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User:Murakumon/Adobe InDesign/Introduction

Adobe InDesign is a program used by creative professionals to design printed or electronic publications. Much like its predecessors, Quark Express and PageMaker, InDesign offers an interface that allows you to easily template and develop an application from the ground up. Traditionally, InDesign is not used for graphic or text creation, but is utilized to format entire publications by linking the content from its source. This is most helpful when not wanting to adjust the design of a document but change the content within. As such, InDesign is primarily used for the design of printed materials (ie. newsletters, magazines, posters, billboards, books, manuals, etc.) but can export electronic files for almost any design platform.

Throughout these lessons, we will be working on a fictitious newsletter using the tools of InDesign. To get the most out of these lessons, you'll should have an installed copy of InDesign to work along with this guide. You can download a free demo version from the Adobe Product Page. Once you have InDesign installed on your computer, launch the program.


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User:JW~enwikiversity

JW is a Ph.D. Student in Electrical Engineering at a top 15 research university. His research area is in the field of Power Systems.

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

title: User:JW~enwikiversity


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Wikiversity:Developing Wikiversity through action research/Wikiversity identity

List of different ways to refer to Wikiversity participants:

 * Wikiversian
 * Wikiversitan
 * Wikiversity participant
 * Wiklar?
 * Wikiversitarian
 * Wikiversiter
 * Wikiversitian
 * Learner

Thoughts

 * What does the absence of a unifying identifier mean for the community on Wikiversity?

 * Interesting thought - and interesting page! I think it might be worthwhile to ask other projects about this too - I haven't heard of Commons or Wikisource having such project "identifiers". And on the broader theme that this page invites, I think it would be a fascinating project to build a complex picture of what people come to Wikiversity in order to do, whether this relates to what they do for a living (or study), and how people's identities can fluctuate within these spaces/categories. I'm thinking personally of how I can be a custodian/bureaucrat, an educator, a facilitator, a learner, a questioner, an organiser, a participant, an observer, a researcher, a networker, a campaigner, .... Cormaggio talk 16:02, 18 June 2007 (UTC)


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Wikiversity:Pre-tertiary portal

''As a result of these discussions, a considerable number of new portals were created, comprehensively covering all levels of education and all major school subjects. See Template:Gateways and Vision 2009 for more recent action and discussion.''

Pre-tertiary portal is the working name for a proposed project to create a prominent portal at Wikiversity for pre-primary, primary and secondary education - i.e. all educational sectors before university (tertiary) level. The working name "pre-tertiary portal" has been chosen so as not to prejudice the final choice of name - it's unlikely we're really going to call it "pre-tertiary portal".

This page serves to coordinate discussion of the new portal. Comment on the ideas below is invited.

Scope of the pre-tertiary portal

 * Pre-school education (i.e. anything from toddlers upwards)
 * Primary / elementary education (typically starting at about ages 5-6)
 * Secondary education (typically finishing between about 16 to 18, depending whether pupils leave school at the earliest legal opportunity or continue to prepare themselves for higher education).
 * Introducing major boundaries within the portal for the above three sectors might not make sense, as the boundaries are fluid. Even the boundary between secondary and tertiary is fluid with the expanding offering of AP classes and dual enrollment among gifted/talented students.

Nomenclature notes:
 * 1) tertiary = university, but also other post-secondary institutions which may offer more vocational or professional training.
 * 2) higher education: another term for tertiary education.
 * 3) "pre-tertiary" therefore means: anything before university or its equivalents.

Purposes of the pre-tertiary portal

 * 1) The purpose of the pre-tertiary portal is to facilitate student-, teacher-, and parent-directed learning below the university level.  As such, it will grow to be an equally effective resource for a self-directed secondary student seeking greater understanding of organic chemistry, a primary school teacher searching for an effective experiment to demonstrate the ideal gas equation, and a homeschooling parent trying to explain to their 5-year-old who Julius Caesar was.
 * 2) Wikiversity has been criticised for appearing too university-orientated, in name, active membership and structure. The criticism runs that teachers (and pupils) from the primary and secondary education systems feel alienated.
 * 3) * Is this criticism justified?
 * 4) The pre-tertiary sector of the education market is much larger than the tertiary sector. Within the open educational resources movement there is a view that this sector has also been insufficiently catered for.
 * 5) The psychology of the tertiary and pre-tertiary education audiences differs. One could say that teachers (pre-3ary) aim to make their lives simpler with technology (faster, more effective lesson preparation), while professors (3ary) aim to make their lives more complicated (e.g. through research and innovation). There are other psychological differences, which partly stem from the professional expectations and rules in the respective professional fields. School teachers have fixed workloads and little time for experimentation, but a great need for collaborative assistance from their peers. All this affects what an educational website would have to be like in order to cater for the pre-tertiary sector. It means, among other things, that a single concept may not cater adequately for both tertiary and pre-tertiary. The pre-tertiary portal would allow Wikiversity to expand to embrace at least two fundamentally different educational concepts.
 * 6) The structure of the pre-tertiary sector is different from the tertiary sector. Institutions at pre-tertiary level are usually divided into departments, each of which usually corresponds to one subject in the school curriculum. The list of permissible departments and subjects is fairly strongly canonized (fixed) and much smaller in range than at tertiary level. At tertiary level, by contrast, we find faculties or schools, which cover many subjects, with flexible, developing and overlapping coverage of fields of knowledge. The proposed pre-tertiary portal would adopt a pre-tertiary structure to help teachers and pupils better orientate themselves.
 * 7) The methods used by the pre-tertiary sector when it comes to web usage are relatively conservative and predictable (e.g. lesson plans, teaching materials, linkfarms, quizzes, web-mediated inter-school projects, various types of synchronous and asynchronous communication), and are at odds with the current emphasis at Wikiversity on experimental forms of education. The pre-tertiary portal would offer tools, templates and structures orientated towards this different set of ways of learning.

Proposed relation of the portal to Wikiversity

 * The pre-tertiary sector is not to be separated from Wikiversity.
 * Wikiversity is not itself to be renamed or reorientated.
 * The portal would be a very prominent sub-section of Wikiversity.
 * For an analogy or model, see the WikiJunior section at Wikibooks.

Yes, but...
All of the above is fine, but the fact remains that while Wikiversity is for all age groups the edits made by Wikiversity participants is what controls the actual content. "criticised for appearing too university-orientated" <-- this really amounts to either I suppose there are many people who have no idea how a wiki edited by volunteers works, so they start imagining that decisions have been made to bias Wikiversity towards some types/levels of education and away from others. A fundamental principle of Wikimedia Foundation wikis is that they are what the volunteer editors make them. If most Wikiversity editors are interested in college-level learning resources, then that is the aspect of Wikiversity that is going to develop first. Rather than just criticize Wikiversity for the unavoidable fact that its editors have not given equal attention to all areas/levels of education, more people with different interests need to participate and edit if want to see the less developed parts of Wikiversity become better developed. We can certainly try to create a Wikiversity pre-tertiary portal that might make it more likely for pre-tertiary educators to participate, but ultimately, it is going to be up to people with an interest in pre-tertiary education to participate. "Build it and the will come" might be true, but it is also true that they will only come when they get around to it. (Comment by JWSchmidt)
 * 1) criticism of the interests of Wikiversity participants and the editing that they have done, or
 * 2) criticism of of the name "wikiversity".For people who do not like the name "wikiversity", it takes about 10 seconds to tell them that Wikiversity is for all ages and it is not a university.

A response to "yes-but"

 * The bandwagon versus the guiding hand in wiki development. I differ very slightly from your position on how a wiki develops, JWS. I think the original Wikipedia was too simple a project for the problem we face here to emerge. The danger with a project which seeks to cater for multiple audiences is that a bandwagon may be set in motion (quite unintentionally, by the operation of unguided editing) which steers the project in a direction which does not cater for all the originally intended audiences. A natural and unintended bandwagon may privilege one audience above others. In such a case, there is a need for a guiding hand to correct the institutionally generated bias - in other words, an artificially created space to assist a naturally subordinated group to get going on editing as well.
 * On "10 seconds": two responses. I think that 10 seconds may be too long. I also think that in the longer run, when a user gets deeper into Wikiversity, they may find that the structures and psychology of how Wikiversity actually works confirm the bias suggested by the name. In other words, the work of 10 seconds is undone by the work of the next 10 minutes or hours. On the other hand, to undermine my own argument, Wikiversity is, of course, still very emergent so all this might change by itself.
 * Ultimately, we agree. "Build it and they (might) come." Let's create it and see what happens. (Comment by McCormack)

