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User:Egm6341.s10.team3.sa/Mtg1

Mtg 1: Tue, 05 Jan 10  [[media: Egm6341.s10.mtg1.djvu | Page 1-1]]

NUMERICAL INTEGRATION   Define a function f such that, $$\displaystyle f: \underbrace {[a,b]}_{domain} \Rightarrow \underbrace \mathbb {R}_{Range}$$ where, $$ \displaystyle \mathbb R $$ is the set of real numbers.

Now, define I, such that, $$\displaystyle I:= \;\; \int_{a}^{b}f(x) \,dx$$ $$\displaystyle (Eq. 1) $$

Approximate f(.) by f_n(.) i.e, $$\displaystyle f \approx f_n$$ $$\displaystyle (Eq. 2) $$ Generally f_n(.) is a polynomial.

Now, $$\displaystyle I \approx I_n := \; \int_{a}^{b}f_n(x) \,dx $$ $$\displaystyle (Eq. 3) $$

We need convergence of $$\displaystyle f to f_n $$ so that the approximation is close to the actual function f $$\displaystyle || f - f_n ||_{\infty} \Rightarrow 0 \; as \; n \Rightarrow \infty $$ $$\displaystyle (Eq. 4) $$

Note: $$\displaystyle || g ||_{\infty} = max \,|g(x)| $$ is defined as the infinity norm of the function g(x).

[[media: Egm6341.s10.mtg1.djvu | Page 1-2]] Error of the numerical integration of f is defined by, $$\displaystyle E_n := \;\; I-I_n = \int_{a}^{b}f(x) \,dx - \int_{a}^{b}f_n(x) \,dx$$
$$\displaystyle (Eq. 1) $$

 $$\displaystyle = \int_{a}^{b}(f-f_n(x)) \,dx$$

Depending on the function, the error $$E_n$$ can be positive, negative or both(which is mostly the case). Hence we need an upper bound for the error.

$$\displaystyle |E_n| \leq \int_{a}^{b}|(f-f_n(x))| \,dx$$ $$\displaystyle \leq (b-a)|| f - f_n ||_{\infty} $$
$$\displaystyle (Eq. 2) $$

To understand the above equation, let's look into the following figures.
 Fig 1(a) : g(x) vs x Fig 1(b) : |g(x)| vs x

Note: $$\displaystyle \int_{a}^{b} g(x)\,dx  \leq  \int_{a}^{b}|g(x)| \,dx $$
$$\displaystyle (Eq. 3) $$
[[media: Egm6341.s10.mtg1.djvu | Page 1-3]]

Since, $$\displaystyle || g ||_{\infty} = max \,|g(x)| $$
 it is clear that $$\displaystyle |g(x)| \leq || g ||_{\infty} $$.

And therefore, $$\displaystyle \int_{a}^{b}|g(x)| \,dx \leq \int_{a}^{b} || g ||_{\infty} \,dx $$
 $$\displaystyle = || g ||_{\infty} \int_{a}^{b} \,dx $$ $$\displaystyle = (b-a) || g ||_{\infty}$$

Applying the same logic to the function $$f_n$$, we will end up getting the Eqn (2) on Pg 1-2.

title: User:Egm6341.s10.team3.sa/Mtg1


text:
User talk:Specialtylampshades

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

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

title: User talk:Specialtylampshades


title: File:Mtg1-Fig1(a).jpg


title: File:Mtg1-Fig1(b).jpg


text:
User:Gold1618

My editing interests are in:
 * Chemistry
 * History
 * Mathematics
 * Physics
 * Political Science
 * Sociology and Social Theory
 * Spanish Language

title: User:Gold1618


text:
User:Tommy2010

I am also User:Tommy2010 on the English Wikipedia and am interested in learning more about Wikiversity. Tommy2010 04:17, 1 June 2010 (UTC)

title: User:Tommy2010


text:
User talk:Tommy2010

 Hello Tommy2010, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Tommy2010


text:
User talk:Dennismelton

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 1 June 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 1 June 2010 (UTC)

Your page on Perivity
I moved your page, Perivity, to my user Playspace, but since you have an account, you could keep it in your own user space if you prefer. I moved it because sitting by itself like that, and being not clearly recognizable as accepted physics, or at least something notably asserted, it's vulnerable to deletion. Fringe theories, original research, and the like, are acceptable on Wikiversity, but probably are most accepted when they are organized and placed together with more orthodox material. If Perivity couldn't have an article by itself on Wikipedia, it probably shouldn't have a resource page, top-level.

But if there is some study of physics, underneath a relevant page can be student essays, seminars studying ideas, etc.

I'll watch your page and see if I have anything to contribute, but I don't know that I will. Let me know if I can be of any assistance. --Abd 04:15, 14 January 2011 (UTC)

I moved the page to your user space as User:Dennismelton/Perivity. If this is a problem, let me know. --Abd (discuss • contribs) 20:08, 18 April 2015 (UTC)

title: User talk:Dennismelton


text:
Educational research in the class council

It is vital that pupils are provided with structured opportunities to explore actively aspects, issues and events through school and community involvement, case studies and critical discussions that are challenging and relevant to their lives. A curriculum which acknowledges the social responsibilities of education must present situations where problems are relevant to the problems of living together, and where observation and information are calculated to develop social insight and interest.

Educational research in the class council
People imagine, indeed, that experiments in education are unnecessary, and that we can judge from our reason whether anything is good or not. This is a great mistake, and experience teaches us that the results of an experiment are often entirely different from what we expected. Thus we see that, since we must be guided by experiments, no one generation can set forth a complete scheme of education. The curriculum "Educational research in the class council" is a small curriculum with guidelines and proposals for a possible development of educational research in a class council. The curriculum assumes that the class council debates at least bi-weekly and organizes working groups and projects or allows working groups and projects to present their results, if results are available. A research project can be carried out independently and voluntarily by interested students or can be assigned as additional work by the class teacher or the class council.

The class council appears especially suitable because the pupils can make educational research their own business in their very own committee and can learn to choose their learning methods themselves and to modify them consciously. The term "educational research" may appear exaggerated, but the pupils can, of course, also invent known methods anew or try out and research variations. The border between method training and testing and researching new methods may intentionally remain blurred. The pupils should be able to derive a common interest and a group identity as "young researchers" from their joint research.

How research goals, learning objectives and competence expectancies are achieved or ascertained can be considered to be the business of the class council. The subject-oriented lessons in some subjects will already provide a foundation for some of the learning objectives and competence expectancies of this curriculum. The communication of the class council with subject teachers and the appointment of working groups should be discussed in the class council. The class council is only in a few cases suitable to train skills and competencies in the class council itself, for instance in relation to civic education.

Grade seven
If it is said in objection, that pupils in school are not capable of any such originality, and hence must be confined to appropriating and reproducing things already known by the better informed, the reply is twofold. (i) We are concerned with originality of attitude which is equivalent to the unforced response of one's own individuality, not with originality as measured by product. No one expects the young to make original discoveries of just the same facts and principles as are embodied in the sciences of nature and man. But it is not unreasonable to expect that learning may take place under such conditions that from the standpoint of the learner there is genuine discovery. While immature students will not make discoveries from the standpoint of advanced students, they make them from their own standpoint, whenever there is genuine learning. <...>

Method training
Method training in grade seven should repeat learning strategies and learning methods that have been tought in the grades five and six (the "orientation grades" in Germany). The pupils can try out learning strategies and learning methods according to their abilities and test the effectiveness of strategies and methods.

Examples:
 * By what percentage more effective does listening to music make learning of vocabulary?
 * Does one learn better if one makes a break every 45 minutes for 15 minutes and plays a computer game?
 * How does the group size affect the duration and quality of homework?
 * At what time does the completion of the homework for the next day get how unlikely?

Working groups and projects
Working groups and projects can work on research and learning objectives or train expected skills and competencies.

