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Wikiversity:Welcome, newcomers

Welcome to Wikiversity!

Wikiversity is for learning. It is a place where you'll find free, multilingual learning materials and learning projects. Everyone can participate. There is no cost, no advertising, and no credentials required. No degrees are awarded — just learning.

Wikiversity hosts learning communities. This is a place where people who want to learn can come and interact.

Everyone can create and revise teaching materials. Anyone can participate in the learning activities. Everyone can take a course. Everyone can teach a course. There are no entrance requirements and no fees. All content in Wikiversity is written collaboratively, using wiki software, and everyone is welcome to take part through using and discussing content, adding content, and even contributing to our policies.

Feel free to dive in, and create or amend any page you think warrants improvement! Be bold! You don't even need to [ create an account] to contribute. However, doing so would help identify you to others as a regular editor and also at the same time provide you with a personal set of user pages.

If you have educational content you feel could be useful, or want to develop your own, you might find it useful to read our page on adding content before doing so. It may also be helpful to explore Wikiversity a bit, and just try to come away with a sense of how things have been done thus far in the endeavor. If you would like someone else to start the page for you, you can request a page creation. Perhaps you might also like to check out Introduction for the basics, take a longer guided tour to find your way around the project, or to work through an activity to make Wikiversity activities.

Read on below to explore some questions and answers about Wikiversity.

What's this all about?
Wikiversity is a learning community. Learning is a major part of life and never ceases. Wikiversity is a Wikimedia Foundation project which aims to further the discovery and distribution of knowledge in a very natural way, by helping each other to learn.

You can use Wikiversity to find information, ask questions, or learn more about a subject. You can explore knowledge at Wikiversity through advanced study and research. You can also use Wikiversity to share your knowledge about a subject with others by building learning materials around your knowledge.

For a longer description, see What is Wikiversity?

How is Wikiversity organized?
At the time of writing, there are eight major "Portals" in Wikiversity embracing disciplines such as Engineering and Technology · Interdisciplinary Studies · Humanities · Life Sciences · Physical Sciences · Practical Arts and Sciences · Professional Schools · Social Sciences. Over time, more will appear. Or you could start one.

Note: nomenclature at Wikiversity hasn't settled down. Some pages call these "Faculties", while others prefer "Portal" since the Wikiversity doesn't have faculty members. Over time terminology will sort itself out. In the meantime both terms refer to the same thing.

For example, The Faculty of the Humanities has organized itself into schools:
 * Art and Design · Classics · Mythology · Law · Language and Literature · Music · Philosophy · Theology
 * Each "School" has Departments, for instance within the School of Music is the Department of Music in Film.
 * Within that is Mad Max's Course in Film Scoring for Motion Pictures, which is an online learning project for non-musicians to learn how to write film music.

Each faculty or portal is free to organize itself its own way, suiting its own needs.

Will I earn a diploma at Wikiversity?

 * No. That's one thing we don't do. At the moment you cannot earn credentials here. But you can learn here and then earn your credentials elsewhere. For now this is about the learning itself, by itself.

Are there exams at Wikiversity?

 * Some course leaders may post some questionnaires so you can assess your learning progress. Course leaders may also give personal feedback on their observations of your progress. Wikiversity strives to help each person define and reach their personal learning goals, and so there shouldn't be any pressure to perform or fear of failure; instead, we promote learning through experience, which includes making mistakes.

Who gets to decide what gets posted here?

 * You do. Go ahead and post. A more complete answer is, "We all do." All Wikiversity pages may be created and revised by anyone. In this sense a Wikiversity page is being created by a community, by those who choose to be active in the process. The result is pages which reflect the current consensus. Note that older versions can always be revived. Any vandalism can be undone by any user.

 * If you're an expert (or, better, "have proven expertise"), we encourage you to be prepared to work with others in collaboration — just as they are encouraged to work with you. This encouragement of equal participation is a positive factor in building a healthy community of learning, for the sake of learning.

 * Appeal to non-present or non-proven authority is not the normal expectation here. Much less is learning by authoritatively stating a fact with no supporting reasoning. We encourage a reasoned dialogue showing a neophyte the reasons, assumptions, etc. that create a commonly accepted fact.

 * Wikiversity has no set-in-stone identification of authorship, or even a concept of single authorship. Each page version is preserved. You can easily step back and compare one version with any other, see who performed the edits and communicate with those editors. And indeed, enter into conversation with any of the editors about their choices. This is peer review of content.

How is "inappropriate" material kept off the site?

 * Hate speech is unacceptable. Propaganda used as propaganda is unacceptable. (Copyrighted material is immediately removed, on discovery.)

 * It's the community of active participants who decides what's irresponsible and inappropriate for Wikiversity. That community includes you, if you choose. Content is challenged all the time. Community consensus may cause sections or whole pages to be removed.

 * If you feel strongly certain material should not be published, then start by posting your concerns on the page's Discussion area, and/or by contacting the various editors of the page (available from the page's History tab), and/or by posting your concerns on the Colloquium.

 * Wikiversity is a Wiki driven by consensus building among its participants.

How reliable is the material on Wikiversity?

 * There's no simple black-and-white answer to this question. Realistically you should use your best judgement. Factual errors generally get squeezed out fairly quickly. Matters of point of view and opinion take longer to generate consensus.

 * In matters of authenticity and reliability we encourage you to contact editors of pages of interest and query them. Go the History tab of any page of interest and discover who has edited that page.

What about cheating and cheaters?

 * Wikiversity is not interested in catching cheaters nor participating in entrapping them for disciplinary purposes. At the same time, Wikiversity shall not become a repository for materials intended to allow illicit publication of that which can be construed as resources for cheaters. Cheating is explicitly discouraged throughout this website.

Learning materials
Wikiversity is in the process of developing learning materials ready for downloading for use for all age and education levels, in and out of formal learning environments. Discover what's available by clicking on a faculty name on the Main Page and proceed down from there.

Can I download materials here and use them in my own offsite classes? What are the terms of their use?

 * You are absolutely free to download and use our materials in your teaching. Our content is licenced under a free licence (GFDL) - basically, requiring that the content be distributed in a similar licence and with attribution for the content's creators - see the complete licence details and terms. You are also able - encouraged - to help revise our materials. Better yet, you could post your revisions back to Wikiversity. Also post your experiences using the materials to the page's Discussion area. Give back and make Wikiversity better.

How can I determine whether the material here is any good?

 * By questioning, and by striving to understand the material yourself. It's your judgement call. If you can make it better, go ahead and edit. Note that every page has a Discussion area where you can post your observations and questions. You can review the History of a page, see who wrote which version and enter into dialogue with these individuals. Together we can, and will, make the material here stronger and stronger.

 * What types of learning materials will be found here.
 * Fairly mature example links to explore, to give the new user a feeling for what to expect.
 * How to download and use this material.
 * Whether and how to fork to take a set of materials in a radically different direction.
 * How these materials are currently being protected from vandalism.

Learning Projects
Many Wikiversity pages are devoted to interactive learning activities taking place online. The Learning Projects page is a good place to recruit learners for your project and/or to discover an active learning opportunity for yourself.

Who can teach?

 * Everyone with the motivation to help others learn, no credentials required. Wikiversity is about people learning how to learn and teach — we value expertise and experience, but we also value learning through experience.

 * You will find all kinds of teachers here:   retired professional academics,  active ones,  folks from the industry and the self-taught fellows with no formal qualifications at all. Ask course leaders for their backgrounds, or not.

 * If your students like the course, good, they will probably continue working with you. If not, they may wander away, or raise objections. You can only maintain yourself in the role of instructor through meritorious contributions, positive feedback from the community and especially from those who participate in your online courses. Everything at Wikiversity is subject to peer review.

If I teach, will I get paid, or can I charge my students?

 * No, no fees are collected or paid for participation in Wikiversity. Everything is voluntary. Wikiversity is free to all.

How can I become involved?

 * By visiting the Community Bulletin Board. There's a link in the sidebar under the Wikiversity logo. Here you'll learn what tasks need to be done, what groups can be joined. [ You're vigorously encouraged to join]. It's free; as a member you identify your contributions and get a set of personal pages where you can engage in discussions.

 * Here's how to start a new page, some editing tips and the Edit Interface. And a whole page about adding content.

 * You don't need "sign" your submissions to content pages — that's recorded automatically and shown on the History of the page. But you are definitely encouraged to sign your contributions to the Discussion page and any Talk page. Do this with four tildes (~). Here's more about signatures.

 * Wikipedia's guidance on contributing generally apply to Wikiversity as well. If you don't want your writing to be edited or redistributed by others, do not submit it.

 * Be sure to visit the Colloquium for general discussions. For real-time chat with other Wikiversity users, check out our Chat page.

 * Go ahead and make what you see better.

Can I have my own User Page?

 * Absolutely. A clickable tab for it will appear at the top of every Wikiversity page. Use your personal page any way you like. Introduce yourself, add pictures. Best of all, add Wikiversity page links and other links you frequently visit. Your page will greatly help in your own navigation and help others connect with you. You'll also get a separate Talk page where others can post messages for you. [ Create your free membership here.]

Is there an Index? How can I find "stuff" I might be interested in?

 * There are several ways. Try All Pages. Use the popup to limit the selection by type of page. Or use the Search field in the Sidebar on every Wikiversity page to enter your search criteria. Or start at the Wikiversity Main Page and drill down through the various faculties, departments and schools to material of interest. Or jump to the Examples page.

Who pays for Wikiversity?

 * People like you do, by donations. Here's how you can make a donation (entirely voluntary). Notice there's no advertising on Wikiversity. We're non-commercial, entirely run by volunteers, operating costs covered by donations from people like you and by grants from various institutions.

What if someone wrecks a perfectly good course?

 * If you see a page which appears (at least in your eyes) to have been degraded from an earlier version, then enter into the editing process.