I firstly can't see how there can be a problem with creating a sphere within Wikiversity that caters for pre-tertiary level(s) - it's an idea which makes self-evident sense to me. Also, I'm not sure I fully understand how there can be a problem with edits made by Wikiversity participants controlling the content. If it is about a hypothetical page which starts at an ambiguous level, and which is then brought to an advanced level by, say a group of academics who are interested in that page, then I understand the fear, and it is one that we will have to think through as a general strategy for making Wikiversity content in all areas which is accessible to all learner levels. In this, I think that forking of materials is a good idea - materials can fork into simpler or more advanced versions of existing material. However, this then requires people monitoring and/or developing pages to be aware of the level of the material and the discourse around it, in order to make judgements about when forking would be a good idea in order not to alienate people interested in participating at a certain level, but who don't find their needs being addressed by the current state of the material. Does this address JWSchmidt's point? Cormaggio talk 17:29, 19 May 2007 (UTC)
 * My problem is that my thoughts are jumping ahead to what will actually be on the new portal page. If k-12 educators just want an easy-to-use online catalog of learning resources and Wikiversity does not have a catalog of online k-12 learning resources then it is going to be a fairly useless portal. --JWSchmidt 18:07, 19 May 2007 (UTC)
 * Sounds like it might become a useful portal to teachers seeking to reduce their workload but of little use to learners seeking to increase their learning via the same bandwagon effect McMormack described above. This may or may not be appropriate for the younger crowd .... say early primary school students.  I do not think it appropriate for all 5th and above students.  I volunteer to help Wikiversity augment learning opportunities, not to make easier for professional teachers, they have professional management and inhouse budgets for that purpose.  I agree that material needs to be structured differently for younger students, better organized, present in fun concise chunks etc.  To do this we probably need to attract experienced teachers.  So the question becomes after attracting pretertiary tearchers with this dedicated portal how do we encourage them to develop effective online learning modules for learners to use at own discretion vs. only materials which make it easier for them to control and manage their physical classroom?  Mirwin 19:47, 24 December 2007 (UTC)

Should we have a structurally semi-separate pre-tertiary portal?
''Discussion is welcome. Or simply write "support".''
 * A portal is a door. Portals are to orient readers. (E.g. Somebody who is interested in music may go directly to the music portal instead of the main page. ) One wikiversity (main namespace) can have many doors (naming conventions). The users may collect in the portal, and edit, whatever they want in the main namespace.  Then where is the "semi-seperation"?  Hillgentleman|Talk
 * Thanks for your comment! Yes - I agree completely. All content within one portal could be shared by others. What we are really talking about here is not any kind of separation, but an additional layer of organisation and a different perceptions and paths for a different audience. The perceptions and the layers of organisation are the critical thing. McCormack 04:29, 19 May 2007 (UTC)
 * Yeah, I think any allusion to "separate" or "semi-separate"-ness are going to be confusing - for me, this portal is about creating a space, which can work within or alongside other spaces. The word I would use here is simply "existent". :-) Cormaggio talk 17:57, 19 May 2007 (UTC)

 * I think existing portal system is adequate. Merely keep links to external more advanced material limited to bottom or nonexistent forcing learner back to main page if seek something substantialy different.   Perhaps we could experiment with a lower age appropriate portal by using some of the educational open source games around to reinforce simple concise lessons.  This project, [Self Paced Reading Labs], was intended to help learners with an educational level of junior high school (6-8) or above create typical reading lab materials like that used in U.S. primary schools using archived Wikipedia articles.  It might find new life at an appropriate level portal.  I have also considered varioations of the project for patcipants at Lunar Boom Town reading online tech papers and summarizing results for entire community.  This might be appropriate for high school students and college undergraduates wishing to interact with working professional engineers and scientists.  Mirwin 19:58, 24 December 2007 (UTC)

Alternative structural suggestions
The pre-tertiary portal could (presumably as a more minor portal?) lead off from:
 * Portal:Educational systems and stages
 * Portal:Education

 * In this case, I think the term "pre-tertiary portal" (or equivalent) is unecessary - portals should be clarified by clear scope (and this is far too unwieldy to be clear). In my opinion, "super-structure" should be kept to a minimum - and then be organised by specific and clear categories and portals within that super-structure. Cormaggio talk 17:57, 19 May 2007 (UTC)

 * Another suggestion: Have a box on the side that says, "See this page in-
 * Elementary
 * Secondary
 * Teritary
 * Et Cetera

that would lead to the same page, but in a format friendly to that level of education. Example: Say you're on the School:Language & Literature page. Then, when you click on "Secondary", you access a page that links to the same courses that the L&L school offers, but at a Secondary-level-friendly level. (If anybody says that nobody would ever use that, I say to them that I most definitely would, and as one of about five non-college students here, I have a right to say that.) -15:52, 19 August 2007 Angelica Klosky

 * When Wikiversity has multiple pages for a particular subject/topic and those pages only differ in that they are designed for learners of different age levels then it does make sense to have a good network of links connecting those related pages. Beyond that need for linking various main namespace pages, another issue is how to have a system of portal pages (directories of content) that quickly guides people to all the available content (main namespace pages) for a particular age group. We really need both. --JWSchmidt 00:38, 20 August 2007 (UTC)

 * Portals could be based on what we have now. For example, the Portal: Mathematics (Elementary) page would be where all the Elementary level schools and resources for Mathematics would be. -- Angelica Klosky 23:25, 21 August 2007 (UTC)

 * Using a generic link stucture to move between versions of materials forked and tailored to various skill ranges or interests of participants could have another beneficial effect.  If my understanding of how google search engine works this would tend to raise the rank of our content pages and deliver greater new participation to our site.   It is my suspicion that Wikipedia really took off or hit critical mass once this internal linking started raising their page ranks.    Any comments by others more knowledgeable about how Google works are welcome here.  This is merely a hypothesis for testing.  If restructuring and internal linking does help us in google perhaps that would provide incentive for very active editors to start restructuring some of the content at the larger (by content) or most active schools or portals.  71.161.25.27 17:04, 28 September 2007 (UTC)

The slippery slope argument against the portal
An argument produced below against the portal argued that if a portal of this nature was introduced, then it would open up the floodgates to further audience-specific portals (e.g. for homeschoolers). The question with all slippery slope arguments is: are they valid? Some slopes are slippery, some aren't. In the case of homeschoolers, their structure (i.e. subjects and age ranges) are the same as K-12, and I think that content overlaps by >90%. The psychology ("make life easier") is also more similar to K-12. I'm not convinced that the slope here is slippery. McCormack 04:18, 20 May 2007 (UTC)

 * I think we should be encouraging portals for specific people like teachers, and I would have no objections to a Homeschooling or LGBT portal - this would simply be a collaborative workspace, and a recognition of Wikiversity's tolerance for developing resources that come from different epistemological and pedagogical backgrounds. However, there is a big question mark over how tolerant the Wikiversity communuity are to differing worldviews on Wikiversity - do we allow material from any philosophical position and label it under Disclosures, or do we draw a line somewhere? This is, however, a larger question than this particular portal, and perhaps belongs on a separate page. I think McCormack is looking to find ways to bring people together, rather than distinguish themselves, which I find a much more compelling activity. :-) Cormaggio talk 15:13, 20 May 2007 (UTC)

 * The "argument" at was an argument against the proposed name "Wikiversity Junior". It was NOT an argument against having a portal for Homeschooling. The "argument" against the name "Wikiversity Junior" leads to the additional, more fundamental idea, that creating a k-12 portal is really only a half-step towards dealing with the existing dominance of a tertiary education structure at Wikiversity. Maybe instead of having a single "pre-tertiary portal" there should be Preschool · Primary Education · Secondary Education · Tertiary Education · Lifelong Learning ... etc. An elementary school teacher might come to Wikiversity in search of resources for speaking, writing, reading, math, English as a second language, science, history, computer, library, physical education, art, and music. A high school teacher might be looking for a much broader range of subjects that could be organized under a department structure that is not used at elementary schools. Someone involved with preschool-age children might not be concerned with reading, but might want basic tools for number and letter recognition. In the United States, it is now very common to have "middle schools" that are distinct from elementary and high schools. The point is, rather than divide Wikiversity into "pre-tertiary" and "tertiary", maybe we should have more "top level" divisions that better reflect the different types of people who will come to Wikiversity. --JWSchmidt 15:39, 20 May 2007 (UTC)

 * OK :) - I stand corrected on the aim of your argument. However... I think it would be difficult to sustain distinctions between pre-primary, primary and secondary. The age ranges differ wildly, and behind this lies the issue that educational systems typically attempt to blur the distinctions in the interests of smooth progression of the child (the middle-school tactic is widespread). But "difficult to sustain" doesn't mean impossible (to argue against myself). McCormack 17:11, 20 May 2007 (UTC)

 * "Institutions at pre-tertiary level are usually divided into departments" <-- I think this claim applies to secondary education. Some elementary schools have a few department (for example, maybe music, art and physical education departments), but many elementary school teachers in the USA have to teach a set of subjects that are not organized by department. So I am skeptical that it makes sense to try to organize all pre-tertiary learning materials under one system of departments. I do not think having distinct portals for primary and secondary education is a matter of sustaining artificial distinctions. If there are real differences between the way college-level learning resources are organized and the way secondary school learning resources are organized such that we need to have different portals for these two educational levels then I think we also need to ask if the difference between the structures of elementary and secondary education institutions is also large enough to justify distinct portals for elementary and secondary school learning resources. --JWSchmidt 20:24, 20 May 2007 (UTC)

Name of the pre-tertiary portal
Please note that namespace issues are discussed under a separate heading below.

Criteria which a name would have to meet

 * Avoid the ambiguities and misunderstanding which abound within terminology in this sector (e.g. one Wikiversity regular thought K-12 meant up to age 12 only).
 * Comprehensively cover all the intended sectors.
 * Be catchy.
 * Not undermine Wikiversity.
 * Not get confused with any other project (such as rival ones or potentially rival ones).
 * Usability for other Wikiversities (de, fr, es, etc)
 * Not to be biased towards a particular educational system (educational systems, terminologies and structures vary widely by country) - or, at least, be open and adaptable to different systems and structures (perhaps through individual portals, or by disambiguating nationally-specific terms).

