text:
Introduction to C programming/Lectures/Readability

For any code that isn't one use then throw away (and trust me- there really is very little of that), the most important thing you can do to make your life easier is to keep the code readable. If its easily read, its more easily maintained. If its more easily maintained, your life will be much more pleasant in a year when you have to fix a bug. There are 4 key items in keeping code readable- good names, commenting, formatting, and good design. The last requires a bit of experience to do. And since I harped on names in the Variables lesson, and will again in the future, the point of this lesson will fall on the other two.

Comments
Comments are lines of text in your source code that the compiler doesn't execute. Comments can contain anything you want- ascii art, paragraphs of text, single sentences, math formulas. It allows you to stick an explanation into your code, so you can remember what you were doing and why you were doing it when you come back to it later.

Multiline vs Single line comments
C supports two types of comments- single line and multiline. Single line comments do just what they sound like- they make the rest of the line they're on a comment. A single line coment looks like this:

//This is a comment

You can put code and a comment on the same line, like this:

statement; //This is a comment

If you do that, the comment should explain the line. I would suggest not doing this, it can be very hard to read.

A multiline comment allows you to write more than 1 line of comments. This is useful for paragraphs of information. A multiline comment looks like this

/*Comment line 1 Comment line 2 Comment Line 3*/

You don't actually have to use multiple lines- anything from the opening /* to the next */ is commented, regardless of where it is.

What to comment
The hard part of commenting is learning what to comment, and what not to comment. Beginners typically fall into two groups- those that comment everything (this is bad, because it starts to get annoying to both write and read the comment) and those that comment nothing (this is bad, because instructors can't know what you were trying to do and because 6 months from now you can't understand it either). Since the first group can be difficult to understand, here's an example of bad commenting that I've actually seen. In this code, we are trying to average 5 numbers.

total = number1; //Set total to number 1 total += number2; //Add number 2 to total total += number3; //Add number 3 to total total += number4; //Add number 4 to total total += number5; //Add number 5 to total total /=5; //Divide total by 5

All those comments, and not one of them actually tells us what the code does! Now here's the right way to do it:

/*Average number1 through number5*/ total = number1; total += number2; total += number3; total += number4; total += number5; total /=5;

Now you know what the code is trying to do. Much better.

The general rule of thumb I follow is- comment what, not how. That means comment what you are trying to do (average numbers, read data from a file, create a network connection) not how you are doing it (adding numbers together, dividing by 5). If you follow this, you should have a decent understanding of what code does by reading the comments. And you should have a much easier time debugging as well- if the code doesn't seem to be doing what the comment says it should be, one of the two is wrong.

Keeping comments up to date
Sometimes, when you debug a program you change how it works. Its essential that when you do so, you make sure that the comments still match up correctly with the code. If you don't, the comments and the code get out of sync, and debugging the mess in the future becomes much more difficult. Remember, if you fix the code but not the comments, you've only done half the job!

Formating
The other major thing you can do to keep it readable is to format it nicely. The main thing you can do there is to change your spacing, both horizontally and vertically.

Vertical spacing
If all your text is scrunched up on top of each other, its hard to read. Luckily C doesn't force you to do that, C allows you to insert blank lines anywhere you want (the only exception is in the middle of a string constant). The best thing to do is to use blank space to separate different bits of work. To keep up with the example from commenting, if I averaged 5 numbers then used then compared it to a national average, I'd insert a few blank lines between the averaging and comparing, to keep it pretty. It works out nicely this way- you can tell when a program is changing gears by looking at the blank lines.

Horizontal spacing
You can also space things over as far as you want horizontally- either with spaces or tabs. You shouldn't do this however you like though. You may have noticed that whenever I wrote my if statements in the last lecture, I wrote them like this:

if(condition){ statement; if(condition 2){ statement 2; } }

Notice how the statements are indented. You can tell what if they belong to by looking at the spacing. This is the default around the programming world. Write like this, and your code will be much more readable to others. How many spaces you use per block is up to you- 2-4  or 1 tab is normal. Just keep it the same throughout your code, and you'll be fine.

Operator spacing
You'll notice in a lot of code, people will put spaces around operators. For example, they'll use this:

a = 1;

instead of:

a=1;

Either way is fine, but the second can be more readable on long lines.

Breaking up lines
When lines get very long, it can be annoying to read them. People don't like to scroll horizontally for some reason. To avoid this, you can break up a line. For example this:

a=number1+number2+number3+number4+number5+number6+number7+number8;

can become

a=number1+number2+number3+number4+ number5+number6+number7+number8;

The only general rule to follow when you do that is that the second line should be indented, and it should be indented in such a way its easy to realize it isn't a new block. Typically you do that by indenting it farther, like I did here.


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Introduction to C programming/Quizes/BooleanLogic

Question 1
Assume that w=6, x=10, y=6 and z=3. What are the truth values of the following statements?

 * w<9
 * w!=y
 * z>x
 * z<=y
 * x-6>y*2

Question 2
With the same values of w,x,y and z, what are the values of the following combinations?

 * w<9 && w!=y
 * x+7>2 || x==6
 * !(x-9>1)
 * !((x>y) && (x7) && !(x>7)
 * (x>7) || !(x>7)

Question 3
Under what values of x, y, and z do the following numbered statements get executed? Give the answers in forms like x>y>z.

if(x==y){ statement 1; statement 2; } else if(y>z){ statement 3; if(x==z){ statement 4; if(y<z){ statement 5; } } } else{ statment 6; }

Question 4
Under what values of x do the following numbered statements get executed?

switch (x){ case 0: statement 1; break; case 1: statement 2; case 2: statement 3; case 4: statement 4; break; case 5: case 6: statement 5; default: statement 6; }

Answers

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


text:
Introductory Java

=Introduction to Java=
 * School of Computer Science
 * Catagory: Programming Language

Course Outline
This course deals with the basic principles of the Java programming language. To be fully competent in both Java and programming, at least two courses will be needed, an Introductory course, and an Algorithms course. This course is the first of those two.
 * Please note that there is currently no instructor for this course, and that the page is still being built. Both myself and other people will be updating it over the next few weeks.

There are two modules in this course.

The first module is Introduction To Programming. It covers variables, indentation, functions, and the other basic aspects of propgramming; aspects that are shared amongst all programming languages. Instead, use the first module as a reference, and proceed to module two.
 * If you have already taken this module from another course, you do not need to take it here.

The second module is Introduction To Java, and covers the aspects of Java that are unique to that language.

Prerequisites
There are no prerequisites for this course.

Post-requisites
This course allows...

Text
The textbook for this course will be the Java wikibook. Additional resources will be listed below.

=Lessons=

Lesson 1: Introduction

 * Your First Programme
 * Java Runtime Machine
 * Java Compilers

Lesson 2: Variables and Operators

 * Variables
 * Operators
 * Associativity

Lesson 3: Comments

 * Commenting Your Code
 * Structure and Readability

Lesson 4: Conditional Statements

 * If, else if, else
 * Ternary operator
 * Switch

Lesson 5: Loops

 * While
 * Do While
 * For

Lesson 6: Datatypes

 * Arrays
 * Lists

Lesson 7: Strings and Output

 * Strings in Java
 * Output

Lesson 8: Input

 * Input in Java

Lesson 9: Collections

 * Vectors
 * Lists
 * Hash Maps

Lesson 10: Sorting and Comparing

 * Comparable
 * Quick sort

Lesson 11: Classes

 * classes

Lesson 12: Exceptions

 * ditto

Lesson 13: Inheritance and Abstraction

 * ditto

title: Introductory Java


text:
Transwiki:Wikiversity-School of Computer Science/IntroProgramingCPP

Goal: For the student to learn basic computer programming skills through the C++ programming language Textbook: C++ wikibook: http://en.wikibooks.org/wiki/C++_Programming

Assignment 1: Use online materials (google) to set up a C++ compiler on your machine.


text:
C Programming/Variables/Quizes/Answers

Question 1
List all the native C types. State wether they store integer or floating point data.

 * char  integer data
 * short integer data
 * int   integer data
 * long  integer data
 * float floating point data
 * double floating point data

Question 2
Declare an integer with the name totalMoney.

 * int totalMoney;

Question 3
What storage type would you use for the following ideas?

The area of a triangle?

 * A double. Its unlikely that the area of a triangle is always going to be an integer.

The number of people in the United States?

 * An integer. You can't have half a person.

The average number of people living in a house?

 * A double. Ok, I lied.  In this case, you can have half a person.  The lesson here- don't pay attention to just what the data is, but how you plan to use it.

The amount of money in your wallet?

