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Materials Science and Engineering/Doctoral review questions/Daily Discussion Topics/01152008

Periodic Table

In Ancient Greece, the influential Greek philosopher Aristotle proposed that there were four main elements: air, fire, earth and water. All of these elements could be reacted to create another one; e.g., earth and fire combined to form lava. However, this theory was dismissed when the real chemical elements started being discovered. Scientists needed an easily accessible, well organized database with which information about the elements could be recorded and accessed. This was to be known as the periodic table.

The original table was created before the discovery of subatomic particles or the formulation of current quantum mechanical theories of atomic structure. If one orders the elements by atomic mass, and then plots certain other properties against atomic mass, one sees an undulation or periodicity to these properties as a function of atomic mass. The first to recognize these regularities was the German chemist Johann Wolfgang Döbereiner who, in 1829, noticed a number of triads of similar elements:

In 1829 Döbereiner proposed the Law of Triads: The middle element in the triad had atomic weight that was the average of the other two members. The densities of some triads followed a similar pattern. Soon other scientists found chemical relationships extended beyond triads. Fluorine was added to Cl/Br/I group; sulfur, oxygen, selenium and tellurium were grouped into a family; nitrogen, phosphorus, arsenic, antimony, and bismuth were classified as another group.

This was followed by the English chemist John Newlands, who noticed in 1865 that when placed in order of increasing atomic weight, elements of similar physical and chemical properties recurred at intervals of eight, which he likened to the octaves of music, though his law of octaves was ridiculed by his contemporaries.[2] However, while successful for some elements, Newlands' law of octaves failed for two reasons:

 * 1) It was not valid for elements that had atomic masses higher than Ca.
 * 2) When further elements were discovered, such as the noble gases (He, Ne, Ar), they could not be accommodated in his table.

In 1869 the Russian chemistry professor Dmitri Ivanovich Mendeleev and four months later the German Julius Lothar Meyer independently developed the first periodic table, arranging the elements by mass. However, Mendeleev plotted a few elements out of strict mass sequence in order to make a better match to the properties of their neighbors in the table, corrected mistakes in the values of several atomic masses, and predicted the existence and properties of a few new elements in the empty cells of his table. Mendeleev was later vindicated by the discovery of the electronic structure of the elements in the late 19th and early 20th century.

Earlier attempts to list the elements to show the relationships between them (for example by Newlands) had usually involved putting them in order of atomic mass. Mendeleev's key insight in devising the periodic table was to lay out the elements to illustrate recurring ("periodic") chemical properties (even if this meant some of them were not in mass order), and to leave gaps for "missing" elements. Mendeleev used his table to predict the properties of these "missing elements", and many of them were indeed discovered and fit the predictions well.

With the development of theories of atomic structure (for instance by Henry Moseley) it became apparent that Mendeleev had listed the elements in order of increasing atomic number (i.e. the net amount of positive charge on the atomic nucleus). This sequence is nearly identical to that resulting from ascending atomic mass.

In order to illustrate recurring properties, Mendeleev began new rows in his table so that elements with similar properties fell into the same vertical columns ("groups").

With the development of modern quantum mechanical theories of electron configuration within atoms, it became apparent that each horizontal row ("period") in the table corresponded to the filling of a quantum shell of electrons. In Mendeleev's original table, each period was the same length. Modern tables have progressively longer periods further down the table, and group the elements into s-, p-, d- and f-blocks to reflect our understanding of their electron configuration.

In the 1940s Glenn T. Seaborg identified the transuranic lanthanides and the actinides, which may be placed within the table, or below (as shown above).

Trends of Electronic Material Properties
Elements in the same period show trends in atomic radius, ionization energy, electron affinity, and electronegativity. Moving left to right across a period, atomic radius usually decreases. This occurs because each successive element has an added proton and electron which causes the electron to be drawn closer to the nucleus. This decrease in atomic radius also causes the ionization energy to increase when moving from left to right across a period. The more tightly bound an element is, the more energy is required to remove an electron. Similarly, electronegativity will increase in the same manner as ionization energy because of the amount of pull that is exerted on the electrons by the nucleus. Electron affinity also shows a slight trend across a period. Metals (left side of a period) generally have a lower electron affinity than nonmetals (right side of a period) with the exception of the noble gases.

Atomic Radus
Atomic radius, and more generally the size of an atom, is not a precisely defined physical quantity, nor is it constant in all circumstances. The value assigned to the radius of a particular atom will always depend on the definition chosen for "atomic radius", and different definitions are more appropriate for different situations.

The term "atomic radius" itself is problematic: it may be restricted to the size of free atoms, or it may be used as a general term for the different measures of the size of atoms, both bound in molecules and free. In the latter case, which is the approach adopted here, it should also include ionic radius, as the distinction between covalent and ionic bonding is itself somewhat arbitrary.

The atomic radius is determined entirely by the electrons: The size of the atomic nucleus is measured in femtometres, 100,000 times smaller than the cloud of electrons. However the electrons do not have definite positions—although they are more likely to be in certain regions than others—and the electron cloud does not have a sharp edge.

Despite (or maybe because of) these difficulties, many different attempts have been made to quantify the size of atoms (and ions), based both on experimental measurements and calculational methods. It is undeniable that atoms do behave as if they were spheres with a radius of 30–300 pm, that atomic size varies in a predictable and explicable manner across the periodic table and that this variation has important consequences for the chemistry of the elements.

Atomic radius tends to decrease on passing along a period of the periodic table from left to right, and to increase on descending a group. This is, in part, because the distribution of electrons is not completely random. The electrons in an atom are arranged in shells which are, on average, further and further from the nucleus, and which can only hold a certain number of electrons. Each new period of the periodic table corresponds to a new shell which starts to be filled up, and so the outermost electrons are further and further from the nucleus as a group is descended.

The second major effect which determines trends in atomic radius is the charge of the nucleus, which increases with the atomic number, Z. The nucleus is positively charged, and tends to attract the negatively-charged electrons. Passing along a period from left to right, the nuclear charge increases while the electrons are still entering the same shell: the effect is that the physical size of the shell (and hence of the atom) decreases in response.

The increasing nuclear charge is partly counterbalanced by the increasing number of electrons in a phenomenon that is known as shielding, which is why the size of atoms usually increases as a group is descended. However, there are two occasions where shielding is less effective: in these cases, the atoms are smaller than would otherwise be expected.

Ionization Energy
The electron affinity, Eea, of an atom or molecule is the energy required to detach an electron from a singly charged negative ion, i.e., the energy change for the process
 * X- → X + e−

An equivalent definition is the energy released (Einitial − Efinal) when an electron is attached to a neutral atom or molecule. It should be noted that the sign convention for Eea is the opposite to most thermodynamic quantities: a positive electron affinity indicates that energy is released on going from atom to anion.

All elements whose EA have been measured using modern methods have a positive electron affinity, but older texts mistakenly report that some elements such as alkaline earth metals have negative Eea, meaning they would repel electrons. This is not recognized by modern chemists. The electron affinity of the noble gases have not been conclusively measured, so they may or may not have slightly negative EAs. Atoms whose anions are relatively more stable than neutral atoms have a greater Eea. Chlorine most strongly attracts extra electrons; mercury most weakly attracts an extra electron. Eea of noble gases are close to 0.

Although Eea vary in a chaotic manner across the table, some patterns emerge. Generally, nonmetals have more positive Eea than metals.

Compound Semiconductor
A compound semiconductor is a semiconductor compound composed of elements from two or more different groups of the periodic table. For e.g. III-V semiconductors are composed of elements from group 13 (B, Al, Ga, In) and from group 15 (N, P, As, Sb, Bi). The range of possible formulae is quite broad because these elements can form binary (two elements, e.g. GaAs), ternary (three elements, e.g. InGaAs) and quaternary (four elements, e.g. InGaAsP). It is worth noting that SiGe is technically an alloy while SiC is a compound since its elements are chemically bound.

Wurtzite

Wurtzite is a less frequently encountered mineral form of zinc sulfide, named after French chemist Charles-Adolphe Wurtz.

The crystal structure is a member of the hexagonal crystal system and consists of tetrahedrally coordinated zinc and sulfur atoms that are stacked in an ABABAB pattern. The structure is closely related to the structure of lonsdaleite, or hexagonal diamond.

The unit cell parameters of wurtzite are

 * a = b = 3.81 Å = 381 pm
 * c = 6.23 Å = 623 pm

Several other compounds can take the wurtzite structure, including AgI, ZnO, CdS, CdSe, α-SiC, GaN, AlN, and other semiconductors. In most of these compounds, wurtzite is not the favored form of the bulk crystal, but the structure can be favored in some nanocrystal forms of the material.

Melting Temperature Related to Bonding of Materials

 * There is less bonding at the surface then at the bulk
 * Dangling bonds correspond to less bonding energy
 * Drop in melting point
 * The effect of the nanosize depends on the surface energy
 * The bonding energy is a function of $$T_m$$
 * In bulk, there are more bonds
 * The energy of strain is important

SiGe

 * Is it possible to make a $$SiGe$$ wafer?
 * Is the melting congruent?

