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Wikiversity talk:Introduction Overhaul Taskforce/copy

The proposal (below) was copied from Wikiversity talk:Introduction Overhaul Taskforce. This is a workspace to translate the proposal into the same namespace terminology used at Namespaces. --JWSchmidt 04:58, 21 May 2007 (UTC)

Wikiversity organisation proposal
Sorry for the late response. I am new to wikis and have spent some time researching on my local copy. I planned posting a complete proposal to colloquium, but things are moving faster here than I can keep up. So I'll do my best to sell the idea with what I know. This has the side-effect of revamping the Main Page and Community Portal.

The Problem
(My reference is Wikipedia, I know little about the other projects, so my conclusions may be off.)

Wikiversity combines all administration, educational, support, and website management across all the namespaces. This complicates creating contribution areas and educational areas, that is, there is no distinction made between those who come to study and those who want to contribute. There is no clear separation between regulations that apply to contributors and those that apply to students. Finally, the content structure presented to students emulates the school's structure.

Comments. "complicates creating contribution areas" <-- Is a wiki page a "contribution area"? Is a content development project a "contribution area"? "educational areas" <-- huge sections of Wikiversity are "educational areas". Do you mean main namespace pages? "those who want to contribute" <-- People who want to do serious content development will probably want to participate at the content development projects in the School and Topic namespaces. People who just want to find existing learning resources will probably use the pages in the Portal namespace as a way to find pages in the main namespace. The Main Page puts links to the major Wikiversity portals in a very prominent location. Each major portal links to related content development projects. This is the same system used at Wikipedia except that all Wikipedia content development projects are in the "WikiProject" pseudonamespace. "regulations that apply to contributors and those that apply to students" <-- I'm not sure what you mean by "regulations". Do you mean that there should be distinct help pages for people who only browse content and for people who create content? Maybe these distinct functions could be provided by pages such as Student union and Content development. I agree that there should be different "tracks" for different types of Wikiversity visitors and participants. Some ideas are at Supporting Wikiversity participants, Talk:Main Page and Main Page/Draft version 0.2.--JWSchmidt 05:26, 21 May 2007 (UTC)

Subpages proposal

 * The proposal is a more basic structuring of the wiki itself, rather than how that structure can or should be used. I presented it as it would appear to Wikiversitians in the (mistaken) belief that would be more understandable than a technical description.

 * Technically, the proposal is:

A:one/foo/bar/baz A:one/foo/baz/bar/widget1 A:one/foo/bar/bar/widget1 A:two/baz/widget1/
 * Each namespace is treated as a path name. Additions to the namespace are appended to an existing path. For example, namespace A can have the following paths:
 * In the above example, A:one and A:two are the root names in the A namespace. Now, A:two/baz/widget1 is a completely different page to A:one/foo/bar/bar/widget1, but the name widget1 can still be used by everyone else. Similarly, the name bar is used in three different places; the page A:one/foo/bar is distinct from A:one/foo/bar/bar. Currently, only one person can have a page with the same name (say a FAQ), but with this scheme, everyone can without conflict:

A:one/faq A:one/foo/faq A:one/foo/bar/faq A:two/faq
 * Similarly, the B namespace can also have:

B:one/faq B:one/foo/faq B:one/bar/faq B:two/foo/bar/faq
 * Again, users in the B namespace are free to reuse the same names without conflict. Neither the A nor B namespaces need use the names of the other, nor have the same structure (compare A:one/foo/bar/faq with B:two/foo/bar/faq).

 * However, if each page in namespace A should have a corresponding page in namespace B, then we can do this:

A:one B:one ... A:one/foo/bar/baz/gadget B:one/foo/bar/baz/gadget
 * Which allows editors to know what to call a page in either namespace and ensures that names are 'reserved'.

 * The above description refers to those parts of Wikiversity that seldom change, such as the School namespace. Once the school structure is in place, it will seldom need to be changed. Although each school can define there own subdivisions, these subdivisions are made from the given structure. For example:

School:one/first/second/third School:two/first/second/third School:three/first/second/third .. School:onemillion/first/second/third

 * If school one wants to add a subdivision, it can do so, and so for all the schools:

School:one/boo School:one/boo/baz School:one/boo/bar .. School:one/first/baz school:one/first/second/baz
 * Now we move on to navigating the namespaces. Because A:one/boo has A:one in its name, we link A:one downwards to A:one/boo. Wikiversity automatically includes a backlink in the path name, so A:one/boo will link back to A:one automatically.

 * This means people can see the navigation structure from the path name. We know, for example, both A:one/boo/baz and A:one/boo/bar are linked to the same page A:one/boo, as shown below:

A:one |                      boo /  \                     bar  baz
 * Here, boo (A:one/boo), has two links to bar and baz . This also means the boo page should say something about the bar and baz pages. The baz page says baz things while the bar page says bar things. And this is where I'm at when I wrote about separating contributor and student content. Page boo deals with both issues, briefly or just as links, bar details contributing while baz explains editing a page. The two issues are related but distinct sets of knowledge. A reader, who is not interested in either bar or baz, never has to wade through them just to find the boo stuff, although they're there anytime the reader wants to look.

 * This allows baz 'admins' to manage baz pages without editing the same pages as bar 'admins', nor discuss how bar|baz should co-exist on the same page. similarly, boo 'admins' need not worry about bar nor baz because that content is not on the boo pages.

 * Wikiversity admins (or schools or projects or anyone really) can take this further by saying the if you want to talk about bar things use a bar name, and if baz things, use a baz name. If you want to talk about both, then make a boo page and refactor into bar and baz . The pathnames don't carry any meaning themselves, but provide the framework for linking up the content in a meaningful way.

 * The above deals with top level structuring. The content, courses, materials and tools, all the things readers will want to learn and get knowledge from, are not structured this way (although they can be). This enables anyone to create random pages without destabilising the navigation system while still allowing similar freedoms as other wiki sites.

 * This is acheived by reserving a namespace for linking up the actual study material. Assuming A is the top level namespace (highly structured as defined above), the B namespace is used to connect the content with the A namespace. For example:

A:one/foo/faq B:one/foo/faq C:FrequentlyAsked_Questions C:FAQ C:questions+answers C:whatyoumayask

 * In this case A:one/foo/faq contains an overview on frequently asked questions which 'admins' update as required. The B:one/foo/faq page lists the C namespace FAQs, while the C namespace is plundered by contributors. The B namespace correcponds to the A pathname convension and also navigating the C namespace. For example the B:one/foo/faq might look like this:

*FAQ about baz *FAQ about boo *FAQ about foo

prev next top
 * Because the B namespace corresponds to the A and it uses path names, we can use relative path names which change when the page does. The linking can then be moved into templates which provides the overall structure, links, look, and feel. All an editor need do is add the template, content, and links (in this example the C namespace links).

 * The template pathnames correspond with the other namespace path names. So the page A:one/boo/baz will use template Template:A/one/boo/baz. In practice, this is unneccessary because the pages one and boo might need the same template and should not be duplicated. However, the templates Template:A/number/fear, are general enough to recognise Template:A/number should be used with A:one, and Template:A/number/fear with A:one/boo, but not A:one/baz.

 * So what we are left with is:

PeterMG 09:07, 21 May 2007 (UTC)
 * Reusable names
 * well defined top level navigation and structure
 * A connecting namespace between the top level and content material.
 * Easy to find templates that provide the navigation links, look and feel.
 * Separation of info into well defined names.
 * Freedom to contribute without extra restrictions.
 * A flexible structure that can be manage automatically because parsing path names is trivial, so grafting and pruning is relatively straight forward.
 * No requirement on what specific namespaces should be used for.