 * A double. You likely have some change.  The other thing you could do is to count money in cents and hold it in an integer.  If you need to be 100% accurate, you want to do it the second way (floats round the number to the nearest power of 2).

The number of hours you worked last week?

 * An integer if you only can work full hours. A double if you can work half hours.

Question 4
What real type would you use for the following ideas?

The area of a triangle?

 * Area. It says exactly what it stores.  If you know the units (square cm, square inches, etc) you should use that instead.

The number of people in the United States?

 * People. Population would also work well.

The average number of people living in a house?

 * AveragePeople. People is also good, if you don't need an integer number of people elsewhere.

The amount of money in your wallet?

 * Money. If you hold the number of cents instead of dollars, you probably want to use Cents instead.

The number of hours you worked last week?

 * Hours. This is an easy one.

Question 5
What names would you use to describe them?

The area of a triangle?

 * triangle, triangleArea, or something similar.

The number of people in the United States?

 * usPopulation, or something similar.

The average number of people living in a house?

 * peoplePerHouse, householdSize, or something similar.

The amount of money in your waller?

 * moneyInWallet, or something similar.

The number of hours you worked last week?

 * workedLastWeek

Question 6
What are the values of x, y, and z after each line of the following code?

int x,y,z;

 * We don't know, we didn't assign them any. All 3 are random.

x=7;

 * x=7. y and z are still random.

y=2*x+5;

 * x=7. y=19.  z is still random.

z=y+x;

 * x=7. y=19.  z=26

x=9;

 * x=9 y=19  z=26.  Notice that only x changed.

z=x-8;

 * x=9 y=19 z=1

title: C Programming/Variables/Quizes/Answers


text:
C Programming/Variables/Quizes

Question 1
List all the native C types. State whether they store integer or floating point data.

Question 2
Declare an integer with the name totalMoney.

Question 3
What storage type would you use for the following ideas?

 * The area of a triangle?
 * The number of people in the United States?
 * The average number of people living in a house?
 * The amount of money in your wallet?
 * The number of hours you worked last week?

Question 4
What real types would you use for those variables?

Question 5
What names would you use to describe them?

Question 6
What are the values of x, y, and z after each line of the following code?

 * int x,y,z;
 * x=7;
 * y=2*x+5;
 * z=y+x;
 * x=9;
 * z=x-8;

Answers

title: C Programming/Variables/Quizes


text:
Introduction to C programming/Quizes/BooleanLogic/Answers

Question 1
Assume that w=6, x=10, y=6 and z=3. What are the truth values of the following statements?

 * w<9
 * True. 6<9
 * w!=y
 * False. 6 is equal to 6
 * z>x
 * False. 3 is less than 10
 * z<=y
 * True. 3 is less than 6
 * x-6>y*2
 * False. x-6 is 4.  y*2 is 12.  4 is less than 12, not greater.

Question 2
With the same values of w,x,y and z, what are the values of the following combinations?

 * w<9 && w!=y
 * False. w<9 is true, but w!=y is false.  If either term of an AND is false, the total is false.
 * x+7>2 || x==6
 * True. x+7>2 is true.  x==6 is false.  If either part of an OR is true, the total is true.  In fact, the compiler won't even check the second term, it already knows the total is true.
 * !(x-9>1)
 * True. x-9>1 is false (its equal).  The NOT of a false statement is true.
 * !((x>y) && (xy is true.  x7) && !(x>7)
 * False. x>7 is true.  !(x>7) is false.  If either part of an AND is false, the total is false.  This is actually a trick question-  x && !x is always false.
 * (x>7) || !(x>7)
 * True. x>7 is true.  !(x>7) is false.  If either part of an OR is true, the total is true.  This is another trick question-  x || !x is always true.

Question 3
Under what values of x, y, and z do the following numbered statements get executed? Give the answers in forms like x>y>z.

if(x==y){ statement 1; statement 2; } else if(y>z){ statement 3; if(x==z){ statement 4; if(yz.  We get the first term due to it being in an else branch for if 1, and the second from the second if
 * statement 4: this occurs only if x!=y, y>z and z==x.  We get this from the 3 ifs/elses it's in.
 * statement 5: never.  This statement would require y>z and y<z.  This cannot be true, so the line never executes.  A compiler may warn you of this.
 * statement 6: this occurs only if x!=y and y<=z.  We get this as the else from the 2 above ifs.

Question 4
Under what values of x do the following numbered statements get executed?

switch (x){ case 0: statement 1; break; case 1: statement 2; case 2: statement 3; case 4: statement 4; break; case 5: case 6: statement 5; default: statement 6; break; }

 * statement 1: only if x=0
 * statement 2: only if x=1
 * statement 3: only if x=1 or x=2 (no break after statement 2, so a 1 would fall through)
 * statement 4: only if x=1, x=2, or x=4.  No breaks for either case 1 or 2.
 * statement 5: only if x=5 or x=6.
 * statement 6: any value of x except 0,1,2, and 4.  Notice that it does happen for 5 and 6 due to not having a break.


text:
Mathematics Assistance

This is the Wikiversity School of Mathematics General assistance area. If you have a question that is not answered in one of the course tutorial pages, or the course tutorial page doesn't exist yet, feel free to ask the question here.

Questions
Yeah, so I ultimately want to understand Eigenvalves, but before that I need to understand linear transformations but before that vector spaces but before that ring theory but before that field theory but before that group theory (I might not need this background, I don´t really know, but I´d like to understand them nonetheless). I read the wikibook on group theory, thought I got it, tried the first problem set, and noticed I did not get it. Is there a prereq to group theory? I have a high school mathematics background up to integrals (Calc II) (I also learned modulo systems from somewhere, but it wasn´t in the high school curriculum).

I´m guessing set theory might be a good idea, but are there pre-reqs for that too?

Thanks,

Fephisto

Reply to Above
You don't really need to know field/group/ring theory to understand eigenvalues. Generally, math curriculums teach linear algebra before those topics, and that usually includes eigenvalues and eigenvectors. If you know a little bit about matrices already, it's not a huge leap to linear transformations and then to eigenvalues. Group/Field/Ring theory is generally reserved for those majoring in mathematics and are not used or learned by most people in scientific and technical fields.

Questions
I have never tried this before, but here goes. I am a member of the over the hill gang (60 yrs), but a long time ago in a universe far far away I studied math for awhile (never finished tho) Actually, my background is somewhat non-standard as I was involved in an experimental program that spent a good deal of time constructing the real numbers instead of doing "real" real analysis. Now I am starting to read Tom Apostol's Volume I and am having a fairly good time doing it. I plan to read both Volumes I and II. I have no idea if I will continue in this reading, but I may very well do it. How much maths I may learn probably depends on how long my brain continues to function. At my stage in life, I am really not interested in getting formal credit for anything but I thought it would be nice to talk with some person about what I am doing from time to time. If you are interested in beginning a conversation, let me know by adding to this page.

Dave

Hello Dave

Don't know when you wrote the above, but I'm in your situation. Over 60, interested in math, took calculus, statistics, a bit of this and that in college in the last millennium. I do some reading in math, am trying to learn a little tensor algebra, and took some MOOCs. I heard about Very Large Numbers, and am fascinated by that topic. Am willing to engage and see if we are on the same page.

Ed

title: Mathematics Assistance


text: File:Light absorption in silicon.png

title: File:Light absorption in silicon.png


text:
Materials Science and Engineering/Diagrams/Semiconductor Devices

Energy Band Diagram

In solid-state physics of semiconductors, a band diagram is a diagram showing the variation in the valence band and conduction band edges vs. some spatial dimension, often denoted x. The Fermi level is also usually indicated in the diagram. Sometimes the intrinsic Fermi energy, Ei, which the Fermi level in the absence of doping, may be shown also. The work function and electron affinity are shown on some diagrams as well. These diagrams are useful in explaining the operation of many kinds of semiconductor devices.

Metals have unfilled valence band, or greatly overlapping valence and conduction bands. Semimetals have a small overlap between valence and conduction bands, whereas semiconductors have a small band gap between them. The Fermi level is located in the middle of the band gap for an undoped semiconductor. Insulators have a large band gap, so that electrons cannot escape the valence band to enter the conduction band.

Thermal Oxidation

In microfabrication, thermal oxidation is a way to produce a thin layer of oxide (usually silicon dioxide) on the surface of a wafer (semiconductor). The technique forces an oxidizing agent to diffuse into the wafer at high temperature and react with it. The rate of oxide growth is often predicted by the Deal-Grove model.