 * It's good practice to enter into dialogue with the editor who made the changes you feel are unfortunate. Propose a compromise. Discuss your feelings in the Discussion area of the page. Don't be afraid to be bold. Integrate what you liked about the older version into the current version. Use the History tab at the top of the page to compare any two versions of a page and see what changed.

 * There's also the option of "forking" a course into two equivalent and equal versions covering the same subject but in different styles. Nothing at Wikiversity is "definitive".

How can change be monitored?

 * Change happens. On wikis, it happens all the time. Right now, pages are being created and improved, and edits are being published. Take a look at the recent changes log and see for yourself!

 * Since our launch on August 15th, 2006, we've created  content pages. For other statistics, see Special:Statistics. Right now, the project is being actively built by people like you; as you read this, it is very likely someone will be editing or previewing changes to one or more pages on this site.

Where and how are Wikiversity policies formulated?

 * As a project in the early stages of development, Wikiversity is undergoing a huge amount of discussion relating to policies, technical issues, and establishing an initial content infrastructure and general layout. The main forum for discussions is the Colloquium — take a look there and feel free to drop a reply to anything which interests you. You might want to, for example, take a look at or contribute to our various policies.

What are the long range goals of Wikiversity?

 * Wikiversity was started in the summer of 2006, so we're still articulating them. However, here are a few relevant pages — What Wikiversity Is, What Wikiversity Is Not, Scope and Wikiversity community. Add your thoughts to these pages' discussion pages, or edit the pages themselves. Best yet, add your comments and recommendations to Colloquium. And here's how a Wikibooks project gave birth to Wikiversity — History of Wikiversity.

What's 'Wiki' all about?

 * The word is Hawaiian for "fast", and in this context refers both to the software underpinning Wikiversity and to the editing and contribution conventions that have evolved around wiki software. Learn a lot more at this Wikipedia link. And some more here.

What languages are supported?

 * Currently 10. The list, with links, is shown at the bottom of the Main Page.

What are the admissions requirements?

 * Wikiversity is open to all who are interested in learning or contributing what they know. A willingness to work with others, however, is required (see Collaborative learning).

From the learning point of view, what is different from Wikipedia to Wikiversity?

 * Wikipedia has a narrow mission: the creation of encyclopedia articles. Wikiversity has a broader mandate to explore how to use wiki technology to promote learning.

General information, guides & help

 * Learning — an exploration of how learning takes place on Wikiversity
 * Getting answers to questions — all kinds
 * Help pages – help on editing, starting new articles, and many other topics.
 * Where to ask questions – a list of departments where volunteers answer questions, any question you can imagine, not necessarily related to the Wikiversity project.

 * Policies and guidelines for contributors
 * Introduction – very basic introduction to Wikiversity
 * Manual of Style
 * Guided tour
 * Research guidelines
 * Templates used to welcome new users
 * Glossary – a glossary of common Wikiversity terms.

Overarching principles

 * Honesty
 * Civility
 * Neutral point of view
 * Cite your sources
 * Verifiability
 * Scholarly ethics

The Wikiversity community

 * Colloquium - where the community gets together to discuss Wikiversity
 * Community Portal - a gateway to the community, to find out what's happening.

Wikiversity is a facility for learning by doing

title: Wikiversity:Welcome, newcomers


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Wikiversity:Custodian feedback

Please leave comments/suggestions/complaints/questions below. If you have a question about the action(s) of a particular custodian or bureaucrat, the first place to go is that person's user talk page.

See the /Archive for older discussions.

Feedback

 * Name of custodian/bureaucrat:
 * Your comments:

Timeline

 * 04:32, 19 January 2020, Dave Braunschweig starts a discussion with User:Leonardo T. Cardillo regarding the issuance of 'informal certificates of completion'.
 * 13:59, 20 January 2020, Dave Braunschweig blocks Leonardo T. Cardillo for Blatant disregard of a Wikiversity founding principle.
 * 18:43, 21 January 2020, Leonardo T. Cardillo agrees to conform.
 * 23:43, 21 January 2020, Dave Braunschweig unblocks Leonardo T. Cardillo.
 * 23:50, 15 March 2020: After coming across this, I start my discussion with Dave Braunschweig.

Statement
I believe that Dave Braunschweig misused his administrative privileges in initially blocking Leonardo T. Cardillo.

Excerpts from wv:Bureaucratship (emphasis is mine):

[Bureaucrats] must demonstrate through their extensive contributions to Wikiversity that they are not rash in decision-making, nor uncivil to others, even those whom they are in disagreement with. They must also have the ability and willingness to thoroughly explain decisions that he or she makes, as well as to admit fault, where appropriate.

Bureaucrats do not have the right to use their status to appropriate any undue influence in community discussions - their participation in such activities is on a par with any other community member, insofar as is possible.

Discussions on talk pages are community discussions, and by blocking Leonardo T. Cardillo, Dave Braunschweig appropriated absolute influence in that discussion. Leonardo T. Cardillo could do nothing but agree. Dave Braunschweig openly admits that this was an act of coercion. I do not spy a policy dictating the use of force in closing community discussions, do you?

I ask for an unambiguous statement of wrongdoing from Dave Braunschweig. GUYWAN (t · c) 22:45, 16 March 2020 (UTC)

Discussion

 * Participants who fail to follow the policies and practices expected on this site are informed that the behavior should stop through discussions. The discussion that you cite is not the only activity. Leonardo T. Cardillo made other comments that showed a lack of understanding about what Wikiversity is and is not. Here is a request that Wikiversity be included on LinkeIn as an educational institution that someone has attended in the same manner as degree granting institutions. A number of people including Dave and myself repeatedly tried to explain that these are not things that we are in a position to do. We have a very limited staff of volunteers and we can't keep explaining the same thing over and over to appease someone is wants something different than what this site is. Sometimes custodians need to take actions like a brief block to prevent extended arguments from disrupting the project. Leonardo has continued to contribute here after the unblock. I don't see a problem with Dave's block. --mikeu talk 00:35, 17 March 2020 (UTC)

 * The timeline above is incomplete. As Mu301 points out, there were multiple interactions with this user, including, (which includes content removed by a global sysop), and . While we welcome positive contributions, over the past two years, the Wikiversity community has taken great strides to reduce the impact of disruptive and combative users who have a net negative effect on the community. There comes a point where the cumulative impact of an individual's efforts outweigh the benefits, and action must be taken on behalf of the community. In this case, the intervention was successful, and the user has made positive contributions to Wikiversity since then. -- Dave Braunschweig (discuss • contribs) 02:26, 17 March 2020 (UTC)

 * Participants who fail to follow the policies and practices expected on this site [...] Did Leonardo T. Cardillo fail to follow policies and practices expected of him? He may have been incompetent, but it remains to be demonstrated that he had any malintent. [...] informed that the behavior should stop through discussions. I do not see "Your behaviour is considered disruptive. If you cotinue in this manner, you will be blocked" anywhere, do you? Nevertheless, I respect your decision.
 * The interactions [5] and [6] are irrelevant. The only relevant interaction is the one which lead to the block, i.e. interaction [7]. Leonardo T. Cardillo was not blocked for asking about Wikiversity's LinkedIn, he was blocked for asking about 'certificates of completion.' Your account has been blocked for indicating blatant disregard of a founding principle of Wikiversity, as documented at [7]. This is not negotiable. This is the reason Dave Braunschweig gave on Leonardo T. Cardillo's talk page. He makes no mention of [5] and [6]. Can it be said from [7] alone that there was indeed a blatant disregard of a founding principle of Wikiversity? Dave Braunschweig quotes wv:Blocking policy. I remind readers that it is only a proposal. GUYWAN (t · c) 17:06, 17 March 2020 (UTC)

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

title: Wikiversity:Custodian feedback


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Wikiversity:Community service

Wikiversity will offer opportunities for service and learning development in a variety of contexts.

Scholars are sometimes described as existing in an "Ivory Tower" and in a state of detachment from real world concerns. Yet, members of a university often apply their learning and experience to practical problems in their communities and in society in general.

Meaning of service
In the context of learning communities, service means working to improve the common good. Service work aims to contribute to the welfare of others, to somehow help and benefit others, through education, research and community activities.

In an international context, education and research services are of fundamental importance in development aid and sustainable development. Research and knowledge of experts are also important aspects in organizing humanitarian aid.

Service projects
Please help Wikiversity to develop service projects by adding your ideas below.

Some of the projects that Wikiversity may develop include supporting:

 * the development of curricula and instruction services for learning in poor communities
 * the development of free tools to assist in free learning contexts
 * research by learners and scholars in solving social problems
 * translation of foreign language texts for educational purposes
 * implementing solutions to social problems in every local community by mobilizing wiki learners
 * launch an independent service-oriented wiki project to engage social activists and public citizens in implementing change worldwide.

wikiserve.org
Potentially a new wiki project, the purpose of the wikiserve.org site is to engage the public in improving the common good. Each city would be represented, (like Craigslist ). Learners will identify problems in their area, hash out potential solutions, implement change, evaluate results and share best practices with the world.
 * anyone who can start www.wikiserve.org may take the domain from me - Michael, hazdawg@yahoo.com

Serving Wikimedia
One area that Wikiversity will focus on initially in service are sister Wikimedia projects.

See Service community.

Related links

 * Service community - about serving Wikimedia sister projects

title: Wikiversity:Community service


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User:Picaroon9288~enwikiversity

See here for my main userpage, and happy editing.

title: User:Picaroon9288~enwikiversity


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Template:Rename

This categorizes pages into Category:Pages needing to be renamed

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Saxophone

The saxophone, or sax, is a single-reed instrument, which comes in many different sizes: from sopranisimo (soprillo) to sub-contrabass. The four "main" members of the family are the soprano, alto, tenor, and baritone (bari). Although it is almost exclusively made of brass, the sax is a member of the woodwind family. It has fingerings and mouthpiece similar to that of the clarinet, but with a conical bore. The small mouthpiece and short length of the soprano make this member susceptible to changes of the embouchure; therefore the pitch is widely variable and requires control and a well-developed sense of pitch (see ear training). Conversely, the tenor and bari saxes are somewhat easier to control, but the amount of air needed to produce a tone is much greater. The alto sax is a good beginning instrument because it is widely available, fits into small hands easily (that is, most 9-10 year-old children), and is the most popular.