Comments about the use of subpages

 * This (above) seems to propose that ALL Wikiversity pages would be subpages. When there are situations where multiple pages need to use the same word (example: foo) in a page name there are several ways to do this. One is to use a disambiguation page and give each page a slightly different name such as Foo (biology) and Foo (computer science). The other alternative is to use subpages. Wikiversity encourages the use of subpages. Wikipedia does not allow subpages in the main namespace. Wikiversity does allow subpages in the main namespace, but there is no need to make every page a subpage. --JWSchmidt 15:31, 21 May 2007 (UTC)

 * "if each page in namespace A should have a corresponding page in namespace B" <-- I cannot think of a reason why this would ever be the case. Do you have an example in mind? --JWSchmidt 15:36, 21 May 2007 (UTC)
 * [[Image:Schooldivdeptstructure.png|thumb|right|400px|When there are large numbers of content development projects in a school, they can be organized hierarchically as divisions and departments in the "Topic:" namespace.]]"If school one wants to add a subdivision, it can do so" The fact that Wikiversity has both a "school namespace" and a "topic namespace" is an historical accident that arose because of the way Wikiversity participants established content development projects at Wikibooks (see). In general, each Wikibooks "school page" was a list of related topics (example). Most of the pages for those Wikiversity topics at Wikibooks had no actual learning resources, they were mostly plans for future learning resources and they were usually called "departments" (like an academic college department). In short, the Wikiversity community had created two "levels" of content development projects; schools for large subject areas and topics/departments for content development projects concerning a narrow academic topic. When the Wikiversity website was started, two new namespaces (the school namespace and the topic namespace) were created so that we could import the Wikiversity content development projects into them. The only other "innovation" was providing a way to organize very large numbers of related content development projects. It was decided to have relatively few school pages but allow unlimited numbers of topic pages. Example: The Division of Basic Medical Sciences is a subdivision of The School of Medicine. Yes: we could have decided to put divisions like "The Division of Basic Medical Sciences" on subpages of schools, but that was not the choice that was made. See: Template:Original School boilerplate. --JWSchmidt 17:47, 21 May 2007 (UTC)
 * "top level namespace" <-- I do not know what that means. As far as I can tell you use the term once and never explain what it means. Some of what you wrote seems to imply that maybe the "top level namespace" is only edited by administrators (they are called custodians at Wikiversity). What would be the purpose of a namespace only edited by administrators? --JWSchmidt 21:50, 21 May 2007 (UTC)
 * "the page A:one/boo/baz will use template Template:A/one/boo/baz" <-- Why? Any template can be used on any other page, as needed. --JWSchmidt 21:50, 21 May 2007 (UTC)

Preamble

 * Okay, you're exposing a weakness in the presentation, which I need to clarify as a preamble. The propsal is built from the bottom up, not the top down. You are looking at the bottom layer here, but as the top view. The proposal is more structured in layers, where each layer is discussed with respect to each lower layer. The rationale for a bottom up approach is:

 * 1) It separates the implementation (MediaWiki) from the website (Wikiversity).
 * 2) It maximises the wiki's features
 * 3) It uses the features as intended
 * Fundementally, the specification (as the preceding picture shows) mixes the requirement with the implementation. This is bad because it needlessly constrains website developers without adding value to users. It is sufficient to determine whether the requirement has been met, not the means used to meet it.

 * When requirements include implementation detail, it shows the requestor is confused about what a requirement is. A requirement is what the end-user experiences, regardless of methods used to effect that experience. The problem with Wikiversity's requirements is that those who wrote them have good experience with MediaWiki and therefore defined the requirements in terms of MediaWiki's functions and not the end-user.

 * For this reason my proposal ignores the implementation constraints (imposed by various wikiversity articles) and focuses on meeting their requirements by implementing an end-user (wikiversity contributors and readers) solution based on MediaWiki's features. Clearly, this will conflict with "implementation requirements", which should not have been specified anyway.

 * A good example of missuse are the 'portals'. wiktionary defines a portal as,

Portal - (internet) A website that acts as an entrance to other websites on the Internet.
 * w:Wikipedia:Portal, however, says

Portals are pages intended to serve as "Main Pages" for specific topics or areas.
 * So from early 2005 wikipedia has been redefining what everyone knows a portal is. From what I've read about wikiportals, it should be called a wikiview, or similar. Note: the missuse is between the internet's use of portal and MediaWiki's, Wikiversity does use portals as MediaWiki intended.

 * There are small websites and there are large websites. Most websites are small and they tend to point to other websites. Large websites (websites with many pages) need ways to guide visitors to those many pages. The English language has several words that can be used to describe webpages that guide people who are browsing the internet to other pages. For example, such pages can be called "directory pages". Here is a well-known directory page: Google directory. So let's imagine that Wikipedians had decided to call their portal pages "directory pages". If Wikipedia had made a "directory namespace" you would probably be here telling us that having a directory namespace is a misuse of the word "directory" because modt internet directories guide people from one website to other websites. By this kind of logic we can also say that having "talk namespaces" is a misuse of the word "talk". Nobody can actually talk on a MediaWiki talk page, "so it is a misuse of language and everyone will be confused". I find it hard to see the value in such complaints. In English it is natural for people to create new/multiple uses for words like "talk" and "portal". Just because most internet portal pages might point to pages at other websites, that does not mean that large websites cannot use the term "portal" to point to their own webpages. I do not think it is difficult for new wiki visitors to understand the idea of Wikiversity portal pages providing links to other Wikiversity pages. You can object to this meaning of "portal", but is there a better alternative? You suggest using a new term such as "wikiview", but I do not see how that is an improvement. It is different, but I doubt that it is better. If you think that use of the term "portal" is confusing, then there are options such as linking all instances of the term "portal" to the glossary or to Portals. I think it is useful for each portal page to start with a sentence saying that the page provides links to other pages. I suspect that most new visitors to Wikiversity have no problem understanding the purpose of Wikiversity portal pages. Even if the Wikiversity community decided that it could not live with a portal namespace that would create new problems. Wikipedia has re-defined the term "portal", and many people who come to Wikiversity are familiar with how the term "portal" is used at Wikipedia. If Wikiversity decided to use a different name for directory pages, we would face the problem of having to convert Wikipedians to our new name. A different use of a word is not automatically a misuse of that word. --JWSchmidt 16:47, 23 May 2007 (UTC)

Defined uses for namespaces

 * A more pressing problem with implementation requirements are the namespaces themselves. Defining what namespaces shall be used for, prevents us from meeting the requirements as we choose. In Namespaces it states,

Pages in the "school" namespace are concerned with management and organization of the largest academic units at Wikiversity ... schools contain departments. Wikiversity departments do not contain schools. ...

 * which clearly intends schools to be hierarchically structured and absolutely have departments. It also requires the school content to be management and academically oriented. However, it commits two fundemental implementation errors, when it says,

The "topic" namespace contains pages that are for management and organization of smaller academic units at Wikiversity such as departments ... the pages in the "school" and "topic" namespaces can be thought of as special types of Wikiversity project pages that are concerned with creating and organizing learning resources for broad subject areas ... The Wikiversity namespace is a namespace containing pages that provide information about Wikiversity

 * The first, and critical problem, is that it originally stated the school namespace is for academic and content management, and now asserts it is also for projects. Thus, one namespace is expected to serve two conflicting purposes.

 * This is not a conflict. Wikiversity participants working together on "content management" or "content development" for an academic subject area can think of those collaborative efforts as "content development projects". --JWSchmidt 16:55, 23 May 2007 (UTC)

The project namespace

 * The second, and less critical, is that it reserves the whole project namespace to Wikiversity itself. This causes the more critical problem with the school and topic namespaces. There is nothing wrong with defining wikiverstity as a project in the project namespace. What is problematic is disallowing the use of the project namespace for all other projects.

 * Both these problems can be solved by making proper use of namespaces and subpages. The fact is, both the Wikiversity project itself can co-exist in the project namespace with all other projects. The whole purpose of subpages is to allow multi-use of a namespace without conflict. By comparison with all the projects, the wikiversity project takes up very little of the namespace. The reservation is an implementation detail.

 * A wiki could function with only one namespace. The practice of dividing a wiki's pages into more than one namespace began as a way to keep the intended content pages of the wiki separated from pages that that are "meta content pages", that is, "meta pages" concerned with the operation of the wiki itself and the process by which its participants create the intended content in the main namespace. When Wikipedians discovered the value of dividing wiki pages into multiple namespaces (each namespace with a defined use) they continued this fragmentation and invented additional namespaces such as "Template:", "Category:" and "Portal:". I think most users of the Wikipedia website think (if they ever do think about it) of portal, category, and template pages as specialized parts of the Wikipedia encyclopedia. Even pages such as Wikipedia:Contents in the "Wikipedia:" namespace can be viewed as being part of the encyclopedia, just as many people would think of a table of contents in a book as being part of the book. The point is that wiki participants find it useful to have multiple namespaces with defined uses while at the same time respecting the need to be flexible in how the namespaces are used. For example, MediaWiki wikis have a "Template:" namespace, but pages in other namespaces can also be used as template pages. Some communities restrict certain types of templates to the "User:" namespace. At Wikipedia they use a "WikiProject" psuedonamespace that places all content development projects inside the "Wikipedia:" namespace. Rather than use a pseudonamespace for content development projects, Wikiversity uses the "School:" and "Topic:" namespaces for content development projects. This does not mean that there are no specialized projects within the "Wikiversity:" namespace. For example, there is Introduction Overhaul Taskforce which is specifically concerned with how to improve the Wikiversity webpages that introduce new visitors to Wikiversity. I don't think there is anything wrong with trying to keep Wikiversity community projects that are relevant to the entire Wikiversity project in the "Wikiversity:" namespace while keeping other more specialized projects in other namespaces. --JWSchmidt 17:37, 23 May 2007 (UTC)

School and Topic namespaces

 * Namespace pollution occurs when it is used for more than one purpose, or, a single purpose is spread across namespaces. The topic namespace is polluted by having school departments. When users want to add a topic, they are also adding to the school's department and hence a project. If users simply linked up content in the main namespace, it would be cut-off from school access. There is no clean way to create courses without affecting departments. Again, departments in the topic namespace is an implementation detail, it is sufficient that departments are related to schools and link to courses.