Thermal oxidation of silicon is usually performed at a temperature between 800 and 1200°C. It may use either water vapor (steam) or molecular oxygen as the oxidant; it is consequently called either wet or dry oxidation. The reaction is one of the following:

 * $$\rm Si + O_2 \rightarrow SiO_2 \,$$
 * $$\rm Si + 2H_2O \rightarrow SiO_2 + 2H_{2\ (g)}$$

Most thermal oxidation is performed in furnaces, at temperatures between 800 and 1200°C. A single furnace accepts many wafers at the same time, in a specially designed quartz rack (called a "boat"). Historically, the boat entered the oxidation chamber from the side (this design is called "horizontal"), and held the wafers vertically, beside each other. However, many modern designs hold the wafers horizontally, above and below each other, and load them into the oxidation chamber from below.

Vertical furnaces stand higher than horizontal furnaces, so they may not fit into some microfabrication facilities. However, they help to prevent dust contamination. Unlike horizontal furnaces, in which falling dust can contaminate any wafer, vertical furnaces only allow it to fall on the top wafer in the boat.

Vertical furnaces also eliminate an issue that plagued horizontal furnaces, uniformity of grown oxide across the wafer. Horizontal furnaces typically have convection currents inside the tube which causes the bottom of the tube to be slightly colder than the top of the tube. As the wafers lie vertically in the tube the convection and the temperature gradient with it causes the top of the wafer to have a thicker oxide than the bottom of the wafer. Vertical furnaces solve this problem by having wafer sitting horizontally, and then having the gas flow in the furnace flowing from top to bottom, significantly dampening any thermal convections.

Vertical furnaces also allow the use of load locks to purge the wafers with nitrogen before oxidation to limit the growth of native oxide on the Si surface.

Rate of Oxidation
Consider four fluxes:

$$F_1 = \mbox{flux due to gas phase mass transport of reactant gas}$$

$$F_2 = \mbox{reaction flux at the gas-solid interface}$$

$$F_3 = \mbox{diffuxive flux through the oxide}$$

$$F_4 = \mbox{reaction flux at the oxide-silicon interface}$$

Consider the relative magnitude of the fluxes:

$$F_1, F_2 << F_3, F_4$$

Expression of $$F_1$$ is similar to that found in CVD model

$$F_1 = h_G (C_G - C_S)$$

The term $$h_G$$ is the gas phase mass transfer coefficient

$$h_G = \frac{D_G}{\delta}$$

The boundary layer thickness is $$\delta$$

Assume that the ratio of oxidant in the vapor phase to oxidant in solution is described by the segregation coefficient, $$K_{ox}$$

$$K_{ox} = \left ( \frac{p_{oxidant}}{C_{oxidant in SiO_2}} \right )_{equilibrium}$$

Assume there is equilibrium at the gas-solid interface

$$K_{ox} = \frac{p_s}{C_0}$$

$$C_s = \frac{p_s}{RT} = \frac{K_{ox}}{RT} C_0$$

Set $$C^*$$ equal to the concentration of the oxidant that would be in equilibrium with gas phase at pressure $$p_G$$

$$C_G = \frac{p_G}{RT} = \frac{K_{ox}}{RT} C^*$$

$$\frac{p_G}{C^*} = \frac{p_s}{C_0} = K$$

$$F_1 = h_G (C_G - C_s) = \frac{h_G K_{ox}}{RT} (C^* - C_0)$$

$$h = \frac{K_{ox} h_G}{RT}$$

$$F_1 = h (C^* - C_0)$$

$$F_3 = - D_{ox} \frac{\partial C}{\partial x}$$

$$F_3 = \frac{D_{ox}}{X_{ox}} (C_0 - C_i)$$

Assume that the surface reaction is

 * thermally activated
 * first order
 * in the linear response regime
 * $$(C_i)^{act} >> (C_i)^{eq}$$

$$F_4 = k_S C_i$$

Set $$F = F_1 = F_3 = F_4$$

$$\dot X_{ox} = \frac{dX_{ox}}{dt} = F/C_i = \frac{C^* / C_1}{\left ( \frac{1}{h} + \frac{1}{k_s} + \frac{X_{ox}}{D_{ox}} \right )}$$

$$C_1$$ is the number of oxidant molecules per unit volume of the oxide. If $$h << k_s, D_{ox} / X_{ox}$$,

$$\dot X_{ox} = h \frac{C^*}{C_1} \alpha \frac{D_G}{\delta} p_G$$

If $$k_s, D_{ox} / X_{ox} << h$$,

$$\dot X_{ox} = \frac{C^* / C_1}{\left ( \frac{1}{k_s} + \frac{X_{ox}}{D_{ox}} \right )}$$

Surface Reaction Limited

$$k_s << \frac{D_{ox}}{x_{ox}}$$

$$\dot X_{ox} \approx \frac{k_s C^*}{C_1} = \frac{B}{A}$$

$$X_{ox} - X_{ox,0} = \frac{B}{A} t$$

Diffusion Limited

$$\frac{D_{ox}}{x_{ox}} << k_s$$

$$\dot X_{ox} = \frac{D_{ox} C^*}{C_1} \frac{1}{x_{ox}} = B \frac{1}{x_{ox}}$$

$$x_{ox}^2 - x_{ox,0}^2 = Bt$$

Generally,

$$\frac{A}{B} (x_{ox} - x_i) + \frac{1}{B} (x_{ox}^2 - x_i^2) = t$$

$$\frac{A}{B} x_{ox} + \frac{1}{B} x_{ox}^2 = (t + \tau)$$

$$\tau = \frac{A}{B} x_i + \frac{1}{B} x_i^2$$

Parabolic:

$$B = C_1 \exp \left ( \frac{-E_1}{kT} \right )$$

Linear:

$$\frac{B}{A} = C_2 \exp \left ( \frac{-E_2}{kT} \right )$$

Light Absorption in Silicon

Under steady state conditions, with $$G_L = 0\;$$, the diffusion equation of holes is of the form below with $$x>0\;$$.

$$D_P = \frac{d^2 \Delta p_n}{dx^2} - \frac{\Delta p_n}{\tau_p} = 0$$

The equation can be solved with the boundary conditions below

$$\Delta_{n|=0^+} = \Delta p_{n|x=0} = \Delta_{n0}$$

and

$$\Delta p_{n|x \rightarrow \infty} = 0$$

A general solution is copied below

$$\Delta p_n (x) = A e^{-x/L_p} + B e^{x/L_p}$$

$$L_p = \sqrt{D_p \tau_p}$$

The boundary condition yields the following result

$$A = \Delta p_{n0}\;$$

$$\Delta p_n(x) = \Delta p_{n0} e^{-x/L_p}$$

Voltage, Electric Field, and Charge Density

The electrostatic potential at a given point is expressed as below.

$$PE = - q V\;$$

The potential energy is also the difference in energy between the energy of the conduction band and the reference energy.

$$PE = E_c - E_{ref}\;$$

$$V = - \frac{1}{q} (E_c - E_{ref})$$

$$E = - \nabla V$$

$$E = - \frac{dV}{dx}$$

$$E = \frac{1}{q} \frac{dE_c}{dx} = \frac{1}{q} \frac{dE_v}{dx} = \frac{1}{q} \frac{dE_i}{dx}$$

PN Junction

The p-n junction possesses some interesting properties which have useful applications in modern electronics. P-doped semiconductor is relatively conductive. The same is true of N-doped semiconductor, but the junction between them is a nonconductor. This nonconducting layer, called the depletion zone, occurs because the electrical charge carriers in doped n-type and p-type silicon (electrons and holes, respectively) attract and eliminate each other in a process called recombination. By manipulating this nonconductive layer, p-n junctions are commonly used as diodes: electrical switches that allow a flow of electricity in one direction but not in the other (opposite) direction. This property is explained in terms of the forward-bias and reverse-bias effects, where the term bias refers to an application of electric voltage to the p-n junction.

A common type of transistor, the bipolar junction transistor, consists of two p-n junctions in series, for example in the form n-p-n; no current can flow through it unless a separate small voltage is applied to the middle layer. The most common type of solar cell is basically a large p-n junction; the free carrier pairs created by light energy are separated by the junction and contribute to current.

Forward Bias
Forward-bias occurs when the P-type semiconductor material is connected to the positive terminal of a battery and the N-type semiconductor material is connected to the negative terminal, as shown below.

With a battery connected this way, the holes in the P-type region and the electrons in the N-type region are pushed towards the junction. This reduces the width of the depletion zone. The positive charge applied to the P-type material repels the holes, while the negative charge applied to the N-type material repels the electrons. As electrons and holes are pushed towards the junction, the distance between them decreases. This lowers the barrier in potential. With increasing forward-bias voltage, the depletion zone eventually becomes thin enough that the zone's electric field can't counteract majority charge carrier motion (physics) across the p-n junction, consequently reducing electrical resistance. The electrons (or holes) which cross the p-n junction into the P-type material (or into the N-type material for holes) will diffuse in the near-neutral region. Therefore, the amount of minority diffusion in the near-neutral zones determines the amount of current that may flow through the diode.

