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School talk:Physics and Astronomy

Physics vs. Physics and Astronomy
Category:Phyiscs and  Category:Astronomy should be combined into one.--Hillgentleman|User talk:hillgentleman 04:02, 23 November 2006 (UTC)
 * Disagree. While this is the best place for astronomy to go, it isn't really a core part of physics nor on the same scale of importance. You don't need to know anything whatsoever about astronomy to be a good physicist; but you definitely need a fair grounding in physics to be a good astronomer. I'd call it a subdivision. Sojourner001 12:48, 28 November 2006 (UTC)

I completely agree with Sojourner001. Physics is a very large and complex subject in itself, and shouldn't be combined with Astronomy. A subdivision would be best; or maybe a devision of celestial sciences.Alisone 22:55, 16 February 2007 (UTC)

Most astronomy departments are in fact combined with physics simply because astronomy cannot be studied without physics at university level. (Only amateur astronomy can be separated, but we are forming a university) A person looking for astronomy will know to look in the Physics and Astronomy department by its title. However, if astronomy is separated off then we will need a huge duplication of courses covering gravitation, electromagnetism, relativity etc...all of which are ESSENTIAL for a good understanding of astronomy. Major universities combine astronomy with physics for good reason. I am therefore strongly in favor of keeping them together. 10:44, 17 February 2007 (UTC)

I agree. Its no good having astronomy on its own. Having studied astronomy I know that physics has got to be the major part of it. I think Wikiversity has done the right thing already. Astrophysicist February 19, 2007 9.30 UTC

Perhaps they should be separated. Having them together may have the effect of making Wikiversity less dynamic and flexible. --Remi 21:37, 30 March 2007 (UTC)

 * I took the liberty of recombining them. I think the line between physics and astronomy is so blurred that dividing the courses would make it harder to access the desired information.  Let me know what you think. Ryan 16:42, 6 September 2007 (UTC)

Departments
I think there is a tendency to make redundant departments, so I went through and got rid of most of the "nit-picky" ones and replaced them with what are considered primary divisions within physics. If you think I missed one that can't be classified under one of the ones listed, or that one should be classified as a subfield, please explain. Ryan 16:49, 6 September 2007 (UTC)

 * I think there are still too many redundant departments. Most of which should be classes/courses within a department as opposed to being a deparment themself. I'd suggest:

--Augustus 01:50, 3 November 2007 (UTC)
 * scrapping Fluid Dynamics as a department, it should be a course.
 * Quantum / Relativistic physics are courses not departments (imo), they are fundamental to most departments but not a department in and of themself.
 * Atomic & Molecular, Polymer physics, Material physics should be placed under Condensed Matter which could (contentiously, for simplicity) be combined with Chemical Physics into one department: namely Condensed Matter.
 * Optics could possibly be combined with Laser physics to become a more coherent and singular Optics department.
 * currently undecided as to whether having a computational physics department is necessary, as computational methods are supplementary to the rest of physics and (perhaps) do not constitute a department in and of itself.
 * Feel free to change things as you described above. Wikiversity "departments" can be content development projects, like Wikipedia "wikiprojects". Here when Wikiversity is just starting out it is not clear how many different content development projects are needed. Different people have different views on this but it is not really worth getting into any fights over. If someone is actively using a topic page to help plan and organize learning resources for a specific subject area, then that is fine. If there are multiple "departments" that are not active, then it is probably fine to consolidate some of them. For many traditional subject areas like physics there was a departmental structure created on the old Wikiversity pages at Wikibooks, often before there was any actual educational content.....kind of a "dream for the future" or "wish list". --JWSchmidt 03:07, 3 November 2007 (UTC)
 * Done as I suggested. Fluid Dynamics should be a lesson within Condensed Matter. I've subjugated a lot of the previous departments into sub-departments or topics of Condensed Matter, which means the Condensed Matter area will be rather large but that I believe it is the natural home for a lot of everyday/macroscopic physics. Quantum physics is the domain of Particle and Nuclear. Special relativity is relevant to all of physics while General relativity should fall under the domain of Astro. I'd also like to co-ordinate a merge of Astronomy and Astrophysics into one dept: namely Astronomy & Astrophysics dept. (Depts can be made depts in their own right at a later date if truly necessarily, ie when course material actually exists) --Augustus 16:30, 3 November 2007 (UTC)

People
What is the purpose of the People section? Perhaps it would be better to move that to the talk page. Ryan 17:34, 6 September 2007 (UTC)

Physics resources
Hi, I thought it might be useful for people interested in developing Wikiversity resources on Physics to take a look at these resources from Curriki. They are under a free licence (CC-BY 2.5), but I'm not suggesting we import them, rather we look at them to see what we might learn from their approach. Cheers. Cormaggio beep 18:04, 31 January 2007 (UTC)

http://www.westga.edu/~jhasbun/osp/osp.htm This link has some java applets demonstrating various features of physics numerically. It might be useful if the link were placed in proper places around the physics, quantum chemistry and advanced engineering material. The author calls his stuff "Open Source Physics" so he might be interested allowing the incorporation of specific links, parameters and/or applets into interactive lesson plans. Mirwin 05:00, 30 October 2006 (UTC)

Acceptable content
Hey I am not the versed on what is acceptable material to take from other websites but I was wondering if any of you have thought of using the following site for theses courses:

http://ocw.mit.edu/index.html

This site contains MITs courses, complete w/ syllabus, video, lecture notes, and problems with solutions.

Can we use this?

 * Short answer: No; Long Answer: The MET OpenCourseWare is licenced under Creative Commons Attribution-NonCommercial-ShareAlike 2.5, which (as the name suggests) forbids commercial reuse, which makes it incompatible with Wikiversity (which uses the GFDL - which allows commercial reuse) See also Gratis versus Libre Michael Billington (talk • contribs) 11:35, 17 February 2007 (UTC)

Mathematics
To avoid duplication across wikiversity, some course should be used from other departments. Collaboration with the Math department should speed up work on expanding the physics school more rapidly. 10:45 17 February 2007 (UTC)

 * Strong support --Remi 21:37, 30 March 2007 (UTC)

 * I think we should also draw in courses from chemistry and biology, where they overlap with chemical and biological physics. Ryan 16:42, 6 September 2007 (UTC)

 * I agree with the above users. Don't duplicate the information. Write once, link many. --Augustus 01:34, 3 November 2007 (UTC)

 * Shouldn't ordinary differential equations be here? - Nate (unregistered)

Optics?
Firstly, I apologize if this is the wrong place for this question. Please redirect me if so. I cannot seem to find Optics anywhere in the wikiversity. Is this because I am bad at searching, or because it does not exist yet? Neither can I seem to find a place for applied physics. Myself, I'm slighly computer illiterate, so I can only offer help in contributing material to such a place (I have a M Sc in Engineering Physics (Optics and biomedical physics), and am currently working on a PhD in Biomedical Physics), and have taught (am teaching) basic wave theory and optics at a university level (in Sweden). Osquar F 07:57, 10 November 2006 (UTC)

 * This is a late comment but, yes, optics should reside within the department of physics. Augustus 18:05, 16 July 2008 (UTC)

misnamed page
The page Category:General relativity looks like it should be renamed either to mainspace or perhaps in topic: space.--mikeu 22:07, 12 December 2007 (UTC)

 * GR should be a topic within Astrophysics (this page exists), not a category in its own right. That is a nice page with good info but rather out of place to be sitting on its own, it covers many topics that should find themselves placed into several different lessons. I certainly wouldn't throw the Riemann tensor at a new student on day one. The current GR topic page is rather bare (sadly). Augustus 01:15, 31 January 2008 (UTC)

astronomy: school or topic
It looks like someone has changed School:Astronomy from a redirect to Topic:Astronomy into a coordination page. Is there really a need for both? Because there are so few editors working on astronomy related pages I feel that it is better to keep things simple and have one central place to coordinate our efforts. I really don't care if we use a page in school or topic namespace. I'm going to hold off on merging the two until I see some agreement here on which page to use for astronomy.--mikeu 23:34, 12 December 2007 (UTC)

 * I agree with you about not separating Astronomy into both a School and a Topic. I belive it should be under the School of Physics (joint school). However, I still maintain that Astronomy and Astrophysics should probably be on the same topic page.

 * Too many sub-topics on the current Astronomy topic page are 1) redundant and 2) heavily physics based. Could we just merge Astronomy with Astrophysics, kill the redundant place markers (courses/topics) and include a set of pre-university topics/lessons?  Well, I know we could but I'm wondering if you or anyone else would agree with that line of logic. :-) Augustus 01:15, 31 January 2008 (UTC)

 * Regarding subtopics: I already tried a rewrite of the astronomy page where I moved the "course list" to a subpage in an effort to steamline the page to make it easier to find where to start.  But the listing of nonexistant courses crept back in.  The main point of School and Topic pages is to act a place where editors can coordinate efforts.  But many who have edited Topic:Astronomy have spent most of their time just writing a long list of courses to be offered (presumably, by someone else.)  At this point I mostly ignore that whole section of the page and have just been watching to see if anyone would edit the talk page.  I also no longer worry too much about high level organization.  I do agree with what you described.  I'll go ahead and merge the School:Astronomy text into Topic:Astronomy and protect the School page from editing so it can't be edited.  There is no sense in having our coordination efforts spread out so much.  A merge astronomy and astrophysics sounds fine.  We can alway split them after we get a larger number of people interested in just one topic or the other.  --mikeu talk 01:36, 31 January 2008 (UTC)

stubs
There is now a Category:Physics and Astronomy stubs. --mikeu 03:25, 20 December 2007 (UTC)

Active learning projects?
Forgive me if this is in the wrong place, but are there any active learning projects going on here that I could join? Or: How should I start using the resources in this school? Tzie 18:57, 24 January 2008 (UTC)
 * Hello Tzie, I am not a regular visitor here, but anyways.
 * At the moment there is e.g. this learning project initiated: SkyCam. Perhaps you want to join ?
 * How to use the resources ? Well, that depends mostly on you. One way could be: read the courses offered which you have interest in and if you want to add something: be bold. Or just write on the talk pages. On every page you can look at the "version history" to see if there was recently a contribution - and if so, you could communicate with one of the contributors. Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 19:32, 24 January 2008 (UTC)

Course ordering/difficulty
I think the courses can be better organized. I'm assuming level 1 = introductory 1st year material, level 2 = intermediate material, level 3 = graduate level material.

