text:
User talk:Varunaditya.bs

 Hello Varunaditya.bs, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Cybiko123 02:08, 3 July 2008 (UTC)

title: User talk:Varunaditya.bs


text:
User talk:Wenhsiaoyi

 Hello Wenhsiaoyi, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Cybiko123 02:08, 3 July 2008 (UTC)

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

title: User talk:Wenhsiaoyi


text:
User talk:Noormkhan

 Hello Noormkhan, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Cybiko123 02:08, 3 July 2008 (UTC)

title: User talk:Noormkhan


text:
User talk:Rumour

 Hello Rumour, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Cybiko123 02:08, 3 July 2008 (UTC)

title: User talk:Rumour


text:
BCP/Nymphaea odorata

Nymphaea odorata

title: BCP/Nymphaea odorata


text:
BCP/Nymphaea odorata/Logs

2008 Logs

 * Jomegat 29 June, 2008 (from photo)
 * Jomegat 02:45, 3 July 2008 (UTC)
 * Jomegat 21:31, 12 July 2008 (UTC)
 * Jomegat 00:55, 20 July 2008 (UTC)
 * Jomegat 19:49, 26 July 2008 (UTC)
 * Jomegat 19:13, 2 August 2008 (UTC)
 * Jomegat 20:34, 9 August 2008 (UTC)
 * Jomegat 23:58, 23 August 2008 (UTC)

2009 Logs

 * Jomegat 20:34, 27 June 2009 (UTC)
 * Jomegat 03:59, 19 July 2009 (UTC)

Recent Logs

 * Jomegat 01:05, 13 June 2010 (UTC)
 * Jomegat 19:46, 26 June 2010 (UTC)

title: BCP/Nymphaea odorata/Logs


text:
Talk:Introduction to Calculus

Task list for editors
please fix these:
 * 1) the exteral link "18.01 Single Variable Calculus" is broken (FIXED)
 * 2) the quiz is on trigonometry. not calculus* (*Because you must first understand trig to be able to comprehend calculus, I.E. - Calculus is partly based upon trig) (I have included explaination text and link to Trigonometry)
 * 3) introduction MUST start with "what is Calculus"? because it's the first question one asks if comes here ramdomly or as a start. and I thought it's physics after reading the first lesson.* (* This link on the page covers this Welcome to "Introduction to Calculus")
 * 4) If you can pass this quiz, you are ready to take this course...SO WHAT DO I DO IF I CANNOT PASS THE QUIZ??? WHERE DO I GO?? THIS IS NOT CLEAR.* (*Agreed, there should be a link to trigonometry) (Link and explaination text done)

MIKEB's ANSWERS
My answers to the Calculus pre-requisites: http://en.wikiversity.org/wiki/User:Mbartley57

Graemeb1967's ANSWERS
User:Graemeb1967/Introduction to Calculus

Mikeb beat me to it! His first 3 answers look correct to me. Check my answers for part 4. I have tried using math formating with my solutions which I will keep pursuing as time permits.

First Problem
Shouldn't we lose the cos X from the solution

aka instead of tan X = sin X / cos X

use tan X = sin X / ± SQRT( 1 - sin2 X )

Answers by Tarun
Here are my answers at User:Tarun seeker/Introduction to calculus - (12:31, 14 September 2014 by Tarun_seeker)

title: Talk:Introduction to Calculus


text:
BCP/Nepeta subsessilis

Nepeta subsessilis

title: BCP/Nepeta subsessilis


text:
BCP/Nepeta subsessilis/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * SB Johnny-LM 08:32, 3 July 2008 (UTC)
 * SB Johnny-LM 10:20, 14 July 2008 (UTC)

title: BCP/Nepeta subsessilis/Logs


text:
User:Moss~enwikiversity

Moss
Noun.It is any of the classes of bryophythes with velvety leaves and without roots that grow on tufts,decaying woods, cluster on grounds and rocks.eg. lichens which composed of fungus and algae

title: User:Moss~enwikiversity


text:
User:Kissaki

placeholder

title: User:Kissaki


text:
User:Blipmode

AutoPLANT MX P&ID
The AutoPLANT MX P&ID module provides organizations with an indispensable tool for creating intelligent plant schematics. Utilizing AutoCAD with an external relational database environment allows engineers to learn more about their plant design in a fraction of the time that is needed to study hundreds of layout drawings or 3D models.

Adding a New Process Line
2 types of process lines:

Category:AutoCAD Category:Introductions

title: User:Blipmode


text:
BCP/Pyrola

Pyrola

title: BCP/Pyrola


text:
BCP/Pyrola/Logs

2008 Logs

 * --Jomegat 22:03, 3 July 2008 (UTC)
 * --Jomegat 18:42, 12 July 2008 (UTC)

2009 Logs

 * Jomegat 22:13, 1 July 2009 (UTC)
 * Jomegat 00:48, 15 July 2009 (UTC)
 * Jomegat 21:08, 24 July 2009 (UTC)

Recent Logs

 * Jomegat 01:13, 27 June 2010 (UTC)

title: BCP/Pyrola/Logs


text:
BCP/Chimaphila umbellata

Chimaphila umbellata

title: BCP/Chimaphila umbellata


text:
BCP/Chimaphila umbellata/Logs

2008 Logs

 * --Jomegat 22:12, 3 July 2008 (UTC)
 * --Jomegat 18:41, 12 July 2008 (UTC)

Recent Logs

 * Jomegat 23:33, 2 July 2010 (UTC)

title: BCP/Chimaphila umbellata/Logs


text:
User:LuciferBlack

w:User:LuciferBlack

title: User:LuciferBlack


text:
Islam/Spirituality

Tasawwuf or Sufism is a mystic and spirituality tradition within Islam that encompasses a diverse range of beliefs and practices dedicated to Divine love and the cultivation of the elements of the Divine within the individual human being. Practitioners of this tradition are known as "Sufis" generally, though some senior members ofbo follow.

Sufism has been defined as a type of knowledge by the great Sufi masters. Shaykh Ahmad Zarruq, a 15th century Sufi who wrote The Principles of Sufism, defined Sufism as "a science whose objective is the reparation of the heart and turning it away from all else but God." Ibn 'Ajiba, one of the best known Sufi masters, defined Sufism as "a science through which one can know how to travel into the presence of the Divine, purify one’s inward from filth, and beautify it with a variety of praiseworthy traits."

Mandatory reading

 * Al-Mukashafat al-Qulub attributed to Imam al-Ghazali
 * Malfuzat of Imam Ahmad Raza Khan Barelwi al-Qadiri

title: Islam/Spirituality


text:
Wikiversity:Featured/Archive

This page lists the proposal discussions of successful featured content.

Topic: Breton
- possibly one of the best language resources --McCormack 16:37, 12 May 2008 (UTC)

Economic Classroom Experiments
- a rare example of a succeeding collaborative resource. --McCormack 09:55, 14 May 2008 (UTC)

Media literacy

 * Contains 7 main sections; very well developed - probably complete and not really being used or visited any more. --McCormack 09:41, 18 May 2008 (UTC)
 * Correction: it is related to a possibly annual real-world course, and possibly undergoes revision phases on an annual basis. --McCormack 08:34, 31 May 2008 (UTC)

Topic:Instructional Design

 * I'd like someone to review this and report what they think. --McCormack 09:45, 18 May 2008 (UTC)
 * More info: this set of materials was created by Dr. Peter Honebein of Indiana University as a part of a real world course. There seem to have been 7 other participants apart from himself - graduate course? --McCormack 16:51, 21 June 2008 (UTC)
 * Today I've set about cleaning up this project in advance of featuring. The project is much larger than I thought at first. Initially it seemed to have about 36 pages, but as I bug deeper into it, I reckon it actually has about 130+ pages. Many of these were uncategorised or poorly/idiosyncratically linked into the main project, so it took a lot of cleaning up. --McCormack 12:40, 20 July 2008 (UTC)

Nonlinear finite elements

 * There is quite a bit there. It may or may not be ready. Please do check it out. --Remi 06:46, 1 June 2008 (UTC)
 * Yes, it has a good quantity of material. Seems to be mainly by User:Banerjee. Has attracted quite a lot of vandalism, which is a sign of potential quality. I reckon the main page of the project needs some work on aesthetics. --McCormack 06:55, 1 June 2008 (UTC)
 * I've worked over this now. The project has almost 100 pages and is about 95% complete (a few pages are marked for creating but haven't been done yet). It's beyond my comprehension, but is undoubtedly worth featuring. --McCormack 07:55, 1 June 2008 (UTC)
 * Digging a little deeper, User:Banerjee's projects on Category:Continuum mechanics, Category:Finite element analysis and Category:Nonlinear finite elements are quite closely associated. He's working on related courses which have quite substantial areas of overlap, but the Nonlinear finite elements course is currently the best developed, including a full set of homework tasks and solutions. There is substantial use of mathematical notation, so the course is intimidating for the non-specialist. On the other hand, the materials are well-structured and the main page gives a good idea of how a massive wikiversity course can be structured. I'd say that in all, there are about 150-200 pages here. User:Banerjee's second best developed course is Introduction to Elasticity (about 100 pages or so), and I'd suggest that rather than separately featuring elasticity, it should be linked to from the feature description of the finite elements course. --McCormack 14:12, 20 July 2008 (UTC)
 * Note: should also link to Waves in composites and metamaterials (25-page lecture series). --McCormack 14:29, 20 July 2008 (UTC)

