text:
Christian Denominations

Christianity is not a monolithic religion, nor has it been for several centuries. The earliest Christian communities had various tensions toward retaining Jewish practices and creating a distinct identity as believers. Amongst some Christians, Gnosticism was accepted, among others, it was anathematized. As these differences were sorted out during the ecumenical councils over a period of centuries, Christians still continued to split into various bodies with distinct national heritages and ecclesiastical authority.

Broadly speaking, the largest split amongst Christians has been between Eastern and Western Christianity. Easterners emphasized personal experience of God, tradition, monasticism, and the primacy of the Greek language and the Greek translation of the Bible. The Western church was marked by rational explanations of faith, the primacy of the Bishop of Rome, and a Latin-based liturgy.

In addition to historical schisms between Christian bodies, there are hundreds of millions of independent Christians today, including many in the United States and sub-Saharan Africa. The latter have been particularly influenced by the rise of Pentecostalism in the 20th century. A booming house church movement has also taken hold in mainland China. A much smaller movement of Christians seeking the Jewish origins of Christianity has emerged in the past 150 years as well.

Eastern Orthodox
The Eastern Orthodox Church is made up of approximately 17 independent ("autocephalous") churches - the numbering can differ depending on one's perspective on the Orthodox Church in America. These churches have jurisdiction over national boundaries and share a common communion while retaining their individual liturgies and customs. All recognize the special place of the Ecumenical Patriarch of Constantinople as primus inter pares or "first among equals" as a kind of guiding figure amongst the other Patriarchs. Several smaller churches are autonomous and under the authority of autocephalous bodies.

Eastern Orthodoxy and Roman Catholicism represented a majority of Christendom and remained communion with one another until the East-West or Great Schism of 1054, in which the Ecumenical Patriarch and Pope excommunicated one another. It has only been since the efforts of Pope Paul VI and the Second Vatican Council in the 1960's to renew fellowship that the first steps toward reconciliation have been made.

Oriental Orthodox
The Oriental Orthodox Church is more loosely affiliated culturally than the Eastern Orthodox (different churches have even maintained different Biblical canons than one another), but the role of the Coptic Pope is stronger ecclesiastically than the Ecumenical Patriarch. For instance, when Eritrea gained independence from Ethiopia in 1993, Pope Shenouda III made two distinct churches for the two communities. The schism with the Oriental churches came about as a product of the Council of Chalcedon in 451 and the resulting Chalcedonian Creed which established a particular formula for understanding how Jesus can be both divine and human in full measure. The Christology of the Orientals has been labeled monophysite, but the Church defines itself as miaphysite - the differences go back to the original Christological controversy of the fifth century, with the former denying that Jesus had any substantial human nature. Today, Orientals recognize that these differences were largely political and there is no insurmountable theological differences between them and Eastern Orthodox or Catholics. Similar to the Easterners, Orientals use icons in worship, have a strong monastic tradition, and have focused on the lives of saints for spiritual guidance.

Assyrian
The Assyrian Church of the East became a separate body after the Council of Ephesus in 431, a gathering of Christians to combat the heretical group lead by Nestorius, leading to charges that the Assyrians were themselves Nestorians. Like the Oriental Church, the Assyrians deny this and have made several important declarations in the 20th century to affirm their common ground with other Christian bodies. In the mid-sixteenth century, several Assyrian churches broke communion with the Patriarch of Babylon, spiritual head of the Church of the East and joined into communion with the Catholic Church becoming the Eastern Catholic Chaldean Rite. Due to political instability in Iraq and Assyrian immigration, the church is headquartered in Chicago, the United States.

Eastern Catholicism
While the Latin Rite makes up over 98% of the believers in the Catholic Church, there are 15 Eastern Rites which are allowed to conduct their own liturgy and maintain many of their own distinct doctrines and practices while acknowledging the primacy of the Bishop of Rome, as an authoritative head to their church as well.

Catholicism
Catholicism is the largest denominational family amongst Christians, and the Roman Catholic Church is the largest institution of any kind on the face of the Earth, largely due to missiological efforts in Latin America and Africa. In addition to believers who are the product of Portuguese and Spanish colonialism, Catholicism has a strong history in Western Europe, where it remained virtually the sole church in the West from the time of the Schism through the Anglican, Magisterial, and Radical Reformations of the 15th and 16th centuries.

The Catholic Church is united by several distinct traditions, possibly the most important of which is the Pope - Bishop of Rome and the monarch of Vatican City. The Pope's ecclesiastical see is known as the Holy See and is given a priority in terms of both honor and authority amongst all other Catholic bishops. Catholics have rich traditions of doctrine, canon law, sainthood, and sacred architecture.

