text: Template:Userbox

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

title: Template:Userbox


text: Template:User Chemcontrib

title: Template:User Chemcontrib


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Category:Contributors to the School of Chemistry

A list of users that contribute to the School of Chemistry.

fr:Catégorie:Utilisateur Chimie


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Portal:French

Other Wikimedia and Wikiportals

Parent portals: Europe | European Union

Related portals: French literature | Lyon | Paris | Military history of France | New France | French language and French-speaking world

كلية اللغة الفرنسية Fachbereich Romanistik/Arbeitsgruppe Französisch el:Τμήμα:Γαλλικά ko:포털:언어학/프랑스어 Французский язык Franska

title: Portal:French


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Category:Users by school participation

Userboxes that say, "I participate in the Wikiversity school of Foo," can serve a useful function in helping build Wikiversity communities of users with common academic interests. Wikiversity pages in the "School:" namespace function as Wikiversity content creation/improvement projects. "Improvement project participant" templates can be kept in the "Template:" namespace.

title: Category:Users by school participation


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User:Giawa

I've been using wikipedia nearly everyday to look up random information, as well as to help me with my studies at University. I decided I'd like to join and try and help out where possible.

title: User:Giawa


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Category:Wikiversity support staff

This category can be used to keep lists of Wikiversity functionaries such as custodians.

title: Category:Wikiversity support staff


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Template:User es

ar:قالب:مستخدم es de:Vorlage:User es el:Πρότυπο:Χρήστης es es:Plantilla:Usuario es fr:Modèle:User es it:Template:Utente es ja:テンプレート:User es pt:Predefinição:User es

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Category:User es

This category lists native Spanish speakers.

The other levels of Spanish knowledge are:
 * 0 for no knowledge
 * 1 for basic knowledge
 * 2 for intermediate knowledge
 * 3 for advanced knowledge
 * 4 for fluent or near native knowledge

For a list of language specific tags, see Babel templates.

title: Category:User es


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Category:User es-N

Category:User es-N: Users whose native language is Spanish

Category:User es-4: Users with fluent or near-native level of Spanish

Category:User es-3: Users with advanced level of Spanish

Category:User es-2: Users with intermediate level of Spanish

Category:User es-1: Users with basic level of Spanish

Category:User es-0: Users with no level of Spanish

title: Category:User es-N


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HTML/Introduction

This course currently has little content. A more develop resource can currently be found at What is HTML.

HTML is a language for describing web pages and stands for Hyper Text Markup Language. HTML is not a programming language, it is a markup language made up of markup tags. HTML uses markup tags to describe web pages. These tags usually come in pairs, are surrounded by angle brackets and generally have 'opening' and 'closing' tags, i.e.

The purpose of a web browser, such as Internet Explorer or Firefox, is to read HTML documents and display them as web pages. You only need 8 tags to create a webpage.

Structure

 * Begin your HTML webpage
 * Begin your HTML webpage

 * HTML tags contain the the code which is not really seen by the website user. It contains for instant javascript or title tags. You will learn more in the next few pages
 * HTML tags contain the the code which is not really seen by the website user. It contains for instant javascript or title tags. You will learn more in the next few pages

 * HTML tag contains the title of the webpage which you see at the top of your browser tab
 * HTML tag contains the title of the webpage which you see at the top of your browser tab

 * HTML tags contain, like it it says, the body of the webpage which the user sees
 * HTML tags contain, like it it says, the body of the webpage which the user sees

Greeting Webpage
HTML/Введение

title: HTML/Introduction


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Category:User es-0

Category:User es-N: Users whose native language is Spanish

Category:User es-4: Users with fluent or near-native level of Spanish

Category:User es-3: Users with advanced level of Spanish

Category:User es-2: Users with intermediate level of Spanish

Category:User es-1: Users with basic level of Spanish

Category:User es-0: Users with no level of Spanish

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Category:User es-1

Category:User es-N: Users whose native language is Spanish

Category:User es-4: Users with fluent or near-native level of Spanish

Category:User es-3: Users with advanced level of Spanish

Category:User es-2: Users with intermediate level of Spanish

Category:User es-1: Users with basic level of Spanish

Category:User es-0: Users with no level of Spanish

title: Category:User es-1


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Category:User es-2

Category:User es-N: Users whose native language is Spanish

Category:User es-4: Users with fluent or near-native level of Spanish

Category:User es-3: Users with advanced level of Spanish

Category:User es-2: Users with intermediate level of Spanish

Category:User es-1: Users with basic level of Spanish

Category:User es-0: Users with no level of Spanish

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Category:User es-3

Category:User es-N: Users whose native language is Spanish

Category:User es-4: Users with fluent or near-native level of Spanish

Category:User es-3: Users with advanced level of Spanish

Category:User es-2: Users with intermediate level of Spanish

Category:User es-1: Users with basic level of Spanish

Category:User es-0: Users with no level of Spanish

title: Category:User es-3


text:
Category:User es-4

Category:User es-N: Users whose native language is Spanish

Category:User es-4: Users with fluent or near-native level of Spanish

Category:User es-3: Users with advanced level of Spanish

Category:User es-2: Users with intermediate level of Spanish

Category:User es-1: Users with basic level of Spanish

Category:User es-0: Users with no level of Spanish

title: Category:User es-4


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ActionScript/Introduction

Welcome to the first ActionScript lesson, part of the ActionScript program here at Wikiversity. Instead of creating one of those silly "Hello World" introductions, I'm going to jump right into the structure and basics of ActionScript.

Functions
If not for functions, ActionScript 2.0 (which will be from here on refered to as AS) would be nearly useless (see Event Handlers below). A function is essentially a set of commands you are giving to Adobe Flash. You can do pretty much anything in a function. Writing a function is simple:

function function_name (parameters) { statements }

You'll notice five essential elements to creating a function. First, you must write function, which lets AS know that you are creating a function. The next three elements must be included for the function to be created properly.

Let's jump into it and write a line of code now. In the Action Panel write the following:

objname.onLoad = function { trace("hello world"); }

Function Name
The function's name is arbitrary. You can call a function whatever you want, as long as you adhere to these rules:
 * The function's name cannot begin with a number!
 * The function's name cannot contain any other symbol than a letter, an underscore or a number.
 * The function's name cannot have any spaces. While new_function would be ok, new function would generate an error.
 * The function's name is case sensitive! Whenever you use a function, every character must be the same. So trying to use FunctionOne when it's actually called functionone will not work.

Parameters
Parameters are an incredibly useful part of a function, but for now we won't be going into that. They pass on information to the function when it is called. Sound complicated? That's why we'll be doing it later! They are always contained in parentheses. If you do not want to use parameters (we won't be for now), you still have to leave in the empty parentheses, like this (compare above function): function newfunction { statements }

Statements
Without statements, the function would essentially accomplish nothing. If a function is a shopping list, then a statement is something you need to get. Statements are separated using a semi-colon (;). Using the example of the shopping list, most functions look a bit like this: function shoppinglist { bananas; oranges; bread; milk; etc...; }

Curly Brackets
Finally, the curly brackets ({}), also known as curly braces. They make the difference between the function you are creating and the rest of your code, kind of like a fence makes the difference between two properties. Without brackets, you are going to get a pile of syntax errors in your code! They must be placed after the function name and parameters, and on a new line after you are done writing statements, like so: function functionname { statements; statements; statements; }

Calling a Function
So there you go, now you know how to write a function! As I mentioned above, we will learn how to use parameters later on. Most Flash programs contain a handful of functions, depending on how many different sets of actions need to be used. In AS, if you write statements outside of a function, they are executed immediately, which is not always what you want. So what's the point of creating a function? So you can call it whenever you want! Calling a function is also simple. functionname; To call a function, you must first write the function's name, then it's parameters within parentheses. Just like when you were writing a function, you still need to add the parentheses even if you don't have any parameters. You can call a function whenever you want: you can even call a function within another function, kind of like this: function firstfunction { //do a;   //bunch of; //stuff; secondfunction; } function secondfunction { //do a;   //bunch of; //other stuff; } firstfunction; In the above code, AS will essentially run the firstfunction, which will do a bunch of stuff, and then run secondfunction , which will do a bunch of other stuff. Once we get into Event Handlers and Parameters, you'll see how this can be very useful.

Variables
Variables are, in their most basic form, containers for information. Creating a variable is simple: variablename = value As you can see here, all you need to do is give the variable a name, put the = sign, and give it a value! The variable's name must be written like a function: don't start with a number, only characters, numbers and underscores are allowed, no spaces, and remember, it's case sensitive! A value is whatever the variable contains. A variable can contain four different things: an array (a list of information), a number, a string or an object.

Also worth noting is the variable declaration syntax of Actionscript 3.0.

var myText:String = "this is the content"; var myNum:Number = 3.14; var myArray:Array = ["apple", "pear", "orange"]; var myObject:Sprite = new Sprite;

These are different from loose declarations in that they begin with var then their name, myText for example, then a colon and their data type, lastly an "=" and then their value.

Strings
A string is basically a bunch of words. Strings always have "quotation marks" around them. Strings are usually used to display information. They are not commands within AS, but instead, literal words. For example, if I write: var1 = 3.14159 var2 = var1 + 5 AS will recognize var2 as being worth 8.14159. On the other hand, if I write: var1 = "3.14159" var2 = var1 + 5 AS will recognize var2 as being worth 3.141595. Instead of adding 5 as a value, it is literally added to var1. As you continue to use ActionScript, you will realize how important it is to make the difference between strings and everything else.

Integers
Integer is simply another word for number. As in the example above, variables can contain integers for various reasons. Integers are never surrounded by anything alone. Though integers are used surrounded by other objects. If you add to variables containing integers together, you will get the mathematical sum of those two numbers. For example: var1 = 5 var2 = 3 var3 = var1 + var2 var3 is equal to 8.