Existing suggestions
The following suggestions have been made. Please add more suggestions and/or more comments.

 * Wikademy
 * Wikiprep
 * K-12 Portal
 * "K-12" is a US-American expression referring to 13 years of education from age 5 to age 18 (approx.). It may not be understood everywhere internationally, and it suggests a US-American bias.
 * It excludes the pre-K sector.
 * Wikiversity Junior
 * If we have to go out of our way create a special "Wikiversity Junior" then that seems to imply that Wikiversity itself is biased and not able to provide pre-college learning resources. Next week, homeschoolers will want to have "Wikiversity Homeschooling" because Wikiversity itself is biased and not able to provide learning resources for homeschooling. Then the next week it will be "Wikiversity LGBT". I think the "Portal:" system is flexible enough to provide access to ALL subsections of Wikiversity content, but maybe we need a new "top level" of portal pages that would include:
 * Maybe the current Browse system should only be used by those participants who are interested in tertiary education and there could be other "browse" pages for other groups of participants.
 * Response added under "slippery slope argument against..." McCormack 04:20, 20 May 2007 (UTC)
 * The word "Junior" can be transferred into many non-English languages without change, allowing consistent naming across the different Wikiversities.
 * The word Junior sounds like 5-14 years old. My secondary students 15-18 don't think they are junior. And teachers don't recognise Junior as relating to older secondary school students.Jeroencl 17:11, 16 March 2008 (UTC)
 * Wikischool
 * The domain name wikischool.org is already taken by a domain squatter. Although we wouldn't use a separate domain, teachers might try to access the site using KNOWN_NAME.org, and get very confused.
 * Outside the US, school usually means pre-tertiary, but in the US, it may refer to what non-Americans call faculties or other units of tertiary education. "School" is unfortunately an ambiguous word.
 * Use of a name without "Wikiversity" might weaken the Wikiversity brand or reduce recognisability.
 * Wikimentary
 * A combination of "wiki" and "elementary".
 * Elementary and Secondary Educators
 * Both "elementary" and "primary" are used for pre-secondary, and might differ geographically or cause confusion (?).
 * Sounds as if it excludes the pre-primary sector.
 * Early Learning
 * "Early learning" refers to pre-primary education (toddlers, ages 1 to 5).
 * Pre-tertiary education
 * Rarely used expression (try Googling); possibly not well understood.
 * Portal:for youths, Portal:for kids, portal:for teenagers, portal:for toddlers...Hillgentleman|Talk 11:06, 19 May 2007 (UTC)
 * Wikiversity: PreK - 12
 * Even though "PreK-12" is a US-American expression referring to all education up through grade 12, if it is translated to a different language it can be whatever they call it in that country.Harriska2 22:37, 11 September 2007 (UTC)
 * Wikiversity: PreK - 12
 * Even though "PreK-12" is a US-American expression referring to all education up through grade 12, if it is translated to a different language it can be whatever they call it in that country.Harriska2 22:37, 11 September 2007 (UTC)

Namespace for the pre-tertiary portal
The namespaces Wikiversity:, Portal: and School: have all been suggested. Comment is invited.

A page in the "Portal:" namespace for "pre-tertiary content" would be a user-friendly page mainly devoted to helping browsers find pre-tertiary learning resources on Wikiversity main namespace pages. One question about such a portal page is not if it should exist but rather, should it use the page format that is used by other major Wikiversity portal pages such as Portal:Science? There could also be a School of Pre-tertiary Education that would function as a content development project for the entire area of pre-tertiary learning materials at Wikiversity. However, pre-tertiary education is a very broad area and it is not clear that Wikiversity could find or establish a set of unifying principles for content development that would set a School of Pre-tertiary Education apart from other Wikiversity content development projects. A Pre-tertiary Education Portal page could have a section for content development and simply link to more focused content development projects such as School:Early Learning.

 * I think part of the problem you're grappling with here, JWS, is the same one as faced in the past by many educational systems when it comes to finding appropriate institutional structures for teacher training. For example, does one integrate teacher training with a normal university (in which case it gets spread out among the various faculties), or does one set up a separate college? One answer is that if the institutions are all located within one geographical campus, courses can be shared between departments and other institutions anyway, so the end result is much the same. As a virtual university, Wikiversity can, of course, go for multiple structures, overlaps and redundancy. Responding to some of your other points, I'll refer back to our subsequent IRC chat: the look-and-feel of the portal would cater for the idiosyncracies of its audience rather then conform to other portals. McCormack 04:45, 19 May 2007 (UTC)

 * Strictly on namespaces - the Wikiversity namespace is most appropriate to developing Wikiversity - through policies, taskforces etc. A portal is a user-friendly place for people to find resources, activities etc easily - I think it's more appropriate for this kind of initative. It seems to me that School and Topic-type pages can be used to organise resources for teaches who want to learn or share experiences about primary teaching. Then, of course, Categories can be used to flag resources not just by theme, but also by the context in which they are appropriate (level, country-specific curriculum etc). All these things can work together but I feel this is best as a portal. On a pre-tertiary portal being "very broad" and hence unwieldy, I agree - and think we need to have portals and/or categories for specific educational systems, broken down by stage, curriculum, learner level etc as appropriate. Cormaggio talk 17:14, 19 May 2007 (UTC)

A problem I see which perhaps needs solving here... The pre-tertiary portal would be structured into "departments" corresponding to school subjects, rather like a typical school. Where would these be located, in terms of namespace? For example, where would the "History Department" go, as an immediate child of the pre-tertiary portal? McCormack 17:21, 19 May 2007 (UTC)

 * It's a good question - and I wonder if you were thinking of a namespace analogous to WikiJunior in Wikibooks?. I would think that if we have specific portals, then their departments could be subpages, eg Portal:Pre-Tertiary/History. Then I think that specific resources should be given specific names, eg History for GCSE or History for fifth grade, which would be broken into subpages on different aspects of history taken at that level. However, I just wonder if we should not be tackling this question throughout the namespaces - ie whether we should be allowing people to go into a subject like History and find materials by aspect of history and learner level, like how the French Wikiversity seems to organise their subject departments. Or should we be doing both these things? How to coordinate them best? Cormaggio talk 18:20, 19 May 2007 (UTC)

 * I think you're right that a core structure with a dual category division (subject/level) is appropriate for pre-tertiary education. I think it's not difficult to coordinate these technically, but what is best in terms of policy (e.g. namespace). I tend to agree with Wilimut that making core structural changes later is difficult. Even if "everything is editable", some things are difficult and some things are a pain - better to get it right first time round. McCormack 04:27, 20 May 2007 (UTC)
 * Indeed. I'm going to address the structuring system in another section below. Cormaggio talk 14:48, 20 May 2007 (UTC)

 * Please keep it simple. I had enough problems finding this place for elementary curriculum.  Something like Wikiversity: PreK-12 (or whatever expression for different languages).  If you want to attract teachers, then you have to use the correct common lingo: PreK-12.  Although that is US centric it is what a US teacher would use.  I'm finishing up ed school and can honestly attest that the term pre-tertiary is simply NOT used.Harriska2 22:43, 11 September 2007 (UTC)

Structure of information and activity in Wikiversity
I think the basic question we must ask is: what are we trying to achieve here? I think all these efforts are to enable people to find resources, and then to organise activity, ie motivate people to contribute, participate etc. - but with the emphasis in this case on finding resources. I wholeheartedly agree with making the best, simplest, and most intuitive structure possible. To this end, I think we should be adapting some of the work that Commons have done in categorising their pages by subject and file-type - this system could be extended to include learner level and curriculum compatibility. This could all be done by categories, as in Commons, and if it is done well, it could be integrated with our browse section, preferably on the front page. This structure could then be replicated throughout each subject field - where someone interested in History could be taken to a portal page which details breakdowns of history-related content by aspects of history, resource types, learner level, curriculum compatibility etc. With a good category system in place (starting from Category:Content), combined with comprehensive and user-friendly subject portals, the question about something like this proposed portal then arises: what is it trying to achieve? Perhaps, with the finding of resources facilitated by something like the above structure, this kind of portal could play a role more in the organising of activity, ie motivating people to add content, give and get feedback, add teaching tips and lesson plans, share experiences, and create shared workspaces - almost like a community portal focused on specific people, which was my intention for something like Portal:Teachers. Cormaggio talk 14:48, 20 May 2007 (UTC)

 * I looked at your link Category:Content. It doesn't seem very categorized.  I like your idea of learner level. Not sure what curriculum compatibility is. Can you give specific examples? Harriska2 20:51, 4 June 2007 (UTC)

 * Here again, dynamic page list would be useful.Hillgentleman|Talk 22:09, 4 June 2007 (UTC)

Home vs. School Education
Hi, I'm new here but I happened upon the School:Mathematics/Primary School Mathematics course. As I began work on it and was pointed to this discussion. I thought I'd offer a few of my perceptions to the mix.

Certainly, the minute you get into the high school grades and possibly some of the middle grades for many subjects, there will be a number of motivated learners who will be able to parse the informantion and learn that material themselves. But I can't see much if any audience at the primary levels to learn math. At this level, I think the focus should be on educators, parents of students at school, and home educators. The problem is that the focus of these two types of "courses" (high/middle vs. primary) are entirely different, and as such probably belong in different schools. More specifically, I think there is a need for a separate(d) portal for education. However, because it is fairly common for many core subjects to be taught by non-specialists up until about the 5th and sometimes the 6th grade, it follows that courses of a pedegogical bent could be appreciated and used by more than just professional educators, so the portal to it needs to be named in such a way that it draws more than just educators.

