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Portal talk:Computer programming

Call for Deletions
I've noticed a problem with this page and Wikiversity in general. There are too many placeholder pages. I'm calling for a vote to delete all pages that contain no information. For example, every single programming language that has zero lessons should be removed. There's no point in having courses that teach nothing. It looks very discouraging to visitors of this site when they see many blank pages.

--OMouse 00:46, 15 May 2007 (UTC)

Nevermind, I've found a better solution. I've split up the lists into Available and Planned. Planned courses are either placeholder pages or have links with pages yet to be created. Available pages are more than just stubs and have at least one lesson on them.

--OMouse 01:00, 15 May 2007 (UTC)

Divison News
If a new section is added or other sections are heavily modified, or modified in a critical way, a news item should be added underneath Division News. That way people who visit the page can see some kind of growth. The last news item was from August 2006 and it's May 2007 which makes the page look kind of dead. Not a good thing.

--OMouse 17:51, 14 May 2007 (UTC)

XHTML
How should XHTML be delt with? Should it be in the same "book" as HTML or completely different? A thing 05:47, 24 August 2006 (UTC)
 * Hmm, I've been thinking about that one for a while actually. Technically XHTML is the exact same language as HTML, except that it has stricter rules for "cleaner", more semantic code.  I would think it could be in the "same book" as HTML, and just labelled as a "variant" of the language, or something to that affect. --Aepex 06:34, 24 August 2006 (UTC)
 * Since "real XHTML" (that is, XHTML that is served as application/xhtml+xml in the HTTP response headers instead of text/html) has the ability to combine XML tags from multiple namespaces and therefore expand the ability of HTML, I think that it deserves it's own lessons, but should still reference lessons on HTML and XML somewhere since it inherits so deeply from them... Senthryl 00:18, 29 August 2006 (UTC)

I don't think you should consider HTML or XHTML as a part of Computer Programming. They are markup languages, which is totally different thing from this topic. See http://www.w3.org/.

Perhaps a new sub-category should be opened under "Computer Programming" covering all Markup Languages and their respective capabilities and subsidiaries. Magus 19:26, 29 August 2006 (UTC)
 * Good point.A thing 21:38, 9 September 2006 (UTC)
 * I like the idea of collecting all markup language information under a 'Markup languages' category. But should makup languages be a subcategory of 'Computer programming' or on its own somewhere -- perhaps under an 'Information technology' or 'Technical writing' category?  I don't think marking up a document with HTML, XHTML, LaTeX, or any XML vocabulary is really programming and markup languages are commonly used by non-programmers to create source documents that might  eventually become anything from HTML to PS to PDF.  However, XSLT is almost a fully-fedged functional programming language, so how about adding that as a subcategory of 'Computer programming'? Drew Hodge

Markup languages are not programming languages. We do not need to have them in one and only one place, but putting any markup languages under programming languages is not okay. We don't need to divide up into "books", either. There can be lots of materials and not just books. There can be materials concerned with HTML and some concerned with XHTML and some with both - fine! We should be using categories as well to express where things belong in different hierarchies. --WiseWoman 21:15, 18 September 2006 (UTC)
 * I personally agree in that XHTML is totally irrelevant for Computer Programming. There's an excellent web design course being developed here on wikiversity and I'm sure we can all work together but keep XHTML over there. --Draicone (talk) 22:51, 6 October 2006 (UTC)

Visual Basic
Which version of the language does this refer do? Perhaps this category should be split into both Legacy and .NET versions of the language. Senthryl 22:50, 28 August 2006 (UTC)

 * The current lesson is for VB6, I'm planning to start one for VB.NET (Or VB2005 as it's refered to nowadays) Spacey 11:38, 29 August 2006 (UTC)

Since Microsoft is now giving away the "civilian" version of Visual Studio, I took the liberty of adding VB.Net 2005, VCS.Net 2005, and VC++.Net 2005 to the list of topics. I will add the stub pages later unless someone else does so sooner. Since VS 2003 languages have to be purchased, I think that it's a good idea to refer to the .NET platform as "2005", and create lessons based on those free versions. I also would like to write lessons for VB.NET 2005. Mr. Spacey, if you've already started, I'd like to help. Slick36 16:24, 24 November 2006 (UTC)

Fundamentals course?
Has anyone thought of the possibility of a fundamentals course, taught using pseudocode, that introduces concepts like variables, boolean logic, loops, types, recursion, functions, and other core concepts? I think separating this from the learning of a specific language can reduce repetition, and result in a clearer, less language specific understanding. Yes, I am volunteering so long as others also think it has value.

--Gabe Sechan 06:09, 5 September 2006 (UTC)

I think it would work well; I'm currently working on the Assembly Language page, and would be available if you needed assistance. Mark-roberts 19:26, 7 September 2006 (UTC)

I have some experience as a teaching assistant for first-year Computer Science here at the ETH in Zurich, Switzerland. For many years we used the Oberon Programming Language designed by Niklaus Wirth. It had the advantage of a clear and simple syntax (no tricks) and that of the Oberon operating system which had an integrated compiler and removed the overhead of having to learn how to use an OS beforelearning how to program.

Oberon is probably not a great idea for an open university since it is a bit of a niche product. I would, however, suggest Pascal since it has many of the same features (simplicity and readability) yet, as opposed to Oberon, is widely available (GNU compiler available as well as many commercial alternatives).

I think a funamentals course is an excellent idea and would love to invest my time and effort into it! I have many exercises and complete lecture notes for Oberon which can be easliy "translated" to Pascal.

We should, however, agree on a language first. I vote for Oberon or Pascal. Pseudocode is not such a good idea since there is neither an accepted standard nor readily available compilers out there.

I hope we can discuss degenerate into a programming language war :)

Pedro.Gonnet 11:21, 6 October 2006 (UTC)

 * Concepts exemples and properties should be in all languages

 * Well, that won't really work since not all fundamental concepts are possible in all languages. Consider recursion and structured data in BASIC, basic OO in C and call-by-reference of basic types in Java -- or any kind of non-OO programming in Java for that matter. I think we should first define what the fundamental concepts are and then use only languages that implement them all. Pedro.Gonnet 07:57, 10 October 2006 (UTC)

Just an afterthought... If we can't agree on a single language (which we probably won't), we could also just offer the course in different languages. What would be important in such a case is to clearly define the pre- and post-conditions, effectively establishing a syllabus. Any suggestions? Pedro.Gonnet 13:44, 6 October 2006 (UTC)

Well, I'm a bit bored, so here's my suggestion for the Syllabus for the coures "Fundamentals of Computer Programming" or just an extension to "Introduction to Programming":

 * Basic Programming Language Skills: the students understand and know how to use the following:
 * Concept of variables
 * Basic data types, structured data types and arrays
 * Concept of expressions, statements and syntax
 * Basic control structures such as loops, if-then-else statements
 * Concept of procedures
 * Concept of parameters, call by value vs. call by reference
 * Concept of functions and their return type
 * Basic Programming Skills: the students understand and know how to use the following:
 * Concept of recursion
 * Concept of dynamic programming
 * Concept of pointers
 * Basic data structures such as linked lists and binary trees

This should provide the basis needed for more complex courses on, say, basic algorithms, basic data types, objecto oriented programming, etc...

Pedro.Gonnet 14:29, 6 October 2006 (UTC)

 * I agree that a fundamentals course, to introduce some of the most important and commonly used concepts is an excellent idea. However, I don't think that such a course can go very far without concrete examples written in a language that users can actually run. This isn't to say that pseudocode isn't exceptionally useful. Algorithms can best be described in it as pseudocode can hide the minutiae of implementation until the student is ready to tackle them. Dmclean 08:58, 27 January 2007 (UTC)

 * I think a fundamentals course might work as an abstraction, but it is important to have another solid course that would be taken alongside it (co-requisite?) so that abstractions can be put into practice. The thing is they would require some co-ordination, because you would want the "language" course to follow with lessons/exercises that are based on the lessons in the abstract course.

 * Perhaps not a separate course, but exercises referenced by the course. If they were separate then we could do them in more than one programming language. Dmclean 02:19, 29 January 2007 (UTC)

 * I'm not sure we're there yet -- We really need more content in general, before separating out smaller topics or abstractions. Historybuff 16:46, 27 January 2007 (UTC)

Looking of Topic:Java it seems to be geared more towards students that have some familiarity with programming already. Would anyone have a problem with me starting a separate course that is geared as a companion course to Introduction to Programming. I would probably also do one for C++ and maybe Pascal. Dmclean 15:56, 2 February 2007 (UTC)

getting a development space
I'm wanting to get into programming PhP, there seems to be a number of good open access courses for intro to PhP and further. What I am looking for is a course on how to set up the development environment. Can anyone point me to such a course? -- Prawstho 17:19, 8 March 2008 (UTC)
 * see also: here, Erkan Yilmaz Wikiversity:Chat  21:20, 10 March 2008 (UTC)

Lisp
Any Lisp experts in the community? I'd love to learn Lisp, and isn't it usually a fundamental component of computer science courses? -- speaking as non-computer scientist. Drew Hodge

Spent seven years of my life living in Emacs in Lisp-mode.... Just googling I find a lot of courses to help you until we get something going (and I will put this under LISP:
 * http://www.psychologie.uni-trier.de/projects/ELM/elmart.html
 * Learning Lisp: http://www.lisp.org/table/learn.htm (link list)
 * Common Lisp Educational Resources: http://www.lisp.org/alu/res-lisp-education

--WiseWoman 21:18, 18 September 2006 (UTC)