Electric Circuit Analysis

 * User:Thuvack did some very attractive work here, but currently about half-finished. Again: keep an eye on this. --McCormack 07:26, 4 June 2008 (UTC)
 * User:Thuvack has now told me that this is pretty well ready now. I think we should move this into the featured rotation very soon. --McCormack 18:15, 2 July 2008 (UTC)
 * Note about this course: 12 pages; nice, consistent design; useful navigation box which makes it clear where you are all the time; reminiscent of the User:Robert Elliott style. --McCormack 14:51, 20 July 2008 (UTC)

Trade Finance

 * 240-page project; pretty well a mini-coursebook; very complete, including assignments and activities. Prepared within a project at Michigan State University in 2007. Transferred to Wikiversity from another wiki project - hence appeared here rather fast and already completely wikified. --McCormack 16:12, 14 June 2008 (UTC)

Assistant teacher course

 * User:Fasten has worked hard over a considerable period of time to develop what is becoming a comprehensive and valuable research for assistant teachers. -- Jtneill - Talk - c 14:34, 26 June 2008 (UTC)
 * I'm beginning to work through this. What I immediately notice is a lack of categorisation of pages. --McCormack 15:25, 20 July 2008 (UTC)
 * I think I've categorised them all now. --McCormack 16:02, 20 July 2008 (UTC)
 * General points about this resource: about 50 pages so far; very consistent polished style and layout - even has its own manual of style; very good use of subpages; when you dig deeper, the incomplete sections are visible - but this is noted carefully at the top level - it's work in progress, but with a lot of material already there. --McCormack 16:02, 20 July 2008 (UTC)

Introduction to Swedish

 * I'm not sure this is ready yet, but an eye should be kept on it. Promising and active. --McCormack 08:32, 31 May 2008 (UTC)
 * This resource is developing well now. User:Mats is doing a great job with it. I think this is ready for featuring, although I'm sure more is going to be added. --McCormack 12:09, 4 July 2008 (UTC)

Teaching and Learning Online
The following three projects were subsumed under Teaching and Learning Online. --McCormack 15:19, 13 August 2008 (UTC)

One Laptop Per Teacher

 * this is a research paper, possibly complete, very long, on a topic of central interest. May need some tidying. --McCormack 09:37, 18 May 2008 (UTC)
 * It is a bit too utopical to my taste. It would be better to focus on a whole range of socio-economic aspects. Is there enough electricity to get a laptop running? Do children have enough food? Do all children go to school, or are many forced to work all day or live on the street? What is the job perspective of graduates?  [Comment added by User:Daanschr]
 * I'm pulling this and similar resources together into a collection called Teaching and Learning Online, with a view on featuring the collection rather than individual items. --McCormack 05:40, 13 August 2008 (UTC)

Flexible learning

 * Simple, clear lesson introducing and explaining Flexible learning; main contributions by User:Leighblackall. -- Jtneill - Talk 10:03, 18 May 2008 (UTC)
 * I'm pulling this and similar resources together into a collection called Teaching and Learning Online, with a view on featuring the collection rather than individual items. --McCormack 05:40, 13 August 2008 (UTC)

Composing free and open online educational resources

 * This unit has recently been completed by a sizable number of students with moderately good success -- Jtneill - Talk 07:10, 19 May 2008 (UTC)
 * support, Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 10:09, 22 May 2008 (UTC)
 * I havent participate, but the model looks good.--Juan 21:48, 30 May 2008 (UTC)
 * I'm against this, on the grounds that it is "insider" material. It will, of course, appeal to experienced Wikiversitarians and would therefore be guaranteed a majority in any democratic vote where experienced users react on gut instinct, but this does not mean that it is suitable content for first-time visitors to Wikiversity. On the contrary, it could be incomprehensible and off-putting to outsiders. --McCormack 07:32, 31 May 2008 (UTC)
 * Could you explain more what you mean with insider material ? The course was initiated as self-studyable - all info is available on the internet. There is now also the blogs available with the results for each week, which first-time visitors also could read. The course can be archived later so new people can gather and decide for the next cycle of it, see here. Erkan Yilmaz uses the Wikiversity:Chat (try) PS: Tag a learning project with completion status !! 09:01, 31 May 2008 (UTC)
 * Well, I disagree with you McCormack. There are know internall materials on wv. I have e.g. copied the structure of the porject to some other courses because it is not a mess. On the other hand it was probably sucessfull as many people participated and it was in progress.--Juan 08:56, 1 June 2008 (UTC)
 * Another point: the current featured content already has a bias towards information technology. We really need to focus on other subjects. --McCormack 08:37, 1 June 2008 (UTC)
 * I agree with McCormack that the topic would not be appealing to a large audience. However, it is good that such a large amount of people have participated to this course. Categorization can make an end to the problem of too much focus on information technology. The number of featured content in information technology can be conceiled. This way there will not be a problem for the people participating in information technology to grow.--Daanschr 21:53, 2 June 2008 (UTC)
 * I keep thinking about this one. One could replace one of the existing IT features (e.g. networked learning). Another improvement would be to simplify the title of this course (e.g. "Composing online educational resources" - or shorter), which is also necessary for creating a flyer. Perhaps an introduction could be added which makes the course more accessible to non-specialists who want to have a look at what's featured? --McCormack 09:48, 3 June 2008 (UTC)
 * There are only a few resources featured. That is far too little to really matter at the moment. When there are far more featured resources, an easy categorization can do the trick to solve the problem of over-concentration on a certain subject. Also, it is better to create and participate in resources and learning instead of debating on wether a certain resource is featured or not. I like the idea of a twilight zone, where resources can be put which are not featured and not non-featured and thereby are undecided for.--Daanschr 17:15, 4 June 2008 (UTC)
 * Anyway, I thought as people are equal, that also resources are equal. Not it sounds like this resource is something different, thats why it can´t be placed to Featured. But Daanschr is right. Me too, I prefer to do something instead to sort and talk about doing.:-)--Juan 18:03, 4 June 2008 (UTC)
 * I'm pulling this and similar resources together into a collection called Teaching and Learning Online, with a view on featuring the collection rather than individual items. --McCormack 05:40, 13 August 2008 (UTC)

Spanish 1

 * At last we have quality developments in the Spanish department. Courtesy of User:Allioshida who often forgets to log in. The current project probably needs dividing into subpages. --McCormack 07:11, 4 August 2008 (UTC)
 * Divided into subpages shortly after posting the above; the contributors have kept with the subpages now - it makes things a lot easier. Currently has 19 "chapters" and 21 lessons in all, with substantial content. --McCormack 05:37, 13 August 2008 (UTC)

Introduction to Computers

 * A non-technical introduction to computers, with clear structure and lessons on different; not sure whether specific lessons might be featured or the whole course? -- Jtneill - Talk 10:11, 18 May 2008 (UTC)
 * The entry page is a little empty at the moment - just a list. Perhaps some further development needed? --McCormack 08:26, 31 May 2008 (UTC)
 * Coming back to this a few months later. Developed by User:Areil123. Complete, with 12 lessons, nicely divided into subpages. Plenty of content. The lessons are rather large and lack somewhat in educational subtlety. Some exercises, quizzes, and interesting layout wouldn't hurt. Aimed at the general user rather than the IT specialist. I've started spicing up the entry page. --McCormack 05:35, 13 August 2008 (UTC)
 * In the same breath, one should mention Introduction to Computer Science by User:DarkFighter, which could be a useful course, but much of which is currently incomplete or messy. --McCormack 05:35, 13 August 2008 (UTC)
 * Introduction to Computers was largely coordinated by User:Areil123 but most of the content seems to originate from a (large) class run by him. Students worked on individual sections, and the sections were later rearranged and further edited by the coordinator and by at least a second session of the same class. --McCormack 13:09, 13 August 2008 (UTC)
 * I've done a lot of work on this today, but it needs more work. Subpage creation (many pages too large), correction of layout, correction of student podcast links, wikification.... --McCormack 15:03, 13 August 2008 (UTC)

title: Wikiversity:Featured/Archive


text:
User talk:Mukesh

hi

I am mukesh from India

Ahmedabad

I like to learn french

title: User talk:Mukesh


text:
Topic talk:Ocean engineering and naval architecture

Splitting this page would be intuitive, yet counterproductive. Simply put the ocean engineering fields herein are many, yet each has a distinct set of activities. The organizational structures of Society of Naval Architects and Marine Engineers (SNAME) and those of the predominant educational institutions are what predicated this titling. If a split must be had it is recommended that the department simply be called Ocean Engineering and that Naval Architecture simply be a course therein. Of course Naval Architecture would undoubtedly also be drawn into the field of Architecture (which is in fact inappropriate). Either way is fine with me. - Gustable 07:34, 4 July 2008 (UTC)

 * Sorry "Ocean Engineering" is an Americanism, it's not an internationally used or accepted term.
 * SNAME does not represent the "world"; in the UK we refer to IMarEST, the SUT, ICE, and others.
 * Nor is "Ocean Engineering" a catch-all term to include Marine Engineering, Nautical Science, and Naval Architecture. "Ocean Engineering" refers to marine civil engineering.
 * The most apt solution is to delete this and set up a "Marine Engineering" catch-all page on the Interdisciplinery list (Facilities Engineering would also come under Systems Engineering in the UK, even though they have a couple of Institutions covering them). Alternatively you could just state that Wikiversity is for Americans only, and pays no regard to international norms. Certainly, if we find any of our wiki's material placed on your site in this current structure, we will not be friendly about it.


text: Category:Marine engineering

title: Category:Marine engineering


text: Category:Physical science

title: Category:Physical science


text:
Category:Life sciences

The Wikiversity category for Life Sciences organizes the Wikiversity schools (and their respective categories) that are concerned with living organisms. Everything in this category can be organized at Portal:Life Sciences.