Case in point is the course I am working on here. A quick look at the Overview should give you an idea of how I am approaching the course. While I am attempting to avoid any alignment with specific published curriculum, I have to admit that I am not setting up the course with the old school drill and kill mind set. Rather, I am aligning the course to be in step with current research that addresses the the way students learn, the learning environment, and the various techniques that are to be found in classrooms that drawn on this cutting edge this research. There are many hurdles that I will need to negotiate to accomplish this. Reconciling students' forward progress with differentiate learning styles is an example of the one of the more complicated and even controversial of these hurdles. Putting this in language that is accessible to a broad audience is my goal. My approach has to write primarily with homeschoolers in mind, as I think this groups interests lie somewhere between (non-specialized) professional educators and parents who want to understand what their kids are learning.

My inclination is to suggest some kind of Education departmentportal, where at the upper levels content is more focused on specialized educators (because that's what they are at that level), but include a Primary Education School - designed for parents, non-specialized teachers, and homeschoolers, which broadly addresses the needs and concerns of the various disciplines at those grade levels. I could see, for instance, a collection of cross-curricular activities in an area within the school that links to the various subjects that may be involved. Leightwing 14:10, 29 August 2007 (UTC)

 * Leightwing: I think everyone is in basic agreement along the lines you outlined, above. Rather than continue to wring hands over the best name for the portal(s), I think it is time to just start creating some portals that will serve as directories for the non-college-level learning resources of Wikiversity. If we use this format for a new portal, there will be a prominent place to list related content development projects. As a start, I'm ready to help set up the portal that you want for the Primary School Mathematics" resources. If you like, you can select your favorite name for such a portal and I'll start it.

Keeping resources open and interconnected
As I read through this whole page, I kept thinking of the same thing: We need ways to ensure that all the pages and learning resources involved in this project are connected to relevant pages. Here's my suggestions: Anyway, that's my two cents. --Luai lashire 18:01, 2 September 2007 (UTC)
 * We use the aforementioned navigation box (see "alternative structure suggestions" above) that offers you versions of the page you're looking at aimed at different ages. I see this tool as being used for schools, departments, and portals mainly.
 * Each learning resource could include a box that says "Wikiversity has related learning resources on the following subjects:" For example, if you are looking at a basic American History course for 4th graders, the box would then list available resources that are related: Native American history and culture, Labor history in America, the Civil Rights moevement, ect. all geared towards that age group.
 * The learning resources could also have a navigation box saying "Is this page above/below you or your students' level? Wikiversity has similar resources at the tertiary and elementary levels" or similar.
 * We should try to keep the boundaries between subjects fluid to a certain extent. For example, an Ornithology resource could breifly cover physics topics as it seeks to explain flight.  It could cover acoustics as it explains how birds sing.  At the end of a segment like this where the resources has moved awya from its main topic a little, it could link to a page that would explain in greater detail or talk about another related subject (for example, after explaining how birds sing, the Ornithology resource could link to a guide to an acoustics experiment).
 * We should try to provide learning resources that can be used by individuals to teach themselves, by educators to teach classes, and by homeschoolers or parents, with only minimal modifications. Remembering that different students have different learning styles, we should try to include directions for activities that will involve all the learning styles- audial, visual, kinesthetic, tactile.  We should guide educators towards videos, books, and other related media that will enhance their students' learning experiences.
 * There are three main tools that are routinely used to link related wiki pages: portals (directory pages), categories (use categories like "tags") and "navigation boxes". These are all discussed at Intermediate Wikiversity. In my view, you are not doing a good job of linking related wiki pages unless you make use of all three of these methods. A fourth method often goes without mention because it is part of all good webpage design: embedding a rich collection conventional hypertext links within the wiki pages. This page is about trying to figure out how to name some major portal pages that will serve as directories for non-college-level content. --JWSchmidt 18:35, 2 September 2007 (UTC)
 * I'm not sure things should be interconnected. What happens if someone wants to create curriculum that is traditional, and also create worksheets, videos, and activities that adhere to a methodology (ie Direct Instruction)? Harriska2 17:10, 1 February 2008 (UTC)

Educational resources

 * Arithmetic
 * Simple addition flashcards

title: Wikiversity:Pre-tertiary portal


text:
User:Sagesiren~enwikiversity

Hi there. I'm interested in many things, but what comes to mind at the moment regarding Wikiversity is mneumonic devices. I'm interested in using song/rhythm/rhyme and other things as a way to remember things that might otherwise be hard to have stick in your brain. I'd like to somehow have a page devoted to mneumonic devices for all sorts of things with links to different areas of knowledge. Many of them may be geared more toward elementary level learning, but I think that's okay. I think there are plenty of adults who have forgotten many things they learned as kids that might come in handy. I think it might be a good reference for grammar school teachers as well.

title: User:Sagesiren~enwikiversity


text:
User:Keiy

This is the page of Trevor Young

title: User:Keiy


text:
User:Areil123/level tests

=one=

=seven
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title: User:Areil123/level tests


text:
Web architecture for Wikis

This is a learning project.

Web architecture combines elements of Information Architecture with the technical aspects of developing resources on the web. This learning project aims through a collection of resources, discussions, and real activities on the wiki, to explore the challenges posed by the rapid emergence of large scale, highly participatory wikis.

The project outputs aim to be useful for other wikis by highlighting the implications and challenges in regards to organizing spaces in these types of environments.

This project aims to establish 3 things:

 * 1) A record of existing practices and patterns in Wikiversity;
 * 2) the discussion and development of a set of tools that may be of value in scaling, maintaining, navigating, and other functions within the Wiki environment;
 * 3) suggestions and modifications of significant structural pages within Wikiversity (or other large scale Wikis);

We will, for the most part, use the wiki itself to reproduce and sandbox pages for analysis, discussion, design. Tools to facilitate this process would be greatly appreciated. Please start a separate page if you have pre-existing suggestions; ie, templates, etc.

Case studies
Case studies should involve a particular Wiki or proposed Wikiversity component.

The Wikiversity Main Page
/Wikiversity Main Page/

Redesign of this important page is taking place and is at version 0.3

There is an interesting post here: Wikiversity_talk:Introduction_Overhaul_Taskforce about reorganising the overall structure of Wikiversity.

WAW Discussion: /Wikiversity Main Page/

Portal:Reading clubs
WAW Discussion: /Portal:Reading clubs/

Namespaces
What are Topics? Need to review the existing language of organization that is appearing on WV.

Templates
Template syntax combined with Parser functions can create some powerful tools to assist users in navigation, page creation, and content development. The Web Architecture for Wikis project will develop a variety of tools for these purposes.

 * Template:WAWtranscluder - use to create a viewable version of any page in the wiki. Will be refined with addition of various subpages for discussing relevant issues related to redesign, etc. For some issues regarding the use of transclusion and templates see: http://en.wikipedia.org/wiki/Wikipedia:Transclusion_costs_and_benefits

/ToolSandbox/

Resources
Center for Wiki Science

Generating dynamic content with MediaWiki

Wiki as a tool for learning

Wiki Science at WikiBooks

Introduction_Overhaul_Taskforce - lists pages that need improvement.

http://en.wikiversity.org/wiki/Wikiversity:Naming_conventions#Main_namespace

http://en.wikibooks.org/wiki/Instructional_Technology

[http://www.oreilly.com/catalog/9780596527341/ Information Architecture for the World Wide Web. 3rd ed.] by Peter Morville and Louis Rosenfeld.

/Glossary/

Images

http://meta.wikimedia.org/wiki/Server_layout_diagrams - these diagrams give a bit of an overview of just what we're dealing with here. This thing is big and it changes all the time.

title: Web architecture for Wikis


text:
User:Gubi~enwikiversity

Welcome to the virtual office of Dr. Carlo Gubitosa (a.k.a. Gubi). My e-mail is (carlo@gubi.it)

I'm a Telecommunication Engineer born in 1971, and after my technical studies I focused my research activities in the field of the social employment of ICT.

I wrote several essays and books in italian language about social communication and other journalistic issues, and since 2002 I am involved in the academic field as member of examining boards or lecturer for seminars on journalism and new information technologies at the Department of Communication Sciences of the University of Bologna, within Prof. Mauro Sarti’s “Theories and Techniques of Journalistic Language” and “Journalistic communication” courses. I collaborated also with other italian universities in Trieste, Vercelli, Genova.

I am currently following the development of Phpeace, a Content Management System (CMS) realized to fit the need of non-profit organisations.

Phpeace was used for the creation of portal giornalismi.net installed at the faculty of communications sciences in Bologna, used to give students an open environment to get useful info and publishing their better works.

title: User:Gubi~enwikiversity


text:
Iran

Iran is a country in Western Asia.

The official language of Iran is Persian. Persian is an Indo-European language, thus related to a.o. English.

Main ethnic group in Iran are Persians. Persians are of Aryan inheritence and the name Iran itself means the Land of Aryans.

Iranians have always called their country as Iran. Persia is a province in south of Iran but in the English language the whole country of Iran was used to be called Persia untill 1935 when Reza Shah Pahlavi, the then king of Iran asked the West to use the native name of the country also in the Western languages.