Musical Styles
The saxophone can be used to play a variety of musical styles. Many modern wind ensembles will include 2 alto saxophone parts, 1 tenor saxophone part, and 1 baritone saxophone part. The lead alto saxophone player may also be asked to play soprano saxophone in more advanced literature. There are many classical pieces have been written for sax quartets, which consist of one tenor, one baritone, one alto and one soprano sax. In a quartet the four musicians usually play with just each other sans accompaniment. In the classical realm of study, the standard instrument is the alto sax, for which such standard pieces as the Creston Sonata have been written. Although the tenor is more commonplace than the soprano, there are quite a number of well-known and prolific artists that write for and perform on the soprano sax. No jazz band would be complete without a sax section, and in a standard jazz big band, the sax section consists of two altos, two tenors and one bari sax. The lead is the first alto, and the bulk of the solos go to the first tenor. For jazz in general, the sax is one of the most popular instruments in the art. Jazz legends such as Charlie Parker, John Coltrane, Ornette Coleman, Cannonball Adderley, Wayne Shorter, Stan Getz, Gerry Mulligan and Paul Desmond are (or were) sax players who had very unique styles of playing their saxes. Saxophones can also be used in many other styles of music such as rock, pop, smooth jazz, adult contemporary, and musical theater.

The Reed
The reed on the saxophone is very similar to that of the clarinet, but somewhat wider. The single reed vibrates against the mouthpiece when air is blown into it. Depending on the mouthpiece, reed, and ligature used, and also on the dimensions of the mouth and embouchure, a wide range of timbres (tone colors) can be produced. Reeds come in a wide variety of strengths and cuts, which vary from box to box and from manufacturer to manufacturer. For the beginner, a reed of strength 2 to 2.5 is normal. An intermediary to advanced setup would use a 3.5 (Vandoren) on a Selmer S80 C* (or C for tenor) mouthpiece (This is the "classic" setup, and works for both tenor and alto. It is used by many college institutions, and many private instructors use this). As the embouchure becomes stronger, higher strength reeds can be utilized. Generally, a stronger reed will be more in-tune throughout the range of the saxophone, and make playing the altissimo range possible. Using a higher strength reed will also affect the timbre, or tone, and can increase the overall volume. The softer the reed the easier the lower range, but in the upper register the reed may remain closed against the mouthpiece, not allowing the high notes to speak well or at all. The harder the reed the easier the higher notes will pop out but it will be more difficult to get the lower range out. Proper care of your reeds is very important. When not in use, take the reed off and keep it in a protector to prevent warping. A good reed keeper can be commercially acquired, or you can make one out of a glass microscope slide or cut plate glass (careful with the edges) and rubber bands. During periods where the reed will be left on in between playing, use a mouthpiece cap. This protects the reed both from accidental physical damage, keeps it moist for longer, and helps prevent the reed from cracking (by slowing down evaporation). It is important that while playing that the ENTIRE reed maintains its wetness. Before playing, soak the reed for about 2-3 minutes. Remember to wet the stock or back sides of the reed. There are many brands and strengths of reed from the performer to choose from. Players of all abilities are encouraged to try different brands, cuts and strengths. Although a reed may be called a "jazz reed," it could certainly be well suited for classical or rock playing.

There are many brands of saxophone reeds sold in music stores that musicians universally recognize as good quality reeds that can be used in a lot of styles. These brands include: Vandoren, Hemke, La Voz, and Rico Royals (not the generic Rico reeds in the orange box). There are other types of reeds available as well. Some players choose to use plastic reeds or plastic covered reeds. These reeds sound and can feel different from plain cane reeds. While some daring, experienced players use artificial reeds with good results, the tone of a good natural reed is usually superior to that of a plastic reed.

The Mouthpiece
The mouthpiece (sometimes abbr. MPC) is one of the most versatile and changeable item that can affect a performer's sound. Mouthpieces are made out of different materials including but not limited to plastic, hard rubber, and metal. Plastic (famously played by Charlie Parker) or hard rubber mouthpieces are more commonly used in classical settings although can be used for jazz, rock and pop style music as well. A metal mouthpiece is usually marketed only for jazz or rock styles, but depending on the opening they can also be suitable for classical playing. In general, the higher the opening of the tip, the softer the reed you must use, and the harder it is to play (correctly, with good tone). Once you have developed decent tone, branch out a bit and try as many mouthpieces as you can. Look at various professional player's setups, and see if you like them. You may want to seek assistance from a private music teacher or your school music teacher when looking for a mouthpiece. But most importantly: Try before you buy!

If you are a beginner and have an intermediate or professional saxophone, you may need to look into a different mouthpiece. Consider one of a few standard and widely-available choices as "step up" mouthpieces once the basics have been "mastered":
 * Selmer S80 C or C*
 * Yamaha 4CM
 * Meyer 4M
 * Rousseau 3R

The Ligature
The ligature, colloquially referred to as a lig, is yet another piece of the mouthpiece setup, and it does deserve some consideration. Because the sound is a result of the reed vibrating, you want to have a ligature that will let the reed vibrate efficiently. The ligature should apply even and symmetrical pressure on the reed. This is so that the reed can vibrate evenly, giving the player the clearest and most balanced possible sound. There are a variety of options to choose from. For most applications, the best, easiest, cheapest (~$12-25), and most widely available are canvas (marketed under the Rovner brand name) and metal ("Selmer style) ligatures.

A Final Note About Reeds, Mouthpieces and Ligatures
Selecting high-quality, hand-selected mouthpieces, ligatures and reeds that fit your playing level, style and mouth is the most important part of your setup (and probably the cheapest, too). A mouthpiece setup will sound similar on many different saxophones, whereas the same sax can sound drastically different with a different MPC/lig/reed setup. Even a beginning student should try several brands and sizes to see what is most comfortable. Buying a MPC/lig/reed setup that costs $150-300 and then buying a $700-1200 (used?) instrument is MUCH better than spending $850-1500 on an instrument and using the "free" mouthpiece that the sax comes with.

The Embouchure
The saxophone embouchure, when formed correctly, should feel natural and comfortable. When forming the embouchure, take the following steps:

1. Cover gently the lower teeth with the lower lip, and press gently against the reed.

2. Place your top teeth on the top (biteplate) of the mouthpiece. Do not bite hard!!

3. "Purse" the corners of your lips, and form an airtight seal around the mouthpiece.

4. Relax and blow easily (think warm, slow air).

Producing a tone
After practicing the embouchure as described above, and the resulting tone is not beautiful, try altering the firmness of your embouchure. Most likely you are biting too hard, especially if it sounds "choked," or you cannot produce a steady, moderate volume, in-tune pitch. The saxophone tone is not overly difficult to develop, but like all instruments improves with practice. Getting with a private instructor is the best method to ensure that your technique is correct, and to learn quickly.

Altissimo Register
It is possible to extend the range by about one octave into what is known as the altissimo register. After a few years of study, one can become very proficient. The notes that can be produced above the fundamental tone are called harmonics. Altissimo notes are harmonics that can be played using alternate / creative fingerings. For example, while playing a low Bb, try using your throat play a middle Bb while maintaining the low Bb fingering (don't pinch!). See how many harmonics you can make while fingering a low Bb. For further study, obtain an altissimo fingering chart. Note that fingerings will be different from one instrument to another, and also vary by the player. Learning altissimo note also helps develop your embouchure.

Mrzonules 20:46, 7 February 2007 (UTC)

title: Saxophone


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User talk:Michael~enwikiversity

I guess this is a palce for "user talk" .. cool

Comments
Trevor MacInnis 03:25, 23 August 2006 (UTC)

Propaganda :-)
Hi Michael - I like your userpage note. I'm also very interested in various aspects of media, advertising etc. - in fact, one of my major ambitions for Wikiversity is to work on Media literacy. I started a rough page at Wikibooks but it's absolute rubbish :-). I'm very busy for the next month, but will be very motivated to working on this afterwards. Can you keep me in touch with what you're doing? That would be great. Cormaggio 09:26, 23 August 2006 (UTC)

 * Yeah will do =) I'm currently in the process of writing up a reserch proposal for uni so I'll try and post it up here when it's completed. m_dentonNZ 11:16, 23 August 2006 (UTC)

Image:MikeyProfile.png
Please provide a license template and source for this image. Thanks. – Mike.lifeguard | @en.wb 22:00, 13 February 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Michael. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Michael~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 23:43, 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) 06:15, 19 April 2015 (UTC)

title: User talk:Michael~enwikiversity


text:
User talk:Belligero@msn.com

Your username
I have blocked you from editing indefinitely because your usename makes you a tempting target for spammers. Please contact me to confirm that you want to use your email address as your username. If you would like to choose a new name, you can either create a new account, or request to have your username changed.--digital_metalk 00:28, 21 August 2006 (UTC)

title: User talk:Belligero@msn.com


text:
User:Michael~enwikiversity

Michael Denton
Hi, I’m a university student at Massey University, (Wellington, New Zealand). I'm currently studying for a Bachelor of Design in Visual Communication at Massey University (graduating at the end of 2007). My major area of interest is ‘pervasive visual communication’, or what was called propaganda in more honest days. Advertising, Graphic design, and the relationship that messages have with society.

http://michaeldenton.co.nz

title: User:Michael~enwikiversity


text:
User:Phaedrus86~enwikiversity

See my account on Wikipedia.

title: User:Phaedrus86~enwikiversity


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User talk:Tastymangojuice

Welcome to Wikipedia Wikiversity. --JWSchmidt 01:04, 21 August 2006 (UTC)

Diagram
How's this? - Trevor MacInnis 22:53, 4 September 2006 (UTC)

Image copyright problem with Image:WikiversityNameingHiearchy.jpg
Thanks for uploading Image:WikiversityNameingHiearchy.jpg. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikiversity because of copyright law (see Wikiversity' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at Colloquim. Thank you. BrianOregon 04:06, 6 October 2007 (UTC)

title: User talk:Tastymangojuice


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Wikiversity:Multiple points of view

This originated as a comment on the NPOV policy talk page.

