text: Portal:Test preparation

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

title: Portal:Test preparation


text:
Java lang Math

The  class provides methods for doing math. Go figure.

Static Methods
The  class's methods are static. This is a fairly advanced concept, but here's a brief overview.

Normal (non-static) methods are run inside a specific object. To use them, you have to have a specific object, usually through a constructor (with the  keyword):

MyObject obj = new MyObject; obj.myMethod;

Static methods, however, run inside the entire class. To use them, append a period and the name of the method, as usual, to the name of the class:

MyObject.myStaticMethod;

Returns the closest  value to $$e$$, Euler's number. $$e$$ is defined $$e = \lim_{x \to \infty} \left ( 1 + \frac{1}{x} \right )^x \approx 2.718281828459045$$.

Returns the closest  value to $$\pi$$ (pi). $$\pi$$ is the ratio of a circle's circumference to its diameter, $$\approx 3.141592653589573$$.

Methods in
You'll see that many of the methods listed here have multiple signatures. Why is this? is a utility class, which means it exists to make your code as simple as possible. It often has multiple versions of the same method with different parameters and return types so you don't have to bother with converting your variable to a type that  uses. Which version of the method is actually called depends on what paramter types you give it. In the case of, it doesn't matter; all versions of the same method do the same thing, just with different return types to match the parameter type.

(Incidentally, the technique of having methods with the same name is called overloading methods.)

Signatures: public static double abs(double a) public static float abs(float a) public static int abs(int a) public static long abs(long a)

Returns the absolute value of : $$|a| = \begin{cases}a & \mbox{if }a > 0 \\ 0 & \mbox{if } a = 0 \\ -a & \mbox{if } a < 0 \end{cases}$$

Signature: public static double ceil(double a)

Returns the "ceiling" of ; that is, the least integer greater than or equal to. For the mathematically inclined, returns an integer $$x$$ such that $$x \ge a$$ and there exists no integer $$y$$ such that $$x > y \ge a$$.

For example:

 * returns 6

 * returns 3

 * returns -2

Signature: public static double floor(double a)

Returns the "floor" of ; that is, the greatest integer less than or equal to. For the mathematically inclined, returns an integer $$x$$ such that $$x \le a$$ and there exists no integer $$y$$ such that $$x < y \le a$$.

For example:

 * returns 5.0

 * returns 3

 * returns -3

, ,
Signatures: public static double cos(double a) public static double sin(double a) public static double tan(double a)

Returns the cosine/sine/tangent of. is measured in radians.

Degree/Radian Conversion
Signatures: public static double toDegrees(double angrad) public static double toRadians(double angdeg)

Convert between degrees and radians. accepts a radian measurement and returns the equivalent degree measurement;  works the other way around.

Exponentiation
Signature: public static double pow(double a, double b) public static double exp(double a)

returns  raised to the power of  : $$a^b$$.

returns $$e$$ raised to the power of : $$e^a$$. This is equivalent to the call.

Roots
Signatures: public static double sqrt(double a) public static double cbrt(double a)

Returns the square root or cubic root  of.

Note that there is no generic  method for $$\sqrt[a]{b}$$. If you need a root other than square or cubic, use the  method. Math shows us that $$\sqrt[a]{b} = b^{1/a}$$, so you can use  for the  -th root of   ($$\sqrt[b]{a}$$).

Logarithms
Signatures: public static double log(double a) public static double log10(double a)

Returns the logarithm base-$$e$$ or base-10  of.

Note that there is no generic  method for $$\log_a b$$. You can use the mathematical identity $$\log_a b = \frac{\log_x b}{\log_x a}$$ for any $$x$$. So to find $$\log_a b$$, use the code. (You could use  method, too, but   involves less typing.)

(Pseudo-)Random Number Generation
There is no truely random number generator; the best computers can come up with are algorithms for generating unpredictable numbers based on a seed value. These unpredictable numbers are called pseudo-random.

Signature: public static double random

produces a random number between 0 (inclusive) and 1 (exclusive): returns $$x$$ such that $$0 \le x < 1$$.

Rounding
Signatures: public static double rint(double a) public static long round(double a) public static int round(float a)

Rounds  to the nearest mathematical integer.

(from round to integer) returns a  type that is guaranteed to be an integer. If  is equally distant from two integers, this method returns the even integer.

returns a  type of   rounded to an integer. Calculated mathematically by $$\lfloor a + 0.5 \rfloor$$, or.

returns an  type of   rounded to an integer. Calculated mathematically by $$\lfloor a + 0.5 \rfloor$$, or.

and
Signatures: public static double max(double a, double b) public static float max(float a, float b) public static int max(int a, int b) public static long max(long a, long b) public static double min(double a, double b) public static float min(float a, float b) public static int min(int a, int b) public static long min(long a, long b)

Returns the greater or lesser  of the two arguments. The return type is the same as the parameter type.

title: Java lang Math


text: Category:Test preparation

title: Category:Test preparation


text: Category:Tourism

title: Category:Tourism


text:
Wikiversity:Quorum

What is a quorum?
Do humans experience quorum sensing?

Wiki dynamics
What is the net effect of a large wiki (Wikipedia) is on smaller wikis (such as Wikiversity). I have previously suggested that it is natural for wikis to become specialized for a central mission. This naturally leads to the creation of new wikis for content that does not fit with the mission of older wikis. By making links from Wikipedia to Wikiversity, Wikiversity can get a lot of traffic. However, a question then arises for potential Wikiversity participants: "Where am I likely to find an active community of collaborators who are interested in the same things as me?" Does the success of Wikipedia make it hard to attract editors to Wikiversity? Do many Wikiversity participants try editing here, find that the community is too small, and go back to Wikipedia where there is more human interaction?

title: Wikiversity:Quorum


text:
Systems And Tools Educational Model

Note: The development of this concept has moved to the Effective Education Project. This page is being left for archive purposes.

Introduction
In the education world there is much discussion and debate over standards. Most of the debate has centered around whether standards should exist, how they should be implemented, and what they should be for existing content areas. But thus far it seems that one of the most important questions has not been asked: What should be taught?

There are several educational theories that discuss this topic. Some of the suggested aims of education are to help students with socialization, improve society, improve morals and ethics, make students good citizens, prepare students for jobs and careers, and give students a well rounded liberal education. All of these aims have merit, but none of these aims, or even the conjunction of these aims attempt to give a full theoretical structure to what should be learned for the whole of the human experience.

The Systems and Tools Educational Model (STEM) attempts to put what can be learned within the whole of human experience into a logical framework that can be used to decide what should be taught. STEM is an overarching framework that should be able to fit all the current aims within it, and all the current content areas. It should be able to continue to fit the needs of humans into the future, as the basic principles can be expanded and applied to new situations. In this sense it is a "deductive" model with some basic premises that everything else can be built from. The model can also be viewed as an extension of systems thinking.

There are two things that should be noted. First, like any mental model, there may be equally valid ways of viewing the world. But none to-date are believed to be as comprehensive as STEM. Also, the debate of what should be taught ultimately boils down to values. This model postulates certain values, but it is possible to utilize much of the theory while holding different values, and thus getting different results. Further, there are some values that this system does not postulate, and depending upon what people believe, this will impact the results of what should be taught. It is hoped that this model will be strong enough that it still can be used for differing values, and that by having an overarching view, it helps people understand their values better.

Also, while this mental model is theoretical, it is critical for it to be a success that it can be applied to the real world, and in its application, it benefits learners. It is the aim of the authors that this model will allow for changes in current educational systems, or possibly the creation of entirely new educational systems.

Definitions
In order to understand and apply the Systems and Tools Educational Model it is important to understand several terms used:

 * System - Every thing in the universe can be viewed as a system or part of a system (or often both). Further, any idea or intellectual concept can also be viewed as a system or part of a system.  A system is basically taking any object, and seeing that it is composed of pieces, and that these pieces have a relationship with each other, and in most systems, interact with each other.   For example, the human body is a system of organs that all interact with each other.  We live in a political system where we interact with laws, and people acting within the system.  Mathematics sometimes can be viewed as a pure system of logic. What the components are of a system, and how they interact varies widely, but the ability to view nearly everything as a system is universal.

 * Tool - A tool is a system or part of a system that people can use to affect a system that they are involved with. While tools may be physical, often they may be intellectual. For example, while math can be viewed as a purely logical system, it also can be a tool to allow a person to exist within the economical and financial system.  And money, from the economical system, can be used to buy food which in turn is a tool to help a person to stay alive, and hence help their biological system.

 * Paradigm - The term paradigm, mental model, theory, and theoretical knowledge will be used synonymously. A paradigm is the mental "picture" someone has about how something work, or what something is.

 * Accuracy - One of the central measurements of a paradigm (theory) is how accurate it is, which can be determined through experimentation. Depending upon how accurate peoples mental models are will determine how well they can predict the outcome of their actions within a specific system.  For example if someone had an inaccurate paradigm about how a heart-attack works, that person may be afraid that it could be contagious.  Sometimes more than one mental model may be able to accurately predict things.

 * Applied Academics - Applied Academics is the concept that theoretical knowledge (mental models) should support practical applications. STEM, for the most part, is an applied academic model that teaches theory (tools) so that a student can apply the theory to practical situations and by understanding the underlying principles be able to accomplish more. One critical piece is that theories should be accurate and appropriate to the action being taken.

Broad Overview of Concept
The Systems and Tools Educational Model is primarily focused on the question of "What should people learn?" and from this derive the answer to "What should education attempt to teach?" The questions of "How do we teach?" that most educational philosophies address may partially be derived from this philosophy, but in general is independent from the focus of the Systems and Tools Educational Model, and thus other educational philosophies may be used in conjunction with this philosophy. Also, while this philosophy attempts to form a comprehensive view of what would be useful for an individual to learn, it is also possible to use subsets of the philosophy in practice.