Course Order
Shouldn't courses be ordered in a practical from easiest to hardest instead of alphabetically? I mean, I see why the different programming languages are listed like that, but shouldn't there be, as Gabe said, lower level courses? DamienBlack 05:28, 16 September 2006 (UTC)
 * Well, sometimes its better to learn C rather than BASIC because of the sheer practicality of C. Luckily, C happens to be high up in the list because of its name, which isn't such a bad thing as long as we can get some content going for C. --Draicone (talk) 22:53, 6 October 2006 (UTC)

Courses vs Lessons
A lot of the 'courses' look more like individual lessons... I think this page will look far too cluttered if we keep this up. For example 'C++ Data Types' isn't a whole course, it is only one lesson that should be linked from a course that is something like 'Beginning C++'. Our courses should be broader. Imagine a young person or complete novice walking into this section, we want it to look clean, friendly and approachable. If we just had three lessons in C: Beginning C, Intermediate C, and Advanced C, it would feel much more approachable then the current list. Damien Black 05:44, 16 September 2006 (UTC)

Importing Courses
I have some courses on XML and RelaxNG. These are in XML form, and I would like to convert to wikitext. Do you have any suggestions on ways to do this? Thanks, Tom Gaven

I've started to bring across some notes I've been putting on Novell Forge about the Microsoft MS 70-536 course .NET 2.0 Framework using mono. I've probably added these a bit in haste. The originals are at. Would such a set of notes be appropriate in the Computer Programming Topic? --Jason.cozens 20:32, 8 November 2006 (UTC)

Recommended Course of Study
This section lists intro to programming > Java > C++. Personally, I feel we should make it intro to programming > C > C++ > Javascript, since once you learn C you can learn anything, and C, while being one of the most intricate languages, is by far the most detailed and one of the easiest to explain. Any comments? I'll change this in a week or so if nobody objects. --Draicone (talk) 23:07, 25 September 2006 (UTC)
 * Is there a simpler language that could be used as a root for all other languages, like BASIC?--Rayc 00:01, 26 September 2006 (UTC)
 * Well, BASIC isn't that simple when you think about it. I can code in C, C++, Java, PHP, Pascal and a number of other languages, yet I never want to learn BASIC. I tried it once and it was too hard. There are certain elements of BASIC that simply don't work and I'm not so sure we have enough BASIC coders to teach the language well anyway. --Draicone (talk) 22:54, 6 October 2006 (UTC)
 * If you're looking for the mother of all languages, it's not basic. Many features that were available in the 60s -- structured data, subroutines, recursion and dynamic memory to name a few -- are not part of BASIC. Just because something is primitive it doesn't mean it's older. Pedro.Gonnet 08:35, 7 October 2006 (UTC)

 * While there are religious wars about programming languages, C is not a good intro language for computers -- my personal feeling is that it shouldn't be introduced upfront. C can lead to a lot of sloppy code and bad habbits. I cut my programming teeth on (EEEK!!) BASIC, but it isn't an ideal language to start with either. (We should offer some basic courses, but they could be options/additional credit). Pascal is pretty decent really, but Java is also very good candidate too.
 * C is an essential skill -- don't get me wrong -- but for the price of power, you have a lot of danger, and that is hard sometimes for intro students to deal with. Historybuff 07:41, 15 January 2007 (UTC)

 * Any discussion of programming languages is almost certain to devolve into what Babylon 5 fans would recognize as a Green/Purple debate. We all have our opinions, sometimes based on irrational prejudices (for example, I have an intense dislike for country music because of a group of people that I knew that all listened to country music) and sometimes hinging upon small details that we find unpalatable. I think that we should consider a format that allows us to include equivalent examples from multiple different languages. I say this primarily because, even though I have a current favorite language, I am not naive enough to believe that the advent of something better is not impossible. I think that we should vehemently avoid parallel pages with the same content in different languages (duplication, not to mention synchronization issues). I do think that we should try to pick one or two languages as the preferred language(s) of the university and that every page with programming examples should include it/them. Dmclean 08:48, 27 January 2007 (UTC)

 * I respectfully disagree that there should be one or two preferred languages of the university. Although just about any language will produce the result you want, no one language can be considered "better" than all the rest.  Each language has its benefits and its drawbacks, imposing one over the other defeats the purpose of teaching in my opinion. 209.8.233.10 19:46, 12 April 2007 (UTC)

 * After further consideration, I'm recanting my conclusions. Availability and interest of participants will drive the availability of course materials. Attempting to create or enforce anything like an actual policy would be worse than useless. Dmclean 15:55, 7 February 2007 (UTC)

 * This discussion may be settled, but I don't see a problem with having examples in multiple languages. Whoever authors the initial course content and examples can implement them in whatever language he or she wants. Other editors can then implement the same example in the language of their choice. For an example of this approach, see the printed text AI textbook by Russel and Norvig -- they have all of the examples in Java, Lisp, and Python. Mcuringa 01:43, 17 February 2007 (UTC)

I have a few recommendations to improve this section:
 * 1) C is not an object oriented programming language. You can fake it, but it doesn't make sense to use C to teach OOP (or to suggest to students that it is an OO language). I suggest either removing C from the list of OOP languages, or change the requirement to any two programming languages, not just OO languages.
 * 2) The web based languages requirement doesn't really make sense as it stands:
 * 3) HTML is not a programming language
 * 4) You can't do much with PHP if you don't know HTML, so maybe HTML should be a pre-req
 * 5) SQL is not web based (although it is useful for web programming) -- maybe there should be a Dynamic Web Programming with SQL course as a later course in the SQL track
 * 6) I would recommend HTML as a pre-req and then web programming with ASP, PHP, JSP, Ruby, or Python.

Mcuringa 01:43, 17 February 2007 (UTC)

 * I think diversity is good, I think the Perl mantra of "doing it several ways" is bad, especially for people who are just learning a language. It would be better to have a template or language walk throughs, with some way to "see" examples in other languages.
 * I do agree on the C course being in the OOP section -- I think this is meant as a co-requisite for C++.

 * Programming in C is not a prerequisite for C++, nor does it belong in an OOP section. There will be some shared resources for the basics of language syntax, pre-processor, compile and linking steps but they are two separate languages and should be taught as such.AnjaKotobide 21:45, 21 May 2011 (UTC)

 * There are lots of spots where there are contradictions in the lesson outlines or course of studies. We should try to fix them where we can. I will take a peek, but feel free to either edit and post feedback or continue to discuss. Historybuff 05:29, 17 February 2007 (UTC)
 * Further comment -- pre reqs and co-reqs should be noted in the courses, I think ... the "course of study" should explain the core courses to achieve understanding in a topic area. Historybuff 05:33, 17 February 2007 (UTC)
 * I think we need to develop a standard template for each of the languages. From a look around I think the best idea is the "Introduction to programming" course, which requires a co-req of another language course. The best of these being the "Introduction to programming in Java". I think we should develop a set of "Introduction to programming in X" lessons where X is any sensible programming language. The recommended course of study would start with one of these then combined with the "Introduction to Programming". From there other languages can be explored. A sensible set of languages may be C, C++, Java, Java script for procedural languages. It may also be of benefit to have introduction to programming in a function language e.g. lisp. The more languages covered the better. Looking at it from a the lerners point of veiw, they would probably chose C, C++, or Java just because these are the languages they will of heard of before coming to start study. Simon alfie 13:02, 26 February 2007 (UTC)

Should the recommended course of study be designed so that a "graduate" of the course could be considered a competent programmer? Programming methodologies, workflow, design patterns, source control and test-automation are all skills that form part of a professional programmers role. These are cross-language core skills that should not be overlooked.AnjaKotobide 21:45, 21 May 2011 (UTC)

Namespaces correct?
As I understood it the Topic: namespaces were for departments (like Computer Programming) not for individual learning programs (like Introduction to Computer Programming. I've put a question up about this on the namespaces talk page.--AdamG 20:07, 29 September 2006 (UTC)
 * I agree that the current content of Topic:Introduction to Programming looks like actual educational content that should be in the main namespace (no "Topic:" prefix). --JWSchmidt 23:01, 29 September 2006 (UTC)

Game map editing
Xlbnushk 06:26, 19 November 2006 (UTC) -- What about game map editing? Many games now offer users the ability to create their own maps or levels. I think this should go under computer programming. Any thoughts on the matter?
 * Certianly not programming. It doesn't involve code unless you're writing scripts.  Once we reach that point, we can make programming courses for the scripting language used. - NickSentowski 20:29, 15 January 2007 (UTC)
 * I agree with Nick. Maybe a Topic:Game Design or something similar could coordinate the Game-related stuff we already have. Look at all these: search=game CQ 08:43, 27 January 2007 (UTC)
 * I like the idea of a Topic:Game Design. Within this topic there could be subtopics for designing various genres of games (such as FPS, RPG, Platform, etc.) and perhaps a separate Topic for designing Mods for various games. One thing about game design, however is that it is not just limited to programming. Game design also encompasses graphic design, music and audio composition, physics, and a large amount of math and logic. If all these aspects were brought together, game design could possibly make up an entire School or Department. Subwayatrain 05:46, 4 October 2008 (UTC)

Maps, Mods, games scripts and levels could be added with a Game Development section, but have no place in a Computer Programming course. Games programming might, i.e. SPU optimisations on PS3 etc...