This will be expanded into a discussion of MPOV from MPOV including MPOV or NPOV as discussed below.

NPOV has problematic assumptions but it is a useful principle for a first approximation of a critical approach to appreciating multiplicity of perspectives. I expect that over time that Wikiversity scholars may evolve NPOV into an MPOV (multiple points of view) principles which calls for the appreciation, based on in depth study, of how it is possible to vary the number of positions, interpretation, balance, level of coverage and summary conclusions offered for different points of view -- such that there are very many mixes of points of view possible that would all seem to satisfy NPOV.

For some wikischolars studying multiples schools of thought, reducing bias might perhaps be not an aim as much as developing ever more depth of appreciation of the biases and presuppositions of varying perspectives and their contrasts -- a richer and richer MPOV, one could say. Differing scholars and schools of scholars would have differing MPOVs. An MPOV policy would be a meta-position beyond NPOV which calls for the comparison and evaluation of differing MPOVs. MPOV would call for increasing depth in critical understanding of and comparison of varying MPOVs rather than decrease in bias ever more closely towards NPOV. I think NPOV as written assumes one root balanced POV is possible in the future as the endpoint of NPOV work of including and balancing various views. MPOV does not assume this -- it assumes that an MPOV is always constructed from an POV and can not escape this, hence there are always MPOVs and MPOVs may expand and not contract in further MPOV work. We do not know which position is correct, an NPOV endpoint or an expanding set of MPOVs. In part, it is an item of metaphysical belief to assume NPOV or MPOV as so described here. A meta position requires contrasting NPOV and this MPOVs. Note that the MPOV perspective may be more relevant to a number of schools of thought in the social sciences and humanities than to the natural sciences. Social theorists are underrepresented perhaps in Wikipedia discussions. I hope that is not the case in Wikiversity. (One could argue that the MPOV idea is present in seed form in one way of interpreting the NPOV concept, but I think it could be elaborated here or somewhere in Wikiversity space.)

A closing thought: I think it is reasonable to take a position in between their being one NPOV possible and many MPOVs as probable (between modernity and postmodernity if you will) which is that a small finite set of kinds of MPOVs are possible -- I actually favor this at times -- but it would require multiple writings from multiple MPOVs to construct that theory space - not one multidimensional writing/text/MPOV-NPOV but a finite group of MPOV texts with differing MPOV perspectives. Reswik 01:52, 21 August 2006 (UTC)

title: Wikiversity:Multiple points of view


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Cell biology

Introduction
Welcome! It seems that most people checking out this page are looking to supplement their coursework. Which was what I was looking for too when I found a somewhat empty site. I have added a section to correspond with material I have posted. It correlates with the free video lectures availiable on ITunes U. I would love for someone to post additional resources, notes or comments. This can be a resource that will help other students share information for years to come.

This is the main page for the Cell Biology course, in the Department of Cell Biology. Cell biology is typically one of the specialized courses taken by students after they have had a more general introduction to modern biology. A basic introduction to biology, as can be gained from Michael McDarby's Online Introduction to Biology or the General Biology textbook at Wikibooks, is a possible prerequisite. Chemistry is the backbone of Cellular Biology so some knowledge of Biochemistry is necessary for the concepts. Check out these sites for more information chemistry or biochemistry. However, Cell Biology is fundamental to all of biology, and can serve as a reasonable starting point for students exploring the field.

Why is this course different from all other courses?

 * 1) All other courses have clearly distinct students and instructors; in this one, the students help serve as instructors (and vice versa).
 * 2) All other courses are designed by the instructor; in this one, at this time, you are helping to create the structure.
 * 3) All other courses meet at a set time, and have set deadlines; this one is designed for anyone, anytime, anywhere and can be completed (or not) at any rate.
 * 4) All other courses have their ways of distinguishing the wise student, the wicked student, the simple student and the student who does not know how to ask; Wikiversity does not give grades or diplomas.

What should you do?

 * Read through the existing lessons. Feel free to edit and improve them.
 * Write your own lesson, covering another area of cell biology!
 * You can pick a topic in Cell Biology that fascinates you and start reading. As you discover interesting information, add what you have learned to a wiki page about the topic you are learning. Keep a record of what you read and what you write.
 * The present instructors have found that the best way to learn within a Wiki-format university is to construct wiki pages.
 * If you have another idea of what to do or would like to design a plan of study, feel free to discuss it with an instructor (such as JWSchmidt) or sign up as one! This course is a collaborative effort between students and instructors.

 * Construction of new course materials would be a big help in Wikiversity's Cell Biology Improvement Drive! You're welcome to join the Improvement Drive in additional ways, including creating or revising other cell biology pages.  For example, the Wikibooks Cell Biology textbook needs more work.

Existing Lessons
Lesson 1: What is cell biology?

Lesson 2: What is a cell?

Lesson 3: Basic cell structure

Lesson 4: Basic cell function

Lesson 5: Cell biology and medicine

Lessons to Correspond with Free ITunes U Lectures
FYI: I am reviewing Cell Biology for Medical School and thought I would help by posting links to the ITunes U lectures and providing my notes. Hopefully it will save you some time figuring out what the professor is talking about. Some knowledge of Biochemistry is necessary for these lectures. @undefined

Lesson 1:Membrane Structure: Lipids

Lesson 2:Membrane Structure: Proteins

Lesson 3:Membrane Structure: Dynamics

Instructions
Wikiversity offers instructions for how to write a page using the wiki language, and how to create useful content specifically for Wikiversity.

Suggestions

 * You might want to write a lesson about how the regulation of cell survival is a fundamental process that helps control the number of cells in a tissue.
 * Textbook: Cooper.
 * Recent review article: Regulation of cell death.

On Wikiversity

 * Wikiversity Cell Biology Improvement Drive -- PLEASE JOIN US!!!
 * A lesson in the Fundamentals of Neuroscience course (Department of Neuroscience) covers the components of the cell.
 * Human Genetic Uniqueness Project - students search for genes that make humans different from other apes.

Elsewhere on the Web

 * Wikibooks' Cell Biology textbook, which includes links to other free online cell biology textbooks
 * Many published articles about Cell Biology can be accessed through the free PubMed system.
 * Two of the most commonly used Cell Biology textbooks, both accessible through the Bookshelf service of PubMed:
 * Molecular Biology of the Cell (Alberts et al)
 * Molecular Cell Biology (Lodish et al)

Wikipedia articles

 * Biology
 * Cell theory
 * Cell Biology
 * Cell membrane
 * Organelle
 * Signal transduction
 * Cell adhesion
 * Gene expression
 * Cell cycle

Wikipedia categories

 * Cell biology
 * Science

Participants
If you are a student in this course, please sign in so that we can try to develop a community. Hopefully, there can be group projects.

 * Lazyquasar 05:36, 29 November 2005 (UTC) Weak preparation. Interested in fundamentals. May shift abrubtly to lower level course or drop as personal activities progress.
 * Personally, I think one of the most interesting things about cells is how they make it possible for us to learn. I'd suggest that you try to identify some aspect of biology that is of particulat interest to you, all the "fundamentals" can be learned about in the context of what you find most interesting about life/behavior/biology. --JWSurf 22:51, 30 November 2005 (UTC)
 * JedOs 02:26, 9 December 2005 (UTC) I am Biology major student at college working on my Bachealors in Biology. I am hard worker yet I have areas of frustration. I'm not sure how this free course thing works, so please tell me at my talk page, http://en.wikipedia.org/wiki/User:JedOs
 * Lukner 16:15, 19 February 2006 (UTC). I am a second-career pre-med student at the University of Texas at Austin. I have a Ph.D. in Chemical Engineering, and I'm taking a few classes to satisfy my pre-med requirements.  I am taking a Cell Biology course at UT, and this online course might provide some additional material to supplement the course I'm already taking.
 * What biology/medicine topics are you interested in? --JWSurf 04:13, 17 March 2006 (UTC)
 * Srinivas 06:13, 7 April 2006 (UTC) I am interested in learning molecular cell biology. I have post graduate degree in computer science and mathematics. I am using my long term cancer treatment (vacation!) time in learning new subjects. Thank you for maintaining this free course. I have high school knowledge of biology. Hopefully as I progress, I will find out which fundamental concepts I need to refresh in order to catch up with the course.
 * PJC 12:54, 10 May 2006 (UTC) I'm a third year Biochemistry student at the University of Nottingham (UK). I'm interested in how cells participate to form the brain (as mentioned above), particularly the role of the ubiquitin-proteasome system (UBS). I'm also interested in the regulation of transcription by the SRE-SRF-TCF complex; and the cellular basis of cancer.

(note: all of the above were added when this page existed at Wikibooks)

 * Davichito 00:26, 27 September 2008 (UTC). I am a self-taught computer programmer who is very interested in biology and has read some chapters of Curtis' biology book. I hope to understand biology because I think life is the great mystery in the universe; also the most complex one.
 * User:JWSchmidt - See: Cell Biology/JWSchmidt for my thoughts about cell biology and learning.
 * Steven Fruitsmaak
 * Soft.tofu 14:26, 5 October 2006 (UTC) I am a BSEE doing IT work for scientific product distributor. I hope to understand medicine a little more. Starting from scratch, I guess, with basic biology background. My wife is dying from metastatic gastric cancer, signet ring cell. If nothing else, this is a response to her oncologist saying "Read some medical books."
 * Joshoisasleep 00:00, 4 November 2006 (UTC) I have a personal interest and would like to learn more before going on to brick and mortar study...
 * AFriedman 07:10, 18 December 2008 (UTC) I perform research on Wikiversity (see my Userpage for details) and stumbled upon this page while trying to add materials to a course I'm developing in neuroscience. Neuroscience is a field that also needs content development, perhaps even more desperately.
 * ObubbledO 01:30pm, 25 February 2009

title: Cell biology


text: Category:Cell biology

title: Category:Cell biology


text:
Portal:Cell biology

Welcome to the Wikiversity Department of Cell Biology.