Other Variables
Variables can contain other variables, as in the above examples. When you create a variable that is equal to another variable, the new variable simply copies the old variables information. So if I write: var1 = "chocolate" var2 = var1 var2 is equal to "chocolate". Since we usually separate variables into strings or integers, you can make variables interact with each other when creating a new variable depending on what they are. Integer variables can be added (+), subtracted (-), multiplied (*) and divided (/), while string variables can only be added, or Concatenated, onto each other. For example: var1 = 3 var2 = 5 var3 = var1 * var2 var4 = "hello my name" var5 = "is Lollercakes." var6 = var4 + var5 var3 will be equal to 15, while var6 will be equal to "hello my nameis Lollercakes." Note that there are no spaces automatically included when adding variables. To accomplish that, we'd have to add a space within the string declaration like this: var1 = "The battle" var2 = " of the Bulge." var3 = var1 + var2 var3 is therefore equal to "The battle of the Bulge."

Methods
Flash is an object-oriented program. Most of the ActionScript you will write will be used to manipulate objects within Flash, whether they're text, objects drawn using Flash, or animations within those objects. Methods are object-oriented actions, kind of like functions already included in Flash. Here are a few examples of methods:
 * String.split(delimiter:String, [limit:Number]) -- Splits a String object into substrings by breaking it wherever the specified delimiter parameter occurs and returns the substrings in an array. If you use an empty string ("") as a delimiter, each character in the string is placed as an element in the array.
 * Sound.start([secondOffset:Number], [loops:Number]) -- Starts playing the last attached sound from the beginning if no parameter is specified, or starting at the point in the sound specified by the secondOffset parameter.
 * Movieclip.duplicateMovieClip(name:String, depth:Number, [initObject:Object]) -- Creates an instance of the specified movie clip while the SWF file is playing. Duplicated movie clips always start playing at Frame 1, no matter what frame the original movie clip is on when the duplicateMovieClip method is called...

As you can see, each of these methods have parameters (ah ah, you'll learn about those soon!), just like functions. The difference is that, while a function can simply be called whenever and wherever, most methods need to be based on an existing object. So really, methods are like functions created by Flash and usually must be run with an object, while functions are user-defined. For example, if you look at the second example shown above, Sound.start, replacing the word Sound with the name of a sound object created in Flash will make that sound object play whatever sound has been attached to it. There are three major types of methods.

Return Methods
When you need to get information concerning a certain object, you use a return method. Return methods can be used to create new objects based on old ones, or to create variables that contain information about objects. Let's look at one of the examples above, which is String.split.

When you use String.split, you are essentially taking a variable and separating it using a delimiter which you define in the parameters section. Although this sounds confusing, the result is essentially an array, which is like a list of variables. The point is, when you use the String.split command, it does NOT do anything to the variable itself... it simply sends information to wherever you need it about the consequences of whatever the method is. Commonly, String.split would be used something like this: string1 = "Bananas, oranges, apples" array1 = string1.split(",") In this scenario, array1 would be equal to bananas, oranges, apples. We're going to learn more about arrays later on, but for now all you need to know is how return methods work!

Effect Methods
Contrary to return methods, change methods actually create a change within the object. We'll use the example of Sound.start for this one. When using Sound.start, it does something to the object (which is a sound file): it starts playing it! Effect methods are also used in a variety of other contexts, such as when drawing an object within Flash or starting or stopping animations. Effect methods are simple, truth be told.

Constructor Methods
Constructor methods, as the name implies, "construct" objects, sounds, variables, arrays, etc. within Flash. When creating a function, you are using the function constructor. When creating a new Sound object or Movie clip, it looks like this: mySound = new Sound; _root.createEmptyMovieClip("name", 1); Constructor methods are useful for creating content within a Flash application that is context sensitive, such as a user-defined sound effect or drawing. Whether or not you use constructor methods depends on what you're trying to accomplish in Flash, although most user-friendly, context-sensitive Flash applications (what Flash is truly made for!) make extensive use of constructor methods.

Parameters
Finally! Parameters can be used in a number of different situations: when writing and calling a function, when using a method, etc. To be simple, parameters hold context-sensitive information that is passed on to a function or method when used. Parameters are kind of like variables: they hold information that can be accessed at any time.

The way a parameter works is the same with both functions and methods. Many functions and methods need parameters to run. For example, if you are using a createEmptyMovieClip method, you need to specify what the new Movie Clip that is created will be named, and on which level in AS it will appear. The parameters are contained in parentheses. When writing code, you can check out the AS Reference to know which information is passed on to which parameter. Using the example of createEmptyMovieClip, here is how it is usually written: _root.createEmptyMovieClip(parameter1, parameter2) Parameter1, in this case, is the name of the new Movie Clip. Therefore, it has to be a string. Parameter2 is the level on which the Movie Clip is created, so it has to be a number. Filling out the parameters looks like this: _root.createEmptyMovieClip("myMovieClip", 5) Remember that all different methods have different parameters that you have to check using the AS Reference!

Now, if we go back to user-defined Functions, you'll notice that you can define your own parameters for your functions. This is a very powerful feature in Flash! Here's an example of a function that uses parameters and is called with parameters. function myFunc(param1, param2) { trace (param1) trace (param2) } myFunc(3, 16) What this little piece of code does is create a function with two parameters called param1 and param2, then calls the function and changes the value of param1 to 3 and param2 to 16. So using parameters is sort of like creating an infinite number of variables inside of a function, since they can be called inside the function at any time. Here's another example using both a method and function parameters. function createMC(name, depth) { _root.createMovieClip(name, depth) } createMC("myMC", 5) This creates a Movie Clip with the name myMC and a depth of 5.

As a final note, remember to keep in mind three things when creating function parameters:
 * Each parameter must have a different name which adheres to the usual rule of creating variables and functions.
 * Although it is not necessary to define all parameters within a function (for example, the function has three parameters but only two are defined when it is called), you cannot define more information than the function can hold (for example, the function has two parameters and three are defined when it is called).
 * The parameter cannot be accessed outside of the function.

Questions? Need some extra help? Can't figure something out? Then go to: Talk:ActionScript:Introduction

title: ActionScript/Introduction


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Talk:ActionScript/Introduction

Questions and Concerns
Many people seem to have problems starting a new language or just didn't evolve into AS 2 from AS 1. I'm taking any questions or programing errors that need tweaking and I'm checking them out. Feel free to post! Cow_monkey111 06:08, 1 January 2007 (UTC) (The preceding unsigned comment was added by 70.234.138.81 (talk • contribs) .)

Creator
Just wanted to mention that I am the original creator of this page, and the two first edits in the history were made by myself. --Ravenstorm 21:27, 27 September 2006 (UTC)

title: Talk:ActionScript/Introduction


text: Category:Film production

title: Category:Film production


text: Category:Master of Business Administration


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Understanding the environment complexity

Welcome to the School of Architecture.

This module on Understanding the Environment Complexity is part of the proposed curriculum for the bold experiment to teach Architecture online, which is unique, and unprecedented. Historically, it is a fact that some of the best architects in the world have been self learners, this School of Architecture proposes a practical guide of the most important steps that have made us Architects. You will enjoy this experimental process and the amazing experience of become an Architect.

Introduction
Just imagine: "In the developed world, buildings consume half the energy we generate and are responsible for half of CO2 emissions...that is alarming enough. But what will happen as the developing world catches up?" -- Norman Foster in a special CNN online feature examining visionary ideas for the 21st Century.

Of course, for those unconcerned about global warming, that energy use is still a concern in terms of economics. Further, energy use by buildings is only a small fraction of the focus of architecture, since the profession deals with so many other concerns. The title of this section: ENVIRONMENT COMPLEXITY should not be misconstrued as focusing on "environmentalism" but instead the ENVIRONMENT or PLACE. To clarify, this is to discuss the metaphysical aspect of SPACE and TIME. Architecture by its nature is an art that develops the built environment, those elements of our world constructed by man. It is an art that deals with fixed locations, or places. While mobile homes exist, they are not architecture. While one could move a building with the right planning and procedure, that is not architecture. Architecture is of a fixed place.

Place has an important role in architecture. Does anyone doubt the fact that replica Eiffel Towers in other places lack the presence and power to affect our emotions and psyche like the original in Paris. Would the Taj Mahal make sense in Tulsa, Oklaholma? When one approaches a fine building, its surroundings - both natural and man-made - have an important effect upon the building in question.

Architecture both influences and is influenced by its environment.

Nature
Before humans started constructing shelter, the natural world was. Whatever occurred to cause humankind to exit the caves and begin structuring their own world, whether the advent of agriculture or the gaining of conscience as a thinking people, it was an immediate exercise in responding to the natural environment. In the cave, mankind was sheltered from cold and wind and rain, but it was an existence dependant on geography and migration patterns of wild beasts. Building one's own shelter allowed men to emerge from the cave and create their own world based on their needs and desires.

This early development of man-made structures, however, was shaped and molded by the forces that surround us: gravity, sun, wind, rain (snow), etc. In each clime, primitive peoples developed structures appropriate for the local environment, to afford the greatest level of comfort possible in a stone age world. Fast forward to today. High technology and abundant oil has allowed mankind to create hermetically sealed boxes capable of creating interior environments that ignore natural forces. The result is a lack of understanding of concepts as simple as natural ventilation, which was commonly understood and practiced just 100 years ago.

Many now worry about global warming. Others worry about availability of energy. Both share a growing consensus that our buildings must respond to the environment and take advantage of natural forces to assist in the creation of comfortable spaces. In order to do that, however, it is important for the architect to understand some basic concepts of environmental science, including basic meteorology, biology, chemistry, physics, and other hard sciences. This section aims at covering the basics of those sciences that directly relate to the design of buildings for human occupation. It is assumed that the students of this section have completed at least high school.


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Theory of Architecture

Introduction
The study of Architecture will not be complete without an exposure to some theory of architecture although many architects shun theory.

Vitruvius probably has made the most relevant remark about theory of architecture:

"Practice and theory are its parents. Practice is the frequent and continued contemplation of the mode of executing any given work, or of the mere operation of the hands, for the conversion of the material in the best and readiest way. Theory is the result of that reasoning which demonstrates and explains that the material wrought has been so converted as to answer the end proposed. Wherefore the mere practical architect is not able to assign sufficient reasons for the forms he adopts; and the theoretic architect also fails, grasping the shadow instead of the substance. He who is theoretic as well as practical, is therefore doubly armed; able not only to prove the propriety of his design, but equally so to carry it into execution."