Bulk GaAs

 * The partial pressure of $$As$$ is much higher
 * Prevent the evaporation of $$As$$
 * Solidify $$GaAs$$ congruently
 * Use the Bridgmann technique to provide pressure

Thin film GaAs

 * Use MOCVD
 * There is a constraint from the substrate
 * There are preferred sites that force stoichiometry
 * $$\Delta H_{mix} = H_{mix}(m) - H_{AA} - H_{BB}$$
 * Epitaxial growth may change the mixing of enthalpy
 * The intermetallic region may be increased due to the strain effects
 * There is a possible connection between the coherence spinodal and the increase in width of the intermetallic region

High-k Material Deposition

 * Hard to make high quality thin films
 * Gate oxide consisting of silicon dioxide is created by thermal oxidation
 * Remove defect by annealing

Hafnium

 * Sputtering would create defects
 * Physical energy from plasma
 * ALD is used in deposition
 * Cycle between hafnium and oxygen
 * A difficulty in implementing hafnium in a structure is using a metal that is compatible
 * In a MOS structure, the work function influences the structure
 * Low threshold voltage that is still compatible with hafnium
 * The work function contributes to band bending
 * Too much band bending influences threshold voltage
 * The work function of a metal must be in the band of hafnium dioxide

Low Pressure CVD

 * High uniformity
 * Conformal films
 * Growth rate
 * Epitaxial growth
 * Need high temperature
 * Mass transport limited
 * Less conformal

PECVD
Temperature is very high


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

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Conspiracy theory criticism

A conspiracy theory is an explanatory or speculative hypothesis that suggests that two or more persons, a group, or an organization of having caused and/or covered up, through secret planning and deliberate action, an event or situation which is typically taken to be illegal or harmful.

Conspiracy theory criticism
"A note on terminology: in this essay, "conspiracy theory" and "conspiracy culture" refer to thinking about actual conspiracies; "conspiracy theory criticism" refers to second-level thinking about conspiracy theory."

- Andrew Strombeck

Reading list

Book reviews

 * Review of Mark Fenster's Conspiracy Theories: Secrecy and Power in American Culture by Bart Beatty in Canadian Journal of Communication, Vol 24, No 4 (1999)

Resources

 * The Psychology of Conspiracy Theories (academic blog)
 * "conspiracist+ideation"
 * Unhappy people tend to become conspiracy believers (user essay)

title: Conspiracy theory criticism


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Category:WMDGS/Has visited Germany

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User:Glacier Wolf

wikipedia:user:Glacier Wolf

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User talk:Glacier Wolf

wikipedia:user talk:Glacier Wolf

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Recovery psychology/Sum of course

Summary of Recovery Psychology
This course covers elements of clinical psychology, abnormal psychology, deviant psychology, social psychology, sociology, cognitive-behavioral psychology, psychiatric rehabilitation, developmental disability psychology, alternative psychology, humanistic psychology, special education, health psychology, psychoneuroimmunology, motivational interviewing, positive psychology, developmental and physical disability rehabilitation, psychiatric history and consumer economics. The concept of recovery comes from ex-patients, consumers, mental health services recipients and surviors of psychiatry. As of the final report of the New Freedom Commission on Mental Health in 2001, and the October 2003 statement from, then APA President, that the science of psychology is uniquely qualified to lead this recovery movement it becomes more and more apparent that there needs to be more psychologists educating students to think skeptically.  This becomes more and more apparent, when although an individual may believe that people are more important than pills that the concept of recovery should not be limited to humanistic philosophy in psychology or to the field of social work. As a student studying clinical psychology, the concept of recovery from psychological disorders is naturally taken for granted that the purpose of clinical psychology (and to some degree the rational for taking up the study) would be recovery. So the questions C.Nees asks are from the perspective of saying "I will believe in this course of study as correct information" and then learning another course of study that disagrees; logically these questions would have to be answered. Angela Vickers in her book Brain Bondage writes that a psychological disorder is not a matter of faith, that one can not choose to disbelieve in a disease in order to get rid of it. While it is true that an auto mechanic will find many auto repairs for an automobile, an eye doctor will find that there is always a need for a person to wear corrective lenses, a chiropractor will always find that a person is in need of chiropractic treatment and a psychiatrist will always say a person needs psychiatric treatment...but if a person knows this to be true but fails to get the much needed oil change for their automobile, believing the auto mechanics to be incompetent, what then happens? In the past and presently people who hold anti-psychiatry and anti-mental health views have never offered any assistance to the persons whom which are said, by them to not be mentally ill. This leads to further stigmatization and greater harm to the individual who is said to not have a psychological disorder, therefore unable to recover from it. A small dosage anti-establishment sentiment of course is always healthy for persons in recovery.

Recovery Psychology as an Applied Science
Recovery Psychology is already in existence as an unrealized science, it’s application is already being used one good example is the self-help book | Wellness Recovery Action Plan by | Mary Ellen Copeland. It is not called Recovery Psychology, but by all rights it certainly should be. It is not the sum of all recovery, nor is it the sum of all recovery psychology but it is the creation of recovery psychology; even if it is not been labeled as such.

Other themes addressed may be

 * Medical sociology category on Wikipedia
 * Spontaneous remission
 * The Scientific Method Textbook
 * Wikiversity Psychology School
 * Positive Psychology Topic
 * Health Psychology Topic
 * Clinical Psychology Topic
 * Educational Psychology Topic
 * Pharmacology
 * Clinical Social Work Topic
 * Social theory Topic
 * Thought Topic
 * Philosophy
 * History
 * Michel Foucault Reading Room
 * Medical Controversies
 * Autism Wiki
 * Radical Psychology
 * Psycho-social Dynamics
 * Introduction to psychology
 * Psychiatry Topic
 * Psychiatry for Medical Students Textbook
 * Basic psychology
 * Behavioral Sciences
 * International Encyclopedia of the Social & Behavioral Sciences
 * Association for the Behavioral Sciences and Medical Education
 * List of psychology journals
 * List of psychology topics
 * History of Psychology
 * Historical Introduction to Philosophy/Personal Identity
 * Page Skepticism Wiki
 * Life Science
 * Social Science
 * School:Psychology
 * Counseling psychology
 * Fractal Geometry
 * Fractal Geometry

Google Search Results on Recovery Psychology
Although the meaning of term "recovery psychology" appears to vague or undefined, it appears to have a connatation of addressing social justice issues.
 * Feher, Michel. " Empowerment Hazards: Affirmative Action, Recovery Psychology, and Identity Politics." Representations (Summer 1996), 55:91n7.
 * Empowerment hazards: Affirmative action, recovery psychology, and identity politics. Recovery Psychology is sociopolitical and psychological.  It is about the political policy with its needs of persons with psychological disorders.  It is about the ethics, rights and realities of mental health consumers as a disempowered group.
 * Restoring Free Speech and Liberty on Campus By Donald Alexander Downs It is also about the sociopolitical aspects of the education system internationally, as well as the influence of academic disciplines on behavior sciences, which in turn effects the industry. The trickle down effecting the consumer.  Issues of affirmitive action, empowerment, civil rights, discrimination, identity politics, and social justice are the subjects covered in what sociologists have termed as recovery psychology.
 * Liberal Bias in the Legal Academy
 * Modernizing The Mind
 * Michel Feher
 * Recovery from schizophrenia+Michel Feher
 * Feminist philosopher Judith Butler is qouted often in these sociological articles in certain academic circles who use this term "recovery psychology" In the work of |Judith Butler. On speedylook an article onJudith Butler states that: Recovery criticizes theses of Trouble in the kind.
 * Also from a google search SSRN-Race and Representation: Affirmative Action by Robert PostJudith Butler's "An Affirmative View"; Marianne Constable's "The Regents on ... the recovery psychology movement ("Empowerment Hazards: Affirmative Action, ... Judith Butler has made some statements regarding recovery from schizophrenia.  The question being does this qualify as recovery psychology?
 * All of these issues are equatable to the nature of recovery psychology, see the history of recovery psychology as socio-political movement.

Essay Questions

 * 1) Recovery psychology is different from Abnormal or Clinical Psychology in what ways?
 * 2) What was the first recovery organization in the United States?
 * 3) What was the second recovery organization in the United states?
 * 4) Who was Howie the Harp and in what way did he influence the mental health system of today?
 * 5) When a person says they believe in recovery from mental illness does it mean they hold antipsychiatry or propsychiatry views?
 * 6) Name the four stages of recovery according to Raggins?
 * 7) According to Patricia Scheifler what are the three types of recovery that occur simultaneously?
 * 8) How does a family recover from the illness of a family member according to Spaniel and Zipple?
 * 9) What are the differences in the recovery prespectives of the pharmacuetical industry such as Eli Lily, antipsychiatry groups like Mindfreedom International, family advocacy groups like NAMI, consumer groups like NAPS, and PSR associations like USPRA?
 * 10) When did the recovery movement begain? (Was it before fire or after the wheel was invented?)
 * 11) What science is the study of behavior, expeirince and mental processes?
 * 12) Define recovery in the terms of behaviors, expeirinces and processes?
 * 13) How much of recovery is actually mental and how much is actually social?
 * 14) If college textbooks on "abnormal psychology" during the 1980's or during the infamous reign of DSM-III, stated that a "recovery-expectant attitude" helped a person in recovery from physical illness and injury, than why would it take almost twenty years before the word "recovery" was fully acknowledged in psychology textbooks?
 * 15) If Karl Menninger used the term recovery in his 1963 book "The Vital Balance: The Life Process in Mental Health and Illness" than does the word "recovery" mean the same as it does today?
 * 16) Isiah_________ was instrumental in changing the name of the psychosocial rehabilitation profession in to the psychiatric rehabilitation profession. His reason for wanting this changed was_____________.
 * 17) One of the misguided criticisms of the recovery concept is that it would put mental health workers out of business, however as celebrity Jay Leno is known for saying Crunch all you want we will make more the American Psychiatric Association will just make more. Is not the whole medical industry the same?

title: Recovery psychology/Sum of course


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Essay

Description
Essay is a universal type of writing, normally with the authors’ opinion.