The native name of the Persian language is فارسی (transcribed as Fārsī) (compare with German/Deutsch). Using the name Farsi instead of English in an English text is as wrong as using such sentences as "I speak Deutsch" or "I am learning Italiano".

title: Iran


text:
Introduction to Persian

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" Introduction to Persian
 * style="background-color: #bbd2e1; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="1" |

Persian
 * style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Persian, Persian is an Indo-Iranian language.

The official language of Iran and Tajikistan is Persian. Persian is also one of the official languages of Afghanistan. Persian is an Indo-European language, thus related to a.o. English.

The native name of the Persian language is فارسی (transcribed as Fārsī) (compare with German/Deutsch).

 * style="width: 60%; background-color: Cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: Cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Topics

 * Subject 1 : /About Persian/
 * Subject 2 : Pronunciation and writing
 * Subject 3 : /Persian dialects/
 * Subject 4 : Persian verbs

 * }

title: Introduction to Persian


text:
Introduction to Persian/Verbs

The prefix "be"
The subjunctive-marker be- is used:
 * 1. in the case of uncertainty (i.e. after shâyad (maybe), agar (if), bâyad (must) and the like.
 * 2. If there are more than two verbs in a sentence (no matter past or present) the second, third .... verb begin with be-.

So you see that when you have to use "to" before the second verb in English you have to use "be-" in Persian.

So the correct forms are:
 * "Mixahæm sibi bexoræm"
 * "Mixastæm sibi bexoræm"

About your question: "in the past tense, can you also say "Xastæm" instead of "Mixastæm" for I wanted"

Xâstam and mixâstam are two different tences.
 * Xâstam means "I wanted",
 * Mixâstam means "I used to want".

Adding mi- to the simple past tence makes it durative. For many verbs like "mi-did-am" you can always translate it in English as "I used to see" but for the sense-related verbs like "mixâstam" depending on the context both "I want" or "I used to want" can serve as English translation.

I hope I have been able to help you. I am at your service for other questions, (we can follow here in my user page). Take care. --Mani1 21:04, 16 July 2005 (UTC)

Thanks for the clarification. Then can we use the prefix "be" in all the following examples(?):

and so on...
 * I like/love VERBing (for example "Zeban yad begirem dust darem" ("I love learning languages") (?)
 * I tried to VERB
 * I hate VERBing (for example "az benevisad moteneffer ast" ("he hates writing") (?) (I have a feeling that this is a little different)
 * I started/ended VERBing

- Khâesh mikonam (you're welcome).

 * I like/love VERBing ("Zeban yad gereftan dust darem". Gereftan is the infinitive.
 * I tried to VERB. (Sa'y kardam be-Verb-am).
 * He hates VERBing ("az neveshtan moteneffer ast"
 * I started/ended VERBing. (Shoru' karam neveshtan).

As you see for VERBing we use normally the infinitive form in Persian.

Can, may, should, must
I already learnt these before, but now that I have a clearer picture of the usage of the prefix "be," I would just like to ask one example for each auxillary verb to make sure that I am using it right. Thanks in advance.

Can:

 * "I can go to school" Is it "mitevanem beh madreseh rævæm" ?(from where I learnt, the prefix "be" was not used in "can")

 * "I could go to school" IS it "mitevanestem beh madreseh behravam" ??

May, might:

I know how to say "might have VERBed"

 * "I might have eaten that apple" should be "shayæd an sib ra xordeh bashæm" (is this true?, the website I learnt from does not use the prefix "be")

But I do not know how to say "might VERB":

 * "I might eat that apple" ??

Should, must:

Again I know how to say "must have VERBed"

 * "I must have eaten that apple" Is it "bayæd an sib ra mixordæm" ? (the website I learnt from does not use the prefix "be" here.)

But I do not know how to say "must VERB"

 * "I must eat that apple" ??

It is:Bayæd an sib ra behkhoram.

This was a bit long, but thanks a lot for taking your time to answer them. I really appreciate it.

-- Can:

Be- is used here because it is the second verb. (In literature and some instances of the spoken language be-can be omited, whenever you see a verb without a be- or mi- you can be sure it has been the be- which is omited thus it is subjunctive, mi- is never omited).
 * "I can go to school" is "mitevanem beh madreseh beravam".

Like in English the present tence is used for "go".
 * "I could go to school" is "mitavânestem beh medreseh be-rav-am".

May, might:

xorde bâsham is the subjunctive from for the past tences. In the past tence -bâsh- (historically be+ast) is used for making the subjunctive form.
 * "I might have eaten that apple" is indeed "shayæd an sib ra xordeh bashæm".

 * "I might eat that apple": "Shâyad ân sib-ra be-xoram".

Should, must:

 * "I must have eaten that apple" Is "bâyad an sib râ xorde bâsham"

 * "bayæd an sib râ mixordæm" means: "I had to eat that apple".

 * "I must eat that apple" is: "Bâyad âan sib râ be-xor-am.

It's bedtime here now, I hope I can be at your service tommorow. Iyi Geceler, --Mani1 23:30, 16 July 2005 (UTC)

If
Teshekkor mikonam.

---
 * Agar in sib râ be-xor-am ... (If I eat this apple ...)

The first be- is because of (uncertainty), the second because it is the second verb.
 * Agar be-xâh-i be-xor-i. (If you would want to eat).

 * Agar mi-xâh-i bexori. (If you want to eat).

 * Agar xâsti bexori. (If you wanted to eat).

 * Agar mi-xâsti bexori. (If you always wanted to eat).

Past subjunctive:
 * Agar xorde-bâshi. (If you have eaten).

Iyi Gunler. --Mani1 10:51, 17 July 2005 (UTC)

 * "if you don't go to school today, you will be punished" Is: "agar emruz beh madreseh na-rævi, tanbih xâhi shod".

Negation of subjunctive: The be- is replaced by na-.

 * How about the 2nd kind of "if" (subjunctive):
 * "if you ate the entire cake, you would get sick." is "Agar hame-ye Kayk râ mi-xordi (ehtemâlan) mariz mi-shod-i.

The durative past tense (mixordi) has as subjunctive the same form (mixordi). Ehtemâlan means possibly.

 * "If you had not eaten that cake, you would not have thrown up". is: "Agar ân Kayk râ na-xorde-budi, bâlâ ne-mi-âvardi.

Ne-mi-âvardi is the subjunctive of the durative (repeatetive) form mi-âvardi (you brought during a certain time). Bâlâ means up.

Tækrar (that means "again"(?)) teshekkor mikonæm. Correct form: Dobâreh (again) tashakkor mikonam. Taekrar means more like repeat, dobâreh is a better way of saying 'again'. Active voice:

Indicative --> Subjunctive:
 * miravam --> beravam
 * xâham raft --> beravam

 * raftam --> rafte bâsham
 * rafteh-am (I have gone) --> rafte bâsham

 * mi-raftam --> mi-raftam

 * rafte budam (I had gone) --> rafte budeh bâsham

Passive voice:

Indicative --> Subjunctive:
 * xorde mi-shavam (I am (being) eaten) --> xorde be-shavam
 * xorde xâham shod (I'll be eaten) --> xorde beshavam.

 * xorde shodam (I was eaten) --> xorde shode bâsham
 * xorde shodeh-am (I have been eaten) --> xorde shode bâsham

 * xorde mi-shodam (I used to be eaten) --> xorde mi-shodam

 * xorde shode budam (I had been eaten) --> xorde shode budeh bâsham.

Khâhesh mikonam (You're welcome). --Mani1 11:31, 17 July 2005 (UTC)

Future perfect tense
Again thanks a lot. Maybe you should corporate some of the material here into the main article "Persian grammar." These are very helpful.

How about the future perfect tense:

 * "By the time spring comes, he will have already left.

Is the second part is like "terk kerdeh khahed bud" ?

---

I am happy it has been helpful to you. Yes I think I will add the tences, moods and voices to that article in the future.

We use just the tence based on "present participle" i.e. "rafte ast" for "Will have VERB-ed".
 * "By the time spring comes, he will have already left. is : "Bahâr ke be-ây-ad, u digar rafte ast/u injâ râ tark karde-ast".

Movaffaq bâshid. --Mani1 16:59, 17 July 2005 (UTC)

Just a quick question. Why don't you say "Bahâr ke mi-ây-ad", but say "Bahâr ke be-ây-ad," in the example here?

 * "Bahâr ke be-ây-ad" means: "When (in the case/if) spring comes"

 * "Bahâr ke miâyad" means: "When (every time) the spring comes".

You can say Bahâr ke miâyad" and this actually probably fits your translation of 'When spring comes' better than "Bahâr ke be-ây-ad" which means when (in it's own time) spring would come.

Imperatives
I have learnt that imperatives can be built in two ways: with or wihout the prefix "bo":

 * Go! --> Ro! or Boro!

Is this the case for all verb imperatives? Does the prefix "bo" have an additional meaning?

Thanks.

-- Basically all the imperatives are made as; be+present stem, whithout personal endings (except for 2nd person plural). using imperative without be- is found in literary works and in spoken Persian in the case of much used verbs be- is omited in combinations. like: Behtar (be-)sho! "become better". bâz (be-)kon! "Open"!