Architecture is not a purely practical discipline. Every design decision is a thought, something that has to be decided, based on an array of values and factors, that come from several sources. Some of those factors can be easily decoded and given an automatic, appropriate solution, like for example, facts coming from the terrain such as the sun position, which would dictate the best orientation of your building. But some other factors and questions will require you to take decisions based on much less obvious grounds, or even very controversial decisions. For example, making a new building in a very old historic place. Will you claim your modernity strongly? Will you take a humble attitude, and stay discreet in front of the very respectable environment? Probably, if you take one of those two decisions, you will find furious opponents, ready to criticize your work with cruelty. Think about even more complicated and "hot" problems, such as having religious issues involved in your project.

In architecture, everything we do must be carefully thought. There is never one only way to do things, so all the time you will need to weight arguments, and take decisions. The importance of theory of architecture can be compared to the system of Precedent in legal courts: By knowing what other architects already did in similar situations, you are able to take much better decisions.

Criticism
Criticism is the action of emitting a judgement over someone's work. Architecture criticism is a very important tool in theory of architecture, because it is the ground of what can be considered as the "common sense". Very famous buildings are usually criticized by several important critics, and observing this can give us very important clues for building our own opinion.

We should always train to critique architecture. Be aware that this doesn't necessarily mean publicly emitting your (negative) opinion, but simply, trying to build your own opinion over a piece of architecture. Then, if you find your opinion interesting, why not test it against other opinions? The debate resulting from that confrontation is, really, what builds what we can call theory of architecture.

Famous theoricians architects
These are people who are or have been very active in the field of Architecture criticism. Knowing about them and how they see architecture is a key to building your own idea of architecture.

Classical, world-respected critics

 * Kenneth Frampton
 * Manfredo Tafuri
 * Kevin Lynch
 * Robert Venturi

Contemporary architects who write a lot about architecture

 * Rem Koolhaas
 * Thom Mayne
 * Peter Eisenman
 * Daniel Libeskind

Famous architects
Famous architects are usually not famous only by chance, but because many people valued their work. This is not an universal rule (some architects can be famous for other reasons), but most of them made highly significant work. Studying these works and being able to build your opinion about it as well as understanding why they are significant is another key to be able to make, yourself, significant work.

Past architects
needs birth and death dates
 * Alvar Aalto
 * Le Corbusier
 * Antonio Gaudi
 * Louis Kahn
 * Luis Barragán
 * Adolf Loos
 * Ludwig Mies Ven Der Rohe
 * Aldo Rossi
 * Carlo Scarpa
 * James Stirling
 * Christopher Wren
 * Frank Lloyd Wright

Contemporary architects

 * Tadao Ando
 * Gottfried Boehm
 * Mario Botta
 * Santiago Calatrava
 * Peter Eisenman
 * Norman Foster
 * Frank Gehry
 * Michael Graves
 * Zaha Hadid
 * Rem Koolhaas
 * Daniel Libeskind
 * Thom Mayne
 * Richard Meyer
 * Eric Owen Moss
 * Oscar Niemeyer
 * Renzo Piano
 * Richard Rogers
 * Alvaro Siza
 * Ken Yeang

Famous projects
Some specific projects that are generally considered building stones to what is architecture today:
 * the Parthenon, Athens, Greece, 5th century BC, by Phidias

 * the Villa Savoye, Poissy, France, 1929, by Le Corbusier

 * the Barcelona Pavilion, Barcelona, Spain, 1929, by Ludwig Mies van der Rohe

title: Theory of Architecture


text:
Building construction techniques

Building Construction: Means & Methods
Building construction is the process of adding structure to real property. The vast majority of building construction projects are small renovations, such as addition of a room, or renovation of a bathroom. Often, the owner of the property acts as laborer, paymaster, and design team for the entire project. However, all building construction projects include some elements in common - design, financial, and legal considerations. Many projects of varying sizes reach undesirable end results, such as structure collapse, cost overruns, and/or litigation. For this reason, those with experience in the field make detailed plans and maintain careful oversight during the project to ensure a positive outcome.

Building construction is procured privately or publicly utilizing various delivery methodologies, including hard bid, negotiated price, traditional, management contracting, construction management-at-risk, design & build and design-build bridging.

Residential construction practices, technologies, and resources must conform to local building authority regulations and codes of practice. Materials readily available in the area generally dictate the construction materials used (e.g. brick versus stone, versus timber). Cost of construction on a per square metre (or per square foot) basis for houses can vary dramatically based on site conditions, local regulations, economies of scale (custom designed homes are always more expensive to build) and the availability of skilled tradespeople. As residential (as well as all other types of construction and manufactured homes) can generate a lot of waste, careful planning again is needed here.

The most popular method of residential construction in the United States is wood framed construction. As efficiency codes have come into effect in recent years, new construction technologies and methods have emerged. University Construction Management departments are on the cutting edge of the newest methods of construction intended to improve efficiency, performance and reduce construction waste.

Construction of Buildings Foundation
There are several foundation types we are using in constructions such as pile foundation, raft foundation, pad foundation, combined footing, rubble foundation and spread footing. The selection of foundation type depends on the soil condition and the load about to apply on it. We commonly use pile foundations where apply heavy load such as several stories building and where the soil bearing capacity is very poor like backfill areas, marshy land areas and in sandy areas. For normal houses we use rubble works with pad foundation type. A column foundations we use spread footing type.In any building industry,foundation details is an essential factor in consideration.

Wood Construction

 * Timber framing
 * Wood furniture restoration
 * Wood Coating
 * Wood Layering
 * Wood Tiles
 * Wood Floor Boards

Concrete & Reinforced Concrete
This concrete is termed as RCC since along with the concrete reinforcement is also present. There are various grade of concrete used based on the building load. The grades of concrete start from M15 to M40 and special grade can be of M60,M80. The mix grade can be of proportion of coarse sand/M-sand+cement & slag/fly ash + 10mm down aggregate+ 20mm aggregate + water + admixtures.These trial mixes are designed & tested in labs for 07 days and 28 days to check the strength to be achieved based on the grade of the concrete. Once the trial mix design gets approved the same design can be used at sites. The common equipments used for mixing of above said ingredients are: As we are discussing about RCC, we should discuss about Formwork also. Regarding formwork there are two types:
 * Reinforced concrete
 * weigh batcher+concrete drum mixer operated electrically or by diesel
 * batching plants of capacity 0.5 cum, 1.0 cum, 2.0 cum or 3.0cum
 * Conventional formwork
 * Modern day formwork

 * 1. Conventional Formwork:
 * In this system
 * shuttering plates
 * planks/plywood(commercial or marine)(8mm,10mm,12mm,20mm,25mm thick)for sides,bottoms are used
 * to erect and support this formwork- timber, adjustable props, side alignment props,cup-lock system, table form system,etc.are used.
 * Before the formwork is ready for receiving the reinforcement the surface of the formwork will be oiled which will act as stripping agent while stripping.
 * Once all the reinforcement placing and tying works are completed, the alignment and level check is done.
 * After obtaining the checking clearance, concrete is placed.

 * 2. System Formwork:
 * Following are the systems in the modern day:
 * self climbing or slip formwork
 * Mivan/Pascal formwork
 * Proper preparatory works are to be carried out since once the erection of formwork starts, the same will be moving up and up and will be difficult to rectify if any defects observed and also it is a continuous process.To erect and support this formwork-adjustable props, side alignment props,etc.are used.
 * Before the formwork is ready for receiving the reinforcement the surface of the formwork will be oiled which will act as stripping agent while stripping.
 * Once all the reinforcement placing and tying works are completed, the alignment and level check is done.
 * After obtaining the checking clearance, concrete is placed.
 * The concrete used in these type of formwork, a highly flowable concrete is used keeping the grade of concrete similar to the normal concrete.

The mix concrete produced by the above methods can be transported by wheel barrows, transit mixers(of capacities 1.0cum,3.0cum,6.0cum,7.0cum)and placed in the confined conventional formwork either by manual or pumping means. For pumping of concrete to various depths,heights and distances the most common equipments used are concrete pumps,boom placers,tower cranes and concrete buckets.

After placing of concrete in the confined formwork, the concrete should be vibrated either by manual or vibrators with vibrator needles and tamping the sides with the help of wooden tampers for concrete to flow to all corners and also to remove the entrapped air bubbles. With this process the entire concrete placed will become dense and no honey-combing are seen once the formwork is stripped down.

While placing the concrete, a set of cubes for 07 days/28 days are casted, which will be tested in the lab for checking the strength of concrete and comparing to the design mix strength. Based on the achieved strength for 07 days, the time period for de-stripping of formwork is fixed and proper supporting to be kept till the curing period and 28 days.

Steel and Composite Structures
Steel Buildings: These are one type of buildings out of other type like RCC, masonry buildings etc. These are mostly predominant in the industrial and commercial industry like industrial sheds. The common components are mainly like foundations with foundation bolts, Vertical columns, trusses, purlins, side sheeting, roof sheeting etc. In the modern day technology, usage of PEB(Pre-engineered building) structures is on the rise. These structures can be erected and completed very fastly, as they are fabricated at ground and erected. Round the clock work can be carried out by taking proper safety measures. These structures can be used for storages, manufacturing units, logistics, etc. These structures are more safer than concrete buildings from earthquakes as damages are very minimal. Nowadays more and more residential buildings are being constructed as steel buildings as there structural life span is comparatively more. Even with these structures, the environment is protected as the generation of construction debris is less and can be recycled.
 * Steel building

Exterior finishing materials
The common exterior finishing materials used are:
 * 1) Paints
 * 2) Natural stones-granite,marble,etc.ceramics tiles
 * 3) Textures
 * 4) Glass
 * 5) Aluminium sheeting,ACP
 * 6) Glass Fibre sheets
 * 7) Roof tiles
 * 8) Wood/timber

These materials are used as per the availability within the locality unless these are to be specially procured.

Interior finishing materials
The common interior finishing materials used are:
 * 1) Paints
 * 2) Natural stones - granite, marble, etc.
 * 3) Textures
 * 4) Glass
 * 5) Aluminium sheeting
 * 6) Glass Fibre sheets
 * 7) Ceramic/vitrified/mosaic tiles
 * 8) Wood/timber
 * 9) Gypboards

These materials are used as per the availability within the locality unless these are to be specially procured.