Level 1 "atomic structure and electromagnetic radiation" does not mention electromagnetic radiation, and is too specialized a subset of atomic physics.

The "Electromagnetism" in level 2 belongs here. A level 2 E&M course should include more topics, such as vector potentials and gauge transformations.

Level 2 Stat mech belongs here.

It might be a good idea to simply open a university catalogue of classes and follow their lead. Pierrecurie 13:03, 13 May 2008 (UTC)

 * It is hard to pick an ordering system for the material that will be natural to all people. As far as I am aware the US has a 4 year undergraduate program, as does Scotland but not England (3 year undergraduate program). If you do a masters in the UK then you add only 1 additional year (US = 2 years for masters?). Part of the difference in the UK is that in Scotland, the first year repeats much of the advanced maths and physics topics of high school. It provides greater detail and adds extra topics: I've assumed (for now) that the equivalent section here is the pre-university level. Essentially each topic requires a lengthy discussion of what is needed, for example I'd advocate for level 2 EM to touch on vector potentials but leave gauge problems for level 3. Also, I know it is possible to study General Relativity in an undergraduate degree on either side of the Atlantic yet we have it listed as a postgraduate course here on Wikiversity.

Augustus 17:56, 15 July 2008 (UTC)

 * Further to my point above, I think we need more organization within this department before we write course material. People are (rightly so) enthusiastic about writing course material but without any plan this is a waste of time. It must be clear what material we need to include before we write it. Course material should not appear on a topic page, actual material should appear on a sub-page as a lecture (or equivalent), eg department (physics) > sub-department (astro) > topic (cosmology) > lecture (observations). Augustus 18:11, 16 July 2008 (UTC)

Good work on re-ordering the list of courses. It looks very neat now. Augustus 19:52, 19 November 2008 (UTC)

Improvement drive
This section needs to be axed. At the moment it is very wishful thinking and is asking contributors to direct too much attention into unnecessary topics. Core topics should be the prime consideration; furthermore, I don't condone creating another page for General Relativity. It must be the third or fourth attempt at creating a new page without anyone actually trying to improve an existing page. This is frustrating as it highlights why the physics pages are taking a long time to go anywhere: everyone is pulling in a different direction.

Although I admit there IS a need for an improvement and having a list of topics is necessary, my opinion would be to take it off the front page and put it here on the discussion page. Plus I'd suggest focusing on core topics: eg magnetism / light and optics. While String theory and the History of Cesium might be interesting they are far from necessary to an undergraduate course.

Here is the code from the front page:

These pages are in need of expansion and improvement:

 category = Physics category = Stub pages order = ascending ordermethod = lastedit count = 10

/rant Augustus 19:58, 19 November 2008 (UTC)

 * I was wrong about the additional GR page in my comment above, I see that it is a sub-section of GR and NOT a new topic. Although I still stand by the rest of my comment about pulling in different directions. Augustus 20:17, 19 November 2008 (UTC)

 * That section is a dynamicaly generated list of pages that have been classified as "stub pages" which were created but have not been edited in a long time. The idea was to flag pages that have been neglected.  I'm fine with having the whole section removed.  But, it might be handy to have a subpage that lists these stubs based on criteria like this to identify pages that are in need of work.  --mikeu talk 14:01, 20 November 2008 (UTC)

 * I'd vote for having it on a subpage but linked from an obvious place. Maybe I'm being too nitpicky about having a clean frontpage, I think it looks more inviting and nicer. Unfortunately many pages are neglected. Physics is a hard topic to write about and do it well. If our wording is not concise then people will become confused. I see that as one of the main reasons why there is little content, that plus the fact that physics is such a huge and all encompassing subject. I'm still hoping (wishfully) to contribute on the astro side of things, I've been compiling some notes recently that will help in that respect. Augustus 20:23, 20 November 2008 (UTC)

relatively confused relativity pages
i'm going to try to do some tidying up regarding the various relativity pages. For a start, Topics says that Topic:Special_Relativity should be something like a disambiguation page, not an introduction and motivation for the subject. Boud 08:17, 21 June 2011 (UTC)

incorrect use of wikiversity terminology
Before trying to tidy relativity pages, i'll first try to tidy up this School:Physics and Astronomy page. Help:Resource_types clearly says that a "course" is a specific low-level unit, not a higher-level page. Boud 10:43, 21 June 2011 (UTC)

See Help:Resource types for a guide to the existing resource types, and Help:Resources by type for templates to put on individual pages. Boud (talk) 13:13, 18 June 2012 (UTC)

TODO

 * On this School:Physics and Astronomy page, links to "Study guides" need to be cleaned up to Topic: namespace links if they exist or if someone wishes to create them, or to the specific courses (many cases more or less MIT courses) or (sometimes) lectures. Boud (talk) 13:13, 18 June 2012 (UTC)

Dead link
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://oyc.yale.edu/physics/fundamentals-of-physics/content/class-sessions
 * In School:Physics and Astronomy on 2012-02-19 08:39:47, 404 Not Found
 * In School:Physics and Astronomy on 2012-02-26 08:38:56, 404 Not Found
 * In School:Physics and Astronomy on 2012-03-04 08:39:20, 404 Not Found

--Mu301Bot (talk) 08:39, 4 March 2012 (UTC)
 * Link redirects to new html in about 10 s. Marshallsumter (talk) 17:01, 4 March 2012 (UTC)

Dead link 2
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://www.atto.fysik.lth.se/
 * In School:Physics and Astronomy on 2012-03-25 07:40:09, Socket Error: 'Connection reset by peer'
 * In School:Physics and Astronomy on 2012-04-01 07:39:53, Socket Error: 'Connection reset by peer'
 * In School:Physics and Astronomy on 2012-04-08 07:38:39, Socket Error: 'Connection reset by peer'

--Mu301Bot (talk) 07:38, 8 April 2012 (UTC)
 * Dead link deleted. --Marshallsumter (talk) 15:53, 8 April 2012 (UTC)

Space - Movement - Matter and Relativity of Time

Hello, I'm Javier Moreno, I study Geophysics in Venezuela, and I have a critic for Einstein Theory of Relativity of time, The theory can't be true because if it were, perception of movement and coincidence of events wouldn't be possible.I also think movement is only possible if it is generated by life because the absolute union of all the parts of space is a fundamental property of the space, or in other words space can't have holes, I think that in our description of reality we can never violate those fundaments, The great fact here is that even with this absolute union, movement is possible, and that is a irrefutable visual proof of the existence of at least one Life form who generate matter and movement or in other words God. Other indication is that the only possible thing that really connect with the totallity of every smaller part of space is Life itself, Vision and counciousness without a doubt, that's why we can see infinitte smaller points that form our vision and we can't avoid that fundament neither in every description we do, I hope we can undertand this for the really advance of physics and science. Movement became a injectivity of counciousness over space. Thank you for you attention, I wait for your answers.

--Javier José Moreno Tovar18 (discuss • contribs) 22:41, 3 March 2017 (UTC)

Reviving the Portal
Hi all. This portal seems to be long abandoned. If anyone out there is interested in reviving this page, do not hesitate to contact me on my discussion page.

Thank you,

Andreas

title: School talk:Physics and Astronomy


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Talk:Theoretical physics

I don't know if anyone knows this or not but MIT has provided a lot of their course material available free online at the following website address: http://ocw.mit.edu/index.html. It contains lectures, notes, videos, and problems with solutions all free of charge.

Does anyone know if we can use this information?

 * Yup, I think so :-) --HappyCamper 22:59, 8 November 2006 (UTC)

What are all the numbers before the courses for?? --Jorge 15:31, 3 February 2007 (UTC)

About Video Lectures: I really wish there were more video lectures on Physics out there. Those from MIT are excellent for the undergraduate starting out in Physics. What I have'nt been able to find are high quality video lectures on Quantum Mechanics, Special Relativity or General Relativity. (I did provide a link to the only lectures I managed to find on GR).

I really think there is a HUGE need for qualified lecturers (or other experts) to share their knowledge, not only with their students directly, but with ALL potential students worldwide - and what better forum for that than Wikiversity!

If anyone has any links to video lectures on Quantum Mechanics, Special Relativity or General Relativity, please let me know. Or if any of you know an expert in the field, please encourage them to add video lecture content to the web and to link to that content from here. Jimbobjames 12:43, 25 February 2007 (UTC)

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

title: Talk:Theoretical physics


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User talk:Bf4648

Hey there, and welcome to Wikiversity! Hope you like the place and decide to stay. If you have any questions, feel free to leave a message on my talk page. Be sure to check the links on your left. There's lots of interesting things there, like the Colloquium, and special pages. Also, experiment with the tabs on the top of your screen too, like "watch". See you around, and happy Wiki-ing! --HappyCamper 23:01, 8 November 2006 (UTC)

title: User talk:Bf4648


text:
User:Where

w:User:Where

title: User:Where


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CisLunarFreighter

Welcome to the learning project CisLunarFreighter!

CisLunarFreighter is being produced by participants at Wikiversity to get direct hands on experience with game development. Using open source tools to the greatest extent possible, participants using a variety of resources will produce a stellar educational game.

Project pages are easily tagged by placing a category link, "Category:CisLunarFreighter", at the bottom of the page. This makes a list of project pages easily accessible at the bottom of each tagged page. Please help by tagging new pages with the cisLunarFreighter category as explained at Help:Category and Intermediate Wikiversity. Please also use subpages for content related to this project.

Project plan
In work in small pieces around Wikiversity learning trails. Perhaps a couple of entrepreneurs or other project leader types will tackle a draft schedule or work breakdown structure soon.

/Task list/

Goals

 * Have fun
 * Perform production tasks whilst learning
 * Learn from mistakes
 * Create multiple player interactivity
 * Create client/server applets for CisLunarFreighter as well as a standalone application
 * Create an interface to other games with compatible communication format, and/or setup multi-user co-residency (API?)

