text:
User talk:Jlieman

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 21:59, 25 September 2010 (UTC)

title: User talk:Jlieman


text:
User:Ll dogz

" P l e a r n w a n "

Plearnwan is from two words, Play and Learn.

The objective of Pearnwan is wants everyone coming to enjoy, remind the good memories and learn old tradition and cultures of local people in Plearnwan.

Plearnwan’s style looks like Eco Vintage Village that reminds an old village from the past.

It contains the old style of restaurant, coffee shops, bakery shops and bar.

All shops in Plearnwan built from wood and it makes you are into 1956 again.

Staffs in Plearnwan shops also wear the old style dresses and clothes.

The identity of Plearnwan is we can buy the old things and special products not only for looking them from cabinets like in ordinary museum.

Plearnwan supports poor students and handicapped people to work and come to open their shops for getting extra money and improving their abilities from their shops.

From the belief of local people, the unity will bring successful to get.

Also from many small points, they combined to be a big point.

So, Plearnwan is a point that wants all people becoming to save natural resources and environment and maintain the old traditional and culture.

All of material and goods in Plearnwan such as cups, chairs and tables is made from Green Board (the recycling box of milk).

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Beginning of Plearnwan

The beginning of Plearnwan was happened from belief of local people.

To believe in doing business based on giving to other more than making profit.

To believe in happiness that is from good doing and thinking.

To believe in if we have intention, everything will come true.

The first step was based on the difference.

If we follow other footsteps, we will not have own footsteps.

Different doing Plearnwan looks like “Life Museum” in the past time.

This place is not just the ordinary building.

Different Thinking became Plearnwan.

It made for being the center of happiness.

Plearnwan contains many good stories in the past to remind everyone.

Again, before everything disappears by the time.

Come to Plearnwan.

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Open Hours
Plearnwan opens everyday.

Especially every in the evening, Plearnwan will have party and games.

Plearnwan Bar opens everyday from 4 p.m. to 12 a.m.

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Location of Plearnwan
Plearnwan is located on Petchakasame, nearby Kai Kang Won palace, Ampher Huahin, Prajuabkirikun Province.

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Events of the year
January

“Pleanwan Children’s Day” This day will provide all of old toys and amusement park for children.

For example Snake eats tail’s game, Rice dancing and etc.

February

“The Music Night” by the beach and “Love films festival” are the events for all lovers.

In 14th February, the lovers can come to joy in “The Love contest” to measure level of love.

March

“Flower dancing” is an event that everyone comes here to dance and sing with the popular singer “Suntharaporn Band”.

April

9th -18th Aril is Songkarn Festival.

Everyone can come here to make merit and build sand tower together.

May

The Thai entertainment will provide on every Friday and Saturday.

June

“Hua Hin Jazz festival” is music festival that all music composed by the King.

July

“Chai Lai shop” will open and have mini old-style party every night.

August

This month everyone can come to write card to wish our Queen.

September

“Photograph and Drawing Exhibition”, you can come to see or send your photograph or drawing to compete and show to other people.

October

This month is Anniversary of Plearnwan and Excusive Concert with Tu Noppon, Lipta and Stamp band.

November

Full moon party and Loi Ka Thong’s Day.

December

5th, December is Father’s Day.

31st December is Lasting day of the year and to countdown into New Year’s Day.

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

title: User:Ll dogz


text:
User:Eye~enwikiversity

PALIO and Primo Posto at KHAO -YAI is little Italy in Thailand. We are new walking street shopping center for everyone. Pailo design and build like a Europe style by the best architect of Thailand.

They build Palio and Primo Posto at Kho-Yai has the place that very beautiful and has a fresh air in Khao-Yai.Before the owner has Palio, they have Primo Posto. Primo Posto is business of alumni’s Jura University. Primo Posto mean is First Place and the reason that they choose this name because this is the first business that they do together and concept of Primo Posto is they want build house in countryside of Italy and color of each room have different color. There have Coffee Italian Shop (Café Momus), Wine Shop (Divino) it can make you feel relax in the center of  vineyard  and the restaurant have style like Home made style or in Italian call  Trattoria. Therefore, we have the best shop at Primo Posto is Ice-cream Shop (Dolce Vita) and Souvenir Shop. Moreover, we have the place for relax and party such as Birthday party, Concert, wedding, etc. So, the owner has motivation to build another place is Palio. This Palio project forms Primo Posto because they do this restaurant in 2008, this restaurant has style like a little Italy style and everyone interested in their restaurant They build Italy, a city of two in Thailand in 2009.

Palio is name of festival in Italy and that is drive horse festival in Siena City. The meaning of Palio is Award, and the owner of palio choose this name because is like as give award for people in Khao- Yai and everyone that come to Palio. And then, Palio is the new place for everyone that wants to see and feel with wonderful place in Thailand.

Pailo have 120 stores such as Pub & Restaurant, Bakery, Clothe, Beauty Shop, Book Store, Spa, Coffee Shop, Furniture Shop, Food center, Bank, Souvenir Shop, Wine Shop, Drugs Store, jewelry accessory  Shop, IT Shop, etc. In Palio have zone for make tourist relax such as Fountain, bailey, Music, and each zone have different style, but they still design every part of Palio like a nature around Khao-Yai.

We have the place for support tourist that want to take a vacation at Palio. Now they can stay right in the center of it at a boutique hotel called Palio Inn. The hotel has 12 rooms that are a mix of Standard, Superior and Deluxe class with prices starting at 2,100 baht for low season weekday and ranging up to 4,200 baht for the deluxe room on a holiday weekend. Palio Inn is designed in the same style of the rest of the village with that Old Italian village look and feel. The pricing is similar to the other higher and resorts in the area so if your budget is in that range you might give it a look.

Palio is near Bangkok and Palio situate on Tanarat road near Juldis Khao Yai Resort. When people come to Palio and Primo Posto, they can see and feel about Italy and they can travel around Khao Yai.

title: User:Eye~enwikiversity


text:
User talk:Samat698

 Hello Samat698, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 26 September 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 26 September 2010 (UTC)

title: User talk:Samat698


text:
User talk:Natapornt

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 26 September 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 26 September 2010 (UTC)

title: User talk:Natapornt


text:
User talk:Jamesswheat

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:18, 26 September 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 26 September 2010 (UTC)

Human Legacy Course
Hello Jamesswheat! I know that it has been a while, however, I would like to invite you to join my Human Legacy Course. If you are interested, please contact me on my talk page and we can set up an orientation session. I hope to see you soon! :) --MrABlair23 15:52, 3 September 2011 (UTC)

title: User talk:Jamesswheat


text:
Neurology

Neurology (from Greek νεῦρον, neuron, "nerve"; and -λογία, -logia) is a medical specialty dealing with disorders of the nervous system. Specifically, it deals with the diagnosis and treatment of all categories of disease involving the central, peripheral, and autonomic nervous systems, including their coverings, blood vessels, and all effector tissue, such as muscle.[1] The corresponding surgical specialty is neurosurgery. A neurologist is a physician who specializes in neurology, and is trained to investigate, or diagnose and treat neurological disorders. Pediatric neurologists treat neurological disease in children. Neurologists may also be involved in clinical research, clinical trials, as well as basic research and translational research.

Qualifications
In the United States and Canada, neurologists are physicians who have completed postgraduate training in neurology after graduation from medical school. Neurologists complete, on average, at least 10-12 years of college education and clinical training. This training includes obtaining a four-year undergraduate degree, a medical degree, which is an additional four years, and then completing a three or four-year residency in neurology. The four-year residency consists of one year of internal medicine training followed by three years of training in neurology. One and two year fellowships are available following completion of the neurology residency if desired.