Syntax highlighting
How about some syntax highlighting? --64.129.128.2 21:24, 11 January 2007 (UTC)

 * Where would you like it? :) Historybuff 07:34, 15 January 2007 (UTC)

 * Everywhere that there is source code! Checkout this page on the kde wiki (which is running MediaWiki) 64.129.128.2 13:29, 9 February 2007 (UTC)

You may not like the default colours, but it's a good start. See the mediawiki extension page here Jean-Loup 00:50, 20 May 2007 (UTC)
 * Unfortunately,

Recommended courses and redlinks
Visual Basic.net, AutoIt are both redlinks, and were in the recommended courses section. We should work on defining a basic criteria for recommended courses, but I don't believe they should be redlinks. There is some VB content development going on, so we should be able to modify this a bit and get back a bluelink. Comments/suggestions on any of this? Historybuff 14:34, 7 February 2007 (UTC)

Topic:Scripting MediaWiki
I've started a new topic with learning projects for scripting MediaWiki (building bots and the like). I'm not sure what places would be good to have it linked though. If you have any general suggestions or comments or concrete ideas for what you like to see covered, please let me know. sebmol ? 11:33, 23 February 2007 (UTC)
 * I'm thinking it should be developed through Topic:MediaWiki as a main namespace resource in conjunction with MediaWiki Engine and the MediaWiki Project. Just a thought. --CQ 18:41, 26 February 2007 (UTC)

HTML
HTML really should not be under programming languages. It's a markup language not a programming language. As a rule of thumb if it can't do loops it's not a programming language. How about a new category for Mark up languages like HTML and XML?

new Wikimedia Foundation sister project?
Proposal: LiteratePrograms.org as Wikimedia Project--JWSchmidt 16:19, 27 April 2007 (UTC)

Structure and Interpretation of Computer Programs
I am not sure if this is of much use, or if it has come up before, but complete video lectures for MIT's Structure and Interpretation of Computer Programs are available under the CC-by-SA 1.0 here. The book which accompanies the course is available under a more restrictive CC-BY-NC 3.0 license here. I'm not sure how much, if any, use these materials would be to Wikiversity. --OldakQuill 15:45, 23 June 2008 (UTC)

Where can we add sections on operating systems?
What I'd like to see would be a section for programming languages, and sections included for Windows/ReactOS and the internals. I'm a long time fan of the ReactOS project, and it would be nice to have information here for Windows/ReactOS internals and development. Someday, if everyone works at it, we can have an open source Windows-like operating system that can natively run Windows programs and drivers. I volunteer to start on that, but I don't want to disrupt what already exists here.Spotted Lady (discuss • contribs) 07:57, 20 August 2018 (UTC)

title: Portal talk:Computer programming


text:
Topic talk:Graphic design with computers

nonfree software
Does it really make sense for a free content project powered by free software to teach how to use nonfree software (Photoshop and DirectX)? I'm removing it for now, so hard work isn't put into something that will end up being deleted anyway. If anyone feels that these are appropriate subjects, discuss it here first. A thing 06:15, 24 August 2006 (UTC)

 * Personally I don't have a problem with it. We're providing knowledge about how to use graphic design programs, not ignoring programs you happen to have to pay for in favor of free alternatives.  Don't get me wrong, I strongly support free programs, but in the interest of neutrality for Wikiversity, I think that all kinds of programs should be supported, unless doing so somehow causes a negative impact to someone. --Aepex 06:29, 24 August 2006 (UTC)

 * That's not the free I'm talking about. This is the free I'm talking about. A thing 14:38, 24 August 2006 (UTC)

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


text:
User:Disanpoter~enwikiversity

Profile

 * 1) REDIRECT wikipedia:User:disanpoter

Education Related Interests
to be filled in as take form and develop

title: User:Disanpoter~enwikiversity


text:
User talk:Disanpoter~enwikiversity

''Please post any general comments on my primary user page over at wikipedia and reserve this space for comments/suggestions regarding education and learning tools. Thank you.''

Main User talk

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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 Disanpoter. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Disanpoter~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.

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Renamed
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title: User talk:Disanpoter~enwikiversity


text:
User:PanzerKardinal

I am a college student from the United States. In my spare time, I enjoy playing Cannons (http://www.playray.com/play/cannons) an online game where you are a cannon and must shoot other cannons.

title: User:PanzerKardinal


text:
User:Nightstallion

w:User:Nightstallion

title: User:Nightstallion


text:
Mechatronics engineering

Mechatronics Engineering is the trade that combines methodologies, techniques and applications from Electrical Engineering, Electronic Engineering, Mechanical Engineering, Automatic Control and Computer Science, hence the prefix "Mecha"; stands for Mechanics involved engineering, and "tronics"; stands for the Electronics/Computer Science involved engineering: Mechatronics.

Syllabus
CS035-Design of Algorthms

 * ADVANCED ALGORITHMS

Polynomials - Evaluation - Matrices - Multiplication - FFT and Convolution - Binary matrices - Transitive closure - Number theoretic Algorithm - Chinese remainder theorem - RSA Public - Key crypto system.
 * DIVIDE AND CONQUER

General method - Typical problems - Finding the minimum and maximum - Strassen's matrix multiplications -Convex Hull.
 * GREEDY METHOD

General method - Knapsack problem - Tree vertex splitting - Job sequencing with deadlines.
 * DYNAMIC PROGRAMMING

General method - 0/1 knapsack - Traveling salesman problem - Flow shop scheduling.
 * BACKTRACKING AND BRANCH AND BOUND TECHNIQUES

General method - 8 Queens problems - Graph coloring - Branch and bound method - 0/1 knapsack - Traveling Salesman.

Text Books:
 * 1) Thomas H. Cormen, Charles E. Leiserson, Ronald L. Rivest, "Introduction to Algorithms", Prentice Hall of India Pvt. Ltd., 1998.

References:
 * 1) Sara Baase, "Computer Algorithms - Introduction to Design and Analysis", Addison - Wesley Publishing Company, 1989.
 * 2) Ellis Horowitz, Sartaj Sahni, Sanguthevar Rajasekaran, "Computer Algorithms ", Galgotia Publications Pvt. Ltd, 1999.
 * 3) S. Sahni, "Data Structures, Algorithms and Applications in C++", McGraw Hill, 1998.

CS064 Embedded System and Design

 * BASICS OF EMBEDDED SYSTEMS AND HARDWARE REQUIREMENTS

Introduction - Examples of embedded systems: Telegraph - Cordless bar - Code scanner - Laser printer -Underground tank monitoring - Nuclear Reactor monitor. Advanced hardwares: Programmable array logic;Application Specific Integrated circuits (ASIC) and Field Programmable Gate arrays (FPGA) - Watch dog timers- Built - Ins on the microprocessor - Interrupt.
 * EMBEDDED SOFTWARE ARCHITECTURE

Round robin - Round robin with interrupts - Function Queue scheduling Architecture - Real time operating systems Architecture - Selecting architecture.
 * REAL TIME OPERATING SYSTEM

Tasks and Task states - Tasks and Data - Semaphore and shared data - Message queues, mail boxes and pipes -Encapsulating semaphores and queues - Timer functions - Events - Memory management - Interrupt routines in an RTOS Environment.
 * BASIC DESIGN USING A REAL TIME OPERATING SYSTEM

Overview - Principles - Design of an embedded system (Underground tank monitoring System). Linker/Locators for embedded software - embedded software into the target system - Testing on host machine:Basic techniques - more advanced techniques - Limitations and shortcomings - Instruction set simulators - The assert macro - Testing using laboratory tools.
 * EMBEDDED SOFTWARE DEVELOPMENT TOOLS AND DEBUGGING

Text Book :
 * 1) David E. Simon, An embedded software primer, Addition - Wesley 1999. Indian Edition Reprint 2000, Second Edition Reprint 2001, Published by Addition - Wesley Longman (Singapore) Pte.Ltd., Indian Branch 482, FIE Patparganj, New Delhi - 110 092.

EC046 Very Large Scale Integrated Circuit Design

 * MOS TECHNOLOGY AND CIRCUITS

MOS Technology and VLSI, Process parameters and considerations for BJT, MOS and CMOS, Electrical properties of MOS circuits and Device modeling.
 * MOS CIRCUIT DESIGN PROCESS

MOS layers, Stick diagram, Layout diagram, Propagation delays, Examples of combinational logic design, Scaling MOS circuits.
 * DIGITAL CIRCUITS AND SYSTEMS

Programmable Logic Array (PLA) and finite state machines, Design of ALU's, Memories and Registers.
 * ANALOG VLSI AND HIGH SPEED VLSI

Introduction to analog VLSI, Models for analog switches, active resistors, current sources / sinks, current references, BJT and CMOS operational amplifiers for simulation. Layout of typical circuits like common source amplifier, current source and differential amplifier, Sub-micron technology and GaAs VLSI technology.
 * HARDWARE DESCRIPTION LANGUAGES

VHDL Background and basic concepts, Structural specification of hardware and Design organisation and parameterization.

Text Books:
 * 1) Dougles A. Pucknell and Kamran Eshrafhian, " Basic VLSI Design systems and circuits ", Prentice Hall of India Pvt. Ltd., 1993.
 * 2) Randall L. Geiger and P. E. Allen, " VLSI design techniques for analog and digital circuits ", McGraw-Hill Int. Co. 1990.
 * 3) Peter J. Ashenden, " The Designer's guide to VDNL ", Harcourt Asia Pvt. Ltd. 1995.

References:
 * 1) Amar Murkherjee, " Introduction to NMOS and CMOS VLSI system design ", Prentice Hall, 1986.
 * 2) Fabious. E., " Introduction to VLSI design ", McGraw-Hill, 1990.
 * 3) Navabi. Z., " VHDL analysis and modeling of digital systems ", McGraw-Hill, 1993.
 * 4) Mohammed Ismail and Terri Fiez, " Analog VLSI, Signal and Information Processing ", McGraw-Hill, 1994.
 * 5) Neil H. E. Weste, Kamran Eshraghian, " Principles of CMOS VLSI Design ", Addison Wesley, 1998.