The core of the philosophy is the model that humans interact within a variety of systems (and further these systems often interact with each other), and that humans have various tools both mental and physical that they can use to influence these systems. The basis of the philosophy is that human should learn about these systems, and learn the tools that will empower them to change these systems. As a mental model this will be able to be understood as a matrix. With systems in one dimension, and tools within the other, and each cell containing if and how a tool can be used to influence a system.

The philosophy has several levels, being a continuum from the theoretical level to the practical applied level.

The general levels of the philosophy are:
 * Broad Overview of Concept
 * Rules to Derive System and Tool Categories of the Philosophy
 * The System and Tool Categories Derived from the Rules
 * Guidelines for determining the Specific Systems and Tools Someone Should Learn
 * The Specific Systems and Tools that Someone Should Learn

Rules to Derive System and Tool Categories of the Model
The following are mental rules, criteria and constraints that should be used when coming up with system and tool categories. These rules exist to make the categories and ultimately the content areas as universal as possible so they may be applied to what any specific individual should learn based upon that specific individual.

Categories must be able to be used with and relevant to every human including:

1. All nationalities, nations, societies and cultures. It should be equally valid for United States learners as well as Iraqi learners, Russian learners, Mexican learners, Japanese learners etc.

2. All IQ and ability levels of students, including students with conditions such as Down Syndrome, autism, etc.

3. All historical time periods. While the categories are for today, they should theoretically been relevant for any period of time since the dawning of humanity, and hopefully be relevant to learners in the future.

4. All roles humans may act within, from CEO to Tribal Hunter to Mother to Politician, etc.

System Categories
The following are some of the categories of systems that can be derived from the generalized rules.

Body’s Health System(s) and Life Systems Every human has a body, and their body works as a system. The better a learner knows how their body works, the better they can do things to help improve the functionality of their body, and keep themselves healthy, improving and extending their lives. Further understanding life systems (biology) in general, humans can help improve the lives of others.

Systems of the Physical World We exist within a physical world, which can be described by physics and chemistry. Gravity happens, and chemical reactions happen on a regular basis. The better we can understand and predict what will happen, the more control we have over our physical realities.

Personal Processes & Systems Every human has habits, routines, and tasks that they perform on a regular basis. By being able to better understand these processes humans can engineer parts of their lives to work better for them.

Belief Systems One can make the argument that what an individual believes, and what their mental models (paradigms) of the world is, is a system in and of itself. And thus these systems too can be understood. Traditionally these system might be called philosophy, theology, etc.

Social Systems Every human interacts with other humans and has different types of relationship with other humans such as parent, child, lover, spouse, friend, co-worker, etc. These relationships affect the person dramatically, and understanding the social structure, norms, and culture that a person lives within allows them to better operate within their social systems, and to possibly help improve their social systems.

Economic System(s) Every human exists within an economic system of trade. Most exist within a monetary system that uses some form of currency such as the dollar, and most also will perform some type of task as a job to earn money and use this money to buy things they want. By understanding the economic system they exist within the learner will be able to better operate within that system.

Technological Systems Human beings have invented technology from the dawning of humanity. From creating a bow and arrow, to creating a computer, humans have devised our own systems that we can use as tools. The better we can learn how to use these technological tools, the better we can use the tools, and the more we learn about how and why the technology works, the better we can fix or improve the technology.

Business Processes & Systems Any organization of humans will have processes that perform the actions of that organization. These systems can potentially be optimized or improved to help the organization better accomplish its goals.

Legal & Political system(s) Every human exists within a legal and political system, whether that be a well defined system such as a democracy or republic, or a system based upon dictatorship, there is a method that laws are created, and there are laws that must be followed, or consequences will happen to an individual. The better someone understands the system they exist within, and what systems can exist, the better that person will be able to operate within their system, and possibly help improve a system.

Ecosystem Every human lives within a larger system of life. This larger system impacts each of us, from the ability to get food & water to how our actions impact our environment which then comes back to impact ourselves.

Artistic Systems and Intangibles While a conscious understanding of our world, and skills to be able to interact with our world is critical. Humankind has always created art, from cave paintings and folk songs to computer graphics and architecture. While the human value may be difficult to define, it is recognized that since art is so important across all categories of human beings, that it should be addressed in education. It is also recognized that there are many parts to art that can not be articulated into a cause and effect or other academic manner. But as a whole we will still classify it as a system, although this philosophy does not dictate that the artistic systems should be attempted to be completely defined.

Tool Categories
The following are some of the categories of tools that humans can apply to the various systems they participate in. These are broad categories of tools, and how much a tool will be useful varies from system to system.

Ethics Every human has faced ethical choices. The choices that the person makes can often have large ramifications on others and themselves. Thinking about ethics and coming up with a personal code of ethics gives people a tool to help them make their decisions in life.

Physical Tools Every technological system that can be operated, is generally a tool in and of itself, and requires physical skill, such as typing on a keyboard for a computer, or driving for a motor vehicle. Further, for those who wish to become technicians or developers (engineers) of technological system, then other tools are required to either fix technology, or to fabricate technology.

To create art one must have proficiency in the tool of that form of art, be it a musical instrument, paint brush, or their hands for a sculpture.

Communication This includes language skills, graphic design, speech, art and every other task of communicating. For every human in every age of existence has needed to be able to communicate to survive and to thrive. Improvements in a person’s ability to communicate, both by sharing ideas and by receiving ideas, will inevitably help improve that person’s life.

Learning While it is important to be able to receive information through communication, there are other methods of learning as well. Also, there are mental tools that exist to help people to retain both knowledge and skills.

Logic & Decision Making This includes deductive and inductive (scientific) reasoning abilities. By having better logical skills any human will be able to better interpret what they learn and create more accurate paradigms that will allow them to more accurately determine the results that will occur from their actions (or inactions).

Mathematical Mental Tools (Numbers) This includes any numbering system, arithmetic, and other mathematical concepts that will give the learner relevant tools that can be used to help the person use and interact with the systems they are part of.

Systems Thinking Every human is part of and interacts with a variety of systems. Most systems can be modeled using common methodologies, such as event/signal flow, mathematics, etc. It must also be understood that all systems humans exist within or interact with, each also affect each other as well as that human. Understanding history can potentially help a person better understand any particular system, and sometimes a broad view is needed to see all the systems together.

Knowledge and Understanding of Events Many events are currently happening (news) that affect humans, and many events have happened (history) that have affected humans. Without awareness of these events a person is not able to know what might affect them. But awareness alone is not enough. The learner must have the other tools listed here, along with accurate mental models so that the learner can understand how and why an event happened, and possibly be able to change future events.

Systems And Tools Matrix
One way to envision how STEM works is to view the systems and tools in a 2 dimensional matrix. Each tool can be used in the different systems (although not every tool is appropriate for every system). By using this basic matrix a person can see an overview of what someone should learn for each tool and system that the tool works with. Here is an example of this 2-D matrix:

While this matrix can give a basic visual for the systems and tools, reality is more complex with more overlaps than this matrix can show. This is because many tools can be used to work with other tools, and many systems contain elements that can be tools for other systems. For instance a technological tool of a computer spreadsheet can assist with mathematical tools to help a person work within an Economic system, and the money earned in this Economic system is then a tool that can be used in most of the other systems. So in reality each system or tool adds another dimension to the matrix. Since visualizing anything beyond 3 dimensions is generally difficult for people, and 3 dimensions itself is often a stretch, the 2 dimensional model is a good working model.

The challenge of using this model to help with instruction, that while the model is 2 dimensional in its simplest form (and multi-dimensional in its more complex form), the transmission and receiving of information is generally linear (one dimensional). Although it is quite possible, if not alway practical, to jump around to any point.

As an example. A traditional school's class, usually teaches a subject in a linear manner. Given that this educational philosophy and model has it so every person should learn both about the systems they interact with, and tools to empower them within these systems, a classes approach could either be to teach about one of the systems, and make sure all relevant tools are included, or teach the relevant tools, and show how they can be used in each system, or both can be done, to give overlap to each topic and come from a different point of view.

At this point in the creation of this educational philosophy, there is not a recommended approach.

Levels of Learning
There are four strata of understanding for any particular system or tool:

 * Awareness - A person has an awareness of a system or a tool, and some understanding of what the system or tool does, and some of the basic components

 * User - A person has skill in being able to utilize a tool or exist within a particular system

 * Technician - A person can fix basic problems within a system using tools

 * Developer - A person can utilize systems and tools to create new systems or subsystems.

Guidelines for determining the Specific Systems and Tools Someone Should Learn
Being an attempt to create a universal paradigm, it is important to be able to pull this to an individual basis. While there are stricter rules for deciding what should be a universal category or tool included in the philosophy (paradigm), what an individual should learn is a more subjective issue, and hence only guidelines are given for determining this. But the following is an attempt to list several factors about what someone should learn.

 * Learning should start first with the self and move to the larger world. It is easier to get "buy in" from people when they can directly relate what they are learning to themselves.  Also, when teaching younger children, their minds may not yet have developed to a point where they can conceptualize the entire universe that we live within. It is important that while learning starts with the individual, that it expands to their immediate social system, and then to their local geographic region, then to their state or province, then to their nation, to human kind, to all living kind, to our solar system, our galaxy, and then our universe.  It is recognized that all of these are of importance, and as a human race, it is each individuals responsibility to understand the systems of the human condition and be able to use their tools to help humanity and this planet (and possibly even beyond).