 * A better implementation is to combine departments into the school namespace, where they belong, and leave the topic namespace to serve its purpose: create topics (modules, units, lessons, whatever). The main namespace remains as defined, it contains the actual resources.

 * The question of projects is resolved by removing all project requirements from the school namespace and put them into the project namespace, where they belong. Thus, the school namespace is now hierarchically organised into divisions, subdivisions, and departments whose sole purpose is to manage and organise academic material. In short, the school namespace is for administrating the topic and main namespaces.

 * There is no rule that says every wiki collaboration (project) has to be in the "project namespace". Think of the Wikiversity "project namespace" as pages that are relevant to the entire wiki project. There is one particular wiki editing project that is the concern of the Wikiversity "project namespace"; it is the Wikimedia project called "Wikiversity". Just because Wikipedia puts its content development projects in their "project namespace" does not mean that Wikiversity has to use Wikipedia's clumsy "WikiProject" pseudomnamespace approache to forcing content development projects into a single namespace. If you can accept the idea of having a new namespace specifically for content development projects, then you still might ask: why two namespaces for content development projects? The main reason that Wikiversity has both a "School:" and a "Topic:" namespace is because wiki community members naturally create hierarchical systems to organize content development projects. At Wikipedia there are both "higher level" "WikiProject" pages such as Wikiproject Science and "lower level" "WikiProject" pages such as WikiProject Molecular and Cellular Biology. In the long-run, I think it is going to be very useful to have both a "School:" and a "Topic:" namespace. Wikipedia has a smaller range of possible main namespace content than does Wikiversity. I expect Wikiversity to come to have many more content development projects than does Wikipedia. Wikiversity currently has mostly school pages corresponding to university schools. In the future there will be many other types of Wikiversity schools that organize many kinds of content development projects in a large number of different ways. The Wikiversity "Topic:" namespace may become as large as Wikipedia's main namespace. When Wikipedia's main namespace got too large, the "Portal:" namespace was invented. For the same reason that it makes sense to have the "Portal:" namespace to provide "directory" pages for the main namespace, it makes sense to have the "School:" namespace to provide "directory" pages for the "Topic:" namespace. --JWSchmidt 18:40, 23 May 2007 (UTC)

 * The topic namespace is now available to create and link resources. This allows other namespaces, such as portals, to bypass departments (and the whole school namespace) and link directly to the course material. Portals and schools can restructure course material by creating their own topic pages linked either to existing topics, or directly to the resources in the main namespace. Furthermore, the Category:Topic now lists all the resource material available as a table of contents.

 * Topics, moreover, provide critical information regarding the resources they link to. For example,

 * Thus the topic namespace contains all the relevant detail about resources without impacting on the departments. The departments need only link to the topics to gain all the neccessary info about the resources, while portals can build their own topics, lessons, lectures, and courses.

 * You are using the term "department" in ways that are not clearly defined. At Wikiversity, content development projects in the "Topic:" namespace can be called "department", "center", "institute", "WikiProject", "content development project" or anything else that participants feel is a useful way to refer to a content development project. Within Wikiversity, "department" is just a term used to refer to some content development projects. Given the way that the term "department" is used within Wikiversity, it makes no sense to say that the topic namespace functions "without impacting on the departments". --JWSchmidt 19:15, 23 May 2007 (UTC)

 * The type Text, link , or links identifies whether the field value is entered as text or as one or more links to a main namespace page.

 * You are going to have to define what you mean by "field". Why is "field" useful jargon for describing wiki pages? There have been technical proposals for MediaWiki fields, but I've been editing wikis for 5 years and have never needed concepts such as "link field". --JWSchmidt 19:15, 23 May 2007 (UTC)

 * NOTE Each of these fields can be categorised such that the Category FAQ contains a hierarchical structure of all FAQ pages, so that a FAQ group can easily manage and update all FAQs. Similarly, the Category:History pages can be mined by the Wikiversity history group to compile historical accounts on Wikiversity. Since each Topic MAY have its own project in the Wikiversity namspace (i.e. Project:), all projects are similarly hierachically structured for the Wikiversity project group to mine and summarise. This categorisation is based on a single subpage structure to synchronise related namespaces.

 * Only the topic id, title, description, and objectives are contained in the topic page. The other information is separated into the main namespace pages. Again, the subpage structure synchronises the pages between namespaces as ...

 * The advantage of using the subpage (Biology/resources/micro) is that the user at the micro page in the school namespace immediately knows where the faq pages are in the Topic and Main namespaces. Further, the project and help pages are correspondingly ...

Project:School/Biology/resource/micro/topicA Help:School/Biology/resource/micro/topicA

 * The resource page editor also knows the page is a subpage of

Category:Topic/School/Biology/resource/micro Category:Project/Topic/School/Biology/resource/micro

 * ... which simplifies to ...

Topic Page [[Category:Topic/ [[Category:Project/

 * ... and can correctly link back to the department (micro) in the School namespace.

 * Now the project namespace has school projects (among others), one of them being School/biology/resource/micro which has several subprojects TopicA, TopicB, ... TopicZ . The micro project and micro department share the same subpage and can link horizontally to each, so the school micro page may look like this ..

 * Project and Category pages may contain similar information, all of which is contained in the main namespace. This simplifies running Wikiversity because the detailed information at the bottom (main namespace) is summerised at each higher level. For example, the micro department can summarise all the topic objectives (TopicA, TopicB, ...), which are passed up to the resource center (Biology/resource) who summarises the micro and all other departments for the school. So the information detail is structured such that the Biology school defines broad resource objectives which the resource center details according to each department, and each department similarly details for each topic.

 * This relieves the burden of defining all the school's objectives for all topics, by delegating the departmental objectives to the resource center, who in turn, delegates the topic objectives to each department. The information is separated into vertical and horizontal threads.

 * The various namespaces are similarly structured, but achieve different purposes. The following table shows how a user can move vertically and horizontally to access related information.

 * The table shows a matrix of 24 pages and their horizontal and vertical relationship. The same page name is used in all namespaces, but with different purposes. By using the same subpage structure in all namespaces, it is easy to automatically construct projects, topics, and resource pages, link them horizontally (School:biology <==> Project:School/biology) as well as vertically (Project:School/biology <==> Project:School/biology/resource). Each page in the matrix only deals with its namespace information, such as access, admin(istration), reg(ulations), edu(cation), and res(ource).

 * The portal namespace is reserved for students to construct their own view of topic and resource pages however they like. Ideally, though, the User namespace should be used to link to resources and leave the Portal for external activities, such as interwiki news, translations, voip, radio, and video streaming.

 * The above preamble was intended to clarify that the proposal is based on the requirements intention, but not on their implementation. While paying due regard to the wiki community conventions, it equally responds to the inovation and visionary call to interactive e-learning. PeterMG 04:18, 23 May 2007 (UTC)

 * Even if you proposal is coherent (which due to large numbers of undefined terms I cannot establish) it is such a radical departure from the way Wikimedia Foundation wiki projects do things that I doubt it would ever catch on. I suggest you go to Wikimedia Incubator and create a set of demonstration pages for your idea. --JWSchmidt 19:15, 23 May 2007 (UTC)

Operation
Wikiversity has three main operational goals:
 * Attract contributors to produce quality material.
 * Attract students to consume the material.
 * Facilitate student and contributor collaboration.

The words 'student' and 'contributor' is defined by the editing they do. A student never, or only, edits articles, while a contributor edits more than one namespace.