Undergraduate Elective

 * Open Source 3-D Printing

Graduate Electives

 * 3D Printing of Open Source Hardware for Science
 * Open Source 3-D Printing

Wikimedia

 * Mechatronics engineering
 * Embedded_systems

title: Mechatronics engineering


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User talk:David Levy

Welcome
Hi David, welcome to Wikiversity. Hope you stick around :-). What's your interest(s) you'd like to pursue here? Cormaggio 11:00, 24 August 2006 (UTC)

 * Hello! I'm particularly interested in media studies (my academic concentration at the college that I currently attend).
 * Thanks for the kind welcome (and for injecting some much-needed sanity into the "rounded corners" debate). —David Levy 11:25, 24 August 2006 (UTC)
 * Media studies, eh? Me too! I'm particularly interested in Media literacy - there's already a lecturer that wants to get involved there, and there's also another user (User:Michael) who I've come across (so far) who's interested in similar issues. I'm dead busy writing up my dissertation for the next month, but will be gung ho on Wikiversity by the end of September. See you 'round! Cormaggio 12:04, 24 August 2006 (UTC)

Selfish
"As far as I can tell, your position is based upon what looks good to you. No offense, but that's rather selfish."

 * Actually, as far as you could tell based on what I have told you, my positition is based on my own opinion and that of the people who got this place started. We've talked about this at length on IRC. It's your choice to decide whether you believe that or not but it doesn't change the facts. -- sebmol ? 15:39, 24 August 2006 (UTC)

 * I do believe that this was discussed on IRC, but I have no means of knowing what was said (or by whom). Therefore, it's impossible for me to address these comments (unless and until they're posted in a venue where they're accessible by me).
 * Regardless, the fact that the rounded corners looked okay to the IRC respondents doesn't change the fact that they didn't display this way for everyone (as evidenced in the screenshot that I provided). You acknowledged that the corners appeared jagged, and then you explained that it didn't really matter because their appearance isn't very important anyway.  (In other words, it's not a big deal if the site looks bad on other people's computers.)

 * Also, I'd like to point out that no personal attacks applies to Wikiversity as well. Please consider that next time you consider an ad hominem argument. -- sebmol ? 15:39, 24 August 2006 (UTC)

 * 1. I didn't attack you; I criticized your rationale. Quoth WP:NPA: "There is a difference between 'You are a troll' and 'You are acting like a troll'."  Similarly, there's a difference between referring to someone as "a selfish person" (which I haven't done, and am not doing now) and commenting that he or she is behaving selfishly.  I even prefaced my remark with the phrase "no offense" to ensure that it would not be misinterpreted as a personal attack.
 * 2. I didn't come close to making an ad hominem argument, as my criticism was based entirely upon your actions (not a condemnation of your character). —David Levy 16:14, 24 August 2006 (UTC)

Heyyy, again - please, everybody calm down. Especially to Seb: I think that David has come here in good faith - if something is not quite right and he's proven it, I think we should listen and act. (Constructive) criticism is good. Cormaggio 17:19, 24 August 2006 (UTC)

 * I hereby call a truce. Truce? Shake hands? :-) Cormaggio 17:36, 24 August 2006 (UTC)

 * Yes, I sincerely hope so. I never intended to wage an "attack," and I'm confident that Sebmol didn't either.  My criticism pertained entirely to Sebmol's actions (not to anything on a personal level), and I hope that Sebmol now realizes this and no longer feels offended.  —David Levy 18:31, 24 August 2006 (UTC)

Main page redesign
David, It seems you were correct, for several reasons, about waiting a few days to let the new main page design settle. The ability to edit the template needs to be there. And, the extra usability issues need to be checked. I moved the longish discussion we had today (which was very worth the while once I understood where you were coming from) and I created a link to this: Wikiversity talk:Main Page/Design. I thought the amount of text in the string might discourage further comments on the new design -- but people can readily access it if they want. Thanks again for you input, Reswik 00:47, 26 August 2006 (UTC)

 * Thanks very much for taking my concerns seriously. I'm about to upload a revised version of the page.  Please let me know what you think.  —David Levy 02:55, 26 August 2006 (UTC)

 * You're welcome. Regarding the edits you made to the new design: I agree with a few and disagree with others. I did figure out how to use some of the templates. But, I could not recapture some of the elements you took out, so I reverted your edits. Elements that I think are useful or nice in this design are:  The center menu; The white background for all text blocks (key); The blue background in header; The brown background in titles.   Your version was too compact and not enough whitespace.  I'm not sure I like that direction. There must be something in between or perhaps another direction. I wonder about creating more space for a banner.  This is going to take work. Reswik 05:01, 26 August 2006 (UTC)

 * PS. I moved your version with a few of my edits to this alternate here: Main Page/Design 2. It is a distinct enough version that I think it is a fork. Reswik 05:05, 26 August 2006 (UTC)

 * Thank you for preserving my version. I spent hours working on it (based upon the comments expressed thus far), and I would like to solicit feedback from the community.

 * I moved the menu to an obvious location that otherwise is completely empty. The background isn't white because the page isn't in the article namespace, but I believe that this can be corrected via simple CSS code (which I can't add because I'm not a sysop here).  I retained exactly the same shades of blue and brown; only the specific locations differ.  I actually attempted to include more whitespace than that, but I ran into some minor coding difficulty.  (There was either too much or too little.)

 * I await a response from the JAWS user, but I know for a fact that the headings need to contain  elements to be properly recognized. (This was what we failed to realize during the English Wikipedia main page redesign process.)  I managed to successfully integrate these into some of the design, and I was working on the rest when you reverted.  —David Levy 05:29, 26 August 2006 (UTC)

 * See the message I wrote at the top of Design (1)--in the page. I prefer the original arrangemetn of blue and brown. But, main point: The abscence of a sapce for a graphic is a flaw in this design. We need to save that right top space for that, I think. I think this is a fairly big issue for several reasons to discuss later. What do you think? Thanks for update and reply to more later. Time for bed for me. Reswik 05:35, 26 August 2006 (UTC)

 * In my opinion, the space below the header (where you wish to place the menu) would be a much better image location. Otherwise, the height would be extremely limited (because it would look bad to stretch the header very much).

 * Regarding the original arrangement of blue and brown, my version started out that way, but this resulted in an overwhelming amount of brown (because I eliminated the bi-color headings, which more than one user disliked). The logic behind my configuration is that readers tend to notice solid elements of the same color that they're already looking at.  If the left side of the page is predominantly blue and the right side is predominantly brown, they'll be more likely to concentrate on one and ignore the other.  By placing blue section headings below a brown header (and vice-versa), the users' eyes will naturally be drawn to both sides of the page.

 * I forgot to mention that I also increased some font sizes to 100%. For the sake of usability, I think that it's important for this to be the minimum.

 * As for the templates, I actually needed to create copies of my own (because I didn't want to edit the existing ones). This setup is far from ideal, and most of the code really should be integrated into the page proper (which I was unable to do).  Also, the editorial content needs to be transferred to templates (so that it can be edited without disturbing the main page).  This, of course, won't be important until a design is adopted.

 * I sincerely hope that we can wait enough time for my version to receive feedback from the community, as I did work very hard on it. —David Levy 06:04, 26 August 2006 (UTC)

 * I was thinking there would be a reconciliation of your version and some of elements to keep from old version. But, try as I could I couldn't make a reconciliation of your version and some old design aspects in an hour or so. This synthesis can happen now or once it goes up or over time. Doesn't matter to me. Hopefully, someone else won't take the whole thing in another direction before this goes up. Plenty time for lots of directions to be explored. Anyway, I hoped for any remaining voting to be on the "old" new design version (which is more attractive at moment imho) and so I made the judgement call to put that back up top. I understand about time: I put in many hours on the current front page design and am sorry to see it supplanted so soon. About photo position -- I think the current one could work (that is on top of Design option 1 now) -- I replaced a note I had put there with a photo as place holder. Anyway, I just woke up to jot something and saw your note. Half awake - back to sleep soon.  Reply to more of your points tomorrow. Reswik 06:22, 26 August 2006 (UTC)

 * Obviously, I prefer my version. ;)
 * In my opinion, placing the image in that position causes to header to become far too large. I'm tinkering with adding the photo to my version.
 * You saw the response from Graham87, who confirmed the existence of the  issue. He also cited a different problem that I forgot to mention: the presence of "hiddenStructure" markup!  I don't know how this CSS class managed to migrate over to Wikiversity, as lead developer Brion Vibber long ago determined that it's a very ugly (and unacceptable) hack that breaks things for many people (including users of some screen readers).  I don't remember which of the templates contains this code (and I can't seem to track it down now), but I removed it when I was compiling my version.  —David Levy 06:48, 26 August 2006 (UTC)

 * I'm really gld you asked Graham to review. Thank goodness and he needs big thankyou. Good about the CSS catch too. I was going to ask you if you could fit the photo in your version. However, I kind of like a lot of white space... Perhaps I will go and stare at white space for a bit--It's too late to be up. Btw, I put in a joke title and subtitle. Please revert if you think the effort at a few laughs is inappropriate. Reswik 06:53, 26 August 2006 (UTC)

 * Nah, your joke is funny! If we can't have a little bit of fun with a sample page, we're taking ourselves way too seriously.  :)  —David Levy 07:00, 26 August 2006 (UTC)

 * As you might have noticed, Graham has confirmed that my version is more compatible with JAWS. (As far as I know, the last remaining technical step is to incorporate and tags into the right-hand column.)  —David Levy 07:03, 26 August 2006 (UTC)

Your new new design is on par with the other redesign. Both are better then the current one. Maybe you sould post it on the mainpage talk?--Rayc 17:22, 26 August 2006 (UTC)

 * Thanks very much for your feedback. Indeed, I did post a comment request at Wikiversity talk:Main Page.  —David Levy 18:12, 26 August 2006 (UTC)