Many neurologists also have additional subspecialty training (fellowships) after completing their residency in one area of neurology such as stroke or vascular neurology, interventional neurology, epilepsy, neuromuscular, neurorehabilitation, behavioral neurology, sleep medicine, pain management, neuroimmunology, clinical neurophysiology, or movement disorders. In Germany, a compulsory year of psychiatry must be done to complete a residency of neurology.

In the United Kingdom and Ireland, neurology is a subspecialty of general (internal) medicine. After five to nine years of medical school and a year as a pre-registration house officer (or two years on the Foundation Programme) a neurologist must pass the examination for Membership of the Royal College of Physicians (or the Irish equivalent) before entering specialist training in neurology. A generation ago some neurologists would also spend a couple of years working in psychiatric units and obtain a Diploma in Psychological Medicine, but that became uncommon and now that a basic psychiatric qualification takes three years to obtain it is no longer practical. A period of research is essential, and obtaining a higher degree aids career progression: many found it was eased after an attachment to the Institute of Neurology at Queen Square in London. Some neurologists enter the field of rehabilitation medicine (known as physiatry in the US) to specialise in neurological rehabilitation, which may include stroke medicine as well as brain injuries.

Testing examinations
During a neurological examination, the neurologist reviews the patient's health history with special attention to the current condition. The patient then takes a neurological exam. Typically, the exam tests mental status, function of the cranial nerves (including vision), strength, coordination, reflexes and sensation. This information helps the neurologist determine if the problem exists in the nervous system and the clinical localization. Localization of the pathology is the key process by which neurologists develop their differential diagnosis. Further tests may be needed to confirm a diagnosis and ultimately guide therapy and appropriate management.

Many symptoms that may occur would involve: tension, sleep loss, headaches and anger.

General caseload
Neurologists are responsible for the diagnosis, treatment, and management of all the above conditions. When surgical intervention is required, the neurologist may refer the patient to a neurosurgeon. In some countries, additional legal responsibilities of a neurologist may include making a finding of brain death when it is suspected that a patient is deceased. Neurologists frequently care for people with hereditary (genetic) diseases when the major manifestations are neurological, as is frequently the case. Lumbar punctures are frequently performed by neurologists. Some neurologists may develop an interest in particular subfields, such as dementia, movement disorders, headaches, epilepsy, sleep disorders, chronic pain management, multiple sclerosis or neuromuscular diseases.

Overlapping areas
There is some overlap with other specialties, varying from country to country and even within a local geographic area. Acute head trauma is most often treated by neurosurgeons, whereas sequelae of head trauma may be treated by neurologists or specialists in rehabilitation medicine. Although stroke cases have been traditionally managed by internal medicine or hospitalists, the emergence of vascular neurology and interventional neurologists has created a demand for stroke specialists. The establishment of JCAHO certified stroke centers has increased the role of neurologists in stroke care in many primary as well as tertiary hospitals. Some cases of nervous system infectious diseases are treated by infectious disease specialists. Most cases of headache are diagnosed and treated primarily by general practitioners, at least the less severe cases. Similarly, most cases of sciatica and other mechanical radiculopathies are treated by general practitioners, though they may be referred to neurologists or a surgeon (neurosurgeons or orthopedic surgeons). Sleep disorders are also treated by pulmonologists and psychiatrists. Cerebral palsy is initially treated by pediatricians, but care may be transferred to an adult neurologist after the patient reaches a certain age. In the United Kingdom and other countries, many of the conditions encountered by older patients such as movement disorders including Parkinson's Disease, stroke, dementia or gait disorders are managed predominantly by specialists in geriatric medicine.

Clinical neuropsychologists are often called upon to evaluate brain-behavior relationships for the purpose of assisting with differential diagnosis, planning rehabilitation strategies, documenting cognitive strengths and weaknesses, and measuring change over time (e.g., for identifying abnormal aging or tracking the progression of a dementia).

Relationship to clinical neurophysiology
In some countries, e.g. USA and Germany, neurologists may specialize in clinical neurophysiology, the field responsible for EEG, nerve conduction studies, EMG and evoked potentials. In other countries, this is an autonomous specialty (e.g. United Kingdom, Sweden).

Overlap with psychiatry
Further information: Psychoneuroimmunology and Neuropsychiatry Although many mental illnesses are believed to be neurological disorders affecting the central nervous system, traditionally they are classified separately, and treated by psychiatrists. In a 2002 review article in the American Journal of Psychiatry, Professor Joseph B. Martin, Dean of Harvard Medical School and a neurologist by training, wrote that the separation of the two categories is arbitrary, often influenced by beliefs rather than proven scientific observations. And the fact that the brain and mind are one makes the separation artificial anyway.

There are strong indications[citation needed] that neurochemical mechanisms play an important role in the development of, for instance, bipolar disorder and schizophrenia. Also, "neurological" diseases often have "psychiatric" manifestations, such as post-stroke depression, depression and dementia associated with Parkinson's disease, mood and cognitive dysfunctions in Alzheimer's disease and Huntington disease, to name a few. Hence, there is no sharp distinction between neurology and psychiatry on a biological basis – this distinction has mainly practical reasoning and strong historical roots (such as the dominance of Freud's psychoanalytic theory in the first three quarters of the 20th century – which has since then been largely replaced by the focus on neurosciences – aided by the tremendous advances in genetics and neuroimaging.)

Readings
Readings with discussion.

Wikipedia

 * Salvia divinorum - What effect does salvia divinorum have on neurology and the brain?

title: Neurology


text:
Uthumphon Phisai District

The history of Uthumphon Phisai District Uthumphon Phisai District was established in 1911. In the past, it was called Prajim District by the district west of Ban Somrong, Tambon Samrong. Paprachumchuntunikon was the first leader of the district. In 1914 Mr. Bunma Sinparaya became leader of the district. He considered that around the district there were many fig trees that are the symbol of the district. So, he changed the name of the district from Prajim into Uthumphon Phisai that means “Place of the big fig tree.” In 1937, Mr. Sayar Sukrud became leader of the district. He moved the district from Ban Somrong to Bam Tumye that was near the railway  that is the district place now. In 1948, Mr. Pawong Sriboonrhu became leader of the district. He developed the district and got the funded to make the district place, police station, and house of government. Now, Uthumphon Phisai is a district in the western part of Sisaket Province, northeastern Thailand.

The district is subdivided into 25 subdistricts. There are further 25 subdistricts administrative organizations. 1.	Kamphaeng 2.	I Lam 3.	Kan Lueang 4.	Thung Chai 5.	Samrong 6.	Khaem 7.	Nong Hai 8.	Khayung 10.	Ta Ket 11.	Hua Chang 12.	Rang Raeng 14.	Tae 15.	Khae 16.	Pho Chai 17.	Pa Ao 18. Nong Hang 22.	Sa Kamphaeng Yai 24.	Khok Lam 25.	Khok Chan

The history of Prasat Hin Wat Sa Kamphaeng Yai Located in Prasat Hin Wat Sa Kamphaeng Yai, Tambon Sa Kamphaeng Yai, Uthumphonphisai district, Sisaket Province. Prasat Hin Wat Sa Kamphaeng Yai is the biggest and most perfect Khmer Ruins in the province. The Khmer Ruins comprises three stupas on the same base lining in North-South direction and facing east. The main stupa, at the middle, made from sandstone and bricks in some part, houses carved lintel depicting God Indra on the back of Erawan Heavenly Elephant above the Kiattimukha. Other two stupas are made of brick with sandstone decorations such as lintel, gable frame and door frame. Behind the southern stupa is another brick stupa. Before all are two brick vihara surrounded with walls made from laterite and sandstone and 4 Gopuras (doors) at all directions. Brick vihara at north houses a carved lintel depicting Reclining Vishnu. The southern brick vihara houses a lintel depicting God Shiva and Goddess Uma seated on Nonthi Cow. Presently, this Khmer Ruins belongs to the division of Archeology, Fine Arts Department. Many antiques are found from this site such as lintels depicting Shiva God, Krissana God fighting Vattana Cow, Buddha statue in the attitude of meditation under naga, Buddha statue in attitude of meditation, and terra cotta Buddha images. By the style appearing on gables, lintels, and antique, particularly inscription at the doorframe of Sa Kamphaeng Yai Khmer Ruins, this ruins was probably build in the 11th Century with Bapuan Art style of Khmer. It was served as shrine for God Shiva before changing into Mahayana Buddhist temple in 13th Century.