Waterproofing, Thermal & Moisture Control

 * Insulation

Openings
Door and window openings are part of a finishing aspect of a building element. In a door opening, the standard dimension of a door is usually 2100mm by 900mm. In this regard, the opening will share same dimension with the door and the lintel thickness allowance by the both sides, usually 225mm.
 * Door
 * Windows

Window is a part of a building element which allows the passage of light and ventilation in to a building. It is usually dimensioned 600mm by 600mm,900mm by 600mm 1200mm by 1200mm,1200mm by 1800mm, 1200mm by 2100mm etc.

Building Systems
Most of the construction systems become from the material that can be obtained in the job areas.

When these resources were exhausted, new industrialized materials was brought in and also to permit bigger and heavier construction.

Real examples of building process
Work in progress. Building materials will be analyzed.

This is a real example for a planned structure that is going to be built, that is going to be used for storage with the flexibility of being turned into a workshop(type:unspecified) in the future.

Potential building materials:

roof
 * - forms "waves"

walls
 * - for a temporary building material that is planned to be covered by something to prevent it from interacting with the humidity of the environment.

The type of construction:
 * The roof may be a sloping roof

title: Building construction techniques


text:
Quantum harmonic oscillator/Boson operators

The single mode boson operators come in two flavours, the creation operator, and the annihilation operator. They are denoted like the following:

 * $$\hat{b}^\dagger$$
 * $$\hat{b}$$

The pair are called the "ladder operators". They arise from consideration of the quantum harmonic oscillator. The commutation relation that they satisfy is

 * $$[\hat{b}, \hat{b}^\dagger] = 1$$


text:
College Algebra/FOIL and algebraic manipulation

FOIL is an abbreviation for the words first, outer, inner, and last. It is a mnemonic to help with polynomial multiplication.

Take a look at this example of multiplying two linear monomials:

 * $$(x + 3)(x + 4) \,\;$$

There are 4 distinct products which have to be computed. Here they are highlighted:
 * first - $$(\mathbf{x} + 3)(\mathbf{x} + 4) \,\;$$
 * outer - $$(\mathbf{x} + 3)(x + \mathbf{4}) \,\;$$
 * inner - $$(x + \mathbf{3})(\mathbf{x} + 4) \,\;$$
 * last - $$(x + \mathbf{3})(x + \mathbf{4}) \,\;$$

The product of the highlighted terms gives:
 * first - $$x^2 \,\;$$
 * outer - $$4x \,\;$$
 * inner - $$3x \,\;$$
 * last - $$12 \,\;$$

Adding everything up, we get
 * $$(x + 3)(x + 4) = x^2 + 7x + 12 \,\;$$

Note: The point of this is to remind you to multiply everything in one set of parenthesis exactly once with everything in the other set of parenthesis. As long as you understand that this is why you do this, it doesn't matter what order you do it in, as long as it all gets added in the end. And so, F+O+I+L is the same as O+L+I+F, L+I+F+O, F+L+O+I, etc.

Exercises:
 { $$(x + 1)(x + 6)=\,\;$${ x^2 + 7x + 6 (i)|x^2+7x+6 (i) _16 }
 * type="{}"}

{ $$(x + 2)(x + 4)=\,\;$${ x^2 + 6x + 8 (i)|x^2+6x+8 (i) _16 }
 * type="{}"}

{ $$(x + 3)(x + 7)=\,\;$${ x^2 + 10x + 21 (i)|x^2+10x+21 (i) _16 }
 * type="{}"}

{ $$(x - 2)(x + 5)=\,\;$${ x^2 + 3x - 10 (i)|x^2+3x-10 (i) _16 }
 * type="{}"}

{ $$(x + 3)(x - 2)=\,\;$${ x^2 + x - 6 (i)|x^2+x-6 (i) _16 }
 * type="{}"}

{ $$(x - 4)(x + 1)=\,\;$${ x^2 - 3x - 4 (i)|x^2-3x-4 (i) _16 }
 * type="{}"}

{ $$(x - 3)(8 - x)=\,\;$${ -x^2 + 11x - 24 (i)|-x^2+11x-24 (i) _16 }
 * type="{}"}

{ $$(x - 1)(x - 5)=\,\;$${ x^2 - 6x + 5 (i)|x^2-6x+5 (i) _16 }
 * type="{}"}

{ $$(4 - x)(x - 6)=\,\;$${ -x^2 + 10x - 24 (i)|-x^2+10x-24 (i) _16 }
 * type="{}"}

{ $$(2x + 3)(x + 5)=\,\;$${ 2x^2 + 13x + 15 (i)|2x^2+13x+15 (i) _16 }
 * type="{}"}

{ $$(x + 1)(3x - 2)=\,\;$${ 3x^2 + x - 2 (i)|3x^2+x-2 (i) _16 }
 * type="{}"}

{ $$(4x + 3)(x - 9)=\,\;$${ 4x^2 - 33x - 27 (i)|4x^2-33x-27 (i) _16 }
 * type="{}"}

{ $$(2x - 7)(3x + 5)=\,\;$${ 6x^2 - 11x - 35 (i)|6x^2-11x-35 (i) _16 }
 * type="{}"}

{ $$(4x + 8)(2x + 6)=\,\;$${ 8x^2 + 40x + 48 (i)|8x^2+40x+48 (i) _16 }
 * type="{}"}

{ $$(3 - 5x)(2x - 1)=\,\;$${ -10x^2 + 11x - 3 (i)|-10x^2+11x-3 (i) _16 }
 * type="{}"}

{ $$(a + b + c)(d + e + f)=\,\;$${ ad + ae + af + bd + be + bf + cd + ce + cf (i)|ad+ae+af+bd+be+bf+cd+ce+cf (i) _42 }
 * type="{}" coef="2"}


text: User:BiT

title: User:BiT


text:
User:RichMac

This site has gotten me excited about the prospect of open learning. I'm hoping this site will develop into a real alternative to the current brick and mortar schools. I'm currently researching degree plans available in Canada.

I'm looking forward to the prospect of developing, learning, sharing and eventually obtaining a degree by this means and would be interested to hear from individuals with similar goals.

Important Pages
Import - Requests for import of material from external wikis

Currently Learning by Doing in:
Topic:Philosophy of Religion

title: User:RichMac


text:
User:Ram-Man

See my english Wikipedia user page.

User:RM, User:ramman, and User:rambot redirect to here.

title: User:Ram-Man


text:
User talk:Ram-Man

See my english Wikipedia user talk page.

welcome
Welcome to Wikiversity. --JWSchmidt 13:13, 28 September 2006 (UTC)

title: User talk:Ram-Man


text:
Topic talk:Basic filmmaking

I would like to move this page to [[Courses:Basic_Filmmaking ]] rather than  [[Topic:Basic_Filmmaking ]]. Any comments? Robert Elliott 13:46, 28 September 2006 (UTC)
 * You can do as you wish :) Things like Courses can be placed in the main namespace with out a prefix. - Matteo 15:36, 28 September 2006 (UTC)

 * Then how do I see a list of all COURSES in Wikiversity? Robert Elliott 03:51, 29 September 2006 (UTC)
 * The answers the question "Where are the courses?" To find a list of all courses check out Category:Courses. -  Matteo 15:49, 29 September 2006 (UTC)

title: Topic talk:Basic filmmaking


text:
Template:User es-4

cs:Šablona:User es-4 de:Vorlage:User es-4 el:Πρότυπο:Χρήστης es-4 es:Plantilla:Usuario es-4 fr:Modèle:User es-4 it:Template:Utente es-4

title: Template:User es-4


text:
Template:User es-3

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title: Template:User es-3


text:
Template:User es-2

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title: Template:User es-2


text:
Template:User es-1

ar:قالب:مستخدم es-1 cs:Šablona:User es-1 de:Vorlage:User es-1 el:Πρότυπο:Χρήστης es-1 es:Plantilla:Usuario es-1 fr:Modèle:User es-1 it:Template:Utente es-1 ja:テンプレート:User es-1 pt:Predefinição:User es-1

title: Template:User es-1


text:
Template:User es-0

de:Vorlage:User es-0 el:Πρότυπο:Χρήστης es-0 es:Plantilla:Usuario es-0 fr:Modèle:User es-0 it:Template:Utente es-0

title: Template:User es-0


text: Template:User Mathcontrib

title: Template:User Mathcontrib


text: Category:Contributors to the School of Mathematics


text:
Portal:Clinical cases

Welcome to the Wikiversity Center for Clinical Cases.

Clinical cases provide a great learning opportunity.

Department description
The Center for Clinical Cases is a Wikiversity content development project where participants create, organize and develop learning resources for Clinical Case Studies.

 * Clinical cases/Case 1 (complete) : a 30-year-old man with a rash on both legs, painful joints and abdominal pain
 * Clinical cases/Case 2 (complete) : a 31-year-old primigravida with a fetus in transverse lie due to an ovarian cyst
 * Clinical cases/Case 3 (complete) : a 17-year-old volleyball player presenting to his general practitioner for a cardiovascular pre-participation screening
 * Clinical cases/Case 4

Department news

 * September 28, 2006 - Department founded!
 * June 25, 2008 - Case 1 and 3 completed, discussion ongoing on case 2 talk page

title: Portal:Clinical cases


text:
Clinical cases/Case 1

<< Back to: Topic:Clinical cases

Case presentation
A 30-year old man comes to the accidents and emergencies department with a presenting complaint of rash on both lower legs. He first noticed the rash two days earlier, but it progressively got worse. The rash itself is not painful but he has felt waxing and waning pains in his knees and ankles. He has also felt some nausea and colicky abdominal pain without vomiting or a change in bowel motions or stool appearance. He has not felt any fever or chills and denies urinary or respiratory problems. There have been no recent illnesses, no weight changes or night sweats.

The man has type 1 diabetes for which he has been on insulin injections since childhood. He has not take any other prescription or over-the-counter drugs and has no known allergies. He's a non-smoker who admits to occasional use of alcohol. He doesn't know details about medical conditions in his family. The patient works as a teller in a bank, is married and lives in the city with his wife and baby daughter.

His vital signs are as follows: temperature 37.1 °C (98.8 °F), pulse 74 bpm, blood pressure 160/90 mmHg, respiratory rate 12/min.