Project contents

 * /Features/
 * /Game design/
 * /Specifications/
 * /Software development plan/
 * /Personal game data/
 * /Requirement analysis and high level design/
 * /Initial splashscreen, launcher, menu/
 * /Mission generator/
 * /Spaceships/
 * /Takeoff and lander screens/
 * /Terran spaceport/
 * /Spaceship designer/
 * /Spacecraft freight load planner/
 * Terran, Lunar, Asteroid, or Saturn Pirate Base

 * /Pilot cockpit screen/
 * Mini Map Radar Overview, Cockpit Menu, Headsup Communicator

 * /Asteroids or meteor shower flythroughs/
 * /Solar system game controls/
 * /User keyboard interface controller/
 * /User mouse interface controls/
 * /Background music selection and player/
 * /Music/
 * /Lunar spaceports/
 * /Game objects/
 * /Workspace/

Game testing
There is a lot of ground work to be done before we get to game testing... this project is still in the planning phase.

This will have to be done by the developers until we get enough of a game up and running to attract alpha and beta player/testers.

We might get some help from other Wikiversity participants at other Wikiversity course participant's pages.

Game materials distribution
This has begun on an adhoc basis. Longterm we intend to setup a SourceForge project to backup and distribute at least the stable releases of the open source materials on demand 24/7.

Active participants
Participants willing to coordinate, consult and/or kibitz reqarding questions:
 * Mirwin 05:07, 9 November 2006 (UTC)
 * 71.164.246.16 23:46, 8 January 2008 (UTC)

Creative materials
In this project we wish to use materials free as in beer as well as licensing so we have simple distribution to anyone who wishes to download from Sourceforge or receive source or executable from other sources.
 * Source of free samples of background music
 * More free music licensed under Creative Commons
 * Free sets of textures and materials for Blender 3D.
 * Royalty free music and voice overs free

Applicable tutorials
The following online tutorials demonstrate useful game programming techniques.
 * Writing a Space Invaders game in Java

title: CisLunarFreighter


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Graphic techniques in game production

Screen Grabbing on Macs
Macs come with an inbuilt program called Grab, which you can use to take screenshots of the whole screen or a portion of a screen. Further information needs to be presented here for Mac and Linux - some info on using Windows XP follows.

Windows XP
Some details on capturing a screen shot in Windows XP here.

The technique explained at the link above also works extremely well with GIMP 2.* and is better for us since we can currently upload jpg files to Wikiversity .... but not bmp files? GIMP also allows import of BMP files so you can use the above technique and email the file to someone else (like me) with GIMP installed willing to convert it for you.

In XP Take your screen save by pushing the Prt Scrn button then in GIMP open a new file, choose the size of your screen; then use Edit, Paste into New. The image appears scaled within the new file frame. Save the file as a jpeg by clicking the little button at bottem of the Save As dialog and selecting jpeg from among all the available formats. Click Save and then when the dialog informs you it must export first to flatten the layer stack tell it Ok. It processes the file and saves under the name and path you provided.

Notice any of these can be used later for texture and sprite creation if we can find an import file format compatible with Art of Illusion, I hope you are reading the Art of Illusion manual and/or tutorials on your own in the background as you proceed along this trial!

Editor's note: Screen capture file format conversion needs to be doublechecked in GIMP procedure above. It was a bit tricky and I wrote it from memory. Erase this note when it is confirmed the revised procedure works well for GIMP novices. Thanks! Mirwin 04:10, 6 November 2006 (UTC)

Use of Parallax and tiles in Sidescroller
This image is a good candidate for editing in Adobe Photoshop or the GIMP to create a sidescroller tileset. With proper editing following proper lines (roughly horizontal not too obviously repeating) we should be able to simulate being in a vehicle traveling slowly along a line of ridges. Two or three planes are established and the tiles in the planes farthest into the screen from the viewer move at a proportional distance to the illusion of depth one wishes to create.

What makes this a good candidate is the two roughly horizontal planes which will allow us to: Mirror the image; splice it to itself (either edge will match its mirror image). Copies of this are then edited to provide horizontal masses with transparent space above for other moving ridgelines.

This can be done off of the photograph(s) for preliminary prototyping and storyboarding and the photograph (NASA free use to the entire public) used for texture and color creation for 3d models of landscape. Then the rendered images are delivered in the format specified (into which the early tileset has been converted) and the tileset task/process is complete.

title: Graphic techniques in game production


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Wikiversity:Honesty and integrity

Honesty
Honesty means that you can be trusted. In wikiversity you should not destroy or disrupt another person's work. You should understand what is the right thing to do in all situations. You are truthful.

Integrity
Integrity is related to honesty. Common examples are "things you do when others are not watching." If you are of strong integrity you may help others and submit content. Do not steal from other websites.

Conclusion: Be a good person

title: Wikiversity:Honesty and integrity


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User talk:Kirby145

Hi Kirby145,

Are you having a problem with someone here at Wikiversity? Perhaps I can mediate as a neutral third party? If so let me know at my talk page. You can also try my Wikiversity email, I am uncertain whether I have it configured properly. Mirwin 06:41, 9 November 2006 (UTC)

No there is no problem. I just thought wording on your starting stub for honesty and integrity implied maybe someone was hassling you as you get started. I have put a welcome message and menu at the top of this page. Please enjoy yourself here I look foward to seeing your activity in the recent changes log accessible by button on the left titled recent changes. Mirwin 09:12, 9 November 2006 (UTC)

Honesty, integrity, civility
Hi Kirby145, I like your first attempt at creating a policy/guideline at Honesty and integrity. It needs work, I think, to make it usable, but it fits in with a key Wikimedia guideline of civility (though it is phrased here largely in the negative, coming from the Meta article on "incivility"). Do you think it might be better perhaps to merge these two pages - ie rewrite or extend the civility policy? On this, and on other things, I'm very much looking forward to working with you! Cormaggio 10:01, 9 November 2006 (UTC)

title: User talk:Kirby145


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Web Design/Getting Your Site On the Web

Introduction
After you have a website on your computer, it can not be seen by anyone. It first needs to be put on the internet, or world wide web. Here we will explain this process.

Guides

 * Linux Apache MySQL Perl/PHP/Python server (Common LAMP) - Linux, Apache, MySQL, PHP/Perl - maybe simply make really common, stable web servers, but to many cases, it took real computing knowledge to operate for more stable or advanced usage, for example when you are using a server version of Linux.
 * Windows with Apache MySQL Perl/PHP/Python (also called "WAMP") - use your Windows as a web server.
 * Mac OS X with Apache MySQL Perl/PHP/Python (also called "MAMP") - use your Mac as a web server.

 * Windows,Linux,Solaris and Mac OS X with Apache MySQL Perl/PHP (also called "XAMPP") - XAMPP is also included phpMyAdmin and more(depending upon OS and version).

More

 * Apart from Linux and MacOS X, there are many other Unix systems you could use such as DragonflyBSD, FreeBSD, OpenBSD, PC-BSD and OpenSolaris.
 * lighttpd and nginx are lightweight alternative to Apache that emerged relatively recently and are becoming popular.
 * For Microsoft Windows users, there is IIS also available.

Hosts
First, you will need a host. They store your data and show your website to surfers.

There are many reliable hosts who will host your website for a fixed amount each month/year. This is useful if you're prepared to fork out money for your minuscule little project on such extras as "shopping carts" and scripts which you are never likely to use. Otherwise, get free hosting.

You'll agree, that if you ever decide to make a halfway decent website that you'll actually use, it's a far better idea to invest money into your time. It means stability, and above all (seriously, will you look at the state of some of these sites?), professionalism. I would however advise to start out with a free host, and if your project ever gains momentum, then invest some money into getting good hosting.

Alternatively, you could configure a server out of your own computer. This requires a more-or-less static IP address from your Internet Service Provider (ISP), and strict security policies on your "server." There are services, such as Dynamic DNS that allow you to point a URL that you own to your own computer, no matter what the IP address changes to, but these can be tricky to configure. Running a web server "out of your garage" also has power and up-time implications. The system must be stable enough to provide service at almost any time so that potential visitors will actually be able to access your website.

FTP
FTP stands for file transfer protocol. There are two components to this process: a server, and a client. The server is located on the same machine as the data, usually (for simplicity, we'll assume this scenario). An FTP server accommodates either authenticated or anonymous login. Every web hosting server has an FTP server for remote administration of that web site. The other side is the client, which must send the authentication information (or the username "anonymous" and, typically, an email address as the password). The client pushes or pulls files from the server; all actions initiate on the client, making requests on the server either to accept a file upload to the server or to serve a file for download by the client.

It is important to note that FTP traffic is unencrypted, which means that if someone "snooping" on the line intercepted the string of data coming out of your client box, it would be readable in its original form. The possibility of this snooping is another debate, but there is an encrypted alternative in use on web services that cost a bit more. Secure Shell services (ssh) provide a Secure FTP protocol, by which all the traffic is encrypted, so that an interception of that data would be no compromise to data whatsoever.

Control Panel
Some hosts allow you to control your site from your web browser. This makes the configuration of your site easier, but the actual administration of content should be done with a lower-level protocol, like FTP or Secure FTP (SFTP).

Testing
After the site is online, navigate to your site and see how well it looks and performs. You should find out how it works on all common browsers, with various connections, and operating systems.

Here are some suggestions as to the breakdown of those testing areas:

Note: in latest trend you should also test these on mobile platform such as ipad, iphone, andorid smart phones, blackberry phones.

 * Browsers
 * Internet Explorer for its wide usage
 * Mozilla Firefox
 * Chromium
 * Opera
 * Safari
 * Midori
 * Konqueror

 * Connections
 * Take into account low-bandwidth users, such as 56k connections
 * Take into account proxy-based connections
 * Take into account firewalled users within corporate or educational intranets whose internet access is heavily filtered. The biggest consideration in this category is other servers that are in the chain of connection between your web documents and the end user. Sometimes the packets can become "tainted" in transmission.

 * Operating Systems
 * Microsoft Windows
 * GNU/Linux
 * Macintosh OS X
 * Various BSD

If you have written your site in W3C compliant (X)HTML, you should also get it validated.

Redirect after login
Sites commonly use an URL parameter to return the user to the previously viewed page when logging in or out. On MediaWiki, it is. Other common names used for this parameter are  (“destination”),.