“A short piece of writing on a particular subject, often expressing personal views” (Cambridge Advanced Learner's Dictionary & Thesaurus)

They can be used to persuade the reader, e.g. Personal Statement, to be selected into a college; Critical Essay, a review of a book, or film with the writer`s evaluation. Essay comprises other different genres: Argumentative, Compare & Contrast, Cause & Effect, Expository, among others.

An essay is generally structured in introduction, body paragraphs and conclusion. A basic essay is composed by a minimum of three paragraphs. The introduction paragraph should contains the ‘hook’ to get the readers` attention and the thesis statement – one sentence that rather summarize the direction of the text. Secondly, each of your body paragraph may have a topic sentence, and different arguments to sustain it. These paragraphs partition can change in relation to the type of essay you are writing.

Furthermore, you will finish your essay with a conclusion paragraph, in which you should summarize your arguments and confirm or qualify your thesis. Pay attention: you must not give new information in the conclusion.

Why is writing an essay important
Essays are important because they allow your ideas and point of view to be known even in your absence. This characteristic may be verified through the uses of the distinct types of essays. A personal statement is usually used to apply for scholarships, universities and jobs. In general, a personal essay is used before personal contact between you and the institution of interest. Consequently, the essay represents you and should make you stand out from others by itself. Then, an argumentative essay is important to convince people of your point of view. As example, this essay is used for a research thesis or dissertation or to defend an ideology. This type of essay is one of the main forms which scientific advances can be spread among academicians. A compare and contrast essay may be use for advertisement, critics or a review. The characteristics of a product can be presented to their consumers without a salesman knocking door to door to sell it. As seen in these examples, the importance of writing essays can be resumed to communication in society – presenting yourself, developing science, selling products and so much more. Essays are powerful tools to spread our ideas and keep in touch with society.

Types of essays
There are different types of essay that will attend the writer's need. Here we have some examples of types of essay that are most used.

Personal Statement
The personal statement is a kind of text where you give the narrative about something very intimate of your life. One of your goals is to show to other people the intrinsic characteristics of your personality that set you apart from the most, and also describe activities that add value to your resume, such as a volunteer work. It is widely used in applications for students entering universities. In this case, the student describes their interest in entering a specific course and why that university would be their best choice.

Argumentative Essay
An argumentative essay is used to talk about a specific subject from your point of view and requires to conduct a research before so you can make stronger arguments or evidences. You need to persuade the other person through arguments about the stance you took about the subject chosen. While doing this essay, it’s better to find a good topic to talk about, consider both sides of the topic (the one you’re defending and one or more opposites sides), gather relevant evidence that support your thesis and use a good structure. Since you’re going to use sources to make stronger arguments, remember to cite properly.

Compare and Contrast
An essay of comparison and contrast consists of clarifying to the reader characteristics about two or more situations or objects. Usually it describes their positive and negative points on both sides. This type of text can focus on only compare, only contrast or both. You could make comparisons between two situations or objects without confronting them and saying that one is better than the other. On the other hand, you can only describe contrasts about the situation or object, being able to be specific about the positive or negative characteristics of both.

Cause and Effect
A cause and effect essay is a type of essay where the writer has to explain an effect or reaction that was a consequence of a specific action and why this cause resulted in that effect. Although it may sound simple, there are different structures that the writers can use on their text, consequently it’s better to look out for a good structure that will attend the author’s need.

Definition
Summarizing is a writing tool to rewrite someone’s idea into other words, focusing on the main points of that. It is usually a shorter phrase in comparison with the whole text where ideas are taken from because it gives an overview of that. When summarizing, the writer must be clear to restate all the supporting points and to omit the less important ones, like examples and details, being careful to do not lose the central purpose of the assignment.

Paraphrasing, in its turn, is a way to restate a phrase with other words without making it shorter. To paraphrase something, the writer has to modify the words and structure of a sentence without changing the meaning and providing the exact same information of the original phrase. Thus, the size of the original and the rewrited phrase is generally very similar.

In both tools, giving the phrases references is extremely important to avoid plagiarism. Therefore, even if the writer summarizes or paraphrases another writer’s idea, he has to restate it writing who is the author of the idea and where it can be found.

Uses and Importance
Academic intellectual production consists of two main skills: summarize and paraphrase. Both are extremely important in the process of acquiring knowledge and scientific writing. Thus, because they are processes that constitute textual production and interpretation, they are often used automatically without the author's perception.

During the scientific text production, the ability to summarize is important, since the author needs to read several texts and extract the main points in order to understand and apply them in the text. However, the author should be careful and avoid personal opinions that can affect the judgment about the relevant topics to be included in the summary, once this may misrepresent the original idea of the text to be summarized.

During academic textual production, paraphrasing is used to transcribe the main idea of an author without plagiarizing it. Commonly used in scientific articles introduction, paraphrasing allows the author to discuss the various subjects to be approached, creating a line of argument to introduce, justify and contextualize the text. Similarly, in the discussion, paraphrasing helps the author to compare, discuss, and conclude the subject by giving credit to the original authors.

Thus, summarize and paraphrase are essential in textual construction to demonstrate comprehension, interpretation and critical analysis of the theme, adding evidence to the text without using plagiarism.

Differences
Aware of definitions and the importance of knowing how to use summarizing and paraphrasing skills, some differences between them must be pointed. Those differences can help you use them correctly.

Despite both being writing tools that you have to practice using your own words to explain a point, whereas paraphrasing is kind of a rewrite, keeping all the details, translating the author’s idea in your own style, summarizing is cutting the details, focusing on the main idea to give an overview of most important information.

In addition, paraphrased texts are usually the same length of the original text, while a summary can be significantly shorter, once it aims to save reader’s time. Another important difference is that each paraphrase is based on just one specific source, and a summary can congregate many sources and different ideas, simplifying them to turn it into a support idea.

Therefore, both skills requires a deep understanding of the article, paper or book that you want to summarize or paraphrase, comprehension, and full attention to highlight what is more or less important, to identify what is an idea that the meaning can’t change and what is just the writer’s style. Check the table below with a summary of differences:

Examples
Original

“Academic programs in universities of Chile, in a similar manner to other countries, serve to prepare individuals for professional work. Therefore, an assessment of the current and projected state of geologic programs, including the quality of education, is considerably important. To date, such an evaluation has not been undertaken in Chile.”

Summary

Chile’s geologic programs quality never were assessed even though it is extremely important.

Paraphrase

Despite the relevance of Chile’s geologic programs, an education condition evaluation of these programs was never performed even being the main bridge between students and the labor market.

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Category:Wikiversity essays

This category contains a list of essays by Wikiversity contributors.

One use of essays is as commentaries on policy, which do not themselves amount to policy. Typically such an essay involves a greater level of care and input than a comment on talk page. Commentaries on policy belong on the Wikiversity namespace, and should be tagged with the essay template.

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Wikiversity:External links/licences

Authors

The following have contributed to this essay.
 * McCormack

Should the licencing of externally linked sites be a criterion for the permissibility of an external link?
The issue here turns on whether or not the concepts of "free" and/or "libre" should be used in an external links policy.

One way of arguing it
The Wikipedia external links policy advises: "What should be linked: [...] Sites that contain neutral and accurate material that cannot be integrated into the Wikipedia article due to copyright issues..." w:Wikipedia:External_links. The general idea here is that material published elsewhere under a libre licence can be incorporated into Wikimedia projects, so links to such material is superfluous. The quantity of material which can be incorporated this way will increase if the current compatibility negotiations over GFDL and CC-BY-SA succeed. Because "free content" can generally be incorporated into Wikimedia projects, the necessity of an external link only remains when a copyright difference exists.

This line of argument would lead us to favour external links to what some call "non-free" content, and to favour incorporation of "free" content rather than linking to it.

Additionally, one could argue that editors who are aware of "free/libre" issues should be encouraged to licence their contributions in a Wikimedia-compatible fashion (e.g. dual GFDL/CC-BY-SA licencing) and incorporate them into Wikiversity rather than placing the materials externally. The underlying principle here is to make Wikiversity a better place rather than to turn Wikiversity into a traffic redirection facility to educational sites whose editors feel they are even better places than Wikiversity.

A different way of arguing it
There is an argument which runs in the opposite direction, drawing on the Wikimedia mission statement: "The mission of the Wikimedia Foundation is to empower and engage people around the world to collect and develop educational content under a free licence or in the public domain, and to disseminate it effectively and globally."

One could argue that by extension this mission justifies a bias towards linking to other sites which share a similar mission.

Policy considerations
It is recommended that an external links policy should make no reference to concepts such as "free" or "libre", and that no bias for or against sites containing or not containing "free" or "libre" content should be made. Firstly, as seen above, plausible arguments can be made for both a bias for and against such links - the logic is therefore inconclusive. Secondly, Wikimedia projects are primarily governed by a neutrality principle when it comes to content, and favouring/discriminating against external sites on the basis of their licencing policies might be seen as a breach of neutrality. As the Wikipedia external links policy already reflects, there is only one kind of licencing which is a criterion for removing links: that the externally linked site breaches someone's copyright (illegality).

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Important principles of geology

There are a number of important principles in geology. Many of these involve the ability to provide the relative ages of strata or the manner in which they were formed.

The principle of intrusive relationships concerns crosscutting intrusions. In geology, when an igneous intrusion cuts across a formation of sedimentary rock, it can be determined that the igneous intrusion is younger than the sedimentary rock. There are a number of different types of intrusions, including stocks, laccoliths, batholiths, sills and dikes.

The principle of cross-cutting relationships pertains to the formation of faults and the age of the sequences through which they cut. Faults are younger than the rocks they cut; accordingly, if a fault is found that penetrates some formations but not those on top of it, then the formations that were cut are older than the fault, and the ones that are not cut must be younger than the fault. Finding the key bed in these situations may help determine whether the fault is a normal fault or a thrust fault.