On physical examination, there is a non-blanching rash predominantly on the legs but extending to the lower back. The lesions are dark red and slightly raised. The patient admits to pain on deep palpation in all four quadrants of the abdomen. Bowel sounds are normal and no masses or organomegaly can be felt. There is no redness or swelling of the joints of the lower extremities. The lungs are clear to auscultation and heart sounds are normal. Examination of the head, eyes, ears, nose and throat are normal. No enlarged lymph nodes are palpated. There are no signs of meningeal irritation. A digital rectal examination shows a streak of blood on the finger. Further physical examination is unremarkable.

An electrocardiogram is found to be completely normal.

Laboratory tests are remarkable for leukocytosis (18,000 white blood cells /µl) and raised serum C-reactive protein (180 mg/L) and erythrocyte sedimentation rate (75 mm/h). There is also a raised creatinine (1.23 mg/dl,or 107 μmol/l) and glucose (138 g/l, or 7.7 mmol/L). The platelet count is 450,000/µl. Clotting tests are within normal limits. Liver enzymes, thyroid function tests, lactate dehydrogenase and creatine phosphokinase are within normal limits.

Case discussion
{{Dynamic navigation noncentered Henoch-Schönlein purpura (HSP) is a systemic leukocytoclastic vasculitis characterized by the deposition of IgA immune complexes. It occurs most often in young children but it should be suspected in adults with palpable purpura (especially on the lower extremities and buttocks) and other typical features such as joint, abdominal and renal involvement. HSP seems to run a more severe course in adults. Complications are also different as compared to children, in whom intussusception is more common and renal failure is rarer. In a series of 37 adults with HSP, ten (27%) developed end-stage renal disease. Severe renal involvement at presentation (e.g. strong proteinuria or hypertension) has been suggested as a predictor of subsequent renal impairment. In this case, abdominal symptoms and renal involvement should prompt consideration for the use of intravenous corticosteroids. Given this patient's diabetes, other immunosuppressive drugs might be considered.
 * TITLE= Case discussion
 * CONTENT=Henoch-Schönlein purpura in adults
 * SMALLCONTENT=

Vasculitides typically present with either palpable purpura, simultaneous lung and kidney disease or mononeuritis multiplex. Since HSP is rare in adults, other forms of vasculitis need to be excluded. Hypersensitivity vasculitis presents with fever, lymphadenopathies, arthralgia but without glomerulonephritis, and is usually secondary to infections or medications. Small vessel vasculitis can also be secondary to connective tissue diseases or infections (most commonly hepatitis B and C but also HIV, cytomegalovirus, Epstein-Barr virus, and parvovirus B19). Other small vessel vasculitides can be differentiated by their clinical presentation and laboratory tests (as described above).

Suggested activities
Now that you're done, why don't you:
 * Suggest improvements to this learning activity, or edit it yourself.
 * Read more about (and perhaps even improve) Henoch-Schönlein purpura or vasculitis on Wikipedia.
 * }}

title: Clinical cases/Case 1


text:
Torah/Haazinu

Haazinu is the 53rd parshah in the annual Jewish cycle of Torah reading and the 10th in the book of Deuteronomy. It constitutes Deuteronomy 32:1-52.

Moderators

 * 1) Kari M. Hazzard

Indictment
...

Punishment
...

Punishment restrained
...

Parting words
...

title: Torah/Haazinu


text:
User:Tachyon01~enwikiversity

My mathematical education comes from the University of California, Santa Cruz. My research interests are in topology, complex geometry, Lie algebras, and mathematical physics. I also work at an observatory, where I am involved in tracking and discovering supernovas. I reside in Santa Cruz, California. I also occasionaly teach math at Monterey Peninsula College. I am also a huge San Jose Sharks fan. Wikiversity courses I am teaching: School of Mathematics:Introduction to Proofs School:Mathematics/Introduction to Abstract Algebra

If you are a student of one of my courses, please feel free to drop me a line on my talk page.

Other Courses I have taught:

Lower Division: Beginning & Intermediate Algebra Pre-Calculus Calculus I & II Multivariable Calculus Linear Algebra

Upper Division: Intro to Proofs Complex Analysis Abstract Algebra Graph Theory Intro to Algebraic Topology

title: User:Tachyon01~enwikiversity


text:
User:AdamG

If you need to contact me, try my web site - I'll keep up-to-date contact info there.

All my contributions here are dual-licensed under GNU FDL and CC-by-sa.

title: User:AdamG


text:
Introduction to Programming

Introduction
Welcome to the Introduction to Programming. This course is part of the School of Computer Sciences curriculum, and so new visitors should familiarize themselves with the Introduction to Computer Science course before beginning these lessons on programming.

Since this is an introductory course, we won't be dealing with any programming language in particular. Examples will be taken from a number of programming languages or given in a pseudocode. Wikiversity offers more in-depth courses on Java and C++.

Periodically throughout this course there will be instructions to work on a lesson from your chosen language.

Prerequisites
This course assumes no prior experience with programming. We do, of necessity, assume that the student is able to operate their own system to, at a minimum, install and set up the tools needed to program in at least one computer programming language.

While not strictly necessary, some comfort with math—at least at the high school algebra level—would be useful in understanding some of the supporting material referenced in this course.

Recommended course of study

 * Introduction to Algorithms
 * Flowchart

Lessons

 * 1) /About Programming/
 * 2) /Programming Languages/
 * 3) /Organization/
 * 4) /Variables/
 * 5) /Numeric Variables/
 * 6) /Boolean Variables/
 * 7) /Control Structures/
 * 8) /Subprograms/
 * 9) /Scope/
 * 10) /Debugging/

 * Next Course Introduction to Programming in Java
 * Previous Course Introduction to Computer Science

title: Introduction to Programming


text:
Wikiversity:Candidates for Custodianship/Archive of nominations for full custodianship

This page is an archive of community discussions about nominations for full custodianship, bureaucratship and check user status. The discussions take place at Candidates for Custodianship and are moved to their own pages at some point during the candidacy process. A short summary of each discussion is provided on this page along with a link to the full discussion.

Digitalme
All community comments supported full custodianship for User:Digitalme after a one month probationary period ending 21 September, 2006. The period for comments on this nomination was from September 21, 2006, at 8:31 am UTC to September 26, 2006, at 8:31 am UTC. Digitalme became the first full custodian on 26 September, 2006. The full community discussion is at Candidates for Custodianship/Digitalme.

SB Johnny
All community comments supported full custodianship for User:SB Johnny after a one month probationary period ending 27 September, 2006. The period for comments on this nomination was from September 27, 2006, at 17:28 UTC and ended on October 2, 2006, at 17:28 UTC. SB Johnny became a full custodian on 3 October 2006. The full community discussion is at Candidates for Custodianship/SB Johnny.

Sebmol
Sebmol was made an "acting custodian" at the launch of Wikiversity (15 August 2006). Cormaggio made Sebmol an "acting bureaucrat" on 9 October 2006. The custodianship and bureaucratship of Sebmol was open for community discussion from October 10 to October 15. All community comments supported full custodianship and bureaucratship for Sebmol. Sebmol became a full custodian and bureaucrat on 16 October 2006. The full community discussion is at Candidates for Custodianship/Sebmol.

Draicone
All community comments supported full custodianship for User:Draicone after a one month probationary period ending 26 October, 2006. The period for comments on this nomination was from October 27 to October 31, 2006. The full community discussion is at Candidates for Custodianship/Draicone

Guillom
All who commented on Guillom's nomination for full custodianship, including Sebmol's mentorship report, were positive. The nomination period was from 27th November to 2nd December, 2006. Archive of disccusion is at Candidates for Custodianship/guillom.

Rayc
All community comments supported full custodianship for User:Rayc after a one month probationary period ending December 2, 2006. The 5 day period for comments on this nomination ended on December 7, 2006, at 07:48 UTC. Rayc became a full custodian on 7 December 2006. The full community discussion is at Candidates for Custodianship/Rayc.

MichaelBillington
All community comments supported full custodianship for User:MichaelBillington after a one month probationary period ending 10 January. The 5 day period for comments on this nomination ended on 15 January 2007. MichaelBillington became a full custodian on 16 January 2006. The full community discussion is at Candidates for Custodianship/MichaelBillington.

J.Steinbock
All community comments supported full custodianship for User:J.Steinbock after a one month probationary period ending 16 January. The 5 day period for comments on this nomination ended on 21 January 2007. J.Steinbock became a full custodian on 22 January 2006. The full community discussion is at Candidates for Custodianship/J.Steinbock.

Remi
All community comments supported full custodianship for User:Remi after a one month probationary period ending 14 May. The 5 day period for comments on this nomination ended on 19 May 2007. Remi became a full custodian on 20 May 2007. The full community discussion is at Candidates for Custodianship/Remi.

Historybuff
All community comments supported full custodianship for User:Historybuff after a probationary period ending 21 May. The 5 day period for comments on this nomination ended on 26 May 2007. Historybuff became a full custodian on 27 May 2007. The full community discussion is at Candidates for Custodianship/HistoryBuff.

CQ
There were no objections from the community against full custodianship for User:CQ after a one month probationary period ending 24 May. The 5 day period for comments on this nomination ended on 29 May 2007. CQ became a full custodian on 30 May 2007. The full community discussion is at Candidates for Custodianship/CQ.

McCormack
All comments supported the full custodianship of McCormack after a one month probationary period ending 24th May. The five day period for comments lasted between 5th and 10th June. McCormack became full custodian on 14th June 2007. Full discussion is at Candidates for Custodianship/McCormack.

HappyCamper
All comments supported the full custodianship of HappyCamper after a one month probationary period ending 28th May. The five day period for comments lasted between 5th and 10th June. HappyCamper became full custodian on 14th June 2007. Full discussion is at Candidates for Custodianship/HappyCamper.

SB_Johnny
SB_Johnny was granted check user status with full support from the community on 11th September. Full discussion is at Nominations for checkuser/SB Johnny.

JWSchmidt
JWSchmidt was granted check user status with wide support from the community on 11th September. Full discussion is at Nominations for checkuser/JWSchmidt.

Darklama
All comments supported the full custodianship of Darklama after a one month probationary period ending 23rd September. The five day period for comments lasted between 23rd and 28th September. Darklama became full custodian on 3rd October 2007. Full discussion is at Candidates for Custodianship/Darklama (full custodian).