How to go there? Prasat Hin Wat Sa Kamphaeng Yai is 26 kilometers from away Sisaket Province and 2 kilometres from Uthumphonphisai district, via highway 226.

References

http://www.teawmuangthai.com/sisaket/001/ http://guideubon.com/news/view.php?t=69&s_id=18&d_id=18 http://www.mistercleanweb.com/sisaket_station/sisaket-wat-srakhampheangyai.html http://www.ezytrip.com/Thailand/th/NorthEast/SiSaKet/UthumphonPhisai/PrasatWatSaKamphaengYai/PrasatWatSaKamphaengYai.htm http://www.hotelsguidethailand.com/travel/travel_detail.php?l=th&code=1524

title: Uthumphon Phisai District


text:
Wikiversity:Colloquium/archives/September 2010

Update Design?
Hi all, newbie to Wikiversity here, I recently heard about this site, and it sounds like it has great potential. I love the idea of open, free and community based education where the aim is knowledge and self betterment, over the prize of letters or a diploma.

As my job is making recommendations on how companies can improve the design of their websites, I thought it might be helpful to ply my craft here.

Having visited the website for the first time today, I was surprised to find that the design of the website seems a little dated, especially as the community seems to be aimed at establishing themselves as a serious player in the world of education, where an institution's brand is absolutely crucial.

I thought I'd make two initial suggestions, at the risk of covering ground that may already have been discussed at length elsewhere within this site.

The first suggestion is a simple but valuable fix, to upgrade the theme/skin of the site to the more modern look employed by the sister Wikimedia sites. The new design takes into account new web standards such as the placement of the search box, and provides a visual design that degrades well and looks sleek. The continuation of the older theme will probably lead to confusion and frustration to users (esp. those used to the layout of Wikipedia, which I would guess is your main draw crowd).

My second suggestion is an update of the logo. While I like logo. especially the idea and some parts of the execution, the overall feel comes across as a little bulky/geometric. Perhaps a logo update competition is in order?

Rather than just criticize though, I thought in the spirit of the wiki I would post my own examples of how I think improvements could pan out, and you can see them on the right.

Once I've had a proper muck around with the site and got my hands dirty, I'll be sure to contribute some more substantial advice on how things could be tweaked. In the meantime, Happy Learning!

--ThisIsMyName 15:57, 1 September 2010 (UTC)

Well I think the logo is an improvement, but it is still rooted in a neo-classical aesthetic, and I am not sure how ideal that is for wikiversity, so perhaps the idea of a competition might be useful.Harrypotter 18:38, 1 September 2010 (UTC)

 * Kind of reminds me of the U.S. Capitol Building. -- Thekohser 19:39, 1 September 2010 (UTC)

It definitely reminds me of University College London (UCL), the origin of the  University of London, which otherwise than Oxbridge was:

 * "established on an entirely secular basis and admit students regardless of their religion, and the first to admit women on equal terms with men."

You may further note that the Internet proper was incidentally or necessarily realized by connecting UCL and Stanford transatlantic. Hence, the start of the global hypertext networking for  World Brain, from 1975! Simple is the meaning of the globe of Wikiversity, if not UCL. That of the US Capitol Building is just irrelevant!

You may still further note that at UCL at that moment, the following may have taken the supertructural hypotext no less seriously than the similar sounding, infrastructural, substructural hypertext or Internet:
 * Mary Douglas (1975). Implict Meanings: Essays in Anthropology
 * Stephen E. Robertson (1975). "Explicit and Implicit Variables in Information Retrieval Systems", Journal of the American Society for Information Science, 26(4): 214-222.

-- KYPark [T] 08:31, 2 September 2010 (UTC)

Wow, didn't expect this building to be so contentious!

The design of the building is not based on any one existing structure and intentionally lacks any distinguishing features that would place it within any particular period of classical architecture, but rather plays homage to the spirit of classical architecture with allusions to ancient Greek and Roman architecture, which then carries through to other classical styles, such as Renaissance and Gothic, all of which were used by later societies to symbolise the blossoming of thought, philosophy and education that these periods in history became synonymous with, hence their association with universities, courts, libraries and government buildings today. The usurping of Ancient Greek architectural stylings by descendant societies has always been done in a way that emphasises their place as the ideological descendants of the Ancient Greeks, from Rome to Europe and Britain, to the Soviet Union and the New World, this ancient style of building has always been used to symbolise the art of thought, upon which modern science, philosophy and education were founded.

The liberties I took with the design was to turn the globe into a Renaissance style dome, keeping the unusually large four pillars at the entrance (symbolising the four pillars of education, which I assume the original logo design was alluding to) and the empty space behind the pillars, to symbolise the openness of the institution.

I did attempt to model the dome on that of St Paul's Cathedral, from which the designers of the US Capitol Building's drew inspiration (so well spotted there), but the dome is placed directly on top of the building in this design in an allusion to a camelot-esque idea I pilfered from the Bahai faith, where all the building entrances lead to the same round central room, symbolising the unity and equality of people regardless of where they come from.

TMI?

Just a sidethought, looking at those photos, maybe I should have included an "engraving" above the entrance of the building. Anyone know the Latinised version of 'The fork is on the table'?

--ThisIsMyName 15:12, 2 September 2010 (UTC)

Sorry about the wall of text above, I'll try to be brief this time round. I just realised that the theme for the website has been updated and I'm wondering, did this occur in response to my above post, or was it a coincidence and good timing? Either way, well done!

--ThisIsMyName 15:19, 2 September 2010 (UTC)

 * interesting. Hillgentleman | //\\ |Talk 16:53, 2 September 2010 (UTC)

 * My comment: what a focus on the European institution! One of the oldest continuously operating universities in the world is University of Al-Karaouine, and see . I've been there. --Abd 22:16, 2 September 2010 (UTC)

The WP photo titled "Interior of the Al Karaouine Mosque and university" was taken from the street, I believe, though the main entrance, that's not the interior, it's the courtyard. I was told that the French established a law in Morocco that only Muslims could enter the mosques (because there is no such exclusion in Islam except for the two cities of Mecca and Medina). I entered, washing in the fountain you can see in the picture, walked into the masjid proper, and was looking around, trying to figure out what direction was qibla, when I was challenged to show my "papiers." I handed the man a pocket Qur'an, saying "Mes papiers." He kept insisting, "Votre papiers!" So I said the shahada (which any Muslim should know would make me a Muslim if I wasn't already), and asked him "Qibla?" And I might have quoted, in Qur'anic Arabic, the verse where we are told to face the direction of the "masjid al-haram." I.e., Mecca. I know that whole section of the Qur'an. He gave up and pointed out the direction. I did the same thing to enter the tomb (mosque) of Moulay Idriss, where they actually had armed guards. My wife was never questioned entering a mosque in Morocco, except when she was with me, because she was wearing hijab, but I'm an American and look like one. People would ask me, "Are you an American?" and I'd say, "Lucky guess!" Anyway, very old institution, going before 900 C.E. --Abd 21:50, 2 September 2010 (UTC)
 * (Looking again, that photo might have been taken from the inside, I forget what the actual entryway looked like. That's probably the entrance courtyard, but there might be another.) --Abd 21:57, 2 September 2010 (UTC)
 * And looking around, this photo of the "mosque entrance" shows the same view, but you can see the ornate door, which must have been fully opened for the photo in the article. --Abd 22:16, 2 September 2010 (UTC)

I like your story!