The principle of inclusions and components states that, with sedimentary rocks, if inclusions (or clasts) are found in a formation, then the inclusions must be older than the formation that contains them. For example, in sedimentary rocks, it is common for gravel from an older formation to be ripped up and included in a newer layer. A similar situation with igneous rocks occurs when xenoliths are found. These foreign bodies are picked up as magma or lava flows, and are incorporated, later to cool in the matrix. As a result, xenoliths are older than the rock which contains them.

The principle of uniformitarianism states that the geologic processes observed in operation that modify the Earth's crust at present have worked in much the same way over geologic time. A fundamental principle of geology advanced by the 18th century Scottish physician and geologist James Hutton, is that "the present is the key to the past." In Hutton's words: "the past history of our globe must be explained by what can be seen to be happening now."

The principle of Original Horizontality states that the deposition of sediments occurs as essentially horizontal beds. Observation of modern marine and non-marine sediments in a wide variety of environments supports this generalization (although cross-bedding is inclined, the overall orientation of cross-bedded units is horizontal).

The principle of superposition states that a sedimentary rock layer in a tectonically undisturbed sequence is younger than the one beneath it and older than the one above it. Logically a younger layer cannot slip beneath a layer previously deposited. This principle allows sedimentary layers to be viewed as a form of vertical time line, a partial or complete record of the time elapsed from deposition of the lowest layer to deposition of the highest bed.

The principle of faunal succession is based on the appearance of fossils in sedimentary rocks. As organisms exist at the same time period throughout the world, their presence or (sometimes) absence may be used to provide a relative age of the formations in which they are found. Based on principles laid out by William Smith almost a hundred years before the publication of Charles Darwin's theory of evolution, the principles of succession were developed independently of evolutionary thought. The principle becomes quite complex, however, given the uncertainties of fossilization (Paleontology), the localization of fossil types due to lateral changes in habitat (facies change in sedimentary strata), and that not all fossils may be found globally at the same time.

title: Important principles of geology


text:
Computer Architecture Lab/WS2007/diogenes tools

Assembler Syntax
The Assembler of Diogenes is generated using YACC and LEX. It supports simple jump (call) labels that might either be a string or a number followed by a semicolon. To jump to a label a branch instruction like brz (branch on zero) is followed by a semicolon and the label name. Unlike Branches jumps (and calls) are always absolute jumps, that jump to the address stored in a register. As jump addresses are 32 Bit wide and only 8 Bit Load Immediate instructions are available on diogenes, four instructions are needed to load Jump addresses: But the assembler supports the builtin macro LDL (Load Label) that can be used to write the above in yust one line: Furthermore LDL supports the loading of 32 Bit Label Addresses: For more details see Instruction Set and  Assembler Examples.

Assembler usage
The assembler binary is just called asm. It reads from stdin and writes to stdout. By default it produces a file suitable for direct download via the serial link. But with the parameters -h and -b it generates its output in hexadizimal respectively ACSII-coded binary format, that were use during development of the bootloader.

Simulator Usage
The simulator expects its first parameter to be the name of a binary (downloadable) file. It generates its output to stdout, while stderr is used for debugging purposes (as far as the simulator is compiled with USE_DEBUG=1). So a common call of the simulator binary would look something like

Simulation of the VGA port
The Simulator is capable of simulating the output of the VGA port. Every few emulated cycles (for example every 40000) a snapshot of the display is stored in a file called picXXXX.tga where XXXX is a n increasing number. A demonstration of this feature can be seen here.

Transfer Utility
We made a simple utility that sends binary files to the target. It can be found in the download section in the simulator.tar.gz file. It reads from stdin and writes /dev/USB0 which is what we use for our serial cable.


text:
Recovery psychology/Holistic therapy

Comparing Mental Health Recovery to Physical Health Recovery
As suggested in mental health recovery literature, recovery from psychological disorders can be compared to recovery from physical disabilities, disorders or illnesses.
 * Wellness instead of illness
 * Norman Cousins
 * Psychoneuroimmunology on wikipedia gives an overview of this subject while Wikia might go a little more in depth
 * Psychosomatic medicine
 * Neuroimmunology
 * Healing environments
 * Biopsychosocial model
 * Somatic psychology
 * Stress medicine
 * Health realization
 * School of Alternative Medicine
 * Positive thinking on wikipedia

Quantum Mechanics
Although certain skeptics may disagree with the mystical or magical interpertation of quantum mechanics, sometimes idealistic concepts that emerge from the humanistic philosophical prespective mention Quantum Mechanics (see    Introduction to quantum mechanics from Wikipedia for a more simple explanation.) Alot of this discussion is centered on Heisenberg's Uncertainity Principle. For an explanation of quantum physics, see the following videos on YouTube QM1, QM2, QM3, QM4 and QM5 or just watch Quantum Mechanics explained in simple language. Wayne Dyer mentions quantum Mechanics in his book The Power of Intention as being related to how a person looks at life, and whether or not they use positive thinking.  In some recovery presentations, we will sometimes hear the speaker speak of this idealism at conferences such as Alternatives, USPRA, etecetra. The appeal of speaking about physics, which is an entirely different science and would other wise have nothing whatsoever to do with psychology, would be that it can easily be compared to the Hawthrone effect. The basic philosophical implications brought on by quantum physics are:
 * 1) How you look at something changes the way it looks.
 * 2) The behavior of what you are looking at changes, when you look at it in a different way.
 * 3) Somethings that we other wise do not identify as having a choice seem to have a choice.
 * 4) If we can discover these truths in nature, could not we find them in people also (See implication above).
 * Quantum Mechanics Textbook
 * Interpretations of Quantum Mechanics and Quantum Field_Theory Wikibook

Holistic Therapy
Holistic health is important concept within the recovery movement, alot of the self help intiatives in the recovery movement employAlternative medicine as means that bring about recovery. A large portion of which is termed as popular psychology or Pop psychology. To some degree this holism may employ a new age New age or spiritual theory or practice. Some forms may be regarded as pseudoscience. Self-help
 * Dr. Gregory Tucker is a Clinical Psychologist who switched to a very different way of working with clients. He calls what he does “The Recovery Process.”
 * Biologically based therapies Category on Wikipedia
 * Natural Health
 * Yoga on Wikipedia
 * YouTube video Yoga for Fitness, Wellness, Mental health & a Flexible Body Yoga for Fitness, Wellness, Mental health & a Flexible Body. Cass Naumann talks about yoga, the benefits of yoga and yoga meditation & demonstrates different yoga positions and poses. A yoga workout can lower stress, improve health, increase mental wellness, give one a more flexible & sexy body. Cass is a singer, songwriter, model and actress. Cass has years of experience as a fitness instructor teaching yoga, kick boxing, pilates.
 * Wayne Dyer
 * Wayne Dyer on Wikipedia
 * Deepak Chopra on Wikipedia
 * Alternative medicine on Wikipedia
 * Alternative Medicine on Wikiversity
 * Complementary and alternative medicine on Wikiversity

The Secret

 * The Secret (2006 film) on Wikipedia
 * The Secret Video on YouTube
 * The Secret Part2 Video on YouTube
 * Bob Proctor on The Secret Video on YouTube
 * Eye to Eye: 'The Secret' Video on YouTube
 * Larry King Interviews Oprah on The Secret Video on YouTube
 * The Secret webpage

Scientific Skepticism
The "Schools of Thought" in Psychology are said to be: Structuralism,Functionalism, Gestalt, Behaviorism, Psychoanalysis, Cognitivism, and Humanism. More central to psychological disorders, Clinical Psychology addresses Psychoanalysis, Cognitive, Behaviorism, Humanism and biological psychology.  Most of what is said of the concept of recovery has been from Existentialist or Humanistic perspectives. There is a preassummed belief in the concept of recovery inherit in their literature. Belief is an interesting thing when discussing behavior sciences and behavioral health. Many laypersons may assume that "science" with its skeptical thinking, empirical observation and certain forms of critical analysis is always going to mean a philosophy of atheism. This may be because of a persons interpertation of the big bang theory in physics or the theory of evolution in biology versus a persons creationist belief system in their religion. They may assume science is against their religion or anti-religion. In actuality true science is agnostic. Science does not know, that's why it asks the question. If psychology were to scientifically study recovery; there would have to be an agreed upon definition of what recovery is. Then while not preassuming "recovery" the science would be devoted to looking for evidence or lack of evidence of mental health recovery occurring. While trying to avoid being a philosophical treatise, Recovery Psychology would assert that psychoanalysis is irrelevant to recovery, due to a lack of cases of recovery from disorders using psychoanalysis. Humanistic psychology has claimed recovery, so recovery psychology would at least acknowledge these humanistic views on recovery. Cognitive, Behavioral and biological psychology has not fully acknowledged this concept of mental health recovery. Although the psychiatry (more akin to cognitive, behavioral and biological) already discusses "recovery" as a separate phenomena with a separate criteria from "remission." As Fruedian psychoanalysis as been dismissed as being a philosophy about the action of thumbsucking and not relevant to treating mental disorders; Humanistic psychologist Carl Rogers is always presented in pictures with his fingers in his mouth in textbook book articles on "person-centered" therapy. Although the person centered idea does have its place in providing services; there is the threat that "recovery approach" abandons the concept of "personal responsibility" and coddles the client. The evidence is clear that "finger sucking" science or "finger sucking" philosophy is not beneficial in serving persons with psychiatric disabilities.