 * Learning should be developmentally appropriate. Children develop at different speeds, but statistically our understanding of psychology and neurology and other educational theories give some guidelines about what a person can comprehend at different ages.

 * Learning should be appropriate for the relevance that the knowledge and skills have to the persons life. This goes along with developmental appropriateness, but it should not hinder a person from entering areas that could become relevant to a person after they have learned a set of knowledge and skills. But in the case where knowledge and skills are not immediately relevant, tools must be taught that can help make the initial knowledge and skills be able to become relevant to the person's life.

 * Learning should be ability appropriate. It is recognized that everyone has strengths and weaknesses, and that those who may be considered mentally or physically disabled in one area, often have greater strengths in another. But inherent non-changeable disabilities need to be recognized, and learning should be of a level that is appropriate for the specific abilities people have.  This philosophy also includes strengths individuals may have, and learning should increase to a level of someone's greater ability.

 * Learning should be legally appropriate. Especially when teaching about belief systems, if this philosophy is to be used in a United States Public School, such as a charter school, it is important to not break the separation of church and state OR the freedom of religion of the children and the rights of their parents to teach a religion they choose.

 * Learning should be appropriate for someones interest. This is the most subjective guideline.  An individual may not realize that they have interest in something until someone or some event sparks a passion in that person.  So as a general guideline, all systems and tools should be taught in the beginning, and as a person develops an interest in specific systems and or tools, that will guide what they specialize in during their later education.

 * Learning should be fun and enjoyable. It is believed (and we hope to test this hypothesis) that when people are enjoying themselves through the learning process, that they will retain the knowledge and skills more, and will continue to participate in their learning more.  Enjoyment and interest also often go hand in hand.

 * Learning should be societally and culturally appropriate. This should not be interpreted that controversial ideas should not be taught, or ideas that are outside of societal acceptance should not be taught. Societies can not change and grow without people learning about alternatives to what currently exists.  This guideline more has to with making sure things are taught that are relevant to the society.  For instance in early 21st Century America, it is important that everyone learns how to drive a car and operate a computer.

 * There are other intangible factors that create value, and hence affect what and individual should learn. For instance, art may be of great value to some individuals, even though they may not get financial reward, or other benefit except internal joy.  These intangible factors must be recognized even if they can’t fully be defined.

Comparison to Current California Primary and Secondary Education Standards
The following matrix is an attempt to correlate the traditional "subject areas" of the California educational system, based upon their content standards, into places where these subjects could fit within the Systems and Tools framework. This chart only shows those areas that have published content standards, and thus other subjects such as foreign languages, etc may be taught in many school systems, but there currently are no uniform content standards for California.

While many of the squares can be filled by current educational standards, as can be seen by the grid, where things fit is a mix-match of squares, and some are not filled at all. Following the philosophy set out in this document could give more consistency to how all of education works with each other. Also, many of the squares that are filled are not taught to everyone, and those that are taught, may only brush over some topics.

Comparison to the SCANS Competencies
The Secretary's Commission on Achieving Necessary Skills (SCANS) was formed to determine what schools should teach in order to prepare students for work in the 21st century. They created a list of 5 competencies and 3 foundations.

Specific Curriculum
While it is hoped that the Systems and Tools Educational Philosophy will be used in many curriculums and possibly be used throughout an entire educational system. It is recognized that this is an extremely large endeavor, and so instead a small group of curriculums will initially be created to demonstrate how this Educational Philosophy can be applied. This initial project is called the Public Pupil Pizza Project.

title: Systems And Tools Educational Model


text:
Talk:Systems And Tools Educational Model

General Thoughts
I envision this to be both a topic, and a research project. I think the critical part to having this be a collaborative effort, is that we work on following the internal rules of the philosophy as close as possible, and if they are not appropriate, or do not fit certain concepts well enough, that we figure out better or more universal rules.

I hope to be able to do more referencing of sources soon, but because it is an self-built paradigm in many ways with original "research" built from deductive reasoning, I'm not sure if that is as appropriate. Once an initial paradigm/philosophy is built here, I hope that experiments can be done to test some of the hypothesis of the philosophy, and these should be referenced. --Jacob Walker 14:59, 9 January 2007 (UTC)

Tools are Systems
I had an epiphany this evening, although it is one that maybe makes this subject more abstract, and I want to start to move it towards being more concrete... But I'll throw it out here anyways, and see if anyone has feedback. Everything I listed as a tool, is actually part of a system itself. And further, any system listed can be used as a tool to accomplish a persons goals. So tools are systems and systems are tools, and the whole concept here is much more reiterative than first thought, and maybe could even be modeled as a fractal. So maybe all the current categories will need to be changed to reflect this idea. --Jacob Walker 02:33, 15 January 2007 (UTC)

Another Type of System
I had a thought a few days ago about another potential system, but now it escapes me. I remember that it was something like the personal systems, but social in nature. I think, I thought that the school system would fall in this category. I wanted to document it here so I might remember more in the future, or get other feedback. --Jacob Walker 15:50, 5 April 2007 (UTC)

I remembered what I had been thinking about. I think it is important that infrastructure is part of the systems, such as electricity generation and distribution, fuel, building materials (steele, wood, etc). These are kind of in the current model under multiple categories, so maybe things need to be moved around to fit them, or just have an alternative view, or something... I think more thought is needed. --Jacob Walker 23:13, 6 April 2007 (UTC)

Where do skills and knowledge fit in, and are their other "element types" that people gain from learning?
It has always seem to me that learning is composed of both knowledge (information) and skills (the ability to do something). Is there more to learning than these two element types? Is that what we ultimately gain through the learning process, only knowledge and skills? Of course there are different types of knowledge, and skills, such as physical skills or mental skills, etc. But is there anything else that people can get? Can we completely model the learning process with just these two things? And if so, then when it comes to systems, how do these two things fit in with each other? --Jacob Walker 03:39, 20 February 2007 (UTC)

More than a 2-D Matrix
So far this article has put systems in with each other as tools in a 2-D matrix. But with the Public Pupil Pizza Project, it is being shown that 3 systems might simultaneously "overlap". For example, a business system (entrepreneurial) is aided by the math system, which is aided by a spreadsheet program. All 3 can be taught simultaneously and by doing so, each can be understood better because each is more relevant, or enhances the other topics in other ways. I think the matrix idea may need revision, although from a communication perspective, it might be easier to still start with a 2-d model, as it can be placed on paper or a computer screen easier. --Jacob Walker 03:44, 20 February 2007 (UTC)

Name of This Topic
While the General idea of which namespace this topic falls under has been resolved, the current title "Systems and Tools Educational Philosophy" is only a working name. I am not sure that it is an appropriate name, as maybe this topic will end up being more of a mental framework than a philosophy per se. Maybe we will find that as I have conjectured that all tools are systems, and we will remove that from the name. (On the other hand maybe we will find all systems are also tools, so both might be appropriate in the title)

I think the goal for a name of an idea is to be something that is self-descriptive, complete, yet if possible, not so complex that no one can remember it, or that the title itself scares people away. Also, we may decide to coin our own word in the future, like constructivists did with their educational philosophy. Or, we could have 2 names, a technical name, and then a more easy to remember and say name. We could also try to get fancy by having a cool acronym, but I personally don't suggest sacrificing meaning for a fancy acronym. If one ends up happening because it works out, then that is cool. --Jacob Walker 00:55, 18 January 2007 (UTC)

I've been thinking more about the name question. The word "Philosophy" seems too theoretical, and too "pushy". Maybe it would be good to use the word "framework" in place of "philosophy"? --Jacob Walker 14:57, 28 January 2007 (UTC)

Ok, after further thought, I am pretty sure that the name will be "Systems and Tools Educational Model", which has the added benefit of having the acronym STEM. And I believe it most accuratly describes the concept that is being created, as it is a mental model (which is also a framework) --Jacob Walker 23:08, 26 April 2007 (UTC)

Making this topic more easily understood
While I have attempted to write my initial ideas for this educational philosophy in a very universal and theoretical manner that is appropriate for academia, and be the most accurate in describing the philosophy, I know that the way I wrote things is not necessarily the most understandable. I hope that after the theoretical framework gets hashed out here, that a more easily understood document can be written to explain what this philosophy is all about and help "sell" the idea to educators, policy makers, etc. --Jacob Walker 03:45, 10 January 2007 (UTC)

How to set up classes using this philosophy/model
Most classes have to be taught in a linear fashion. As the current article discusses under the topic of the matrix, this educational philosophy is 2 dimensional, and both dimensions are critical. So what do you guys think? Would it be better to teach a system, such as economics, and then teach all the tools with it, or is it better to teach a tool, such as English, and then show how it can apply to all the systems? Or should it be a smattering of both, or should both completely exist, and overlap for better "coverage", so all students will see each cell twice, once from a system point of view, and then from a tool point of view?--Jacob Walker 00:08, 11 January 2007 (UTC)

 * Most of what we think we know about sequencing content and topics in classes comes from our past experience with the "factory" model of education. "Better" often ends up being what works for the most students, even if for any particular subject there might only be a small fraction of students who really do well using the "better" method. I'm interested in the possibility that we can make use of the internet as a way to escape the confines of the factory model of education. Maybe there are millions of "good" linear paths for learners and maybe we could accommodate them all. I think the first step towards finding out is to increase the control that learners exercise over the direction of their own learning. Teachers can become facilitators of learning, helping individual students discover and create their own learning paths. Wikiversity does not have conventional classes, and I think it is a waste of the potential power of wiki technology to simply cram conventional courses into wiki format. The wiki user environment naturally supports self-motivated learners who find their own learning path in a rich learning environment. Can we create a system that efficiently takes into account what each learner knows and what each learner wants to know and directs them to the learning resources that will efficiently move them towards their goals? --JWSchmidt 01:23, 12 January 2007 (UTC)

 * I think you have some valid points, from the research I have done, the modern school system is based on a factory "assembly line" model. I too am opposed to much of that model, but there are some important things that I see.  One is that as adults, we can choose freely what we want to learn.  Children don't yet have the tools to make these choices, and without some education tend to make selfish choices.  (Many adults do too ;-)  The purpose of the model that I am presenting is to give a reason why people should learn any particular thing.  And I believe as they learn more, they should be given more freedom of where they want to "specialize" their knowledge, even if that is in taking a lot from everywhere.  But sometimes a learner doesn't know what they want to know until they are exposed to the possibilities of what that knowledge is, and what it can do for them.  That is a big thrust of the system model, every tool is taught in application to a system, and every system is "sold" to the student about why they should care about the system.  If in the end the system isn't important to them, they will choose not to learn about it.