Proposals for working groups and projects:
 * Survey in the class: What books do you read?
 * Survey in the Class: How, when and where do you make homework?
 * Survey in the class: How do you learn for school?
 * Survey in the class: Which subjects to you like?
 * Working groups for learning research in individual subjects.

Coeducation
Young girls appear to benefit from the chance to form gender-specific groups. Girls should therefore occasionally be allowed to form their own class council.

Research and learning goals
Pupils in grade seven should learn to see learning as their very own project and to understand the learning process and learning more closely. In the process both errors in learning and successful learning strategies can be researched and described. The research should have a minimum academic standard and show that the researchers have developed theories, verified them and have obtained a result through measurement. A discussion of research results in the class council can bring about understanding for the quality of research and for cooperation with others.

The research reports should follow a clear structure. The specification of the structure allows the pupils to produce a sensibly usable result.

Example:
 * What do we want to investigate?
 * What do we expect?
 * How and what have we measured?
 * What have we observed?
 * Is the result convincing?
 * What follows?

Competence expectancies

 * methodological expertise (German Wikipedia: method competence)
 * reading literacy (reading competence)
 * social skills
 * social literacy (the development of social skills, knowledge and positive human values that engender the desire and ability in human beings to act positively and responsibly)

Working groups and projects
Working groups and projects can work on research and learning objectives or train expected skills and competencies.

Proposals for working groups and projects:
 * What does one learn through which hobby?
 * Survey in the grade: What do you want to learn outside school?
 * Survey of the grade: How do you learn?
 * Survey of the grade: What are your personal learning and educational goals?
 * Working groups for learning research in individual subjects.
 * How can the tuition in individual subjects be improved?
 * Projects: games of mental skill, logic puzzles, chess

Coeducation
Young girls appear to benefit from the chance to form gender-specific groups. Girls should therefore occasionally be allowed to form their own class council.

Research and learning goals
Pupils in grade eight should learn to think their learning methods through and to improve them. This should include understanding for psychological effects of learning and training for metacognition. The students can also carry out projects to improve the quality of teaching.

The research reports should follow a clear structure. The specification of the structure allows the pupils to produce a sensibly usable result.

Example:
 * What do we want to investigate?
 * What do we expect?
 * How and what have we measured?
 * What have we observed?
 * Is the result convincing?
 * What follows?

Competence expectancies

 * methodological expertise (German Wikipedia: method competence)
 * German Wikipedia: learning competence (ability and preparedness to interpret and evaluate information about facts and correlations alone or with others and to develop models about them)
 * German Wikipedia: communicative competence (ability to communicate constructively, effectively and consciously)

Topics

 * Magazines, books and other publications
 * Motivation of the pupils
 * Interests of the pupils
 * Individual curricula and learning plans
 * Independent formation and verification of theories in the various subjects and in interdisciplinary topics. Implausible theories can also be tested scientifically.

Research and learning goals
The pupils of grade nine should learn to select publications independently and to evaluate sources of further information in order to gain knowledge or to verify theories. In addition pupils should learn to observe their own group of pupils in order to understand each other's learning motivation and interests and, where appropriate, to encourage each other and to prepare individual curricula and learning plans.

Competence expectancies

 * media literacy (media competence)
 * information literacy (information competence)
 * parenting skills (parenting competence)

Topics

 * Life planning
 * Parenting, upbringing
 * Psychology
 * Requirements of work, school and public life
 * Youth mentoring, peer tutoring

Research and learning goals
Students should explore and research psychology, pedagogy and parenting and use the knowledge gained to reconsider their own life planning. In addition students should learn to understand the requirements of work, school and public life in relation to their own education and training and develop theories about meaningful social behavior. As a result pupils should, for instance, offer tutoring and mentoring in their school. Planning for demand can be conducted in the class council or in smaller groups; mentors can be especially useful for mentees in younger grades.

Competence expectancies

 * life skills (German Wikipedia: human competence)
 * autodidacticism (German Wikipedia: self-learning competence)
 * parenting skills (parenting competence)

Personal educational goals
Students should define personal educational goals and plan appropriate action to achieve their educational goals.


text:
User:MER-C

This is a spam removal account operated by MER-C on the English Wikipedia. See WikiProject Spam.

See w:User:MER-C

title: User:MER-C


text:
User talk:MER-C

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

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 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 13:43, 1 June 2010 (UTC)

title: User talk:MER-C


text:
User:IctATinnovation

ict@innovation Training Handbook released: "Free your IT-Business in Africa!"
''"How can I build a sustainable business around Free and Open Source Software in Africa?" - In order to answer this frequently asked question by young African IT-business owners, InWEnt and FOSSFA are pleased to present "ict@innovation: Free your IT-Business in Africa!” - a set of advanced training materials on African Free and Open Source Software (FOSS) Business Models for IT-enterprises.''

(Accra, Bonn, 01.06.10) The open training material "ict@innovation: Free your IT-Business in Africa!" is part of the initiative ict@innovation, a partnership of FOSSFA (Free Software and Open Source Foundation for Africa) and InWEnt - Capacity Building International of Germany, funded by the German Federal Ministry for Economic Cooperation and Development (BMZ). The handbook includes numerous successful business models suited to the African context are presented and explained, such as Software Selection, Software Installation, FOSS Training, Maintenance and Support, Software / Systems Migration, Consultancy, Software Localization and Internalization, FOSS Customization as well as Technical / Legal Certification. Eight in-depth case studies of successful African IT-businesses give concrete avenues for Free and Open Source business models that work in Africa. Other key sections focus on Knowledge and Skills for FOSS Entrepreneurs such as communication and business skills and on FOSS Training as a Business in Africa.

Bringing together Open Source and Business expertise across Africa Nnenna Nwakanma, FOSSFA Council Chair, acknowledged this book as a great joint achievement and its meaning for ICT business in Africa. The training handbook has been collaboratively developed by more than 50 FOSS experts from Africa and beyond, who have contributed their expertise and helped put together this wealth of knowledge including detailed examples, model presentations, assessment tests, exercises and assignments. For their contribution/involvement “we would like to thank the team of experts, editors, authors and trainers, and particularly thank our training partners, the United Nations University Maastricht Economic and social Research and training centre on Innovation and Technology (UNU-MERIT), the Ghana-India Kofi Annan Centre of Excellence in ICT (AITI-KACE)” says George Nyambuya, ict@innovation Africa Coordinator for FOSSFA and InWEnt- Capacity Building International, Germany.

A starting point for new businesses: "ict@innovation: Free your IT-Business in Africa!" “Free your IT-Business in Africa!” is a comprehensive starting point for anyone planning to start an IT business around Open Source technologies. It is particularly suitable for Training-of-Trainers and for advanced courses within ICT-associations, training institutions as well as universities. The book consists of different training modules divided into three thematic parts:

1.The first part - African FOSS Business Models - introduces basic FOSS concepts and provides practical case studies across the African continent.

2.The second part - Knowledge and Skills for FOSS Entrepreneurs – focuses on FOSS communication and business skills which are vital for businesses and contribute immensely in helping young entrepreneurs leverage FOSS to gain a competitive advantage. Innovative and cost effective tools and techniques, community building and networking, and FOSS strategies which are vital for starting and sustaining a viable FOSS business in Africa are also covered in this part of the syllabus.

3.	The third part FOSS Training as a Business – aims to foster understanding of some of the requirements for becoming a FOSS trainer, and identifies the opportunities that exist for FOSS training as a business in Africa and further introduces a global look at Linux training worldwide.

The book is available for free download at the following link of the ict@innovation website:. In the spirit of sharing and mutual capacity- building, the training material is released under a Creative Commons Attribution-Share Alike licence. Therefore, distribution, remixing and updating of the materials by their users is encouraged. For further information please visit http://www.ict-innovation.fossfa.net/wiki/public- wiki/ictinnovation-training-materials or make use of the contact pool of African ict@innovation experts & trainers listed on the same site.