My apologies for being so Euro-centric, as I said above I was aiming for a design that steered away from any one culture or society. I am loving the way everyone is bringing their own interpretation to such a 'blank canvas' of a building, and really each interpretation is as valid as any.

I wasn't so much intentionally excluding the influences of Islam in the development of education, but rather citing architectural examples that spring to mind, which in my case are largely Western European, so my apologies about that. The use of a classical style of building, however, in no way ideologically excludes Islamic architecture. Like all long running cultures, Islamic architecture has varied greatly across time, and has shared many styles with the Western Europeans, especially during the days of the Roman Empire, albeit with their own added idiosyncratic touches. Byzantine Architecture is a descendant of the same pool of architectural design as the examples I cited above, and was a massive influence on the design of early Islamic architecture and art, particularly mosques around the time that Al-Karaouine was built (though I must admit Al-Karaouine, with it's centuries of successive additions and expansions, is truly in a class of it's own).

--ThisIsMyName 12:13, 3 September 2010 (UTC)

Well, I feel the neoclassic aesthetic is at heart eurocentric. Here the logo's strength can also be a weakness: it depicts a strong "stone and mortar" (as opposed to redbrick) image and perhaps reflects anxiety about Wikiversity's lack of status. What I like about the wikipedia logo is that it moves away from all this mustiness with an image which is asymmetric with images from different letter systems composing an incomplete globe. Still it's better than Senate House which inspired Orwell's Ministry of Truth.Harrypotter 10:17, 5 September 2010 (UTC)

Wikimedia Foundation doesn't own this site?
Forgive me if this sounds odd, but do or don't the Wikimedia Foundation own this site? From what I read at meta.wikimedia.org, it appeared to be an essay. (sorry, logged in from shared computer here so will have to cut this short). Anyone clarify this? An editor with no account, i.e. anon. This comment added by 77.98.169.246 13:20, 2 September 2010.

 * Note the "A Wikimedia project" logo at the bottom right of every page on the wiki. Adrignola 13:39, 2 September 2010 (UTC)

 * WMF is the host of this site but not the contents. The individual contributors own their copyrights which are licenced under GFDL/CC-BY-SA.  Now in principle wikimedia can go off business one day and still Wikiversity would have no problem running in another host.  But without the content or community there is no wikiversity.  You make your call. Hillgentleman | //\\ |Talk 16:52, 2 September 2010 (UTC)
 * The WMF has legal ownership and responsibility for the site, it is not merely the "host." However, in practice, the WMF delegates to the user communities the details of site operation, absent certain overriding concerns which occasionally arise. --Abd 20:57, 2 September 2010 (UTC)

--218.248.28.168 13:29, 11 September 2010 (UTC)

Wikiversity at the London Meetup
Well, there was a discussion about Local History and Wikiversity. There was another discussion about wikiversity at the other end of the table, and hopefully those involved will post some feedback.Harrypotter 18:26, 12 September 2010 (UTC)

Mechation
Ffdssa put a long essay here, I've moved it to User:Ffdssa/Mechation, and the user asked a question below. I suggest that responses to the essay be on Mechation, and/or User talk:Ffdssa. --Abd 21:39, 12 September 2010 (UTC)

What do you think?? Ffdssa 19:02, 12 September 2010 (UTC)Robert Franklin

 * I think discussion about the essay, with regard to status, improvements and/or suggestions, should be on the corresponding talk page. --Devourer09 02:10, 16 September 2010 (UTC)

Employment or Job hunting learning resource
I want to create a learning resource that pertains to getting a job. I'm thinking I can make a list of ways to look for a job and way to apply for a job and what types of jobs there are etc. etc... Does anyone have tips on how I should go about doing this or any other pages on WV I should look at? I think I will also be WV:Bold and start it and then anyone interested can join in. Thanks. --Devourer09 18:28, 20 September 2010 (UTC)

Class project structure
A question arose, for me, in considering Requests for deletion. This was one among a large set of individual Wikiversity pages created as part of a history class project to compile information on 18th century European scholastic societies and academies. The coordinating page, listing all of the created pages, was a User page. It was already suggested, long ago, to the teacher, that this be in mainspace. (I've now moved it, but the user could theoretically object, or someone else.) What about the individual pages? Out in mainspace, at the top level, they are rather exposed to people seeing them in isolation and not realizing that they are part of a collection. Now, there are two ways I can think of to fix this (plus variations). One is what I proposed and started to do, which is to move all those individual pages to subpages of the main resource page. This makes categorization very objection without looking at categories, and provides for a neater organization of mainspace. However, it's also possible to leave the pages where they are and add category tags to them. I prefer the former, but I'd like to know what people think. --Abd 21:46, 12 September 2010 (UTC)

 * I like the idea of using subpages because it shows a relationship that the subpages are directly dependent on the parent pages. Categories make sense on WP because most articles are independent of each other, meaning you don't have to read all the other articles before reading that one to understand that one, assuming you know the meaning of all the words and vocabulary used within the article, so therefore to group similar articles together categories come into play. --Devourer09 01:23, 16 September 2010 (UTC)
 * Subpage them, they are all part of the same thing. Geoff Plourde 18:27, 22 September 2010 (UTC)

GLAM-WIKI 2010
Check GLAM-WIKI 2010. This is conference currently being organised in London and Paris.Harrypotter 18:19, 26 September 2010 (UTC)

Concerns about an article
I recently came across the article airship design. The theory of airship design is a subject that I've got more than a passing knowlege of, and the article in question reads like a flight of fantasy. The airships depicted are totally impossible, and the text seems to be more a collection of futuristic-sounding technologies than an actual attempt at design. Is this sort of article within Wikiversity's scope, and if not, what is the method for getting it deleted? --Carnildo 19:29, 27 September 2010 (UTC)
 * You can just edit over it if you want to add in something decent. Ottava Rima (talk) 19:44, 27 September 2010 (UTC)
 * Yes, the editor can do that, but it might be friendlier to move the existing page to a subpage, Airship design/Ideas, or something like that, that is about the fantasy or original research, thus leaving the original research on the Ideas page, and create a page above it about actual airship design, which Carnildo, we may assume, is qualified and very welcome to do. I've done the move. To answer the original question, Wikiversity covers all educational levels, and a student in a class at some level might well write something like this, which can be reviewed, criticized, expanded, or just enjoyed. Or not, as you choose. It's within scope, my opinion, which has little to do with how accurate it is, especially if it isn't at the top level. Take it as a student paper! And as an expert, then, assume that the student would welcome your comments. Remember, like any skilled educator, be nice (in addition to being clear)!
 * I've created a soft redirect to Airship design/Ideas from Airship design]. --Abd 20:17, 27 September 2010 (UTC)
 * I suggest being bold and improving the quality of the lesson. An expert's input is probably much needed. --Devourer09 02:27, 29 September 2010 (UTC)

Proposal for Book: namespace
Please see Namespaces/Proposals_for_new_namespaces - it's a proposal to add the Book: namespace. -- Jtneill - Talk - c 00:57, 29 September 2010 (UTC)

 * I added my 2 cents. --Devourer09 03:23, 29 September 2010 (UTC)