Reverse Bias
Connecting the P-type region to the negative terminal of the battery and the N-type region to the positive terminal, produces the reverse-bias effect. The connections are illustrated in the following diagram:

Because the P-type material is now connected to the negative terminal of the power supply, the 'holes' in the P-type material are pulled away from the junction, causing the width of the depletion zone to increase. Similarly, because the N-type region is connected to the positive terminal, the electrons will also be pulled away from the junction. Therefore the depletion region widens, and does so increasingly with increasing reverse-bias voltage. This increases the voltage barrier causing a high resistance to the flow of charge carriers thus allowing minimal electric current to cross the p-n junction.

Bipolar Junction Transistor

An NPN transistor can be considered as two diodes with a shared anode region. In typical operation, the emitter–base junction is forward biased and the base–collector junction is reverse biased. In an NPN transistor, for example, when a positive voltage is applied to the base–emitter junction, the equilibrium between thermally generated carriers and the repelling electric field of the depletion region becomes unbalanced, allowing thermally excited electrons to inject into the base region. These electrons wander (or "diffuse") through the base from the region of high concentration near the emitter towards the region of low concentration near the collector. The electrons in the base are called minority carriers because the base is doped p-type which would make holes the majority carrier in the base.

MOS

A traditional metal–oxide–semiconductor (MOS) structure is obtained by depositing a layer of silicon dioxide (SiO2) and a layer of metal (polycrystalline silicon is commonly used instead of metal) on top of a semiconductor die. As the silicon dioxide is a dielectric material its structure is equivalent to a planar capacitor, with one of the electrodes replaced by a semiconductor.

When a voltage is applied across a MOS structure, it modifies the distribution of charges in the semiconductor. If we consider a P-type semiconductor (with NA the density of acceptors, p the density of holes; p = NA in neutral bulk), a positive voltage, VGB, from gate to body (see figure) creates a depletion layer by forcing the positively charged holes away from the gate-insulator/semiconductor interface, leaving exposed a carrier-free region of immobile, negatively charged acceptor ions. See doping (semiconductor). If VGB is high enough, a high concentration of negative charge carriers forms in an inversion layer located in a thin layer next to the interface between the semiconductor and the insulator. (Unlike the MOSFET, discussed below, where the inversion layer electrons are supplied rapidly from the source/drain electrodes, in the MOS capacitor they are produced much more slowly by thermal generation through carrier generation and recombination centers in the depletion region.) Conventionally, the gate voltage at which the volume density of electrons in the inversion layer is the same as the volume density of holes in the body is called the threshold voltage.

This structure with P-type body is the basis of the N-type MOSFET, which requires the addition of an N-type source and drain regions.

MOSFET

The metal–oxide–semiconductor field-effect transistor (MOSFET, MOS-FET, or MOS FET) is by far the most common field-effect transistor in both digital and analog circuits. The MOSFET is composed of a channel of n-type or p-type semiconductor material (see article on semiconductor devices), and is accordingly called an NMOSFET or a PMOSFET (also commonly nMOSFET, pMOSFET).

The 'metal' in the name is now often a misnomer because the previously metal gate material is now a layer of polysilicon (polycrystalline silicon; why polysilicon is used will be explained below). Previously aluminium was used as the gate material until the 1980s when polysilicon became dominant, owing to its capability to form self-aligned gates.

To overcome power consumption increase due to gate current leakage, high-κ dielectric is replacing silicon dioxide as the gate insulator, and metal gates are making a comeback by replacing polysilicon.

CMOS

Complementary metal–oxide–semiconductor (CMOS) (pronounced "see-moss", IPA: /siːmɔːs, ˈsiːmɒs/), is a major class of integrated circuits. CMOS technology is used in microprocessors, microcontrollers, static RAM, and other digital logic circuits. CMOS technology is also used for a wide variety of analog circuits such as image sensors, data converters, and highly integrated transceivers for many types of communication.

CMOS is also sometimes referred to as complementary-symmetry metal–oxide–semiconductor. The words "complementary-symmetry" refer to the fact that the typical digital design style with CMOS uses complementary and symmetrical pairs of p-type and n-type metal oxide semiconductor field effect transistors (MOSFETs) for logic functions.

Two important characteristics of CMOS devices are high noise immunity and low static power consumption. Significant power is only drawn when the transistors in the CMOS device are switching between on and off states. Consequently, CMOS devices do not produce as much waste heat as other forms of logic, for example transistor-transistor logic (TTL). CMOS also allows a high density of logic functions on a chip.

The phrase "metal–oxide–semiconductor" is a reference to the physical structure of certain field-effect transistors, having a metal gate electrode placed on top of an oxide insulator, which in turn is on top of a semiconductor material. Instead of metal, current gate electrodes (including those up to the 65 nanometer technology node) are almost always made from a different material, polysilicon, but the terms MOS and CMOS nevertheless continue to be used for the modern descendants of the original process. Metal gates have made a comeback with the advent of high-k dielectric materials in the CMOS process, as announced by IBM and Intel for the 45 nanometer node and beyond

MESFET

MESFET stands for Metal-Semiconductor Field Effect Transistor. It is quite similar to a JFET in construction and terminology. The difference is that instead of a using a p-n junction for a gate, a Schottky (metal-semiconductor) junction is used. MESFETs are usually constructed in compound semiconductor technologies lacking high quality surface passivation such as GaAs, InP, or SiC, and are faster but more expensive than silicon-based JFETs or MOSFETs. Production MESFETs are operated up to approximately 30 GHz, and are commonly used for microwave frequency communications and radar. From a digital circuit design perspective, it is increasingly difficult to use MESFETs as the basis for digital integrated circuits as the scale of integration goes up, compared to CMOS silicon based fabrication.

The MESFET differs from the common insulated gate FET in that there is no insulator under the gate over the active switching region. This implies that the MESFET gate should, in transistor mode, be biased such that one does not have a forward conducting metal semiconductor diode instead of a reversed biased depletion zone controlling the underlying channel. While this restriction inhibits certain circuit possibilities, MESFET analog and digital devices work reasonably well if kept within the confines of design limits. The most critical aspect of the design is the gate metal extent over the switching region. Generally the narrower the gate modulated carrier channel the better the frequency handling abilities, overall. Spacing of the source and drain with respect to the gate, and the lateral extent of the gate are important though somewhat less critical design parameters. MESFET current handling ability improves as the gate is elongated laterally, keeping the active region constant, however is limited by phase shift along the gate due to the transmission line effect. As a result most production MESFETs use a built up top layer of low resistance metal on the gate, often producing a mushroom-like profile in cross section.

FinFET

The term FinFET was coined by University of California, Berkeley researchers to describe a nonplanar, double-gate transistor built on an SOI susbtrate, based on the earlier DELTA (single-gate) transistor design. The distinguishing characteristic of the FinFET is that the conducting channel is wrapped around a thin silicon "fin", which forms the body of the device. The dimensions of the fin determine the effective channel length of the device.

In current usage the term FinFET has a less precise definition. Among microprocessor manufacturers, AMD, IBM, and Motorola describe their double-gate development efforts as FinFET development whereas Intel avoids using the term to describe their closely related tri-gate[1] architecture. In the technical literature, FinFET is used somewhat generically to describe any fin-based, multigate transistor architecture regardless of number of gates.

A 25-nm transistor operating on just 0.7 Volt was demonstrated in December 2002 by Taiwan Semiconductor Manufacturing Company. The "Omega FinFET" design, named after the similarity between the Greek letter "Omega" and the shape in which the gate wraps around the source/drain structure, has a gate delay of just 0.39 picosecond (ps) for the N-type transistor and 0.88 ps for the P-type.

Solar Cell

A solar cell or photovoltaic cell is a device that converts light energy into electrical energy by the photovoltaic effect. Photovoltaics is the field of technology and research related to the application of solar cells as solar energy. Sometimes the term solar cell is reserved for devices intended specifically to capture energy from sunlight, while the term photovoltaic cell is used when the source is unspecified.

Assemblies of cells are used to make solar modules, which may in turn be linked in photovoltaic arrays.

Solar cells have many applications. Individual cells are used for powering small devices such as electronic calculators. Photovoltaic arrays generate a form of renewable electricity, particularly useful in situations where electrical power from the grid is unavailable such as in remote area power systems, Earth-orbiting satellites and space probes, remote radiotelephones and water pumping applications. Photovoltaic electricity is also increasingly deployed in grid-tied electrical systems.