On some sites however, this URL parameter only works when logging in, and redirects to the home page instead when the user is already logged in. For the following reasons, the return redirect should be always working, regardless of whether the user is already logged in or logged out:

 * The user might reload a tab with return URL visited prior to login.
 * On some mobile phone browsers such as Chrome, switching between mobile/desktop viewing modes causes redirects to the current page be re-followed, which would cause an already logged user to be kicked back to the home page rather than the desired page.
 * Return URLs that always work enable invitation URLs that encourage users to log in, but redirect already logged users to the correct target rather than the home page.

title: Web Design/Getting Your Site On the Web


text:
User:Kirby145

Welcome to my page. please leave me a message for anything. ill fix this page when i figure out how to :)

title: User:Kirby145


text:
Talk:Web Design/Build a basic web page

More Info
I think this is a growing community. But anyway i hope for there someday to be content here that surrpasses all that found on links to other sites.

 * Hi Kirby - I hope the site grows too! But I think there should be a difference between the "content" here and the resources out there on the web. I'd like to see the focus here be on learning activities, rather than "content" per-se. Activities that get people learning through doing... I'm interested to know what you yourself mean by "content"?

 * Hello, speaking as a person interested in learning web design I encourage the proposal of more learning activities, yet not at the expense or loss of learning content. Having come back to this site I've noticed much has changed.  How can one do these challenges without having the content as reference?  There are plenty of links to other online tutorials, but isn't that what this is supposed to provide?

 * Wikiversity certainly can provide content but that's not what it's about - Wikibooks is a great place for content as opposed to learning activities (for example HTML_Programming). I guess from my point of view, there is plenty of great content out there already. What isn't out there already is great free activities to learn and use content in fun ways (as opposed to just reading it). But that doesn't mean that we shouldn't include content here too... I guess I'm just trying to focus and fill an immediate need of my students. You're right, lots of the challenges don't link to resources to help you get going with them - trying to update that as we go. Cheers for the feedback. Michaelnelson 02:35, 27 January 2007 (UTC)

 * What Wikiversity provides is up to its participants, really. The project is still in the early stages, and to build useful and practical learning activities, it might be necessary to utilize outside resources such as books and third party websites. There may be some areas that this will always be the case, in fact.
 * In some areas, however, I'm sure we can expect some areas to provide a much richer set of content, maybe even covering all of the learning activity with GFDL content. This will take some time, though, and I do think it is better to offer a learning activity that has non-GFDL content it depends on then not to offer any activity at all.
 * My suggestion would be to check over at Wikibooks and see what shape the current offerings are in -- and to leave a comment there about what you'd like to see. I would also encourage interacting with site authors, asking if they would consider contributing a paticular tutorial or tip to a GFDL project (either here or Wikibooks). If we can encourage participation, even small bits, we can make up a greater whole. Historybuff 04:44, 27 January 2007 (UTC)

 * It would be good to get site authors donating some content - hard though. Most of the good tutorials are dependent on advertising. I tried with one excellent PHP tutorial, but never heard back :T. Will keep trying though! Of course, ideally we'd create the best tutorial ourselves here... but as HistoryBuff said... it takes time (and so much of it!)

title: Talk:Web Design/Build a basic web page


text:
Calculus/Limits/Exercises

 * $$\lim_{x \to \infty} \left [ \cos{\left ( \frac 1 x \right )} \right ]^{x^3 \log{(1 + {{1}\over{x}})}}$$
 * $$\lim_{x \to \infty} \frac{1}{x}$$ in $$\mathbb{R}^+$$
 * Answer: 0.

 * $$\lim_{n \to \infty} \frac{{\left (n+1 \right )}^\alpha - n^\alpha}{n^{\alpha-1}}$$
 * Answer: $$\alpha$$

 * $$\lim_{x \to \infty} \sqrt{x} \log {\left ( 1 + e^x \right )} - x \sqrt{x} $$
 * Answer: 0

 * $$\lim_{x \to \infty} \sqrt{x} \log {\left ( 1 + e^x \right )} - x \sqrt{x-1} $$
 * Answer: $$-\infty$$

 * $$\lim_{x \to \infty} \frac{\sqrt[x]{x+\sin{x}} \left (2+\sin{x} \right )^x}{x!}$$
 * $$\lim_{x \to \infty} \frac{\sqrt{x^3+x}-x \sqrt{x}}{x+6 \sin{x}}$$

title: Calculus/Limits/Exercises


text:
User:っ~enwikiversity

jawp - jawn - beta

title: User:っ~enwikiversity


text:
Free content

Free content (Wikipedia) licenses give others the right to re-use content.

This is intended to be a learning project about free content, what "free" and "unfree" content is, and what kinds of free content there is (i.e. what licences are used). This could a central node for all Wikimedia contributors who want to 1) find out more about free content, and 2) help others with licencing issues, and 3) discuss the various benefits and limitations of free content licences. However, as this page is only just beginning, please add any information, comments and questions, which we could eventually refactor into some useful learning material.

What is "free" content?
Free content is content (ie books, music, images, etc.) which can be used freely, under one or a combination of free licences. Examples of this are any of Wikimedia projects' content - amongst which is this project, Wikiversity. For a breakdown of what licences are available, and what they mean, see below. Also, see Copyrights and Commons:Licensing.

What is "unfree" content?
In contrast to free content, "unfree" content (or content under copyright), is released under heavy restriction of use. This means (amongst other things) that the content cannot be reproduced in other formats, publications etc., except by permission of the author and/or publisher, or except under certain specific legal clauses, such as that of "fair" or "educational" use (though this varies between countries and contexts).

More things than you might imagine are copyright, for example:

 * A photograph you have made of a person who has not given their consent to be photographed.
 * A photograph you have made of another creative work - a public sculpture, a detail of an architectural interior, even an action figure! (though this depends on the country, author rights etc.)
 * A screen shot you have made of proprietary (i.e. "non-free") software.
 * A scan you have made of a book/album cover.

Searching for free content

 * 1) Creative Commons search

 * Images
 * 1) Flickr
 * 2) Wiki Commons

 * Audio
 * 1) Jamendo.org
 * 2) Archive.org

 * Video
 * 1) Archive.org
 * 2) Youtube, blip.tv, ustream

 * Books
 * 1) Wikisource
 * 2) Project Gutenberg
 * 3) Hathi Trust Digital Library

What copyright options are there?

 * All rights reserved & Fair use/Fair dealing
 * Public domain

 * Free Software Foundation (FSF)
 * GNU Free Documentation License (GFDL) (not recommended for Wikiversity)
 * GNU Free Documentation License (not recommended for Wikiversity)

 * Creative Commons - CC Licenses - Creative Commons licenses (Wikipedia)
 * Attribution
 * Creative Commons BY
 * Creative Commons Attribution License v3.0
 * Share-alike
 * Non-commercial
 * No derivatives
 * CC0

 * BSD licenses
 * OpenBSD & The Berkeley Copyright
 * FreeBSD Documentation License

 * MIT License
 * Free Art License
 * Apple's Common Documentation License
 * Open Content License

What are the differences between copyright licenses?

[Intro needed]

 * What licences do you think work best in specific contexts?
 * What would you prefer to use?

Important factors to consider

 * Works that are in the public domain can be used at Wikiversity.
 * Attribution is the act of giving credit to an author or organization for it's work. If you copy a work that is licensed so as to require attribution of the original source, please be sure to provide the required attribution.

Questions
Are you confused about any aspect of free content? Please ask any question(s) you have about this subject here.

Participants
If you are interested in free content (whether you are knowledgeable, or want to find out more), please sign your name here, and state what your interest, experience is.

 * Cormaggio - I still feel like I'm very much learning, and do not understand fully the ins and outs of different licences. I'd love for someone to guide us/me through these complexities :-)
 * luke - learning too, and in a practical sort of way ~) Glad to help in any way, if I can.
 * The Jade Knight - Particularly aware & supportive of the Creative Commons licenses.
 * Mirwin - I participate in free engineering projects such as cisLunarFreighter and Lunar Boom Town.

Resources

 * Open Source textbook (on Wikibooks)
 * Copyleft article (on Wikipedia)
 * Text of the GNU Free Documentation License
 * Creative Commons BY 2.5 (full licence)

Free tools

 * Java

Courses

 * Free Content Licenses

Resources

 * The GFDL and you

title: Free content


text:
Geospatial Information Systems (GIS)

A geographic information system (GIS), or some times referred to as a geospatial information system is a system for capturing, storing, analyzing and managing geographic data and associated attributes which are spatially referenced to the earth. In the strictest sense, it is a computer system capable of integrating, storing, editing, analyzing, sharing, and displaying geographically-referenced information. In a more generic sense, GIS is a tool that allows users to create interactive queries (user created searches), analyze the spatial information, edit data, and present the results of all these operations. Geographic information science is the science underlying the applications and systems, taught as a degree program by several universities.

Geographic information system technology can be used for scientific investigations, resource management, asset management, Environmental Impact Assessment, Urban planning, cartography, criminology, history, sales, marketing, and route planning. For example, a GIS might allow emergency planners to easily calculate emergency response times in the event of a natural disaster, a GIS might be used to find wetlands that need protection from pollution, or a GIS can be used by a company to find new potential customers similar to the ones they already have and project sales due to expanding into that market.

GIS (Introduction)
GIS stands for Geographic Information Systems or Geographic Information Science. The abbreviation 'GIS' could mean these meanings interchangeably; though the more commonly assigned meaning to 'GIS' is Geographic Information Systems. Geographic Information Systems deal with Geographic data which is similar to non-Geographic data except that there is a Geographic location associated with each datum of Geographic data. Geographic Information Systems are software used for the effective database storage of geographic data, its transformation of one data format to another, its pictorial or model representation and its analysis and manipulation. Technically, a GIS can be classified into five functional units.

 * 1) The Geographic Database functional unit
 * 2) The Geographic Data Transformation functional unit
 * 3) The Geographic Data Manipulation function unit
 * 4) The Geographic Data Analysis function unit
 * 5) The Geographic Data Representation function unit

The Geographic Database function of the GIS performs Geographic data storage, data organisation and data retreival tasks. The Geographic Data Transformation function of the GIS performs the task of preparing Geographic data for use within the GIS. Raw or legacy Geographic data is transformed into a Geographic data format supported by the GIS. The Geographic Data Manipulation function of the GIS performs tasks related to finer adjustments and rectification of the Geographical data. For example, an aerial photograph may have the need to be stretched (orthorectified) so that its pixels align with longitude and latitude specifications of the Geometric projection in use. Processes like these must be distinguished from Geographic Data Transformation by the fact that these changes are permanent, more complex and time consuming. The Geographic Data Analysis function of the GIS performs all the tasks of data processing that help the analyst make specific sense out of the Geographic data. For illustration, the histogram function prepares a histogram of the input pixel data of the image and give out a plot that helps the analyst plot important characteristics about the data under processing. The Geographic Data Representation function of the GIS handles the representation of the Geographic data in pictorial or model form for comprehension.