Protestantism
Protestantism is not a single church body or set of formally-related organizations, but a grouping of various church families whose history extends to the Reformations in 16th century Europe. The main families are the Lutheran, the Reformed and Presbyterians, and the Anabaptists. Protestantism has spread as widely across the globe as has Catholicism, and has developed into a wide variety of national expressions as well as being foundational in international ecumenical movements such as the World Council of Churches.

Certain pre-Reformation groups are frequently included in discussions about Protestantism, such as Waldensians and Moravians, who are legacies of reformation movements lead by Peter Waldo in 12th-century Italy and Jan Hus in 15th-century Bohemia. Some classification systems also include Anglicans as well, as the Church of England and the Roman Catholic Church ceased to be in communion roughly concurrent with the Reformation. Since the Reformation, large Protestant groups include Baptists, Methodists, the Disciples of Christ, the Evangelical Christian Church in Canada, and Adventist churches that come from the Restorationist movement of mid-18th century America. Some of most particular Christian groups come from the latter movement, including Mormons and the Jehovah's Witnesses. Depending on the definition of what constitutes Christianity, those movements may not even be considered Christian due to their unique understandings of virtually every Christian doctrine.

Anglicanism
Anglicanism is a form of Christianity with commonalities with both Protestantism and Catholicism. The Anglican Church was formed by Henry VIII at roughly the same time as the self-definition of Protestantism, and there are some commonalities between Protestantism and Anglicanism. The Church of England ceased to be in communion with Rome as a result of Henry's actions and his insistence that the King of England be head of the British church. At the same time, the emphasis on ritual and liturgy in the Roman Catholic Church is also found, to some extent, in the Anglican Church. Anglicans also stress the common lineage their clergy have with Catholics - a doctrine known as apostolic succession, which ties present-day religious workers with the original twelve apostles of Jesus.

Independent churches
Some churches that do not identify with any denomination. Charismatic Christianity and Pentecostalism are two similar movements founded in the twentieth century which prioritize an individual's experience of God through the Holy Spirit, including the reception of spiritual gifts such as glossolalia, spiritual healing, and prophecy. Charismatics have generally stayed within their original church bodies, whereas Pentecostals have created their own denominations and separate churches.

Evangelicalism is another movement that exist both with established church groups and entirely independent churches, some of which have evolved out of small house churches and private Bible study groups into larger networks of churches, particularly in America. Evangelicals are similar to fundamentalists in some of their emphasis on the priority of the Bible, but are not as hostile to modernity nor mainstream politics. They have also been associated with a social Gospel in their insistence on providing services to underprivileged populations, particularly through missions work.

Both of these movements are Western although they have typically do not have formal ties to other historically Western churches.

Ecumenism
Another important cross-denominational movement in the 20th century has been ecumenism: a cooperation of Christian bodies that can be as simple as coordinating common efforts in social services, writing common theological statements, the restoration of communion between bodies, and even the creation of entirely new denominations themselves, such as the Uniting Churches. The World Council of Churches (WCC) is an international body whose membership includes a majority of the Christian world if one includes Catholicism (the Roman Catholic Church is not a member of the WCC, but works with it closely on several initiatives.) The National Council of Churches is an American equivalent that has similar goals as the WCC.

title: Christian Denominations


text:
Outsourced product development

Outsourcing "non-core" activities to gain economic advantage has now become an essential constituent of any winning business stratagem. Nevertheless, as an industry matures, what constitutes its "core activity" is undergoing change and is a constant debatable topic. The same has been happening for ISVs to develop software products by vendors with specialized services in specific domains. Forrester Research recently identified Outsourced Product development (OPD) as a rising trend adopted by ISVs all over the world to remain competitive.

To take Instances from the Past:

 * Nike outsources manufacturing of shoes
 * Asian Paints, India's leading paint company has ancillary units providing thinners and even manufacturing season paints
 * GE outsources manufacturing of F-16 engine part to an organization in Bangalore

The industry is in maturing phase of Virtual organizations, where HR, Finance, IT, operations, marketing and in some instance even idea generation is being outsourced.

The equilibrium as to what constitutes core function continues to change.

Today, organizations have understood that manufacturing alone does not enable differentiation therefore, manufacturing is widely outsourced. Companies like Asian Paints have started building services around products while moving in direction to outsource the manufacturing process, as non-core activity

Why Outsource Product Development?
With heightened customer demand and ever increasing pressure to cut down product cost and crunch time to market, ISV can remain competitive only by

 * Reducing Product Lifecycle
 * Preventing product from reaching stage of technology obsolescence
 * Building modular, tightly integrated product to add on functionality

More-over product development also involves watching competitors, defining product road, product technology road map, planning early releases, testing through different approach, targeted industry trends, trends in technology usage and acceptance, pricing, marketing and promotion, finding add on feature and so on. In the entire value chain of product development, "Core product development" execution contributes less than 20% of value but take away as much as 80% of management time. That is where profitability of companies still concentrating on developing products in-house takes a hit.

According to study Profitability is directly proportional to crashed time to market and number of release and indirectly proportional to number of bugs.