Next thing you should know is that under the influence of "o" in some frequently used verb stems preffix be- is pronounced bo- in standard spoken Persian. Thus: Boro, Boxor, bokon but: begu, beshuy (Wash!), bedân (Know!). The same happens to be- becoming bi- in spoken language in some cases like: bi-yâ (come!), bi-âr (be-âvar) )bring!) etc.

When, While
Are all the sentences that are constructed with "when" and "while" in English are expressed with "ke" in Persian? And do we place this particle right before the verb? (just like "Bahar ke beayed")

And do we always use the prefix "be" in sentences of "when" and "while"

Just two examples:
 * Present, future meaning:
 * "When you (will) come home, make tea!" Could it be "beh khane ke be-ay-i, (bo)saz chai!" ?

It is better to say at the end instead of, (bo)saz chai, which literally means actually create tea, dorost kon chai, which means just prepare it, make it.

Again, this makes sense but 'chai saxt' means he actually created the tea, it's better to say, chai dorost kard.
 * Past meaning:
 * "When he came home, he made tea" Could it be "be khane ke amed, chai saxt" ?

When is expressed in two ways:
 * Vaqti ke / moghe'i ke ....
 * .... ke .... (ke comes after the agent).

 * "When you (will) come home, make tea!" is: "Xâneh ke mi-ây-i châi dorost (be)kon". or: Vaghti ke be xâneh mi-ây-i châi dorost (be)kon".

 * "When he came home, he made tea" is: "Xâneh ke âmad, châi dorost kard". or: "Vaghti ke/moghe'i ke/zamâni ke/hengâmi ke be xâneh âmad châi dorost kard".

Take care. --Mani1 21:16, 17 July 2005 (UTC)

Causatives
The source that I used to learn Persian never taught causatives. How would you, for example, build this sentence in Persian:

 * "I made him do his homework"

-I am happy to help you. This would be, 'majbooresh kardam keh kaaresho bekoneh.

And how about this other kind of causative:

-Naameharo ferestoondam beh kaareht.
 * "I had the letter sent to your office"

--Nonewmail 23:19, 17 July 2005 (UTC)

-

For the causative you should use the causative forms of the verb stems. The rest is the same as normal. Causative form of a stem is made by adding -ân to the normal present or past stem:
 * -xor- (eating), -xorân (making to eat), xorând (made eating).
 * mi-dav-am: ("I run"), sag râ mi-dav-ân-am ("I make the dog run").

But you can not do that with just any verb. For many verbs you should use another verb which has the causative meaning of the same action:

(Vâdâr kardan means "making somebody doing something, forcing", the causative stem -kon-ân- does not exist)
 * "I made him do his homework" : "Vâdâr-ash kardam mashgh be-nevis-ad".

For the form "had him doing ..., we say in Persian "I gave ...":

(Literally: "I gave, they bring the letter to your office".
 * "I had the letter sent to your office" is: "Nameh râ dâdam be-âvar-and daftar-e shomâ".

--Mani1 13:53, 18 July 2005 (UTC)

Although, despite
Thanks for the explanation of the causatives. My next question is about building sentences with "although" and "despite":

 * "Although I arrived at the station on time, I missed the train" and,
 * "Despite arriving at the station on time, I missed the train"

Again, unfortunately I never learnt this. But I am sure one example of each will give me a good idea how these constructions are generally used. Teshekkor mikonam.

---

 * "Although I arrived at the station on time, I missed the train" is: "Bâ inke/Garcheh sar-e vaqt be istgâh residam, qatâr râ az dast dâdam".
 * "Despite arriving at the station on time, I missed the train" Is: "Bâ vojud-e inke/alâraghm-e inke sar-e vaqt be istgâh residam, qatâr râ az dast dâdam".

You can also say: "Sar-e vaqt be istgâh residam, vali qatâr rafteh-bud".

Keep in mind that in written text, this structure will always have an amâ or vali between the clauses much like the latter example.

Exhortations
How would you say things like "let's verb!", "let me verb!"? For example with the verb "write"? Do you use the past participle ("nevesht") or the present particle ("nevis") for this kind of exhortations?

Thanks.

--- For the first form we use "Biyâ" (come). For the second one: "be-gozâr" (Let).

"*Let's write!" : "Biyâ be-nevis-im". "Let me write" : "Be-gozâr benevisam".

Khâhesh mikonam.

title: Introduction to Persian/Verbs


text:
User:Dionysios/Sandbox

Sandbox of Dionysios

Dionysios established this Sandbox to provide him with a page on which to experiment. Content will not stay permanently; this page is cleaned occasionally.

"It's New Media: But Is It Art Education?"

 * It's New Media: But is it Art Education? by Trebor Scholz (links to wikiversity.org)

"Core Curriculum" from Wikipedia (Edited.)

 * 1) In education, a core curriculum is a curriculum, or course of study, which is deemed central and usually made mandatory for all students of a school or school system.
 * 2) Core curricula are often instituted, at the primary and secondary levels, by school boards, Departments of Education, or other administrative agencies charged with overseeing education.
 * 3) At the undergraduate level, individual college and university administrations and faculties sometimes mandate core curricula, especially in the liberal arts.
 * 4) But because of increasing specialization and depth in the student's major field of study, a typical core curriculum in higher education mandates a far smaller proportion of a student's course work than a high school or elementary school core curriculum prescribes.

Examples in Higher Education

 * 1) Amongst the best known and most expansive core curricula programs at leading American colleges are University of Chicago's and that of Columbia College at Columbia University.
 * 2) Both can take up to two years to complete without advanced standing, and are designed to foster critical skills in a broad range of academic disciplines, including: the social sciences, humanities, physical and biological sciences, mathematics, writing and foreign languages.
 * 3) However, other selective institutions have largely done away with core requirements in their entirety, the most famous being the student driven course selection of Brown University.
 * 4) Further, as core curricula began to be diminished over the course of the twentieth century at many American schools, several smaller institutions became famous for embracing a core curriculum that covers nearly the student’s entire undergraduate education, oftentimes utilizing classic texts of the western canon to teach all subjects including science.
 * 5) St. John’s College in the United States remains famous in this vein.

Choice v. Curriculum

 * 1) Many educational institutions are currently trying to balance two opposing forces: On the one hand, some believe students should have a common knowledge foundation, often in the form of a core curriculum; on the other hand, others want students to be able to pursue their own educational interests, often through early speciality in a major, however, other times through the free choice of courses.
 * 2) This tension has received a large amount of coverage in light of Harvard University's reorganization of its core requirements.
 * 3) For example, in 1999, the University of Chicago announced plans to reduce and modify the content of its core curriculum, including lowering the number of required courses from 21 to 15 and offering a wider range of content. When The New York Times, The Economist, and other major news outlets picked up this story, the University became the focal point of a national debate on education.
 * 4) The National Association of Scholars released a statement saying, "It is truly depressing to observe a steady abandonment of the University of Chicago's once imposing undergraduate core curriculum, which for so long stood as the benchmark of content and rigor among American academic institutions."
 * 5) Simultaneously, however, a set of university administrators, notably then-President Hugo Sonnenschein, argued that reducing the core curriculum had become both a financial and educational imperative, as the university was struggling to attract a commensurate volume of applicants to its undergraduate division compared to peer schools as a result of what was perceived by the pro-change camp as a reaction by “the average eighteen year old” to the expanse of the collegiate core.

WILL-AM UIUC "Focus 580" Link

 * |"Focus 580"

Translate Template User:Scigirl543
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title: User:Dionysios/Sandbox


text:
Checking open proxies

This advanced lecture in the School of Computer Science covers many methods used to determine whether a host is an open proxy. It assumes extensive understanding of networking, TCP and UDP communications, IPv4 address allocation, proxy servers, and UNIX.

Overview
Open proxies have in recent years evolved as an excellent means by which to circumvent oppressive internet censorship, protect online privacy and anonymity, and ensure safety and security on the web; however, they have also become a useful tool for script kiddies and others with malicious intent. For this reason, many organizations and individuals have chosen to prohibit or restrict access to their servers from open proxies, yet the enforcement of these restrictions does not come easily, requiring a skilled team of open proxy checkers, such as those of the Wikimedia Wikiproject on open proxies, to verify which hosts are open proxies, and which are not. This lesson seeks to educate you in the skills necessary to master the art of open proxy checking, such that you too can become an "open proxy checker."

The basics
The methodology used by open proxy checkers is similar to that used by a detective investigating a crime. This is of course not to say that the users of open proxies are criminals, but rather to draw a helpful parallel in investigative strategies.

With this analogy in mind, let's define the first principle of open proxy checking as "presume innocence until guilt is proven"--that is, always assume that a host is not an open proxy until you can prove otherwise. Following this principle, we see that it is impossible to prove that a given host is not an open proxy; the only way to support a claim that a host is not an open proxy is that there is inconclusive evidence to support the opposite claim.

And what amount of evidence is then conclusive? Your job as an open proxy checker is not to prove that you could connect through a proxy, but rather that it is reasonable to expect that unauthorized persons can connect through and use the host as a proxy. This breaks down into the following burden of proof: You must prove that the host is currently running a web proxy and that one of the following conditions is additionally met:
 * 1) The proxy allows access to anyone.
 * 2) The proxy does not allow access to anyone, but uses a weak form of authentication that is easily bypassed.
 * 3) The proxy restricts access, but the details for authenticating to gain access to the proxy are publicly available.
 * 4) The host has been hijacked so as to allow unauthorized access to the proxy to one or more persons.