For further information please contact •	George Nyumbuya, FOSSFA/InWEnt ICT@Innovation Tel: +27 (0)12 423 6313 Fax: +27 (0)12 342 8594 E-mail: [george.nyambuya@inwent.co.za] •	Balthas Seibold, InWEnt Tel: +49-228-4460-1253, Fax: +49-228-4460-2253 E-mail: [balthas.seibold@inwent.org]

About ict@innovation The ict@innovation programme builds capacities in African small and medium ICT enterprises to make a business with Free and Open Source Software (FOSS) – inter alia through through a training-of-trainers programme on the topic of African FOSS business models in 10 countries in Southern and East Africa. In this context, the Advanced Training Material on African FOSS Business Models for IT-SMEs is an important milestone in the endeavour to harness the potential of FOSS to drive innovation, add local value and create sustainable and affordable ICT solutions in Africa. See About InWEnt and FOSSFA InWEnt – Capacity Building International, InWEnt, Germany, is a non-profit organisation with worldwide operations dedicated to human resource development, advanced training, and dialogue. Our capacity building programmes are directed at experts and executives from politics, administration, the business community, and civil society. We are commissioned by the German federal government to assist with the implementation of the Millennium Development Goals of the United Nations. Further information on InWEnt's IT-Programms: / Further information on InWEnt: The Free Software and Open Source Foundation for Africa (FOSSFA) FOSSFA is the premier African FOSS organization, and was founded in 2003 under the auspices of the Bamako Bureau of the African Information Society Initiative within the mandate given by African governments in 1995 to the United Nations Economic Commission for Africa (UNECA). The vision of FOSSFA is to promote the use of FOSS and the FOSS model in African development, and the organization supports the integration of FOSS in national policies. FOSSFA also coordinates, promotes, and adds value to African FOSS initiatives, creativity, industry, expertise, efforts and activities at all levels. FOSSFA partners with development organizations who share these goals towards a participatory and gender- mainstreamed sustainable development and the attainment of the Millennium Development Goals in Africa. Further information on FOSSFA:

title: User:IctATinnovation


text:
User talk:IctATinnovation

Can anyone help me to bring this in the right category? I'm not sure how to select them. IctATinnovation 14:33, 1 June 2010 (UTC)

title: User talk:IctATinnovation


text:
Talk:Educational research in the class council

= Information =

Concept and context
The curriculum does assume that the grade ten may be the last grade of general secondary schooling, possibly followed by vocational education. This is often the case, for instance, for pupils attending the German Realschule or Hauptschule. Other school systems, as for instance the U.S. school system, where all pupils who complete secondary education stay in high school until grade twelve, may allow to stretch the "Educational research in the class council" curriculum until grade eleven. --Bernhard Fastenrath 15:28, 1 June 2010 (UTC)

= Discussion =

Use of the -concept terms
The -concept terms are remains of the translation from the German original, please feel free to substitute or remove them as appropriate. --Bernhard Fastenrath 15:28, 1 June 2010 (UTC)


text:
User:Joshua Issac

Hi, my name is Joshua Issac.

title: User:Joshua Issac


text: User:Claritas

title: User:Claritas


text:
Talk:Electric Circuit Analysis/Resistors in Series

Please describe and discuss how voltage, current and resistance relate to each other in Ohms Law and Watts Law when they are combined in Series Circuit Design.

Part 7 is slightly confusing - are you calculating the Voltage drop across the resistors? Or the actual voltage. The question seems to be asking for the actual voltage, but the answer of V1 = $$\frac{1}{3}$$ Vs implies you are asking for the voltage drop.


text:
User talk:Joshua Issac

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 22:26, 1 June 2010 (UTC)

title: User talk:Joshua Issac


text:
User talk:Sette21

 Hello Sette21, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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 * Find out about research activities on Wikiversity.

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 22:26, 1 June 2010 (UTC)

title: User talk:Sette21


text:
User talk:Claritas

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 22:27, 1 June 2010 (UTC)

Prod
I've changed how proposed deletion works to be more like no licence now. You should use to fill out the date automatically for. I thought you could use the heads up since you created it originally and will likely use it again soon. -- dark lama  13:55, 7 January 2012 (UTC)
 * Ok, thanks. --Claritas 16:45, 7 January 2012 (UTC)

Probationary custodianship request
Sorry for slow response - is your request at WV:CC still active? Sincerely, James -- Jtneill - Talk - c 00:57, 21 December 2012 (UTC)
 * No, I'm afraid I don't intend to be active on wikimedia projects in the future. --Claritas (talk) 17:40, 21 December 2012 (UTC)

title: User talk:Claritas


text:
Draft:Archive/2024/Text editing with vi and vim

Introduction to Text Editing
One of the most pervasive practical skills used by programmers and system administrators has traditionally been the editing of text. Most programming is done by the creation and manipulation of source code which is normally stored and passed to compilers and interpreters as text files. Similarly the traditional configuration and management of systems (particularly of UNIX and similar systems) has been done by maintaining configuration data in text files (such as /etc/passwd and various sorts of *.conf files).

Although modern IDEs (Integrated Development Environments), and package, system and configuration management tools typically hide the details, text files still permeate the operations of most development and operating systems. Often any non-trivial configurations or options require the use of a text editor.

Text Files vs. Document Formatted Files
New students to programming or systems administration are often confused by the distinction between "text files" and any of the various document formats used by word processing systems, spread sheet programs or other applications. The fact that many word processing and other applications can transparently import from and sometimes export back into text, and that many modern text editors support "syntax highlighting" (whereby the contents of the text are parsed for certain patterns as hints for how it should be displayed in different fonts or colors), makes this distinction somewhat more difficult to explain.

A text file normally consist only of printable ASCII characters (alphanumeric and punctuation), and "whitespace" (spaces, tabs, and line terminators). Such files normally look almost identical when accessed with a text editor or when dumped to a terminal or printer using the UNIX 'cat' (concatenate) or the old MS-DOS 'TYPE' commands.

By comparison the various types of "document" formats used by word processors normally contain special codes to describe the presentation of the document's contents, things like layout, typeface and size information, and so on.

Why vi?
There are many text editors, and many programs (such as integrated development environments (IDEs) have their own text editing features. Indeed every web browser offers support for text areas in HTML forms, which is, of course, normally provided by an embedded text editor.

Most of these use a familiar, common subset of features (cursor keys moving around, the mouse is used to highlight, cut and paste passages of the text, etc.).

vi is much different. While most modern versions of vi support the use of cursor keys, and some even allow the mouse to be used for cut & paste operations, vi doesn't assume that a keyboard has cursor keys and doesn't require a mouse ... among many other things.

So, it's reasonable for a new student of systems administration or programming on UNIX-like systems to ask whether it's worth the effort to learn vi.

The most obvious answer is that vi (and the underlying line editor ex ... or its predecessor ed) are the oldest and most ubiquitous editors across the range of UNIX-like system. Even a 30 year old PDP-11 or an exotic Cray supercomputer running UNICOS is likely to have a copy of vi (or, at very least ed) that will work the same as the base commands supported by vim from the latest versions of Linux and Mac OS X. Also, because vi has been supported since the earliest days of time-shared computing ... and supports almost any sort of terminal connection, it's possible run vi across almost any connection that can supply a shell prompt ... including some last resort dial-up connection to a modem in some distant server closet, for example. It can also be useful that vi can be used, possibly in a degraded mode, on somewhat damaged system (where, for example, many of the libraries upon which graphical editors might be unavailable).

For sysadmins this ubiquity and resilience can be critical; and struggling to learn an unfamiliar editor while trying to troubleshoot and resolve some emergency is a horrifying prospect.

However, there are better reasons to learn vi. It embodies a different philosophy about the text editing task implementing a language through which the user conveys to the system how he or she wants the cursor to move and how he or she wants the text to be modified. This is a highly specialized, expressive, and terse (efficient) language.