The Department of Cell Biology is where Wikiversity participants can organize efforts that attempt to facilitate explorations of cells as fundamental components of organisms. The Department needs to develop more Cell Biology-related activities that Wikiversity participants can use as learning resources. These activities can include efforts that aim to improve Wikipedia articles and contribute to Wikibooks modules. Since Wikiversity allows and encourages scholarly research, Wikiversity can function in some ways like a university that helps find educational content and sources for sister projects like Wikipedia. Wikiversity itself can host types of content that are not allowed at Wikipedia and Wikibooks.

Learning materials and learning projects
Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource.
 * Overview of Cell Biology
 * Stem Cells - What are stem cells? Why is stem cell research regulated by some governments?
 * Cell Biology - Exploring cell biology. Independent study with projects.
 * Bacteria on your skin
 * Molecular evolution/Intermediate filament proteins - exploring the origins of an important type of cytoskeletal protein
 * Human skin pigmentation - explore melanin, melanosomes, melanocytes, MSH and the control of skin pigmentation.

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

Wikipedia

 * Cell biology
 * List of distinct cell types in the adult human body

Wikibooks
Works in progress - these texts are currently at Wikibooks:
 * Cell biology

Department news

 * 20 August 2006 - Cell Biology Development Project founded!
 * 8 July 2014 - Melanocytes resource started!

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed).

 * -Atcovi (Talk - Contribs) 03:40, 29 December 2017 (UTC)
 * Since 19 June 2014 with Biology --Marshallsumter (discuss • contribs) 17:05, 30 April 2018 (UTC).

Inactive participants

 * User:JWSchmidt - see: Cell Biology
 * AFriedman
 * Fapril

title: Portal:Cell biology


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User talk:Aepex

Welcome to Wikiversity. --JWSchmidt 02:59, 21 August 2006 (UTC)
 * Thanks! --Aepex 03:02, 21 August 2006 (UTC)

Main page redesign
Hello! You commented on the proposed main page design, so I'm inviting you to view a modified version that I created. If you have the time, please post your opinion at Wikiversity talk:Main Page. Thank you! —David Levy 08:38, 26 August 2006 (UTC)

Invitation
Dear user of Wikiversity,

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

title: User talk:Aepex


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User talk:Beeflobill

Welcome to Wikiversity! --digital_metalk 03:31, 21 August 2006 (UTC)

title: User talk:Beeflobill


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User:Beeflobill

Well
Why not?

title: User:Beeflobill


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User talk:The Winged Self

Welcome to Wikiversity! --digital_metalk 03:32, 21 August 2006 (UTC)

title: User talk:The Winged Self


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Portal:Computer programming

Applied topics
Linux Programming • Bash Programming

Windows Programming • WINAPI Programming • MS 70-536 Microsoft .NET Framework 2.0 - Application Development Foundation - using Mono • Visual Basic .NET 2005

Web Programming • Web Development with Webmachine for Erlang •  Functional UI Development with ReactJS

Specialized programming environments
MOO - object oriented techniques for Multi-User Domain environments.

Books
Java Programming • C++ Programming • C Programming • D Programming • XForms • XQuery

Miscellaneous Exercises
Vector analysis • Object Oriented Software Design • UML • Personal Software Process

Learning projects
MediaWiki Project - from introductory HTML to advanced MediaWiki • CisLunarFreighter (Game Development Project)

Literature on programming exercises

 * Exercise design for introductory programming : "Learn-by-Doing" basic O-O-concepts using Inverted Curriculum Marcel Kessler. Master thesis, ETH Zürich, 2004; ETH, Eidgenössische Technische Hochschule Zürich, Department of Computer Science, Chair of Software Engineering, 2004.

Course Guide
Computing Fundamentals • Introduction to Computer Science • Creating a Development Environment • Introduction to Programming • Introduction to Programming Logic • Naming conventions • Procedure Oriented Programming

At least one topic in Procedure Oriented languages

BASIC • C • Object-Oriented Programming

At least Two object-oriented languages.

C++ • Java • C# • D

At least one topic in functional languages.

Common Lisp • Scheme • Clojure • Haskell • F#

At least one topic in web-based standards.

HTML • HTML5 • PHP • javascript • XML

At least one topic in Relational Database Management Systems (RDBMS).

Oracle • MySQL • MS SQL Server • PostgreSQL • Sybase

At least one other topic in computer programming languages.

Perl • Python • Ruby • VB6 • REALbasic • Turing

Or another web based language or standard:

Program Scripts

Further studies:

Algorithms and Data Structures • Time management for programmers

title: Portal:Computer programming


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User:The Winged Self

Y hallo thar!

title: User:The Winged Self


text:
Cell biology improvement drive

Wikiversity participants with an interest in Cell biology can participate in the "Cell biology improvement drive". This Learning Project is a service-oriented Wikiversity project devoted to improvement of Cell biology articles at Wikipedia and development of the Wikibooks textbook about Cell biology.

Participants in the project can become involved in the construction of new Wikiversity pages that are concerned with Cell biology. This "Cell biology improvement drive" also includes improvement of existing Wikipedia pages (for example) and developmet of the Wikibooks cell biology textbook.

This project supports the idea of learning within a Wiki-format university by active participation in the construction of wiki pages. You can pick a topic in Cell Biology that interests you and start reading. As you discover interesting information, add what you have learned to a wiki page about the topic you are learning. Keep a record of what you read and what you write.

Project priorities

 * Create a tutorial about how to mine existing biomedical research databases and other online resources for Cell biology-related information.
 * Create a tutorial about how to make illustrations, including animations.
 * Please check out the cell biology course page. I have added a lot of resources including some pictures in the public domain and links to Itunes lectures. I added my notes but the sites really need a good editor, and I don't have the time or wiki knowledge to make the pages better. I will keep making lessons-I am about 1/4 the way through the course.

Related pages

 * RNA interference - part of Nobel Prize in Physiology or Medicine. Note: the Wikipedia page RNA interference continues to improve and is now (Feb 2007) ranked as a "good article". It is a fairly intense article...hopefully the corresponding Wikiversity article can come to provide a reader-friendly guide to the topic.

Database templates
Templates like this for the Protein databases, Enzyme Number and PubMed.

Human genetics for a protein/gene: Example:

Digital object identifier Example:

Enzyme number: Example:

'''Template for Protein Data Bank citations. Example''':

Example:

Template for PubMed Central full text articles Example:

Template for Entrez PubMed citations Example:

Template for Entrez gene citations Example:

Template for RefSeq citations Example:

Template for UniProt citations Example:

Current project participants

 * John Schmidt
 * AFriedman
 * Fapril

title: Cell biology improvement drive


text:
Ohm's law

Purpose
Understand Ohm's law in the context of electronics, and the meaning of Voltage, Current, and Resistance (Resistors) in the law.

The Ohm's law
Ohm's law states that the current through a conductor between two points is directly proportional to the potential difference across the two points.

 * $$I \propto V$$ then: ↑$$V$$ → ↑$$I$$ and ↓$$V$$ → ↓$$I$$

In the electrical circuit,there are three factors : current,denoted by I;  potential difference, denoted by V; and resistance,denoted by R.

 * $$I = \frac V R \;\;\;\;\;\;\; or \;\;\;\;\;\;\;V = I \cdot R $$

Based on the work of Georg Simon Ohm, Ohm's law is one of three fundamental laws which begin the study of electronics, in partnership with Kirchhoff's Voltage Law and Kirchhoff's Current Law, laws. These three laws form the frame on which the rest of electronics is constructed. It's important to note that these laws don't apply everywhere, but definitely apply with great precision in wires, which are used to connect most electronic parts together in a circuit. Though individual parts may or may not be analysed by Ohm's law, their relationship to the circuit can be. Any student completing a course in electronics should be capable of quoting Ohm's law in his or her sleep. Not because they learn it once, but because it's used repeatedly in conjunction with almost every other task in electronics.

The actual statement of Ohm's Law is: The current flowing through a metallic conductor is proportional to the Electromotive force applied across its ends, provided the temperature and all other conditions remain constant.

Note there is no mention of resistance; that is simply the name given to the constant of proportionality involved.

Something important to take away from this definition is

and
 * In a passive circuit, the current is a result of the voltage applied

 * there are definite thermal effects on the resistance (or effective resistance) of conductors.

Ohm's law is linear and therefore assumes linearity in the electronic part. It's easy to think of the law in terms of the line equation $$ y = mx $$ considering resistance to be the constant m, current as the independent variable x, and voltage as the dependent variable y. In this way a proportionate relationship between voltage and current is established. Of course, Ohm's law may be rearranged in three valid and easily derivable ways. It's important to be familiar with each of these and comfortable in recognizing and switching between them.

 * $$I = \frac V R \;\;\;\;\;\;\; or \;\;\;\;\;\;\;V = I \cdot R \;\;\;\;\;\;\ or \;\;\;\;\;\;\; R = \frac V I $$

Example:

title: Ohm's law


text:
User:Randomize~enwikiversity

I am a first year Computer Science student at the University of Waikato in New Zealand.