Wikiversity's main portals: Education · Engineering and Technology · Interdisciplinary Studies · Humanities · Learning Materials · Learning Projects · Life Sciences · Mathematics · Media · Physical Sciences · Practical Arts and Sciences · Professional Schools · Social Sciences

ja:カテゴリ:生命科学

title: Category:Life sciences


text:
Category talk:Life sciences

How about to redirect this cat. to Category:Life Sciences instead of the current proposal? (Matching name with Portal:Life Sciences the portal...) --Gbaor 12:18, 4 July 2008 (UTC)

title: Category talk:Life sciences


text:
User:Henri de Solages

My web site: Liberté plus haute.

title: User:Henri de Solages


text:
User:PaulMistressofFrench

Hello, bonjour,

A fanatical linguist here, willing to help to promote the beauty of the french tongue

title: User:PaulMistressofFrench


text:
User talk:PaulMistressofFrench

 Hello PaulMistressofFrench, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --McCormack 15:07, 4 July 2008 (UTC)

title: User talk:PaulMistressofFrench


text:
BCP/Nymphoides cordata

Nymphoides cordata

title: BCP/Nymphoides cordata


text:
BCP/Nymphoides cordata/Logs

2008 Logs

 * Jomegat 15:11, 4 July 2008 (UTC)
 * Jomegat 21:32, 12 July 2008 (UTC)
 * Jomegat 12:53, 21 July 2008 (UTC)
 * Jomegat 19:49, 26 July 2008 (UTC)
 * Jomegat 19:13, 2 August 2008 (UTC)
 * Jomegat 20:35, 9 August 2008 (UTC)
 * Jomegat 23:58, 23 August 2008 (UTC)

2009 Logs

 * Jomegat 20:35, 27 June 2009 (UTC)
 * Jomegat 23:42, 18 July 2009 (UTC)

Recent Logs

 * Jomegat 01:05, 13 June 2010 (UTC)
 * Jomegat 19:46, 26 June 2010 (UTC)
 * Jomegat 19:44, 24 July 2010 (UTC)

title: BCP/Nymphoides cordata/Logs


text:
School:Electrical engineering/DepTop ELE

Discipline Summary Electrical engineering is a field of engineering that generally deals with the study and application of electricity, electronics, and electromagnetism. Historically, Electrical Engineering dealt with power generation, transmission, and distribution while Electronics Engineering dealt with smaller electrical devices. Over time, however, Electrical Engineering developed to contain a wide range of sub-fields including electronics, digital computers, power engineering, telecommunications, control systems, radio-frequency engineering, signal processing, instrumentation, and microelectronics. All of these disciplines share a likeness in the early stages of learning, namely the mathematics, physics, and chemistry required to fully understand and begin the path to becoming an electrical/electronics engineer. After study of these math and science fundamentals has been sufficiently completed, further study can be done within each sub-discipline. Because of the progressive nature of technology and Engineering, there is a lot of overlapping of disciplines between Electrical Engineering and Electronic engineering.

Department vision and mission Even though the department is not vested to confer degrees or diplomas, it holds dear the right of learning and research. Course content that is developed is rich enough to guide students on the path of becoming an Electrical Engineer. Furthermore, the material is a resource that practicing Electrical Engineers are able to refer to from time to time.


text:
User talk:Henri de Solages

Salut Henri, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 15:36, 4 July 2008 (UTC)

 Hello Henri de Solages, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Visit a (kind of) random random project;
 * Browse our portals, schools, and research activities;

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium;
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 15:36, 4 July 2008 (UTC)

title: User talk:Henri de Solages


title: User:Rebelguys2


text: User talk:Rebelguys2

title: User talk:Rebelguys2


text:
BCP/Pontederia cordata

Pontederia cordata

title: BCP/Pontederia cordata


text:
BCP/Pontederia cordata/Logs

2008 Logs

 * Jomegat 21:25, 4 July 2008 (UTC)
 * Jomegat 21:30, 12 July 2008 (UTC)
 * Jomegat 00:55, 20 July 2008 (UTC)
 * Jomegat 19:48, 26 July 2008 (UTC)
 * Jomegat 19:15, 2 August 2008 (UTC)
 * Jomegat 20:33, 9 August 2008 (UTC)
 * Jomegat 01:18, 17 August 2008 (UTC)
 * Jomegat 23:57, 23 August 2008 (UTC)
 * Jomegat 01:01, 31 August 2008 (UTC)

2008 Logs

 * Jomegat 23:47, 18 July 2009 (UTC)
 * Jomegat 03:51, 2 August 2009 (UTC)

Recent Logs

 * Jomegat 19:47, 26 June 2010 (UTC)
 * Jomegat 19:44, 24 July 2010 (UTC)

title: BCP/Pontederia cordata/Logs


text:
Portal:Geography/To-do

 * Tectonic plates
 * Copyediting Geography/Oceania and Geography/Antarctica

title: Portal:Geography/To-do


text:
Portal:Information technology/To-do

 * CompTIA Certification Programs

title: Portal:Information technology/To-do


text:
Portal:Biology/To-do

 * Merge biology articles from User:Atcovi/Science into High School Biology.
 * More texts/papers on Biology.
 * Contribute to Draft:Animal physiology.
 * Contribute to Draft:Evolution.

title: Portal:Biology/To-do


text: GNUmedia/to do

title: GNUmedia/to do


text:
User:Isabell121

Please see http://en.wikipedia.org/wiki/User:Isabell121 for more information about me.

title: User:Isabell121


text:
Français II/Leçon 2 - Starting to understand the French pronoun

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Et on continue...
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Prior Learnings
Let's review what we know. In the previous lesson, we convered the French perfect tense. You've had the chance to review its formation, and to form it yourself in some simple sentences.

Remember...

 * With the verb family -ER, take the stem, add -é.
 * With the verb family -IR, take the stem, add -i.
 * With the verb family -RE, take the stem, add -u.

 * ...never forgetting to use the present indicative tense of 'avoir' as your auxiliary verb

Et maintenant on commence...
The concept of a noun should, by now, be familiar. A noun allows us to name a thing.

What, then, is a pronoun?

 * Consider the following sentences...

''On Tuesday I walked the dog. Then I fed the dog, then I washed the dog. The dog was happy about this because the dog was then clean and the dog was full of food, since I had fed the dog''

 * And...

''On Tuesday I walked the dog. Then I fed and washed him. He was happy because he was clean and full of food, since I'd fed him earlier.''

Most native English speakers would agree that the second, shorter sentence sounds more natural. This is because pronouns are used.

A pronoun replaces a noun in a sentence
A pronoun means that we need not repeat a noun several times in a sentence.

We will be dealing with four French pronouns in this section, le, la, les, and l'. These can mean him, her, it, or them.

l'  is used instead of la or le when the following words begins with a vowel or a non-aspirated h. Don't forget that there is, for the most part, no equivalent for the neutral pronoun it in French, hence, it is either traduced by la or le depending on the gender of the noun in French.

To sum-up the use of each pronoun, here is a table:

Often, the best way to understand how they work is to 'see them in action'. Therefore, consider the French, then look at the English:

 * Je vois le chien. I see the dog.

We now want to say that we stroke the dog, without mentioning le chien. How? The French is:

 * Je le caresse. I stroke him/it.

Note word order. Literally, this means, I him stroke. However, this is the word order that is appropriate and correct in French:

 * (Je/Tu/IL/Elle/On/Nous/Vous/Ils/Elles) - PRONOUN - VERB

Some examples for the use of the other pronouns are provided bellow:

 * Je lave la table. => Je la lave. (I clean the table)

 * J'aime le chien. => Je l'aime. (I like the dog)

 * Je nourris les chiens. => Je les nourris. (I feed the dogs)
 * }


text:
Talk:Open science/Related projects

Is the references section directly related to the project links or should the references be added to the List of Related Articles ?

title: Talk:Open science/Related projects


text:
GNUmedia/Software Libre

Computer technology was born out of a community of collaboration and knowledge sharing. In the early 1980s the practice of sharing efforts and ideas was losing momentum. Richard Stallman, taking the initiative to restore the culture he endeared, founded the GNU Project and Free Software Foundation.

GNU and FSF are cornerstones of modern Copyleft. Copyleft intends to remind persons of freedoms which Copyright takes away and allow them to share these liberties with others. Software Libre is so named to remind us of the distinction between financially free (gratis) and freedoms, which are granted (libre.)