Hey David, I think we should go with posting Design 2 when all usability issues are resolved on that. It is too much work to verify 2 designs. Then, we can revise Design 2 for aesthetic issues over time. I think that is very much within the scope of what people were indicating: Revise Design 1 (which you did per advice points) and post that. Ongoing polishing for aesthetic issues can be delt with still while the design is active. So, please post a message on the main talk page when you think all usability issues are resolved. Since I've been involved as well in developing the alt design, I think I will post a message tomorrow on the Request custodian action page to request a sysop verify our reasoning and post the new design when they see your ok about usability issues being resolved (and if no strong oppositional criticisms come up). Do you agree with the points in this comment? Reswik 02:01, 27 August 2006 (UTC)

 * Yes, I do. I'm aware of two remaining bugs: the lack of and tags in the right-hand column (required for proper navigation within JAWS) and a slight image display glitch in IE.  I'll try to recruit a coding expert (most likely from Wikipedia) to address these issues.  I'll also move the editorial content over to templates.
 * You may have noticed that the English Wikipedia's main page lacks a standard header in most skins. This is accomplished via MediaWiki:Monobook.js, and I suggest that we arrange for a sysop to implement the necessary code here.  —David Levy 04:11, 27 August 2006 (UTC)

 * Thanks for the mediawiki link. I posted a note (here: Request custodian action) requesting a sysop to check the new design discussion and post Design 2 if they agree (once the usability issues are resolved, noting that you will make a post about that). Reswik 17:53, 27 August 2006 (UTC)

 * Likewise, I posted a request for editing assistance at the English Wikipedia's village pump. Hopefully, someone there will know how to fix the remaining bugs.  —David Levy 19:07, 27 August 2006 (UTC)

 * Design 2 is growing on me. My number one wish is for more white space at the top in the title (and the photo to be resized). My preference is for the top title box to be 2xs as tall but 1.95xs as tall would be fine too. ;) Reswik 17:53, 27 August 2006 (UTC)

 * I prefer the current appearance, but I didn't mind your change from three menu items per line to two as much as Rayc evidently did. Whichever variation the community prefers is fine by me.  :)  —David Levy 19:07, 27 August 2006 (UTC)

Hi David, Is design 2 read yet to post? If not, how long do you think we should wait to resolve the remaining usability issues before posting? Reswik 02:33, 1 September 2006 (UTC)

 * Unfortunately, no one at Wikipedia has responded to my requests for editing assistance. I'm going to seek help elsewhere and continue experimenting with the code to the best of my limited ability.
 * I can't specify a time frame, as we absolutely need to fix these problems before posting the new design. (Otherwise, we'll break part of the page in IE and JAWS, with the latter bug reducing accessibility for visually impaired users.)  —David Levy 05:36, 1 September 2006 (UTC)

 * Thanks for the update. I agree that these issues need to be fixed. Could it help to mention to the Wikipedia people a second time that the posting of our new front page design is *still* waiting on resolving these issues?  Reswik 13:46, 2 September 2006 (UTC)

 * It actually will be the third time (as I've already tried posting such an update), but I'll give it a shot. :)  —David Levy 18:00, 2 September 2006 (UTC)

 * Great. If nothing comes of this soon, I wonder if there is place to ask for help. Meta? A mediawiki project page (if this is what the issue is)? And, do you think it would help to post a call for help in the colloquium and the main talk page? Reswik 23:20, 2 September 2006 (UTC)

 * Actually, it appears that an anonymous editor responded to my third post. I still have a bit of testing to perform, but the two major bugs seem to have been fixed.  One of the changes introduced a very minor display bug (tiny border gaps in Firefox), but this is barely worth worrying about (and certainly not cause for further delay).  After I've verified that the code is sound, I'll update the design with the missing content and move the appropriate sections over to templates.  At that point, we should be ready to roll.  :)  —David Levy 23:28, 2 September 2006 (UTC)

 * Wonderful! Great news. I just edited the browse and "What is Wikipedia" text blocks on Design 2 -- had a few ideas recently about how to integrate the new text at top of main page there. Please post a note on the Request custodian action page when Design 2 is ready to go up. (Oh, unless I'm in a design mood, I'm not going to start in right away with revisions on new design page(s) for the masthead/top page design. It will be good to wait a bit and see if people post any nostes of reaction to the new design.) Thanks again very much for all your work on this, Reswik 00:44, 3 September 2006 (UTC)

 * Thank you, Reswik! :)  —David Levy 00:49, 3 September 2006 (UTC)

 * You're welcome! :) Reswik 12:21, 3 September 2006 (UTC)
 * I just posted a note on the Request custodian action page that you said the design 2 usability issues were fixed. I interpret this to mean that design 2 is ready to go up. Please confirm. Thanks, Reswik 19:06, 6 September 2006 (UTC)
 * Have you finished looking over Design 2? Reswik 22:06, 8 September 2006 (UTC)

 * I sincerely apologize for failing to get back to you. I got tied up with a bunch of stuff at Wikipedia and in the real world, and I totally forgot that you were waiting for my go-ahead.  I'm glad to see that the new main page design made has made its debut.  Sorry again.  —David Levy 04:17, 17 September 2006 (UTC)

 * Hey, it's ok. :) Do you have any remaining questions about usability of the new design? --Reswik 02:54, 18 September 2006 (UTC)

You want an answer?
It seems you have much time to loose arguing about details and acting like a capricious child. Good for you. I haven't. Thus, I have chosen to ignore your messages. To my mind you haven't done anything constructive on this project, all you have done and go on doing is wasting everybody's time. Come back to me when you are open-minded, mature and (last but not least) humble. guillom 16:09, 7 February 2007 (UTC)

New extention
Hi, me and a couple of other people are working on getting an new extention installed that creates tests, and I was wondering if you could take a look at it to see if the extention is W3C compliant. I don't know enough about programing to fully evaluate the code.--Rayc 21:26, 13 February 2007 (UTC)

Rounded corners
Hi David, I've reverted the rounded corners because I felt it was the right thing to do - I've explained (some of) my reasons on MediaWiki talk:Monobook.css. I think it's been an unnecessarily long and hotly contested debate - I hope things might calm down now. That's all I'll say for now, but I'll be in touch no doubt. Thanks. :-) Cormaggio beep 02:26, 19 February 2007 (UTC)

Consensus
There are, as you undoubtedly know, more than one process to making decisions. Consensus-building is but one of them and, while heavily used on English Wikipedia, not universal among Wikimedia projects. The way custodians are selected in this project is testament to the idea that a meritocratic approach fits better into the project. Custodians self-nominate and have to go through a four week mentorship period. At the end of the period their mentor publishes an evaluation on the candidate's abilities to conduct the duties and responsibilities of a custodian. The evaluation carries with it a recommendation on whether the candidate should be made a permanent custodian. If the recommentation is negative, the candidate won't become a custodian. If the recommendation is positive, the community may comment on the nomination for about a week after which a bureaucrat makes the final decision based on the evaluation, community comments and the actual performance of the candidate. It's not consensus-driven and it's not intended to be. sebmol ? 06:40, 22 February 2007 (UTC)

 * How is the above remotely relevant to matters of aesthetics? Do you believe that custodians possess special talent or expertise that renders them uniquely qualified to decide what looks good and what doesn't?  —David Levy 19:08, 22 February 2007 (UTC)

 * My reply was in response to your repeated comments that the decision wasn't based on consenus and therefore should not hold. Furthermore, it's time you pick a reason why you're really opposing the corners. The argument about browser incompatibility may actually have some merit, arguing the aesthetical advantages of rounded corners doesn't. sebmol ? 22:31, 22 February 2007 (UTC)

 * 1. My comments regarding "consensus" (which mirrored those of Cormac, with whom you don't appear to be arguing) pertained specifically to matters of community decision-making. I never claimed that all decisions (such as the irrelevant example of assigning the "custodian" role) were made by the community, but this type of decision is.
 * 2. There are many reasons to not implement the rounded corners hack at the site level. Browser incompatibility is one.  Aesthetic preference is another (not my aesthetic preference or your aesthetic preference, but that of the community as a whole).  If no clear preference can be established, the default (non-hacked) state (which no one has complained about) prevails.  Supposed aesthetic advantage is the only justification for the hack, so it's absurd to claim that opinions to the contrary have no merit.
 * 3. You are the one who needs to pick a reason and stick to it. Originally, you claimed that complaints about the rounded corners should be dismissed because they didn't come from members of the community.  Then when several community members complained, you claimed that this decision wasn't the community's to make.  —David Levy 23:15, 22 February 2007 (UTC)

Why do we need to have this conversation here? Sebmol, if you're unhappy with the decision-making process on MediaWiki talk:Monobook.css, it's a community discussion - and should either be there, or continued on a page like Consensus. Perhaps "being bold" and consensus are slightly in tension with each other - but I think we'd need to specify clear reasons for and contexts of deviations from consensus first - before we can claim that it's not relevant in a particular case. Cormaggio beep 01:48, 23 February 2007 (UTC)

 * I'm not "unhappy with the decision-making process on MediaWiki talk:Monobook.css". I made my original comment here because I've noticed several times how David assumed English Wikipedia approaches would automatically be valid here. I'm not trying to argue either, merely explaining my position on the subject. I specifically chose this place because, if at all, this discussion is really just a documentation of personal differences between David and I. sebmol ? 07:15, 23 February 2007 (UTC)

 * When did I incorrectly assume that English Wikipedia approaches would automatically be valid here? Please cite specific instances.  Thank you.  —David Levy 14:03, 23 February 2007 (UTC)

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Wikiversity talk:Announcements

What sort of "Wikimedia announcements" are going here? It makes no sense to me to duplicate every single little thing that happens on Meta to this page; stick to Wikiversity stuff, and important Wikimedia announcements. robchurch | talk 12:13, 24 August 2006 (UTC)

 * It seems to me conferences and Board elections are important. You can remove them if you disagree. Concerning other WM things, there's a link to meta goings-on on top of the page precisely to avoid duplicating things. guillom 12:28, 24 August 2006 (UTC)

I disagree that a Dutch Wikimedia conference is particularly relevant to the English Wikiversity. robchurch | talk 12:58, 24 August 2006 (UTC)
 * I've understood your point and you can see I've already removed these links. But your message wasn't very nice; my aim was to spread the news, not to "duplicate" anything. I couldn't have duplicated anything, by the way, since these news don't even appear in meta goings-on (which may makes you say they are really minor). Thanks for your help anyway. guillom 13:13, 24 August 2006 (UTC)
 * FWIW, Re: Dutch Wikimedia conference - Kennisnet (who are sponsoring that conference) are also very interested in working with/on Wikiversity, from what I can gather. (And no, don't put that on the announcements - yet ;-)) Cormaggio 13:19, 24 August 2006 (UTC)

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Category:Page creation templates

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Hi... I am looking for some materials realted to repuposing and redistributing of learning objects! Any one to share knowledge?