History and nomenclature: Why is it called "vi?"
While it may seem like a useless bit of trivia, knowing that "vi" was so-named because it was implemented as a "visual interface" to an existing line editor named ex ... and further learning that ex was the "extended version" of the original line "editor" can provide insights into why it's designed as it is and why certain commands work as they do. (Later, we'll learn that the ":" (colon) commands are simply vi's way of providing access to the underlying ex features where that made the most sense).

vi is an alternative interface to an older editor which was an ex-tended version of the first UNIX "line editor" (ed).

An Historical Note on Line Editors
Many computer users today are unfamiliar what the phrase "line editor" even means. They haven't been necessary on more than a handful of machines for at least twenty five years.

In the earliest years of digital computing one could not use computers interactively. It was necessary to encode programs and data on to punched cards or paper tape and feed those into systems as "batch jobs." Results where printed out (usually on "fanfold" paper, often with "green bars" pre-printed on each sheet to make it easy for one's eyes to track across the page).

During that era there also emerged "interactive timesharing systems" which allowed users at terminals to work concurrently "on" the computer. Because even those old computers (with a fraction of the power and capacity of the most modest modern home computer system) could read and execute commands, and print out results far faster than humans can type, it was possible for a single computer to handle multiple users at the same time with each user getting a fraction (a "slice") of the computer's processing time and power.

The earliest timesharing systems were accessed by |TeleType devices—essentially electro-mechanical typewriters or paper tape "punch" machines with a serial line relay.

Editing text on such devices had to be done by programs which could be operated without a computer screen. One would print lines of the text, issue commands to insert new lines between existing lines, delete them or move them around—and, of course, to change portions of selected lines.

Such line editing programs typically provide little or no feedback after each command was issued. For the system to print out sections of the text after each command would be both slow and wasteful (consuming paper and for most TTYs, or "teletypewriters", relatively expensive types of paper, in rolls or, alternatively boxes of "fanfold" or "greenbar" as it was called).

Thus, the earliest programs for editing text on computer were much different than those to which we're accustomed today. Computers were much different back then, too.

As we'll see these old line editor commands and concepts are still supported and sometimes extremely useful in vi today.

In the case of ex an editing session consists of commands entered at a "colon" prompt. The editor loads the text into memory and prints a : (colon) character as a prompt (similar to the familiar shell command line prompt). From there the user issues commands (usually abbreviated as single characters) to manipulate the existing text. Adding new lines of text is done by adding or inserting whole lines (a and i commands respectively). From text entry mode one uses Ctrl-C to complete the additions and return to the colon prompt. Commands operate over whole lines which are specified by their line numbers. By default commands operate over the current line. Entering just a line number selects that line to be current. Most commands can be prefixed by ranges of lines; so a command like 10,15d would delete lines 10 through 15 (inclusive). Line numbers prefixed by a + or − (plus or minus signs) are relative to the current line (so -5,+8p would print from five lines before to 8 lines after the current one) and there are a couple of abbreviations for current line (.—the dot) and the last line ($—dollar sign) and all lines The range (1,$) can be referred to as % (the percent sign). Thus a command like: .,$m0 would move the lines from the current one through the end of the file to the beginning of the file (deleting them from the end and inserting them before the prior beginning of the text). Lines can also be addressed by matching a pattern (regular expression) surrounded by / (the "slash" characters) in the text. Thus a command like: /a/,/b/m$ would search from the current line for the nearest containing the letter "a" and for the nearest containing the letter "b" ... and move those and any lines between them to the end of the file. (In this example "a" and "b" can be any strings or regular expressions).

Changes within any line of text are done by either deleting and re-entering them or by using the "substitute" command. The s command defaults to changing the first matching substring (and matching as much text to the pattern as possible—so-called "greedy" matching). Flags to the s command can force it to be applied globally across each line, to make the pattern case-insensitive, and to interactively prompt and confirm each change. The "global" flag to a substitute command should not be confused with the "global" command itself.

The "global" and "inverted global" (g and v commands, respectively) can match a set of lines and apply some command to them. For example g/re/p would apply the p (print) command to all lines containing the regular expression "re." In fact it is from this command (and the way it was documented to ed users) that we get the name for the quintessential UNIX utility: grep (the global regular expression printer). The ex global command can be used a variety of other commands. So, for example, a command like 10,15g/c/s/a/b/ will globally substitute "b" for "a" on any lines containing "c" between lines 10 and 15 inclusive. (The inverted global would apply those substitution only on lines which did NOT match the pattern /c/: 10,15v/c/s/a/b/).

It's useful to know these older ex commands even when using the "visual interface." For example substitutions ("search and replace" in the terminology of most text editing and word processing tools) is still done using the ":" commands even when operating in vi mode. Also there are some cases where a succinct ex command can save quite a few error-prone steps if they were done interactively. (For example v/^\*/-1j can find all the lines that don't start with a * (bullet) and join them to the previous line ... thus "un-line-wrapping" a bullet list).

Configure vim as your default editor
Include in your  or   the following lines: export VISUAL=vim export EDITOR="$VISUAL"

Your can also running in your command line:  but it will be just valid for your current session.


text:
User talk:Ragn4rok234

 Hello Ragn4rok234, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Ragn4rok234


text:
Wikiversity:Candidates for Custodianship/Diego Grez

__NOINDEX__

I would like to nominate Diego Grez for probationary custodianship. Diego already has good experience with MediaWiki and sister projects (particularly Wikinews) and is an admin/bureaucrat on translation wiki. He is keen to improve his sysop knowledge and skills on WMF projects. He is steadily building an impressive editing profile on WV, including content contribution e.g., in languages, as well as cleaning up vandalism. Diego has also recently become a participant in How to be a Wikimedia sysop and is keen to learn, among other things, more about the soft skills (people-side) of sysop-ing. It has been my suggestion that given his profile, motivations and interests in WV, that we consider him for probationary custodianship. I am willing to mentor, but I think you also know my preference also for community mentoring, so I daresay Diego would benefit also from the input of others. What do you think? -- Jtneill - Talk - c 23:23, 1 June 2010 (UTC)

Questions for the Candidate
Diego, I'm not an administrator, but would you agree to the promise and request I set for myself above with regard to my probationary adminship request? If so, it becomes quite unnecessary to review and predict admin behavior, and only in the presence of active objection should we turn down a request accompanied by that agreement (which seems to me to be only a small extension of what "probationary adminship" with mentorship means). We need more administrators, and this is a quick way to get them with little risk. What do you think?--Abd 14:54, 2 June 2010 (UTC)
 * I completely agree with your promise, and I'll do the same. --Diego Grez 19:55, 2 June 2010 (UTC)

Custodians willing to mentor
✅ The probationary period has started. -- Jtneill - Talk - c 13:07, 9 June 2010 (UTC)
 * I am willing to mentor. -- Jtneill - Talk - c 13:07, 9 June 2010 (UTC)

Mentor's recommendation for extended probationary custodian status
It is 5 weeks since started his probationary custodianship. Since then he has made approximately 130 edits. He has tried out and made active use of blocking, deleting, page protection, editing of logs, and has been actively engaged in discussing and acting on community issues about previously blocked users. Diego's wish was to learn more about being a WMF project sysop and I think he is learning a lot through his involvement here at Wikiversity. Diego consults with others, is bold and acts of feedback - all desirable qualities of a custodian. Overall, I think Diego has made an impressive and valued contribution. However, I think its prudent at this point to suggest extending the custodian probationary period because Diego is still relatively new to Wikiversity and because I think the community would probably appreciate getting to know more about Diego over another, say, 6-8 weeks. The main area for development which I've suggested to Digeo is greater engagement in developing or improving main space content - or at least perhaps Wikiversity: namespace content.