 * The model I'm trying to form should allow traditional education to fit within it, and also allow "alternative" means such as Wikiversity, and it should be able to give guidelines about what a person might want to learn. Also, while I am a believer of much of what the Internet offers, especially sites like Wikipedia and Wikiversity, to totally go away from direct social interaction at a young age would have profound, and possibly dangerous effects upon our society.  Technology is a wonderful tool, but I think Marshall McLuhan had a very relevant point about how one form of media (or extension of humankind), stops another extension, so the unintended consequences of a system must always be looked at. --Jacob Walker 03:32, 12 January 2007 (UTC)

 * "Children don't yet have the tools to make these choices" <-- I agree that most children cannot function intellectually at a level that is required for participation as editors of a wiki and I have written about this here. I spent most of this week going through the entire Wikiversity main namespace. Most Wikiversity content seems to be added by college students and they add content that is of concern to college students. I like the idea that Wikiversity should concern itself with learning resources for all ages and can host learning materials that will support conventional classroom education. However. I also try to be realistic about how Wikiversity will grow and function, which I think means paying attention to the people who create Wikiversity content. When I think about children who are too young to participate in Wikiversity today, I find myself thinking about how it might be possible to facilitate those segments of our educational system that are most likely to produce future Wikiversity participants. For example, there is a school near where I live that is trying to build education around learning resources that exist on the internet. I hope Wikiversity can grow into a host for resources that are useful to such schools. I am concerned about finding ways to provide teachers at such schools with confidence in Wikiversity as an online resource and I suspect that is will be important for Wikiversity to appear the be more than just a random collection of learning resources. Wikiversity will need portal pages that clearly express specific educational philosophies and show how Wikiversity can be used constructively to support those philosophies. --JWSchmidt 15:35, 12 January 2007 (UTC)

Feedback
This is certainly an interesting page - and it reflects, for me, the fact that we really can and should go about thinking about education in a very deep way in the context of Wikiversity's existence. In what way(s) could Wikiversity be any different from traditional models? In what way(s) would it be good to carry on tradition? What traditions/theories/philosophies can we learn from? What kind of education is both appropriate and possible in this space? Will one size (curriculum) fit all (learners/educators)? (And, yes, in response to a point above, what consequence(s) might Wikiversity's model(s) of education have on learners?)

What I firstly am curious about, in commenting on this, is whether this is intended as a unified curriculum for Wikiversity (or any other educational space), or whether it is envisaged as a singular, particular example of a curriculum. In other words, is it intended to become the curriculum of Wikiversity, or is it another in the series of experiments that are ongoing (cf. Learning to learn a wiki way)? I would also question whether it is wise to envisage this approach to education as being a "complete alternative to current educational systems" - without acknowledging what current systems there are, and what they might contribute to this philosophy/system. Personally, I would always be cautious in stating that something is entirely new - this piece of thinking, like anything, is based on a worldview, on experience, on previous and current thinking, a blend of creative and reactive thinking. With my (limited) framework of educational systems, I can already see flavours of Activity theory, Constructivism, and Community of practice, as well as the theories of thinkers like John Dewey, Jean Piaget (like Developmental psychology), and others.

My final question would be whether this theory is about what people learn or how people learn (or both). The two things appear to be confused here - though I admit that much of this feedback may simply reflect my own confusion. Personally, I'm more interested in how people learn that what they learn (as is probably clear from this feedback), but perhaps this is not entirely relevant to this piece. But, if this brings some clarity to the process of developing this piece, perhaps my wordiness here may not have gone to waste. :-) Best regards, Cormaggio talk 13:37, 12 January 2007 (UTC)

 * To answer your first question, when I first created this page, I wasn't even thinking about how it would be applied to Wikiversity. I created it as a general framework for all types of learning, and created it on wikiversity under the school of education because I wanted to have it be a collaborative effort.  I do not profess that it is the only way of modeling education, but I think by having a mental framework, it allows any educational system to be improved.

 * To address the question of being a "complete alternative", that phrasing needs to be changed. As I think more about this concept, and from feedback, it seems that it is not a complete alternative, nor exactly an alternative, the prefix "meta" probably is a better description of the philosophy, because it is a "higher level"  view of categorizing curriculums. And in fact the words paradigm or mental framework may be better words than philosophy.  And I would agree that nothing is entirely new, so some wording needs to be refined.  Also, I do not know enough about why current content areas exist, but it seems to me, that what we teach generally has been an "evolutionary" process.  But I want to make clear that when I say "evolutionary", it doesn't always mean that the best survives, it means that what is good enough survives.  It also tends to mean there has not always been a larger model things are based upon.  But part of the scientific method tends to be creating unified theories.  That is what I think this model does, it is attempting to create a unified model, where all current education can fit, and from this unified model, we can see holes in current educational systems.  I'm attempting to do that research using the California State Standards.  I chose these standards, as they directly affect me as a California educator, and other states, and countries could have their own done.  Also, I should state that in some ways maybe this model is the next step in the evolutionary process of education, one wonderful thing about "evolution" of ideas, is that we DO have intelligence through the process, and we can have a "metaevolution" to higher ways of thinking.

 * The primary purpose of this educational theory is around "what" people learn, and "when". But any question of education is tied to "how".  But I'm trying to leave "how" out of it as much as I can, because there are many good educational theories on this topic, and I envision that the best of those theories can be combined with this framework to build better educational systems that address all the questions. --Jacob Walker 14:16, 12 January 2007 (UTC)

Hello... interesting... as a mere maths teacher, i haven't thought about how everything fits together, topic or systems-wise... all i have been spending 10 years thinking about and putting into practice is the system that is the community of children in a class, and how best to serve them so that it becomes a coherent social unity... i have started another project, and wonder if this might marry your ideas...? --Fidocancan 19:38, 28 November 2007 (UTC)

Category of this topic?
I think I might have placed this in the wrong area in wikiversity. I placed it under the school of Education, but maybe it should more formally be a topic? But I also hope it will become a collaborative research project? Any thoughts on where this should reside? I don't want to do multiple moves on it.

--Jacob Walker 03:03, 10 January 2007 (UTC)

 * At Wikiversity, pages in the "School:" namespace are for content development projects in a broad subject area. See: Schools. If you want this page to be associated with the Wikiversity School of Education you can do so without using the "School:" prefix in the name. It is not clear what the scope of this page is. Is it part of a Wikiversity content development project that could be called Topic:Educational Philosophy? Is it a learning resource that might be called something like Systems And Tools in Education or What should people learn?? You can certainly select more specific categories than just Education.--JWSchmidt 15:04, 10 January 2007 (UTC)

 * Ok, that makes sense. When I first made the page, I tried reading about the namespaces but it didn't all make sense to me.  One of the issues of trying to get this into the correct name space is that it is both a topic, and a research project.  The goal of this page is to use a collaborative effort through the wiki to create a new educational philosophy/paradigm.  It really shouldn't be placed as the broad "Educational Philosophy", although the page that exists about educational philosophies should link to this page.  Also, while the paradigm deals with what people should learn, it is not the current standard paradigm of what most educators probably think about when they think about what people should learn, so I don't want to classify it as something so broad.  Although, once again, a page about what people should learn should point to this educational philosophy.

 * So as I see it, it probably should either be in a topic: name space, or the name space used for research, or both. And I appreciate any feedback on this topic. --Jacob Walker 23:53, 10 January 2007 (UTC)

 * I went ahead and moved the page out of the school name space, since it seems that this makes more sense.--Jacob Walker 00:25, 11 January 2007 (UTC)

 * I think you made the correct choice. Wikiversity has been granted the opportunity to have participants do some original research. The Wikiversity community is trying to make plans and policies for research (see). There has been a small amount of discussion about the idea of having a "Research:" namespace. However, my philosophical position is that research can be an integral part of education and there is no need to divide up this wiki's main namespace. Everything that is created by Wikiversity participants as learning resources and research can exist on pages in the main namespace. --JWSchmidt 01:19, 11 January 2007 (UTC)

 * I tend to agree with you. In fact, I'm glad to see that topics are not necessarily hierarchical with just one school.  I think many things can be classified in more than one way, depending upon your model.  That is why I didn't want to say that the method that is being created with the Systems and Tools Educational Philosophy is only one.  Also, thank you for adding the see also section and link.  Along with this educational philosophy/theory, I think it would be good to have a page under the school of education that links to all the educational philosophies, theories, paradigms, etc.  (These words all mean relatively the same thing in this context) --Jacob Walker 00:50, 12 January 2007 (UTC)


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Template:Welcome and advise

Thank you for your contribution to Wikiversity. Please consider carefully which Wikimedia project Wikibooks, Wikipedia or Wikiversity your contribution would help the most. Wikiversity welcomes most types of learning materials that are not encyclopedia or textbook  articles. Please note that Wikiversity is not a place for duplication of other Wikimedia projects.