Please can someone tell me how to create a resource with "next page" and "previous page" features? Or how to create a category? --R R Carney 17:21, 2 October 2010 (UTC)

--180.215.104.243 22:36, 2 October 2010 (UTC) its a group discussion between emperor and ministers that are taking sugestion to king(emperor), about any problem. prombem can be any type. as they are discussing about peoples who are facing problems.


text:
User:Michael E. White

check out my awesome art!

http://michaael.com/art/

thank you kindly ! :)

I want to learn about aerospace and how to be more creative! :)

"The system isn't stupid, but the people in it are." -- Thomas Szasz (from here)

title: User:Michael E. White


text:
User talk:Battleaxe9872

 Hello Battleaxe9872, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Battleaxe9872 16:47, 26 September 2010 (UTC) Battleaxe9872 16:47, 26 September 2010 (UTC)

title: User talk:Battleaxe9872


text:
User talk:Haileytoledo

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 18:23, 26 September 2010 (UTC)

title: User talk:Haileytoledo


text:
User talk:Yumiin

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 18:24, 26 September 2010 (UTC)

title: User talk:Yumiin


text:
User talk:Einarz

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 18:24, 26 September 2010 (UTC)

title: User talk:Einarz


text:
User talk:Aditya mech84

 Hello Aditya mech84, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 18:24, 26 September 2010 (UTC)

title: User talk:Aditya mech84


text:
User talk:Senthilnathan74~enwikiversity

 Hello Senthilnathan74, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 18:25, 26 September 2010 (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 Senthilnathan74. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Senthilnathan74~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 23:57, 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:Senthilnathan74~enwikiversity


text:
User talk:Michael E. White

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 18:26, 26 September 2010 (UTC)

title: User talk:Michael E. White


text:
User talk:Point.Present

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 18:26, 26 September 2010 (UTC)

title: User talk:Point.Present


text:
User talk:Gauravwiki.learns

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 18:27, 26 September 2010 (UTC)

title: User talk:Gauravwiki.learns


text:
User talk:Pakdel~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 18:27, 26 September 2010 (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 Pakdel. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Pakdel~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:Pakdel~enwikiversity


text:
User talk:Yurka~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 18:29, 26 September 2010 (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 Yurka. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Yurka~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 23:48, 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) 06:25, 19 April 2015 (UTC)

title: User talk:Yurka~enwikiversity


text:
User:Katepumpa

Kate is a lecturer in Exercise science with UCNISS, an Accredited Exercise Physiologist with ESSA, an Accredited Practicing Dietitian with DAA and an Accredited Sports Dietitian with SDA. Her main research interests include energy expenditure in athletes and nutritional recovery to maximise sporting performance. Other interests include travelling, long distance running, triathlon and anything fitness related.

Projects
Physiology of Exercise 2

title: User:Katepumpa


text:
Category:UCNISS/Staff

Staff members of UCNISS

title: Category:UCNISS/Staff


text:
Physiology of Exercise 2

This unit builds upon the knowledge gained in Physiology of Exercise 1, focussing on the response of physiological systems to exercise training, including exercise under environmental challenge and elite sports performance. Topics will be covered with reference to both humans and animal research with applied human sporting examples. The physiology of why we fatigue during exercise and sport will be studied in detail.

Learning objectives

 * 1) Demonstrate a thorough understanding of the physiological factors that influence adaptation to exercise training and sporting performance;
 * 2) Use examples from a variety of different sports and in different populations to illustrate the role of physiological factors in exercise and sporting performance;
 * 3) Understand and be able to administer and apply the physiological testing procedures currently available to measure a range of physiological parameters relating to exercise and sport performance.
 * 4) Generic skills:
 * Communication
 * Information literacy and numeracy
 * Problem solving
 * Effective workplace skills

Prerequisites

 * Physiology of Exercise 1

Schedule
13 Weeks. Two one hour lectures per week, and one two hour practical tutorials per week.

Please feel free to add links and resources to the following topics:

Unit Introduction

 * Literature review, stats & graphs
 * Course structure
 * Assessment guidelines
 * No practical

Physiology of endurance activity

 * Please feel free to add links and resources to this topic

Skill acquisition and estimating VO2

 * Practical
 * Please feel free to add links and resources to this topic

Assessing endurance activity

 * Please feel free to add links and resources to this topic

Skill acquisition and estimating VO2

 * Practical
 * Please feel free to add links and resources to this topic

Training and adaptations in endurance activity

 * Please feel free to add links and resources to this topic

Submaximal aerobic assessment

 * Practical
 * Please feel free to add links and resources to this topic

Special considerations for endurance activities

 * Please feel free to add links and resources to this topic

Maximal aerobic assessment

 * Practical
 * Please feel free to add links and resources to this topic

Physiology of strength, power and speed activities

 * Please feel free to add links and resources to this topic

Lactate responses

 * Practical
 * Please feel free to add links and resources to this topic

Assessment of strength, power and speed activities

 * Please feel free to add links and resources to this topic

Report writing

 * Please feel free to add links and resources to this topic

Literature Reviews

 * Please feel free to add links and resources to this topic

Training and adaptations in strength, power and speed activities

 * Please feel free to add links and resources to this topic

Sub-maximal & maximal aerobic assessment + lactate + core temp

 * Please feel free to add links and resources to this topic

Special considerations for strength, power and speed activities

 * Please feel free to add links and resources to this topic

Sub-maximal & maximal aerobic assessment + lactate + core temp

 * Please feel free to add links and resources to this topic

Physiology of intermittent activities	Lab based assessments

 * Please feel free to add links and resources to this topic

Assessment of intermittent activities

 * Please feel free to add links and resources to this topic

Lab based assessments

 * Please feel free to add links and resources to this topic

Training and adaptations in intermittent activities

 * Please feel free to add links and resources to this topic

Special considerations for intermittent activities

 * Please feel free to add links and resources to this topic

Review of lecture & lab material

 * Please feel free to add links and resources to this topic

Recommended Readings

 * Powers SK, Howley ET. (2009) Exercise Physiology: Theory and applications to fitness and performance 7th edition. McGraw-Hill Companies, Inc. New York. [call number: QP301.P64 2009]
 * Astrand P-O, Rodahl K, Dahl H and Stromme S. (2003) Textbook of Work Physiology – Physiological Basis of Exercise. 4th Ed., Champaign, Il, Human Kinetics. [call number: QP301.A23 2003]
 * Wilmore, J.H., D.L. Costill, and Kenney, W.L., eds. (2008) Physiology of Sport and Exercise. 4th Ed., Champaign, IL, Human Kinetics. [call number: QP301.W6749 2008]
 * Plowman SA, Smith DL (2008) Exercise Physiology for health, fitness and performance (2nd ed). Baltimore, MD: Lipincott Williams and Wilkins. [call number: QP301.P585 2007]
 * Gore CJ. Physiological tests for elite athletes. Australian Sports Commission. Champaign, IL ; Leeds, U.K. : Human Kinetics, c2000. [call number: RC1225.P49 2000]

Assessment
In order to pass this unit, all assessment items must be attempted and achieve an overall pass grade.
 * Literature review 35%
 * Laboratory based assessment 35%
 * Final Exam 30%

Literature Review
Submit a literature review on a topic of interest relating to exercise physiology. The literature review should contain the following sections:

 * 1) Abstract – this brief paragraph should contain a brief statement about the purpose, methods, results, conclusions and clinical relavence.
 * 2) Introduction – this section should inform the reader what the review is about and why it is important.
 * 3) Body – this section will “tell the story” and expand upon the information outlined in the introduction.  This should be referenced (without the use of quotes). Technical writing is objective, concise and accurate. Avoid long and complex sentences, single sentence paragraphs and excessively long paragraphs. Remember that the first sentence of each paragraph usually states the main idea or topic being discussed. It is expected that the paragraph then goes onto expand and develop the idea. Make sure that the sentences flow.
 * 4) Conclusion – this section summaries what you have reviewed.  There should be no “new” information. This section should reinforce the statements made in the introduction, real-world implications (or why is it important) or even future development/research.
 * 5) Reference in-text and list – use either APA referencing styles as (author, date) in text and the corresponding reference list in alphabetical order, or a numbered system. APA referencing style is used by the Journal of Sports Sciences, numbered referencing is used by Medicine and Science in Sports and Exercise. You may use a referencing tool such as Endnote or RefWorks – available free to students from the Library. Students must utilise at least 20 refereed journal articles

Further guideance on writing a literature review can be found at: http://learnonline.canberra.edu.au/mod/resource/view.php?inpopup=true&id=138000

The review should be no more than 2000 words (±10%).