GIS is considered a specialized high-end software, generally used by persons skilled in photogrammetry and GIS processing.

Open Source GIS Tools

 * GeOxygene
 * GRASS - the most powerful opensource GIS application
 * Natural Resources Database - GIS
 * OSSIM - Open Source Software Image Map
 * Quantum GIS - A user friendly GIS. An opensource alternative to ArcView.
 * SAGA GIS
 * Thuban - an Interactive Geographic Data Viewer
 * TreeSap - Qualitative Reasoning GIS

title: Geospatial Information Systems (GIS)


text:
The Limit of ILP

This page is a forum for student discussion on the Limit of ILP.

Paper
Base the discussion on following paper (till page 35): Limits of instruction-level parallelism by David Wall, Nov 1993

Discussion
You can sign your discussion Schoeberl 12:50, 9 November 2006 (UTC)

What is the maximum ILP seen? Under which assumptions?
The maximal quoted parallelism in the paper is 1000 which considered highly numerical programs and a machine with unlimited parallelism and an omniscent scheduler. In the study performed by the author the highest seen is 500 for swm256 in the perfect model with unlimited window and cycle size[WRL-93-6-1, p27]. In realistic model this value drops to around 50 as peek performance and 10 for the mean[WRL-93-6-1, p27]. CWalter

What is the most important technique for ILP?
Or in other words: What feature would really hurt ILP when implemented not very well?

Jump prediction and specially return prediction has a great impact with a mean of 10 for parallelism. It is also easy to implement (at least in the author's opinion). Branch prediction is also very promising yielding a gain of four with only a small 4-Bit table.

What is the difference between window size and cycle width?
The windows size is the set of instructions which is examined for simultaneous exection. The cycle width limits the number of instructions which can be scheduled, i.e. executed. Therefore if the window size is 2k we look at 2048 instructions. Assume we have found 111 instructions which can be parallelized a cycle width of 64 would limit actual parallelism to 64. CWalter

Did loop unrolling help?
Isn't ILP the dynamic version of loop unrolling in hardware?

Loop unrolling is not the best technique. Looking at the results shown in WRL-93-6 we see that only a few programs performed better [WRL-93-6, p24]. In some cases loop unrolling did also hurt parallelism. In fact a good branch prediction could replace loop unrolling. The only case where loop unrolling will perform better is when the compiler knows the exact bounds because in this case it could generate the perfect code. Another problem with loop unrolling is that registers are limited and depeding upon the selected depth some registers might have to be saved before entering the loop. This would undo some performance gains.CWalter

What is available today?
The paper was written 1993, 22 years from now. How far did we get with ILP today?

How does ILP affect determinism and asynchronous event performance?
If multiple instructions are issued does the processor need to finish all these instructions before handling an external interrupts? And if not what where is the flow interrupted? Does this mean that a processor with an average parallelism of 10 and a cycle time of 10ns has the same interrupt performance as a processor with a parallelism of 1 (none) and a cycle time of 100ns? CWalter

title: The Limit of ILP


text: User talk:Tadpole256

title: User talk:Tadpole256


text:
User talk:っ~enwikiversity

Welcome to Wikiversity. Please take a look at Username and consider using a different user account name. --JWSchmidt 15:30, 9 November 2006 (UTC)
 * I do not think anyone at Wikiversity will force you to use a username with Latin characters. However, a goal for this project is that it be a place where English-speaking participants can feel comfortable seeing the usernames of other participants and collaborating. In the real world, where physical interactions are possible, there are many channels of communication that allow people to judge intentions, develop trust and create the social conditions that make collaboration possible. In a wiki environment our communications channels are more limited. The text that we use to represent ourselves in the form of a username can be perceived by others as a statement about how we hope to interact with others. If you username does not look like a name then it is natural for people to suspect that you might not want to have normal interactions with other participants. Ultimately, actions speak louder than usernames, and if you function as a positive contributor to the community then people will learn to look past a strange username to who you are as a contributor. --JWSchmidt 14:38, 1 December 2006 (UTC)

 * Good day, っ. How do you pronounce you name?--Hillgentleman|User talk 16:49, 3 December 2006 (UTC)
 * Hello, Hillgentleman. っ is similar to a quarter rest in music, has no sound. But you can call me "tsu" like つ, non-reduced っ, or "small tsu".--っ 14:00, 8 December 2006 (UTC)
 * Great,.... Your name is sillent.--Hillgentleman|Talk 17:48, 20 December 2006 (UTC)
 * If you want to change your username you need to ask the bureaucrats to make the change. --JWSchmidt 12:58, 20 December 2006 (UTC)
 * Thank you for your information. --っ 08:01, 21 December 2006 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:49, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:26, 19 April 2015 (UTC)

title: User talk:っ~enwikiversity


text:
User talk:Iva kirilova

User: Ivanka Kirilova Topic: Children interests Statement: The children around the world share common interests in education. If we find them, we can organise the education according to students needs, interests and aspirations. Learning will become more attractive and fascinating activity, no matter where you study or what is the subject. Experience: I have my own research on this topic.

Welcome
Hi Ivanka - welcome to Wikiversity - and, I have to say, they're fascinating questions you raise. Making learning attractive, appropriate, inspiring, and even fun for all types of learners, from children to adults, is what I hope we will try to provide here and also to shed some light on how it can be provided for. I'm doing my PhD on education and what Wikiversity's role is in the provision of education - I'd like to know about your previous research and experience. Are you aware that one big idea for Wikiversity is to host and facilitate research - both materials on how to do it and also to develop research communities here? If you're interested you could take a look at Research. Also Learning and School:Education will have some starting points on what we're trying to do here. Please feel free to add your own visions, comments criticisms etc. And please feel free to ask me anything about the project. I'm adding a welcome box below that has some links to pages that might be of interest. Looking forward to working with you and hearing more about your work! Cormaggio 13:48, 10 November 2006 (UTC) PS: have you seen this (rather confusing) page: Ways of making education more interesting for children yet? Cormaggio 17:34, 10 November 2006 (UTC)

Hi!
YvonneGeberl 13:24, 12 November 2006 (UTC)Hi Iva! As I wrote in the forum I´m interestet in this subject. You write on your Wiki-page that you have already some experiances on this topic. What have you done already? I will begin to search for some literature we can use on this topic, so that we can start our project soon. I hope we will be successful!! We`ll have fun doing this together! Bye

My wiki-page
Here is my Wiki-page. Perhaps we can create a new Wiki-page where we can discuss on this subject or we decide if we discuss on your or on my page...

http://de.wikiversity.org/wiki/Benutzer:YvonneGeberl

YvonneGeberl 13:34, 12 November 2006 (UTC)

Hi Iva!

It is o.k. for me to discuss on your wikipage. (If thats o.k. for you,too). So we don´t have to create a new page. We also can communikate via e-mail (Iwrote you one a few minutes ago..).

Hi!

Perhaps you send me the questionnaire you made your research with. So I can make the same in german and the spanish students can translate it and then we all can compre the rusults afterwards...

Discussion
Hi Yvonne! I`ve just sent you e-mail. Do you mind if we use my question paper, to translate the questions and after that to campare the results? I think that your thesis are good. We can say that children in different countries have the same interests in education and if we find them we will be able to organise education according to this interests. The result will be more atractive and interesting education. If you have other questions you can write me and I`ll try to help you. I hope that the project will succeed.

Ivanka

Hi Iva!

I already translatet the questions and I think soon I will be able to give them to the kids. I think I will do the survey anonym or do you think it´s important to know the names of the kids? We have to put our thesis on the forum, i will do that today... I hope work goes on! Bye

Survey
Hallo Yvonne, I am glad that you work hard on our project and I am sure that soon we wil have good results. It is not necessary to know the names, but it is good to know the gender, because there are significant differences in interests between boys and girls. Have a nice day! Ivanka

Hi Iva!

On how many children did you do your survey? I think it should be not too many children because I think it will be very difficult to get results because the questions are really wide ranged. So every child coul write something else... Which one of the question papers is more important? Because I will do just one and then perhaps the other one, too. Perhaps you can send me your results or how you get them? So far!!!

survey
Hi Yvonne, The questions are really wide but don`t worry. We can concentrate and analyse the most important results, not all of them. In my research the most important are questions № 4,5,7,8,11,12 (Survey №1) and 5, 15 (Survey №2). If these questions are significant in your research too, we can analyse only this results. Survey №1 - Quetions №4 and 5 - you can define groups according to answers. For example: How difficult do you find school work? a) very difficult - 15 children (10%) b) Quite difficult - 10 children (6%) and etc.

You can do the same ptocedure with questions №7 and 12 (survey №1). About question №8 (survey1) - It is good to read the childrens answers and to find which activities they write very often - for example: computer activities - 12 children (8%); games - 15 children (10%); study - 12 children (8%); experiments, trips or other activities, conecting with nature - 15 children (10%). About question )11 - You can define three groups. For example: Yes - 15 children (10%); Sometimes - 7 children (4%); No - 1 children (0,5%). Survey №2: Question №5 - you should define groups according to school subjects. For example: Mathematic - 12 children (8%), Sport - 10 children (6%) and etc. Question №15 - you can do the same. For example: The child write that he/she knows a lot about dogs, then you define it in group Nature. After that you can summarise: About nature - 15 children (10%); about arts, about mathematics, about language and etc.

If you have questions you can write me and I`ll try to help you. I am glad that we are working together. I`ll try to send you my results soon. Have a nice day!

Ivanka

Hi Iva!

I hope your vacation was fine and you had a good time!

I have some questions: 1. On how many children did you do your research? 2. Can you perhaps send me the results of your research in bulgaria? (you have ny e-mail) 3. Did you differentiate between boys and girls?

So far!! Have a nice day!

Hi Iva.