Erkan Yilmaz
All comments supported the full custodianship of Erkan Yilmaz after a one month probationary period ending 26th September. The five day period for comments lasted between 26th September and 1st October. Erkan Yilmaz became full custodian on 3rd October 2007. Full discussion is at Candidates for Custodianship/Erkan Yilmaz (full custodian).

Countrymike
There were some concerns raised about the custodianship of Countrymike both during the 1 month probationary period (December 15 - January 15) and during the 5 day community discussion period (January 15- January 20). The concerns related to Countrymike's expressed goal "to strengthen relationships between" Wikiversity and WikiEducator. Countrymike became full custodian on January 20 when Sebmol closed the discussion, saying, "...an ambassadorial role does not conflict with acting as a custodian..." See the discussion at Candidates for Custodianship/Countrymike.

Mu301
All comments supported the full custodianship of Mu301 after a one month probationary period ending 16th February. The five day period for comments lasted for 8 days between 16th February and 24th February. Mu301 became full custodian on 24th February 2008. Full discussion is at Candidates for Custodianship/Mu301 (full custodian).

SB Johnny
All community comments supported bureaucratship for User:SB Johnny. The period for comments on this nomination was started on March 3rd, 2008, at 02:42 UTC. SB Johnny became a bureaucrat on 21st March 2008. The full community discussion is at Candidates for Custodianship/SB Johnny (Bureaucrat).

Mu301
All community comments supported bureaucratship for User:Mu301. The period for comments on this nomination was started on March 3rd, 2008, at 16:47 UTC. Mu301 became a bureaucrat on 21st March 2008. The full community discussion is at Candidates for Custodianship/Mu301 (Bureaucrat).

Erkan Yilmaz
All community comments supported bureaucratship for User:Erkan Yilmaz. The period for comments on this nomination was started on March 15th, 2008, at 16:49 UTC. Erkan Yilmaz became a bureaucrat on 26th March 2008. The full community discussion is at Candidates for Custodianship/Erkan Yilmaz (Bureaucrat).

Jtneill
All comments supported the full custodianship of Jtneill after a one month probationary period ending 17th May. The five day period for comments lasted between 17th and 22th May. Jtneill became full custodian on 22th May 2008. Full discussion is at Candidates for Custodianship/Jtneill (full custodian).

Gbaor
All comments supported the full custodianship of Gbaor after a one month probationary period ending 26th June. The five day period for comments lasted between 26th June and 1st July. Gbaor became full custodian on 3rd July 2008. Full discussion is at Candidates for Custodianship/Gbaor (full custodian).

Terra
User:Terra became probationary custodian on 17th March 2008. The period was extended until 17th June 2008. The commenting and voting period took place from: 21st June to 31st June 2008. The outcome was that User:Terra can reapply again for full custodianship if he wants. Full discussion is at Candidates for Custodianship/Terra (full custodian).

Erkan Yilmaz
Erkan Yilmaz was granted check user status with support from the community on August 3rd 2008. Full discussion is at Nominations for checkuser/Erkan Yilmaz.

Erkan Yilmaz
Erkan Yilmaz left the project and handed back his tools. He was nominated for return, but didn't respond (yet). Full discussion is at Candidates for Custodianship/Erkan Yilmaz (full custodian).

Ottava Rima
Candidates for Custodianship/Ottava Rima

Mike.lifeguard
Candidates for Custodianship/Mike.lifeguard and Candidates for Custodianship/Mike.lifeguard (full custodian)

Jade Knight
Candidates_for_Custodianship/Jade_Knight and Candidates for Custodianship/Jade Knight (full custodian)

Juan de Vojníkov
Candidates for Custodianship/Juan de Vojníkov and Candidates for Custodianship/Juan de Vojníkov (full custodian)

Adambro
Candidates for Custodianship/Adambro

Leighblackall
Candidates for Custodianship/Leighblackall

Jtneill
Candidates for Custodianship/Jtneill (Bureaucrat)

Pmlineditor
Candidates for Custodianship/Pmlineditor

AFriedman
Candidates for Custodianship/AFriedman

Diego Grez
Candidates for Custodianship/Diego Grez

Collingwood
Candidates for Custodianship/Collingwood


text:
Wikiversity:Candidates for Custodianship/Digitalme

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

The period for comments on this nomination starts on September 21, 2006, at 8:31 am UTC and ends on September 26, 2006, at 8:31 am UTC.
 * Mentor:
 * Evaluation
 * I nominate Digitalme for full custodianship. Digitalme has been a custodian in mentorship since August 19, 2006 and has been active as a user and custodian since then. The user has performed exemplary during his mentorship period and I fully endorse him as a candidate. He has been open to feedback, responded kindly to others and acted in a courteous and professional manner. I see no cause for concern having Digitalme as a full custodian. -- sebmol ? 08:32, 21 September 2006 (UTC)
 * Comments
 * I support this nomination. Digitalme is trustworthy and will be very useful to the wikiversity community. guillom 23:17, 25 September 2006 (UTC)
 * Digitalme has done well during the probationary period. Since nobody has a complaint, I suggest we end the probation period and acclaim Digitalme the first community-approved custodian of Wikiversity! --JWSchmidt 00:42, 26 September 2006 (UTC)
 * I strongly support Digitalme. A brief glance at his contributions reveals nothing to be worried about, and I have no doubt he will serve Wikiversity well in a custodian capacity. I have met him on IRC, and he is capable of communicating well and explaining clearly. He will surely be able to justify his actions as a custodian and act appropriately; after his probationary custodianship I can safely assume he is familiar with sysop tools. He is an excellent candidate for custodianship. --Draicone (talk) 12:12, 26 September 2006 (UTC)
 * Fully support - a very good contributor, has been active on the backchannels too :). --SB_Johnny | talk 15:03, 26 September 2006 (UTC)
 * Looks like it's past 8:31, but thought I'd voice my support too :-) --HappyCamper 21:45, 26 September 2006 (UTC)

Closing comments
All community comments supported full custodianship for User:Digitalme after a one month probationary period ending 21 September, 2006. The period for comments on this nomination was from September 21, 2006, at 8:31 am UTC to September 26, 2006, at 8:31 am UTC. Digitalme became the first community-approved custodian on 26 September, 2006. --JWSchmidt 20:28, 28 September 2006 (UTC)

From Probationary custodians
I'm requestion adminsh-err... custodianship here, because I think that I can be an asset to the project in that role. I am a very experienced Wikipedia contributor, and I hope to be able to carry that over here. I am knowledgable about the tools, and the workings of Mediawiki as I run my own wiki. I like the idea behind this project, and I really want to see it succeed.--digital_metalk 22:43, 18 August 2006 (UTC)

 * I accept sebmol for my mentorship --digital_metalk 13:22, 19 August 2006 (UTC)
 * I accept sebmol for my mentorship --digital_metalk 13:22, 19 August 2006 (UTC)

 * was made a probationary custodian on 19 August 2006; mentor = sebmol.
 * has been nominated for full custodianship on 21 September 2006.


text: Category:Nominations for Custodianship

title: Category:Nominations for Custodianship


text:
User:BonsaiViking~enwikiversity

Hey all,

My name is Daniel Miller, undergraduate Computer Science major at the University of Nebraska at Omaha.

Current projects

 * Topic:Introduction to Programming

title: User:BonsaiViking~enwikiversity


text:
Introduction to Proofs

{| An introductory course from the School of Mathematics
 * bgcolor="#E6CFDD" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| Introduction to Proof and Problem Solving
 * bgcolor="#E6CFDD" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"| Introduction to Proof and Problem Solving

 * bgcolor="#F4E3F3" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"|
 * bgcolor="#F4E3F3" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"|

Course Overview
Students learn the basic concepts and ideas necessary for upper division mathematics courses and techniques of mathematical proof in the context of specific topics. Introduction to sets, relations, elementary mathematical logic, proof by contradiction, mathematical induction, and counting arguments.

Since advanced mathematics courses require students to construct proofs, this class is necessary to study Real Analysis, Abstract Algebra, and beyond.
 * }

Course requirements
The following knowledge is required or desirable on commencement of study of this course:
 * High School Mathematics

Course outline
We're going to follow a number of different sources for this course. First, there is the Wikibooks' Set Theory textbook. We'll also cover material from the Wikibooks' Mathematical Proof textbook. As there are some limitations to those texts, we'll also cover material from outside sources.

 * Introduction to Mathematical Logic
 * Introduction to Sets and Operations on Sets
 * Direct Proof and Proof by Contradiction
 * Mathematical Induction
 * Equivalence Relations and Classes
 * Orderings
 * Functions and Mappings
 * Number Theory and Combinatorial Proofs
 * Countability Arguments

Lecture series

 * Lecture 1 Introduction to Proofs

Assignments
Problem sets will be posted here after a certain number of lectures (to be specified.)

Examinations
The plan is to have two 'midterm' exams and a comprehensive 'final' exam. Exam questions will be based on questions from the problem sets and the lectures.

Recommended student evaluation scheme
not available yet

title: Introduction to Proofs


text:
User talk:Tachyon01~enwikiversity

This is my talk page. If you are a student of one of my courses, feel free to drop me a line.

Welcome
––——

Hello Tachyon
I am very interested in taking your contruction of geometric proofs class, I am a junior high school student who would like to learn more about geometry proofs, I've already passed algebra 1 last year, and am about to take geometry 1, I would like some prior knowledge to geometric proofs before I do so.

Hello Tachyon
I am going to be following your intro to abstract algebra class

Hello Tachyon
I am interested in perusing your material for the mathematical proofs class advertised as good preparation for studying more advanced math. I have a B.S. in Engineering Physics and have studied practical use of math up through vector calculus and systems of differential equations. I am currently reviewing some basics in possible preparation for some professional exams and also have developed an interest in some more advanced esoteric topics such as nanotechnology that require a better theoretical understanding than I have retained. I will put your pertinent pages on my watchlist and try to interact efficiently with your material as it develops. Thanks for creating this opportunity for me to review and to study new concepts. Mirwin 07:03, 27 October 2006 (UTC)

Hello Tachyon
I'm joining your intro to proofs class. I'm currently working on a degree in engineering at University of Miami. I've taken 2 semesters of calc andand im currently enrolled in differential equations. Thank you!! --Abraki 00:49, 12 January 2007 (UTC)

Hello Tachyon
I am interested in signing up for your abstract algebra courses. ςεąη gסЯтεЯ(ßeta? 07:31, 22 May 2007 (UTC)

Greetings
I'm very interested in all the courses you will give, though if I'm forced to choose, I think I'll join the abstract algebra one. Bye and thanks! (I'm active at Wikipedia, rather than here) --Taraborn 14:16, 11 July 2007 (UTC)

taking class
HI. I am very interested in taking your class. ivanguaman

Introduction to Abstract Algebra
I would like to take your Introduction to Abstract Algebra class. I'm not sure how this works or when it starts. I can be reached using Web-based messaging to avoid spam.