LED
A light-emitting diode (LED) is a semiconductor diode that emits incoherent narrow-spectrum light when electrically biased in the forward direction of the p-n junction, as in the common LED circuit. This effect is a form of electroluminescence.

An LED is usually a small area source, often with extra optics added to the chip that shapes its radiation pattern. LED's are often used as small indicator lights on electronic devices and increasingly in higher power applications such as flashlights and area lighting. The color of the emitted light depends on the composition and condition of the semiconducting material used, and can be infrared, visible, or near-ultraviolet. An LED can be used as a regular household light source.

Like a normal diode, an LED consists of a chip of semiconducting material impregnated, or doped, with impurities to create a p-n junction. As in other diodes, current flows easily from the p-side, or anode, to the n-side, or cathode, but not in the reverse direction. Charge-carriers—electrons and holes—flow into the junction from electrodes with different voltages. When an electron meets a hole, it falls into a lower energy level, and releases energy in the form of a photon.

The wavelength of the light emitted, and therefore its color, depends on the band gap energy of the materials forming the p-n junction. In silicon or germanium diodes, the electrons and holes recombine by a non-radiative transition which produces no optical emission, because these are indirect band gap materials. The materials used for an LED have a direct band gap with energies corresponding to near-infrared, visible or near-ultraviolet light.

HEMT

HEMT stands for High Electron Mobility Transistor, and is also called heterostructure FET (HFET) or modulation-doped FET (MODFET). A HEMT is a field effect transistor incorporating a junction between two materials with different band gaps (i.e. a heterojunction) as the channel instead of a doped region, as is generally the case for MOSFETs. A commonly used material combination is GaAs with AlGaAs, though there is wide variation, dependent on the application of the device. Devices incorporating more indium generally show better high-frequency performance, while in recent years, gallium nitride HEMTs have seen a massive increase in research effort, due to their high-power performance.

In general, to allow conduction, semiconductors need to be doped with impurities to generate mobile electrons in the layer. However, this causes electrons to slow down because they end up colliding with the impurities which were used to generate them in the first place. HEMT, however, is a smart device to resolve this seemingly inherent unsolvable contradiction.

HEMT accomplishes this by use of high mobility electrons generated using the heterojunction of a highly-doped wide-bandgap n-type donor-supply layer (AlGaAs in our example) and a non-doped narrow-bandgap channel layer with no dopant impurities (GaAs in this case). The electrons generated in the n-type AlGaAs thin layer drop completely into the GaAs layer to form a depleted AlGaAs layer, because the heterojunction created by different band-gap materials forms a quantum well (a steep canyon) in the conduction band on the GaAs side where the electrons can move quickly without colliding with any impurities because the GaAs layer is undoped, and from which they cannot escape. The effect of this is to create a very thin layer of highly mobile conducting electrons with very high concentration, giving the channel very low resistivity (or to put it another way, "high electron mobility"). This layer is called a two-dimensional electron gas. As with all the other types of FETs, a voltage applied to the gate alters the conductivity of this layer.


text: File:Thermal oxidation.png

title: File:Thermal oxidation.png


text: File:Metallurgical junction.jpg

title: File:Metallurgical junction.jpg


text: File:Doping profile and potential.png

title: File:Doping profile and potential.png


text:
User:JamesPro33

I'm a guitar teacher and local politician in Brigg North Lincolnshire I have a degree in Education Studies from Sheffield Hallam University and hope to use Wikiversity to get back to some more serious reading especially around the subjects of local politics and educational philosophy.

I have a keen interests in art and music as my job requires and would like to develop more resources on popular music styles for mainstream education in the UK. I run a music promotion mainly staffed by teenagers in Brigg and surrounding area called Brigg Music Club which has successfully run shows for the last ten years based on a DIY model for 13-18 year old bands.JamesPro33 23:20, 17 January 2008 (UTC)

title: User:JamesPro33


text:
User talk:JamesPro33

Welcome
Hello JamesPro33, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 00:28, 18 January 2008 (UTC)

title: User talk:JamesPro33


text: File:Voltage, electric field, charge density.png


text:
Wikipedia arbitration committee/A.Z.

On October 2007, an administrator at Wikipedia, Dmcdevit, blocked an editor, A.Z. (whose real name is Artur), who wasn't allowed to request that other administrators unblocked him because Dmcdevit determined that all appeals should be directed by e-mail to the Arbcom. Dmcdevit's rationale was that Artur was advocating pedophilia on Wikipedia and that he argued against the block of pro-pedophilia editors. He provided two diffs, one was the creation of the article on adult-child sex, the other one the creation of a section of that same article. Artur's talk page was protected by another administrator with the rationale that other users were being too dramatic on that page. Artur sent an e-mail to the Arbcom requesting to be unblocked. The Arbcom never replied to him.

title: Wikipedia arbitration committee/A.Z.


text:
User talk:Stephen Atkins

Welcome
Hello Stephen Atkins, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --mikeu 02:18, 18 January 2008 (UTC)

license for image upload
Please confirm that the license for the image that you uploaded Image:Sa web.jpg is correct. I presume that you intended to release it as GFDL. Edit the image summary page to make any changes, or contact me if you have any questions. --mikeu 02:24, 18 January 2008 (UTC)

title: User talk:Stephen Atkins


text:
Talk:Wikipedia arbitration committee/A.Z.

This place
Now we have a place to discuss/study my case! I think it would be good to start by writing a neutral explanation of what happened, so I started writing one, but it is not complete and detailed. I think maybe the neutral explanation could later also become an article at Wikinews, but I would have to study what are their notability criteria first. I won't be able to contribute much in 2008 because I'll be on a wikibreak. Artur 02:20, 18 January 2008 (UTC)

 * The blocking administrator wrote, "You have also engaged in ruleslawyering and arguing hard against blocks of pro-pedophilia editors, including Dyskolos." <-- Do you think that it is possible for a pattern of editing to be so disruptive that it can justify a ban, even if any couple of individual edits by themselves do not justify a ban? --JWSchmidt 02:53, 18 January 2008 (UTC)

 * I thought that justification for my block was so absurd that I wouldn't even have to address it in my appeal. Dalillama addressed it on the administrators' noticeboard and gave a concise explanation of why it's absurd. Dalillama said: "This is as if the US government prosecuted defense attorneys for Gitmo detainees because they asked to see the evidence against the detainees." Arguing hard against blocks is just not a reason to block someone! It would be shocking for me if you considered it to be.

 * Yes, it's possible for a pattern of editing to be so disruptive that it can justify a ban, even if any individual edits by themselves can't justify a ban. I would be willing to scrutinize my entire history of edits along with the community, and consider the impact that they all had on Wikipedia, should Dmcdevit have exerted his right to argue before us that it would be best for the project that I stopped editing. If the community decided that I should stop editing, I would voluntarily stop editing, and the people that argued hard against my ban wouldn't be banned because of that. If the community decided that I shouldn't be banned, then the people who argued hard for my ban wouldn't be banned because of that. Artur 02:23, 20 January 2008 (UTC)

 * There are many seemingly absurd events that arise from social conventions. We all have to make decisions about which conventions we will adapt to and which ones we will resist. Some editors come into conflict with the social conventions that exist at wiki websites and some of those editors get blocked from editing. I'm not sure that it is practical to have a wiki community spend large amounts of time discussing blocks. Administrators generally get to use their judgment and then if other admins question the block there might be some fruitful discussion. Once a group of administrators decides that they are tired of dealing with perceived disruption from a particular type of editor then it can become "dangerous" to keep arguing about the matter. If admins are tired of dealing with pedophilia advocates, they are also likely to get tired of dealing with advocates for previously banned pedophilia advocates. Wikimedia projects are not the place for advocacy of topics when such advocacy disrupts the projects. I suppose there are some people who are simply not able to understand that Wikimedia projects have defined missions....we say "everyone can edit" but that does not mean "you can edit in any way you want"....you really have to edit so as to support the goals and mission of the project. Editors who cannot figure this out are going to be "invited to leave" and most of the wiki participants will just sigh in relief when that happens. Sure, sometimes resistance and protest can change things, but social changes are usually slow and painful. To a significant extent, a corporation like the Wikimedia Foundation is going to be constrained by the laws in the country where it is incorporated. I suppose some people might view disruption of Wikipedia as a way to work towards social change, but if you go down that path you have to be realistic about the likely consequences of your actions.....being blocked for disruption should be expected. You might find all of this "shocking" or "unjust", but people are trying to get work done at Wikimedia projects, not provide a soapbox for advocates of social change. --JWSchmidt 17:45, 20 January 2008 (UTC)