Original proposal
The proposal redefines the available namespaces and how they used. It restructures Wikiversity similar to an enterprise: Products (education), management(administration), and customer relations (student council). Unlike the traditional enterprise, Wikiversity designates roles, rather than people, so people can switch between roles.

Namespace definition

 * Educational - The school namespace is rooted in Cateogry School. The school itself is divided into two areas: the school namespace provides contributor navigation and content acccess, and, the subcategory school discusses the school's policies, content evaluation, templates, and similar.

 * Administration - The Project namespace rooted in Category Project. Administration is divided into two areas: school administration and real world issues. The project namespace deals with template control, content assement, and school structure. The category projects, however, deal with format, copyright, vanalism and similar administration issues.

 * Student - The Article namespace is reserved for educational material and tools. The article structure is indenpendent from the school structure. This enables contributors to view the material their way and present it the student way . Students should never bee accidently exposed to other namespaces (except maybe Topic).

Student School and Inter-School schools
Two dummy schools complete the proposal. The Student school is structured for student access and provides navigation to materials and tools. It is not a school, but is in the school namespace. The student subcategory is the student council which discusses how well the student navigation works, how well they can get help from contributors, and anything that they think will improve Wikiversity. Students may edit the student school structure to better reflect their needs. This will not affect any other school, nor change the way contributors provide the material. (A student namespace might be safer than a school)

Initially, the school structure can follow all the other schools (except the interdisciplinary), and then students can restructure material as they choose. This should be no more than relinking topics to articles and creating/deleting student topics. Note, that students who edit articles will edit the same article a school contributed. Thus, students approach articles from the student school, while contributors do so from another school.

The student school structure contains content specifically targeted toward studying, while other schools content target education and material organisation.

The second inter-school school handles inter-disciplinary content. Any material that affects both social science and philosophy, for example, is provided here. Schools provide links to the inter-school, rather than duplicate effort, or interlink schools. The inter-school is responsible for negotiating between schools, avoid ownership claims, on the one hand, and neglect on the other. The subcategory interschool deals with inder-disciplinary education and multiple presentation without content duplication (Social science views content one way, philosophy another).

The Root Pages
The main Page links to the student school. It provides the motto, slogan, and a brief history of Wikiversity. It is student orientated and designed to encourage study. A topical list of courses allows direct access for power students. The subcategory student directs students to the council for advice and feedback.

The Category:School page lists all the schools, including student and interschool. It describes Wikiversity's educational goals, methods, and content recommendations. Each school's category describes how the school implements the above. Thus, every category that refers to the school namespace deals directly with education, in theory, practice, or both.

The Category:Project page lists all the school projects. This deals with administration issues, such as school structure, template, and content management. Each project subcategory (i.e. Project:Arts), describes how the school administers itself. At the lowest level, external tools and material projects focus on access, availability, and usefulness. Note: student projects (that belong to the student school) are reserved for students to conduct projects with mentors. So, projects can still be used as originally intented.

The Community Page is reserved for contributors, both students (for the student school) and others. It provides a cross-over for students wanting to expand Wikiversity and links to sister projects (like wikipedia, etc.) It also provides news, current events, and available tasks (what needs to be done).

Requirements
All the structures are based on the subpage feature. This means schools can use the same name within the school namespace without conflict. The art school can have 'fine' and 'applied' departments, which will be identified as 'School:Art/Fine' and 'School:Art/Applied'. To cleanup the page's title, should work if it is properly enabled. (It works on my wiki, but not on Wikiversity) The science school may also have an 'applied' department, but identified as 'School:Science/Applied' and distinct from the art's applied department. This approach avoids polluting the Topic namespace with school departments.

The Topic namespace servers as an entry point to articles. Each topic lists the articles it manages (toc) and describes it's objective. A topic defines an atomic unit, or module of articles. It may contain a related (student) project link that describes prerequiste units and/or external materials and tools. Each article should have back, forward, and up links to related articles and the root topic. This can be discussed on the Topic's talk page.

Summary
In summary, create a student school and interschool. Create the category:student as the student council to discuss the student school structure. Move regulatory material into projects and separate between school regulations (project namespace), and general (category project). Link the community portal to Category:School, and add each school to the school category. Move department topics back into the school namespace using subpages. Link school departments to Topics and topics to articles. The student school can organise topics as they see fit. Student school projects function as student collaborations, while contributory schools use them for format, copyright, robots, and similar. School navigation provides education content, category navigation provides school admin content, project navigation provides external admin content (formats, access, copyright). The Topic category provides material navigation (courses). PeterMG 04:42, 18 May 2007 (UTC)


text: User:Spandalai~enwikiversity

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

title: User:Spandalai~enwikiversity


text:
Cantonese

< Chinese Department Main Page

Basic Cantonese Chinese Courses for Foreign Learners
For people fluent in English wanting to communicate in Standard Cantonese as spoken in Hong Kong, Macau, and Guangzhou.

Conversational Cantonese
Practical and informative classes for the casual tourist and their families offered in a fun "non-credit" style For native English speakers fluent in written Chinese, and another Chinese dialect (e.g. Mandarin), wanting to also become fluent in Standard Cantonese, and those wanting to focus exclusively on the spoken language

 * Conversational Cantonese One - in development
 * This class will teach you the basics of speaking, listening, and surviving in southern China in a fun and supportive environment as a tourist

 * Conversational Cantonese Two
 * Expand your ability to communicate in practical situations. It will give you more grammer, pronunciation, and conversation. This vocabulary boost will enable you to speak basic phrases with confidence. Includes the introduction of basic business phrases for the occasional business traveler.

Year One
An introduction to Cantonese: Parallel to first-year college courses

 * Cantonese One
 * Cantonese Two

 * Consists of listening, speaking, reading, and writing Cantonese Chinese. The written and spoken languages are presented concurrently throughout both courses.

Year Two
Parallel to second-year college courses

 * Cantonese Three
 * Cantonese Four

 * Continued work in Cantonese, with an emphasis on mastering all basic grammatical structures, developing conversation skills, and building vocabulary in the written and spoken languages using the correct pronunciation. Recommended prerequisite: Cantonese Two.

Intermediate Cantonese Chinese Courses for Foreign Learners
For people fluent in English wanting to become fluent in Standard Cantonese or basic Classical Chinese

Year Three
Parallel to third-year college courses

 * Cantonese Five

 * Cantonese opera:

 * Including 帝女花

 * Cantonese Six

 * Includes intermediate conversation, reading, writing, vocabulary building, and grammar. Introduction to literary texts. Recommended prerequisite: Cantonese Four.

 * Newspaper Cantonese

 * Practical introduction to the reading and accurate understanding of Chinese newspapers and other related styles of writing. Recommended as a complement to Cantonese Five and Six. Recommended prerequisite: Cantonese Four. Recommended corequisite: Cantonese Five.

 * Business Cantonese

 * Practice in oral and written Chinese at the upper-intermediate level, with emphasis on business vocabulary. Recommended as a complement to third-year Chinese. Recommended prerequisites: Cantonese Five and Newspaper Cantonese. Recommended corequisite: Cantonese Six.

 * Introduction to Literary Chinese One with Cantonese, Classical Chinese Wikibook

 * Introduction to Literary Chinese Two with Cantonese

 * Readings in the traditional literary language, designed to provide familiarity with the essential grammer, build vocabulary, and introduce works from all genres and periods. Recommended as a complement to third-year Cantonese; preparation for advanced work in either modern or classical Chinese. Recommended prerequisite: Cantonese Four. Recommended corequisite: Cantonese Five.

Advanced Cantonese Courses for Fluent Speakers
For native English speakers fluent in Cantonese and also wanting to master Classical Chinese or other advanced Chinese topics at the "graduate" course level (links have Wikimedia references)

Year Four/Graduate
Parallel to fourth-year and graduate level college courses

 * Advanced Cantonese One
 * Advanced Cantonese Two

 * Learn complex patterns in conversation including reading and writing. Topics such as Rural China, The Philosophers, Documentary Chinese, The Structure of Chinese are included. Recommended prerequisites: Cantonese Six, Newspaper Cantonese, and Intro. Literary Chinese with Cantonese I & II.

 * Advanced Classical Chinese with Cantonese

 * Readings from classical works of various genres and historical periods, designed to solidify the grammer introduced in Intro. to Literary Chinese with Cantonese I & II, build further vocabulary and introduce the fundamentals of classical Chinese literary history. Recommended prerequisites: Cantonese Six and Intro. to Literary Chinese with Cantonese I & II.