License Choice

Most software users receive comes packaged under various EULAs [End-User License Agreements.] All of these applications are released under the GNU's Not Unix General Public License. The GNU GPL is a liberating license designed [and recently re-designed] to promote software freedom. The freedoms at stake are individuals' ability to access software, examine it's structure, modify the structure to suit one's needs and give a copy of [or redistribute] the software to a friend or person in need.

It is a principal of GNUmedia to promote, first and foremost, licenses which preserve the freedoms which they allow.

Those of you familiar with OSS [Open Source Software] and OSS licenses might wonder why GNUmedia is not promoting software, on this page, which is released under other licenses - even GPL compatible licenses.

Further reading:
 * Why not LGPL? by Free Software Foundation
 * Freedom or Power? by Bradley M. Kuhn and Richard M. Stallman

The following tools are protected by the gnu_gpl.

Animation and Illustration
Name	Short Description	Linux	Macintosh	Windows
 * Apophysis	Fractal design and animation interface.	 	 	♥
 * Blender3D	3D content creation suite.	♥ 	♥ 	♥
 * Inkscape	Vector Illistration with Jabber integration.	♥ 	♥ 	♥
 * Pencil Sketching Design software including software GUI design. ♥ 	♥ 	♥
 * Synfig	Film-Quality 2D Vector Animation	♥ 	♥ 	♥

Audio
Name	Short Description	Linux	Macintosh	Windows
 * Aldrin	Modular music sequencer/tracker.	♥
 * Ardour	Digital Audio Workstation 	♥ 	♥
 * Audacity	Multi-Track Recording 	♥ 	♥ 	♥
 * GNU Solfege	Smarten your ears.	♥ 	♥ 	♥
 * Hydrogen	Advanced beat sequencer.	♥ 	♥ 	♥
 * LilyPond	Sheet music layout(ASCII input)	♥ 	♥ 	♥
 * LMMS	Linux MultiMedia Studio	♥
 * OpenMPT	Tracker interface music sequencing.	 	 	♥
 * Psycle	Modular music creation studio with tracker interface.	 	 	♥
 * Rosegarden	Audio/MIDI sequencer.	♥
 * ZynAddSubFX	Software synthesizer capable of making a countless number of instruments.	♥ 	 	♥

Photography
Name	Short Description	Linux	Macintosh	Windows
 * digiKam	Photo organizer/tagger	♥
 * Eye of Gnome	Photo browser/viewer.	♥
 * The GIMP	GNU Image Manipulation Program	♥ 	♥ 	♥
 * Hugin	Panoramic photo stitcher.	♥ 	♥ 	♥

Video
Name	Short Description	Linux	Macintosh	Windows
 * Avidemux	Video cutting, filtering and encoding tasks.	♥ 	♥ 	♥
 * Gephex	Modular multimedia synthesis and manipulation.	♥ 	♥ 	♥
 * Cinelerra CV	Non-linear video editing.	♥
 * Jashaka	Hardware accelerate editing and effects system.	♥ 	♥ 	♥
 * Kdenlive	Open Source video for GNU/Linux	♥
 * Kino	Non-Linear Digital Video Editor.	♥
 * LiVES	Live Video Mixing Application	♥ 	♥ 	♥
 * WinFF	Video conversion tool.	♥ 	 	♥

Document Layout

 * Scribus
 * Lyx

Communications
Name	Short Description	Linux	Macintosh	Windows
 * Coccinella	A chat application with whiteboard.	♥ 	♥ 	♥
 * Ekiga	VoIP and video conferencing application.	♥ 	 	♥
 * Pidgin	Instant messaging client that supports many commonly used instant messaging protocols.	♥ 	♥ 	♥
 * Twinkle	Voice over IP and instant messaging communications using the Session Initiation Protocol.	♥
 * OpenWengo	A softphone which allows you to make free PC to PC video and voice calls, and to integrate all your IM contacts in one place.	♥ 	♥ 	♥

Media Players
Name	Short Description	Linux	Macintosh	Windows
 * Elisa	Media center solution designed to be simple for people not particularly familiar with computers.	♥
 * VLC media player	Highly portable multimedia player for various audio and video formats.	♥ 	♥ 	♥

Utilities
Name	Short Description	Linux	Macintosh	Windows
 * Agave	Color scheme creator.	♥
 * eXe	SCORM/e-learning content creation.	♥ 	♥ 	♥
 * Gobby	Collaborative text editor. Syntax highlighting.	♥ 	♥ 	♥
 * Purrr	Bulk file re-namer.	♥

Navigation
Name	Short Description	Linux	Macintosh	Windows
 * GpsDrive	A car (bike, ship, plane) navigation system.	♥
 * RoadMap	Car navigation system.	♥
 * Roadnav	open source street navigation solution	♥ 	♥ 	♥

title: GNUmedia/Software Libre


text:
User:Albeiror24

Discovering this site. Great. I have unified account for all the wikimedian projects: Albeiror24

title: User:Albeiror24


text:
User talk:Albeiror24

 Hello Albeiror24, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! SB_Johnny | talk 13:45, 10 July 2008 (UTC)

Custodianship
Hi Albeiror,

I can't mentor you any time in the near future, if that's what you're asking. Very busy in real life this time of year. Best way to get more info is to join the IRC channel (#wikiversity-en on freenode) and ask around there. --SB_Johnny | talk 13:45, 10 July 2008 (UTC)

title: User talk:Albeiror24


text:
User talk:Wimio

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 20:25, 5 July 2008 (UTC)

 Hello Wimio, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 20:25, 5 July 2008 (UTC)

title: User talk:Wimio


text:
Category:Marine sciences

The purpose of the marine sciences category is part of the philosophy of the constituent departments - that advancement in any of the departments is contingent on advancement of knowledge of the biology, chemistry and physics of the sea, and that study in one department is not sufficient for a deep understanding of the subject.

title: Category:Marine sciences


text:
Portal:History/To-do

 * Edit this list to add items

title: Portal:History/To-do


text:
BCP/Cicuta maculata

Cicuta maculata

title: BCP/Cicuta maculata


text:
BCP/Cicuta maculata/Logs

2007 Logs

 * Jomegat 19:02, 14 August 2007 (UTC)

2008 Logs

 * Jomegat 23:09, 5 July 2008 (UTC)
 * Jomegat 21:36, 12 July 2008 (UTC)
 * Jomegat 01:02, 20 July 2008 (UTC)
 * Jomegat 19:48, 26 July 2008 (UTC)
 * Jomegat 01:01, 2 August 2008 (UTC)
 * Jomegat 20:29, 9 August 2008 (UTC)

2009 Logs

 * Jomegat 27 June 2009 (from photos)
 * Jomegat 18 July 2009 (from photos)
 * Jomegat 03:56, 2 August 2009 (UTC)

Recent Logs

 * Jomegat 19:45, 26 June 2010 (UTC)

title: BCP/Cicuta maculata/Logs


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Topic talk:Toxicology

http://www.independent.co.uk/environment/green-living/toxic-shower-curtain-warning-860876.html Emesee 03:22, 6 July 2008 (UTC)

title: Topic talk:Toxicology


text:
Learning to edit a wiki

This page is a list or collection of resources for teaching classes and individuals about how to edit a wiki.

Resources for classes
These are resources for teachers and their classes.

Lesson plans

 * Lesson Plan A

Resources for individuals
These are resources which individual visitors to Wikiversity can use.

title: Learning to edit a wiki


text:
Learning to edit a wiki/Lesson plan A

This is a simple lesson plan for introducing a class to editing a wiki. Wikis come in different brands, and this lesson plan assumes you are using "Mediawiki", which is the wiki brand used by Wikipedia, Wikiversity and other Wikimedia projects.

The lesson plan follows a specific order; which has a certain logic to it. The lesson plan focusses mainly on the opening stages of the lesson in which the teacher presents and develops the topic in a relatively closed fashion. Obvious suggestions about later phases of the lesson are given at the very end.

Establishing current knowledge
This lesson plan sticks quite strongly to the idea of moving from known to unknown. So start off by establishing whether or not your class already use Wikipedia (the answer may be age-dependent) and whether they have ever seen and wondered about the "edit" links. That will probably be as far as existing knowledge goes. It is unlikely that any of the class have actually edited.

 * 1) Establish the familiarity of the class with Wikipedia. Do they know what it is? Do they use it? What do they use it for?
 * As of 2008, it is likely that all tertiary-level students and adults know what it is and have (passively) used it. Knowledge among secondary-level pupils may be patchy - they may have seen it or used it, but may not remember the name clearly. Awareness is likely to increase in coming years.
 * 1) If anyone is not familiar, the rest of the class can be prompted to supply the missing information.
 * 2) Has anyone ever edited Wikipedia?
 * The word "edit" may not be familiar to the class. Make no assumption. Rephrase the question just in case - e.g. "changed the text". It is very probable that nobody in the class will have done this (possible discussion about why not?) and they may not even know that you can do it. Subsidiary questions to keep the discussion going include "who do you think is allowed to edit Wikipedia?"

Speculate on the effects of the "edit" link/tab
Invite the class to speculate about what might happen if they clicked the "edit" button.