Wikiversity has adopted a "learn by doing" model for online education and encourages the creation of learning activities for Wikiversity participants. Everyone is invited to help add useful content to Wikiversity. If you need help learning how to add content, see the editing tutorial and Welcome, newcomers. Use instructions. In many cases, this template can be placed on Wikiversity pages that have some educational content, but that existing content seems like an encyclopedia article or a part of a textbook. For a description of this template and related templates, see: Welcome templates Note: when you use this template, if the page was created by a registered user, please make sure that their user talk page has the Welcome template.

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Cancer treatment

This page is a Wikiversity content development project for topic of Cancer Treatment.

When ready, please migrate all learning materials to pages in the main namespace (no prefix in the page names).

Chemotherapy
Cancer Drug Development: New Targets for Cancer Treatment - 1996

 Anticancer Drug Development: The Way Forward - 1996

Fluorouracil

Fluorouracil (5-FU) is a drug that is used in the treatment of cancer. It belongs to the family of drugs called antimetabolites. It is a pyrimidine analog.

The chemotherapy agent 5-FU (fluorouracil), which has been in use against cancer for about 40 years, acts in several ways, but principally as a thymidylate synthase inhibitor, interrupting the action of an enzyme which is a critical factor in the synthesis of pyrimidine-which is important in DNA replication.

Some of its principal use is in colorectal cancer and pancreatic cancer, in which it has been the established form of chemotherapy for decades (platinum-containing drugs are a recent addition).

As a pyrimidine analogue, it is transformed inside the cell into different cytotoxic metabolites which are then incorporated into DNA and RNA, finally inducing cell cycle arrest and apoptosis by inhibiting the cell's ability to synthesize DNA. It is an S-phase specific drug and only active during certain cell cycles.

Capecitabine is a prodrug that is converted into 5-FU in the tissues. It can be administered orally.

From: Fluorouracil

Uracil can be used for drug delivery and as a pharmaceutical. When elemental fluorine is reacted with uracil, 5-fluorouracil is produced. 5-Fluorouracil is an anticancer drug (antimetabolite) used to masquerade as uracil during the nucleic acid replication process. The drug molecule also fools the enzymes that help in this process to incorporate this compound in the replication and not uracil, this causes the biological polymer (cancer) not to continue synthesizing.

From: Uracil

The backbone of treatment for colorectal cancer is fluorouracil, a fluorinated pyrimidine, which is thought to act primarily by inhibiting thymidylate synthase, the rate-limiting enzyme in pyrimidine nucleotide synthesis. Fluorouracil is usually administered with leucovorin, a reduced  folate, which stabilizes the binding of fluorouracil to thymidylate synthase, thereby enhancing the inhibition of DNA synthesis. In patients with advanced colorectal cancer, treatment with fluorouracil and leucovorin reduces tumor size by 50 percent or more in approximately 20 percent of patients (the "objective-response rate") and prolongs median survival from approximately 6 months (without treatment) to about 11 months.

From: Systemic Therapy for Colorectal Cancer

Thymidylate synthase (TS) catalyzes the transfer of a methyl group from methylenetetrahydrofolate (CH2H4PteGlu) to dUMP forming TMP. Inhibition of TS results in apoptotic cell death due to intracellular thymidine depletion. Since cancer cells undergo rapid multiplication, they are much more sensitive to thymidine depletion and TS is the target of several anticancer agents used in colon, neck, and breast chemotherapy.

From: Thymidylate synthase

Antimetabolite drugs work by inhibiting essential biosynthetic processes, or by being incorporated into macromolecules, such as DNA and RNA, and inhibiting their normal function. The fluoropyrimidine 5-fluorouracil (5-FU) does both. Fluoropyrimidines were developed in the 1950s following the observation that rat hepatomas used the pyrimidine uracil — one of the four bases found in RNA — more rapidly than normal tissues, indicating that uracil metabolism was a potential target for antimetabolite chemotherapy1. The mechanism of cytotoxicity of 5-FU has been ascribed to the misincorporation of fluoronucleotides into RNA and DNA and to the inhibition of the nucleotide synthetic enzyme thymidylate synthase (TS).

5-FU is widely used in the treatment of a range of cancers, including colorectal and breast cancers, and cancers of the aerodigestive tract. Although 5-FU in combination with other chemotherapeutic agents improves response rates and survival in breast and head and neck cancers, it is in colorectal cancer that 5-FU has had the greatest impact. 5-FU-based chemotherapy improves overall and disease-free survival of patients with resected stage III colorectal cancer. Nonetheless, response rates for 5-FU-based chemotherapy as a first-line treatment for advanced colorectal cancer are only 10–15% (REF. 3). The combination of 5-FU with newer chemotherapies such as Irinotecan and Oxaliplatin has improved the response rates for advanced colorectal cancer to 40–50%. However, despite these improvements, new therapeutic strategies are urgently needed.

Understanding the mechanisms by which 5-FU causes cell death and by which tumours become resistant to 5-FU is an essential step towards predicting or overcoming that resistance. So, what do we know about the mechanism of action of 5-FU and what strategies have been used to enhance its activity?

...5-FU is an analogue of uracil with a fluorine atom at the C-5 position in place of hydrogen. It rapidly enters the cell using the same facilitated transport mechanism as uracil6. 5-FU is converted intracellularly to several active metabolites: fluorodeoxyuridine monophosphate (FdUMP), fluorodeoxyuridine triphosphate (FdUTP) and fluorouridine triphosphate (FUTP) (FIG. 1) — these active metabolites disrupt RNA synthesis and the action of TS. The rate-limiting enzyme in 5-FU catabolism is dihydropyrimidine dehydrogenase (DPD), which converts 5-FU to dihydrofluorouracil (DHFU).More than 80% of administered 5-FU is normally catabolized primarily in the liver, where DPD is abundantly expressed.

From: 5-Fluorouracil: Mechanisms of Action and Clinical Strategies

 Clinical pharmacology of 5-fluorouracil - April 1989

 Dendrimer grafts for delivery of 5-fluorouracil - April 2002

A New Class of Nanoscopic Containers and Delivery Devices - April 2003

 5-Fluorouracil: Mechanisms of Action and Clinical Strategies - May 2003

Capecitabine (Xeloda)

Capecitabine (INN) (IPA: [keɪpˈsaɪtəbin]) is an orally-administered chemotherapeutic agent used in the treatment of metastatic breast and colorectal cancers. Capecitabine is a prodrug, that is enzymatically converted to 5-fluorouracil in the tumor by the tumor-specific enzyme PynPase, where it inhibits DNA synthesis and slows growth of tumor tissue. The activation of capecitabine follows a pathway with three enzymatic steps and two intermediary metabolites, 5'-deoxy-5-fluorocytidine (5'-DFCR) and 5'-deoxy-5-fluorouridine (5'-DFUR), to form 5-fluorouracil. Capecitabine is marketed under the trade name Xeloda (Roche).

Capecitabine is FDA-approved for:
 *  Adjuvant Stage III Dukes'C Colon Cancer - used as first-line monotherapy.
 * Metastatic Colorectal Cancer - used as first-line monotherapy, if appropriate.
 * Metastatic Breast Cancer - used in combination with docetaxel, after failure of anthracycline-based treatment. Also as monotherapy, if the patient has failed paclitaxel-based treatment, and if anthracycline-based treatment has either failed or cannot be continued for other reasons (i.e., the patient has already received the maximum lifetime dose of an anthracycline).

From: Capecitabine

Irinotecan (Camptosar)

Irinotecan is a chemotherapy agent that is a topoisomerase 1 inhibitor.

Its main use is in colon cancer, particularly in combination with other chemotherapy agents. This includes the regimen FOLFIRI which consists of infusional 5-fluorouracil, leucovorin, and irinotecan.

Irinotecan is marketed by Pfizer as Camptosar®. It is also known as CPT-11.

Irinotecan is activated by hydrolysis to SN-38, an inhibitor of topoisomerase I. This is then inactivated by glucuronidation by uridine diphosphate glucoronosyltransferase 1A1 (UGT1A1). Eventually, this process inhibits DNA replication and transcription.

From: Irinotecan

Oxaliplatin (Eloxatin)

Oxaliplatin is a platinum-based chemotherapy drug in the same family as cisplatin and carboplatin. It is typically administered in combination with fluorouracil and leucovorin in a combination known as FOLFOX for the treatment of colorectal cancer. Compared to cisplatin the two amine groups are replaced by cyclohexyldiamine for improved antitumour activity. The chlorine ligands are replaced by the oxalato bidentate derived from oxalic acid in order to improve water solubility.

Oxaliplatin is marketed by Sanofi-Aventis under the trademark Eloxatin®.

In vivo studies showed oxaliplatin has anti-tumor activity against colon carcinoma through its (non-targeted) cytotoxic effects. Median patient survival is approximately 5 months greater compared to the previous standard treatment.

From: Oxaliplatin

Cetuximab (Erbitux)
Cetuximab (Erbitux®) is a chimeric monoclonal antibody given by intravenous injection for treatment of metastatic colorectal cancer and head and neck cancer.

Cetuximab is distributed inside the United States by ImClone Systems and Bristol-Myers Squibb, while it is distributed outside North America by Merck KGaA. It faces stiff competition from bevacizumab (Avastin), made by Genentech, and potential competition from panitumumab, currently under development by Amgen and Abgenix.

Cetuximab is believed to operate by binding to the extracellular domain of the epidermal growth factor receptor (EGFR) of cancer cells, preventing ligand binding and activation of the receptor. This blocks the downstream signaling of EGFR resulting in impaired cell growth and proliferation.