The following rubric should be used as a guide for the marking criteria:
 * Does the title give you insight as to what the article is about?	1
 * Does the abstract contain a brief statement about the purpose, method, results, conclusion and clinical relevance?	1
 * Is the focus of the review clearly stated?	2
 * Logical flow of information: Introduction, main body text, final conclusion, appropriate use of sub-headings (if relevant), inclusion of relevant and labelled figures and tables, logical progression of information presented	4
 * Ability to address the assigned topic: comprehensive and concise coverage of topic. The topic was sufficiently researched & quality information is presented and is free of factual error and irrelevant material.	10
 * Implications for real-world setting: The implications for the target group are appropriate and are based on scientific evidence	4
 * Are alternative views acknowledged?	1
 * Are statements appropriately supported?	1
 * Are gaps in the literature identified?	1
 * At least 20 peer reviewed (journal) references used	2
 * Correct referencing used in reference list	2
 * Referencing within text: correct referencing used (author/date or number)	2
 * Use of effective writing: grammar, spelling, coherent writing, clear explanations, absence of typographical errors, paragraphs used in a clear way to support reading comprehension, correct capitalisation.	2
 * Assignment is an appropriate length (2,000 words) (+ or – 10%) and is an appropriate font and spacing used	2

Laboratory Assessment
The laboratory assessment will draw on skills attained in Physiology of Exercise 1 and Physiology of Exercise 2. Complete and present a case study to your peers and submit a report targeted towards a coach.

Oral presentation
A 7 minute presentation of your case study to your peers and maximum 3 minutes of questions. The case study must contain:

 * 1) an outline of the individual/group assessed (provided)
 * 2) explanation and justification of the physical assessments chosen for this individual/group
 * 3) results you might expect from this individual/group for the chosen assessments (you will be required to make-up realistic results based on demographics of the individual/group outlined in the case study)
 * 4) comparative data for each assessment relevant to your individual/group
 * 5) interpretation of the results
 * 6) conclusions and recommendations for the individual/group

The Oral presentation will be worth 20 marks. Fifteen marks from the unit convenor and 5 marks based on peer assessment. Each student will anonymously submit a mark out of 5 for the oral presentation given, which will be collated by the unit convenor and added to the unit convenors mark.

The following rubric should be used as a guide for the oral presentation marking criteria:

 * Introduction – relevant information provided in a concise manner	1
 * Appropriateness and explanation of number and types assessments chosen	2
 * Appropriate results and comparative data identified and presented in a concise easy to understand format	2
 * Interpretation of the results in a concise, easy to understand format	2
 * The appropriateness of your recommendations for the individual/group	3
 * Effective use of presentation aids i.e. PowerPoint	2
 * Presentation skills – clear, concise, confident, engaging the audience, within time limits	3

Written Report
This report must fit on one single A4 page (you may utilise both sides of paper), with font size 12 and margins of 2.54cm (standard margins). The report must contain:

 * 1) A brief introduction of the individual/group i.e. name, weight, height, sport, and reason for assessment
 * 2) Indication of the assessments undertaken and justification for the assessments carried out
 * 3) Results from one of the assessments and comparative data
 * 4) Interpretation of these findings
 * 5) Future recommendations for the individual/group

The written report will attract 15 marks. The following rubric should be used as a guide for the marking criteria:

 * Introduction – relevant information provided in a concise manner	1
 * Appropriateness of number and types assessments chosen	2
 * Explanation of assessments chosen	2
 * Appropriate results and comparative data identified and presented in a concise easy to understand format (maybe tabulated, graphed or written as text)	2
 * Interpretation of the results in a concise, easy to understand format	3
 * The appropriateness of your recommendations for the individual/group	3
 * Presentation (free of typographical errors, formatting, appropriate font and size)	2

Final Exam
The final exam will be comprehensive, and as such will test the student’s knowledge of material covered in all lectures and laboratories in this course. The exam will last for 3 hours and comprise of multiple choice and short answer questions. No learning resources (textbooks and lecture notes) are allowed in the exam. Non-programmable scientific calculators and unannotated non-electronic dictionary (English/Foreign) are permitted and a 2B pencil (to complete the computer answered sheets) and black/blue pen will be required to adequately complete the exam.

Workload
The amount of time you will need to spend on study in this unit is around 12 hours per week, for 13 weeks. This time will depend on a number of factors including your prior knowledge, learning skill level and learning style. In planning your time commitments you should note that for a 3cp unit such as this, the total notional workload over the semester or term is assumed to be 150 hours. These hours include time spent in classes.

Feedback
We welcome feedback and contributions to the development of this Unit. Please use the discussion page for feedback and suggestions.

Based on feedback on the unit received in 2009, the following modifications have been made to the unit:

 * The methods for assessing students work have altered and will now involve three different modalities of assessment: a literature review, case study and exam. These vastly different methods of assessing will ensure all students have the opportunity to excel in this subject.
 * Laboratory format has changed to enhance team work. All laboratory/tutorial sessions will involve problem solving in a team work environment on a weekly basis. Problem solving may be theory based for example case studies, or practically based for example operating fitness testing equipment.
 * Basic statistics will be reviewed in relation to laboratory work, and will be reviewed weekly to sharpen students analytical skills.
 * A problem based learning approach will be employed in many lectures and tutorials. This will enhance student’s problem-solving skills and assist with tackling and overcoming difficult and unfamiliar problems.
 * To further enhance the students written communication skills, a literature review and case study report have been included as assessment items.

title: Physiology of Exercise 2


text:
Category:UCNISS/Courses

Units of study created by staff at UCNISS

title: Category:UCNISS/Courses


text:
User talk:Mollytrick

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User:Dkoue

Homework:

http://www.youtube.com/watch?v=u3Q1W-oOwRU

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User talk:Mide0818

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User:Egm6936.s09/Ground water mound problem

=Derivation of ground water mound problem=

Consider a stratum consisting of a gas-filled porous medium containing a ground water mound on top of an underlying horizontal impermeable bed. Under the influence of gravity, the mound spreads out and flows along the impermeable bed.

Basic assumptions: the mound is axially symmetric and the height of the mound $$\displaystyle h\left( {r,t} \right)$$ decreases with increasing radius from the very beginning of the motion. The fluid motion in porous medium is slow, so the water pressure within the mound obeys the hydrostatic law $$\displaystyle p = \rho g\left( {h - z} \right)$$ where $$\displaystyle \rho$$ is the ground-water density and $$\displaystyle g$$ is the gravitational acceleration (neglecting the gas pressure). Thus the total head $$\displaystyle p+\rho gz$$ remains constant throughout the height of the mound within the mound and is equal $$\displaystyle \rho gh$$.