 * Wikipedia articles are not the place for any advocacy. You can't advocate homosexuality, democracy, tolerance, chololate-eating, or anything in the articles, and I didn't do it. Dyskolos too wasn't advocating anything, as far as I know. What do you mean, disrupting Wikipedia to work towards social change? Who did this? If you mean including your own personal opinions and arguments in the articles, then I'm against that too, and I didn't do it. If Dmcdevit thought I was being disruptive, and my editing was bad, he could block me, but he should allow the community to discuss the block if they wanted, and allow them to decide whether to keep me blocked or not. While the community could choose to ban someone without even discussing it, and it does it all the time with vandals, the community never chose to ban me, with or without discussion. The community is questioning my block, and I have no doubt they will eventually unblock me. Administrators are not supposed to have any more authority than non-administrators. Editors can question blocks too. Artur 22:04, 20 January 2008 (UTC)

 * "What do you mean, disrupting Wikipedia to work towards social change?" <-- Some of the Wikipedia users who have been banned because they advocated pedophilia indicated that they felt they should be able to advocate pedophilia at Wikipedia for various reasons, including because they felt that anti-pedophilia sentiment is misguided. I think there are editors who use Wikipedia as a soapbox and as a part of a wider effort to change the way people view pedophilia. I have not looked at all of the edits from the Dyskolos account, but it seems that it was basically a single purpose account: from the first edit to the last it did things like make biased claims about sources in an attempt to promote an agenda and otherwise disrupted Wikipedia as part of a group of editors who were pedophilia advocates. --JWSchmidt 01:16, 21 January 2008 (UTC)

 * I asked Dmcdevit why he had blocked Dyskolos, and he didn't answer. Then he blocked me for asking those questions. Neither Dmcdevit nor you have shown what Dyskolos did that was wrong. Dmcdevit didn't even warn Dyskolos that he didn't like his editing pattern and felt he should be blocked. He didn't allow Dyskolos to appeal his block as everyone else (except to the few editors that are part of the Arbcom, who don't even bother to reply to you when you appeal the block and ignore the questions that you ask them!). He didn't even try to discuss the issue with Dyskolos, nor with me. I won't try to find on my own edits that could be thought to be evidence of Dyskolos using Wikipedia as a soapbox when they actually aren't so I can show you why you are wrong. That would be quite weird. The people who accuse other people of doing wrong things such as using Wikipedia to promote an opinion are the ones who should prove what they're saying. Artur 04:08, 21 January 2008 (UTC)
 * The block statement on the Dyskolos account seems fairly clear to me. I have not made an in-depth study of the Dyskolos edit history, but my short look at it provided me with no reason to question the blocking administrator's action. When someone is blocked for a disruptive pattern of editing, the "proof" is the edit history. "Proof" is just evidence that someone finds convincing. What is going on when some people (say, a group of administrators) find evidence convincing and other people do not? In this case, I think administrators take a dim view of editors who push for distorted interpretations of cited sources and who make attempts to give undue weight to minority points of view. Of course, advocates for minority points of view can find themselves in disagreement with administrators over what constitutes undue weight and disruptive editing. After a long period of continuing disagreement, administrators can become bored with discussions, stop communicating and just act quickly to remove sources of disruption. Is this optimal? Probably not, but I'm not sure what else can reasonably be expected from volunteers who would rather spend their time on positive things than dealing with persistent sources of disruption. --JWSchmidt 05:55, 21 January 2008 (UTC)


text:
User:Skyzag

Sharon 'skyzag' Adult and vocational education practioner Instructional designer skyzag@gmail.com

title: User:Skyzag


text:
User:Chrisrhudy02

Christopher A Rhudy Webmaster University of North Texas

I am a webmaster at the [University of North Texas] for the class Principles of Nutrition 1450 SMHM

title: User:Chrisrhudy02


text:
User talk:Chrisrhudy02

Welcome
Hello Chrisrhudy02, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --HappyCamper 03:33, 18 January 2008 (UTC)

title: User talk:Chrisrhudy02


text: Template:Administering Wikiversity copy

title: Template:Administering Wikiversity copy


text:
User:Alti~enwikiversity

Alex Drummond, Concept artist at Fuzzyeyes studios started work in 2006 on the next generation game title Edge Of Twilight. []

visit Alex's blog here - []

title: User:Alti~enwikiversity


text:
Introduction to Welding Safety

Personal Protective Equipment(PPE)

Workers should always wear safety glasses in a welding environment. A certified approved pair of safety glasses will protect your eyes from arc flash, sparks and flying debris. Safety glasses should fit comfortably on your face and cover your eyes completely from your temples to your nose.
 * Safety Glasses

These devices are used in conjunction with safety glasses to provide the worker with added protection from flying debris and sparks when performing operations such as grinding, chipping and cutting.
 * Full Face Visor

 * Welding Helmets and Filter Lenses

A suitable welding helmet must be worn when welding to protect your eyes from light, heat, spatter and slag. These helmets are typically made from a durable material that does not allow light or radiation through and it will have window built into it where a specific filter lens is used to allow the welder to see the welding operation despite the intense light that is emitted. The filter lens absorb most of the harmful ultraviolet and infrared rays, as well as a large amount of visible light. Filter lenses are available in a variety of shades depending on the welding process being performed. A suitable choice shade for your particular welding precess has a arksconsiderable effect on your comfort and vision. The objective is to select a shade that eliminates glare, but allows you to see the work distinctly. Therefore, no one shade will suit all types of welding operations. Both the American Welding Society (AWS) and the Canadian Standards Association (CSA) have guidelines for filter lenses for most welding and cutting operations.

 * Shade#9-low amperage SMAW, GTAW, PAC.
 * Shade#10-low to medium amperage SMAW, GTAW, PAC.
 * Shade#11-medium amperage SMAW, GMAW, GTAW, PAC.
 * Shade#12-medium to high amperage SMAW, GMAW, GTAW, PAC, CAC-A.
 * Shade#13-high amperage SMAW, GMAW, GTAW, PAC, CAC-A.

Each persons eyes are different therefore the shade to choose is ultimately up to you. As a general rule, if after welding for a few minutes you lift your helmet and see light spots, your lens is probably to light. If you see dark spots your lens is too dark.
 * Protective Clothing

The best clothing materials for welding are leather, wool and denim(cooton) because they repel sparks and slag. Leather is a very durable material, but is often uncomfortable in warm weather. So many workers have compromised by weather aprons, half jackets or sleeves to allow body heat to escape. Wool is more desireable or cold temperatures and less flammable than cotton. Denim is the most practical type of clothing, but make sure it is 100% cotton. Avoid wearing synthetics like polyester, because they will melt where sparks land allowing sparks to reach the skin. Some synthetics may flare up and engulf the wearer in flames.

 * Gloves

Leather, gauntlet style glove provide the best protection because they cover up the wrists as well. Most welding gloves are chrome-tanned, meaning chromium salts are use in the tanning process. This makes the leather more resistant to abrasion.

 * Footwear

High top steel toed leather boots that have no laces offer the best protection. Footwear should have electrically non-conductive soles.

Radiant Energy

Some of the most serious welding hazards are the harmful light rays emitted from the arc. Both invisible and visible light rays are given off. There are three types of radiant energy that the welding process produces.
 * visible light
 * ultraviolet light
 * infrared rays

Temperature extremes

Noise

Sparks and Slag

Electric shock

title: Introduction to Welding Safety


text:
Talk:Welding

--Remi 09:16, 18 January 2008 (UTC)

title: Talk:Welding


text:
Talk:Perl/Hello World

You may write shorter and more clear:

print while(<$fh>);

instead of:

while(<$fh>) {print;}

at last example.

title: Talk:Perl/Hello World


text: User:Remi/Gallery

title: User:Remi/Gallery


text:
User:MichaelBillington/Scripts

I do a little bit of coding related to wikis. I hope somebody can find this stuff useful. :)

Current tools

 * Wikiversity custodian statistics (updated with database dumps)
 * Mike's Wiki Tool - Anti vandalism tool for en.wiki
 * Toolserver account

Smaller scripts

 * How to edit your CSS to round the corners of Wikiversity's interface
 * How to add a form to a wikiversity page to allow users to join #wikiversity-en
 * #wikiversity-en IRC logon form (You don't need to edit your monobook.js for this one)

Past tools

 * Wikiversity edit counter
 * My bot

title: User:MichaelBillington/Scripts


text:
Assistant teacher course/Teachers' handbook

—Democracy and Education, John Dewey  A PDF version of this book is available.

Introduction
—The Philosophy Gym, Stephen Law

The teachers' handbook tries to give some recommendations to teachers who have a group of assistant teachers available.