It would be helpful if other editors could share feedback or questions here about Diego's probationary custodianship to date, that way we could try to address these during the rest of the probationary period. -- Jtneill - Talk - c 00:08, 14 July 2010 (UTC)

 * I agree with the above and the rationale, and will add my own - there is currently some dustup/controversy, so it would be an added bonus to see how Diego deals with it (and also to keep any politics from entering into a vote). Ottava Rima (talk) 01:41, 14 July 2010 (UTC)

Mentors' recommendation for full custodian status
I recommend Diego Grez for full custodianship. There has been a further 4 weeks of probationary custodianship during which Diego made another ~90 edits (~340 WV edits to date), and I feel that the community now has good evidence about what they can expect of Diego as a custodian. For consideration: -- Jtneill - Talk - c 11:05, 12 August 2010 (UTC)
 * Special:Contributions/Diego Grez: Diego has been involved in a wide variety of Wikiversity activities including welcoming new users, categorising, moving and participating in community discussions, etc.
 * Custodial actions: Diego has reverted, deleted and blocked vandalism. He also been active in discussing and trying to find ways for the Wikiversity community to move forward by working with blocked users who may wish to contribute. I've appreciated that Diego has been bold in this respect. Diego's talk page gives indication of the kinds of discussion that have arisen from his actions. I think this is important information because it shows, among other things, that Diego gives and accepts feedback and makes appropriate changes to his behaviour. I don't necessarily agree 100% with every one of his custodial actions, but Diego accepted feedback about issues I and others raised and (to the best of my knowledge) did not revert-war if an action was changed If there's one key recommendation from me it's probably that Diego could more often discuss potentially controversial custodians ahead of time before taking them - this is something that I think all custodians, myself included, need to remember.
 * I recommend for Diego to continue to become more involved in main space content development, because I think this is what WV is really about. Diego has been helping out with languages, which is excellent - it is one popular reason people come to Wikiversity and Diego's language skills are impressive. It should be noted, that main space development isn't a requirement of custodians (although it helps them to become trusted community members).

Discussion and questions

 * I'd support Diego as a custodian, but ask him to remember that often when you feel you have to use the tools, you're doing it wrong :-) Privatemusings 08:21, 12 August 2010 (UTC)

 * Questions. Diego Grez, when can a Custodian delete a page or impose a block without there first being a community discussion? Diego Grez, how were you mentored as a probationary custodian? Diego Grez, which contribution to the main Wikiversity namespace are you most proud of? --JWSchmidt 14:41, 12 August 2010 (UTC)
 * Responses. 1) In my opinion, there are some occassions that pages have to be deleted, or blocks be "imposed" to prevent disruption or drama. That's what I did with Son of Beetlebaum, to prevent more unneeded discussions on the main account "Beetlebaum", that was blocked at the time of my block. 2) I suppose what Jtneill said on my talk page, and my questions on his one, were the mentorship. He warned it was 'informal' :-) but I feel it was fun. 3) Definitely Mapudungun. Diego Grez 17:12, 12 August 2010 (UTC)
 * Diego Grez, can you say, in your own words, what this means: "A Wikiversity custodian is an experienced and trusted user who can protect, delete and restore pages as well as block users from editing as prescribed by policy and community consensus"? In the context of Wikiversity and Custodianship, what does "drama" mean? Diego Grez, where does Wikiversity policy prescribe page deletions or blocks to prevent drama? What disruption or drama was prevented by this page deletion? What disruption or drama was prevented by this block? Diego Grez, what is the process at Wikiversity for determining community consensus for page deletion? In determining community consensus for blocks, what role do user talk page warnings play when left on user account talk pages before a block? Diego Grez, have you ever seen this page? Do you know which Wikiversity policy has a link to the Probationary custodians page? Diego Grez, do you think it is useful to the Wikiversity community for there to be an easy-to-find record of how a probationary custodian was mentored? --JWSchmidt 18:54, 12 August 2010 (UTC)
 * 1) That a custodian may use some technical abilities in good faith but respecting policies and community consensus. 2) Drama, non-sensical discussions that are not focused to help the project. 3) It didn't prevent anything after all. I was hoping to prevent the "drama" (see my own definition above) that would have caused the creation of a new account, when the original (Beetlebaum) was blocked. 3 and 4) From what I understand, community consensus builds the policies and et all, but is up to custodians after all if to leave or not certain page or to block or not certain user. I did it in good faith. 5) Yes, I have seen that page. 6) It would be useful, but not really necessary in my humble opinion. People can still learn by other ways if they want. The mentor is just "the wheels of the car". :-) Diego Grez 22:58, 12 August 2010 (UTC)
 * "use some technical abilities in good faith" <-- Diego Grez, do you mean that you are claiming the right to use Custodial tools in ways that are not prescribed in policy? Where does Wikiversity policy prescribe page deletions or blocks to prevent "non-sensical discussions that are not focused to help the project"? Who decides what constitutes "non-sensical discussions"? Diego Grez, please explain, in your own words, what "prescribed in policy" means. Diego Grez, please provide links to some specific examples of "non-sensical discussions that are not focused to help the project". "was hoping to prevent the "drama" ... that would have caused the creation of a new account" <-- Diego Grez, are you saying that you used the delete tool and the block tool to "prevent discussions" and to prevent the creation of a new user account? Diego Grez, please describe the nature of the "unneeded discussions" that you wanted to prevent. Diego Grez, why did use your Custodial tools in an effort to prevent a user account from being created? "is up to custodians after all if to leave or not certain page or to block or not certain user" <-- Diego Grez, are you aware of the process at Wikiversity for determining community consensus for page deletion? In determining community consensus for blocks, what role do user talk page warnings play when left on user account talk pages before a block? Diego Grez, have you ever given a warning to someone before blocking their user account? Diego Grez, did your Custodian mentor ever advise you about the practice of talking to a Wikiversity community member so that you could understand a situation before taking custodial action? People can still learn by other ways if they want. The mentor is just "the wheels of the car". <-- Diego Grez, have you ever learned anything about Wikiversity from "the wheels of the car"? Have you ever learned anything about Wikiversity from your mentor? --JWSchmidt 14:35, 13 August 2010 (UTC)

 * Questions from Ottava Rima: 1. Do you want to be a custodian here and why? 2. Do you think you would be a good custodian and why? 3. Do you think you will pass your custodianship vote and why? Ottava Rima (talk) 18:05, 12 August 2010 (UTC)
 * 1) Yes, because Wikiversity's work focus attracts me, and it is a good place to work. 2) Yes, because I feel capable to use the tools well and to respect other's feedback whenever I'm doing some idiocy with them :-) 3) (Probably) yes, because I think I have done my best working around here. Diego Grez 18:09, 12 August 2010 (UTC)

 * Questions from Geoff Plourde: I noticed that on the 26th of July you unblocked Beetlebaum with the statement "Reasons suck". Could you explain your reasoning for the unblock and that comment? Is it acceptable in your opinion for custodians to unilaterally unblock a user? What deference do you feel should be given to the actions of other custodians and users? Geoff Plourde 22:33, 12 August 2010 (UTC)
 * 1) I unblocked Beetlebaum in the hope of helping the project. I used "reasons suck" because I somewhat did not agree with the previous block. 2) Well, I should have explained it further, but it was unnecessary to me at that time. To "unilaterally" unblock an user, there should be a really good reason, something I didn't do. 3) If someone is doing good, it has to be awarded by the community. People must assume good faith, that is essential in a community such as Wikiversity, where Custodians and normal users have to interact with each other, for the good of the project. Diego Grez 23:03, 12 August 2010 (UTC)