 * 1) Ensure the class are familiar with the existence of the "edit" links (top right of each page section) and the "edit this page" tab (top of the page - a picture). Watchpoint: remember both.
 * Probably they will all have seen these links, but never dared to touch them. They may not even be properly aware what might happen if you did touch them. If you are holding this class about editing a wiki, it is likely that you have internet access and that many of the class are near to or in front of a computer. Prompt them to navigate to Wikipedia and verify the existence of the edit facilities.
 * 1) Ask the class what they think would happen if they click it. Do not ask the class to click at this stage, but do not warn them not to either. Just ask "what if".
 * Many Wikipedia visitors click the edit facilities out of curiosity, but never submit any edits. It's quite possible that some class members have got this far before. They may have seen the various warnings which appear on the edit page.
 * The answer you are looking for is, of course, that anyone could really change the text. The class may have initial difficulty believing this. After all, who could be so stupid as to let anyone in the world edit their website?

First wiki experiences and vandalism
Very soon, at this point in your lesson, the issue of "vandalism" is likely to emerge naturally in the minds of the class, and perhaps on their fingertips as well. While you have been talking, the bolder students may already have tried the "edit" button. If you are lucky, they will already have committed at least one act of minor defacement (well, what else does one do if one has no purpose in mind?). If your luck holds out, a minor warning will be issued by an administrator, who kindly refrains at this stage from blocking your entire educational establishment.

If a student does indeed manage to perform what we call a "test edit" on Wikipedia at this stage, you can integrate this into your lesson in a positive fashion, showing what happens when someone doesn't edit sensibly and constructively. On the other hand, we would encourage you not to go out of your way to ensure this happens. If it happens, it happens, and you can build on it. But please do not deliberately initiate "test edits" (i.e. minor pieces of vandalism such as inserting "cool" or "yeah" into articles).

You may like to prepare a range of horror stories for this stage, all relating to the fates suffered by vandals. You can mix fact and fiction memorably - but sort them out again afterwards.

 * There's the story about the Wikimedia Foundation suing a vandal for $1 million after tracking his IP address back to his school and securing the cooperation of the school authorities in identifying the culprit. Needless to say, the school also threw him out. [Warning: fiction].
 * There's the story about the Wikimedia Foundation tracking the school's IP addresses and permanently blocking them so that nobody from the school could ever edit Wikipedia again. [This one is possible and would come true if the vandalism persisted; so you may wish to reveal your school's policy towards students who get the school blacklisted at Wikipedia].
 * Please feel welcome add further tales here.

Spelling
Having dealt with vandalism, the next step is to suggest the most constructive and easiest way to edit a wiki which there is. It is important students should quickly overcome their inhibitions and try some editing. Some teachers would use a simple sandbox page at this stage where the students can do whatever they want - it will be deleted later. However this isn't really constructive or memorable. If you can help the students making permanent, valuable changes to Wikipedia immediately, they will be thrilled and remember your lesson much better. The most constructive and easiest way for a beginner to edit a wiki is to look for spelling mistakes and correct them. For an experienced editor, this is a fate worse than accountancy. But for a first-time editor, to be responsible for a permanent improvement to Wikipedia even of this miniscule scale is an adventure.

 * How not to look for spelling mistakes: do not open an article and start proof-reading it. This will take ages and may not come up with any mistakes at all.

 * How really to look for spelling mistakes: think of some commonly mispelled words and run a search for them in Wikipedia's search box.
 * Remember that for the most common mispellings, Wikipedia may be running a "bot" which corrects them anyway.
 * Remember that American and British spellings are both considered correct at Wikipedia, and people will get cross if you try "correcting" these one way or the other.
 * Make a list of commonly mispelled words that aren't quite among the most common. Make this list available to the class and set them searching.
 * Example: the writer of this article checked the word "achieve" spelt as "acheive" in Wikipedia's search facility, producing 102 positive results. Words with ei/ie problems seem to be a good bet at the current time.

Creating a user account
So far in your lesson, the class are using Wikipedia as "anonymous editors". This means that their edits are identified by their IP addresses, not by any user names. Generally it's considered to be a good thing if editors use registered user names (which can be fictional). Most editors don't edit anonymously, under their IP address, although this is allowed.

One of the disadvantages of having no username and account is that you don't have a user space either. Everyone who signs up with an account gets a userpage. A userpage is an exciting thing to have in itself (think Facebook & co.), but it is also practical in terms of learning to edit a wiki. Students can practice editing on their userpages and show each other the results, without having to worry about a Wikimedia sysop coming down on their edits like a ton of bricks!

See: separate lessons and lesson plans on creating a Mediawiki account.

Using your user space as a sandbox
At this stage of the lesson, you will move to a stage where the class takes over control from you. Point them to any of the many tutorials on Wikimedia projects which explain the basic editing syntax, give them the task of experimenting on their userpage (possibly with some purpose to add focus), and let them get on with it.

Useful resources: The Wikipedia Cheatsheet.

Winding up the lesson
A discussion/feedback session at the end of the lesson is an obvious idea - but you're the teacher and you already know this, OK?

title: Learning to edit a wiki/Lesson plan A


text: Template:Lesson plan

title: Template:Lesson plan


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Talk:Learning to edit a wiki/Lesson plan A

Notes about this lesson plan
I rather ran out of inspiration at the productive (userspace editing) phase, which is short. It would be good to have some more ideas for focussed/purpose-driven editing of the userpage, which push students to use the Wikipedia Cheatsheet. Students should also be sensitised or re-sensitised to the dangers of revealing personal information on the web. In connection with this, they should be told that the page history allows their deleted contributions to be recovered and read by any other user. --McCormack 11:36, 6 July 2008 (UTC)

"Wiki Nature" - taught or evolves naturally?
I'm new to this whole world, and wondered if, when you teach this, do you overtly teach the concept of 'wiki nature' or wiki spirit of collaboration, trust, respect, desire to keep an objective record to the class, or does that spirit some how evolve on its own?

Re-Invent the Wheel?
Please check Wikieducator as they have a well developed learning package on this. Can we not find ways of working with wikieducator rather than repeating what they have already done?Harrypotter 13:24, 12 August 2010 (UTC)


text:
Talk:Trigonometry

I like trig =]
 * That is fine - could you also tell: why you like it ? Erkan Yilmaz uses the Chat (try) 15:31, 7 July 2008 (UTC)

Page needs review.

 * This page was apparently a copy-paste from Wikipedia. It should be edited to be not simply a duplicate of the WP article, it should have a link to the WP article, and then any additional material that makes it fit in Wikiversity, into our educational resource structure. I don't have time to do this today.... --Abd 15:03, 12 November 2011 (UTC)
 * ✅ restarted article. Removed everything that was the same as the wikipedia article. Sidelight12 Talk 20:27, 29 December 2012 (UTC)

A bit of disorder here

 * 1) I noticed that there is a Topic:Trigonometry effort that has not been used for a couple of years.  I linked from there to here, but not from Trigonometry (here) to there.
 * 2) Although this material duplicates what is found on Wikipedia, the streamlined approach by Wikiversity might be more suitable for most students.
 * 3) I tried to organize this a bit, but am not confident that I made things better.  Feel free to revert.
 * 4) But, the page I rewrote Trigonometry/Polar is the way physics students need to think about trig (IMHO).  For that reason, I linked to Trigonometry/Polar. Today I had a frustrating day with some under prepared physics students who needed the equations I put on Trigonometry/Polar. There will soon be a link from Physics equations to Trigonometry/Polar.
 * 5) None of these organizational problems are an issue for me or my students.  We have an in-house system called Pilot that students is to access materials; they do not need to search Wikipedia.  And, they usually go to permalinks, which is what I link to from Pilot. unsigned by Guy vandegrift 00:43, 6 September 2014, noted by Abd (discuss • contribs) 12:37, 6 September 2014 (UTC)

 * Wikiversity has two purposes:

 * 1) To create educational resources usable by students, as-is.
 * 2) To foster learning-by-doing, as people who wish to learn about a subject create resources, reporting on their research, or at least ask questions, discuss, etc. (This is why we allow very incomplete resource pages.)
 * Topic namespace pages, my opinion, should point to functional educational resources, not be educational resources in themselves. Or they can organize study groups, perhaps, covering a general topic. So they may also point to stubs, encouraging development. The links should be distinguished so that those looking for developed resources are not misled, wasting their time. --Abd (discuss • contribs) 12:37, 6 September 2014 (UTC)
 * I looked at the Topic page. Good page, generally. I cleaned up the structure, moving all the original "Lesson" pages to subpages of this page, cleaning up incoming links, and requesting deletions for now-unneeded redirects.
 * I agree with your assessment of the Topic page. It is good, or at worst, good enough.  I have seen people complain about the apparent disorganization of Wikiversity.  As you point out, some disorder and/or quality issues are unavoidable.  Moreover, both Wikipedia and the collections of Wikimedia images are disorganized.  When I search through either Wikipedia or Wikimeda (images), I always usually go through Google.  There are lots of good articles, lots of good images out there.  The ability of Google to find them helps, as do pages like Trigonometry and Topic:Trigonometry (plus the various category pages).  Thanks for keeping tabs on all this.--guyvan52 (discuss • contribs) 16:12, 6 September 2014 (UTC) --guyvan52 (discuss • contribs) 16:16, 6 September 2014 (UTC)
 * Thanks, Guy. As I see the Topic namespace, it's a relatively specific portal. (There is also a Portal namespace. When Wikiversity was founded, there was never a clear consensus on how to organize it, so it grew chaotically, and we ended up with resources of highly variable quality and depth, and with chaotic names. Wikipedians coming here seeing that, commonly think the first thing to do is to delete. For stubs with no development and no particular potential, that's easily done. We don't need time-consuming discussions for it. As we work on organizing Wikiversity, we will develop a stronger sense of how to manage it so that the project becomes more and more useful for design purpose.