I can program in:
 * GW-BASIC (DOS 3.2)
 * QBASIC (DOS)
 * VisualBASIC (1.0/DOS, 1.0/Win16, 2.0/Win16, 3.0/Win16, 4.0/Win16/Win32, 5.0/Win32, 6.0/Win32, .NET)
 * C++ (Windows/WindowsNT/UNIX/Linux)
 * PHP

The following languages are on my to-do list:
 * Java
 * Perl
 * Python
 * Tcl

I have experience in the following operating systems:
 * Microsoft MS-DOS 3.2 - 7.0
 * Microsoft Windows 1.0 - 4.x
 * Microsoft WindowsNT Workstation 3.5, 4.0, 5.0, 5.1, 6.0
 * Microsoft WindowsNT Server 5.0, 5.2
 * Linux (redhat, mandrake, debian, slackware)
 * Novell Netware 4.1
 * Novell Intranetware 4.11
 * Apple MacOS 7.5, 7.6

I have used the following operating systems but due to a lack of hardware and/or media I have been unable to try them out properly:
 * DIGITAL OpenVMS 7.x (VAX)
 * DIGITAL OpenVMS 7.x (Alpha)
 * TOPS-20
 * TOPS-10
 * IBM OS/2

The following operating systems are on by to-do list:
 * SGI Irix (awaiting hardware repairs)
 * SUN solaris/SunOS (awaiting hardware repairs)
 * DIGITAL OpenVMS (awaiting required hardware)
 * BSD (FreeBSD/NetBSD/OpenBSD/etc)

title: User:Randomize~enwikiversity


text:
Wikiversity:Service community

The role of service activities in Wikiversity

This page focuses on services that Wikiversity can provide to the larger Wikimedia community.

Wikiversity exists within the Wikimedia family of projects that is dominated by Wikipedia but which includes other projects such as Wikibooks and Wikinews. Wikiversity strives to provide useful services to WikiMedia sister projects. A continual problem facing Wikipedia, Wikibooks, and Wikinews is finding good sources to cite.

Wikiversity is a center for scholarship in finding and critically evaluating sources. Wikiversity encourages its participants to take part in Learning Projects that support the improvement of Wikimedia sister projects by finding and evaluating sources and providing verifiable references for Wikipedia and Wikinews articles and Wikibooks textbook modules.

title: Wikiversity:Service community


text:
Linear algebra

Linear algebra is a branch of mathematics that concerns linear equations, vector spaces, linear maps between vector spaces, and matrices.

Featured Projects
We have two featured projects, both outside the namespace of this resource.

 * Mathematics for Applied Sciences (Osnabrück 2023-2024)/Part I is a mathematical course for beginners at the University of Osnabrück. It covers logical foundation, sets, mappings, algebraic structures like fields and polynomials, the basics of analysis like sequences, continuity, differentiability, primitive functions and the basics of linear algebra like vector spaces, bases, linear maps, eigenvalues. While course has been taught many times, this is a textbook -- not an online course.

 * Contents • Linear systems• Matrices and vector spaces• Bases and dimension• Linear mappings• Invertible matrices• Determinants• Eigenspaces• Diagonalizability

-
 * Tensors employs the "unorthodox" approach of using the covariant and contravariant forms associated with Ricci calculus. But keep in mind that this approach is vastly superior. It is required for General Relativity, and is the most powerful way to do vectors and tensors.

 * Contents: • Tensors/Definitions • Tensors/Bases • Tensors/Calculations with index notation • Tensors/Transformation rule under a change of basis

Other projects

 * /Introductory definitions/ is a short and simple introduction to linear algebra. The best part is the three links to three Youtube videos:
 * Element-wise Matrix Operations
 * Matrix multiplication
 * Gaussian Elimination

 * /Linear equations/ is a beginners guide to equations like the famous y=mx+b. In the US, this material is typically introduced in late middle school or early high school.
 * /Determinant quiz/ is a 3-question quiz on finding the determinants of square matrices. We need more quizzes on linear algebra. Teachers are encouraged to task students with writing and publishing quizzes on Wikiversity (see the Call for contributions below.)
 * Orthogonal matrix attempts to visualize orthogonality and rotational transformations in non-rigorous fashion.
 * /Linear maps/ Defines the linearity relevant to this algebra in recondite mathematical language.
 * /Convex combination/. In convex geometry, a convex combination is a linear combination of points (which can be vectors, scalars, or more generally points in an affine space) where all coefficients are non-negative and sum to 1.tion/]].
 * /Cramer's rule/ attempts to simplify what can be found in Wikipedia's Cramer's rule, while the attempt is successful, the Wikipedia article is fairly readable. In the US, the rule is typically taught soon after a student completes a year of college-level calculus.

Call for contributions
Enter title that is not already on the list below and start your draft. If you wish to change your title, or have any other questions, visit us at Colloquium.

Wikiversity can also accept submissions that are pdf files. If you are a teacher and wish to publish your students' exlemperary work on this or any other page, leave a message at the Colloquium. -
 * Subpages

title: Linear algebra


text:
Synthetic division

Synthetic division is a shortcut method of performing polynomial long division.

These notes constitute an overview of the topic.

Introduction
Synthetic division is commonly used when dividing a polynomial (such as $$x^3+8x^2-3x+6$$) by a binomial (such as $$x-2$$). The first step is to set the binomial equal to zero and solve for $$x$$ ($$x-2=0$$, $$x=2$$). The next step is to set up the synthetic division using this solution and the coefficients of the polynomial. In this case, the setup would look like this:

It is important to make sure all the numbers are correctly positive or negative depending on the polynomial. Also, if the exponents of the polynomial do not decrease by one from one term to the next, a coefficient of zero must be included. For example, the setup for $$x^3+8x^2-3x+6$$ would use the coefficients 1, 8, -3, and 6.

The next step is to bring down the first coefficient, like this:

After that, the number at the bottom is multiplied by the solution from the binomial (in this case, $$2*1=2$$):

The two numbers above each other are then added:

Again, the new number at the bottom is multiplied by the solution of the binomial:

The two numbers are added:

Again, multiplication:

And addition:

These numbers are the coefficients of the new polynomial. The highest exponent of this new polynomial is one less than that of the original polynomial, so since the original polynomial started with $$x^3$$, the new one will begin with $$x^2$$. The final term is obtained in a slightly different way. The remaining coefficient (in this case, 40) is divided by the original binomial to obtain the last term. Therefore, the final answer is

$$\frac{x^3+8x^2-3x+6}{x-2}=x^2+10x+17+\frac{40}{x-2}$$

This may look like a long process, but in practice it is much faster and simpler than long polynomial division.

Uses
One major use of synthetic division is finding the roots of a polynomial. Synthetic division is an easy way to do this. In the polynomial from the previous example, $$x=2$$ was not a root of the polynomial, because there was a remainder left over after the division. However, if we, for example, take the polynomial $$x^3+3x^2-3x+4$$ and divide it by the binomial $$x+4$$ (when $$x=-4$$)

Since the remainder of this equation is 0, we have found $$x=-4$$ to be a root of the polynomial. We can then take the remaining quadratic $$x^2-x+1$$ and solve for the remaining two roots using the quadratic formula.

title: Synthetic division


text:
Citing Sources

The Citing Sources Learning Project functions as a workshop on how to improve the quality of cited sources in WikiMedia projects. Citing sources is a basic skill for wiki editors. This is a support project for the Wikiversity Service community.

Covered topics:
 * 1) How to set up or participate in Wikiversity projects that seek to improve the cited sources for WikiMedia project articles.
 * 2) Single source verification. Making sure that a source really supports the statement made in a WikiMedia project article that cites that source.
 * 3) Multiple source verification. Just because a cited source makes a claim, that does not mean that the claim has a factual basis. Tracking claims made in sources to verifiable data.
 * 4) When are there too few or too many sources cited? How to start and run a campaign to find more sources. How to "off-load" and archive excess sources to Wikiversity.

List of interested learning activity developers
Sign up here by adding # to the bottom of this list.
 * 1) Tomaschwutz Seems to be a good idea of learning by doing: I want to learn about citing, so I can create an activity on my way of learning.
 * 2) Is this page still active?  I'm doing a lot of APA-style citations at the moment and would like to share what I've learned so far. --BrienWest (discuss • contribs) 16:13, 10 July 2013 (UTC)

title: Citing Sources


text:
Template:MainPage/Style

{| padding="0" cellspacing="0" border="0" style="background:none; width:100%; margin-top:-20px"  ' '
 * width="32%" height="15px" class="radius_top" style="padding-left:30px; valign:bottom; font-size:90%; background:#FFFFFF; border:2px solid #E6D8C1; border-bottom:0" |
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title: Template:MainPage/Style


text:
Template:MainPageBox

This template TrevorMainPageBox lays out pagination for the several sections of the Main Page. It makes use of a sintassi conditions them, for which some of the parameters it does not specify to you from the customer do not come visualizes to you. Although the use of the template ones is rather simple, the way in which is realized "behind the scenes" enough is complicated: not to modify the code if not six perfectly aware of that you are making.

Guide to using template
In order to use the template TrevorMainPageBox just copy the text contained in following riquadro and to compile it (you see the Example of indicated use more under).

Related templates

 * Template:FinestraHome
 * Template:FinestraHome1
 * Template:FinestraHome2
 * Template:Finestra
 * Template:Cartella
 * Template:TrevorMainPageBox2

title: Template:MainPageBox


text:
User:Trevor MacInnis/MainPage

{{MainPage/SubBox |title= Related Links |content=

Library
}}
 * Wikiversity is still importing pages from Wikibooks. Please request page imports at: Import
 * Catalog
 * Textbook collection at Wikibooks
 * - Wikiversity Category · Wikiversity portal

Help · Contact
 * class="radius_bottom" style="font-family:Verdana, Arial, Helvetica, sans-serif; font-size: x-small; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; padding:0 .8em 0 30px" |
 * class="radius_bottom" style="font-family:Verdana, Arial, Helvetica, sans-serif; font-size: x-small; background:#F1FAFF; border:2px solid #C6E4F2; border-top:0; padding:0 .8em 0 30px" |

 * }
 * }
 * }

Wikiversity in other languages
You may read and edit courses in many different languages:

title: User:Trevor MacInnis/MainPage


text:
Wedding-Day at Troldhaugen

This is a rather light sounding piano piece by Edvard Grieg, composed in an A B A format. (He also produced an orchestral version.) When playing this piece, aim for good contrast between staccato and non-staccato notes.

Bars 1 - 20
In the first 10 bars, the theme is introduced. Note how the first time the theme is stated, the ending chords involve sixth chords. This is present in bar 4. Afterwards, this is nicely resolved the next time in bar 6.