The fundamental law in theory of filtration is the Darcy law, “the flux of fluid or the flow rate per unit area per unit time is proportional to the gradient of the total head”:
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$$   \displaystyle q = - \frac{k}{\mu }gradp = { - \frac{k}{\mu }{\partial _r}p} $$  (1) Where $$\displaystyle k$$ is the permeability coefficient and $$\displaystyle \mu$$ is the dynamic viscosity of the ground water.
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Thus the total flux of water through a cylindrical surface of area $$\displaystyle 2\pi rh$$ is:
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$$   \displaystyle \bar q\left( {r,t} \right) = q\left( {r,t} \right)2\pi rh = \left( { - \frac{k}{\mu }{\partial _r}p} \right)2\pi rh = \left( { - \frac{\mu }{\partial _r}h} \right)2\pi rh = - \frac{\mu }r{\partial _r}{h^2} $$  (2) Introducing the fractional volume of the stratum occupied by pores m, the porosity of the medium. When water enters an empty pore, it does not occupy its entire volume, but only some fraction $$\displaystyle \sigma$$; the remaining fraction is occupied by gas. At the same time, the ground water never completely flows out of an initially full pore; some fraction of the water $$\displaystyle {\sigma _0}$$ is held back by capillary forces.
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Thus, if the total volume of soil and water in a cylinder is $$\displaystyle d{V_T} = 2\pi rdrdh$$, then the volume of pores is $$\displaystyle md{V_T}$$. Hence, the water flowing out of wet soil is $$\displaystyle (\sigma -{\sigma _0} )md{V_T}$$ for the case $$\displaystyle {\partial _t}h < 0$$  and the water flowing into dry soil is $$\displaystyle \sigma md{V_T}$$  for the case $$\displaystyle {\partial _t}h > 0$$

Define
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$$   \displaystyle \sum = \begin{cases} \sigma & \text{ if } \,{\partial _t}h > 0 \\ \sigma - {\sigma _0} & \text{ if } \,{\partial _t}h < 0 \end{cases}$$ (3) So the rate of water flowing out of wet soil or flowing into dry soil is:
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$$   \displaystyle dV = m\sum d{V_T} = 2\pi m\sum \left( {{\partial _t}h} \right)rdrdt$$ (4) According the conservation law of mass, this quantity must equal the change of water in the cylinder of radius $$\displaystyle r$$ and wall thickness $$\displaystyle r+dr$$ during the interval time $$\displaystyle dt$$
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$$   \displaystyle dV = \left[ {\bar q\left( {r,t} \right) - \bar q\left( {r + dr,t} \right)} \right]dt = - \fracdrdt$$ (5) Or
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$$   \displaystyle 2\pi m\sum \left( {{\partial _t}h} \right)rdrdt = \frac{\mu }\frac{\partial }\left( {r{\partial _r}{h^2}} \right)drdt$$ (6) which is equivalent to
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$$   \displaystyle {\partial _t}h = \frac\frac{1}{r}\frac{\partial }\left( {r{\partial _r}{h^2}} \right) $$  (8) As a result, the following equation for the mound height is obtained:
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$$ \displaystyle {\partial}_{t}h= \begin{cases} \left( \kappa / r \right){\partial _r}\left( {r{\partial _r}{h^2}} \right) & \text{ if } {\partial}_{t}h >0 \\ \left( \kappa _1 / r \right){\partial _r}\left( {r{\partial _r}{h^2}} \right) & \text{ if } {\partial}_{t}h <0 \end{cases}$$ (9) Where $$\displaystyle {\kappa} = \frac$$ and $${\kappa _1} = \frac$$
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Now consider the simple case. Assume $$\displaystyle \sigma = 1$$, $$\displaystyle {\sigma_0} = 0$$ and $${\kappa} = {\kappa _1} = \frac$$

The equation for the mound height becomes:
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$$   \displaystyle \kappa \frac{1}{r}{{\partial }_{r}}\left( r{{\partial }_{r}}{{h}^{2}} \right)={{\partial }_{t}}h $$  (10) The total ground water mound:
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$$   \displaystyle u=\rho gh $$ (11) The total ground water mound head satisfies the Bounssinesq equation, which is derived by substituting (11) to (10):
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 *
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$$   \displaystyle \kappa \frac{1}{r}{\partial _r}\left( {r{\partial _r}{h^2}} \right) = {\partial _t}h $$  (12) Or
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$$   \displaystyle a{\partial _r}\left( {r{\partial _r}{u^2}} \right) = {\partial _t}u $$  (13) Where
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$$   \displaystyle a = \frac{k} = \frac{\kappa } $$  (14) Under the initial condition that the groundwater is concentrated initially in a well of infinitesimally small radius:
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$$   \displaystyle \left\{ \begin{array}{l} u\left( {r,0} \right) = 0\,\,\left( {r \ne 0} \right)\,\,\,\,\,\,\,\,\,u\left( {\infty ,t} \right) \equiv 0 \\ 2\pi m\int\limits_{r = 0}^{r = \infty } {u\left( {r,0} \right)rdr = \,} \rho g{V_0} \\ \end{array} \right. $$  (15)
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Where $$\displaystyle $$ is a finite volume of water supplied instantaneously by a well at an initial instant $$\displaystyle t = 0$$

Checking dimension:

We have:
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$$   \displaystyle \left[ p \right] = F{L^{ - 2}}$$ (16)
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$$   \displaystyle \left[ {gradp} \right] = F{L^{ - 2}}{L^{ - 1}} = F{L^{ - 3}} $$  (17)
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$$   \displaystyle q = flow\,rate\, = vol.\,\,of\,fluid/area/time\, = {L^3}{L^{ - 2}}{T^{ - 1}} = L{T^{ - 1}} = speed = \frac\left[ {gradp} \right] $$  (18)
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$$   \displaystyle \left[ \mu \right] = \frac = \frac = \left[ p \right]T = \left( {ML{T^{ - 2}}} \right)\left( {{L^{ - 2}}T} \right) = M{L^{ - 1}}{T^{ - 1}}$$ (19)
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From (1):
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$$   \displaystyle \left[ k \right] = \frac = \frac = \frac = \frac = {L^2}$$ (20) Hence:
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$$   \displaystyle \left[ \kappa \right] = \frac\left[ {\rho g} \right] = \fracM{L^{ - 3}}\frac{L} = \frac{L}{T}$$ (21)
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$$   \displaystyle \left[ u \right] = \left( {M{L^{ - 3}}} \right)\left( {L{T^{ - 2}}} \right)\left( L \right) = M{L^{ - 1}}{T^{ - 2}} = \underbrace {\left( {ML{T^{ - 2}}} \right)}_F\left( \right) = F{L^{ - 2}} = pressure\,head $$  (22)
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$$   \displaystyle \left[ m \right] = 1$$ (23)
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$$   \displaystyle \left[ a \right] = \frac = \frac$$ (24)
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$$   \displaystyle \left[ {\frac{a}{r}{\partial _r}\left( {r{\partial _r}{u^2}} \right)} \right] = \left[ a \right]\left[ {\frac{1}{r}} \right]\left[ \right]\left[ r \right]\left[  \right]\left[  \right] = \left[ {\frac\,} \right]\left[ {\frac{1}{L}} \right]\left[ {\frac{1}{L}} \right]\left[ L \right]\left[ {\frac{1}{L}} \right]{\left[ {\left[ p \right]} \right]^2} = \frac{T} = \left[ {{\partial _t}u} \right]$$ (25)
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=Building nondimensional quantities from the solution of Boussinesq equation=

Equation (12) under conditions (15) has a solution:

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$$   \displaystyle h\left( r,t \right)=\frac\left[ 8-\frac \right]$$ (26)
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where

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$$   \displaystyle Q = \frac $$  (27)
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Checking dimension:

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$$   \displaystyle \left[ Q \right]=\left[ {{V}_{0}} \right]={{L}^{3}} $$  (28)
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$$   \displaystyle \left[ {\kappa t} \right] = L $$ (29)
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Denote

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$$   \displaystyle {{h}_{0}}\left( t \right)=\frac$$ (30)
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$$   \displaystyle {{r}_{0}}\left( t \right)={{\left( Q\kappa t \right)}^{{1}/{4}\;}} $$  (31)
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the solution is:

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$$   \displaystyle h\left( t \right) = {h_0}\left( t \right)\left[ {8 - {{\left( {\frac{{r\left( t \right)}}{{{r_0}\left( t \right)}}} \right)}^2}} \right] $$  (32)
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It is obvious that:

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$$   \displaystyle \left[ {{h}_{0}} \right]={{\left[ \frac{Q}{\kappa t} \right]}^{{1}/{2}\;}}={{\left[ \frac{{{L}^{3}}}{L} \right]}^{{1}/{2}\;}}=L $$  (33)
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$$   \displaystyle \left[ {{r}_{0}} \right]={{\left[ Q\kappa t \right]}^{{1}/{4}\;}}={{\left[ Q \right]}^{{1}/{4}\;}}{{\left[ \kappa t \right]}^{{1}/{4}\;}}={{\left[ {{L}^{3}} \right]}^{{1}/{4}\;}}{{\left[ L \right]}^{{1}/{4}\;}}=L $$  (34)
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 * }

Thus, 2 nondimensional combinations are:

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$$   \displaystyle \pi =\frac{h\left( r,t \right)}{{{h}_{0}}\left( t \right)}=\frac{u{{\left( at \right)}^{{1}/{2}\;}}}=\frac{u{{\left( \kappa t \right)}^{{1}/{2}\;}}}{\rho g{{Q}^{{1}/{2}\;}}}=\frac{h{{\left( \kappa t \right)}^{{1}/{2}\;}}}$$ (35)
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$$   \displaystyle {{\pi }_{1}}=\frac{r}=\frac{r}$$ (36)
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( $$\displaystyle \left[ \pi \right]=\frac{\left[ h \right]}{\left[ {{h}_{0}} \right]}=1$$ and $$\displaystyle \left[ {{\pi }_{1}} \right]=\frac{\left[ r \right]}{\left[ {{r}_{0}} \right]}=1$$ )

It is not clear how to select the different options to nondimensionalize $$\displaystyle h$$ and $$\displaystyle r$$. These definitions were based on the formula of the exact solution. Alternatively, we can choose another combination, i.e.,

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$$   \displaystyle \bar{\pi }=\frac{h} $$  (37)
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$$   \displaystyle {{{\bar{\pi }}}_{1}}=\frac{r} $$  (38)
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which are dimensionless because

$$\displaystyle \left[ {\bar{\pi }} \right]=\left[ \frac{h} \right]=\frac{L}=1$$

$$\displaystyle \left[{{{\bar{\pi }}}_{1}} \right]=\left[ \frac{r} \right]=\frac{L}=1$$

So the question is “without knowing the exact solution, how to find the appropriate scaling?

The answer is to treat the dimensions of $$\displaystyle h$$ and $$\displaystyle r$$ separately: $$\displaystyle \left[ h \right]=H$$ and $$\displaystyle \left[ r \right]=L$$

Barenblatt distinguished the vertical dimension $$\displaystyle Z$$, $$ \displaystyle \left [Z \right ] = H$$ and the horizontal dimensions $$\displaystyle X,Y$$,  $$\displaystyle \left[ X \right] = \left[ Y \right] = L$$, as independent dimensions since the ratio $$\displaystyle {h}/{r}$$ (mound height over radius) does not appear explicitly among the governing parameters. This also infers that unit of total head $$\displaystyle u$$ is independent of $$\displaystyle \left[ r \right] = L $$,

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$$   \displaystyle \left[ u \right] = \left[ \rho gh \right]=\left[ p \right] $$  (39)
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Obviously, the solution $$\displaystyle h$$ depends on the following governing parameters: the independent variables $$\displaystyle r$$ and $$\displaystyle t$$, the parameters $$\displaystyle \kappa $$, $$\displaystyle Q$$

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$$   \displaystyle h=h\left( Q,\kappa ,r,t,V \right) $$  (40)
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We have:

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$$   \displaystyle \left[ Q \right]=\left[ {{V}_{0}} \right]=H{{L}^{2}} $$  (41)
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Look at equation (12):

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$$   \displaystyle \left[ \kappa \right]\left[ \frac{1}{r} \right]\left[ {{\partial }_{r}} \right]\left[ \left( r{{\partial }_{r}}{{h}^{2}} \right) \right]=\left[ {{\partial }_{t}}h \right] $$  (42)
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Or

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$$   \displaystyle \left[ \kappa \right]\left[ \frac{1}{L} \right]\left[ \frac{1}{L} \right]\left[ L\frac{1}{L}{{H}^{2}} \right]=\left[ \frac{1}{T}H \right] $$  (43)
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Hence,
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$$   \displaystyle \left[ \kappa \right]={{L}^{-2}}{{H}^{-1}}{{T}^{-1}} $$  (44)
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$$   \displaystyle \left[ {{\left( Q\kappa t \right)}^{{1}/{4}\;}} \right]={{\left( H{{L}^{2}}{{L}^{2}}{{H}^{-1}}{{T}^{-1}}T \right)}^{{1}/{4}\;}}=L $$  (45)
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$$   \displaystyle \left[ {{Q}^{{1}/{2}\;}}{{\left( \kappa t \right)}^{{-1}/{2}\;}} \right]={{\left( H{{L}^{2}} \right)}^{{1}/{2}\;}}{{\left( {{L}^{2}}{{H}^{-1}}{{T}^{-1}}T \right)}^{{-1}/{2}\;}}=H $$  (46)
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Thus it is now clear that we need to use

$$\displaystyle \pi =\frac{h}\,\,,\,\,\,\,{{\pi }_{1}}=\frac{r}$$

rather than

$$\displaystyle \bar{\pi }=\frac{h}\,\,\,,\,\,\,{{{\bar{\pi }}}_{1}}=\frac{r}$$

because $$\displaystyle \left[ \pi \right]=\left[ {{\pi }_{1}} \right]=1$$ while $$\displaystyle \left[ {\bar{\pi }} \right]=\frac{H}{L} \text{ and } \left[ {{{\bar{\pi }}}_{1}} \right]=\frac{L}{H}$$


text:
User:Renealt

Why I participate in Wikiversity; as long as it relates in some reasonable way to Wikiversity (and your involvement). Currently I'm making the Australian Diploma in Training and Assessment (DIPTAA), where according to the unit outline of e-learning, we need to demonstrate that we can design useful course outline online material. Being involved with 4 different employers in the same field of this material I'm designing, it has become a huge practical effort to keep my designed material up to date since I'm moving around so much, where my material only develops only very slowly, because I have to redesign the same thing over and over in different TAFEVC/Blackboard environments. Therefor I like the WIKIVERSITY idea, when it is free for all; maybe I can design it just once and then keep using it from the different environments staying focused on the design rather than the ownership. At each employment I'm replaceable, so each time my developed material gets palmed off to somebody else anyway, or it gets deleted; it's lost to me anyway. So here we are, first step, invite my DIPTAA teacher to have a look at my material, as well as my concept. 20.10.2010-/ra

title: User:Renealt


text:
User talk:Renealt

Online students self assessments ... how useful are they? 27.09.2010-/ra

Can this page link and be mashed?

http://www.surveymonkey.com/MySurveys_Folders.aspx

title: User talk:Renealt