Now I have the results of the survey. But I only did it with around 50 pupils. I also reserved some webspace for our homepage. We have a meeting in our university in march where we will make the homepage. We can try to do it on our own if you want to do it before march or we wit until the meeting. Perhaps we can also make it like that: You create your diagramms an so on with the results of your survey and a little text on the survey ( I think ít´s better if you write it becaus you designed the questions) and then you sent it to me and I put it all on the homepage we make with our tutor in march...

title: User talk:Iva kirilova


text:
User:Master.signal

sutton
sutton 17:59, 9 November 2006 (UTC)

title: User:Master.signal


text:
User:Audemars

hi.

title: User:Audemars


text:
Demography

Demography literally translated from the Greek term means a description of people. On the other hand, the United Nations (UN) Demographic Dictionary describes demography as the scientific study of human populations primarily with respect to size, their, structure and their development.

Demography therefore is concerned with the current size and characteristics of human populations, how they were attained, and how they are changing. Changes in the characteristics of human populations is governed by the three main Population Processes: Fertility, Mortality and Migration. In turn, when these processes act, there are corresponding Population Outcomes which include changes in Population Size, Age and Sex Structure, and Spatial Organization.

While these main processes are the primary concern of demographers, it proves invaluable should these things not be detached from their relationships with other disiplines. As such, demography draws and contributes to the other fields of sciences ranging from Health and Medicine and Teletraffic to the social sciences such as Sociology, Anthropology and Political Science.

What do Demographers do?
Demography includes the study of human populations by statistical methods. Demographers basically deal with the measurements of the number of people in each region of the country:

 * being born (hatch)
 * living (match)
 * dying (dispatch!)

Demographers also have to measure

 * health
 * fertility
 * marriage rates
 * contraception
 * ageing rate
 * mortality rate

Finally demographers measure migrations:

 * internal migration = urbanization (or rural-urban migration)
 * external migration ( --> immigration and emigration --> ).

Data from statistical censuses are the basic inputs, but have to be augmented with input from questionnaires and surveys. The trends are extrapolated (projected forwards).

The practical purpose is that the output forms the basis for the prediction of number of customers for public and private services and products.

title: Demography


text:
Demography/Overview

Nature of Demography
Demography is a scientific study of the population. Demographers compute indicators that measure population size and structure, the levels of mortality, fertility and migration processes and certain aspects of demographic behavior such as marriages, divorces, cohabitation etc. Census data, surveys, civil registration, church registers, hospital records, interviews
 * What does a Demographer do?
 * Sources of Demographic Data
 * An Overview of the Demographic Methodology

Theories of Population Change

 * Malthusian Theory
 * Other theories
 * Demographic Transition
 * Western Experience
 * Experience of the Developing Countries

Population Composition

 * Sex and Age Structure
 * Marital Status
 * Family Strucure and Life Cycle
 * Household Structure
 * Labor Force

Mortality
Mortality is the exit process of the populations. Main measure of this process is the coefficient of mortality. It is a number, computed by dividing the number of the people between two exact ages who die in certain time period and the average number of all people between two exact ages in the same time period. From this definition we can conclude that the denominator is always bigger than the nominator, so the coefficient takes values between 0 and 1. It is 0 when nobody dies and 1 if everybody died in this time period. The coefficient is usually represented "per mille" ore "per thousand".

Urbanization
In terms of demography, urbanization means increase of the relative percentage of the people who live in urban area. Hence, it also means a decrease of the share of the rural population.

title: Demography/Overview


text:
Talk:Elementary logic

Logic as Mathematics?
It would be a flaw to say that logic is a subset of mathematics. Rather, it's the other way around. Logic is at its smallest a subset of meta-mathematics. There is, I suppose, a way to approach it in mathematics but the type of introduction here probably should be a philosophy course. Mo Anabre 20:35, 9 November 2006 (UTC)
 * But logic can be formulated in terms of set theory or category theory? --Hillgentleman 23:21, 9 November 2006 (UTC)

This should be radically rewritten
This is actually a pretty poor attempt at explaining elimentary logic. Firstly, logic does not let us know if statements are true or false. Rather, it allows us to test whether propositions are valid or invalid and on a higher level if arguments are valid or fallacious.

To explain this, a proposition is a statment that can be either true or false. The current article does give good examples or propositions (I am human. 1 + 1 = 2 Roses are red and violets are blue.)

As for the operators, the basic operators are as follows:

If p and q are both propositions,

Negation: Not p (meaning p is not true) Conjunction: p and q are both true Inclusive Disjunction: p or q or both Exclusive Disjunction: p or q but not both Conditional: If p is true then q is true (but not necessarily the other way around) Biconditional: p is true if and only if q is true (meaning they are either both true or both false)

The NAND, NOR and XOR are all combinations of these (not-and, not-or and not-biconditional respectively)

 * I started merging it for you. You are welcome to insert corrections or add useful information directly into the article if it is an obvious improvement.  I appreciate you being cautious.  The local operating premise is that if we all are polite and use our best judgement the aggregate information will improve beyond our individual capabilities.  Thanks for the info!  Mirwin 06:12, 8 February 2007 (UTC)

title: Talk:Elementary logic


text:
Talk:Group theory

You may want to review Sets.

Definition of a Group
A group $$(\mathbb{S},*)$$ is defined as any set $$\mathbb{S}$$along with a binary operator $$\mathbb*$$ such that the following is true: (1) If $$a \epsilon \mathbb{S}$$and $$b \epsilon \mathbb{S}$$, then $$(a\mathbb*b) \epsilon \mathbb{S}$$. (2) There exists an element $$e\epsilon\mathbb{S}$$ such that if $$a\epsilon\mathbb{S}$$, then $$e\mathbb*a=a\mathbb*e=a$$. (3) If $$a\epsilon\mathbb{S}$$, then there exists a $$b\epsilon\mathbb{S}$$ such that $$a\mathbb*b=b\mathbb*a=e$$. (4) If $$a,b,c\epsilon\mathbb{S}$$, then $$a\mathbb*(b\mathbb*c)=(a\mathbb*b)\mathbb*c $$. It's quite interesting to note that this definition, while often the standard, holds some redundancies. For instance, replacing requirements 2 and 3 with the following "one-sided" definitions doesn't actually lessen the scope of the definitions: (2b) There exists an element $$e\epsilon\mathbb{S}$$ such that if $$a\epsilon\mathbb{S}$$, then $$e\mathbb*a=a$$. (3b) If $$a\epsilon\mathbb{S}$$, then there exists a $$b\epsilon\mathbb{S}$$ such that $$b\mathbb*a=e$$. Before going forward with our study of groups, it's sometimes helpful to stop and put into English what the definition actually states: (1) requires that the binary operator $$\mathbb*$$ is closed under the set $$\mathbb{S}$$, (2) requires the existence of an identity element, (3) requires the existence of inverses, and (4) allows the interchange of parentheses. Exercises 1. Show that $$(\mathbb{Z},+)$$(where + is the "usual" addition) is a group. 2. Show that the natural numbers with the usual addition is not a group. 3. Show that the set $$\{x\epsilon\mathbb{R}: x > 0\}$$ with the usual multiplication is a group. 4. Show that $$\mathbb{R}$$ with the usual multiplication is not a group. 5. Is there a smallest number of elements a group can contain? If so, what is it? 6. Is there a greatest number of elements a group can contain? If so, what is it? * 7. What is the smallest set which contains the natural numbers and forms a group with the usual multiplication? * 8. Show that the two-sided definition of a group follows from the one-sided definition. (The proofs for the right-sided definition is similar to the left-sided one, so you may choose one or the other here - sorry, but not both)

title: Talk:Group theory


text:
User:JoshEnglish

Some quick information about me. I have a Master's of Education but I am not currently teaching. I write speculative and science fiction, and a smattering of fantasy. Not liking to repeat myself on bio pages, I refer you to my LiveJournal and my home page.

title: User:JoshEnglish


text: File:Second life meeting.jpg

title: File:Second life meeting.jpg


text: Category:Group theory

title: Category:Group theory


text:
Talk:Introduction to Japanese

Proposed syllabus
Balloonguy 23:57, 9 November 2006 (UTC) -- I think kana should be taught first before anything else so students don't come to rely on romaji. User:Xlbnushk proposed outline: looks okay. Japanese/Practical Lessons/Syllabus from the japanese wikibook and Japanese/Practical Lessons may also be useful. b:Japanese:Introduction could be used as lesson 0 to introduce students on pronounciation
 * 1) Reading & Writing
 * 2) * Hiragana & Katakana
 * 3) * Kanji
 * 4) Speaking
 * 5) * Everyday Phrases
 * 6) * Shopping
 * 7) * Transportation

Xlbnushk 07:15, 10 November 2006 (UTC) -- Maybe this would be a better place for the "About" section on the Japanese stream page. I was thinking that this would tell people things like the fact that Japanese is both a phonetic (hiragana and katakana) and a pictoral (kanji) language. Then maybe some stuff about how sometimes it's written from top to bottom rather than left to right. I dunno. Maybe we don't need this page at all. Or maybe this should give some details about each of the courses, although that might be redundant considering what we already have.

Balloonguy 22:26, 11 November 2006 (UTC) -- On Topic: Foreign Language Learning, it links directly to Topic:Japanese, so the facts that you mentioned above could be written on the department page, since  people may be interested to see the stream plan after reading the about and see what courses are available. I was thinking that introduction to Japanese should contain kana lessons, a few key grammatical concepts and maybe some kanji. It sounds like you are trying to say that introduction to japanese should really be an actual introduction to japanese.

 * Xlbnushk 20:09, 19 November 2006 (UTC) -- We should definitely discuss this. Should the introduction contain a cultural and historical introduction as well, or strictly a linguistic one? I think the former would be more appropriate. No language is complete without its background. What are your thoughts on the matter?

 * Balloonguy 20:14, 19 November 2006 (UTC) -- Let's discuss this on Topic talk:Japanese.

Shoulder to the grindstone!
Dnjkirk 16:38, 10 November 2006 (UTC) -- I saw nothing happening here so I just uploaded an old set of introduction pieces I wrote years and years ago. Do whatever you want with them (the likely need some cleaning up and better terminology - I learned Japanese through immersion, not so much in class, to terminoloogy is not a strong point for me). Some of the pages were uploaded by an IP, but rest assured that were me, I just didn't log in. Pooh

 * Xlbnushk 20:45, 10 November 2006 (UTC) -- Thanks for the contribution. I just placed a bunch of your materials into Category:Japanese. Please compare your user list to the pages in Category:Japanese to make sure that I've gotten everything.