David Spector

Introduction to Abstract Algebra
enrolled

Spuddy 19:21, 30 November 2009 (UTC)

I am joining this course as well.Thanx.

Joining the course
I am interested to take the Introduction to Abstract Algebra class. Thanks. Mohammad Al-Aggan 11:32, 21 February 2010 (UTC)

Interested in this course. Please let us know if you will be posting additional materials. Thank you.

Hello Tachyon
I am very interested in taking your Intro to Abstract Algebra course. I am a mature student at University of Toronto (continuing studies), and I am a technical Project Manager by trade. I am trying to get to the level of understanding that would allow me to understand Category Theory, and would appreciate any suggestions as to how I might proceed with Wikiversity to attain this goal.

Thanks in advance, Mathochist 03:00, 23 June 2011 (UTC)

Ciao Tachyon01
Long for new neural excitement...Cantor learn.

Thanks
Thanks in advance.

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Tachyon01. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Tachyon01~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:44, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:23, 19 April 2015 (UTC)

title: User talk:Tachyon01~enwikiversity


text:
User talk:Mpalla~enwikiversity

Hi, I'm Mpalla ,

Hi there!
Thanks for your interest in Wikiversity. Just so you know, each user is given a user page and a user talk page. In general, your user page is for you to briefly describe yourself, to express your views and opinion, and to use as a sandbox for editing. You can do whatever you like on your user page, just click 'Mpalla' up the top of your screen, towards the right. Your user talk page, on the other hand, is for other users to contact you publicly. You can do what you like here, but generally just include some basic guidelines for people to contact you - introduce yourself on your user page. If you need any help, please feel free to contact me on my talk page. Happy editing! --Draicone (talk) 01:49, 29 September 2006 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:39, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:16, 19 April 2015 (UTC)

title: User talk:Mpalla~enwikiversity


text:
School:Information technology

Welcome to the School of Information Technology! Part of the Engineering and Technology Portal. The School of Information Technology is moderately integrated with the School of Computer Science.

title: School:Information technology


text:
Filmmaking Basics/Planning the Movie

This Film School page is under construction

 * Lesson
 * Lesson #003: Planning the Movie

 * Pages of this Lesson
 * Page 1 - The Introduction → You Are Here!
 * Page 1 - Animatic
 * Page 2 - Filming
 * Page 3 - Animation
 * Page 4 - Aspect Ratio & Frame Size

Lesson Summary
Lesson #003: Planning the Movie - Before you begin preproduction, you have to make some decisions.

At the Wikiversity Film School, most of these decisions are made for you. In case you are interested, this is how they were decided.

The Final Product
When you are finished making the movie, you need to have all the elements needed for the distributor. This is a huge undertaking. Most of our planning is to able to give the distributor the required deliverables.

The Purpose of Planning
The goal is to reduce costs later by planning for all the materials needed during the filming, editing, and delivery of this movie. Better planning means lower cost.

How many versions?
We will first make an animatic as part of our early planning.

Then we will make an animated version of our movie

Finally, we will work on a live-action version.

Before we can begin
Before we begin, we need to make decisions such as the frame size and the frame rate. Sounds like a simple decision, right? It is not.

Animation
Even making decisions about the animation are not easy. What style of animation will we use? Will we use programs like LightWave and Maya or will be use programs like Poser and DAZ Studio? And where will we get the models for our movie? With LightWave and Maya, we have to start from scratch. With Poser and DAZ Studio, we can buy a wide selection of models.

Next page
Go to Page 1 to begin.

Questions?
Contact the teacher. Robert Elliott 14:13, 28 September 2006 (UTC)

title: Filmmaking Basics/Planning the Movie


text: User talk:MeganKnight

title: User talk:MeganKnight


text: User talk:Domiproud

title: User talk:Domiproud


text: User talk:Karen crawford

title: User talk:Karen crawford


text:
Portal talk:Artificial intelligence

I think this topic is really promising. I would like to help improve it, but I am not a native speaker. If, however, some native speaker would assist me by correcting things I write, I would be glad to help. However, I have to admit that I am not an experienced Wikipedia-User. Simon

Throw it in! I will fix it if I find it, or someone will come by and revise it. That is the purpose of the Wiki, is it not? Nathan
 * Please feel free to edit Wikiversity pages. If you are new to wiki, you may want to look at Introduction. --JWSchmidt 13:32, 29 September 2006 (UTC)

High Level Design
I'm going to take responsibility for the course outline. I am currently taking an Introduction to AI course at UBC: Computer Science 322. I'd like to base the initial design of this course (roughly) on the outline of my intro ai course. This should provide a solid base for other people to build and add to. Freeman 05:47, 11 January 2007 (UTC)
 * What are the core topics that your course is trying to get you to learn?--Rayc 20:27, 4 February 2007 (UTC)
 * I took the liberty of creating the first in a series of templates, AI_navbar_0 using the list of articles you provided. Thanks for using it! I tagged the Bots article on, because of the increasing interest in an elementary introduction to the topic (most folks understand what a bot is). Feel free to alter the template as needed or create another version (AI_navbar_0.1 or similar). I also started a crude prototype "LiquidThreads" template, liquidThreads which may, in time, incorporate AI and MediaWiki ParserFunctions to track "roving discussions" and what I think of metaphorically as "context switching" through various languages and projects. Thanks for "stepping up to the plate", Freeman. CQ 20:49, 4 February 2007 (UTC)

RB5X
(Moved from the robotics page) Hi, I was wondering if my perpetually broken robot, RB5X, could be of any help to the people running this page? See this for more details. If someone could help me fix it, wikiversity could use it as a model testing platform for robotic AI tests.--Rayc 20:27, 4 February 2007 (UTC)

title: Portal talk:Artificial intelligence


text:
Multivariable Calculus

Multivariable calculus is the study of problems and solutions of continuous functions of more than a single variable. It extends to Vector Analysis and has applications in a wide variety of fields, most notably physics, but also extends to include statistics and finance, biology, and a many other subjects.

Partial Derivatives
If f is a function of more than a single variable we can allow one variable to vary and hold the rest stationary. Differentiating with respect to the one free variable we obtain a partial derivative.

Examples
Given a function $$ \,\! f(x,y) = x^2 y^2 +4xy +y^2 $$ $$\frac{\partial f}{\partial x} = 2xy^2 + 4y $$ This is the partial derivative of f with respect to x. In each term we hold any variable other than x constant, and differentiate with respect with x. $$ \,\! f(x,y) = x^2y^2 + 4xy + y^2 $$ $$ \frac{\partial f}{\partial y} = 2x^2y + 4x + 2y $$

Geometry of Partial Derivatives
if f(x,y) is a surface in $$E^3$$, then $$ \frac {\partial f}{\partial x}(a,b) $$ is the slope of the tangent line (or rate of change_ of the curve traced by the intersection of the plane y=b, and the surface f, in the direction parallel to the x-axis, at the point (a,b).

the function $$ \frac{\partial f}{\partial x}(x,y) $$ represents the rate of change of the family of curves traced by the intersection of the planes generated over the domain of y, and the surface f, at the point x.

Symmetry
It is important to notice and provided without proof, that mixed partial second derivatives of a function are symmetric, given the function has continuous second partial derivatives on the disk that contains the region the function is differentiated over. For a function of 2 variable this means: $$ f_{ij} = f_{ji} $$

From this further symmetry relations of higher order functions and their derivatives can be derived. For example, f is a function of 3 variables: fijk = fikj = fjik = fjki

Extrema of Functions
Given a point $$(a,b)$$ that satisfies

$$f_x(a, b) = f_y(a, b) = 0$$

$$(a,b)$$ is called a critical point of $$f$$. We define the quantity $$D(a, b)$$ as $$ \,\! D(a, b) = f_{xx}(a,b)f_{yy}(a,b) - \left(f_{xy}(a,b)\right)^2 $$ If $$D > 0$$ and $$f_{xx} > 0$$, there is a local minimum at $$(a,b)$$. If $$D > 0$$ and $$f_{xx} < 0$$, there is a local maximum at $$(a,b)$$. If $$D < 0$$, $$(a, b)$$ is a saddle point. If $$D = 0$$, further analysis is needed to determine if $$(a, b)$$ is a local minimum, a local maximum, or a saddle point.

Optimization
We study the following function of $$x$$ and $$y$$ to determine its critical points and their nature:

$$f(x, y) = x^2 + 2xy - y + y^3.$$

To locate the critical points of $$f$$, we begin by calculating its first partial derivatives and setting them equal to $$0$$:

(1) $$f_x = 2x + 2y = 0,$$ (2) $$f_y = 2x - 1 + 3y^2 = 0.$$

This is a nonlinear system of equations, but it's fairly easy to solve, as solving for $$x$$ in (1) and plugging into (2) yields the following quadratic equation in $$y$$:

(3) $$y^2 - \frac{2}{3} y - \frac{1}{3} = 0.$$

The solutions of (3) are $$y = 1$$ and $$y = -1/3$$, and since we know that $$x = -y$$ from (1), the two critical points of the function turn out to be $$(-1, 1)$$ and $$(1/3, -1/3)$$. It is now time to determine the nature of these two critical points. We begin by calculating $$D(x, y)$$:

$$f_{xx} = 2,$$ $$f_{yy} = 6y,$$ $$f_{xy} = 2,$$ $$D(x, y) = f_{xx}f_{yy} - \left(f_{xy}\right)^2 = 2\times 6y - 2^2 = 12y - 4.$$

For our first critical point $$(-1, 1)$$, we have:

$$f_{xx}(-1, 1) = 2 > 0,$$ $$D(-1, 1) = 12 \cdot 1 - 4 = 8 > 0,$$

and thus we conclude that there is a local minimum at $$(-1, 1)$$.