Bars 11-20 is a restatement of the theme, but an octave higher. Note how it is marked as pp, as opposed to p.

Bars 31 - 48
These series of 16th notes form a bridge or transition type series. Observe how Grieg alternates playing the notes on the left and right hand, and how the chords are slightly syncopated from the bar lines. This creates interest in the music.

One more thing to observe, are the partial use of whole tone scales. This of course, is characteristic of the era. The scales first start on D flat and increase in tone after the pattern is repeated.

Another interesting element are the bars 45-48 - the chords are dissonant with respect to the left hand. The large range of the notes also increases the sense of excitement in the music.

title: Wedding-Day at Troldhaugen


text: Template:MainPage/Sidebar

title: Template:MainPage/Sidebar


text:
English as a second language

The goal of this site is to help people learn English as a foreign language. Languages often have different meanings for words that seem the same. These are called false friends, an example are parents in English and parenti in Italian, which are a much broader group. For this and other reasons, learners may find it hard to establish the meanings of English words. Some teachers encourage learners to focus on whole sentences, rather than trying to understand every word.

When a learner tries to translate English phrases word-for-word into his native language, it is difficult to keep up with spoken speech, and such learners may find it hard to understand the rest of the conversation.

To avoid this, some teachers recommend focusing on key words in sentences. When you understand the meaning of the key words (usually nouns and verbs), you can ignore the other ‘unimportant’ words such as auxiliary verbs, prepositions, adverbs etc. and still get the main idea of the conversation.

Another very effective approach that works well with busy students who don’t have time to study as often as they would like to is the immersive method. The basic idea is: don’t study the language, live it! In other words, have fun in the language you want to learn. Find ways to include English in your everyday life: watch your favourite sitcom in English with subtitles (first in your native language, then with English subtitles), search for information online in English, set your homepage to an English news website, switch your mobile phone and computer to English, take notes in English. All these things will help you stay in contact with English and ‘revise’ the words and phrases you see and hear again and again even if you don’t have time to do your homework every night.

Breaking down words to learn their roots and development is a fun way to increase interest in and knowledge of English.

This page deals with developing resources for English as a Second Language (ESL) students.

 * Teachers of English as a second or foreign language, please see Topic:TESOL

Pronunciation
Pronunciation is the way a word or a language is spoken. The pronunciation of a word can be different for the individuals and groups who speak it. The way in which you pronounce a word can be different because of where you live, how you live, who you live with and so on. Someone who lives in the United States and speaks 'American English' will pronounce a word differently to someone who lives in England and speaks 'British English'.

Pronunciation

Grammar
Apart from the popular drill method, there are a number of other options to practise and learn grammar. One of them is speaking from day 1, when learners are encouraged to use what they learned in speaking from the very beginning. Learners should ignore mistakes they make and actively try to use whatever little they know of the language. This not only develops self-confidence, but also helps to consolidate the grammar structures they are learning. Other approaches include task-based learning, when students are prompted to use authentic language almost subconsciously to achieve a specific, meaningful goal, or as much exposure to listening practice as possible.

Some vocabulary learning techniques work equally well with some grammar structures, e.g. learning irregular verb forms with the use of flashcards (see spaced repetition below).

Vocabulary
Learners often mention remembering new words as the most difficult aspect of learning a foreign language. In fact, it is more effective to learn new vocabulary in phrases or sentences than as stand-alone words. Research shows that context, especially when it is connected to emotions, makes it easier to remember new words. So, instead of studying lists of random individual words, it is more effective to write down words the learner saw or heard used in a specific text. It is also recommended recording the words with the entire phrase or sentence. That will make it easier for the learner to use the word naturally when he speaks and thus achieve fluency, and the brain will also find it easier to remember the word with the context.

However, as Hermann Ebbinghaus’ forgetting curve shows, the human brain tends to forget up to 80 % of what you learn as quickly as within one day unless you revise it. A strategy to overcome this is spaced repetition: exactly scheduled revision times with older and less difficult words being studied less frequently, often using flashcards.

Wikibooks

 * Subject:English_language
 * English as an Additional Language
 * English for B2 Students
 * First Certificate of English (help for the Cambridge examination)

Other Resources

 * The Writing Center
 * Teamspeak. audio example - using teamspeak for language learning (active listening)
 * The Wikibooks English Usage Center
 * External Links:
 * Online English grammar - A clear English grammar with lots of examples
 * http://speakenglish.biz/grammar.html
 * Teaching Methods: An Overview - summary of language learning methods

Learning Projects
Here are the current learning projects in ESL:
 * English Tense and Aspects
 * ESL for Primary School - Lessons for teachers of English as a Second/Foreign Language in Primary Schools.
 * ESL for Pre-School and Kindergarden Children - Lessons for ESL/EFL teachers of young learners (up to age 6 or 7).
 * Lessons in English as a Second Language - Lessons for adults working in pairs.
 * TESOL Materials - A collection of resources submitted and shared by teachers (aimed primarily at high school and university levels).
 * Distance Language Learning - A project dedicated to language learning at a distance.

title: English as a second language


text:
User talk:Trevor MacInnis

Welcome to Wikiversity! This is a user talk page. You have one too! Its the spot where you can chat with people; they will edit your talk page to talk to you, and you can edit their talk page to talk to them. Edit this page to talk to me! See:Help:Talk page for more information. If I you just recieved a welcome message from me, I suggest two links on it (Get an Introduction to Wikiversity and Question). Happy editing!

Hello and welcome to Wikiversity!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional editing help.

You will find more resources at the Community Portal. If you want to ask a question, visit the Study help desk, the Colloquium, IRC channel or ask me personally on my talk page.

Need help
Hi, I started a learning project chain mail. I have put my first lesson on the main namespace. Where do I need to put it? I didn't find a learning project I can use as a model that have this aspect.

thanks. Nouiz 21:07, 1 September 2006 (UTC)

Good luck! -- sebmol ? 07:07, 21 August 2006 (UTC)

P.S. I've noticed you created a template called switch. Are you aware of the parser functions enabled in MediaWiki?

Asia
Where can I create a lesson on East Asia preferably Japan?68.96.23.7 20:39, 21 August 2006 (UTC)

Thanks...
...for your nice message. :) Kiss --Cascari 18:26, 22 August 2006 (UTC) ...for the welcomeElatanatari 23:09, 5 November 2006 (UTC)

...for the welcomeElatanatari 23:09, 5 November 2006 (UTC)

How are you creating...
...those new pages? Like Topic:Portuguese? Are you using a template for that? --HappyCamper 23:33, 22 August 2006 (UTC)

Quiz!
Your code for quizs is exatly what I was looking for! Anyway of making a random number generator to go with that?--Rayc 03:54, 23 August 2006 (UTC)

 * Try:

Yes! This is for you:

Thanks
Thanks for the nice ~ message.

Barnstar for main page design
Another barnstar -- for your creation and efforts in the new page design.

The new main page design
Trevor, Thanks for all your work on this and the ongoing revisions. Very nice job. I think the new design is just about ready to go up. I wrote a summary of the comments on the main talk page. Three people are concerned about readability/usability. I think the text size in the right column needs to increase. Sadly, I think the blue background in the right column also needs to be revised. One person mentioned that on your talk page and I agree - it is a usability issue (hence serious). See comments on main talk page. One more optional thing: Can you change the nicknames in the code to not be your name. (It seems to be the code elements should be generic and not based on names -- that is just my sense though). Once you revise text and right column, I think you should feel free to post this, based on votes. Or, if I see the changes made, I'll post it. I do think the review will be needed for any significant front page revision (since that is the face of Wikiversity) and I'm glad this one went quickly. Thanks again for the work, Reswik 13:19, 25 August 2006 (UTC)

 * Thanks for increasing the text size in the right column. I think the pink/purple doesn't quite do it for the contrast. If I knew where to edit it, I would try white. What does white look like? Reswik 14:49, 25 August 2006 (UTC)
 * Thanks for making the right column white - that is easier on the eyes. Could you make notes in a comment box in the code on where any templates are located? I think the background of the title should be blue, not purple, as it was when people were giving comments. Reswik 15:16, 25 August 2006 (UTC) (The page title and subtitle are large and bold so I think the title box can have a color the same shade of blue as in the shadow boxes for the center column.) Reswik 15:19, 25 August 2006 (UTC)
 * Well, I think it is ready to post. It seems best to wait till tomorrow, Sat. Last things before posting: if you have time, could you double check that all text content included on your design is current with content of the main page? (Two more things: The browse text could be large. Where do I find the browse text in upper right corner so as to edit that?) I expect that you'd like to post it. Yes? Thanks again :) Reswik 17:33, 25 August 2006 (UTC)
 * I've added where to find that (and the other stuff) to the design page. I'd rather not update it myself, as doing so may give some people the impresion that I'm pushing for this all by myself. I'd rather keep to the background and not take a side on this. (You'll notice I've made almost no comments in the discussion (argument?) about the proposed change). - Trevor MacInnis 18:53, 25 August 2006 (UTC)
 * That's understandable. :) Thanks again for all the good work. So, I'm guessing you don't want to upload this, yes? Also: Can you explain the template further on the talk page of the main page/design page? We can't figure out how it works! Thanks, Reswik 21:48, 25 August 2006 (UTC)
 * The new design is looking very good. I posted a note (here: Request custodian action) requesting a sysop to check the new design discussion and post Design 2 if they agree (once the usability issues are resolved and there are several that David is working on). It seems to make sense to only check and repair the usability issues on one of these designs (and Design 2 has that work partly done). Do you agree? Reswik 17:48, 27 August 2006 (UTC)
 * I think it's great the usability issues are being resolved, but I'm dissapointed that Template:MainPageBox's style seems to be removed. If anything that template should be fixed and used. I'm also dissapointed in the removal of icons. Every major wikipedia project (with the exception of the english one) use icons on their main page. I see no reason we can't say that "[[Image:Nuvola apps kuser.svg|25px]] is to Community as [[Image:Wiktionary-logo-51px.gif|25px]] is to Wikitionary and [[Image:Sciences humaines.svg|25px]] is to Wikiversity". But, ces't la vie. - Trevor MacInnis 17:55, 27 August 2006 (UTC)
 * Trevor, thanks for sharing your concerns. I don't think any design element is set. I think you should discuss revising the template with David. (Or just do it and reintroduce in Design 2 once it is up on main page -- with a bit of explanatory information and invite people to try it.) As it is now I can sort of use it... I did not remove it. Whatever is most effective template wise for most editors is perhaps best. I don't know if what kind of templates will work best. I think we should have some system for skins. I did not remove the icons and I am rather neutral about using that set of icons. I do prefer to see some sort of icons (as they would help navigation) but another differently styled set of icons might be better. Perhaps we can have an icon contest... :) Reswik 18:33, 27 August 2006 (UTC)
 * Yeah, if a set of icons were created specifically for the purpose of identifying Community etc. and were not old ones linked in people minds to random stuff, I think they would be better accepted. - Trevor MacInnis 18:58, 27 August 2006 (UTC)
 * You might be right. Personally, I don't strongly oppose the use of icons in general, but I do oppose the use of these particular icons (which are a bit childish and seem rather disconnected from the sections' themes.)  I'll note, however, that at Wikipedia, more users than not opposed the use of any icons for this purpose—even the sober ones that I proposed as a compromise.  I realize that this isn't Wikipedia, but it's reasonable to assume that a similar consensus would emerge here if we had enough users from which to draw a comparable sample.  (More users participated in the Wikipedia discussion than have registered accounts here.)  —David Levy 19:07, 27 August 2006 (UTC)