Scientific Skepticism Scientific Method Empirical Empiricism Empirical research Critical thinking Critical-Creative Thinking and Behavioral Research Laboratory

title: Recovery psychology/Holistic therapy


text: Category:WMDGS/Politics/2008 US Presidential Elections/Eligible to vote


text: Category:WMDGS/Politics/2008 US Presidential Elections/Following closely


text: Category:WMDGS/Politics/2008 US Presidential Elections/Independent-Democrat


text: Category:WMDGS/Politics/2008 US Presidential Elections/prefers Obama for democratic nominee


text: Category:WMDGS/Politics/2008 US Presidential Elections/predicts Obama for democratic nominee


text: Category:WMDGS/Politics/2008 US Presidential Elections/rating of Democratic unchanged


text: Category:WMDGS/Politics/2008 US Presidential Elections/prefers McCain for republican nominee


text: Category:WMDGS/Politics/2008 US Presidential Elections/predicts McCain for republican nominee


text: Category:WMDGS/Politics/2008 US Presidential Elections/rating of Rebublicans unchanged


text: Category:WMDGS/Politics/2008 US Presidential Elections/Iowa caucus article somewhat informative


text: Category:WMDGS/Politics/2008 US Presidential Elections/Iowa-NH did affect opinion


text: Category:WMDGS/Has visited the United Kingdom


text: Category:WMDGS/Has visited France

title: Category:WMDGS/Has visited France


text:
Killing form

The Killing form or Cartan-Killing form(wikipedia), named after the mathematician Wilhelm Killing, is an invariant bilinear form $$(\_,\_)$$on a Lie algebra $$\mathfrak{g}$$ (with its defining vector space structure), defined on every pair $$(x,y)$$ of elements in $$\mathfrak{g}$$ as the trace $$(\_,\_) := tr(ad(x)ad(y))$$of the matrix product for the adjoint representation of x and y. For a simple Lie algebra, the invariant bilinear form is unique up to scaling. A Lie algebra is semi-simple if and only if its Killing form is non-degenerate.

invariance
The Killing form has an invariance (or associative) property:
 * $$([x,y],z) = (x,[y,z])$$ where x,y,z are elements in the algebra and the brackets [] are the Lie brackets

exercise

 * Write out the killing form for sl2, with its usual generators e,f and h.

on paper

 * J.E.Humphreys, Introduction to Lie algebras and representation theory,ISBN 9780387900537, pp.21-
 * A.Knapp: Representation theory of semisimple groups, ISBN 0691090890, p.7

title: Killing form


text: Category:WMDGS/Has visited Austria

title: Category:WMDGS/Has visited Austria


text: Category:WMDGS/Has visited Italy

title: Category:WMDGS/Has visited Italy


text: Category:WMDGS/Has visited Netherlands

title: Category:WMDGS/Has visited Netherlands


text: Category:WMDGS/Has visited Belgium

title: Category:WMDGS/Has visited Belgium


text: Category:WMDGS/Has visited Ireland

title: Category:WMDGS/Has visited Ireland


text: Category:WMDGS/Has visited Switzerland

title: Category:WMDGS/Has visited Switzerland


text: Category:WMDGS Participant/OS survey

title: Category:WMDGS Participant/OS survey


text: User:Bryan See

title: User:Bryan See


text:
User:Baggy~enwikiversity

BAGGY
...will be back

title: User:Baggy~enwikiversity


text:
Template:جالية 0.4

تكلّم معنا و أصبح طرفا من جالية ويكي الجامعة.
 * بوابة جالية — تسجيل الملاحظات، مشاريع، نشاطات، تعليمات و مصادر.
 * حلقة دراسية — تناقش قضايا ويكي الجامعة و تطرح الأسئلة حول استخدام ويكي الجامعة.
 * مكتب مساعدة — يطرح الأسئلة حول أيّ شيء.
 * دردشة مع مستخدمي ويكي الجامعة الآخرين.
 * اشترك في قائمة التراسل أو أنظر الأرشيفات.
 * أخبار — إعلانات و أخبار حول ويكي الجامعة.
 * تأريخ ويكي الجامعة.

title: Template:جالية 0.4


text:
User talk:Girish

Hello, the Image:Generator.jpg seems damaged, can you reupload it ? Or is a server problem occuring at the moment ? Below more info about Wikiversity, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:31, 15 January 2008 (UTC)

Welcome
Hello Girish, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:31, 15 January 2008 (UTC)

Image copyright problems

 * This is the image in question. Please provide a license template and source for it. – Mike.lifeguard | @en.wb 22:25, 13 February 2008 (UTC)

Electrical Machines II
Hi there. I see you are interested in Electrical machines ( Motors & Transformers ). I am planning to start a course on Electrical machines II ( Basically Three Phase only ) in the school of Electrical Engineering, ( and other two courses concurrently ) I would like to know if you would be interested in participating on the proposed course. Please drop me a note on my talk page If you are interested. Thuvack 06:37, 4 July 2008 (UTC)

title: User talk:Girish


text:
Introduction to Media Studies/Ideologies and Values

Ideologies are ideas and values put across (in this context) by a particular media text.

However, ideologies do not just come from the media. They can be passed down by families and in social circles also.

Many different media texts give different ideologies and pass on values to the audience. Media producers analyse and montor the ideologies put forward to ensure that the target audience is attracted to the text.

Analysis of ideologies is used a lot in adverts to help the express particular messages to an audience.


text: Wikiversity:Main page learning project/pagelist


text:
Category:Wikimedia Demographics surveys/old

These are some of the surveys from the original incarnation of Wikimedian Demographics. They do not produce graphical results.


text: Template:Wmdgs-preload/all

title: Template:Wmdgs-preload/all


text: Template:User must have gone crazy

title: Template:User must have gone crazy


text:
Template talk:User must have gone crazy

adapting with parameters
How can I give a parameter to the user box, e.g. I would like to call it with so the link gets displayed in the userbox, e.g. the text output would be: User must have gone crazy, see here.

Todo: read w:Wikipedia:Userboxes Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 00:13, 16 January 2008 (UTC)
 * done
 * next step, change the colors inside userbox, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 00:25, 16 January 2008 (UTC)

title: Template talk:User must have gone crazy


text: Category:WMDGS/Politics/2008 US Presidential Elections/Following somewhat


text: Category:WMDGS/Politics/2008 US Presidential Elections/Iowa-NH did not affect opinion


text:
Category talk:Recovery psychology

About this research
Recovery psychology is a combined study of psychology and the recovery model, concept, process, movement, behavior and expeirince. This research is based on the intention of literary experimentation to validate if such concepts are compatible. The question being: Is recovery from mental illness a behavior, expeirince or a process which is equivalent to pathology? The precipitators of this question derive partly from positive psychology and other forms of philosophy that shape the studies or schools of thought in psychology; which have brought this editor to an understanding that abnormal psychology or clinical psychology and sometimes refered to as deviant psychology, focuses on illness and disability or medication and psychiatric interventions with little notion of recovery; or otherwise evidence that the interventions improve the patients condition, this is termed as the medical model it is rooted more in the bio-chemical theory; with the textbooks and course materials seemingly devoted to bio-chemistry or the history of Sigmund Freud, with very little consideration for the psychosocial factors which disable and confound a person with a psychiatric condition; this is the recovery model. The idea that there is no psychology literature for academic settings, textbooks, course materials etc. written fully from a recovery prespective; only from the clinical prespective. It has been determined by experts that recovery oriented interventions and philosophy has improved the outcomes for persons with psychiatric conditions, than the medical model alone. It would only logically figure that there should be a recovery psychology. --Recovery Psychology 02:15, 16 January 2008 (UTC)

I don't know if the neurodiversity movement really fits in here, although easily it would a subject for recovery psychology to discuss...but it would be more so neurodiversity psychology, the psychology of a movement?--recovery psychologist 04:11, 10 September 2008 (UTC)

title: Category talk:Recovery psychology


text:
User talk:Fqura875

Welcome
Hello Fqura875, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 02:16, 16 January 2008 (UTC)

commercial advert
Wikiversity is WV:NOT an advertising platform for commercial software. The page you created Fracture has been deleted. --mikeu talk 04:37, 30 January 2008 (UTC)

File:Trucks.jpg
We appreciate your effort to contribute to Wikiversity. This work appears to be a copy of http://www.f1online.pro/en/image-details/1344616.html. If you have permission or can get permission from the copyright owner soon to release the work freely under CC-BY-SA 3.0, please comment to that effect at, and we may be able to accept the work. Otherwise you may need to consider rewriting the content in your own words. If you have any questions, feel free to contact me on my talk page or the Wikiversity community at the Colloquium. Thank you. Bilby 04:56, 22 October 2011 (UTC)

Hello Fqura875, I'm and I wanted to let you know that one of your files was recently tagged for deletion as having no fair use rationale. Freely licensed media contributions to Wikiversity, such as images you have created yourself, are highly encouraged; but if an image or other media file has been taken from someone or somewhere else, Wikiversity requires that such non-free content must be tagged with an appropriate explaining why the image is important for Wikiversity's scope. Files not given such an explanation may be deleted within one week. See these considerations and Wikiversity's official criteria for the official policy on inclusion of fair use content and for more details.Thenub314 02:01, 28 October 2011 (UTC)

title: User talk:Fqura875


text:
User talk:Acham678

Welcome
Hello Acham678, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 02:17, 16 January 2008 (UTC)

Image:Microporcessor.jpg
Hello, and welcome to Wikiversity! We welcome and appreciate your contributions, such as Image:Microporcessor.jpg, but we regretfully cannot accept copyrighted text or images borrowed from either web sites or printed material. This article appears to be a direct copy from. As a copyright violation, Image:Microporcessor.jpg appears to qualify for deletion. Image:Microporcessor.jpg has been tagged for deletion, and may have been deleted by the time you see this message. If the source is a credible one, please consider rewriting the content and citing the source.

