:51, 21 January 2007 (UTC)
 * I know, I did not want to translate it now, but since you ask for it, I will do this now. Erkan Yilmaz (evaluate me!, discussion ) 20:53, 21 January 2007 (UTC)
 * done :-) Erkan Yilmaz (evaluate me!, discussion ) 20:56, 21 January 2007 (UTC)

projects for incubation

 * Suggestion: How much do we know about Global Warming?  Is it happening?  What are the possible scenaria?  Who win?  Who lose?--Hillgentleman|Talk 02:27, 22 January 2007 (UTC)
 * Sounds interesting, there is set up a brainstorming page. Also a template in the incubator for a project proposal with an example goal (must be concrete in the next future, when people bring in ideas). Erkan Yilmaz (evaluate me!, discussion ) 06:04, 22 January 2007 (UTC)

 * Please keep in mind, any idea goes here for brainstorming. Arguing can be later done :-) Erkan Yilmaz (evaluate me!, discussion ) 18:56, 22 January 2007 (UTC)

title: Wikiversity talk:Project incubator


text:
Wikiversity:Project incubator/Brainstorming

de:Wikiversity:Projektinkubator/Brainstorming