 * One of the key Wikiversity realizations, I think, is that we don't grow the project by deleting the work of students. If a student has abandoned a project, it may be harmless to delete it, but sometimes, not. We never attract anyone by deleting their work. So we move marginal material, where the user might actually care, into user space. It seems, as well, that hardly anyone ever minds their creation being moved to subspace of a more general resource. Hardly anyone ever minds their essay or opinion piece being labelled as such and, often, moved, again, to subspace. They would mind very much if it's deleted; and in the deletion process, the work and the student are often insulted and effectively driven off.

 * I'm now a bit engaged with Beta wikiversity, where about 5000 pages were deleted in a flurry of activity and involvement, and then .... activity collapsed. It is a good demonstration of how deletion doesn't grow a project at all. We are taking a much more measured approach to cleanup, it's organization, not a massive trip to the dump. Basically, we can have high freedom, opportunities for learning-by-doing, and solid resources prepared and/or improved by experts. We can even raise in prominence the best resources, the most useful. Topic and Portal namespaces can be great for that.
 * I'm involved in alternative education, in the real world, and students can create their own education, and in an ideal world, experts help out, facilitate, but do not control and dominate (other than natural domination, created by natural respect). This is actually essential for the future. Guide and lead free students, who will appreciate it. Dominate and control, they will reject and undermine and refuse to learn. It's part of the design of "teenager," in fact, and it is a trait, avoiding domination, that is essential for survival. With maturity, it's tempered with other considerations, that's all. --Abd (discuss • contribs) 17:55, 6 September 2014 (UTC)

title: Talk:Trigonometry


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User:Yun-Yuuzhan/monobook.js

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title: User:Yun-Yuuzhan/monobook.js


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Open science/Advantages and risks

On this page, you can discuss advantages and risks of open science.

Advantages

 * Open scientists get ideas from non-scientists and other scientists regarding their work. This creates the potential for enriching their scientific process.
 * If open scientists write about their work in a way which is understandable by non-scientists, scientific results are given to the public. This may result in a change of the public's image of science.

Risks

 * Scientists often argue that publishing their work in progress would enable others to steal the ideas. But: If an open scientist writes about an idea, i.e. in his personal weblog, it is clear that he had the idea and when he had it. If other scientists read about his idea in the blog, they are obliged to reference the website.
 * Writing about work in progress includes the risk of writing about erroneous thoughts. Open scientists make their mistakes public. But: Teachers tell their students in schools that they should understand mistakes as chances to learn. Wouldn't it be great if scientists would be models of learning from errors and reflecting on mistakes?

Literature

 * G. Reinmann contrasts the ideas of online publishing of scientific papers with claims of publishers, publishing companies etc. in her weblog, based on personal experiences of own research activities.

title: Open science/Advantages and risks


text:
User:CyclonicWhirlwind

I am on as w:en:User:CyclonicWhirlwind.

title: User:CyclonicWhirlwind


text:
User talk:Da Punk '95 (usurped)

Request for Usurpation
Hello, Da Punk '95. A request has been made at Changing username to usurp, or "take over", your username because you have not used it to edit, and another user would like to use it to edit. w:Wikipedia:Changing username/Usurpations says that any unused username may be usurped if the user is given 14 days notice to object and does not do so.

If you have an email set in your preferences, you should be getting an email from a bureaucrat explaining how to consent or object to this process.

If you do not object to being renamed to a new username in order for another user to utilize the name you currently have, please log in and post a reply here saying so (you may also tell us what username you would like to be renamed to, or we will provide you with a generic one).

If you do nothing : the request will be filled after 14 days, and your account will be moved to a generic username. You may request that it be moved to a new username of your choice at any time.

If you object to being renamed : please log in and make an edit. You may make an edit here saying "No", you may make an edit to blank this page, or any other edit you like; making any edit at all prevents your username from being usurped, because users with edits cannot have their usernames usurped.

Please note that even if your current username is usurped, you can still edit and your data will not be lost; your preferences, watchlist, and other user settings will be transferred to a new username.

Thank you for your time. -- Punk Boi 8 22:52, 6 July 2008 (UTC)
 * I consent for my username to be upsurped. -- Da Punk '95 22:53, 6 July 2008 (UTC)

title: User talk:Da Punk '95 (usurped)


text:
User:NathanPepper

This page does exist!!

First LaTeX code... $$ \frac{e^x}{\ln{e^2}}=\frac{e}{2} $$ ... Therefore, $$ x=1 $$

First PageRank equation $$ r(P_i) = \displaystyle\sum_{P_j \in B_{P_i} }^{}\frac{r(P_j)}{|P_j|} $$

= My Learning Amalgam =

Electrical & Electronic Engineer

 * Topic:Renewable_Energy
 * Topic:Electrical_Engineering
 * Electrical_Engineering_Orientation
 * Introduction_to_Electrical_Engineering

title: User:NathanPepper


text:
Schools of Photojournalism

Welcome to the Photojournalism Department of Theory. You are in the School of Journalism  Description of the Department: The Department of Theory is concern in gather the most important concepts about photojournalism throughout the history of this are of the journalism and photography. It is especially important to know the most noticeable theorists and their schools. Any proposal to enrich our investigation and data is welcome as a professor, student or researcher to share free knowledge worldwide.

Objectives: Underlining the main concepts of definition for the photojournalism area as a basic concept for any further study.

Credits: This Department applies either for the Faculty of Journalism or Fine Arts.

Introduction
Photojournalism is a form of journalism that has to see directly with photography and video. As journalism, it is also a collection, edition and presentation of information in the form of news, reports, documentaries and others that have to see with journalism.

Characteristics
Photojournalism is characterized by the following factors:

Timeliness
The image must be of something that is on the news or a current event.

Objectivity
The situation implied by the image is a fair and accurate presentation of the events depict in both content and tone.

Narrative
The image must combine with other news elements (written article, for example), to make facts relatable to the viewer or reader on a cultural level.

Aesthetic
The image must keep the basics principles to make photography at the professional level.

Definition from the Code of Ethics
Photojournalism is defined from Ethics as well. Here some of the most important codes of ethic on photojournalism from around the world.

NPPA Code of Ethics
NPPA Code of Ethics: This USA based organization of Press Photographers sees photojournalism as a right of the people to be informed within the freedom of press. You can find more information about it in the Photojournalism and Law.

For NPPA, photojournalism “operates as trustees of the public” and its main role is the faithful and comprehensive depiction of the subject at hand.”

At the other hand, NPPA points out the responsibility of photojournalism in preserving history through the images.

In this case, photojournalism has a great ethical meaning as information spot that could benefit or harm the people according with the role it assumes in communication.

 * See NPPA Code of Ethics: "Preamble", National Press Photographers Association, link retrieved on July 7, 2008.

title: Schools of Photojournalism


text: User:Thuvack/Testing page 2

title: User:Thuvack/Testing page 2


text: User:Thuvack/Testing page 3

title: User:Thuvack/Testing page 3


text:
File talk:Cricket positions.png

what is square gully

title: File talk:Cricket positions.png


text:
User:Spiderling

Spiderling is a technical writer, user support person and an IT trainer.

Spiderling is also a cryptic crossword nut and an arachnophile.

title: User:Spiderling


text:
Template:Bcpm/mo-si/6

June

This template makes a link to the June key for Moravia-Silesia, and adds plant pages to Category:BCP/MO-SI/6 and Category:BCP/Flora of the Czech Republic (it automatically adds ), for plants that have been recorded as flowering in June in Southeastern Pennsylvania.

This template should only be used in the "Moravia-Silesia = " field of Bloom clock plant middle

title: Template:Bcpm/mo-si/6


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Bloom Clock/Keys/Moravia-Silesia/June

June

 * 1) All Flowers blooming in June (category list)

title: Bloom Clock/Keys/Moravia-Silesia/June


text:
Category:BCP/MO-SI/6

This category is for plants found flowering in June in Moravia-Silesia, Czech Republic.

title: Category:BCP/MO-SI/6


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Bloom Clock/Keys/Moravia-Silesia/June/All

The plants pictured below have been recorded as blooming during the month of June in Moravian-Silesian Region, Czech Republic.

last updated --Juan 12:26, 7 July 2008 (UTC) with 2 plants


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Wikiversity talk:Why create an account

Added a frame and a caption to the screenshot for better usability, as I noticed that it was not obviously an image when the article is browsed quickly. I got confused at first, until I read the text above it. Couldn't get the image width to work for some reason, needs to be fixed.

remark: explain that it's global right at begin
was logged out and got presented: "Why create a Wikiversity account? Not logged in. Please log in to view or edit items on your watchlist." I was wondering why restrict this account to WV only? when there is right there told it is a global account, it could be more activating. Anyways, later... Erkan Yilmaz uses the Chat + Identi.ca 01:31, 9 May 2011 (UTC) 大FAS

Wikiversity
Wikiversity is a Wikimedia Foundation project that supports learning communities, their learning materials, and resulting activities. It differs from Wikipedia in that it offers tutorials and other materials for the fostering of learning, rather than an encyclopedia; like Wikipedia, it is available in many languages. Butterfly Florist (discuss • contribs) 06:26, 20 September 2022 (UTC)

It offers tutorials Butterfly Florist (discuss • contribs) 07:47, 27 September 2022 (UTC)

The importance of having a wikiversity account
Nothing Butterfly Florist (discuss • contribs) 06:47, 27 September 2022 (UTC)

title: Wikiversity talk:Why create an account


text:
User:Pahamoka

Name: Pekka Jääskeläinen

Born: 1985

Currently: Studying in Tampere University of Technology and University of Tampere, computer sciences.