 * Dnjkirk 04:36, 11 November 2006 (UTC) -- I think it's all done now, I added a couple more pages. Two things to report: 1) I'm not an expert in Japanese grammar, so my technical explanations my totally suck. I just notice that, unless someone starts something, others tend not to contribute, so that is why I got this stuff up. 2) Since everything I did uses Roma-ji, you may want to go back to my gojuu-on page (Pronunciation) and add the Kana, and then blend the Kana in with the subsequent lessons to a suitable transition point where Kana can be used exclusively. Otherwise, do what thou wilt.

The navigation box?
Balloonguy 23:49, 16 November 2006 (UTC) -- Just wondering, what is the box for?

 * Xlbnushk 03:54, 17 November 2006 (UTC) -- Eventually, you'll be able to use it to go to the previous/next lesson. Right now, however, my knowledge and understanding of templates is too limited to achieve that effect. Currently it's there just to provide some links and make the pages look nicer.

Balloonguy 01:00, 13 December 2006 (UTC) -- I removed the navigation box because it is not functional yet, when it is fully functionally it should be put back on.

A question about contributing
Hi,

I have been talking with other Japan-related bloggers about how we can work together to improve the Japan-related content available online and this project came up as one of the things that would be great to contribute to.

I was wondering how we could be get involve and also if anyone who has worked on the project would like to comment on it and I will post the comments on my blog dailyj.net

Please let me know. Thanks (74.173.216.173 17:36, 29 November 2007 (UTC))

title: Talk:Introduction to Japanese


text:
Category talk:Foreign Language Learning

How is this different from the Language Acquisition category? -- Xlbnushk 00:32, 10 November 2006 (UTC)

Xlbnushk 15:45, 10 November 2006 (UTC) -- Never mind. I've changed the category for everything from Language Acquisition to Foreign Language Learning, according to the new division name.

Now the question is how is this category different from Cat:Languages and Cat:Language? The Jade Knight 22:35, 7 July 2007 (UTC)

Is any of these courses somewhat complete? As in, to start right now. --217.127.191.232 18:58, 2 March 2008 (UTC)

Nahuatl, anybody?
Hi,

Is anybody interested in offering a course on Nahuatl? I'd be very interested. Ishwar 07:55, 29 January 2009 (UTC)

title: Category talk:Foreign Language Learning


text:
Talk:Japanese

The "Japanese" article should refer to the "Topic:Japanese" article because there people can get some general information about the resources available for learning Japanese here at Wikiversity. Redirecting to "Introduction to Japanese" will hinder the majority, in my opinion, who will be looking for general info about the course rather than a specific introductory course. I've made the change already, but I'm open to a debate on this topic. Any thoughts? -- Xlbnushk 01:17, 10 November 2006 (UTC)

title: Talk:Japanese


text:
User:Elnole

Hi.

I'm from Peru, my nickname here is Elnole. I can already speak english fluently, but i'm more familiar to the linguistics y literature in spanish. I've studied that. It doesn't mean i don't know literature in english, it's just i haven't read enough books (just The turn of the screw and Frankenstein).

I know some quechua, japanese and french. I'm trying to finish learning one of these languages so i can learn more german. then i think i'll be happy (kidding, come on). I hope i'm able to help.

Opinion: Well i don't think wikiversity has to be a new university. That's just not going to be possible, because of special features of wiki technology. Then i'm affraid that people is doing it all wrong. I mean, the first list of people who wanted to study language is hidden somewhere and, who's supposed to call them now? I don't really know what Schmitt and Co. are planning, but i bet some of this people is just not willing to participate after a while (because it's not serious to say register and then after several months to say "hey you just got into this". impolite). Also i don't think universitary-resembling curricula is going to work here. Unless you want to turn wikiversity into a new university, which is going to be a failure. Universities have money to create this and that. Here we depend of good will, so, using educative jargon here is just only going to scare the potential population. I know that's what we have and that's the best for education right now, but that's gonna have to change. Also someone has to point out the successful activities we are having right now. How is the film school doing? Nobody knows.

es:Usuario:Elnole

title: User:Elnole


text:
Talk:Spanish

I'm a spanish native speaker. I would like to help making this page. I'll try to be the most "standard" possible, but i'd like to know how to do this. --Elnole 01:35, 10 November 2006 (UTC)
 * Done. I have already completed the page. J.Steinbock 21:51, 19 November 2006 (UTC)
 * Well, in wiki, nothing is ever "done", so if you have more ideas on how to make the page usefull, feel free to add them, or put them here.--Rayc 16:40, 22 November 2006 (UTC)

Hello everyone,how do I join the course? Mikemits42 03:28, 28 November 2006 (UTC)
 * Looks like you add your name to the list and do the first assignment--Rayc 03:39, 28 November 2006 (UTC)

I can be a teacher (I am so in real life, how can i help? it's not clear at all)

I instist!!!!
 * I highly recommend you register a username if you wish to contribute regularly. The Jade Knight 11:43, 7 July 2007 (UTC)

Hi I'm new
I was wondering, is it alright with everyone else that I've added a page to help students learn spanish pronunciation through IPA. I study linguistics and phonology in my spare time, and it really helped me with my spanish pronunciation. If anyone has any objections, please tell me.

A Proposal
I am a native English speaker who is learning Spanish. I went to the English Language department at the Spanish version of Wikiversity and posted the following into their Discussion page:

"I am a native English speaker and I have a proposal. I think that this Department and the Spanish Language Department at the English language Wikivesity should cooperate with one another. Both departments could benefit. Anglophones who want to learn Spanish could help Spanish speakers who want to learn English and vice versa. Students from across the English and Spanish speaking world could become intercambios for one another. Both departments would benefit and speakers of both languages would benefit. What are your thoughts?"

Here is the URL for the Department of languages and literatures on the Spanish language Wikiversity.

http://es.wikiversity.org/wiki/Facultad_de_lenguas

What are your thoughts? Do you think this could work?

Growing beyond the book format
My name is Ian and I'm from a project called Wikiotics, where we build free software tools for language instruction. We are starting to build collections of interactive language lessons that can serve as textbook replacements for students and this wikiversity course seems like a great place to start.

If there is anyone here who is interested in expanding this content beyond a traditional text-based book format or who would like to incorporate interactive lessons we build based on the outline of this book, just chime in here or contact us at contact AT wikiotics DOT org or in irc at #wikiotics on freenode.

As example of the kind of new materials you can make with our tools, here are examples our current lesson types:
 * Picture choice lesson (http://wikiotics.org/en/Introduction),
 * Re-mixable Podcast (http://wikiotics.org/user/ian/FSI-Mandarin-Module01-Unit01),
 * Text multiple choice lesson (http://wikiotics.org/en/WANY_Hospital_grammar)
 * new Storybook lesson [coming soon](http://laurent.dev.wikiotics.net/en/storybook1).

Also, some discussion of what technical features wikiotics has that wikibooks is missing, and how those features are useful in the language education context is ongoing at: https://en.wikibooks.org/wiki/Talk:Spanish_by_Choice#Growing_beyond_the_book_format

Wikiotics (talk) 16:02, 14 June 2012 (UTC)

title: Talk:Spanish


text:
Talk:Learning Java/Introduction to Java

A learning project has been setup to allow novices of all applicable disciplines to gain some experience by attempting performance of some game production design and implementation tasks in whatever adhoc teams they choose to work. It is an open source game development project titled CisLunarFreighter. All are welcome to drop by and kibitz or take charge or help out or ask questions. That is why the project was established. It is currently envisioned as object oriented design implemented in Java. Mirwin 01:43, 10 November 2006 (UTC)

Hi guys, having problems already, getting this from the command shell - 'javac' is not recognized as an internal or external command, operable program or batch file.

downloaded netbeans 5.5.1 if that's any help, any idea as to what im doing wrong would be greatly appreciated, Cheers,

Gazman

title: Talk:Learning Java/Introduction to Java


text:
Portal talk:Java

Invitation to new java programmers
A learning project has been setup to allow novices of all applicable disciplines to gain some experience by attempting performance of some game production design and implementation tasks in whatever adhoc teams they choose to work. It is an open source game development project titled CisLunarFreighter. All are welcome to drop by and kibitz or take charge or help out or ask questions. That is why the project was established. It is currently envisioned as object oriented design implemented in Java. Mirwin 01:43, 10 November 2006 (UTC)

Learn more about Java at

Ideas?
Any ideas for new lessons?

 * I'm interested in adding a section on advanced Java, for anyone who has completed the basic courses (like Learning JAVA or Introduction to Programming in Java). This would include things like syntax trivia (bitwise operators, etc.), networking, advanced Swing ( and   models), internationalization, localization, events (writing handlers, classes that fire events, and custom events), reflection, and such. Would anyone be interested in helping create this, or learning from it? --MetaBohemian
 * Let me finish Introduction to Programming in Java first. One thing though - nothing about syntax is trivial - advanced, perhaps, but not trivial. I was reading the Java Language Specification today doing some research for the intro course and learned a few interesting things. Dmclean 02:53, 14 February 2007 (UTC)

 * Meta -- if you have an idea, and feel like writing, use a sandbox spot off of your userspace, or create up a new page. Never leave a good lesson idea on the back burner if you have time and inclination to get it into electronic form. If it doesn't fit or can't be used right now, I don't have doubt that it can be refactored/reworked/edited/etc to become part of another learning stream, if it's good at the core. MHO, of course. Historybuff 02:55, 15 February 2007 (UTC)

 * Could we write a section that is Java for Kids? There are many high school kids seriously looking for learning Java.