The course invited the assistant teachers in several places to make suboptimal or questionable choices in order to provide motivation for the other pupils to become politically active and to try to influence the situation. Teachers should be aware what suboptimal solutions have been implemented intentionally and what better solutions the assistant teachers would prefer themselves. At some time pupils and assistant teachers may need encouragement to change existing arrangements in order to prevent significant disadvantages for the pupils.

The normal run of events, however, should be that pupils discover the inadequate solutions and alert their grade to the fact that something might have to be changed.

The advantage of having assistant teachers available should be that the teacher can focus on teaching, pedagogy and classroom management. The role of supervisor should mostly be delegated to the assistant teachers. A teacher can also delegate the role of lecturer, which allows to focus on monitoring the class or to attend to individual pupils.

This teacher's handbook is meant as a convenient entry for teachers but should not be interpreted to mean that teachers shouldn't read the whole course.


text:
Template:Wiki-stub

This adds a page to Category:Wiki stubs.

title: Template:Wiki-stub


text: Category:Wiki stubs

title: Category:Wiki stubs


text:
User talk:Baggy~enwikiversity

Welcome
Hello Baggy, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 13:46, 18 January 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Baggy. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Baggy~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 23:29, 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) 06:03, 19 April 2015 (UTC)

title: User talk:Baggy~enwikiversity


text:
User talk:Oblate X~enwikiversity

Welcome
Hello Oblate X, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 13:46, 18 January 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Oblate X. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Oblate X~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 23:40, 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) 06:17, 19 April 2015 (UTC)

title: User talk:Oblate X~enwikiversity


text:
User talk:JGaynard

Welcome
Hello JGaynard, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 13:46, 18 January 2008 (UTC)

title: User talk:JGaynard


text:
User talk:Welde

Welcome
Hello Welde, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 13:46, 18 January 2008 (UTC)

title: User talk:Welde


text:
User talk:Fletch 2002

Welcome
Hello Fletch 2002, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 13:46, 18 January 2008 (UTC)

title: User talk:Fletch 2002


text:
User talk:Skyzag

Welcome
Hello Skyzag, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 13:47, 18 January 2008 (UTC)

title: User talk:Skyzag


text:
User talk:Alti~enwikiversity

Welcome
Hello Alti, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 13:47, 18 January 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Alti. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Alti~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 23:27, 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) 06:02, 19 April 2015 (UTC)

title: User talk:Alti~enwikiversity


text:
User talk:T.G. Barker

Welcome
Hello T.G. Barker, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 13:47, 18 January 2008 (UTC)

title: User talk:T.G. Barker


text:
User talk:Ronaldofigueiro

Welcome
Hello Ronaldofigueiro, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 13:47, 18 January 2008 (UTC)

title: User talk:Ronaldofigueiro


text:
User talk:Jaime Villate

Welcome
Hello Jaime Villate, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 13:47, 18 January 2008 (UTC)

title: User talk:Jaime Villate


text:
User:MichaelBillington/Scripts/IRC/text

Nickname:

This is an alternate interface to Wikizine's CGI:IRC logon.

For more information about Wikiversity:Chat

title: User:MichaelBillington/Scripts/IRC/text


text:
User talk:Manjusha

Welcome
Hello Manjusha, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 13:48, 18 January 2008 (UTC)

image copyright
What is the source of the image Image:Exam.jpg that you uploaded? We need to verify that this is not a copyrighted image. It seems very similar to this image at the tablet manufacturer's website. (Right down to the handwriting on the tablet...) Please drop me a note to clarify this, otherwise the image will need to be deleted. Thanks, --mikeu talk 04:50, 23 January 2008 (UTC)

title: User talk:Manjusha


text:
User talk:Dekenet

Welcome
Hello Dekenet, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 13:48, 18 January 2008 (UTC)

title: User talk:Dekenet


text:
User talk:AdvProf

Welcome
Hello AdvProf, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 13:48, 18 January 2008 (UTC)

title: User talk:AdvProf


text:
User talk:Ajirasirikul

Welcome
Hello Ajirasirikul, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 13:49, 18 January 2008 (UTC)

title: User talk:Ajirasirikul


text:
User talk:Keshav

Welcome
Hello Keshav, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Gbaor 13:49, 18 January 2008 (UTC)

title: User talk:Keshav


text:
User talk:MichaelBillington/IRC

Could we have a "live chat" tab at the top of Wikiversity pages for all registered users? The "live chat" tab could link to a page with the input line for a nick and the "join chat" button. --JWSchmidt 16:23, 18 January 2008 (UTC)
 * Yep, that would certainly be possible. I'll look at writing some javascript for that on my own wiki as soon as I get a chance. --Michael Billington (talk • contribs) 11:36, 29 February 2008 (UTC)

title: User talk:MichaelBillington/IRC


text:
User:Lookatthis

 * Wikipedia:Lookatthis
 * Wiktionary:Lookatthis
 * Wikinews:Lookatthis
 * Wikibooks:Lookatthis
 * Wikiquote:Lookatthis
 * Wikisource:Lookatthis
 * Wikispecies:Lookatthis
 * Wikiversity:Lookatthis
 * Wikimedia Commons:Lookatthis
 * Wikimedia Meta-Wiki:Lookatthist
 * Wikimedia Incubator:Lookatthis

title: User:Lookatthis


text:
English-Canadian Film (Winter 2007)

Jan. 7: Nobody Wave Goodbye

 * Screening: Nobody Wave Goodbye (1964)

Jan. 14: Goin' Down the Road

 * Screening: Goin' Down the Road (1970)
 * comparison to Nobody Wave Goodbye
 * fulfilling the dream - small town to big city
 * Margaret Atwood's Survival - dramatization of failure
 * overacting/underacting - docudrama
 * John Hoffman - American failure spectacular and glamorized vs. Canadian failure 'grubby' and pathetic
 * Christine Ramsay - plurality - postmodern reading - identification - gender/region/class - marginalization
 * marginalized are not losers but rather sublime outsiders
 * victims and losers in Canadian losers - noble nature of losers
 * Screening: Pierre Berton interview with Shebib

Jan. 21: Dreamland

 * Feldman Article
 * Uselessness of written word in Canadian films - Nobody Wave Goodbye and Going Down the Road examples
 * Feeling of emptiness in Shabib films - conveyed without the use of words
 * Shabib characters often battered into silence
 * Experimental works also suggest silence holds 'real power' in Canadian film
 * What's not there is 'more horrifying' than what is there - absence
 * Abigail's party - example of absence
 * City of Gold
 * Short Brittain bio + filmography
 * Memorandum (1965)

postscreening discussion

 * distribution problems - then and now
 * quotas
 * carry-on movies - product of quota system
 * Canadian influence in Hollywood and vice-versa
 * Lonely Boy (1962)
 * Unit B
 * Acknowledgement of ambiguity - acknowledgement of the camera
 * dark nature of the film
 * Barry Keith Grant text about the film
 * darkness of film - at home everywhere/nowhere
 * 'we had a nosejob' - Anka belongs to everybody/not himself - Freedomland scene
 * Troy Donahue - godfather - Coppola - Hollywood + mafia connection
 * comparison to Dreamland

Jan. 28: Winter Kept Us Warm

 * McCarthyism
 * Communism
 * Anti-Semitism
 * Homophobia

 * Kenneth Anger's Fireworks - made just before Anger's departure for Europe
 * Homophobia in Hollywood during the McCarthy era
 * keeping up appearances
 * Beat poets
 * Jack Kerouac
 * Allen Ginsberg
 * Claude Jutra, Michel Tremblay's works in Quebec
 * Robin Wood's 'The Return of the Repressed' - horror movies allow people to talk of repressive themes - horror movie often dismissed or marginalized
 * Gay and Lesbian filmmakers statistically more frequent in Canada
 * The Weinstein's involvement with and promotion of independent films
 * Canadian benefit of newfound interest in low budget Sundance films
 * Winter Kept Us Warm
 * Critical reception - Variety magazine review
 * influence on Cronenberg - quote from Cronenberg on Cronenberg on Winter Kept Us Warm - 'very sweet film'

Feb. 4: The Apprentice (1971)

 * Susan Sarandon – Joe – pre-Apprentice success
 * Larry Kent
 * concern about job loss
 * anticonformism
 * Bitter Ash's reception + Success at McGill U
 * High – censorship in Quebec
 * CFTC - Telefilm
 * distribution + promotion of films
 * power in the hands of producers – taxcredit incentive

postscreening

 * Larry Kent lecture
 * English vs. French version
 * appearance of the priest – French priest in French version – pressure to have english priest
 * Susan Sarandon’s casting vs. Diane Keaton
 * Starting up at UBC – Bitter Rash
 * Directing french actors – non-Quebec native – challenges
 * hope for Canadian films – 2007 and beyond

title: English-Canadian Film (Winter 2007)


text:
User:C.r.betts

I'm a 35 year old man in Columbia, MO who is a pre-medical student and is interested in a plethoa of topics. I'm a long term lurker here at Wikipedia, and thought I would try my hand at editing and writing articles here.