It is also important to keep in mind the second principle of proxy checking: "Once a proxy, not always a proxy." Just because you were able to prove the above yesterday, it doesn't mean that you will be able to prove it today. Proxies very rarely remain enabled or behind the same IP address for more than a few years, and the owners of hosts often disable or secure proxies once they become aware of the problem. As such, if your declaration of a host as an open proxy comes into question at a later time, you must again presume that the host is no longer an open proxy and seek to prove the opposite--you cannot argue that a host is an open proxy on the basis of previously collected evidence.

The process of reaching a conclusion about an open proxy consists of three basic steps:
 * 1) Determining if there is probable cause to suspect that a host may be an open proxy.
 * 2) Investigating the host in depth and collecting evidence to support you suspicion.
 * 3) Determining if the evidence collected conclusively supports your claim that the host is an open proxy.

Probable cause
As with any investigative work, it's necessary to have probable cause to suspect that a host is an open proxy before investing the time needed to perform an in-depth analysis. Naturally, there is no legal obligation or otherwise for this; it's just simple common sense. There are 4,294,967,296 IPv4 addresses out there (and as many as 340,282,366,920,938,463,463,374,607,431,768,211,456 IPv6 addresses), and absolutely no one has the time to check them all. As such, we choose to discriminate between hosts that are more and less likely to be open proxies on the basis of several rather superficial behavioral observations.

The following are some (but not all!) common characteristics of an open proxy:
 * Large amounts of traffic from a single IP address, especially if this traffic occurs at all hours of the day and especially if the IP address is consistently accessing the same file(s).
 * Inconsistent traffic from a single IP address or anything indicating that the IP may have been used by multiple unique individuals.
 * Similar traffic coming from multiple unique IP addresses, indicating that the same individual is using more than one IP. For example, if 12 completely unique IP addresses log in to the same account, you can pretty safely guess that at least some of the IPs being used are open proxies.
 * As a general rule of thumb, IP addresses are considered "unique" in this context if a whois report indicates that they originate from different parts of the world. In particular, IP addresses serviced by the same ISP, especially if they differ by fewer than 16 low-order bits, should not be considered unique.
 * Indicators of a poorly configured proxy, such as unneeded escape characters (typically backslashes, and commonly before characters such as quotation marks) being submitted in forms.
 * Multiple, recent red-listings on a completewhois report.

None of these criteria constitute conclusive evidence that a host is an open proxy, nor must an open proxy have any of these characteristics; however, they are useful guidelines to assist you in determining the likelihood of a host being an open proxy.

title: Checking open proxies


text:
User talk:Cubslvr~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 Cubslvr. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Cubslvr~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 23:30, 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) 06:05, 19 April 2015 (UTC)

title: User talk:Cubslvr~enwikiversity


text:
User:HappyCamper/to do

Feel free to help out!

 * Put together learning resources for introductory German

Things to learn
Everything, of course :-)

Tutorials

 * Matrix multiplication with templates
 * Rubik's cube

Long term projects

 * Work on all the welcoming pages so that they are suitable for newcomers
 * Get Portal:Chemistry up and running
 * Get Portal:German up and running
 * Make Namespaces more user friendly. Make a navigational template for "touring" each of the namespaces
 * Condensed matter field theory

Other ideas

 * Quick summary sheets, quick reference sheets, or "cheat sheets"
 * List of objectives in writing
 * List of syllable-minimizing sentence constructions
 * List of ideas for minimizing energy consumption when cooking

Things to clean up

 * Category:Index-Vorlage - not sure that this category is needed...

title: User:HappyCamper/to do


text:
Diabetic History (OSCE)

Type and Duration

 * Type1DM or Type2DM? Consider other types such as Gestational diabetes and LADA.
 * AGE of onset
 * MANNER of diagnosis - Routine Tests or Symptomatic, if symptomatic explore presenting symptoms

Glucose Control

 * FREQUENCY of monitoring
 * VALUES - usual numbers at AM and PM, taken AC or PC, range, HbA1c

Please give time interval between last meal and fasting blood sugar test and values in all tests.It will help people.
 * HYPOGLYCEMIC episodes
 * frequency
 * severity
 * sympathetic prodrome
 * unheralded neuroglycopenic symptoms
 * hunger, dizziness, tingling, blurred vision, difficulty thinking, and faintness

Diet and Exercise (CDA)

 * quantity (calories)
 * quality

Medications

 * oral hypoglycemics
 * insulin (type, units, timing)
 * antagonistic drugs (thiazides, corticosteroids)

Modifiable Risk Factors

 * Hypertension
 * Hypercholesterolemia
 * Smoking
 * Alcohol

PMHx
Types 1 and 2
 * Stroke
 * MI

FMHx
Family hIstory of autoimmune disease associated with T1D e.g. Autoimmune thyroid disease, coeliac's disease, pernicious anaemia and vitiligo

Neuropathy

 * Neuropathy
 * Autonomic:
 * erectile dysfunction
 * orthostatic hypotension
 * gastroparesis
 * constipation
 * incontinence

 * Peripheral:
 * anesthesia
 * paresthesia
 * hyperesthesia

Retinopathy

 * date of last eye exam with an OPHTHALMOLOGIST (MD/DO)

Nephropathy

 * renal disease
 * proteinuria or microalbuminuria
 * last URINE ANALYSIS
 * last serum creatinine

Cardiac

 * angina
 * dyspnea
 * orthopnea(under pulmonary)
 * CHF
 * MI

Peripheral Vascular Disease

 * claudication
 * foot care

Hospitalization

 * Hypoglycemia
 * DKA
 * HONKS (hyperosmolar nonketotic state)

title: Diabetic History (OSCE)


text:
Talk:Teletraffic engineering/Routing

So far the primary author of this page has been Jorenjeye Arubayi.

title: Talk:Teletraffic engineering/Routing


text:
Thyroid Exam

Vital Signs

 * HR (brady/tachycardia)
 * BP (wide pulse pressure)

Inspection

 * medial and inferior, isthmus crosses trachea between 2nd and 4th tracheal ring
 * each lobe should be no larger than the distal phalanges of the patient’s thumb
 * obliteration of the medial borders of SCM muscles
 * have the patient slightly extend their neck and to swallow a sip of water
 * assess for a ≥ 2 mm increase in the horizon of the lateral view of the neck over the area of the thyroid isthmus, especially if it moves upwards during swallowing
 * assess for asymmetry, masses, erythema, deviation of the trachea

Palpation

 * cervical nodes, tracheal deviation
 * CAROTID PULSE - absence indicates malignant thyromegaly (Berry’s Sign)
 * Tenderness
 * start from under the suprasternal notch, medial the SCM

Anterior Approach

 * face the patient sitting, have pt turn head to relax a SCM; with your hand, displace the trachea to that side and palpate while she swallows

Posterior Approach

 * index finger just below the cricoid
 * displace trachea and palpate as the patient swallows

 * DESCRIBE: size, symmetry, consistency

Auscultation

 * over thyroid lobes for a BRUIT (thyrotoxicosis)

Special Tests
PEMBERTON’S TEST
 * elevate, extend, rotate both arms for 3 min
 * goiter → presyncope, SOB, cyanosis, plethora (compression of artery and veins)

Videos of Proper Examination

 * Medical Examination of thyroid Gland
 * Surgical Examination of a thyroid swelling
 * Examination of clinical status of thyroid hormones

General

 * fatigue
 * agitation, nervousness
 * heat intolerance

GI

 * ↓ weight
 * diarrhoea

Dermatological

 * warm and moist skin
 * fine hair
 * thyroid acropatchy (clubbing)
 * onycholysis
 * pretibial myxedema

Cardiovascular

 * tachycardia
 * ↑ pulse pressure, systolic outflow tract murmurs
 * a fib

Neurological
Insomnia, restlessness, irritability
 * fine tremor - place piece of paper on patient's outstretched hand
 * hyperreflexia

Musculoskeletal

 * proximal muscle weakness

Opthalmologic

 * lid lag
 * stare with ↓ blink
 * widened palpebral fissures

Grave's Disease Opthalmopathy
rosenbach;s sign fine tremoreson closure eye lid
 * proptosis/exopthalmos - bulging eye
 * chemosis - eye irritation
 * EOM dysfunction (up gaze)
 * corneal ulcerations
 * optic nerve entrapment

title: Thyroid Exam


text:
Acute Confusion (OSCE)

History Taking for the Onset of Acute Confusion

Major and Minor Criteria

 * diagnosis of delirium requires both major plus any one minor criteria
 * Can remember the criteria using the mnemonic AIDS:

Major

 * Acute onset and fluctuating course
 * Disorder of attention (inattention)

Minor

 * Disorganized thinking
 * Alterations in sensorium (e.g. visual or auditory hallucinations)

CC

 * need several iterations of the history, from several caregivers (may have large inter-observer differences in opinion)

HPI

 * onset
 * acute (<2-3 months)
 * chronic (> 3 months represents a dementing state)
 * progress
 * gradual decline, static, rate of fluctuation
 * palliating
 * precipitating
 * quality
 * AIDS
 * altered LOC
 * disorientation
 * memory
 * psychomotor agitation/retardation
 * altered sleep-wake cycle
 * severity
 * ADL → getting out of bed, using the bathroom, dressing, ambulation
 * IADL → cooking, laundry, shopping, banking, paying bills, driving
 * safety concerns
 * cognitive function (MMSE)
 * symptoms
 * behaviour changes - agitation
 * SAH → thunderclap headache
 * stroke → aphasia, paralysis
 * UTI → dysuria
 * pneumonia → cyanosis, cough, sputum, fever

Medications

 * benzodiazepines
 * beta-blockers
 * anticholinergics

PMHx

 * trauma
 * stroke
 * CAD
 * endocrinopathy
 * kidney
 * psych

FMHx

 * dementia
 * depression

SHx

 * EtOH
 * social support (caregiver stress), living arrangements

ROS

 * sleep pattern
 * visual changes
 * hearing loss
 * constipation
 * incontinence

title: Acute Confusion (OSCE)


text:
Cranial Nerve Exam (OSCE)

CN I (Olfactory)
The olfactory nerves consist of small unmyelinated axons that originate in the olfactory epithelium in the roof of the nasal cavity; they pierce the cribriform plate of the ethmoid and terminate in the olfactory bulb. Ask for any abnormality in smell

TESTING SMELL. Ensure the patency of the nasal passages.