Comments
I think that perhaps Introduction to Programming should be a prerequisite. I am not comfortable with the description of functional and object oriented programming that are tossed into the beginning of this course. Those terms, along with the driving force behind them, should be introduced before the reader even gets here. Dmclean 13:01, 28 January 2007 (UTC)

Q
Any ideas on which parts of the lessons need clarification?
 * What are pointers?
 * http://en.wikipedia.org/wiki/Pointer Cremisis13 16:33, 24 December 2006 (UTC)

Suggested Topic Order
I'm an experienced amateur programmer. My biggest complaint when learning Java was being shown concepts that I wasn't ready for; for example, learning to define a class before learning the basics of OO. True, some syntaxes must be taken on faith until the concepts are learned (like the signature  before learning the concept of static methods or arrays), but this should be kept to a minimum. Looking through the topic as it stands, I think a different order of the lessons would be less confusing. I don't mean to come in and start making major revisions of the topic, but I do think some reordering would be useful. Here's an idea: (Edit: moved to User:MetaBohemian/Java Outline to save space here. --MetaBohemian 20:53, 13 February 2007 (UTC)) MetaBohemian 03:44, 8 January 2007 (UTC)
 * Very well thought out, and I was thinking the very thing. I was quite surprised when I was seeing some of the topics i.e., Protection, in one of the very first lessons of the "Learning Java" learning project. Although I agree with the general flow of things of your Java Outline, might I suggest bringing the lesson on the import statements to the beginning of the course? Then you could elaborate on the API later while allowing the student take full advantage of the Java classes already provided. I would also like to see something on I/O i.e., BufferedReader. Otherwise, I think that your outline is very sensible and very well thought out. However actual implementation of that might prove much more of a problem. Zchenyu 20:54, 29 May 2007 (UTC)

New Java Learning Project
Ok, in this Java Center, there are only courses in the learning project. However, I believe that there should be at least on tutorial that really gets down to the point and really teaches you by example and not through "lectures." However, I would like to receive some feedback on this proposal before starting a whole new Learning Project. Zchenyu 20:58, 29 May 2007 (UTC)

I have been trying to make Introduction to Programming in Java more by example than by lecture. But then, it is also targeted at people with no programming experience at all. What type of audience were you planning on targeting? Dmclean 16:08, 30 May 2007 (UTC)

 * Well, I'm planning on targeting a group with at least some basic programming experience. This also includes more experienced programmers who just simply want to learn Java. I'm gonna try to create a tutorial that beginner programmers can follow and understand (examples, explanations, etc), while also providing information that is easy to access for experienced programmers (tables, lists, etc). Zchenyu 21:33, 30 May 2007 (UTC)

I think that is a good idea, because i'm not quite sure if beginners can follow the java tutorial anyway.Al-20 11:29, 1 June 2007 (UTC)

Ok, now that I have found the time to write such a tutorial, I will begin to do so. Zchenyu 01:15, 16 June 2007 (UTC)

A proposal - Collaborative, open source projects
Why not open a project at some online repository, like Google Code, SourceForge or Github, to host the code resulting from exercises and assignments given in the learning projects? The purpose is to give learners a sandbox to share and discuss their code, and read the code written by others. There could also be some larger assignments (like, "write a Swing application that...") aiming specifically at constructing the source code collaboratively, in a wiki style. Is anyone interested? --LoStrangolatore (talk) 20:13, 28 March 2012 (UTC)
 * Alternatively, of course, this could be done here, in the subpages of some learning project aimed specifically at containing the source code... --LoStrangolatore (talk) 05:03, 29 March 2012 (UTC)

title: Portal talk:Java


text: User:Naufana~enwikiversity

title: User:Naufana~enwikiversity


text:
User:Josephpaul

Why have you not written anything.I am just a new user getting an idea of how all this works

title: User:Josephpaul


text:
User talk:Dream mind/Contributions

I noticed you've created quite a few articles that aren't linked to by any schools. I was wondering if you had any plans to add these to any school's curriculum. I would attempt to integrate them myself but you probably have a better idea of where they'd be most fitting. Cheers. RichMac 07:22, 10 November 2006 (UTC)

title: User talk:Dream mind/Contributions


text:
User:Osquar F

Me on Wikipedia

Welcome, whoever you are. I'm a simple PhD student in physics (Biomedical Physics / Optics) who would like to contribute in any way I can to this project.

My only degree so far is a M Sc in Engineering Physics from the Royal Inst. of Technology in Stockholm, Sweden (known as KTH to locals). I've taught wave theory and optics at an undergrad level, and truly love teaching.

I'm not computer savvy, and too lazy to learn (hence the lack of nifty formatting on this page), but I would very much like to contribute text and or figures to anywhere I can.

title: User:Osquar F


text:
User:Iva kirilova

User: Ivanka Kirilova Topic: Children interests Why do children lose their curiosity on the way to school? How can we nourish the sense of wonder and keep it alive through the school years? These are some important questions. We thing that the children around the world have common interests in the process of education. If we find them, we can organise the education according to students needs, interests and aspirations. Learning will become more attracrive and fascinating activity, no matter where you study or what is the subject. Project plan: 1. Finding literature about the topic; 2. Research about children interests (inquiry); 3. Analysing the results; 4. Making a presentation. Experience: I have my own research on this topic.

title: User:Iva kirilova


text:
User talk:Veena

Hi Veena, and welcome to Wikiversity! I see you've discovered the edit button - that's a good start! I also saw you edited HappyCamper's user page on the place where he asked to leave a message. That's absolutely fine - but it's more normal to use a person's "talk" page to do this (similar to the talk - or "discussion" - page of any article, policy etc). I'm leaving a message on your talk page now, for instance, and the next tiem you log in, you'll see a box at the top of the page saying "You've got messages" - you may have already followed that link to see this.

You might want to read some of the Introductory pages of Wikiversity to get a sense of what it's about and how you can get involved - some links are in the welcome box below. If you've any questions, please don't hesitate to leave me a message on my talk page. Cheers! Cormaggio 13:34, 10 November 2006 (UTC)

Hello!
Hi there! Welcome to Wikiversity. If you have any questions, please feel free to come by my talk page. Hope to see you around more. Have fun! :-) --HappyCamper 17:09, 10 November 2006 (UTC)

title: User talk:Veena


text:
User:Vectoreq

Specializing in Geography, Geomancy, Comparative Religions, New Age

title: User:Vectoreq


text:
User talk:Mdelves

Welcome to Wikiversity. Are you new to wiki in general or just new to Wikiversity? --JWSchmidt 15:02, 10 November 2006 (UTC)

title: User talk:Mdelves


text:
User talk:JWSchmidt/Discussion archive

This page has two parts1) Links to talk page archives for User:JWSchmidt2) awards given to me by Wikiversity participants

Archive pages
User talk:JWSchmidt/August 2006 discussions User talk:JWSchmidt/September 2006 discussions User talk:JWSchmidt/October 2006 discussions User talk:JWSchmidt/November 2006 discussions User talk:JWSchmidt/December 2006 discussions User talk:JWSchmidt/Early 2007 discussions - Jan Feb March User talk:JWSchmidt/More 2007 discussions - April May June User talk:JWSchmidt/3rd Qtr 2007 discussions - July August September User talk:JWSchmidt/4th Qtr 2007 discussions - October, November, December User talk:JWSchmidt/First half 2008 discussions - Jan - June User talk:JWSchmidt/Second half 2008 discussions - July - December User talk:JWSchmidt/2009 discussions User talk:JWSchmidt/First half 2010 discussions User talk:JWSchmidt/Second half 2010 discussions User talk:JWSchmidt/2011 discussions

Barnstars, pats-on-the-back, awards
For your initiative improving significantly the School of Nonkilling Studies' course on Nonkilling Human Biology.

Please don't think I just give these out for anything (this is only my second). However, I am awarding you this Mozilla Barnstar because you've probably done more than a zillion things for Wikiversity over your tenure here, even though you are busy in the real world at the moment. Also I just wanted to say thank you for mentoring me..

--Remi 07:27, 7 April 2008 (UTC)

You are a very hardworking and skilled user JWSchmidt, your work on vandalism, project pages, and many pages have made wikiversity a better place. You deserve a golden barnstar for being the best working custodian. Student Galaxy 11:04, 31 December 2006 (UTC)

For tireless thinking, discussion, experimentation, and propagation of best results to all at slightest provocation or stimulation. JW, there was not really a barnstar applicable to an effective founder and tireless custodian who helps set the tone, methods, technologies, and atmosphere for Wikiversity in general in addition to specific interest zones .... and from before the official project proposal or start, but this one seemed closest ....

 * Seconded :-) McCormack 06:12, 20 December 2007 (UTC)

Thank you
I cannot thank you enough for handling all the tedious organization tasks singlehandedly. Messedrocker 07:01, 23 August 2006 (UTC)

 * [[Image:WikiThanks.png]] Ditto that. Stellar! --HappyCamper 19:41, 23 August 2006 (UTC)

title: User talk:JWSchmidt/Discussion archive


text:
Japanese Language/Basic Greetings

Greetings are very important to know in Japan. It is something even Japanese people don't truly master, and yet it is a huge and important subject. This short lesson will go over the easier and more useful forms of address and greetings. Literal meanings are given in parentheses.

Hello
Saying hello takes many different forms, depending on the time of day. The Japanese have no one word for hello, they instead have three major greetings based on morning, afternoon, and evening, and a form used when speaking on the telephone.

Use "Ohayou" from waking to about 12:00, "Konnichiwa" until dusk, "Konbanwa" throughout the evening, and "Oyasumi" only before bed or sleeping.

 * Good Morning!
 * 「おはようございます」 "Ohayou-gozaimasu!" or simply "Ohayou!" (it is early)

 * Good Afternoon!
 * 「こんにちは」 "Konnichiwa!" (this day)

 * Good Evening!
 * 「こんばんは」 "Konbanwa!" (this night)

Now that wasn't too painful, was it? There's one more thing you should know how to say along these lines, and that's good night, used before someone goes to bed.

 * Good Night
 * 「おやすみなさい」 "Oyasuminasai" or just "おやすみ" "Oyasumi!" (Take a rest!)

 * Hello? (Answering a telephone)
 * 「もしもし」 "Moshi moshi"

Avoid the common mistake of saying 「むしむし」 "Mushi mushi" which actually means "bugs bugs" or "ignore and ignore". Yes is Hai and No is Iie(iie)...

Saying Goodbye!
Goodbye is done in two ways. Say "Sayounara" for goodbyes that are more formal or more permanent. A simple informal "bai bai" ("bye bye") is fine for friends. Occasionally you will hear friends use "Ja ne," which is tough to translate. Literally, it is probably more akin to "Well, all right then," but it is employed in the same way as English speakers would say "bye bye", or "see you."

Please and Thank you
Please has multiple ways of manifesting itself, as does Thank you, but we will learn only the two simple forms of these terms until the Honourifics section. Further expansion on this subject of thanks and requests will be dealt with in the Honourifics section as the giving and receiving of gifts is an important part of Japanese culture, and the language thereof is both more slightly complex and very flowery.
 * Please is "Kudasai" or "Onegaishimasu."
 * Thank you is "Arigatou."

title: Japanese Language/Basic Greetings