If you believe that the article is not a copyright violation, or if you have permission from the copyright holder to release the content freely under the GFDL, you can comment to that effect on Image talk:Microporcessor.jpg. If the article has already been deleted, but you have a proper release, you can reenter the content at Image:Microporcessor.jpg}, after describing the release on the talk page. However, you may want to consider rewriting the content in your own words. Thank you, and please feel free to continue contributing to Wikiversity. mikeu 16:59, 17 January 2008 (UTC)

 * A good source for images is the website.  All of these images can be freely used and it is very easy to include these images here on Wikiversity without downloading and uploading.  For instance, see the Image:CXD2938Q 02.JPG which is similar to the one you uploaded.  To include this image in a page just use something like this: [[Image:CXD2938Q 02.JPG|thumb|200px|Image caption goes here.]] .  There are many images similar to the one you are looking for here: Commons:Category:Microprocessors.  Let me know if you need any help.  --mikeu 17:15, 17 January 2008 (UTC)

Image:Unicode.jpg
Hello, and welcome to Wikiversity! We welcome and appreciate your contributions, such as Image:Unicode.jpg, but we regretfully cannot accept copyrighted text or images borrowed from either web sites or printed material. This article appears to be a direct copy from. As a copyright violation, appears to qualify for deletion. has been tagged for deletion, and may have been deleted by the time you see this message. If the source is a credible one, please consider rewriting the content and citing the source.

If you believe that the article is not a copyright violation, or if you have permission from the copyright holder to release the content freely under the GFDL, you can comment to that effect on Image talk:Unicode.jpg. If the article has already been deleted, but you have a proper release, you can reenter the content at, after describing the release on the talk page. However, you may want to consider rewriting the content in your own words. Thank you, and please feel free to continue contributing to Wikiversity. mikeu 04:58, 18 January 2008 (UTC)

images deleted
The two images that you have uploaded have been deleted since you did not resond to a request for copyright info. --mikeu talk 03:03, 23 January 2008 (UTC)

blocked due to copyright violation
The Image:Trojan Horse.jpg image that you uploaded is copyrighted by Warner Bros. You have incorrectly indicated that this work is your own and falsely claimed that you are the holder of the copyright to this image. You have repeatedly uploaded images that violate copyright law, and have not responded to any messages that have been left here. In order to prevent this from continuing your account is blocked for two weeks. --mikeu talk 20:43, 22 March 2008 (UTC)

 * Image:Better tivo.jpg that you uploaded is a copyright image from TiVo Inc. --mikeu talk 17:49, 23 March 2008 (UTC)

 * Hello Mikeu, I came online to Wiki today for class, and see that I am blocked for the reason of using pictures that are not my own, as my own. I sincerely apologize.  I did not even realize that my picture was copyrighted by someone else.  As for not answering your messages, I did not realize that I was being messaged.  I know that sounds ridiculous, but I usually don't take note of other things on the Wiki as I use it only for class work.  In conclusion, I now see what I did wrong, and as I said, I sincerely apologize.  I will be more careful of the pictures that I choose from now on.
 * Sincerely,
 * Acham678 01:04, 26 March 2008 (UTC)

 * >As for not answering your messages, I did not realize that I was being messaged.
 * How about activating an email in your Preferences so such things get noticed faster ?
 * If it works, one from your class could email you from this link, Erkan Yilmaz uses the Wikiversity:Chat (try) 01:16, 26 March 2008 (UTC)
 * I have unblocked your account, but you must be more carefull about what images you upload here. There are many images to choose from at  which are free to use.  --mikeu talk 04:35, 26 March 2008 (UTC)

Files Missing Information
Thanks for uploading files to Wikiversity. All files must have source and license information to stay at Wikiversity. The following files are missing and/or License tags, and will be deleted if the missing information is not added. See Uploading files for more information.

 * File:SoftwarePiracy.jpg

MaintenanceBot (discuss • contribs) 15:17, 16 April 2016 (UTC)

title: User talk:Acham678


text:
User talk:Hcrom604

Welcome
Hello Hcrom604, 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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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 02:38, 16 January 2008 (UTC)

Image copyright problem with Image:ZA102144731033.jpg
Thanks for uploading Image:ZA102144731033.jpg. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikiversity because of copyright law (see Wikiversity' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at Colloquim. Thank you. --mikeu talk 02:44, 4 February 2008 (UTC)

Image:Stenographer4.jpg
Hello, and welcome to Wikiversity! We welcome and appreciate your contributions, such as Image:Stenographer4.jpg, but we regretfully cannot accept copyrighted text or images borrowed from either web sites or printed material. This article appears to be a direct copy from http://www.sorene.co.uk/. As a copyright violation, Image:Stenographer4.jpg appears to qualify for deletion. Image:Stenographer4.jpg has been tagged for deletion, and may have been deleted by the time you see this message. If the source is a credible one, please consider rewriting the content and citing the source.

If you believe that the article is not a copyright violation, or if you have permission from the copyright holder to release the content freely under the GFDL, you can comment to that effect on. If the article has already been deleted, but you have a proper release, you can reenter the content at Image:Stenographer4.jpg, after describing the release on the talk page. However, you may want to consider rewriting the content in your own words. Thank you, and please feel free to continue contributing to Wikiversity. mikeu talk 20:24, 22 March 2008 (UTC)

title: User talk:Hcrom604


text: File:Dfjdfkljg.jpg

title: File:Dfjdfkljg.jpg


text:
Portal:Wiki/Wikiversity/Namespaces

Wikiversity has many pages dedicated to helping you participate at Wikiversity. Most actual learning resources and tutorials should be in the main namespace where page names have no prefix. Other useful pages are located in the "Help:" and "Wikiversity:" namespaces. Help pages are often like a reference manual with pages where you can go to look up detailed instructions for how to use MediaWiki. Pages in the "Wikiversity:" namespace are often similar to policy pages.

title: Portal:Wiki/Wikiversity/Namespaces


text:
Portal:Wiki/Wikiversity/Learning resources

Explore these learning resources about Wikiversity: Introduction to Wikiversity - Intermediate Wikiversity - Wikiversity (the rest of the story) - Main page learning project - Make a portal


text:
Portal:Wiki/Wikiversity/Categories

Learning about Wikiversity - Introduction to Wikiversity - Advanced Wikiversity

title: Portal:Wiki/Wikiversity/Categories


text:
Portal:Wiki/Wikiversity/Content Development

Topic:Wikiversity is a content development project where participants create, develop and organize learning resources about Wikiversity itself.


text:
Portal:Wiki/Wikiversity/Related portals

The Wikiversity Portal is a guide to the contents of the "Wikiversity:" namespace with special emphasis on policy-related pages..

title: Portal:Wiki/Wikiversity/Related portals


text:
Portal:Wiki/Wikiversity/Featured

Introduction is a page where new Wikiversity participants are able to make their first edit.

title: Portal:Wiki/Wikiversity/Featured


text:
Portal:Wiki/Wikiversity/Experiments

Comments at Wikimania 2006
 * "..... the idea here is to also host learning communities, so people who are actually trying to learn, actually have a place to come and interact and help each other figure out how to learn things. We're also going to be hosting and fostering research into how these kinds of things can be used more effectively." (source)

Wikiversity has many pages that explore how to participate at Wikiversity, but Wikiversity is a place for experimentation.

title: Portal:Wiki/Wikiversity/Experiments


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Introduction to Computers/What is a computer

Course Navigation What is a computer? A lesson in Introduction to Computers, a course in School:Computer Science

What Is a Computer?
A computer is an "electronic box" that you put some "stuff" in, the box does "stuff" with it, and then the box has some way of showing the world what it has done. You are using a computer right now!

The stuff you put into a computer is called data, and gets into the computer using the input. Data is simply a form of information. You can put data into a computer from your keyboard, a mouse, a trackpad, a camera, an infrared sensor; anything that will give the computer more information about the world around it. Based on what information the computer has received, it can decide to do stuff with it.

Input – Data which a computer receives via some input component.

Processing – What the computer does with the data is known as processing. A computer will process information differently based on what kind of data it has gotten.

Program – the computer processes the data we have put in it, in some way - by following a set of instructions: the program. Once the computer has done some processing, there should be a way to show the world what it has done.

Another way to think about a program is if you gave a recipe to a friend, you tell them the instructions and the instructions make the output of the program (or recipe)

Output – This is usually done through a screen, but can also be done with a speaker, LEDs, a laser, a robotic arm; all of these are called outputs.

A basic computer consists of three major components; input/output, the processor, and memory.

Input and output provide a way to interact with a computer:
 * Keyboard
 * Mouse
 * Trackpad or touchpad
 * Display
 * Power Button
 * Microphone
 * Camera

The processor, or Central Processing Unit (CPU), is the part that does the processing. The CPU can be said to manipulate data:

 * Encryption and Decryption (This makes your data secure.)
 * Math
 * Logic

The memory gives your computer a place to store information that it might need in order to process data well. The processor can be told to use the memory by specifying it as the input or output. Some things that might be stored in memory might be:

 * Photos from a Camera (A camera is an input)
 * A Program
 * A Text Document
 * An Executable Document

The way components inside a computer fit together helps describe how the computer works. Data comes through the Input and is sent to the CPU. The CPU processes the data, normally based on a program or the data which it already has in its memory. For example, in modern computers, when you press the power button on your computer, there is some data (a program) that is automatically sent to the processor from memory. When a CPU is finished processing some data, the result can be sent back to a memory or it is sent to the output.