 * Questions from Geoff Plourde (2): Abigor has asserted that your actions on Commons demonstrate that you are not capable of being trusted to wield the tools. Bearing in mind that your actions elsewhere should not be considered in this process, how have you grown and developed over the past few months and over your probationary period? Where do you need to improve? What errors have you made and how would you have acted differently? Geoff Plourde 06:06, 14 August 2010 (UTC)
 * Abigor has demostrated to be biased against my actions elsewhere. I think my actions through this year have been wise, having in mind that I got myself unblocked on en.wikipedia, commons.wikimedia with the help of respectable individuals who believe in second chances, chances I promised to not waste. I think I have done my best around here for the time I've been here. I need to improve also assuming good intentions, sincerely. The error I mostly care about and I'm completely ashamed of it, is to have created vanity pages about myself on Spanish Wikipedia, and English Wikipedia. Then after being blocked created a new account (MisterWiki), that I have used until April, when I renamed definitely to this name (mainly because of my involvement on Wikinews). I just wanted to be clear and honest. Regarding Spanish Wikipedia, I've contacted by e-mail several administrators there (including the one who eventually blocked me), I had a discussion on December 2009, and a small one on May/June, but none of them had any positive feedback, even when I have tried to build articles by myself on a separate wiki for an eventual comeback to es.wiki (http://es.enciclopediadg.wikia.com - look at sitenotice, encourages to edit on Wikipedia and not there). I just hope these problems are solved within the near future. Diego Grez 15:51, 14 August 2010 (UTC)
 * I appreciate the clarification of your relationship with Abigor. Don't worry, I'm not considering his opinions in the decision that I'm coming to. I'm simply going off the facts. Thank you for your honesty. Is es.wp the only project you are blocked on at this time and when did it happen? Also, is there anything that you would like to bring to my/our attention that would strengthen your application? (I've noticed that people have brought up some fairly negative stuff, so I'd like to give you the opportunity to bring up stuff that we might not know :) ) On another note, would you be willing to make a binding recall pledge if successful? If so, what terms would be acceptable to you? Geoff Plourde 22:31, 14 August 2010 (UTC)
 * 1) Yes, es.wp is the only place where I am blocked for creating some pages about myself, that were eventually deleted. I created another account (MisterWiki) and I just did not know that that would enworse the possibility of a come back to es.Wikipedia. As I already commented somewhere else on this discussion, I created a wiki (on my Intranet) last year, creating new articles and translating from en.wikipedia for the es.wikipedia, but even that did not help any discussion that were about me on that wiki. 2) And, something I am really proud of is my involvement at Wikinews, and my long-term work at Pichilemu and related articles. 3) Why not, if that could help me earn your trust :-)Diego Grez 20:36, 15 August 2010 (UTC)

 * Questions from Adambro Diego Grez, I understand you also previously used the account User:MisterWiki and also currently use User:Fire in the Hole. Did you also use w:User:Musicfan48? Do you have any other accounts that you use or have used? Did you make this edit? If so, could you confirm what it means in English? Adambro 14:15, 14 August 2010 (UTC)
 * Yes I did use it, to create vanity pages on Wikipedia. I don't remember any other now, but I don't foresee a revenge against anyone :-) (j/k). Yes, that was me. I did it 'cos I was really angry because of the denial of my unblock request in Spanish Wikipedia back in December 2009 (discussion here http://es.wikipedia.org/wiki/Wikipedia:Caf%C3%A9/Portal/Archivo/Miscel%C3%A1nea/2009/12#Petici.C3.B3n_inusual_de_desbloqueo ), when I contacted via e-mail Drini. I thought he was willing to help, but he later refused the block request (located here http://es.wikipedia.org/wiki/Usuario_Discusi%C3%B3n:MisterWiki#Extraordinaria ). How would you feel after being illusioned to be unblocked after 2 years? I felt a great irritation about that, and that's why I did it.

And respecting to Diegusjaimes (the one I called son of bitch, and that sincerely had nothing to do with my block):

 *  Estas aqui diegus?
 *  Te pido disculpas por lo que escribi ayer en Wikipedia
 *  :(
 *  Perdón.
 *  :)
 *  Me disculpas?
 *  Por favor :)
 *  Si

Translates to:

 * MW: Are you here Diegus?
 * MW: I want to apologize about what I wrote yesterday on Wikipedia
 * MW: :(
 * MW: Sorry
 * DJ24-7: :)
 * MW: Could you apologize me?
 * MW: Please :)
 * DJ24-7: Yes

Perhaps you might think my past actions won't let you trust me to have this tool, but I'm sure I would use them for good, for the project. Diego Grez 15:55, 14 August 2010 (UTC)

 * Comment from Abd. The above exchange shows that Diego was, in January, capable of an angry outburst. I've seen current custodians make an angry outburst. It's not proper, for sure, but he's quite young and Diego acknowledged it and apologized for it, which is better than some of what I've seen pass without consequence. Of more concern, for me, are Adambro's charges below. They do not fully disclose Adambro's involvement. The "reasons suck" were reasons provided by Adambro, and, indeed, they sucked. That is, Adambro did not provide proper reasons for his action. Adambro then wheel-warred on this, Diego did not. See Request custodian action report. Should Diego have acted when he did? He should have discussed, but he was also correct. Adambro's action was an unnecessary provocation of a user, and the alternative account was not contrary to policy. The Moulton action was rash; I've elsewhere criticized it, but Adambro's comment that Diego did not "take responsibility for dealing with it," isn't accurate. This was Caprice. "Inviting Moulton to evade his block" is a highly distorted account of the affair; the account was created and promptly blocked by Diego, see the block log, so that Moulton could have access to a Talk page, otherwise prevented by the global lock. When Moulton/Caprice was, shall we say, provocative, on the Talk page, Caprice was blocked (by Adambro) and nobody protested this. Adambro has, however, been a one-person Moulton block enforcement machine, to the point of protecting user talk pages which have explicitly allowed Moulton comments, which is out of balance. I'm afraid that, in the period of Diego's probation, I've been more concerned about Adambro's actions. Diego's action here, while premature, opened up some possibilities that have yet to be realized. --Abd 19:57, 14 August 2010 (UTC)
 * What is concerning here is that you seem to be more interested in using this as another opportunity to criticise me rather than discuss Diego which is supposed to be what this page is about. Why is it inaccurate for me to say that Diego was "apparently not monitoring what resulted and taking responsibility for dealing with it"? I see only two edits by Diego to User talk:Caprice. If Diego was taking responsibility for that I would have expected a few more to keep things on track. Why is it inaccurate for me to say that Diego was "Inviting Moulton to evade his block"? Diego has said he talked to Moulton on IRC, the suggestion being that Diego invited Moulton to create Caprice. On the issue of "reasons suck", regardless of the merits of the block, "reasons suck" in my opinion isn't an appropriate justification for unblocking. Diego should have explained why the "reasons suck". Adambro 20:26, 14 August 2010 (UTC)
 * Adambro, if you are going to bring up, as a reason for opposing, actions which Diego took which might be closer to consensus here than your own, but not disclose your own involvement and that there is controversy over it, then it is quite appropriate for me to bring it up. I'm balancing your outrageous comment and !vote: Did you need to repeat that indiscretion in capital letters, like a yellow journalist, with translation, after Diego had already acknowledged it? Your own block reasons have been laconic and ill-founded, you are not well-placed to fault Diego on this, and this was already discussed extensively with him, and not repeated. Now, back to the question here. Would promoting Diego provide greater expected value for this wiki than is risked in the cost of fixing errors? I have no doubt myself about it. It's a wiki. Errors can be fixed. Diego or any other custodian who is consistently acting contrary to consensus can and must be demoted. --Abd 00:38, 15 August 2010 (UTC)
 * There was nothing "outrageous" about my comment and since you queried why I felt Diego was inviting Moulton to evade his block and why I didn't feel Diego was taking responsibility for Caprice I have explained my reasons for saying that in my above comment. Did I need to repeat Diego's comment "DIEGUSJAIMES ES UN HIJO DE PUTA" and provide a tranlsation ("DIEGUSJAIMES IS A SON OF BITCH"), yes I did. I don't consider this to be some minor indiscretion nor does it simply demonstrate Diego is "capable of an angry outburst". This was an article in the main namespace of the Spanish Wikipedia. I've seen custodians (and admins elsewhere) do some foolish things when annoyed but I don't think I've yet seen one vandalise an article by replacing it with a personal attack. Anyway, as I've said in my comment, my impression is that more recently Diego has behaved more properly. It is unfortunate that your seem to be focussing on defending Diego by attacking me and suggesting, for example, that because in your opinion my block reasons aren't adequate that I can't suggest Diego's reasons aren't appropriate. It makes me wonder what your main aim here is, helping Diego become a custodian or just having a go at me again. If you wanted to help Diego become a custodian then you might be trying to show me why I'm wrong to feel it would be premature so that I might change my vote, rather than just trying to say I'm not entitled to comment on some of these issues. Perhaps you should suggest Diego votes for himself to "balance out" my vote. Adambro 10:40, 15 August 2010 (UTC)
 * Recall Question: What terms would you be willing to set forth as a binding recall pledge? Geoff Plourde 23:08, 15 August 2010 (UTC)
 * I don't know, what do you suggest? :-) --Diego Grez 23:14, 15 August 2010 (UTC)
 * My general comment on "binding recall pledges" is that the ones I've seen have been badly designed and aren't therefore, actually binding. Admins on Wikipedia have ignored them without consequence. I've been thinking about this for some time, so I just wrote a draft -- very rough draft -- of Voluntary custodial restraint. The idea is that we don't really need, necessarily, actual desysop, but rather a means of temporarily restraining a custodian, a clear process to avoid disruption, without complicated and difficult process. Desysop would only happen if the custodian refuses to be restrained pending discussion and review. I caution: the draft is probably over-complicated, but comment is invited. It's quite possible it could be simplified. It is a permanent version of what both I and Diego agreed to in our custodianship candidacies, it creates a privileged class of "supporters." Obviously, if supporters come to rue their support, something could be wrong! The privileged class is not "opposers,' because, quite naturally, those might be prejudiced against the custodian. --Abd 02:05, 16 August 2010 (UTC)
 * How about "In the event that any three uninvolved users state that they have no confidence in Diego Grez as a custodian, a binding discussion shall be immediately initiated focusing on whether or not he should retain the tools. In the event that consensus is for removal, the tools shall be removed as soon as possible and Diego shall have to go through the Candidates for Custodianship process to regain them."? Geoff Plourde 04:33, 16 August 2010 (UTC)
 * And how is this different from now without any pledge? Couldn't "any three uninvolved editors" initiate a Community Review already with the same effect? The whole point of a "binding recall pledge" is to simplify the process, to allow it to happen without what can easily become a brawl. With no consensus! --Abd 06:01, 16 August 2010 (UTC)