Cetuximab is used in metastatic colon cancer and is given concurrently with the chemotherapy drug irinotecan (Camptosar®), a form of chemotherapy that blocks the effect of DNA topoisomerase I, resulting in fatal damage to the DNA of affected cells. While there is a medical laboratory test to detect if a cancer tumor overexpresses epidermal growth factor receptor(EGFR) on its cells surface, this overexpression has recently been shown to not have any bearing on whether a patient will respond to Cetuximab or not. Whether this is because the current tests are just not sensitive enough to detect EGFR overexpression or because EGFR overexpression is not linked to the drugs effectiveness has not been established. Cetuximab was approved by the FDA in March 2006 after the publication of research performed by Dr J. Bonner [1] for use in combination with radiation therapy for treating squamous cell carcinoma of the head and neck (SCCHN) or as a single agent in patients who have had prior platinum-based therapy.

The probability of successfully responding to Cetuximab therapy is linked to the incidence of acne like rash, one of the drugs side effects. The worse the rash that develops for the patient the higher the response rate.

From: Cetuximab

Bevacizumab (Avastin)
Bevacizumab (trade name Avastin®) drug used in treatment of cancer that targets the angiogenesis pathway.

It is used in combination with standard chemotherapy drugs in patients with metastatic colorectal cancer. The U.S. Food and Drug Administration approved bevacizumab for use in colon cancer 2004. The medicine was developed by Genentech and is marketed, in the United States by Genentech and elsewhere by Roche (Genentech's parent company), under the brand name Avastin.

Bevacizumab is a humanized monoclonal antibody, and was the first commercially available angiogenesis inhibitor. It stops tumor growth by preventing the formation of new blood vessels by targeting and inhibiting the function of a natural protein called vascular endothelial growth factor (VEGF) that stimulates new blood vessel formation.

The drug was first developed as a genetically engineered version of a mouse antibody that contains both human and mouse components. Genentech is able to produce the antibody in production-scale quantities.

Bevacizumab was approved by the Food and Drug Administration (FDA) in February 2004 for use in colorectal cancer when used with standard chemotherapy treatment. It was approved by the EMEA in January 2005 for use in colorectal cancer. Israel has also approved the use of bevacizumab.

Bevacizumab is usually given intravenously through the arm every 14 days. In colon cancer, it is given in combination with the chemotherapy drug 5-FU (5-fluorouracil), leucovorin, and oxaliplatin or irinotecan.

Bevacizumab has also demonstrated activity in renal cell cancer and ovarian cancer when used as a single agent, and in lung cancer and breast cancer when combined with chemotherapy.

From: Bevacizumab

 Systemic Therapy for Colorectal Cancer - February 2005

Protease
High levels of proteolytic enzymes are associated with many tumors. This may be a result of adaptation to rapid cell cycling; removal of unnecessary regulatory proteins; and for secretion to sustain invasion, metastasis formation, and angiogenesis. Proteolytic enzymes represent an attractive target of antitumor imaging strategies and potentially antitumor prodrug activation therapy.

 Protease activated Near-Infrared Fluorescent Probes- February 1999

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User talk:Rayc/Archive2

Click to expand ABCD...
Can you teach me how to use that "Click to expand" thing? It's really neat! --HappyCamper 18:20, 5 October 2006 (UTC)

 * Thanks, that was exactly what I was looking for. I'll play with it a bit more :-) --HappyCamper 23:39, 6 October 2006 (UTC)

UIUC PHIL 270
I saw your comment about UIUC PHIL 270, here. In case you're still following the case, let me know what you think of my diplomacy on Talk:UIUC PHIL 270. Maybe we can come up with a polite but firm template and a sort of "jail" for orphaned pages that are suspect as cheatsheets or other malfeasance? Just thinking out loud. CQ 01:37, 19 October 2006 (UTC)

Custodianship
Have you considered running for custodianship here? I think you'd find the extra buttons useful :-) --HappyCamper 01:08, 21 October 2006 (UTC)

 * Yes, I think it would be a good thing. You seem to be one of the good guys around after all. :-) --HappyCamper 19:49, 22 October 2006 (UTC)
 * Me too, Rayc... Go for it! Let me know where you need help and I'll try to pitch in! CQ 07:12, 29 October 2006 (UTC)

It would be a shame for me to fail to pass the trial, seeing as how I helped come up with the idea in the first place. Don't worry, after that I'll apply. I just hope everyone who is supporting me is still around then!--Rayc 19:04, 29 October 2006 (UTC)
 * Forget that, if I get to busy, I can just drop out and reapply later. Thanks for pushing me--Rayc 19:23, 29 October 2006 (UTC)

Thanks!
Thank you for the edits on the Strategic Studies pages.--Dnjkirk 16:09, 23 October 2006 (UTC)

Thanks for info on Random possibilities.
I saw your message. I will look it over and think about it in a few days. I was thinking more along the lines of a push button or link to take you to a random header in the list of hidden answers/questions. We could always setup a sockpuppet account to host the code if necessary. I need my personal talk page! Thanks! I will be back in touch soon. Mirwin 10:46, 1 November 2006 (UTC)
 * P.S. The random number generator on my talk page seems to always be seven while yours is alway eight here.  If this continues I will have to talk to Travis and see what he thinks is wrong!

This is a test of new code.
Thanks to Rayc for bringing me into contact with this capability. Mirwin 10:55, 1 November 2006 (UTC)
 * Oops! I put your code on my talk page and the above testing landed here!  Good thing I learned regression testing as a Systems Analyst I guess.  8)  Mirwin 10:58, 1 November 2006 (UTC)

Your mentorship
JWSchmidt had offered himself as your mentor. Please indicate on Candidates for Custodianship/Rayc if you accept. sebmol ? 15:18, 1 November 2006 (UTC)

 * Yay :-) - now Sebmol can test his "make sysop" button too! --HappyCamper 01:52, 2 November 2006 (UTC)

 * You're a temporary custodian now. Please take a moment to add yourself to the list at Support staff sebmol ? 07:54, 2 November 2006 (UTC)

 * New custodians should become familiar with Category: Wikiversity policy and Category:Wikiversity administration. If you have any questions, please let me know. --JWSchmidt 16:04, 2 November 2006 (UTC)

Tree Structures for multi-choice, multi-level exams
I got your message about templates for multi-level multiple choice quizes. I finally realized that with 12 levels and only two options per level, I would have 4,000 pages. Therefore, in the future, I will look at specially written computer programs which can generate all these pages. For now, I am trying simpler options. Robert Elliott 23:08, 4 November 2006 (UTC)

Help request
Hi Rayc

When I first came to the Wikiversity site about a month ago I was confused about what was going on here. Since then I've been editing and expanding the Newcomers page as I've made discoveries.

Right now I'm trying to learn something of the range of Learning Projects (Courses) on offer and share my discoveries on a "Featured Pages" page — examples for newcomers showing the range of what's possible here.

I'd greatly appreciate links to good Learning Projects in School of Computer Science (or elsewhere). I'd especially welcome your commentaries on:
 * how they use the site to teach
 * how many students have been attracted, where they're coming from, whether they're following through
 * what's notable about each course sited
 * how well (or not) the wiki software and Wikiversity delivers an environment to conduct learning

Best wishes

morley 22:37, 7 November 2006 (UTC)

"I was just commenting to someone that I had not seen a single "learning project" working like we layed it out to the board." So far I know of only two (and I have no idea whether either of them are like what you presented to the board) — Hitler's Germany and Mad Max's Course in Film Scoring for Motion Pictures. (Note from Mad Max: The Mad Max course is still under construction. It will be a while before it is ready to use as an example.  Robert Elliott aka. Max)

To my mind, showing good examples to newcomers is an excellent way to stimulate participation (and at the same time tilt that participation in the direction of your samples). However, am I too early? There's a lot of emptiness in your survey.

By the way, how did you go about assembling it?

morley 00:55, 8 November 2006 (UTC)

Handout tests
Your handout tests look interesting, Ray - and I hope they could be put to good use. I'm not sure about "collaborative test-taking" though - never heard about it before, nor can I envisage how it could be good pedagogy. (I've heard of - and taken - open book exams, but never this.) However, it could be interesting to see how people use it - it's just another tool in the box. Overall though, can I just say once again that I really admire your creativity here - nice work! Cormaggio 20:59, 11 November 2006 (UTC)

re: Facilitating Online
Hi Ray

Thanks for the link to Facilitating Online. Fantastic discovery. I'm still bringing myself up to speed on how pages are properly designated. At a glance the URL looks incomplete, sort of dangling.

I'm planning on devoting some energy to Examples, try and nudge it into a more lively showcase of the forms learning materials and learning projects can take on Wikiversity. Help newcomers become enthused, see what's possible. That kind of thing.

Pages such as Facilitating Online contribute greatly.

Let me know if and when you stumble on stuff that would help.

morley 22:43, 12 November 2006 (UTC)

Featured
Thanks for the link to Featured.

I'm going ahead with a project I'm defining as to gather pages that might serve as a demonstration and a model for what's possible on Wikiversity. My first thought was to broadcast an appeal for recommendations. On further reflection I'm going at it by exploration, stumbling about and seeing what I come across. Lots of nearly empty pages, but every once in a while some gems. I'm then putting some questions to the primary organizers of those pages and squirreling away my findings until some real shape comes to them.

morley 01:37, 15 November 2006 (UTC)

re: @home projects
Hi

About 10 days ago on the Colloquium Mirwin made cryptic references to @home projects. Then you said, "Maybe along with free learning journals being added to each school's page, we can add all the @home projects on particular pages. Just to let everyone know, I also created the Screensaver Project a while back ago to list these projects."

What are @home projects? What's being talked about here?