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Wikiversity:Wikiversity the Movie/Script

Participants in this project create the script for Wikiversity the Movie.

Summary
Participants "learn by doing" as they produce the script.

Learning materials
Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.
 * Wikiversity the Movie/Script outline - outline of movie contents
 * Scriptwriting

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

Activities

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one idea
Here is my idea, you start off with a laptop that has a lesson on it from Wikiversty.You have the Wikiversity boss talking on a video. The camera flows farther into the screen until it covers your viewing screen. Here, the Wikiversity boss will explain the Wikiversity Mission Statement. In the background it will show middle age students working on Wikiversity (their backs will be to the camera). Then the Wikiversity boss will go out of the screen but it will feel like your looking at the set through his eyes. The camera will travel up to a Wikiversity student and the boss will continue to talk. The boss is now explaining the tools of Wikiversity which will include some of the best Wikiversity content and material. Then when the boss finishes explaining and draws a conclusion to the subject, the Wikiversity logo and slogan will come on a black background. Below I will include a script.

Script: Hi, my name is ? and I'm going to show you a new website dedicated to helping you through college. It's called Wikiversity. We offer--? The format is easy to read and is perfect for any questions you have. It is entirely open source and you can gain insight from other students around the world. It's a revolution in education. Wikipedia.(slogan is read also) Notes: When slogan is chosen and somebody comes up with a mission statement and an exact definition of what Wikiversity is we can edit this further,but for now this is our rough draft

 * This could be developed as a short segment specifically of interest to college students. Currently, I think this is our main audience in that most of our contributors probably are college students. However, Wikiversity aims to include learning resources for learners of all ages. --JWSchmidt 00:36, 17 December 2006 (UTC)

theme for video to appeal to all ages
If there were a video to appeal to all ages what would you think it's theme should be?
 * We were talking about this on IRC freenode #wikiversity-en today. One option would be to put Wikiversity into the context of Wikipedia. Most people in education are now aware of Wikipedia. We could briefly describe Wikipedia and the origin of Wikiversity and the fundamental idea of using wiki technology to make and host learning resources. Other ideas at Wikiversity the Movie/Script outline. --JWSchmidt 20:25, 17 December 2006 (UTC)

I came up with several scripts. I like this one because it appeals to all ages. Please feel free to edit and add changes. The camera zooms into a computer that is showing pictures from certain subjects. Then the camera focuses on a family of three generations being awed by what they are seeing on Wikiversity. Then in the background the Wikiversity boss starts to speak(camera zooms in on him). He is by a computer. He starts to explain how Wikiversity works and its connection to Wikipedia. He shows the tools that you can use on Wikiversity, and talks about Wikiversity being a revolution in education. He shows that Wikiversity is for all ages. He concludes the movie by telling you where to find Wikiversity. The Wikiversity logo and motto comes on.

budget + where we would get a movie filmed
I was wondering where we would get a movie filmed, and at that point how much cost would we be thinking about? Also, what kind of budget do we have to work with?

Wikiversity the Movie/Live action is one option. It has also been suggested that everything could be computer-generated. There is no budget. What about volunteers all filming their own segments. No budget needed, assuming everyone can get their hands on a camcorder.

time frame: Jan. 30 2007 + advertisement
Let's set a goal for this video project. Let's get this done by Jan. 30.

Where will we advertise this advertisement? I'm thinking places like the History Channel, Discovery Channel, etc., etc. I'm thinking that knowledge related channels would be more appropriate because they get things to an audience that have a real love for knowldedge. There are nobody would watch the History channel if they didn't love history. Same way with the Discovery Channel. I was thinking, do we get any money from Wikipedia's fundraiser? If we do than some of that money could go towards the video. I'll look into prices for filming three minutes worth of documentry. I'm saying this because we need to get this done quick so we can reach to the public more easily. The only people who are seeing it are people at the Wikipedia site that just happen to scroll down and catch some intrest in the sister projects and then decide that Wikiversity looks intresting. Even some of that audience won't contribute. That's leaving a very small group of people involved with Wikiversity, let alone the people that contribute to lessons. We are going to have to launch a very good advertisement campaign and get into magazines for the public eye to see. We also need to advertise on college websites. The internet is a powerful tool to use for advertisement. I think we could generate a lot more intrest if instead of having Wikipedia as a centerpiece when you type in Wikipedia.com into your address bar they should put Meta- Wiki in the center with the languages around it and then the next page you go to would be all the projects instead of just Wikipedia. Then we would get a lot of recognition from knowledge intrested students. We need to advertise where at least %90 of the receiving end might develop an interest in Wikiversity. It would be a lot of money but I think we could have a more successful job getting our feet off the ground if we used some proved advertisement tools. I'm a little iffy on the computer generated stuff just because you want to keep a since of realism with your audience. Please add your suggestions, and criticisms. Remember that the deadline is January30.

 * I suggest that we start with a simple goal and plan to have something that will introduce people to the project even if it is "only" the thousands of people who come to the Wikiversity main page. The spirit of the Wikiversity the Movie learning project is for participants to learn how use tools such as GarageBand and webcasting in order to make a multimedia presentation about Wikiversity. If we can produce a good "product" there will be no need for paid advertising. We should be thinking in the context of the Free Culture movement. --JWSchmidt 18:49, 28 December 2006 (UTC)

Okay, how about as soon as you see the Wikiversity page the video plays. Just like if you go on Weather.com the commercials pop out. I think that you are right to start with something simple. There are thousands of people coming to the Wikiversity main page. You do have to take into consideration that they might not go to any other parts of Wikiversity. I think that if a video played as soon as you got to the website that people would stay longer and generate an intrest. Since you are the authority I think you need to be in the video. We could use a street corner in the city. You could be standing by a stool with a laptop that has Wikiversity's main page displayed on it. All this could be done by you and a friend. I'll write a script, you can edit it, and you can post it on Wikiversity. You could incorporate my other scripts into this. Please get someone else to do something with garage band I'm not good with things like that. If you don't mind I'll create my own video and you could tweak yours. Do you think that my deadline is fair? Didn't mean to be offensive on my last paragraph.

 * Wikiversity was launched on August 15, 2006 and we are in a 6 month "beta testing" period during which we are setting up the project. I would like to have a version of "Wikiversity the Movie" ready by the end of this month.

 * The only way I know to have automatic video when a Wikiversity page opens is to use an animated gif as is done here. This is not a very good option and we are waiting until the developers to provide us with a better option for video. I guess we could have an animated gif to draw people's attention to a link for the full "movie". Basically, people are going to have to download the movie and watch it, either on their PC, or they could download a version that they could burn to a DVD and then watch on TV.

 * I have no objection to including live action in the movie. I do not have a digital video camera. We could write a short script for a student who would be shown using a PC to "surf" to Wikiversity. We could then post a call for someone with a digital video camera to record the scene. I think most of the "movie" could be done using a video podcast or "screencast" format that does not rely on live actors...after all, the "star" of the show is the Wikiversity website. --JWSchmidt 18:31, 3 January 2007 (UTC)

Okay, I do have a digital video camera. I think that we should assign tasks to volunteers: 1. Make a script 2. Edit the Script 3. Script movements 4. Make actual movie( I would be open to doing this)5. Getting it onto the page. I think that by doing these task we could be able to finish this by the end of January. I am willing to do all these tasks if necessary. This would be an attractive advertising format. We could mention at the end that it was a team project undertaken by student on Wikiversity. I would have to send the video to you in an e- mail since I do not know how to attach a clip on Wikiversity.
 * I put an expanded outline at Wikiversity the Movie/Script outline. Please comment on that outline and indicate where you would like to insert the live-action scene showing someone using a PC to access Wikiversity. Have you ever off-loaded digital video from your camera to a PC? What type of file do you end up with? --JWSchmidt 02:17, 4 January 2007 (UTC)

I decided to place the live action at part b. I have to programs that would edit our movie: windows movie maker and studio 9. I can get some teens to play in the video to be the actor and maybe the narrator. 24 days till our deadline. I'll elaborate on these topics later.
 * OKAY. --JWSchmidt 22:21, 10 January 2007 (UTC)


text: Category:Wikiversity the Movie/Script

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Wikiversity:Wiki as a tool for learning

This Wikiversity learning project is an exploration of the implications of wiki technology for online learning. This project will review existing ideas about how to use tools such as the wiki user interface to help meet the goals of active learners. Naeve et al have recently reviewed technologies that facilitate learner-centric online learning.