Voting for full custodianship

 * Support: Echo Jtneill. Responsive. --Abd 12:44, 12 August 2010 (UTC)
 * Support: Harrypotter 13:18, 12 August 2010 (UTC)
 * Support: Mattwj2002 19:05, 14 August 2010 (UTC)
 * Diego Grez is very hardworking user. I'm support. --Bermanya 22:45, 12 August 2010 (UTC)
 * - This user is making a mess on every project he comes, he messed up so many times cant even have rollback on commons... please don't let him mess up here also. Abigor 18:30, 13 August 2010 (UTC)

 * I noticed Abigor, the name is familiar from other wikis as taking, shall we say, a hard line on blocking certain "trolls," pr "problem users." The link he provided is to commons and to a page only accessible to administrators there, which Abigor is. Diego has some minor privileges on Commons, but he's an administrator on MediaWiki.org, and see this uncivil comment from Abigor there. Abigor doesn't seem like he's got the concept of polite requests to reconsider actions. The reference to a block is to this block log. I don't have time to research this in further detail, but I'll note this about Diego. I've criticized actions of his, here, and he immediately responded, graciously and receptively.

 * Diego was blocked for a time on Commons, and unblocked under an agreement. Abigor (aka Huib) is the one who removed Rollback, on Commons, see . the deletion request "rollback" wasn't particularly egregious. I'd have thought that failure to provide edit summaries (the only reason to ding someone for using rollback, really, that's the only difference between rollback and ordinary reversion or reversion back to an earlier version) would have resulted in some warning and discussion.

 * Abigor's comment is essentially, "He's a problem on Commons because I said so and used my tools."

 * Diego is extremely active, recently, on Commons, and if he is "making a mess," I'd think he'd have been far more frequently warned, and/or blocked. I can see where the opposition of Abigor might be coming from, see, and . I'm seeing familiar names here and this is starting to look very political. See User talk:Ottava Rima, and the linked . Diego clearly dislikes seeing anyone blocked unless it's completely necessary. And some administrators are very much opposed to such "leniency."

Global user display for Diego Grez. Note that he has a total edit count of over 30,000, including almost 4000 on Commons, over 5000 contributions on en.Wikinews, and over 10,000 on en.wikipedia. He's blocked only on es.wikipedia, as being the same user as MisterWiki. See global user display for MisterWiki. The block on es.wikipedia is fairly old, and is not consistent with behavior seen over the last year from Diego Grez. He's quite young, and people change rapidly at his age.

 * In any case, Diego has not "made a mess" here, during his probationary custodianship, and given his manifest cooperativeness, I'm certainly not expecting it. This must be seen as an "outsider" !vote, as Abigor has so little participation here, and refers to no problems here, but is clearly attempting to bring in outside politics and conflict. --Abd 20:31, 13 August 2010 (UTC)

 * I guess you don't want information like Catrope gived Diego a last warning before a desysop for deleting and blocking people outsided policies, blocking people with no edits on mediawiki.org. I only want to point you out what kind of admin you are electing, if he gets his last warning before a de-sysop and you are electing him you should know that information. Abigor 20:58, 13 August 2010 (UTC)

original header: Charges of bad behavior elsewhere should be based on clear necessity, and with evidence, or it is just a cheap shot. I looked. Found nothing. --Abd 23:09, 13 August 2010 (UTC)}}
 * No, actually, I want actual information as distinct from what may be biased and cherry-picked information presented without diffs, dates, context. Sure. Why no diff? We know that Diego has enemies, who vandalized his pages here. But I'll look and see what I can find. --Abd 22:21, 13 August 2010 (UTC)
 * Diego has been a sysop at mediawiki.org since June 7. The only time Abigor or Catrope have touched his User talk page today, when Abigor left a message "What the fuck" and reversed some sysop actions without prior discussion. Catrope undid a revision deletion there today, also; Abigor had actually confirmed the deletion. (log). Abigor is almost completely inactive at mediawiki.org. I looked and I saw no other contribution there from Catrope relating to Diego Grez. I'd say that the sysop I'd worry about, based on what I've seen, is Abigor, not Diego. I looked at the block log on mediawiki.org and Diego has been very active with routine blocks, with two times that I could find that his actions were reversed. Once before and then Abigor, popping in today, with no discussion but a "what the fuck," reversing two blocks of Diego's the same user. Indeed, WTF? We've seen enough of others bringing grudges here. --Abd 23:09, 13 August 2010 (UTC)

Okay, it appears that the "last warning" was also the first. This wasn't a conclusion by Catrope that Diego Grez was some loose cannon. This was an IRC discussion (that worries me a bit, but it's their business, not mine.) Also in the IRC log was notice by Mike.lifeguard regarding this !vote, thus Abigor's showing up here can be seen as canvassed. Mike's comment, was at [18:18:10], Abigor's !vote here was at 18:30, 13 August 2010. I'm assuming the log I've seen is authentic, of course, but there were reliable people watching it, that could be checked with them. '''Hey, Abigor, what do you say about this? Did you see that comment from Mike and come here as a result?''' --Abd 14:31, 14 August 2010 (UTC)

(Later, Adambro did come up with a very negative incident on es.wikipedia, where Diego was (and is) blocked, IP vandalism as an angry outburst, which Diego has admitted and promptly apologized for, apparently. --Abd 14:20, 15 August 2010 (UTC))

 * I am grateful for Diego Grez's honesty in confirming that he replaced a page on eswikip with "DIEGUSJAIMES ES UN HIJO DE PUTA" (Google Translate: "DIEGUSJAIMES IS A SON OF BITCH") in January of this year. As far as I can tell, Diego has had a chequered history on WMF projects. Whilst it seems that more recently, Diego doesn't seem to have caused problems as previously, I think it might be a bit early to be granting custodianship. A few things have concerned me such as unblocking a user with the reason given as "reasons suck", in a couple of instances unblocking with no explanation, and inviting Moulton to evade his block and create an account then apparently not monitoring what resulted and taking responsibility for dealing with it. Diego Grez has shown great enthusiasm for contributing to the project but there are many ways he can do so without being a custodian and I think it would be useful to see a few more months of contributions to demonstrate he's put the problems of the past behind him. Adambro 17:19, 14 August 2010 (UTC)
 * (this was intended to be my support - dunno what I did wrong there! Good luck Diego! Privatemusings 02:10, 16 August 2010 (UTC)
 * Diego has a good head on his shoulders. He has a remarkably keen sense of ethics and fair play — a trait sorely lacking in far too many sysops. Moulton 02:21, 16 August 2010 (UTC) Struck vote of a blocked user, 'crat please review.