For the point $$(1/3, -1/3)$$,

$$f_{xx}(1/3, -1/3) = 2 > 0,$$ $$D(1/3, -1/3) = 12 \cdot (-1/3) - 4 = -8 < 0,$$

and since now $$D(1/3, -1/3) < 0$$, we conclude that $$(1/3, -1/3)$$ is a saddle point of $$f$$.

We now analyze an economics example that uses the method of Lagrange multipliers to optimize a given cost function subject to a production constraint.

In particular, let $$C(K, L) = r K + w L$$ be our cost function subject to the production constraint $$K^{1/2}L^{1/2} = Q$$, where $$Q$$ is the number of units being manufactured, and we wish to know what values of $$K$$ (amount of physical capital) and $$L$$ (quantity of labor used) minimize the cost.

We set up the Lagrange function $$f$$ with Lagrange multiplier $$\lambda$$ as follows:

$$f(K, L, \lambda) = r K + w L - \lambda(K^{1/2}L^{1/2} - Q),$$

and now we set the gradient of $$f$$ equal to zero to find its critical points.

$$f_K = r - \frac{1}{2}\lambda K^{-1/2}L^{1/2} = 0,$$

$$f_L = w - \frac{1}{2}\lambda K^{1/2}L^{-1/2} = 0,$$

$$f_\lambda = Q - K^{1/2}L^{1/2} = 0.$$

From the third equation, we get the two (equivalent) equations

$$K^{1/2} = Q L^{-1/2} \Rightarrow K^{-1/2} = \frac{L^{1/2}}{Q}$$

and now we plug these two equations into our first two equations for $$f_K = 0$$ and $$f_L = 0$$ to yield two equations with two unknowns, $$L$$ and $$\lambda$$. Upon solving them (it is not hard), we obtain

$$ L = \frac{r^{1/2} Q}{w^{1/2}} $$

and

$$ K = \frac{w^{1/2} Q}{r^{1/2}}. $$

The minimum cost is thus

$$C\left(\frac{w^{1/2} Q}{r^{1/2}}, \frac{r^{1/2} Q}{w^{1/2}}\right) = r \frac{w^{1/2} Q}{r^{1/2}} + w \frac{r^{1/2} Q}{w^{1/2}} = (rw)^{1/2}Q + (rw)^{1/2}Q = 2 Q (rw)^{1/2}.$$

title: Multivariable Calculus


text:
School talk:Information Technology

Difference between Computer Science and Information Technology
How is School:Information Technology different from School:Computer Science? --JWSchmidt 14:15, 29 September 2006 (UTC)
 * A definition of Computer Science and a definition of I.T. are hard to come by though their are significant diffrences by some common definitions. For one Computer Sceince tends to deal with more theoretical information while IT deals with working with computers, in some careers such as listed on the main school page.  For more infomation see:

 * http://en.wikipedia.org/wiki/Information_Technology
 * http://en.wikipedia.org/wiki/Computer_science

 * Some colleges and universitys keep them thogether while others have diffrent departments (or schools in universities) for them. For example I go to a college and they have it where IT and CS are two sperate departments.  I feel that they are diffrent enough to warrant a diffrent school.  This is a good question though that I plan to address in IT-101 which is the first course I am working on.  I am planning to make it a course where we start off by defining IT and CS and discuss diffrences in hopes to guide people to the right school for what they want to learn.--Ryan524 21:43, 29 September 2006 (UTC)

 * Information Technology isn't just "working with computers", it's knowing how to use computers and data systems to organize and present information, which is in the title. IT is not just how to manage a datacenter... it's how to get relevant information to your users when they need it. 68.35.201.102 15:26, 21 October 2006 (UTC)

 * The 'quick and easy' definition we use for Information Technology at Illinois Institute of Technology is as follows:

 * "Providing technology solutions for business problems." Ray Trygstad (discuss • contribs) 17:56, 16 February 2018 (UTC)

Who wrote this?
I hope not a teacher - the grammar and spelling mistakes are unbelievable! Use a word processor with a spell checker before posting...please!

Overall direction?
I am new to Wikiversity, and think its a wonderful concept with tremendous potential. I can see that some schools (like School:Computer Science) are making positive progress on developing overall course offerings, and am curious as to where School:Information Technology is heading. The field of Information Technology is vast, and not only deals with technical subject matter but also carries a large business component; ultimately matching ICT (Information & Communication Technologies) to the business processes and objectives of an organization is the impetus of the field. Wikiversity offers a great opportunity to educate and train existing and potential IT/IS staff, and I would love to see this school developed out further. --Bennettma 18:46, 10 December 2006 (UTC)

Talk page restored and archiving talk pages
Hi, I just restored this talk page, since it was empty and I could see that there were some discussions which I think still is relevant, although they are quite old.

If someone thinks there is some talks that shall be removed, it's better to archive it, according to Help:Page_history. Detailed instructions about that can be found at Wikipedia. /Patrik Näsfors (discuss • contribs) 12:57, 10 October 2016 (UTC)

title: School talk:Information Technology


text:
User:Isma2012.

Hello my name is isma2012

I am here to help in any way possible; I am also here to LEARN as much as I can. I want to contribute as much as possible. The Schools I am most interested in are, (In interest order) The School Philosophy, The School of Mathematics, and The School of Computer Science. I am fairly new to wikiversity, so if I make a mistake please point it out, or anything that could help me improve in a positive way. Thanks.

--Isma2012 14:30, 29 September 2006 (UTC)

title: User:Isma2012.


text:
User:Isma2012

Hello my name is isma2012

I am here to help in any way possible; I am also here to LEARN as much as I can. I want to contribute as much as possible. The Schools I am most interested in are, (In interest order) The School Philosophy, The School of Music, The School of Mathematics, and The School of Computer Science. I am fairly new to wikiversity, so if I make a mistake please point it out, or anything that could help me improve in a positive way. Thanks.

title: User:Isma2012


text:
Filmmaking Basics

March 27, 2008 -- This course requires the installation of the demo version of FrameForge 3D Studio. Many people have problems with this so download this program as soon as possible to see if it will work on your computer.

Note: This course is intended for dramatic motion pictures. {| cellpadding="15" cellspacing="10" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 55%; background-color: LightYellow; border: 1px solid Gray; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |
 * style="width: 55%; background-color: LightYellow; border: 1px solid Gray; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Lessons in basic filmmaking
Course #1 - "Basic Filmmaking" starts by showing you all the pre-production steps for making a short motion picture.

 * Begin learning filmmaking by  formatting the script using the free demo version of Final Draft (or CeltX for people who have Linux.)

Your instructor says:

 * Please use the free demo version of Final Draft rather than CeltX.

 * 1) The free Final Draft demo has fewer bugs than the beta version of CeltX.
 * 2) You will learn much more from Final Draft because it has many more features than CeltX.
 * 3) It takes longer to learn to use Final Draft than CeltX but Final Draft has better instructions.

 * style="width: 40%; background-color: AliceBlue; border: 1px solid Gray; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" rowspan="2"|

The movie poster prop by Sir Mok from Egypt.

This is a sample storyboard frame.

 * style="width: 55%; background-color: LemonChiffon; border: 1px solid Gray; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |
 * style="width: 55%; background-color: LemonChiffon; border: 1px solid Gray; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Purpose and goal of this filmmaking course

 * The Purpose (pre-production)
 * The purpose of this course is to learn the steps needed to prepare to make a motion picture. This is called "Pre-Production".

 * The final product of this course is a movie of the storyboards which is called an "Animatic".

 * The heart of this course is the demo version of FrameForge 3D Studio. You can use this program to create the storyboards needed for the animatic. You can also create storyboards with other software to create animatics such as StoryBoard Quick.

 * Note : As we walk through all the steps of making this animatic, you will prepare yourself for entering film school.

The story

 * The story of our motion picture
 * The story is simple. A young person and an old person talk about the meaning of the motion picture "Star Wars".  That is how the story gets the name "Seduced by the Dark Side!".  (See right)

Time to completion

 * Work at your own pace
 * There are many steps to make a movie. Go at your own pace.  Eventually, you will need to complete all the courses at the Wikiversity Film School to complete this movie.

Student storyboard by Kasturika in Delhi, India

The software

 * The software is free
 * Most of the software for this course is free. We use trial version and free versions when we can.

 * The most important program
 * This course centers around the demo version of FrameForge.

Homework assignments

 * Submitting your work
 * All documents submitted to Wikiversity are released to the public under the terms of the GNU Open Source License or public domain. Your effort benefits all students.

 * }

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The steps of this course

 * 1. Script formatting
 * You format the script with the demo version of Final Draft.

 * 2. Choose the first two frames
 * You decide how you want the movie to start.

 * 3. Hand drawn storyboards
 * You download the storyboard sheet and quickly draw the storyboards. If you can't draw, take a look at StoryBoard Quick.

 * 4. 3D storyboards
 * You slowly create the storyboards with FrameForge 3D Studio.

 * 5. Study lenses
 * Before you create the storyboards, study the effect of the camera lens.

 * 6. Draw the movie poster prop
 * Before you create the storyboards, create the poster for the storyboards.

 * 7. Record the dialog
 * You need to record the dialog for the animatic.

 * 8. Select the music
 * You must decide the moods of the story.

 * 9. Create the matte painting
 * You must create a matte painting for the last (or the first) storyboard for the scene.

 * 10. Create the animatic.
 * Finally, you make a movie of the storyboards.
 * Completing this course will be easier if you have also take the film editing and film scoring courses.

 * }

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Start the first lesson

 * To start, go to the first lesson which is formatting the movie script.

 * }

Learn Filmmaking : How To Learn Filmmaking

title: Filmmaking Basics


text:
User:Bduttabaruah~enwikiversity

I started by working at Wikipedia as BDB. Soon I found myself working more at Wikibooks. I am trying to build up the wikibook Orthopaedic Surgery. Progess is painfully slow. At Wikiversity, I am still exploring. Hope to add a few modules here in the near future.

title: User:Bduttabaruah~enwikiversity