Much thanks, morley 20:49, 15 November 2006 (UTC)

Rayc, sorry for the belated response, I just noticed your question on my talk page. I set up teams for einstein@home and rosetta@home. We could use teams at seti, folding, and/or others. I used wikiversity.org as the team name and www.wikiversity.org as the team's home page URL. A second user joined the team at Einstein@home! I was quite excited for a bit that someone else found the idea worthy. I tried to leave him/her a message but his account turned out to be inactive at Wikipedia. Apparently they are contributing only by helping us gain PR. I wonder how they spotted our team? It is such a slow process initially building a project like Wikiversity I have to remind myself periodically of the benefits of exponential growth in the long term. Mirwin 06:38, 19 December 2006 (UTC)

Thank you
Thank you for the advice. (Muchas gracias, saludos) J.Steinbock 21:49, 19 November 2006 (UTC)

Flashcards for Java keywords
Hi Ray, I don't really understand this, but I trust your judgement. Category:Rayc's brainwaves anyone? ;-) Cormaggio talk 12:23, 25 November 2006 (UTC)

Hi
Hello, I'm student galaxy, from Sunderland, United Kingdom, and I noticed wikiversity from Wikipedia, and I've created an account, its very impressive, but I need some info on this.

Do people vandalise like Wikipedia?

How do I contribute to learning?

How do I get in with the community?

Student Galaxy 22:33, 25 November 2006 (UTC)

navigation bar
Hello Rayc, thx for the feedback. The navigation bar is also working now. Have a look at my comments here please. --Erkan Yilmaz 08:35, 28 November 2006 (UTC)

outside software
Hi Rayc, I saw your comment here. I will have a look in the evening to teh menioned links. So, the intention of yours hereby is, that we beta-test these kind of software also during the course - or this is a generalinvitation to improve quality also there? CU, Erkan --Erkan Yilmaz 07:42, 7 December 2006 (UTC)

Re:Wikiversidad
Hello, Rayc. You can write to me in English, I can understand it far better than I can speak it ;)

I've described it already in we can make interactive tests with mediawiki. To try it, copy all the code from (it's the latest version) into your monobook.js, and put the quiz code in any page in the same wiki; for example, you can copy.

Technically, it's the same as w:Wikipedia:Tools/Navigation_popups, but instead of putting some tools in your pages, it searches for the quiz code, and converts it into an interactive quiz on the fly. If you have installed navigation popups, you will find it very straightforward: it's the same, with other code. It only works for users who have installed it; it doesn't have any effect in other people. of course, you could install it for all users, if you are an admin, editing the appropiate all-users template.

I'm semi-retired from wikiprojects, so I can be slow answering. Nevertheless, if you have any trouble or suggestion for it, please make me know. It would be cool to see somebody using this, at last! --Comae (talk) 20:03, 29 November 2006 (UTC)

Thanks!
Thanks for showing me the notecards. Do you speak the language? - J.Steinbock 01:35, 30 November 2006 (UTC)

title: User talk:Rayc/Archive2


text:
Draft:Archive/2024/Stellarium

Link to any subpages this page might have

Welcome to the Stellarium page. The page describes how to get, run and use the free program Stellarium, as well as how to find, run and design lessons for use in it.

What is Stellarium?
Stellarium is free software planetarium, licensed under the terms of the GNU General Public License, or so says Wikipedia. The program is free, fun, and a great introduction into the world of astronomy. You can use it to aid in viewing stars, or in a school setting by using a computer projector. You can view the cosmos on your own, or run user created scripts to give presentations. For more information, you can see their website, forum or wiki

How to get Stellarium
You can get Stellarium and run it on you computer in just 7 easy steps.

Step 1
Go to www.stellarium.org/

Step 2
Choose your operating system and click on the link to the right

Step 3
Click save file. Note, this should download from sourceforge.net. Be careful, .exe can be harmful (virus) if you don't know where they are from. Some school computer labs may have downloading disabled. If this is the case, ask the teacher on duty for help before downloading anything.

Step 4
In most cases, the download should be to the desktop. Find the icon named Stellarium-###.exe (###=version), and double click it.

Step 5
This should bring up an installation guide. Click next, and accept the GNU license (it doesn't cost you anything)

Step 6
Keep clicking next until you get to a button called install. Upon clicking that, it should install.

Step 7
Goto your start button and search for the new program (yes, if you have a mac, these instructions will be a bit different). Click run.

Running Scripts
Scripts are predefined...

title: Draft:Archive/2024/Stellarium


text: Category:Monte Carlo Integration

title: Category:Monte Carlo Integration


text:
Category:Blogs

This category contains Wikiversity participants' blogs. These are defined by the blog template.

title: Category:Blogs


text:
Wikiversity:Polls

Polls and voting should be avoided. Polls should only be used after there has been extensive discussion of a topic without identification of community consensus. Polls at Wikiversity can be part of community discussions. When votes are cast in polls, reasons should be cited for each vote. Votes cast without being associated reasons are likely to be given less weight than votes that are accompanied by a description of the reasoning upon which they are based.

title: Wikiversity:Polls


text: Category:History of Russia

title: Category:History of Russia


text: Wikiversity:Open Proxies/List8

title: Wikiversity:Open Proxies/List8


text: Category:Lists

title: Category:Lists


text: Wikiversity:Open Proxies/List9

title: Wikiversity:Open Proxies/List9


text:
Wikiversity talk:Open Proxies/List7

the last 500 on this are done. I'll come back to do the first some other day --Rayc 02:39, 10 January 2007 (UTC)

title: Wikiversity talk:Open Proxies/List7


text: Category:Dialog Recording Lesson

title: Category:Dialog Recording Lesson


text:
User:Deon555/monobook.js

// if(wgIsArticle) { addOnloadHook(function {		var tbs = document.getElementById('p-cactions').getElementsByTagName('ul')[0];		addlilink(tbs, "javascript:fix_links", "highlight", 'ca-taglinks', 'Highlight all links on this page that will activate a script when clicked.');	}); }

if(location.href.indexOf('action=edit') != -1 && location.href.indexOf('autotag=proxy') != -1) { addOnloadHook(function {               document.forms[0].wpTextbox1.value = "{" + "{subst:User:MichaelBillington/proxyspam}}";                document.forms[0].wpSummary.value = "Marking IP as open proxy";                document.forms[0].wpMinoredit.checked = true;                document.forms[0].wpWatchthis.checked = true;                document.forms[0].submit;	}); }

if(location.href.indexOf('autotag=submit') != -1) { addOnloadHook(function {               document.forms[0].submit;	}); }

if(location.href.indexOf('&action=success') != -1) { addOnloadHook(function {               location.href="about:blank";	}); }

function fix_links { var links = document.getElementById('bodyContent').getElementsByTagName('a'); for(var i=0; i<links.length; i++) { var link = links[i]; var cha = (link.href.indexOf('?') != -1) ? '&' : '?';		if(link.href.indexOf('autotag=') != -1) { link.style.color = "green"; link.onmouseup = function { this.style.color = 'orange'; }; }

} }

//parse paramName out of query string //stolen from Lupin's popups function _GET(paramName) { var cmdRe=RegExp('[&?]'+paramName+'=([^&]*)'); var h=document.location; var m; if (m=cmdRe.exec(h)) { try { return unescape(m[1]); } catch (someError) {} } return null; }; //

//   --- ADD VARIOUS LINKS function addToolboxLink(url, name, id){ var tb = document.getElementById('p-tb').getElementsByTagName('ul')[0]; addlilink(tb, url, name, id); } // function addTopLink(url, name, id){ var personal = document.getElementById('p-personal').getElementsByTagName('ul')[0]; addlilink(personal, url, name, id); } // function addNavLink(url, name, id){ var navigation = document.getElementById('p-navigation').getElementsByTagName('ul')[0]; addlilink(navigation, url, name, id); } //

function addTab(url, name, id, title, key){ var tabs = document.getElementById('p-cactions').getElementsByTagName('ul')[0]; return addlilink(tabs, url, name, id, title, key); }

//

//     -- MORE MAJOR LINKAGE - function addLink(where, url, name, id, title, key, after){ //* where is the id of the toolbar where the button should be added; //  i.e. one of "p-cactions", "p-personal", "p-navigation", or "p-tb". //   //* url is the URL which will be called when the button is clicked. //  javascript: urls can be used to do more complex things. //   //* name is what will appear as the name of the button. //   //* id is the id of the button; it's best to define one. //  Use a prefix to make sure its unique. Optional. //   //* title is the tooltip title that gives a longer description //  of the button; if you define a accesskey, mention it here. Optional. //   //* key is the char you want for the accesskey. Optional. //   //* after is the id of the button you want to follow this one. Optional. //   var na = document.createElement('a'); na.href = url; na.appendChild(document.createTextNode(name)); var li = document.createElement('li'); if(id) li.id = id; li.appendChild(na); var tabs = document.getElementById(where).getElementsByTagName('ul')[0]; if(after) { tabs.insertBefore(li,document.getElementById(after)); } else { tabs.appendChild(li); }   if(id) { if(key && title) { ta[id] = [key, title]; } else if(key) { ta[id] = [key, '']; } else if(title) { ta[id] = ['', title];} }   // re-render the title and accesskeys from existing code in wikibits.js    akeytt; return li; } //

// - LINKAGE

function addlilink(tabs, url, name, id, title, key){ var na = document.createElement('a'); na.href = url; na.appendChild(document.createTextNode(name)); var li = document.createElement('li'); if(id) li.id = id; li.appendChild(na); tabs.appendChild(li); if(id) {       if(key && title) {           ta[id] = [key, title]; }       else if(key) {           ta[id] = [key, '']; }       else if(title) {           ta[id] = ['', title]; }   }    // re-render the title and accesskeys from existing code in wikibits.js    akeytt; return li; }

title: User:Deon555/monobook.js


text: Wikiversity:Open Proxies/List10

title: Wikiversity:Open Proxies/List10


text:
WINAPI Programming

Welcome
This Tutorial is intended for anyone who has a working knowledge of the C|C programming language. It is also intended to help you develop Windows Apps using the WINAPI ASAP. The language used is C. This tutorial is applicable to any language that acesses the WINAPI. Free tutoring is available, just leave a message at the bottom of this page.