 * as much as Jtneill and Abd do, two of the best community members I've known here, as per the Delphi method. Personally, again, Diego Grez appears quite humane otherwise than some troublemakers right here. Hence the quality most needed for this collaborative  community of practice to be restored. I wish the disruptive by nature be happy elsewhere than this ivory academia, ASAP! -- KYPark [T] 10:13, 16 August 2010 (UTC)
 * oppose, base on the candidate's edit history, answers to questions, and failure to respond to questions. I agree with the mentor that "Diego could more often discuss potentially controversial custodians", in particular, himself. I can't trust a sysop with poor communications skills who does not conscientiously discuss and explain his actions. --JWSchmidt 08:15, 17 August 2010 (UTC)

❌ With only 66.6666...% support, I'll have to call this one as no "consensus" to promote, though there was a majority in support. As a point of order, this hasn't happened before, so I'm not sure if I'm supposed to request removal of his tools on meta or give him 48 hours to find another mentor and start over. Let's discuss here. --SB_Johnny talk 21:28, 17 August 2010 (UTC)

--mikeu talk 11:49, 19 August 2010 (UTC)


text:
Talk:Introduction to Computer Science/Development environment and language principles

As I was going through this course and came upon this lesson I felt that, even beyond the lack of content, just because of the title it felt misplaced. I believe that it would be better suited under the Introduction to Programming course that is meant to come after this one. Any opposition to this move?

--Ragn4rok234 23:40, 1 June 2010 (UTC)

I strongly agree with the above. I feel that the CS lessons should be language-agnostic, and a page describing the setup of a development environment is inherently contrary to this. I feel that a similar page is very important in the Programming course, and would be much more beneficial to the reader if introduced in that context. I propose deleting this "lesson" altogether.

Bkconrad (talk) 17:35, 30 July 2012 (UTC)


text:
Mapudungun language/Lesson 2: Chumül akuymi?

 * Note:
 * This lesson uses the Mapudungun's Unified Alphabet.

Dialog
(Andrés, a student, arrives his school)

Teacher: Mari mari kom pu che. Pichikeche: Mari mari Teacher. Teacher: Anümün. Fachia n tü ta kiñe we kolekial müley. Iney pingeymi? Andrés: Iñche ta Andrés Huichalao pingen. Teacher: Tunten tripantü nieymi? Andrés: Aylla tripantü nien. Teacher: Chew tuwimi am? Andrés: Epul lof tuwün. Teacher: Chumül akuymi? Andrés: Wiya akun. Teacher: Feymew, fewla kake pichikeche müley mi kimael.

Translation
Teacher: Good morning everybody. Niños: Good morning teacher. Teacher: Sit down. Today we have a new student. What's your name? Andrés: My name is Andrés Huichalao. Teacher: How old are you? Andrés: I'm nine. Teacher: Where are you from? Andrés: I come from the Epul community. Teacher: When did you arrive here? Andrés: Yesterday. Teacher: Well OK, now you have to meet the other children.

Vocabulary
Kom pu che: Everybody, all people.
 * kom: everything
 * pu: plural form for animated nouns
 * che: people

Anümün: Sit down. Fachia n tü ta kiñe we kolekial müley: Today we have a new student.
 * fachia n tü: today (lit. this day)
 * kiñe: one
 * we: new
 * kolekial: student, pupil
 * müley: there is

Tunten tripantü nieymi?: How old are you?
 * tunten: how (how many, most commonly)
 * tripantü: year
 * nieymi: (you) have/are

Aylla tripantü nien: I am nine.
 * aylla: nine
 * nien: I have / I am

Chew tuwimi am?: Where are you from?
 * chew: where
 * tuwimi: (you do) come

Epul lof tuwün: I come from the Epul community-
 * lof: lof, Mapuche community
 * tuwün: (I) come

Chumül akuymi?: When did you arrive here?
 * chumül: when
 * akuymi: arrive here

Wiya akun: I arrived yesterday.
 * wiya: yesterday
 * akun: arrived here

Feymew, fewla kake pichikeche müley mi kimael: Well OK, now you have to meet the other children
 * feymew: then, well OK
 * fewla: now
 * kake: others
 * pichikeche: children (lit. small people)
 * müley mi kimael: (you) must meet (lit. you are to meet)


text: Category:Secondary History Lessons

title: Category:Secondary History Lessons


text: Category:Secondary History Courses

title: Category:Secondary History Courses


text:
User talk:Steve Humphry

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title: User talk:Steve Humphry


text:
User talk:SqlPac

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

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text:
User talk:Kv~enwikiversity

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


text:
User:Macurik

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: LemonChiffon; border: 1px solid Gray; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

About me

 * Name
 * Marcin Curzytek

 * External Links

 * Location
 * Gdansk, Poland

 * School

 * Why I want to learn filmmaking.
 * because there is a lot to learn and I like a good challenge.

 * Contact
 * macurik@gmail.com

 * }

 * Macurik has completed the following assignments in the course on Basic filmmaking (pre-production) for narrative motion pictures.

 * [[Image:Blancovinkjeup.png|16px]] Formatting the Script [[Image:Nuvola apps package wordprocessing.png|28px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - What is the first shot? [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the thumbnail storyboards [[Image:Crystal Clear app gimp.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Quick Exercise - Over-the-shoulder shot [[Image:Applications-accessories.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the 3D storyboards [[Image:Crystal Clear app Login Manager.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] A simple DVD-Video Editing Workshop [[Image:Crystal Clear device cdwriter unmount.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Learning about camera lenses [[Image:Crystal Clear app camera.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Record the dialog for the animatic [[Image:Crystal Clear app krec.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Intro to narrative filmmaking [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Draw the movie poster for "Star Wars" [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding dailies [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create a matte painting [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding editing [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - Creating the moods (film scoring) [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding "L-Cuts" [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create the animatic [[Image:Clapboard-Small.png|28px]]

 June 3, 2010 -- Macurik has formatted the script with Free Final Draft 8. You can download it at [[Media:http://en.wikiversity.org/wiki/File:Macurik_Seduced_by_the_Dark_Side.pdf]. xxx

title: User:Macurik


text: Civics, ethics & philosophy curriculum/Citizenship education


text:
User:WeijiBaikeBianji/PagestoWorkon

Here I will list existing or new articles I expect to work on. The Missing Pages project will be one guide for what to work on.

Existing
School_of_Mathematics:Primary_School_Mathematics

Red Links
Mental Test

title: User:WeijiBaikeBianji/PagestoWorkon


text:
User talk:Macurik

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

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title: User talk:Macurik


text:
User talk:CanadianHistory

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

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title: User talk:CanadianHistory


text: Template:User language/ml

title: Template:User language/ml


text: Template:User ml-1

title: Template:User ml-1


text: Template:User ml

title: Template:User ml


text: Category:User ml

title: Category:User ml


text: User:Munizas

title: User:Munizas


text: User:Munizas/Spanish

title: User:Munizas/Spanish


text:
Talk:Computational likelihood physics

Likelihood physics theory is very interesting. It is a jump starter for physics theory.

title: Talk:Computational likelihood physics


text:
User talk:Munizas

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

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title: User talk:Munizas