Opening an application
Let's say you're sitting at your computer, and you want to open up Firefox.

 * What is the input your computer gets?
 * Where does your application come from?
 * What does the computer output?

A Computer-based system
A computer-based system is a system in which a computer is involved and consists of three major elements: Hardware, Software, and User. The elements of a computer based system are described in the three following scenarios:

 * 1) Registration in a University
 * Hardware = Micro computers, Network platform, and a Server Computer
 * Software = Student Registration Application, Database, and Operating System
 * User = Operators, Administrators
 * 1) Controlling a section of an Assembly Line
 * Hardware = A specially embedded system which is developed for this purpose
 * Software = The machine code loaded on the embedded system Memory
 * User = Other Machine, Supervisor
 * 1) Playing a game with a Computer
 * Hardware = Game console such as Xbox, Playstation
 * Software = The game itself
 * User = The game player and maybe AI


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Materials Science and Engineering/Equations/Physics

Coulomb's Law
$$F = k \frac{Q_1 Q_2}{r^2}$$ $$F = \frac{1}{4 \pi \epsilon_0} \frac{Q_1 Q_2}{r^2}$$

The Electric Field
$$\mathbf E = \frac{ \mathbf F}{q}$$

$$dE = \frac{1}{4 \pi \epsilon_0} \frac{dQ}{r^2}$$

Superposition Principle
$$\mathbf E = \mathbf E_1 + \mathbf E_2 + \cdots$$

Electric Flux
$$\Phi_E = \int \mathbf E \cdot d \mathbf A$$

Gauss's Law
$$\oint \mathbf \cdot d \mathbf A = \frac{Q_{encl}}{\epsilon_0}$$

Electrical Potential
$$V_a = \frac{U_a}{q}$$

Relation between Electric Potential and Electric Field
$$U_b - U_a = \int_a^b \mathbf F \cdot d \mathbf l$$

$$V_{ba} = V_b - V_a = - \int_a^b \mathbf E \cdot d \mathbf l$$

Electrical Potential Due to Point Charges
$$E = \frac{1}{4 \pi \epsilon} \frac{Q}{r^2}$$

$$V = \frac{a}{4 \pi \epsilon_0} \frac{Q}{r}$$

Potential Due to Charge Distributions
$$V = \frac{1}{4 \pi \epsilon_0} \int \frac{dq}{r}$$

E Determined from V
$$C = \frac{Q}{V_{ba}} = \epsilon_0 \frac{A}{d}$$

Electrical Energy Storage
$$W = \int_0^Q V dq = \frac{1}{C} \int_0^Q q dq = \frac{Q^2}{C}$$

$$U = \frac{1}{2} CV^2 = \frac{1}{2} \left ( \frac{\epsilon_0 A}{d} \right ) (E^2 d^2)$$ $$U = \frac{1}{2} \epsilon_0 E^2 A d$$ $$u = \mbox{energy density} = \frac{1}{2} \epsilon_0 E^2$$

Dielectrics
$$C = K C_0\;$$ $$C = K \epsilon_0 \frac{A}{d}$$ $$\epsilon = K \epsilon_0\;$$ $$C = \epsilon \frac{A}{d}$$

$$u = \frac{1}{2} K \epsilon_0 E^2 = \frac{1}{2} \epsilon E^2$$

$$Q = K Q_0\;$$

$$V = \frac{V_0}{K}$$

$$E_0 = \frac{V_0}{d}$$

$$E = E_D = \frac{V}{d} = \frac{V_0}{Kd}$$

$$E_D = \frac{E_0}{K}$$

$$E_D = E_0 - E_{ind}\;$$ $$E_D = \frac{E_0}{K}$$

$$E_{ind} = E_0 \left ( 1 - \frac{1}{K} \right )$$

$$E_0 = \frac{\sigma}{\epsilon_0}$$

$$\sigma = \frac{Q}{A}$$

$$E_{ind} = \frac{\sigma_{ind}}{\epsilon_0}$$

$$E_{ind} = E_0 \left (1 - \frac{1}{K} \right )$$

$$\sigma_{ind} = \sigma \left (1 - \frac{1}{K} \right )$$

$$Q_{ind} = Q \left (1 - \frac{1}{K} \right )$$

Electric Current
$$I = \frac{dQ}{dt}$$

Ohm's Law
$$R = \frac{V}{I}$$

Resistivity
$$R = \rho \frac{l}{A}$$

$$\sigma = \frac{1}{\rho}$$

Electric Power
$$P = \frac{dU}{dt} = \frac{dq}{dt} V$$

$$P = IV\;$$

Current Density and Drift Velocity
$$I = \int \mathbf j \cdot d \mathbf A$$

$$\Delta Q = ( \mbox{no. of charges}, N) \times (\mbox{charge per particle})$$

$$\Delta Q = (nV)(-e)\;$$

$$\Delta Q = - (n A v_d \Delta t)(e)\;$$

$$I = \frac{\Delta Q}{\Delta t} = -neAv_d$$

$$\mathbf j = -ne \mathbf v_d$$

$$\mathbf j = \sum_i n_i q_i \mathbf v_{di}$$ $$I = \sum_i n_i q_i v_{di} A$$

$$\mathbf j = \sigma \mathbf E = \frac{1}{\rho} \mathbf E$$

Force on Electric Current in a Magnetic Field
$$\mathbf F = I \mathbf l \times \mathbf B$$

$$d \mathbf F = I d \mathbf l \times \mathbf B$$

Force on Moving Charge in Magnetic Field
$$\mathbf F = q \mathbf v \times \mathbf B$$

Hall Effect
Electric field due to the separation of charge is the Hall field, $$\mathbf E_H$$

In equilibrium, the force from the electric field is balanced by the magnetic force $$e v_d B$$

$$e E_H = e v_d B\;$$

Magnetic Field Due to Straight Wire
$$B = \frac{ \mu_0 }{2 \pi} \frac{I}{r}$$

Force between Two Parallel Wires
$$B_1 = \frac{\mu_0}{2 \pi} \frac{I_1}{d}$$

Ampere's Law
$$\oint \mathbf B \cdot d \mathbf l = \mu_0 I_{encl}$$

Biot-Savart Law
$$d \mathbf B = \frac{\mu_0 I}{4 \pi} \frac{d \mathbf l \times \mathbf \hat{r}}{r^2}$$

Magnetic Fields in Magnetic Materials
$$B = \mu n I\;$$

Paramagnetism
Relative permeability:

$$K_m = \frac{\mu}{\mu_0}$$

Magnetic susceptibility:

$$\Chi_m = K_m - 1\;$$

Magnetization vector, M:

$$\mathbf M = \frac{\mathbf \mu}{V}$$

Curie's law:

$$M = C \frac{B}{T}$$

Faraday's Law of Induction
$$E = - \frac{d \Phi_B}{dt}$$ $$\oint \mathbf E \cdot d \mathbf l = - \frac{d \Phi_B}{dt}$$

Ampere's Law
$$\oint \mathbf B \cdot d \mathbf l = \mu_0 I_{encl} + \mu_0 \epsilon_0 \frac{d \Phi_E}{dt}$$

Gauss's Law of Magnetism
$$\Phi_B = \mathbf B \cdot d \mathbf A$$ $$\Phi_B = \oint \mathbf B \cdot d \mathbf A$$ $$\oint \mathbf E \cdot d \mathbf A = \frac{Q}{\epsilon_0}$$

Maxwell's Equations
$$\oint \mathbf E \cdot d \mathbf A = \frac{Q}{\epsilon_0}$$ $$\oint \mathbf B \cdot d \mathbf A = 0$$ $$\oint \mathbf E \cdot d \mathbf l = - \frac{d \Phi_B}{dt}$$ $$\oint \mathbf B \cdot d \mathbf I = \mu_0 I + \mu_0 \epsilon_0 \frac{d \Phi_E}{dt}$$

Relation between Wavelength and Frequency
$$\lambda = \frac{c}{f}$$

Relation between Frequency and ω
$$\omega = 2 \pi f\;$$

Poynting Vector
$$\mathbf S = \frac{1}{\mu_0} \left ( \mathbf E \times \mathbf B \right )$$

Index of Refraction
$$n = \frac{c}{\nu}$$

Reflection: Snell's Law
$$n_1 \sin \theta_1 = n_2 \sin \theta_2\;$$

Rayleigh Criterion
$$\theta = \frac{1.22 \lambda}{D}$$

Empirical Formula Proposed by Max Planck
$$I(\lambda, T) = \frac{2 \pi h c^2 \lambda^{-5}}{e^{hc/\lambda k T} - 1}$$

Energy Emitted in Packets or Quanta
$$E = hf\;$$

Wave Nature of Matter
$$\lambda = \frac{h}{p}$$

Heisenberg Uncertainty Principle
$$(\Delta x)(\Delta p_x) \ge \frac{h}{2 \pi}$$

One-Dimensional Time-Independent Schrödinger Equation
$$- \frac{\hbar^2}{2m} \frac{d^2 \Psi (x)}{dx^2} + U(x) \Psi (x) = E \Psi (x)$$

Time-Dependent Schrödinger Equation
$$- \frac{\hbar^2}{2m} \frac{\partial^2 \Psi (x,t)}{\partial x^2} + U(x) \Psi (x,t) = i \hbar \frac{\partial \Psi(x,t)}{\partial t}$$

$$\Psi (x,t) = \psi (x) e^{- i \left ( \frac{E}{\hbar} \right ) t}$$

Solution to Schrödinger Equation - Free Particle
$$\psi = A \sin kx + B \cos kx\;$$

$$k = \sqrt{\frac{2mE}{\hbar^2}}$$

Solution to Schrödinger Equation - Infinitely Deep Square Well
$$\Psi_n = \sqrt{ \frac{2}{L} } \sin \left ( \frac{n \pi}{L} x \right )$$


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text: Category:WMDGS/Politics/2008 US Presidential Elections/predicts Clinton for democratic nominee


text: Category:WMDGS/Politics/2008 US Presidential Elections/Iowa caucus article not informative


text: Category:Wikimedia Demographics surveys/preloads


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Template talk:Wmdgs-wikipedia-survey2

I think most of these questions are better for a general Wikimedian survey. Below copied from User:Juan's talk page:

Hi Juan. I was looking at this template, and noticed a number of issues with it (sorry) :). First, you're not really using #switch correctly, so the box and category displays won't work... I started a replacement template at Wmdgs-wikipedia-survey2a, where you should be able to see the switching language used better. Wmdgs-makesurveyquestion-2 can help you design future questions that have 2 possible answer (I'm trying to catch hold of darkcode to create on that allows any number of answers).