1.	Have the patient close his/her eyes; 2.	Test each nostril separately while the other is occluded.

3.	Ask to identify familiar odors, such as coffee, cloves, and peppermint.

Noxious substances, such as ammonia or alcohol, should not be used because they also stimulate receptors of the trigeminal nerve and give a false-positive response

Abnormalities

The common cold is the most frequent cause of anosmia. Frontal lobe tumors may compress the olfactory bulb and/or tracts and cause anosmia rarely.

Loss of smell o	Frontal lobe tumors

o	Fractures of the cribriform plate of the ethmoid bone.

o	Parkinson’s disease

o	Aging

o	Use of cocaine

CN III (Oculomotor), IV (Trochlear), VI(Abducens)

 * Mnemonic LR6SO4
 * Lateral rectus muscle by CN VI, superior oblique by CN IV

Position

 * eyelid (penlight in front of patient), move in an H pattern
 * eye position in primary gaze

Eye Movement

 * nystagmus

Sensation

 * all three divisions of CN V bilaterally
 * stroke across forehead, cheek and chin with a cotton wool

Motor

 * clench teeth - palpate bulk of masseter and temporalis
 * open mouth - inspect symmetry (pterygoids, masseter)

Motor

 * raise eyebrows to wrinkle forehead - frontalis
 * close eyes tight - orbicularis oculi
 * puff your cheeks out - orbicularis oris
 * tense neck muscles - platysma

CN VIII (Auditory/Vestibulocochlear)

 * whisper test
 * Rhinne
 * Weber

CN IX (Glossopharyngeal), X (Vagus)

 * swallowing
 * say “pa” (labial VII)
 * “ta” (lingual IX, X, XII)
 * “ka” (palatal IX, X)
 * say “ah” - check for symmetrical movement of palate and uvula

CN XI (Accessory)

 * sternocleidomastoid - have patient turn head against your hand
 * temporalis
 * Shoulder shrugging

CN XII (Hypoglossal)

 * position of extruded tongue in neutral position
 * side to side tongue movements
 * note any fasciculations

title: Cranial Nerve Exam (OSCE)


text:
Upper vs Lower Motor Neuron Lesions

Muscle Tone

 * flexion/extension, pronation/supination of joint through its ROM

Hypotonia

 * LMN lesions, spinal shock, cerebellar lesions-flaccidity

Hypertonia

 * Spasticity - UMN lesion. Pyramidal tract involved
 * limb moves, then catches, and then goes past catch (clasp-knife)
 * test by rapidly supinating forearm
 * Rigidity
 * UMN lesions, extrapyrimidal tract lesion
 * increased tone throughout ROM (cog-wheeling, lead-pipe)
 * circumducting the wrist

Power

 * UMN
 * flexors > extensors in upper limbs
 * extensors > flexors in lower limbs
 * LMN
 * reduced power in specific motor neuron distribution
 * deltoids - arm abduction - C5 C6 (axillary)
 * biceps - elbow flexion - C5 C6 (musculocutaneous)
 * triceps - elbow extension - C6 C7 C8 (radial)
 * thumb flexion - C6 C7 (median)
 * wrist extensors - C7 C8 (radial)
 * interossei of hand - finger abduction/adduction - C8 T1 (ulnar)
 * hip flexion - L1 L2 L3 (femoral)
 * hip adduction - L2 L3 L4 (obturator)
 * hip abduction - L4 L5 S1 (superior gluteal)
 * knee extension - L2 L3 L4 (femoral)
 * knee flexion - L5 S1 S2 (sciatic)
 * ankle dorsiflexion - L4 L5 (deep peroneal)
 * ankle plantar flexion - S1 S2 (tibial)
 * foot inversion - L4 L5 (posterior tibial)
 * foot eversion - L5 S1 (superficial peroneal)
 * compare between L and R

 * GRADE
 * 0		nil
 * 1		flicker of movement
 * 2		movement cannot overcome gravity
 * 3		movement cannot overcome any resistance
 * 4		movement is weaker than normal
 * 5		normal

Pronator Drift

 * have the patient stand with eyes closed and arms held straight out and hands supinated
 * + → patient cannot maintain this position
 * muscle weakness (pronation and outward drift)
 * UMN lesion (pronation and downward drift)
 * standing problems

Fine Finger Movements

 * ask patient to touch each finger to crease of thumb (show patient how) and speed it up
 * look for right and left differences, slow if UMN lesion

Clonus

 * Ankle or Patellar clonus in UMN Lesion

title: Upper vs Lower Motor Neuron Lesions


text: User talk:Tinkerbell735

title: User talk:Tinkerbell735


text: User talk:Clearwater moon

title: User talk:Clearwater moon


text:
User talk:Renich

--Remi 23:40, 18 May 2007 (UTC)

title: User talk:Renich


text:
MediaWiki:Searchresulttext

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title: MediaWiki:Searchresulttext


text:
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For news related to $1, [//en.wikinews.org/wiki/Special:Search?search=$3&go=Go Search Wikinews]. For a definition of $1, [//en.wiktionary.org/wiki/Special:Search?search=$3&go=Go Search Wiktionary].

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title: MediaWiki:Searchnoresults


text:
Electronics Fundamentals

Back to: Topic:Electronic Engineering Welcome to the course EE 112.
 * Electronics Engineering/Electronics fundamentals

Lecture plan

 * EE Electronics_fundamentals
 * Resistors Ohms law, watts law, LEDs, homemade
 * capacitors impedance, homemade
 * inductors impedance, homemade
 * Mid-term exam
 * filters
 * Diodes silicon zenner germanium shotkey
 * Transistor as a switch Intro to BJT
 * JFET and MOSFET as a switch Intro to FET technology
 * TRIAC
 * Final exam

Resistors
They are devices that oppose the flow of current.

They are measured in ohms Ω, may be connected in series or parallel, and are found in many electrical circuits. Example, in Light Emitting diodes (LED's) resistors are connected in parallel to LED's to reduce the amount of current entering it likewise it is connect in series to capacitors e.t.c.

Capacitors
Capacitors consist of two conducting plates separated by an insulator (in primitive capacitors this insulator consisted of an air gap). When a capacitor is charging, electrons accumulate on one of the plates and through electrostatic repulsion cause the opposite plate to become positively charged. Electrostatic repulsion on the negative plate also acts as a resistive force (or voltage) to incoming electrons. When the negative plate reaches saturation (the point at which no more electrons can be crammed onto the plate), we can therefore say the capacitor is "charged". If the voltage applied exceeds the resistive capabilities of the insulator, "dielectric breakdown" occurs in which a bridge (path of least resistance) is formed from one plate to the other.

A hydraulic comparison is a pipe with a section of rubber stretched across the cross-section. When pressure (voltage) is applied on one side, the rubber stretches. This forces water out the other end briefly and causes the rubber to resist being stretched any further. If the water pressure exerts too much force, the rubber ruptures, allowing the water to flow freely.

In this mode of charging we can therefore say "current leads voltage". This will become more important when discussing AC circuitry.

Inductors
Inductors are in their simplest form, a coil of wire. To understand how an inductor works, one needs to remember that a magnetic field is produced by a changing electric potential. In this case our electric charges are electrons. As an electron changes its direction (by moving through the coil), it also changes its velocity thereby producing a magnetic field. The magnetic field itself requires energy to fully form. This energy is removed from the electron's momentum as it travels through the wire, causing a braking force on the electron itself. This braking force is registered as voltage. Once the magnetic field becomes fully formed, its energy requirements drop considerably. This allows electrons to flow more freely through the inductor. We can then say that the inductor is "charged".

A hydraulic comparison is a paddle wheel. At first, considerable water pressure is required to overcome the wheel's kinetic coefficient of friction. However once the wheel is up to speed, the water only needs to overcome its dynamic coefficient of friction, which is considerably less.

Both the dynamic coefficient of friction of the paddle wheel and the hysteresis effect of the magnetic field produce heat. In this way, overcharging an inductor can burn it out.

By the effects of an inductor charging, we can say that "voltage leads current". Again, this will become more important in AC circuitry.

Reference books

 * Engineering circuit analysis, William H. Hayt Jr., 2007, McGraw-Hill Higher Education

Online resources

 * falstad in browser circuit simulation

Learning projects

 * Pixie transceiver kit

title: Electronics Fundamentals