Will add more stuff later, for now I'll just link to various sites for my information:

 * Couch surfing: look for my name.
 * Facebook profile

title: User:Pahamoka


text: File:Wikiversity-electrical.png

title: File:Wikiversity-electrical.png


text: Template:Elec Eng Hierarchy-2

title: Template:Elec Eng Hierarchy-2


text: Template:Elec Eng Hierarchy-3

title: Template:Elec Eng Hierarchy-3


text: Template:Elec Eng Hierarchy-4

title: Template:Elec Eng Hierarchy-4


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User talk:Spiderling

Thx and welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 15:51, 7 July 2008 (UTC)

 Hello Spiderling, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 15:51, 7 July 2008 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn new things by creating new learning resources or help us find things by improving the guided tourers and other exploration tools. We look forward to seeing you around. Baaaahbye for now. --Baah and Bahh 16:09, 18 May 2008 (UTC)

title: User talk:Spiderling


text: Template:Electrical Machines II Course Content


text:
Financial Accounting/Financial Statements/Objectives

According to the Framework of International Accounting Standard, the objective of financial statements is to provide information about:

 * financial position,
 * financial performance
 * cash flow statement, and
 * changes in financial position of an enterprise.

The information contained in financial statements are useful to a wide range of users in making economic decisions.

Financial statements also show the results of the stewardship of management, or the accountability of management for the resources entrusted to it.

Financial position
Information about financial position of an enterprise as at the end of the financial period is primarily provided in a balance sheet. This shows assets, liabilities and ownership equity.

Financial performance
Information about financial performance of an enterprise during the financial period is primarily provided in an income statement or profit and loss account. This shows income, expenditure, and finally net profit.

Cash flow statements
These show information about how cash moves in and out of the business, and its allocation to departments throughout the business

Changes in financial position
Information about the changes in financial position of an enterprise during the financial period is primarily provided in a separate statement.

Notes and supplementary schedules
The financial statements also contain notes and supplementary schedules and other information. For example, they may contain additional information about:

 * the risks and uncertainties affecting the enterprise; and
 * any resources and obligations not recognised in the balance sheet such as mineral resources.

Information about geographical and industry segments and the effect on the enterprise of changing prices may also be provided in the form of supplementary information.


text:
User:RussBot/bad redirects

 * 1) Self-linked redirect: FreeBASIC [ (Edit)]

title: User:RussBot/bad redirects


text:
Financial Accounting/Financial Statements/Underlying Assumptions

According to the Framework of IAS/IFRS, the underlying assumptions for the preparation of financial statements are:

Accrual basis The financial statements are prepared under the accrual basis. According to accrual basis of accounting, the effects of transactions and other events are recognized when they occur and not when the cash is received or paid. In other words, the transactions are recorded in the books of accounts when they occur and not when the cash is received or paid. It is opposite to cash basis of accounting.

Going concern basis The financial statements are prepared under the going concern basis. Under going concern basis, it is assumed that the enterprise will continue in operation for the foreseeable future, and the enterprise has neither the intention nor the need to liquidate or curtail materially the scale of its operations.


text:
Financial Accounting/Financial Statements/Qualitative Characteristics

Following are the qualitative characteristics of financial statements, as defined by the Framework of IAS/IFRS:

 * 1) Understandibility
 * 2) Relevance
 * 3) Materiality
 * 4) Timeliness
 * 5) Reliability
 * 6) Faithful representation
 * 7) Substance over form
 * 8) Neutrality
 * 9) Prudence
 * 10) Completeness
 * 11) Comparability


text:
Financial Accounting/Financial Statements/Elements

Financial position
The financial position of an enterprise is primarily provided in a balance sheet. The elements of a balance sheet or the elements that measure the financial position are as follows:

1. Asset: An asset is a resource:

 * controlled by the enterprise as a result of past events, and
 * from which future economic benefits are expected to flow to the enterprise.

2. Liability: A liability is a present obligation of the enterprise arising from the past events, the settlement of which is expected to result in an outflow from the enterprise' resources, i.e., assets.

3. Equity: Equity is the residual interest in the assets of the enterprise after deducting all the liabilities. Equity is also known as owner's equity.

Financial performance
The financial performance of an enterprise is primarily provided in an income statement or profit and loss account. The elements of an income statement or the elements that measure the financial performance are as follows:

1. Income: Income is:

 * increases in economic benefit during an accounting period in the form of inflows or enhancements of assets, or
 * decrease of liabilities that result in increases in equity.

However, it does not include the contributions made by the equity participants, i.e., proprietor, partners and shareholders.

2. Expenses: Expenses are:

 * decreases in economic benefits during an accounting period in the form of outflows, or
 * depletions of assets or incurrences of liabilities that result in decreases in equity.

Measurement of the Elements of Financial Statements
According to the Framework of IAS, the term 'measurement' has been defined in the following words:

"Measurement is the process of determining the monetary amounts at which the elements of the financial statements are to be recognised and carried in the balance sheet and income statement."

There are a number of measurement basis that are employed in different degrees and in varying combinations in financial statements. They are listed below:

 * 1) Historical cost: Historical cost is the most common measurement basis adopted by enterprises in preparing their financial statements. This is usually combined with other measurement basis, such as current cost basis, realisable basis, etc., which are discussed later in this section. Under historical cost measurement basis, assets are originally recorded at their costs or purchasing price or the fair value of the consideration given to acquire them at the time of their acquisition. Liabilities are recorded at the amount of proceeds received received in exchange for the obligation.
 * 2) Current cost: Under current cost basis, assets are carried at the amount of cash that would have to be paid if the same or an equivalent asset was acquired currently. Liabilities are carried at the undiscounted amount of cash that would be required to settle the obligations currently.
 * 3) Realisable value: Assets are carried at the amount of cash that could currently be obtained by selling the asset in an orderly disposal. Liabilities are carried at their settlement values; that is, the undiscounted amount of cash expected to be paid or satify the liabilities in the normal course of business.
 * 4) Present value: Assets are carried at the present discounted value of the future net cash inflows that the item is expected to generate in the normal course of business. Liabilities are carried at the presentd discounted value of the future net cash outflows that are expected to be required to settle the liabilities in the normal course of business.


text: User:AC'hM/Userpage

title: User:AC'hM/Userpage


text:
User talk:Rcampbe1

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 21:03, 7 July 2008 (UTC)

 Hello Rcampbe1, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 21:03, 7 July 2008 (UTC)

title: User talk:Rcampbe1


text:
User talk:Plutonics

 Hello Plutonics, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --HappyCamper 01:01, 8 July 2008 (UTC)

title: User talk:Plutonics


text:
Acids and bases

In chemistry, a compound could be an acid or a base. Acids and bases are very important in chemistry. They describe a large class of substances. Understanding their properties allows us to rationalize patterns that occur in chemistry.

Contrasting properties of acids and Alkalis
Here is a list which contrasts their properties:
 * Acids turn blue litmus paper red. Bases turn red litmus paper blue.
 * Acids give off H+ (Hydrogen) ions in water; bases give off OH- (Hydroxide) ions in water.
 * Acids generally taste sour due to the sour H+ ion; bases taste bitter due to the OH- ion; but they may have other tastes depending on the other part of the molecule.
 * Bases are usually soapy in nature.
 * Acids corrode active metals ; Bases denature protein.
 * Acids have a pH less than 7 ; Bases have a pH greater than 7

Similar properties of acids and Alkalis
Here is a list of properties that are common to both acids and bases
 * When you dissolve an acid or base in water, it makes ions. This makes the water conduct electricity better.
 * The stronger the acid (or base), the more ions are produced, so the conductivity of the solution increases.
 * They can both conduct electricity.
 * When an acid reacts with a base, a salt is formed
 * They both can carry and share ions

Things unique to acids
Acids react with group 1 and 2 metals to generate hydrogen gas.

Examples of common things which are acidic

 * Citrus fruits (Oranges, Lemons, Limes)
 * Apples
 * Pineapples
 * Mangoes
 * Water and soft drinks (Carbon dioxide reacts in water to form carbonic acid)
 * Stomach acids
 * Vinegar
 * Liquid Drain cleaners containing sulfuric acid (Rooto)
 * Any sour candy

Things unique to Alkalis (bases)
Bases feel slippery and soapy and taste bitter because they hydrolyze the fatty acid ester of the skin (saponification reaction).