Otherwise, I'm not sure about a few of the actual topics.
 * 1) "IP/registered" and "number of accounts" might be more for a wikimedia survey rather than just wikipedia. Also maybe use a scaled response (always registered, usually registered, sometimes ..., rarely ..., never registered)
 * 2) "Home project" is already covered in the general survey
 * 3) The group of questions on "Why someone made their first edit" could probably be collapsed into one single question.
 * 4) Language questions should be a different surcey altogether, since this affects how someone approaches all the projects (not just WP).
 * 5) How someone first discovered wikimedia and their first project are probably better in a general survey of all wikimedians (since it can ask instead just "what was your first project?", "which project did you first edit?", "which project did you first read?")

I'm not really sure what you mean by "left to other project". --SB_Johnny | talk 12:42, 13 January 2008 (UTC)

 * Well, you are right, that I was not thinking a lot when creating this template. I have just copyed one of yourse and overpasting some data. And now answers to your points:

 * 1) Well, some users, are editing regullary and they are not register (I know this from cs), so I wanted to ask: Are you registered or not? The second part: "scalede responsee" - I should tell you that I dont know what does it mean e.g. "rarely registere"? On Wikiversity we have more accounts on Wikipedia it is not so much common, so you are right that it would be better to leave this answer for future, I would like to also know, why people on wikipedia has more accounts.
 * 2) I thout, each survey is unique. Now I see, I was wrong. But, it is possible that users, will not respond all surveys - then well be missing answers.
 * 3) well, yes.
 * 4) here would be the same reply as for no. 2
 * 5) hmmm.--Juan 20:51, 14 January 2008 (UTC)

So, will we disscuss it or?--Juan 19:26, 5 March 2008 (UTC)

title: Template talk:Wmdgs-wikipedia-survey2


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Template:Wmdgs-preload/topic

This subpage is for developing surveys and other discussions about

Available Surveys

 * (none currently)

Related surveys

 * (none suggested yet)

Requested additional questions:
Surveys have been requested for the topics listed below:
 * (none currently)

Surveys under construction
These surveys are under development:
 * (none currently)

Related topics in Wikimedian Demographics

 * (none suggested yet)

Related topics on Wikiversity

 * (none suggested yet)

Survey Announcement Forums
New surveys will be announced :

Wiki-based forums

 * (none suggested yet)

Mailinglist and IRC forums

 * (none suggested yet)

Talkpage mailer bots

 * (none suggested yet)

Other forums

 * (none suggested yet)

title: Template:Wmdgs-preload/topic


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Wikimedian Demographics/United States

This subpage is for developing surveys and other discussions about United States

Available Surveys

 * (none currently)

Related surveys

 * (none suggested yet)

Requested additional questions:
Surveys have been requested for the topics listed below:
 * (none currently)

Surveys under construction
These surveys are under development:
 * (none currently)

Related topics in Wikimedian Demographics

 * (none suggested yet)

Related topics on Wikiversity

 * (none suggested yet)

Survey Announcement Forums
New surveys will be announced :

Wiki-based forums

 * (none suggested yet)

Mailinglist and IRC forums

 * (none suggested yet)

Talkpage mailer bots

 * (none suggested yet)

Other forums

 * (none suggested yet)

title: Wikimedian Demographics/United States


text: User:MichaelBillington/Survey responses

title: User:MichaelBillington/Survey responses


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text: Category:WMDGS/Regularly uses Wikimedia mailinglists


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text: Category:WMDGS/Southeast Earth

title: Category:WMDGS/Southeast Earth


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Computer Architecture Lab/WS2007/diogenes external

Introduction
Diogenes has an 16 Bit wide external bus to connect (external) components. It could be 32Bit wide (like the registers), but none of the currently used components uses more than 16 Bit.

The external bus is accessed with the ldio and stio instructions. An address decoder uses the higher of the 16 bits address bits to distinguish between the different components.

We use the Spartan 3e Starter Kit.

LEDs
Address: 0000 0000 00xx xxxx

All writes with addresses that have 10 leading zeros go to the LEDs. Only the lower 8 Bits are used. The Leds are high active (1 means LED on) Reads to this addresses are unspecified.

UART
Address: 0000 0000 10xx xxxx

The lower Bits of addresses with the above prefix, go directly to the UART module, however only addresses 0000 0000 1000 0000 and 0000 0000 1000 0001 are usable - one for the data- and one for the control register.

LCD
Address: 0000 0000 11YY xxxx

Writes with the prefix 0000 0000 11 are redirected to the LCD-controller chip of the spartan 3e board. Where YY specifies the used wires:

YY Values
00: RS   @ select between data and controll register 01: RW   @ read / write 10: E    @ clock: must be explicitly handled in software 11: Data @ databits in 4 bitmode: bit7 - bit4

Program memory
Adress: 10xx xxxx xxxx xxxx

Writes that start with 10 are directed to the program memory. This is currently only used in the boot loader to load the user programs.

VGA
Adress: 11xx xxxx xxxx xxxx Writes that start with 11 are directed to the video ram.

The video memory is 8K (8192 Byte) large and is located in on chip memory (inside the FPGA). The video mode used by diogenes is 640x480Pixels with 8 (3Bit) colors per pixel. The pixel clock is 25MHz resulting in a refresh-rate of 60Hz. Using a linear video memory (like a frame buffer) would need at least 112KByte (640x480x3 = 921600Bit = 115200Byte) of memory, which is not available on the spartan chip. The use of off-chip memory would solve the problem, but we have chosen an other way around it.

The memory is logically organized as a matrix of 128 x 64 byte. The visible area of the screen is composed of 80x60 tiles each 8x8 Pixels in size. The larger part of the memory is used for tile numbers of the visible area (1Byte per index). The remaining memory is used to store the tile patterns. At most 96 different tiles can be simultaneously displayed on the screen, which is enough for some kind of text mode or simple graphics.


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Introduction to psychology/Questions one: Definition and History/1.02

The purpose of psychology is to study human behavior, expressions, and mental thoughts.


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Assistant teacher course/Self-management and independent learning

Self-management and independent learning
Logical consequences are explained in the Wikibooks Parent Education Course Writer's Guide. The term higher-order volition can be found in Wikipedia.

Solitary learning
While self-motivated learning in a group of pupils is important, solitary learning from a book is also something assistant teachers should learn.

German

 * Selbstlernsemester


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School talk:Meteorology

Weather station
In the next few months I'll be working on a project to setup a weather station. I'll create a lesson here to document the process, and then create a learning project to analyze the weather data. Feel free to drop me a note if you are interested in this project. --mikeu 16:26, 16 January 2008 (UTC)

 * I've made a start of this learning project will be at Weather station. --mikeu talk 15:40, 5 February 2008 (UTC)

well, I keep following the Meteorology task and some other tasks. however, I don't have enough knowledge to add and edit the information. (well could you give me info to learn the wiki style writing for example i don't know how to add my name and date automatically)

 * Welcome around, you can find more info e.g. here: Introduction edit, Signature or Adding content. Certainly not all your questions will be answered by this, if you are new to wiki, so feel free to view the Help:Contents, use the search or just ask again questions. Erkan Yilmaz uses the Chat (try) 06:07, 4 July 2008 (UTC)

title: School talk:Meteorology


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User talk:Quantumcosmo

Welcome
Hello Quantumcosmo, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --mikeu 17:44, 16 January 2008 (UTC)

title: User talk:Quantumcosmo


text:
User talk:Aresthusa

Welcome
Hello Aresthusa, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 18:05, 16 January 2008 (UTC)

title: User talk:Aresthusa


text:
User talk:JeuneS2~enwikiversity

Welcome
Hello JeuneS2, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 18:12, 16 January 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called JeuneS2. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name JeuneS2~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 23:34, 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) 06:12, 19 April 2015 (UTC)

title: User talk:JeuneS2~enwikiversity


text:
User talk:Virgo~enwikiversity

Hello, could you have a look here please ? Talk:Spatial ETL. Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 18:25, 16 January 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Virgo. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Virgo~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 23:46, 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) 06:24, 19 April 2015 (UTC)

title: User talk:Virgo~enwikiversity


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User:Cimkearns

I am currently getting certified in elearning from the University of St. Thomas in Minneapolis. My background is interdisciplinary. My undergraduate degree is liberal arts with a major in French Literature. My graduate work was in Comparative Literature with a focus on Film Studies. I wrote a dissertation called "Making Violence Meaningful: The Crime Thrillers and Westerns of Anthony Mann. '  For the past 10 years I have been working in corporate training in the pharmaceutical, mortgage banking and real estate industries.

title: User:Cimkearns