 * Classic Chinese Literature One with Cantonese
 * Classic Chinese Literature Two with Cantonese

 * Reading, analysis, and discussion of representative literary texts. Classic Chinese Lit I focuses on pre-modern topics such as "Traditional Chinese Fiction" and "Chinese Classical Masterpieces," while Classic Chinese Lit II addresses primarily twentieth-century topics such as "Chinese Nativist Literature" or "Chinese Urban Literature." Recommended prerequisites: Cantonese Six, Newspaper Cantonese, and Intro. Literary Chinese with Cantonese I & II.

Resources

 * The Cantonese Wikipedia
 * Words.hk - a dictionary project created by a group of Hongkongers. Words are defined in Cantonese and English

title: Cantonese


text:
Wikiversity:Candidates for Custodianship/HistoryBuff

The 5 day period for comments on this nomination starts on 06:58, 21 May 2007 (UTC) and ends on 06:58, 26 May 2007 (UTC) (UTC).
 * Mentor:
 * Evaluation:
 * (Due to my absence) HistoryBuff has now been a probationary custodian for almost a month and a half. After reviewing his actions as a probationary custodian, I am more than satisfied with how he has conducted himself. I am fully confident that he has learned enough about custodianship to continue on as a permanent custodian here at Wikiversity. --Michael Billington (talk • contribs) 06:58, 21 May 2007 (UTC)

 * Previous discussion:
 * Comments:
 * I support full custodianship and thank HistoryBuff for being willing to help deal with vandals. I have a question for the candidate: How do you feel about protecting pages from editing? You had to delete the same image twice. Should Wikiversity use page protection on repeatedly vandalized pages as was done at Image:Bloot.jpg? --JWSchmidt 12:55, 21 May 2007 (UTC)

 * I don't like protection of pages, as its against the wiki way to prevent editing of pages in general. I do feel that semi-protection or full protection are sometimes necesary, and they can be effective if used sparingly. In the Bloot case, it was the first time a serious vandal popped up for me, and there were no other custodians around to ask questions of. I don't recall the exact sequence of events, but I was a bit slower to affect a user block then if the same thing happened now -- probably giving the vandal a chance to use the same open proxy again. I think that even protecting the Image from re-creation would have simply prompted our vandal to use another filename. To be most effective, I think we should study what serial vandals patterns are and try to automate a process which minimizes the fallout. If we can find an effective mechanism to deny the "thrill", they will move on to something else. Historybuff 17:07, 21 May 2007 (UTC)
 * I support HistoryBuff too. As we're quizzing candidates, how would you approach the issue of User:Fruit engine (his first edit of his user page) - or is there no issue? McCormack 18:56, 21 May 2007 (UTC)
 * It's a link spam, no doubt. While this is prohibited in our content space, I don't know if we have a policy about it on our user pages. In any event, since we have "nofollow" on all tags, it isn't adding any pagerank, which is really what linkspam is all about, thus denying the "payback" they are really after. Historybuff 20:05, 24 May 2007 (UTC)

 * Kudos for HistoryBuff! His sparkling personality, quick wit, relaxed disposition and general good attitude equip him to be an excellent custodian. You'll do fine, Gerald! -- CQ 19:45, 21 May 2007 (UTC)
 * Not much to go by with the logs, but when combined with other contributions Wikiversity, everything says Historybuff is 100% fit for the job. Great stuff! --HappyCamper 04:13, 26 May 2007 (UTC)

Closing comments
All community comments supported full custodianship for User:Historybuff after a probationary period ending 21 May. The 5 day period for comments on this nomination ended on 26 May 2007. Historybuff became a full custodian on 27 May 2007. --JWSchmidt 14:06, 27 May 2007 (UTC)


text:
User talk:Spandalai~enwikiversity

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 Spandalai. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Spandalai~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:43, 17 March 2015 (UTC)

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

title: User talk:Spandalai~enwikiversity


text: User talk:Jocade 010

title: User talk:Jocade 010


text:
User talk:Sean gorter

Welcome to Wikiversity, Sean! Hope fully the links below can be of use - otherwise feel free to leave me a message and I'll try to help. Cormaggio talk 08:25, 21 May 2007 (UTC)

 * No problem. :-) I had a feeling you knew your way around wikis in general, but there are some Wikiversity-specific pages in the welcome notice that might still be useful.. Cormaggio talk 12:03, 21 May 2007 (UTC)

Test
Just testing my sig

gorterSean 08:14, 5 June 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:52, 17 March 2015 (UTC)

title: User talk:Sean gorter


text:
User talk:Jacob J. Walker/Education for Americans about the Culture of Arab Israelis Project/Grant Proposal

Interesting project! Perhaps this project could link up with one or other of the Filmmaking courses, and also the Fundraising department (where grants is a major interest). I want to discuss many more aspects of this documentary - like about how it's to be researched, who is it going to talk to, etc., and I wonder if this can be a truly collaborative process from beginning to end. There has been thinking about making a "Wikimentary" in the past, and I know several people who are still interested (myself included). There could, for example, be a part of this proposal for making Arab-inspired music for the soundtrack, and this could even involve people (Americans) from non-Arab backgrounds, to corroborate the overall mission of the documentary. I would also like to explore working with Wikimedians living in the Middle East, or who have an interest in this area - it could reach out across several projects and cultures.. Cormaggio talk 08:37, 21 May 2007 (UTC)

 * Thank you for the feedback. I must admit that I first put this project up here because I needed to write a report for a grant writing class, and I like the WikiMedia style of referencing sources.  I also thought it would be nice to have it open, but I hadn't given much thought of how to have it collaborative.  I plan on finishing a draft this week that I can use for my class, and then after that, it would be interesting to see about getting collaboration, and making the documentary a reality, especially if it can be a collaborative effort.  I may also create a Wiki about grant writing from what I learned in this course, which could be used to help Wikiversity.  --Jacob Walker 04:28, 31 May 2007 (UTC)

 * I see, so this was more an exercise in grant-writing than a serious grant proposal? :-) But I also agree that it would be fascinating to see it through to reality. Cormaggio talk 21:08, 31 May 2007 (UTC)

 * Well, it was originally a serious project, as I was hoping to visit my sister this summer who lives in Israel, and take a travel study course through CSUS. (But those plans fell through) The grant writing portion came to be after I started taking a Grant Writing course (before my travel plans fell through). At this point I am leery of actually submitting the grant, because when someone else funds a project, there are always expectations that the funder has and "strings attached".  While the topic of this project should not be controversial, it is hard to bring up anything about Arabs and Israel and not have emotional reactions from people, and strong biases. After finishing the assignment for my Grant writing class that is due this weekend, I plan on taking much of the content from the Grant proposal, as well as content that I started to work on from my original travel-study class preparation and place them online here.  If there is significant interest at that point, then I very well may continue to collaborate on the project and make it a reality.  --Jacob Walker 01:13, 1 June 2007 (UTC)

 * On making a wiki about grant writing - is this for your own personal/professional/academic reasons, or could it not be developed completely on Wikiversity? Cormaggio talk 21:08, 31 May 2007 (UTC)

 * If I work on a page specifically about Grant Writing, it would be developed on Wikiversity, and would be for the benefit of Wikiversity. I would also check to see what has already been created here, and jump in where appropriate.  --Jacob Walker 01:13, 1 June 2007 (UTC)

 * Jacob, Have you seen the Research grant collaboration group? I think that I shall break the grant proposal aspects out to a subpage and list it at RGCG, if that's OK. Maybe this would be better structured as a general main resource: Culture of Arab Israelis and then the education for Americans perspective as a related study? Maybe we could issue a WV:RfC for a broader "Middle East Studies" program or something. All of this is quite needed, in my opinion. Thoughts? -- CQ 23:28, 31 May 2007 (UTC)

 * Those are a lot of good ideas. I would appreciate not having much changed until after this weekend, when my assignment is due.  After that point, we can explore how to best use this material in Wikiversity, and how it can fit in to a broader context. --Jacob Walker 01:13, 1 June 2007 (UTC)


text:
Visual communication design

Visual Communication Design is a branch of arts comprehending the designed visual communication of ideas. Visual communications design suffuses modern life: signage, books, interactive screens, websites, newspapers, television and more.