Getting Started
The basics and begining information. Get Started

A Simple Window
Describes how to create a window. /Lesson One/

Message Handling
Describes message handling in the main Window Procedure. Messages

Sample Code
This example simply displays a message box after compiling and running the project.

Note: You may need to include the user32.lib for the linker when compiling this project.

title: WINAPI Programming


text:
Wikiversity:Candidates for Custodianship/MichaelBillington

This is an archive of community discussion related to the nomination for full custodianship of User:MichaelBillington.

The 5 day period for comments on this nomination starts on 09:57, 10 January 2007 (UTC) and ends on 09:57, 15 January 2007 (UTC).
 * Mentor:
 * Evaluation
 * I'm pleased to nominate MichaelBillington for full custodianship.He has been a probationary custodian since 11 December 2006. He has made an enormous contribution using the Custodian tools by blocking thousands of Open Proxy IPs, from lists he created from our sister projects. He's also caught a few vandals, and done a good bit of cleanup work as well. He continues to be active in discussions of the project both here on the wiki and on the IRC channels.

 * He's been a hard-working Custodian, and I suspect he'll continue to be so.--SB_Johnny | talk 10:03, 10 January 2007 (UTC)

 * Comments
 * Support.....unless all of the proxy blocking has caused brain damage ;) --JWSchmidt 17:10, 10 January 2007 (UTC)
 * Support I rather like Wikiversity's RfA process.. it allows us to see if the custodian-to-be could/would abuse the tools. Michael has done the complete opposite. Your work on OP is awesome! But how about gettin back to enwp and helping us eh  Good Luck! Deon555 08:59, 11 January 2007 (UTC)

 * Result
 * permanent custodianship confirmed. sebmol ? 08:05, 16 January 2007 (UTC)

From Probationary custodians
See Candidates for Custodianship/MichaelBillington (previous discussion) for the previous discussions.


text:
Indian Law

This learning project will provide the readers with an insight of the Indian Legal System and how it works. India is a vibrant democracy, a living example of unity in diversity.The legal system of India is primarily based on the British Legal System. The British ruled India for about 200 years and hence have left an everlasting imprint on the functioning of all organs of the country. The legal system is one of the aspects of such influence. The Indian Constitution which came into force on January 26, 1950 is based upon the Government of India Act of 1935 (enacted by the British).

Constitution
The Indian Constitution is an original document and  which is  heavily based on and from  various constitutions, as well as common law. Indian judicial system has its origins in its history, it has learned dispensing justice from great rulers like Ashoka and Akbar. True that we inherited the systematic dispensing of justice from British. Indian legal system works on the principles of checks and balances. The three wings of a Government - Executive, Judiciary and Parliament keeps it in equilibrium. It has a hierarchy of Courts. Starting from Muffasil or subdivision courts to the Supreme Court of India. The system can be divided in two parts - Lower Judiciary and Higher Judiciary. Each district has a Court, called Court of the District and Session Judge, and each provincial State has a High Court, which is basically first Appellate Court. Above all High Courts, there is Supreme Court of India. Indian Legal system, like any other system is divided in Civil and Criminal laws, which are always tested on the anvil of the Constitution of India.

For civil disputes,there are several laws divided according to subject areas but procedurally there is one Law which regulates them, called Code of Civil Procedure. For the criminal justice system, India has adopted the Laws framed in British India by Lord McKauley, namely IPC (Indian Penal Code), Cr.P.C. (Criminal Procedure Code), and Evidence Act.

Problems
Unfortunately, proportionate to its population, Indian Legal sytem is also over burdened. About 2 million cases are pending in various Courts. One must believe that Indian Justice system, though slow but it dispenses justice.

Resources

 * /Victims rights/ in India

title: Indian Law


text:
User:Mystictim/to do

 * Finish categorising Learning activities
 * Restart Learning to learn project
 * Start guide to creating effective Wikiversity learning materials

title: User:Mystictim/to do


text:
Apache MySQL PHP on Mac OS X

Apache, MySQL and PHP are needed for many applications such as WIKINDX, a free bibliographic/notes management and article authoring system. This page is a guide to how to run Apache, MySQL and PHP (AMP) on Macintosh computers.

Packages

 * XAMPP - Apache HTTP Server, MySQL database and necessary tools to use the PHP and Perl programming languages.

Apache server
file:///Library/Documentation/Services/apache/index.html.html - Apache documentation on your Macintosh after you install it.

Wikindx
User:Chrismo/wikindx

XAMPP
Intel Mac

Writing assignment ideas

 * What are the advantages and disadvantages of running AMP on a Mac environment?

Project ideas

 * Setup an AMP server on a Mac

title: Apache MySQL PHP on Mac OS X


text: Category:Server software

title: Category:Server software


text:
User:Chrismo/wikindx

=Installing Wikindx3= This isnt my typical documentation, Im trying to understand how to do this same thing for a Mac Os Tiger user.

Download the file wikindx3_5.tar.gz http://downloads.sourceforge.net/wikindx/wikindx3_5.tar.gz?modtime=1167905444&big_mirror=0

Here's the install guide http://wikindx.sourceforge.net/install.html

I am user chris running Edubuntu. I already have Apache, Mysql, Php installed.

First I copy the wikindx3_5 to public_html cp wikindx3_5.tar.gz ~/public_html

Then unpack the tar (-p flag to preserve permissions for writeable directories etc. 88.105.193.118 19:20, 21 October 2007 (UTC) Mark Grimshaw) tar -zxvpf wikindx3_5.tar.gz

Create the database mysqladmin create wikindx3 -u chris -p

Now using your favourite editor, edit the config.php file in the wikindx3 folder

The things I changed were

$WIKINDX_DB_USER = "chris"; $WIKINDX_DB_PASSWORD = "password";

Open browser firefox http://localhost/~chris/wikindx3/

And set the permissions for folders as in the install guide.

AMP on Mac
Setting up Apache, PHP, MySQL is really the hard part so here's a link
 * 1) http://www.macmerc.com/articles/Freeloader_Friday_Download_of_the_Week/384

title: User:Chrismo/wikindx


text: User talk:DoğanCan

title: User talk:DoğanCan


title: User:Trex005/Calculus1


text:
User:Trex005

User:Trex005/Calculus1

title: User:Trex005


text:
Draft:Operating system/Operating systems

This page should either be deleted or merged into Operating system and its subpages.

Learning resources
Subpages of Draft:Operating system:

 * Operating Systems/Windows
 * Operating Systems/GNU-Linux
 * Operating Systems/Kernel Models
 * Operating Systems/basic x86 bootsector
 * Operating Systems/Writing an x86 bootloader

 * Development Environment Setup
 * Concepts
 * Kernel Models
 * Process Management
 * Threads and Processes
 * Concurrency
 * Mutual Exclusion
 * Deadlocks
 * Memory Management
 * Task Models
 * Dual Mode Operation
 * Thrashing
 * Synchronization
 * Buffering
 * Scheduling
 * Hardware Protection
 * Memory Protection
 * Implementation
 * Hardware
 * x86
 * PPC
 * Booting
 * Basic x86 Bootsector
 * Graphical User Interfaces
 * Existing Operating Systems
 * Unix
 * AIX
 * BSD Unix
 * GNU/Linux
 * HP-UX
 * Mac OS/X
 * Solaris
 * Windows
 * OpenVMS
 * IBM i (was OS/400)
 * Legacy Operating Systems

Sistemas operativos Systèmes d'exploitation


text: User talk:Mettachain

title: User talk:Mettachain


text: Category:Aerospace engineering

title: Category:Aerospace engineering


text: Category:Real estate

title: Category:Real estate


text:
Topic talk:Web Design/w/index.php

hello guys! this forum is good, but i am a newbie in this thema. Please, tell me where i can read more about this problema. ^^ many thanks, korra#@%@*^#@! ^^

title: Topic talk:Web Design/w/index.php


text:
Beginner Japanese/Kana

Welcome to the kana lessons course, where you will learn how to read, write, and pronounce hiragana and katakana, the two syllabaries of the Japanese language.

Like kanji, the kana are not just geometric shapes but rather three-dimensional paths. Character strokes must therefore be arranged in a certain way.

Reading

 * Japanese – Hiragana and Katakana.

Lesson
The kana consists of two scripts, namely hiragana and  katakana. Hiragana is mainly used to write grammatical elements and native Japanese words not written in kanji, while katakana is used to write foreign names and vocabulary.

Practice
The kana are generally best learned by rote though mnemonics can help with the initial memorization. Find yourself a nice drilling program or website and practice every day until you can consistently remember the entire kana. Build on a small subset and work from there.

You will find links to useful software in the textbook Practice section.

Mix in plenty of writing practice as you learn the readings. It will take many repetitions to get used to the movements to make your characters look nice. You can practice writing on this sheet.

title: Beginner Japanese/Kana


text: Category:Electronics

title: Category:Electronics


text: Category:Seminar

title: Category:Seminar


text: Category:Storytelling

title: Category:Storytelling


text: Category:Art

title: Category:Art


text: Category:Cryptography

title: Category:Cryptography