Explaining how learning groups work
In a discussion of collaborative learning, Barbara Davis described the importance of explaining to students exactly how collaborative learning works and what is expected from anyone who participates in group learning projects. Wikiversity needs to have in place an efficient system for explaining to new participants how the Wikiversity model for online learning works.

The duration of learning groups
Barbara Davis discussed different kinds of collaborative learning in terms of the length of time that a learning group exists. A good goal for Wikiversity is to provide flexible support for many kinds of learning groups.

Some Wikiversity collaborations might be very short-lived, being established to accomplish a task that will not take all that long. For these projects, it's essential to be able to find suitable collaborators quickly; nobody wants to spend more time trying to find people than it takes to actually do it yourself.

Other Wikiversity projects will have open-ended goals, such as continually updating a list of published sources on a particular topic. This kind of project needs a system of making sure that community members know that even long-standing projects are open to new participants, and Wikiversity must also provide a convenient way for its participants to find existing projects that interest them.

Some projects will become irrelevant and die a slow death. Wikiversity could learn about the factors that lead to success or failure in wiki-based learning collaborations by finding ways of summarizing the life history and dynamics of learning groups, their failures, and their accomplishments.

Project participants

 * JWSchmidt
 * Cormaggio
 * Piotrus 03:28, 14 September 2006 (UTC)
 * Mpleahy 02:05, 4 October 2006 (UTC)
 * Javier Carro 05:46, 7 October 2006 (UTC)
 * Saidkassem 18:31, 22 December 2006 (UTC)
 * Dionysios (talk), a Participant in the Wikiversity School of Advanced General Studies, Date: 2007-06-08 (June 8, 2007) Time: 221601 (UTC)
 * Historybuff 00:55, 9 June 2007 (UTC)

title: Wikiversity:Wiki as a tool for learning


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Portal:Chemical engineering

Welcome to the Division of ! ''Part of Engineering and Technology and the School of Engineering Related: School of Chemistry''

Chemical engineering is the branch of engineering that deals with the application of physical science (in particular chemistry and physics) and mathematics to the process of converting raw materials or chemicals into more useful or valuable forms. As well as producing useful materials, chemical engineering is also concerned with pioneering valuable new materials and techniques; an important form of research and development.

Chemical engineering largely involves the design and maintenance of chemical processes for large-scale manufacture. Chemical engineers in this branch are usually employed under the title of process engineer. The development of the large-scale processes characteristic of industrialized economies is a feat of chemical engineering, not chemistry. Indeed, chemical engineers are responsible for the availability of the modern high-quality materials that are essential for running an industrial economy.

Departments

 * Chemical Process Principles
 * Engineering Thermodynamics
 * Instrumentation and Control Systems
 * Chemical Process Technology
 * Chemical Engineering Thermodynamics
 * Process Equipment Design
 * Unit Operations
 * Heat Transfer
 * Mass Transfer
 * Particulate Technology (Particle Mechanics)
 * Fluid Flow(Fluid Mechanics)
 * Nanotechnology
 * Reaction Engineering
 * Transport Phenomena
 * Process Dynamics and Control
 * Chemical Plant Economics and Management

Wikibooks

 * https://en.wikibooks.org/wiki/Subject:Engineering
 * Intro to Chemical Engineering Processes

Chemical Engineering Communities

 * www.cheresources.com
 * www.todoquimica.net
 * www.chemicalforums.com
 * www.askache.com
 * www.chemengg.com

Heat Transfer

 * Wolverine Engineering Data Book II, Dr. K.J. Bell and A.C. Mueller
 * Wolverine Engineering Data Book III, Pr. John R. Thome
 * A Heat Transfer Textbook, John H. Lienhard V, Professor, Massachusetts Institute of Technology

Open Textbooks

 * The University of Michigan Chemical Engineering Process Dynamics and Controls Open Textbook is a student created open source textbook.

University of Michigan

 * Reaction Engineering Modules from University of Michigan
 * Elements of Chemical Reaction Engineering
 * Chemical Process Dynamics and Controls

MIT Open CourseWare

 * http://ocw.mit.edu/OcwWeb/Chemical-Engineering/index.htm

ECOSSE
Control:
 * The ECOSSE Control HyperCourse
 * The Virtual Control Laboratory

Modelling & Simulation:
 * Modelling, Simulation and Optimisation

Equipment Design

 * On-Line Application for Engineering Design
 * http://people.clarkson.edu/~wilcox/Design/
 * MATLAB Tutorial Computer Methods in Chemical Engineering
 * Pressure Vessel and System Design

OpenCheESE

 * OpenCheese Home Page
 * OpenCheese User Group

OpSim

 * Open Sim User Group
 * Source Forge OpSim Page
 * OpSim Specs

Sim42

 * Please note that the Sim42 Foundation is no longer active. Virtual Materials Group, INC. now maintains the website
 * DEVELOPMENT OF AN OPEN SOURCE CHEMICAL PROCESS SIMULATOR (PDF)
 * An Open Source Exergy Calculator Tool

OPEN CHEMASIM

 * OPEN CHEMASIM

EMSO

 * Environment for Modeling, Simulation, and Optimization (EMSO)
 * EMSO Model Library (EML)
 * EMSO downloads

ECOSSE
Institution:
 * The Edinburgh Collection of Open Software for Simulation and Education

Tools:
 * WWW Chemical Engineer's Toolkit

Properties:
 * The Molecular Typewriter
 * Pure Component Databank
 * Water Vapour Pressure Calculator
 * Improved Vapour Pressure and Boiling Point Calculator
 * Simple IDEAL Boiling Point Diagram Calculator
 * Approximate LLE calculations
 * Simplified Binary VLLE Calculator
 * Binary Nonideal VLE Calculator
 * Simple IDEAL VLE Calculator
 * Non-Ideal x-y Diagrams
 * Azeotrope Databank
 * Heterogeneous Azeotropes

Operations:
 * Simple IDEAL Shortcut Distillation Procedures
 * Simple IDEAL BINARY Shortcut Distillation Procedures
 * Distillation
 * Ternary Distillation A
 * Ternary Distillation B

Computational Chemical Thermodynamics

 * tdlib'00 GNU Computational Thermodynamics Library
 * tdlib'00 GNU Computational Thermodynamics Library (PDF)
 * THERMODYNAMIC MODELING AND THERMODYNAMIC COMPUTER SCIENCE

Databases

 * Chemical & Physical Properties Library
 * Henry's Law Constants (Solubilities)
 * NIST Chemistry WebBook
 * ChemFinder
 * MatWeb, Your Source for Materials Information
 * CODATA KEY VALUES FOR THERMODYNAMICS
 * Virtual Library: Science: Chemistry: Chemical Databases
 * Chemical & Physical Properties References
 * ChemDAT® The Merck Chemical Databases
 * Extensive list of Properties Databases

Resources

 * Wikipedia:WikiProject_Chemicals/Data
 * Chemical Engineering Information Exchange

Related news

 * October 17, 2005 - Scientists create resilin in a lab.

Departamento de Ingeniería Química

title: Portal:Chemical engineering


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Wikiversity translations

Wikiversity translations is a community service project to support Wikiversity Beta and to promote Multilingualism and Interlingual discourse

Summary
The Wikiversity Beta website coordinates all of the Wikiversity projects for speakers of different languages. This coordination is guided by the Wikiversity mission that was approved by the Wikimedia Foundation.

The Wikiversity Beta website is a central location for discussion of general guidelines for all Wikiversities. The prime example:
 * The Board of Trustees has requested that the Wikiversity community develops a policy for original research during the first six months of the project. This pesents the dreaded (conceptualization) of the deadline. So where on the Wikiversity Roadmap is this presumed "dead line"? Who gives a *** ??? fig

Wikiversity Beta is an incubator for new Wikiversities in several languages. Wikiversity Beta needs help translating documents into the many different languages spoken and written by Wikiversity participants (Wikiversitans).

Likewise many documents in many languages need to be written and translated into English, German, Spanish, Portuguese, Korean, Chinese, Hawaiian, Cherokee and Klingon... for this Wikiversity.

A Wikiversity Beta support network called the Interlingual Beta Club (IBC) has been framed (from the grass roots, in the spirit of your Beta Club back on Earth. (...but out here your As and Bs come from within you.)

Goals
This learning project offers learnings activities that give participants experience in performing translations. Experienced translators are providing comparitive texts, descriptions of the tools of the trade, (machine translation, computer-assisted translation, etc. ) and are there to "show you the ropes" of the Art / Science of Translation.

Right now (24 October 2006) There is a draft version of a Translator's Handbook being worked on collaboratively by the IBC and the Translation Taskforce. The new Translation learning group is starting up a three-language program to translate documents between English, German and Spanish.

Learning materials

 * Wikiversity translations/Recruiting translators
 * Wikiversity translations/Training translators

 * Topic:German Language • German deu
 * Topic:Hebrew • Hebrew he
 * Topic:English Language • English eng
 * Topic:Spanish • Spanish spa
 * add the other 6492 languages here

Activities

 * English to German, translate: Scope of research, Research, Original research, Secondary research, Project reports.

Translation requests

 * High priority German to English (source)

Ich stimme Purodha zu und möchte für eine generelle Freigabe der original research / empirischen Forschung anführen, das deren Regeln entscheidend sind: jede empirische Forschung sollte nicht nur vom Ergebnis, sondern auch von der Beschreibung der Durchführung bzw. der Herkunft der Ergebnisse so präzise dokumentiert sein, das sie eindeutig reproduziert werden kann. Umgekehrt: Ein Versuch, der aufgrund ungenauer Beschreibung nicht reproduziert werden kann, falsifiziert das Ergebnis des ersten Versuches ebenso wie ein abweichendes Ergebnis bei präziser Wiederholung. Dietrich 18:09, 12. Nov 2006 (CEST)

 * Machine translation (needs human attention!):

 * I agree Purodha and would like for a general release of the original research / research of empirical cite, that are its rules decisively: each empirical research should be documented not only by the result, but rather also by the description of the execution and/or the origin of the results so precise, unambiguously reproduced will can that it. Reversed:  An attempt, that cannot be reproduced based on inexact description, falsifiziert the result of the first attempt just as as a deviating result in precise repetition.