Examples of common things which are Alkalis

 * Lye
 * Baking soda
 * Bleach
 * Ammonia, e.g. window cleaner
 * Wasp's sting
 * Some Drain cleaner (Drano, Red Devil)
 * Tooth paste

title: Acids and bases


text:
Concept mapping/Tasks

 * 1) Concept map of concept mapping
 * 2) Redraw this concept map (there is some licensing dispute so it got deleted transferred to commons - talk) - and
 * 3) Make it available in a variety of formats to allow it to be adapted and extended as a learning exercise.
 * 4) Transfer content from Concept mapping (University of Canberra) to here.
 * 5) Write brief reviews of the following concept mapping software:
 * 6) Exploratree
 * 7) MindMeister
 * 8) * IE vs. FF
 * 9) Open Office Draw
 * 10) Web of Web
 * 11) What are examples of specific applications of concept mapping in a thesis?
 * 12) If I am using a program such as Nvivo for qualitative analysis should I confine myself to it for conceptually mapping themes from the data etc?

title: Concept mapping/Tasks


text:
Ions

What are Ions? Well they are simply atoms or molecules that have a charge, where they have less or more electrons than they should. There are two types of ions, anions and cations. Anions have more electrons than protons, giving them a negative charge and cations have more protons than electrons, giving them a positive charge. If an ion has unpaired electrons in them, they become very reactive. An example of an ion is sodium, which reacts violently with water. When combined with chlorine it creates table salt. In fact it is so reactive that it has to be stored in a hydrocarbon (e.g. gasoline, kerosene etc.) otherwise it will explode. .

title: Ions


text: Template:Acid base reader

title: Template:Acid base reader


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Template:Left66

Note: This templates active code is hidden and only evinces when included.

Usage

 * This is primarily a quick boilerplate for '<div style=width:66%;>:But has some useful wrinkles:

 * 1) First, 66% was chosen with deliberate intent. Many standard templates are 250px and sit right, and this allows this template to bound the left side of a page which allows wide templates to be placed beside those right hugging narrow fixed width templates with room to spare on several page zoom selections. This value is based on experience with Microsoft IE6, which behaves badly on graphics at times.  66 will seem to leave a lot of waste space on some browsers, but zoom in, and the behavior maintains consistency until the page is blown up obnoxiously large on most browsers. That's a good thing, and the problem this was designed to solve.

 * 1)  will override '66' and allow a different percentage width.

 * 1) Named parameter  or numbered parameters  and    (none have precedence) allow other HTML command syntax to be added including floating right, borders, padding, other margin commands, colors, fonts, etcetera.

 * 1) After coercing the enclosed following page materials, the template effect needs canceled by expression of  or </div>.

 * 1) Quick and dirty convenience parameters: ('1' signifies any non-whitespace character.)

 * Code look:

Use to nest around another template precede OTHER templates... any or all of which insist on sitting to the right margin or over reaching into the right, when you need to place such side by side, or limit text towards the right side of the page.

Also used to coerce full width templates to being lesser space hogs allowing a different graphics option of a good kind, making room form interwiki navigation templates, images, etcetera, including the forcing of self centering templates (Many, but examples of {succession} or {succession box} used on category pages) to the left side.

This should also allow text to wrap around or within the redefined area.

 * Version

Version: 2008-07-08 fm Wikiversity/Wikispecies updates

title: Template:Left66


text:
Portal:Atmospheric physics

Welcome to the Department of Atmospheric Physics!

Atmospheric physics is the application of physics to the study of the atmosphere. Atmospheric physicists attempt to model Earth's atmosphere and the atmospheres of the other planets using fluid flow equations, chemical models, radiation balancing, and energy transfer processes in the atmosphere (as well as how these tie in to other systems such as the oceans). In order to model weather systems, atmospheric physicists employ elements of scattering theory, wave propagation models, cloud physics, statistical mechanics and spatial statistics which are highly mathematical and related to physics. It has close links to meteorology and climatology and also covers the design and construction of instruments for studying the atmosphere and the interpretation of the data they provide, including remote sensing instruments.

Related departments

 * Meteorology
 * Atmospheric chemistry
 * Climatology
 * Meteorology

Learning materials
Add learning materials, lessons, resources etc. of this department here.
 * 1)  Atmospheric physics

Active participants
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). Alternatively, the histories of Wikiversity pages indicate who the active participants are - you can find this by clicking the "history" tab, beside the "edit" tab at the top of the page

title: Portal:Atmospheric physics


text:
Portal:Social entrepreneurship/Curriculum/Education

 * Executive Program in Social Entrepreneurship (Stanford Graduate School of Business)
 * The NYU Reynolds Program in Social Entrepreneurship
 * Social Enterprise BA (University of East London)

=See Also=

 * Resources for Educators


text: Category:Bloom Clock/Global DPL/Temperate/Early Summer


text: Bloom Clock/Keys/Global/Temperate/Early Summer/White Flowers


text: User:Silvonen

title: User:Silvonen


text: User talk:Silvonen

title: User talk:Silvonen


text:
Help:Course

Courses at Wikiversity are generally organizational pages which collect together other resources, such as lectures, assignments, lessons, quizzes, reading lists and handouts. Courses are frequently associated with real world classes, but occasionally their intended audience will be new visitors to Wikiversity. Sometimes courses are re-run at intervals by their original creator (e.g. annually); sometimes they will be abandoned after first use, which makes it easier to re-purpose them for use with different classes and a new teacher. Please note that Wikiversity itself cannot offer credits - any credits must be offered by the real-world institution to which the course facilitator belongs. Generally you are recommended to use subpages for the resources which constitute the course.

title: Help:Course


text:
User talk:Bstpierre

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 15:55, 8 July 2008 (UTC)

 Hello Bstpierre, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 15:55, 8 July 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 Bstpierre. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Bstpierre~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 23:32, 17 March 2015 (UTC)

title: User talk:Bstpierre


text:
User:Kholouda

Hello , My name is Kholoud A. Abdullah, I have obtained a B.A. in English language and Translation. I worked as a teacher in schools and in Language centers both in the UAE and Jordan. I also got a TEFL certificate from New Jersey (USA).

I am very interested in the field of ICT in education, because I believe it is the future of Education. I have enrolled in a 3 semester high diploma course in Instructional Technology at the University of Jordan.. and therefore Iam keen to learn everything about the topic. I hope after I finish my studies in Jordan to continue my PhD in Instructional Technology at Ohio University in the USA..

title: User:Kholouda


text:
User talk:Rminchrist

Hi, you made an edit at Help:Course with "PHP Proficiency". Unfortunately this can have many meanings - by any chance did you want to have a course to learn more about PHP ? Or something else ? You can find more learning resources about PHP here at WV here: Topic:PHP (there is also a link to Wikibook), Category:PHP. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 17:56, 8 July 2008 (UTC)

 Hello Rminchrist, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 17:56, 8 July 2008 (UTC)

title: User talk:Rminchrist


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User talk:Jane Rushmore

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 18:08, 8 July 2008 (UTC)

 Hello Jane Rushmore, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 18:08, 8 July 2008 (UTC)

please see Image talk:Terry Ananny - Winter Bliss, .jpg, Erkan Yilmaz uses the Chat (try) 06:12, 7 August 2008 (UTC)

title: User talk:Jane Rushmore


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Cheat sheets/Quantum mechanical scattering

Schrodinger equation
(Assume potential is radially symmetric) $$\left [ -\frac{\hbar^2}{2m}\nabla^2+V(r)\right ]\psi(r)=E\psi(r)$$

If we put
 * $$U=\frac{2m}{\hbar}V(r)$$

then
 * $$\left [\nabla^2+k^2-U(r)\right]\psi(r)=0$$

Recall
$$\nabla = \partial_r \hat{r} + \frac{1}{r}\partial_\theta \hat{\theta} + \frac{1}{r\sin\theta} \partial_\phi \hat{\phi} $$

One important result
$$\left(\nabla^2+k^2\right)\frac{e^{ikr}}{r}=-4\pi\delta^3(\vec{r})$$

Green's function
$$G(\vec{r})=\int\frac{d^3p}{(2\pi)^3}e^{-i\vec{p}\cdot\vec{r}}\frac{1}{k^2-p^2}=-\frac{1}{4\pi r}e^{ikr}$$

Simple energy relationships
$$E=\frac{|\vec{p}|^2}{2m} = \frac{\hbar^2}{2m}|\vec{k}|^2=\frac{1}{2}m|\vec{v}|^2$$

Wavefunction
$$\psi_{\vec{k}}(\vec{r})=e^{i\vec{k}\cdot\vec{r}}+f(k,\theta,\phi)\frac{e^{ikr}}{r}$$
 * Incoming: $$e^{i\vec{k}\cdot\vec{r}}$$
 * Scattered: $$\frac{e^{ikr}}{r}$$

Scattering Amplitude: f(k,φ,θ)

 * $$f(k,\phi,\theta)=-{1 \over 4\pi} \int e^{-ik'r}u(r)\psi_k(r)\,dr$$

 * $$f=-\frac{m}{2\pi\hbar^2}\left\langle \phi_{k'}|V|\psi_k\right\rangle$$

 * Plane Wave: $$\phi_{k'}(r)=e^{ik'r}$$

Differential cross section
$$\frac{d\sigma}{d\Omega}=|f(k,\theta,\phi)|^2$$

Total cross section
$$\int d\Omega\,\sigma(\Omega)=\int^{2\pi}_0 d\phi \int^\pi_0 \sin\theta d\theta |f(\theta,\phi)|^2$$