title: User:C.r.betts


text:
Augustine of Hippo/Introduction to Augustine of Hippo/Fun Facts

Follow-up Assignment to Initial Lecture on Augustine of Hippo
Click on the "edit this page" tab above; then choose the "itemized list" button from the top of the editing window. Type in all the facts you can remember from the lecture on Augustine's Spiritual Journey.


text:
User:Simonfj

Please use my meta page to talk, thanks.

title: User:Simonfj


text:
Introduction to Augustine of Hippo

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Reference Page in Lesson Topic : Historical Christian Theology
 * style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Introduction to Augustine of Hippo

 * Augustine of Hippo (354-430 CE) is one of the most significant Christian theologians in the history of the church. His works shaped all of medieval theology and philosophy, helped inspire multiple reforms of the church, and continue to inform theological discussions today.  This course is an introduction to his life and thought.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Housekeeping
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Things to Know About this Course

 * First and foremost - it is still under construction!
 * Second - I am a newbie and need TLC.

 * style="padding:0em 0.5em 0em 0.5em;" |

Collaborators Welcome
 * style="width:40%; vertical-align:top; border:1px solid LightBlue; background-color:AliceBlue;" |

Some things this page needs right away are:
 * Arts and Crafts
 * Appropriate icons
 * Reproductions of Augustine in history
 * More content
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" What I Have So Far
 * style="width:40%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"|

Articles and Such

 * A synopsis of De trinitate
 * An article on Augustine's theory of knowledge

Beautiful Reproductions of Gozzoli's Frescoes

 * I'm awaiting license information to post repros of a cycle of 17 scenes from the life of Augustine which surround the choir of the Church of Saint Augustine in San Gimignano.

 * style="padding:0em 0.5em 0em 0.5em;" |

Augustine:Life
 * style="width:60%; vertical-align:top; border:1px solid LightBlue; background-color:AliceBlue;" |

 * 354: Born Aurelius Augustine in Thagaste, North Africa - modern-day Algeria
 * Father was Patricius, a local government official and a pagan
 * Mother was Monica, a Christian believer who had great influence over her son
 * 371-374: Studied law at Carthage
 * 375: Conversion to Manicheaism
 * 376-383: Taught rhetoric in Carthage
 * 384: Professor of rhetoric in Milan
 * 386: Converted to Christianity
 * 387: Baptized and joined a monastic community in Thagaste
 * 391: Ordained a priest in spite of his objections; founded a new community in Hippo
 * 397: Consecrated Bishop of Hippo against his wishes
 * 430: Died while Hippo was under siege by Vandals
 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

Augustine:Major Works
 * style="width:60%; vertical-align:top; border:1px solid LightBlue; background-color:AliceBlue;" |

 * The Confessions
 * The City of God
 * On the Trinity
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" A journey of a thousand miles...
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next page

 * Continue this lesson with Augustine's Spiritual Journey

Contact your instructor

 * Your instructor for this class is Mike Bone. To email me, you simply @undefined.  [[Image:Crystal Clear app xfmail.png|32px]]

 * }

title: Introduction to Augustine of Hippo


text:
User talk:Rozzychan~enwikiversity

=Hello and Welcome= I am Rozzychan on wikibooks, wikimedia commons and wikipedia, although my talk page has been removed several times from those sites. Probably the best place to reach me would be the talk page on Wikibooks as I have a book that I am still working on. You may still contact me here by posting. Glad to meet ya. Rozzychan~enwikiversity (discuss • contribs) 02:23, 22 December 2023 (UTC)

Welcome. Got something to say?
Dear Ms. Hunter, I think this is what you meant for me to do to contact you, by writing on your talk page. I am a Latin (and Spanish) teacher and often give examples of scientific names and other terms when I teach vocabulary to my students. I think your course is very useful. I have read lessons 0 and 1 and intend to read the rest. If I can be a resource to you in refining your course or text, please feel free to contact me. Ferrarama 23:33, 22 December 2009 (UTC)Ferrarama

Welcome
Hello Rozzychan, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --mikeu 02:33, 19 January 2008 (UTC)

deletion request
The page Scientific Terminology Discussions General has been deleted per your request. Note that you can also move a page to a new title by clicking on the move tab which will create a redirect to the new page title. If you have any questions or need help feel free to contact me. BTW, your course sounds very interesting. I took one year of latin in high school, and amazingly still remember bits of it. --mikeu 05:22, 19 January 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Rozzychan. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Rozzychan~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 23:42, 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) 06:21, 19 April 2015 (UTC)

title: User talk:Rozzychan~enwikiversity


text:
User:Rozzychan~enwikiversity

Rosalyn Hunter, M.S.
My name is Rosalyn Hunter and I teach Biology at Hill College (Hillsboro, Tx). I formerly taught at Navarro College in Waxahachie, Texas, USA. In the Spring of 2008 I am introducing to my students a supplement to the class that allows them to learn Greek and Latin word roots through Wikiversity.

This is part of my deep interest in understanding the principals of making effective internet teaching materials. If you have any comments or suggestions about how to make this class work better, please contact me on my TALK page.

title: User:Rozzychan~enwikiversity


text:
User:Francis Tyers

戴繁星

 * Apertium — Software libre para la traducción automática de transferencia superficial!
 * Apertium — Free software for shallow-transfer machine translation!

title: User:Francis Tyers


text:
Talk:African Philosophy/Annotated Bibliography/Kwasi Wiredu African Philosophical Tradition A Case Study of the Akan

rename candidate perhaps? --Remi 01:46, 19 January 2008 (UTC)

Looks like it could be a Reading Group. Could be renamed to reflect this. Countrymike 02:22, 19 January 2008 (UTC)


text:
Wikiversity:Rules of thumb

Here are rules of thumb to help you organize, administer, and create content on Wikiversity.
 * 1) For the most part, in page titles, only capital first words, but still capitalize proper nouns and other normally capitalized letters.
 * 2) It's fine if people want to give a numbering system to a page, course, etc, but it should not be in the pagename.

title: Wikiversity:Rules of thumb


text:
Scientific terminology

Welcome to the Scientific Terminology Learning Project.

Content Summary
This learning project seeks to aid science students in understanding the Greek and Latin roots of technical terms. Students are encouraged to discuss words that they have learned on the discussion thread.

Goals
This learning project was originally set up to aid students in my Introductory Biology Class in the Spring 2008 semester learn the Greek and Latin roots of Scientific terms to aid them in the class. This information is useful for any student of the sciences, however, and anyone who wishes to is welcome to participate in this project.

Text
Understanding Scientific Terms

Lessons

 * Lesson 1: To begin read Lesson 0 and Lesson 1 in the textbook listed above.

Discussion Page
Discuss the course or ask questions here.

Activities

 * Dominant group/Quiz
 * Etymology/Quiz
 * Logic/Quiz
 * Metadefinition/Quiz
 * Terminology/Quiz
 * Validity/Quiz

Active participants

 * Students - If you register on Wikiversity, you can list your name here.
 * If you post on the discussion page, please use three tildes  ~  to sign your name.
 * You do NOT have to join Wikiversity to use this course.

 * User:Rozzychan  Instructor

Learning Project Summary

 * Suggested Prerequisites:
 * ... none

 * Time investment:
 * About one lesson per week.

 * Assessment suggestions:
 * The text has in-line test yourself exercises.
 * If there is interest, I can develop a quiz or self-test

 * Portal Science (new)
 * School of Biology

title: Scientific terminology


text:
Scientific terminology/class discussion

Discussion Page for Scientific Terminology
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{{Discussion subpage
 * name = Scientific Terminology Discussions General
 * title = Let's discuss words that you've recently seen using these roots.
 * titlestyle = text-align:center;
 * bodystyle = text-align:left;
 * body =

Today in lecture we saw a film on Carl Woese.

Were there any terms in the film or the reading that you found difficult to understand?

Taxonomy uses the word roots tax from the Greek τάξις, taxis, 'order' + nomy from νόμος, nomos, 'law' or 'science'. Taxonomy

You'll find that there are many words that end with -nomy such as astronomy ( the science of stars).

Rozzychan 02:56, 19 January 2008 (UTC)

End discussion
}}

title: Scientific terminology/class discussion


text: Category:Scientific terminology

title: Category:Scientific terminology


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User talk:Francis Tyers

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title: User talk:Francis Tyers