 * I agree with Purodha and would like to state, in general, crucially, that: each piece empirical research should contain not only the result, but also the precise documentation of execution and/or the origin of the research, so as to allow others to reproduce the results. Turned around: An attempt, which cannot be reproduced due to inaccurate description, falsifises the result, in the same way as result deviations under a more precise attempt. (translation by Hillgentleman)

 * on-going: Scope of research and related pages at Wikiversity Beta.
 * completed translations Wikiversity translations/De to En archive (please check/improve)

Interlingual collaboration
The Wikiversity Beta incubator site is coming along, but could use a lot more participation. Multilingual Studies at this version of Wikiversity is working on communicating directly with the German and Spanish Wikiversities and the main Beta incubator. We hope to establish communication lines directly with versions (those with subdomains and working interwiki links):
 * de.wikiversity.org - de:Hauptseite
 * en.wikiversity.org - Main Page
 * es.wikiversity.org - es:Portada
 * fr.wikiversity.org - fr:Accuel
 * ..next..

Other language wikiversities may exist as betas. See the nav bar at the top of Beta Wikiversity for versions under development.

 * Technical note: - For some odd reason, beta.wikiversity is not mapped into the local Interwiki map. This may be a job for the MediaWiki Project.

Parallel texts
We are developing two methods for dealing with parallel texts:
 * 1) bilingual comparative texts - A simple method by which two versions of a block of text are presented on a single page. (learning projects such as German to English, Japanese to English...)
 * 2) Topic:Multilingual Studies - A socio-technical approach to Multilingual collaboration and translation (Challenging but rewarding! See the Challenges section below)

 * We are in the process of organizing Language departments, building on the massive efforts at Wikipedia, Wiktionary, Wikibooks, Meta and many other projects inside and outside of Wikimedia. The Translation process is a strange and wonderful study for those with enough patience to pursue it. The Interlingual Beta Club and the Wikiversity Embassy are looking at the social and academic prospects for evaluating and rewarding such effort. (Again, see the Challenges section below)

Corpus linguistics
Computational linguistics combines Computer Science and Linguistics to develop a model of a natural language. As an institution, Wikiversity Proper (all versions present and future) is developing its own universal context: Keywords like these must be translated immediately for the application to function effectively across languages. The table below is concentrated on English, German, Spanish and French language articles that can be synchronized on the four established Wikiversity versions. The selected articles are about translation itself and were chosen to expedite the establishment of Multilingual Studies Divisions with native language and translation departments for fast-track translation:
 * 1) Technical context: MediaWiki-specific terminology inherited from the application — Help: Category: User: Template: Special: etc.
 * 2) Academic context: Schools, Departments, Divisions, Topics, Courses, etc.

 * Note: The Translator's Handbook has no "master" copy. Each local copy residing in the Wikiversity project space on the three established Wikiversities are "draft" versions. Once the native speakers of English, German and Spanish are satisified with their version, it goes to the Wikiversity project space at Beta for review and editing by French, Chinese, Dutch, Portuguese, Russian, Korean, Italian and many other native language users. It is a living document. Join the Interlingual Beta Club if you dare. (It's not for the faint-of-heart.)

See the Wikiversity Divisions and Departments subsection below

Taskforce objectives
To reiterate: the Local Translation Taskforce (English Language Wikiversity) is focused on a German/English/Spanish/French translation matrix. If you have translation interests and abilities beyond those four languages, please do not add language versions to translators until their subdomain resolves. (see Template_talk:Translators for more information) Please participate at Translation taskforce at Beta or Multilingualism at Meta instead.

 * Social Note: Keep in mind that it is OK to be anglocentric here at the English Language Wikiversity. Please get rid of that when you go to Wikiversity Beta.

Translation Projects
Spanish to English
 * Sugar in the times of cholera - translating an historical document from Spanish

English to French
 * Telemedicine in French-speaking Africa - help translate public health information into French.

Multilingual Studies:
 * Wikiversity the Movie/multi-lingual - create publicity materials for Wikiversity, including sound and video production.

Language orientation
English, German, Spanish and now French are primary departments, simply because those are the initial language implementations of Wikiversity. We can't stop there. These pages and the secondary ones Chinese, Dutch, Portugese and the other hundreds of languages will have an English disambiguation and Native redirects (examples: Deutsch -> German, Español -> Spanish, 中文 -> Chinese) to their proper local learning/teaching group here. English speakers who "reside" here will also follow Wikiversity fellows to other language Wikiversities where they should find an English-friendly area for Orientation. A good entry point for those who are on this learning path may be translation, which is the core module of the beta version of the Corpus mentioned above.

 * Special Note: Repeating... It is natural, acceptable and predicatable to be anglocentric here at the English Language Wikiversity. This is perceived to be the host with the most. As you learn and grow, you might consider a more circular conceptualization of the role and character of your particular language and culture.

Naming conventions
Naming conventions need to be consulted to homogonize the disambiguation pages, redirects, and language departments which point to things like German, English as a second language, Category:Spanish Language Division, German to English, Zh:中文, or Learning to speak Cherokee. This will make it easier for Non-English visitors and newcomers to find what they're looking for. See the Multilingual worksheet for more insight. discuss

Repeting...The technical context of MediaWiki requires an absolute treatment of namespaces and linkage all the way down to the case and character level. The technical aspects of interlinking contexts (not simply content) is staggering when your aim is to be inclusive. Wikiversity is, by definition non-exclusive in terms of who can participate and at what level. This culture of "liberty" (libre) is technically challenging and can be politically disturbing. Most would agree that Wikiversity is "standing upon the shoulders of giants".

 * Terms from the application — Help: Category: User: Template: Special: etc.
 * Terms from the institution — Schools, Departments, Divisions, Topics, Projects, Courses, etc.

''American Challenge: Now, translate those across Eastern and Western character sets and propogate Wikiversity to all languages and cultures without starting WWIII. Let's learn to balence convention against innovation when dealing with Naming conventions. What works "here" may not work "there" at all.''

Wikiversity Divisions and Departments
A myriad of work needs to be done:
 * 1) Translations for Wikiversity departments.
 * 2) Portal pages in every language at Wikiversity Beta.

If there is a Wikimedia project in language:X, there should be a page written in that language at Wikiversity Beta explaining what Wikiversity is and how to use Wikiversity Beta as an incubator for efforts leading to the creation of a Wikiversity domain specific protocol for language:X.

Readings
Each activity has a suggested associated background reading selection. You have the collective resources of the whole Wikimedia Foundation at your disposal. Use them!
 * Multilingualism system at Wikiversity Beta.
 * Consider your self a resident in training at The Wikiversity School of Medicine. You're on the verge of discovering a cure for Leukemia.

title: Wikiversity translations


text:
Category:Wikiversity translations

ja:Category:ウィキバーシティの多言語連携

title: Category:Wikiversity translations


text:
Human Genetic Uniqueness Project

"we cannot fully understand human genome function until we have identified genetic features that underlie uniquely human anatomical, physiological, behavioral, and cognitive characteristics".

The Human Genetic Uniqueness Project allows Wikiversity students to join in the search for genes that account for the genetic differences between humans and our closest relatives. This project serves as a portal for learning about human biology. Student activities center on accessing genome databases and analysis of differences between human genes and the genes of other species. Background learning topics include learning about genes, and genome sequencing projects.

Project participants
Together We Can Make our World a beautiful Place
 * JWSchmidt
 * Safira
 * Sachin Gonge:-
 * Dheeraj Kumar Verma
 * Gurcharan Singh
 * Evaristo Mateyo

Required reading

 * Human genome
 * Chimpanzee Genome Project
 * What makes us human: revisiting an age-old question in the genomic era
 * The Jewels of Our Genome: The Search for the Genomic Changes Underlying the Evolutionarily Unique Capacities of the Human Brain
 * Accelerated Evolution of Conserved Noncoding Sequences in Humans by Shyam Prabhakar, James P. Noonan, Svante Pääbo and Edward M. Rubin in Science (2006) Volume 314, page 786.
 * Neanderthal genome project
 * An RNA gene expressed during cortical development evolved rapidly in humans
 * Human lineage-specific amplification, selection, and neuronal expression of DUF1220 domains
 * The Evolution of Mammalian Gene Families

A starting point
Genes of the Chromosome 2 fusion site Results from the chimpanzee genome support the hypothesis that when ancestral chromosomes 2A and 2B fused to produce human chromosome 2, no genes were lost from the fused ends of 2A and 2B. At the site of fusion, there is approximately 150,000 base pairs of additional sequence not found in chimpanzee chromosomes 2A and 2B. Additional linked copies of the PGML/FOXD/CBWD genes exist elsewhere in the human genome, particularly near the p end of chromosome 9. This suggests that a copy of these genes may have been added to the end of the ancestral 2A or 2B prior to the fusion event. Is there any evidence that the "newly" inserted genes of the chromosomes 2A and 2B fusion site might have confered a selective advantage on early human ancestors?

Learning materials
Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

You should also read about the Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.
 * How to access the genome databases - tutorial and discussion

title: Human Genetic Uniqueness Project


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User talk:Tarawneh

Tarawneh, Thanks for the tip on the video tool. I am downloading it now. Mirwin 17:19, 24 August 2006 (UTC)

title: User talk:Tarawneh