The building blocks of visual communications design include:
 * Line-the foundation of any design. Line can be mechanical (drawn with a guide, such as a ruler) or organic (drawn freehand).
 * Shape-any object constructed by lines, whether by a solid or implied line, such as dots or dashes.
 * Color-as well as filling shapes, color can significantly create or affect the "mood" of a design.
 * Typography-literally, the use of text, typography affects the mood of a design, much like color, while also controlling the clarity of the intended message.
 * Layout-"placing into view," the arrangement of the design elements on a page.
 * Visual Perception-the user's reaction to a design. This can range from simple (meanings of colors and textures, proximity of elements, readability, etc.) to more abstract psychological theories (the Gestalt Principle, the Law of Closure, etc.)

Format
This topic has no format right now. Feel free to contribute and provide input. We're always looking for fresh ideas! Whether you want to learn more yourself, or gather resources to use with your students, anything within goes.

title: Visual communication design


text:
User:Graphicalx

Hi
Hi there everyone =)

title: User:Graphicalx


text: Category:Bloom clock project templates

title: Category:Bloom clock project templates


text: User talk:Graphicalx

title: User talk:Graphicalx


text:
BCP/Muscari armeniacum

Muscari armeniacum

title: BCP/Muscari armeniacum


text: User talk:Anubis au

title: User talk:Anubis au


text:
Wikiversity:Threaded discussions with NavFrames with subst/20070520052944

Testing simplified text
20070521133602
 * Comment:

--Hillgentleman|Talk 13:36, 21 May 2007 (UTC)
 * reply[]

Which Wikiversity namespaces have "subpage function"?
Which namespaces work? 20070521063728
 * Comment: "go to a page in a namespace with subpage function" <-- Which Wikiversity namespaces have "subpage function"? --JWSchmidt 13:37, 21 May 2007 (UTC)

--JWSchmidt 13:37, 21 May 2007 (UTC)
 * reply[]

I have added a Special:whatlinkshere in the preload for rootwards-naviagation
20070521145223
 * Comment: As you can see below.

--Hillgentleman|Talk 14:52, 21 May 2007 (UTC)
 * reply[]

What links here

Grafting /20070519101448
20070521193448 --Hillgentleman|Talk 19:34, 21 May 2007 (UTC)
 * Comment: Grafting an old thread
 * reply[]

Complicated
20070521200237
 * Comment: Very complicated. Test 2 (I lost test 1) -- CQ 20:02, 21 May 2007 (UTC)

--CQ 20:02, 21 May 2007 (UTC)
 * reply[]

What links here


text:
Wikiversity:Threaded discussions with NavFrames with subst/20070521063728

Those where, on a subpage, you can see a link to the BASEPAGE, and where /subpage points correctly.
20070521135355
 * Comment: E.g. the project namespace, user talk,... We can check.

--Hillgentleman|Talk 13:53, 21 May 2007 (UTC)
 * reply[]

School: yes ; Topic: no ; Template: no ; Category: no ; Main: yes
20070521140309 It may be useful to file a bug to enable the subpage functionality for Topic: and Template. --Hillgentleman|Talk 14:03, 21 May 2007 (UTC)
 * Comment: School: yes ; Topic: no ; Template: no ; Category: no ;  Main: yes.
 * I agree. --JWSchmidt 14:12, 21 May 2007 (UTC)
 * reply[]


text:
Template:Activity/subpage

testing subpage functionality

title: Template:Activity/subpage


text:
Alternating current circuits

Resistance, Capacitance and Inductance

 * Capacitance
 * Dielectric strength
 * Leakage current
 * Capacitors
 * Energy stored by a capacitor
 * Transients in capacitive networks
 * Capacitance values

 * Inductance
 * Faraday's law of electromagnetic induction
 * Lenz's law
 * Inductors
 * Energy stored by an inductor
 * Transients in inductive networks
 * Inductance values

Instantaneous current, voltage and power

 * Alternating potential difference
 * Alternating current
 * Alternating voltage
 * Alternating power
 * Power factor
 * Frequency
 * Phase and Phase difference
 * RLC circuit
 * LC circuit
 * Electrical_impedance
 * Reactance
 * Admittance
 * Susceptance

Phasor algebra

 * Phasor
 * Phasor algebra
 * Vector diagram
 * Operator j

Single-phase circuit analysis

 * Resonance

Reference books
A Text Book of Electrical Technology IN SI Units { Basic Electrical Engineering} Volume 1

Online resources
I wanted to Learn about electric instoration projects.

Active participants

 * Minhaz Uddin: EEE, AIUB, Bangladesh. Undergraduate student
 * Khan Muhammad: EEE, IUT, Bangladesh. Undergraduate student
 * Bhargav Prasanna: (EEE, Meenakshi Sundararajan Engineering College, Chennai,India)

To do
You can link to articles from English Wikipedia.

title: Alternating current circuits


text:
Phasor algebra

This beginners-level introduction to phasors concludes with a derivation of the average power for an ac circuit element when there is a phase shift between the current and voltage. For a more sophisticated example of phasor algebra that uses calculus to understand the momentum of electromagnetic radiation, visit:
 * MyOpenMath/Electromagnetic momentum
 * MyOpenMath/Complex phasors

Forms, phase, and angular frequency
Phasors have two components, the magnitude, $$M$$, and the phase angle, $$\Phi$$. Phasors are related to sinusoids through our cosine convention:

 * $$\mathbb{C} = M \angle \Phi = M \cos (\omega t + \phi)$$

Here, $$M$$ is real, and,

 * $$\Phi=\omega t+\phi$$,

depends on time. Angular frequency $$\omega$$ and period $$T$$ are related by $$\omega T=2\pi$$. Also, frequency $$f$$ and period are related by $$fT=1$$.

There are 3 forms to phasors:

 * $$\mathbb{C} = M \angle \Phi$$ "Phasor Form"
 * $$\mathbb{C} = A + jB$$ "Rectangular Form"
 * $$\mathbb{C} = Me^{j\Phi}$$ "Exponential Form"

Phasor and Exponential forms are identical and are also referred to as polar form.

Converting between Forms. When working with phasors it is often necessary to convert between rectangular and polar form. To convert from rectangular form to polar form:
 * $$M = \sqrt{A^2 + B^2}$$
 * $$\Phi = \arctan \left( \frac{B}{A} \right)$$

To convert from polar to rectangular form:
 * $$A = M\cos{\Phi}$$, where A is the part of the phasor along the real axis
 * $$B = M\sin{\Phi}$$, where B is the part of the phasor along the imaginary axis

Operations
Addition and subtraction. These can be performed in rectangular form:

 * $$\mathbb{C}_1 + \mathbb{C}_2 = (A_1 + A_2) + j(B_1 + B_2)$$, and
 * $$\mathbb{C}_1 - \mathbb{C}_2 = (A_1 - A_2) + j(B_1 - B_2)$$,
 * where, $$\mathbb{C}_1 = A_1 + jB_1$$ and $$\mathbb{C}_2 = A_2 + jB_2$$.

Inversion. An important relationship that is worth understanding is the inversion property of phasors:
 * $$\mathbb{C} = M_C\angle 0 = -M_C \angle 180$$

On the normal cartesian plane, for instance, the negative X axis is 180 degrees around from the positive X axis. By using that fact on an imaginary axis, we can see that the Negative Real axis is facing in the exact opposite direction from the Positive Real axis, and therefore is 180 degrees apart.

Complex Conjugation. Similar to the inversion property is the complex conjugation property of phasors. Complex conjugation is denoted with an asterisk above the phasor to be conjugated. Since phasors can be graphed on the Real-Imaginary plane, a 90 degree phasor is a purely imaginary number, and a -90 degree phasor is its complex conjugate:
 * $$\mathbb{C} = M \angle 90^\circ$$
 * $$\mathbb{C}^* = M \angle -90^\circ = M \angle 270^\circ$$

Essentially, this holds true for phasors with all angles: the sign of the angle is reversed to produce the complex conjugate of the phasor in polar notation. In general, for polar notation, we have:
 * $$\mathbb{C} = M \angle \phi$$
 * $$\mathbb{C}^* = M \angle -\phi$$

In rectangular form, we can express complex conjugation as:
 * $$\mathbb{C} = A + jB$$
 * $$\mathbb{C}^* = A - jB$$

Notice the only difference in the complex conjugate of C is the sign change of the imaginary part.