Welcoming
Hello Trevor,

Thanks for welcoming new registered users. I see you have used your own welcome template (User:Trevor MacInnis/Welcome). I think it would be better to improve the general template Welcome and only use one. What do you think ?

guillom 17:04, 25 August 2006 (UTC)

 * LOL! Thanks for the welcome... better late than never :). SB_Johnny | talk 14:46, 26 August 2006 (UTC)

Templates
Hi again,

Do you really think we need those UsernameBlocked, Indefblocked-username templates? Wikiversity should not be as bureaucratic as Wikipedia. I don't feel like they are really useful. We should not try to copy every little thing from Wikipedia. Hey, on Wikiversity, we are supposed to be thinking by ourselves, so please unlearn your Wikipedia habits there ;) guillom 19:55, 26 August 2006 (UTC)
 * Yeah, I guess sometimes I get a little overprepared. I think I'm just hoping this project gets popular enough that it will inevitably (sp?) attract the dregs. - Trevor MacInnis 20:00, 26 August 2006 (UTC)
 * I deleted these templates, the related categories and the user pages where you used it. We do not need to create pages that vandals can use to show off or prove they got the attention they were seeking. -- sebmol ? 21:07, 26 August 2006 (UTC)

Thanks
Thanks for the welcome. Thats a very nicly done-up welcome message. Bawolff 01:55, 27 August 2006 (UTC)

hiddenStructure code
FYI, this hack is inherently bad and should never be used. Brion Vibber (lead MediaWiki developer) confirmed this. I don't know why the CSS class was carried over to Wikiversity. —David Levy 22:06, 27 August 2006 (UTC)

Re: Too slow...
Eh, I just happened to be checking the RC page right then. Don't count on me doing too many welcomes!-- digital  _  me   22:31, 28 August 2006 (UTC)

Thanks
Did you actually post the welcome message to my talk page or do you have a bot for that? If not, that was FAST. Don't need it anyway, I've got thousands of edits on other wikis. :) But thanks! --Daniel575 18:05, 30 August 2006 (UTC)
 * Thanks for the welcome as well. Mostly I'm just grabbing IDs prior to the ID unification... Lar 01:49, 31 August 2006 (UTC)

Block me
Hi Trevor, I see you've got a link at the top of your userpage that allows anyone with the tools to block you. I logged out to see what happened if I tried it (if I tried when logged in, I would have blocked you), which, obviously, failed. Still, do you really think this is a good thing to have there? ;-) Oh, and late as this is, can I thank you for all the welcoming you've been doing? It's a really good template, and nice for people to get such a thing - especially if they don't know anything about wikis. Good work! Cormaggio 16:54, 1 September 2006 (UTC)
 * Well, you're pretty much a one man committee at the moment! I sometimes give a welcoming note to people I know from before or who I see adding interesting content to Wikiversity, but you're doing great work on welcoming, as you say, everyone :-). I'm not sure if you can do this on your own - maybe add a call for help on the Colloquium? I might fiddle around with your template some day though, if you don't mind it being 'public property'.. Cormaggio 14:20, 2 September 2006 (UTC)
 * Ah, I hadn't spotted that welcoming template - thanks. Cormaggio 14:57, 2 September 2006 (UTC)

Glossary
Thanks for starting Glossary. --JWSchmidt 15:18, 2 September 2006 (UTC)

Thanks for the hello
I was just bringing gifts... interwiki connections is my current mission, by category and by template tools. See W:category:Interwiki template tools and W:template:Interwikitmp-grp + for some of what is coming attractions. If you forsee a problem, let me know. W:user talk:Fabartus or better yet fabartus--at--comcast.net (audible, and I'm hoping sister project's a lot, so Commons, Meta and Wikisource, Wiktionary also a lot right now!. Leave a message, and drop an email to see it. or do both at once by dropping the message at Meta- I get an email telling me the page's changed. Thanks, and greetings back! Cheers! // FrankB 03:50, 3 September 2006 (UTC)

Thanks for the welcome! :) --Az1568 18:02, 4 September 2006 (UTC)

Thanks...
...for the welcome! Mr Music

Thanks...
...for the welcome! :-) Anthere 01:00, 10 September 2006 (UTC)

Belated thanks
Thanks for the welcome, it has spurred me to go do some useful work here. Phaedrus86 12:48, 10 September 2006 (UTC)

Thank you
Thank you for the welcome message. I had been looking for some helpful links about how to write on Wikiversity. Though an established user on Wikipedia, I need some time to adjust to this. See you later! --Gray Porpoise 18:36, 10 September 2006 (UTC)

Thank you for saying hi and giving the newbies like me a hand!
I just wanted to say thank you for your volunteering on this project. Many hands make light work. Keep it up! --Saintlink 08:12, 13 September 2006 (UTC)

Thaks for your welcome
And I am the seventh guy to thank you for the welcome message in line. :) --George D. Bozovic talk 16:02, 15 September 2006 (UTC)

Welcome messages
When you post welcome messages on a users talk page, could you please sign with four tides? It's hard for new users to find out who gave them the message. 205.189.97.202 20:36, 15 September 2006 (UTC)
 * I probably forgot. They use the same template at Wikipedia. 205.189.97.202 21:51, 15 September 2006 (UTC)

Yet another thank you
Hey, just got the message, thanks for the welcome. Looks like the school is getting off to a good start... I've actually been silently following the drive for the wikiversity since the beginning, though I've been out of the loop for a while. I will probably play around on one of my subpages until the transwiki is complete. Robert Harrison 23:20, 17 September 2006 (UTC)

 * Thanks for the advice. I will pay more attention next time! Indech 17:56, 19 September 2006 (UTC)

Thanks :-)
Thanks for the nice welcome! 205.189.97.202 Yes, I'm really an IP Monday, July 29, 2024, (UTC) }}

Thanks as well :) Mchl 09:21, 27 September 2006 (UTC)

Hello, and Thank You!
I am a Wikipedian, a Wikinewsie, and I have accounts on Meta. I wanted to thank you for the welcome you gave me. Very resourceful (literally). I plan to be active here, but I am MUCH more active on Wikinews. Thunderhead 01:00, 29 September 2006 (UTC)

Thanks for the welcome
Hehe, you must really like being thanked. =) Neko 23:08, 4 October 2006 (UTC)

Welcome (again)
Hello Trevor. I see you often welcome new users which haven't even made one single edition. I find it useless but this is not the problem here. What bothers me is you welcome people who have already been welcomed by another user. Do you really need to see your name on every talk page? I have not used your welcome template because I don't like it and I find it too complicated (our welcome template is as long as the wikipedia one, although Wikiversity is only 2 months old) and awfully impersonal.

Thanks for understanding. guillom 08:31, 5 October 2006 (UTC)

I would also like to thank you for the welcome. Alam 02:04, 15 October 2006 (UTC)

Page include
Hey, my newest project is having a editable test form. Right now I'm playing with the idea of including pages like main page was done in the tour, but only the main page seems to work as a page include. Any idea why?--Rayc 19:23, 22 October 2006 (UTC)

Thanks
For the welcome. Andrew massyn 20:13, 31 October 2006 (UTC)

I'd like to join all these people here! Thanks for your greeting! Even if my main project work is in the german wikiversity, for sure I'll need the english version sooner or later. But because I know how hard it is to be always nice and friendly to people and always to get back a "thanks, how nice", I'd like to show that I think your work is really absolutely great by a. --Faispartie 08:50, 3 November 2006 (UTC)

 * Likewise. nice template :)  Sj 08:00, 17 November 2006 (UTC)

Thanks
Thanks for the welcome. I am not a native speaker of English and I may commit grammatical errors and sorry for my bad language usages.

And, isn't it good to Add a new guideline article as Difference between Wikipedia and Wikiversity? - Vaikunda Raja 21:21, 25 November 2006 (UTC)

Question
Hi. I posted a question on my discussion page. Rayc referred me to you, says you know all. Can you help? --MrC 01:41, 24 February 2007 (UTC)

title: User talk:Trevor MacInnis


text:
User:Stefan Kögl

see w:en:User:Stefan Kögl.

de:Benutzer:Stefan Kögl

title: User:Stefan Kögl


text:
User:Hedwig0407~enwikiversity

wikipedia:Hedwig0407

title: User:Hedwig0407~enwikiversity