Two types of multiplication
Let $$\Re e\mathbb X$$ to the real part of the phasor $$\mathbb X$$ (written in exponential form.) In most cases, the real part of the product, $$\Re e \left[\mathbb C_1\cdot\mathbb C_2\right]$$, is not equal to the product of the real parts, $$(\Re e[\mathbb C_1])\cdot(\Re e[\mathbb C_2])$$. For this reason, multiplication must be done with care when physical meaning is involved. We can express this discrepancy with an inequality: $$\Re e \left\{\mathbb C_1 \mathbb C_2\right\}=M_1M_2\cos(\Phi_1+\Phi_2)$$    $$\ne$$    $$\left(\Re e\mathbb C_1\right)\cdot\left(\Re e\mathbb C_2\right)=M_1M_2\cos\Phi_1\cdot\cos\Phi_2$$

The former is the multiplication of the complex numbers associated with phasors, while the latter expresses the result of two (real valued) signals, as functions of time, where the complex phasors merely represent the signals.

A useful way to multiply phasors
Since it is common to multiply two signals, the most useful way to multiply phasors is probably the latter. Using the identity, $$2\cos\alpha\,\cos\beta$$$$\,=\,$$$$\cos(\alpha-\beta)+\cos(\alpha+\beta)$$, it can be shown that:

As will be shown next, using current and voltage as phasors, if both phases advance in time with the same angular frequency $$\omega$$, the first term is a constant while the second term oscillates at an angular frequency of $$2\omega$$.

Multiplication of two sinusoidal functions
Phasors are often used to represent sinusoidal signals, usually by taking only the real part of the exponential form. For example voltage $$V$$ might be expressed as:
 * $$V(t) = V_0\cos(\omega t + \varphi_v)$$.

This voltage can be represented as the real part of the phasor $$\mathbb V$$,

 * $$\mathbb V(t)=V_0e^{j(\omega t + \varphi_v)}$$.

In other words:
 * $$V= \Re e[\mathbb V]=\tfrac 1 2 (\mathbb V + \mathbb V^*)$$ ,

where $$V_0$$ is a real number known as the amplitude of the signal, and * denotes complex conjugate. Current is represented in the same way:
 * $$I(t) = I_0\cos(\omega t + \varphi_i)=

\Re e\left[I_0e^{j(\omega t + \varphi_i)}\right]= \Re e[\,\mathbb I\,]$$.

Power, $$P=IV$$ cannot be represented as a phasor because it contains an average part and an oscillating part. Moreover, the oscillating oscillates at angular frequency, $$2\omega$$ (instead of $$\omega$$.) Euler's formula permits us to write power in phasor notation as a real-valued entity:

 * $$\underbrace{P(t)=I(t)\cdot V(t)}_{\text{real numbers}}=

\left(\frac{\mathbb I + \mathbb I^*}{2}\right)\left(\frac{\mathbb V + \mathbb V^*}{2}\right) =\frac{\mathbb I^*\cdot\mathbb V + \mathbb I\cdot\mathbb V^*}{4} +\frac{\mathbb I\cdot\mathbb V + (\mathbb I\cdot\mathbb V)^*}{4}$$

Here we have treated the phasors as complex entities, where we have used the fact that, $$\mathbb I^* \mathbb V^*=(\mathbb I\mathbb V)^*,$$ for complex entities. Both terms on the RHS are real, and this grouping of four terms into two fractions highlights the peculiar time dependence associated with power. The first term on the RHS of the following does not depend on time, while the second term oscillates at twice the frequency:

 * $$I(t)\cdot V(t)=\frac 1 2

\underbrace{\left(\frac{\mathbb I^*\cdot\mathbb \mathbb V+\mathbb I\mathbb \cdot\mathbb V^*}{2}\right)}_ {\Re e [\mathbb I^*\cdot\mathbb V]} + \frac 1 2 \underbrace{\left(\frac{\mathbb I\cdot\mathbb \mathbb V+\mathbb I^*\mathbb \cdot\mathbb V^*}{2}\right)}_ {\Re e [\mathbb I\cdot\mathbb V]} $$

The number of complex conjugates in the product of two phasors dramatically affects the time dependence:
 * $$\begin{array}{ccl}

\mathbb I^*\cdot \mathbb V&= &I_0V_0 e^{j(\varphi_v-\varphi_i)} \\ \mathbb I\cdot \mathbb V&=& I_0V_0 e^{j(2\omega t+\varphi_v+\varphi_i)} \end{array}$$

Time average and root-mean-square
These equations simplify considerably if we are interested in time averages because the oscillating part of, $$P(t)=IV$$, vanishes if we either average over many cycles, or carefully average over exactly one cycle. Denote such a time average with the overbar (overline) symbol:

 * $$\overline{I(t)V(t)}= \tfrac 1 2 \Re e[\mathbb I^*\cdot\mathbb V]

=\tfrac 1 2 \Re e[\mathbb I\cdot\mathbb V^*]= \frac 1 2 \left(\frac{\mathbb I^*\cdot\mathbb V+\mathbb I\cdot\mathbb V^*}{2}\right)$$

The definition of root-mean-square applies to any quantity that is squared in this fashion:
 * $$I_\text{rms}\equiv\sqrt{\overline{I^2}}=\tfrac 1 \sqrt 2 I_0$$ $$\quad\text{and}\quad$$ $$V_\text{rms}\equiv\sqrt{\overline{V^2}}=\tfrac 1 \sqrt 2 V_0.$$

To render the formula more familiar to those accustomed to direct currents, we express the result in terms of root-mean-square values of current and voltage. Power, $$P=IV,$$ cannot be represented as a phasor because it is not a sinusoidal. Instead, it is the sum of a time-independent term, $$I_\text{rms}V_\text{rms}\cos(\varphi_v-\varphi_i)$$, plus a sinusoidal them with a frequency twice that of $$I(t)$$ or $$V(t)$$.

title: Phasor algebra


text:
Electrical engineering

 * You may also be interested in viewing the content development page at School:Electrical engineering.

Electrical engineering is a professional engineering discipline which will need the knowledge and application of electricity and electromagnetism.

You can learn more from Wikiversity about electrical engineering by browsing Category:Electrical engineering.

Wikimedia

 * Electrical engineering
 * Operational amplifier applications

title: Electrical engineering


text: User talk:BlackJar72

title: User talk:BlackJar72


text:
Template:Catlst

See whatlinkshere (commons / Wikipedia) and usage for appearance.
 * Active content hidden above:--Template generates error message when given no input.

Version at-a-glance:
 * Ver: 4d
 * source: Wikipedia, (m) remove "big change alert messages", (m) add inline comments to "better group" logic of lead code into clearly separated lines for clarity. (m) Ensuring no Parameters biasing output modes. (weren't) // Fra nkB 20:50, 19 August 2008 (UTC)

 Option parameters for Template:Catlst:

 * This is the original working template which builds the links and output strings for other 'filter templates' (which do the options 'typing') and is comparable to catlist, the difference being this one generates a comma separated (delimited) list format (the original 'catlst' format, as it happens), and 'catlist' was changed to a bulleted list output format per request and feedback.

Parameters are presented and evaluated in the following order to construct an string of links to categories: ← "the list of prefixed categories" →
 * details

These also shown below with their default values, but some general details:
 * 1) PRE  -- by default: indents and italicizes the string leading words
 * 2) POST -- by default: Formats from the end of those to the end of the list of categories being linked
 * 3) END  -- by default: Terminates the string, and forces a newline.
 * 4) by default: the lead is italics, and the list of categories is not, nor bold or other HTML effect.
 * 5) CALLEDBY -- is a pass parameter for when the template is called as a subtemplate of another, a front end template like catlist-up. It's purpose and effect is related to proper error message generation.

[[Category: |]] }}
 * [[Category: |]]
 * Editing error: No input parameter given in template undefined

catlst/doc

 Option parameters for template:Cms-catlst:

Cms-catlist and Wpd-catlist call the catlist template, which is the second working template which builds the links and output strings for other 'filter templates' (which do the options 'typing') and is comparable to catlst, the difference being this one generates a comma separated (delimited) list format (the original 'catlst' format), and 'catlst' was changed to a bulleted list output format.

history note:
 * Between the 7th and 9th of July 2008, catlst and catlist were exchanged in toto for naming consistency purposes. The bulleted separated versions (including various written or schemed "front end" variants) all now named (in part usually) catlist, while the comma separated versions, should omit the "i" and call this  variant. (This as it happens was the original, and originally displayed  formatted]] lists, so it's back to it's roots.

 * For further details: See catlst/doc

title: Template:Catlst


text:
Wikiversity:Threaded discussions with NavFrames with subst/20070521140309

NOEDITSECTION added. No more comments-out-of-order.
20070521182637
 * Comment:

--Hillgentleman|Talk 18:26, 21 May 2007 (UTC)
 * reply[]

What links here


text:
Wikiversity:Threaded discussions with NavFrames with subst/20070521145223

It wasn't quite right. The link should work better now.
20070521183225
 * Comment:

--Hillgentleman|Talk 18:32, 21 May 2007 (UTC)
 * reply[]

What links here


text:
Wikiversity:Threaded discussions with NavFrames with subst/graft

Grafting /
/ --
 * Comment: Grafting a thread by
 * reply[]


text:
User:Xora K Joken

Xora K Joken is the current admin of many different sites. He loves to teach programming, writing about medical marijuana, and helping others.

--Xora 13:59, 21 August 2010 (UTC)

title: User:Xora K Joken


text:
Wikiversity:Threaded discussions with NavFrames with subst/20070521200237

Which parts do you find complicated? We can probably hide them.
20070521200704 --Hillgentleman|Talk 20:07, 21 May 2007 (UTC)
 * Comment: This is experimental. We can hide the scary wikitext with { { { SUBST: } } }
 * reply[]

What links here

Your previous comment is here /20070519174254.
20070521201312 That is one drawback of auto-collapsing. Anybody good with .js may try to see if it is possible to make an "expand all" button. For the moment, let us stay on topic. --Hillgentleman|Talk 20:13, 21 May 2007 (UTC)
 * Comment: It lies in a deep thread.
 * reply[]

What links here

To play this game, simply reply to the exact comment with the reply button under it.
20070521202742 Threaded discussions tell us: Clearly, human communication is complex. --Hillgentleman|Talk 20:27, 21 May 2007 (UTC)
 * Comment: Then the threads will sort themselves out.
 * reply[]

What links here


text:
Cantonese/Conversational Cantonese One

Néih hóu 你好! Welcome to Cantonese One! This self-paced course will help introduce students to the basic spoken Cantonese Chinese language as learned spoken in Hong Kong, Macau, and Guangzhou. This course is meant to be as practical as possible for the person that simply wants to pick up some Cantonese before their next trip.

 * Those wishing to learn Chinese Characters can do so by using the translation tool Simplified Chinese to Traditional Chinese translation tool on Google while studying these lessions in combination with a Cantonese Input Method Editor (IME) for the Yale Romanization or an online Cantonese/Yale dictionary. Also for students without a good Cantonese IME, studying the characters in the vocabulary lists in the following regular full spoken and written Chinese language courses including Mandarin One, for simplified characters, or Cantonese One, for traditional characters, is another approach to learning the characters.

Lesson One

 * Chapter One - Pronouncing Single Syllables
 * The tones and Yale Romanization.
 * Finals and Initials
 * Chapter One Quiz

Lesson Two

 * Chapter Two - Pronouncing Syllables in Combination
 * Numbers 1-10
 * Brief Chinese History
 * Chapter Two Quiz

Lesson Three

 * Chapter Three Vocabulary - ! (Hello!)
 * Introductions
 * Chinese Names
 * Numbers 11-99
 * Asking for Help
 * Chapter Three Quiz
 * Chapters One-Three Test

Lesson Four

 * Chapter Four Vocabulary - . (Glad to meet you.)
 * Introduction to Chinese Writing
 * Grammer - Pronouns
 * Numbers 100-300

Lesson Five

 * Chapter Four Quiz

Lesson Six

 * Chapter Five Vocabulary - ? (Do you have brothers or sisters?)
 * Family

Lesson Seven

 * Celebrations and Festivals
 * Chapter Five Quiz

Lesson Eight

 * Chapter Six Vocabulary - ? (Is there anything you have to do now?)
 * Writing Chinese Characters

Lesson Nine

 * Chapter Six Quiz
 * Chapters Four-Six Test

Lesson Ten

 * Chapter Seven Vocabulary - ? (Well, then what do you sell?)
 * Shopping, How Much?

Lesson Eleven

 * Chapter Seven Quiz

Lesson Twelve

 * Chapter Eight Vocabulary - ? (Do you have any rooms?)

Lesson Thirteen

 * Chapter Eight Quiz

Lesson Fourteen

 * Chapter Nine Vocabulary - ? (How long do you plan to stay?)

Lesson Fifteen

 * Chapter Nine Quiz
 * Final Exam

Required Texts

 * Cantonese Wikibook

Required Free Software

 * MDBG Free English - Cantonese/Mandarin Dictionary
 * Shared Talk Language Exchange Network - for email and chatting with fluent speakers
 * Lab Recording: Cantonese syllables recorded on the Cantones_sounds.zip file from chinese-lessons.com.

Supplemental Materials

 * A comprehensive Cantonese (Yale) - English Dictionary

title: Cantonese/Conversational Cantonese One


text:
Wikiversity:Threaded discussions with NavFrames with subst/20070521202742

20070521211912
 * Comment: Is this a precurser to liquidThreads ??? -- CQ 21:19, 21 May 2007 (UTC)

--CQ 21:19, 21 May 2007 (UTC)
 * reply[]

What links here


text:
Wikiversity talk:LiquidThreads

Development
Hillgentleman is conducting Threaded discussions with NavFrames with subst. Please have a look. Can you expound upon your ideas here? -- CQ 21:25, 21 May 2007 (UTC)

[ Purge] [ To start a new thread]
 * See below.

20070522111110
 * Comment: (The main talk: namespace does not support the subpage function, so we cannot really demonstrate it here..) But...

--Hillgentleman|Talk 11:11, 22 May 2007 (UTC)
 * reply[]

What links here

We have, inside these NavFrames, a chain (or tree) of transcluded pages, indexed by the REVISIONTIMESTAMP (see magic words). --Hillgentleman|Talk 11:32, 22 May 2007 (UTC) Starting from the left:
 * We consider each page a node, each transclusion a branching.
 * These nodes are generated by Threaded discussions with NavFrames with subst/preload.
 * Apart from the NAVFRAMES, without which reading would be difficult, the basic codes are two lines: **one generates an external link to an edit-new-section page with preload;
 * the other generates the transclusion.
 * Comparing with Liquid thread:
 * I am not sure what "channel" really is (does it pass on by default from one node to the next?)But we can simulate "channel" by noinclude /noinclude.
 * Comments- if we weren't talking on the talk page, we would have the talk pages...
 * Summary - use the table of contents at the node.
 * With the m:help:substitution, we can collapse all nodes onto one page.
 * No archiving is necessary:
 * One can pick any node to monitor. To ignore a long thread, simply pick a (newer?) node which doesn't transclude it.
 * No thread is dead. Any old thread can be revived by a transclusion.
 * Threads can merge. If two independent discussions converge onto a topic, they can decide to transclude the same node, and they would be editing the common threads:

** / \-*            \              *---*--    / / \-*            \             *--

 * After all, it is just a set of wiki-pages with the structure of a partially ordered set (cyclic transclusion is forbidden, but threads can merge (I called it grafting) ). One can do what ever she wants with it.

-Hillgentleman|Talk 11:42, 22 May 2007 (UTC)

Brion Vibber's comment on the schedule
Brion Vibber said: "...which may end up deployed at some point in the next year, depending on how ongoing development continues. ..." - Hillgentleman|Talk 18:38, 10 September 2008 (UTC)
 * 10 months later Yeoman's LiquidThreads test page at Andrew's test wiki. It looks like David McCabe started the project and Andrew Garrett, Brian Vibber and others are developing it further. CQ 17:38, 11 July 2009 (UTC)

title: Wikiversity talk:LiquidThreads


text:
Wikiversity:Threaded discussions with NavFrames with subst/20070521211912

Re: Is this a precurser to liquid threads? No.
20070521213744 --Hillgentleman|Talk 21:37, 21 May 2007 (UTC)
 * Comment: I don't know what "liquid" means. This is a simple (see the text at /preload) and flexible model of threaded discussion. It is flexible because it is basically a set of pages, indexed by REVISIONTIMESTAMP, transcluded in a tree-like manner.  The techniques used here are:
 * 1) transclusion/substitution substitution
 * 2) preload
 * 3) NavFrame
 * 4) The magic word REVISIONTIMESTAMP
 * reply[]

What links here


title: File:Liquidthreads2.png


text:
Talk:Teaching with Applied Academics/Why

Please, only use this section should to discuss changes to the exercise or wording of the exercise, not to discuss the topic itself. --Jacob Walker 23:13, 21 May 2007 (UTC)