Product Profitability = K *(Shortened time)*(Number of release)/ (Number of error)

By Outsourcing product development, companies are able to Shorten time to market, increase number of releases, decrease bug. The value K is value factor which outsourcing service provider further brings to table.

By outsourcing product development, companies are able to:

 * Obtain expertise
 * Put together additional resources
 * Reduce development costs
 * Crash product roadmaps, and above all
 * Boost bottom lines by focusing on new competencies.

The OPD Philosophy
On similar lines as above, ISVs have started looking at outsourcing product development, labeling the activity as " Non-core" while concentrating on product ideas, marketing, financing, customer relationship as core activity. The drive to outsource product development is further heightened by rising employee cost, rising attrition rate and reduced product life.

An outsourced software product development is principally a way of utilizing an organization’s resources and infuses new thought, skills and know-how, while plummeting time to market. Outsourced product development is the palpable therapy to the contemporary market circumstances where technology, skills and approaches are transitory.

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

title: Outsourced product development


text:
Talk:Outsourced product development

* (cur) (last) 04:52, 21 April 2008 Pankaj bag (Talk | contribs) (3,779 bytes) (undo) * (cur) (last) 04:51, 21 April 2008 Pankaj bag (Talk | contribs) (3,777 bytes) (undo) * (cur) (last) 04:51, 21 April 2008 Pankaj bag (Talk | contribs) (3,779 bytes) (undo) * (cur) (last) 04:50, 21 April 2008 Pankaj bag (Talk | contribs) (3,778 bytes) (→The OPD Philosophy) (undo) * (cur) (last) 04:31, 21 April 2008 Pankaj bag (Talk | contribs) m (3,774 bytes) (→=The OPD Philosophy) (undo) * (cur) (last) 04:31, 21 April 2008 Pankaj bag (Talk | contribs) (3,775 bytes) (undo) * (cur) (last) 04:30, 21 April 2008 Pankaj bag (Talk | contribs) (3,774 bytes) (→Why Outsource Product Development?) (undo) * (cur) (last) 04:28, 21 April 2008 Pankaj bag (Talk | contribs) (3,829 bytes) (undo) * (cur) (last) 04:28, 21 April 2008 Pankaj bag (Talk | contribs) (3,829 bytes) (undo) * (cur) (last) 04:12, 21 April 2008 SGGH (Talk | contribs) (2,159 bytes) (Nominated for deletion; see Wikipedia:Articles for deletion/Outsourced product development. using TW) (undo) * (cur) (last) 04:11, 21 April 2008 SGGH (Talk | contribs) (1,809 bytes) (i cant even read it atm) (undo) * (cur) (last) 04:10, 21 April 2008 Pankaj bag (Talk | contribs) (1,846 bytes) (←Created page with ' Outsourced Product development Outsourcing "non-core" activities to gain economic advantage has now become an essential constituent of any winning business st...')
 * (cur) (last) 10:58, 21 April 2008 SGGH (Talk | contribs) (4,129 bytes) (do not remove AfD notices) (undo)

title: Talk:Outsourced product development


text:
User talk:Otterathome

Welcome
Hello Otterathome, 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;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * 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! Jtneill - Talk 23:56, 21 April 2008 (UTC)

title: User talk:Otterathome


text:
User talk:Wesley Gray

Leave a message

Welcome
Hello Wesley Gray, 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;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * 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! Jtneill - Talk 01:15, 22 April 2008 (UTC)

Box tweaking
Hi Wes, you may not have realised it, but you solved some box tweaking I hadn't been able to work (on your user page). Thanks. :) -- Jtneill - Talk 15:59, 27 April 2008 (UTC)
 * Hi Wes, I saw your user page creation and figured you might have used that collapsible box code. But I hadn't been able to get rid of the padding/border for subsequent boxes. Your box code worked! Good luck with Biology pages. -- Jtneill - Talk 03:05, 30 April 2008 (UTC)

New biology portal for secondary education
Hi, Wesley. I just created Portal:Biology for high school biology teachers. You may wish to take a look and help develop it. For example, we need some featured content! Drop me a note if you need any help. --McCormack 14:31, 28 April 2008 (UTC)

High School Biology
I'd like to help with High School Biology. How to you envision this "course to make it easy for a reader to learn biology"? Is your target self-paced learning by individuals or a collection online resources that would be used by students in a conventional school under the direction of an instructor? --JWSchmidt 00:20, 6 May 2008 (UTC)
 * "Any contributions you make will be greatly appreciated." <-- I've taught biology at the college level only, so knowing where to start and what to say to students who are in high school is a problem for me. I need some way to orient myself towards the needs of this target audience. --JWSchmidt 04:06, 7 May 2008 (UTC)

Request by SOM
I really like what you have done with the front page of high school biology. I was hoping you could do something similar with the school of medicine. If you are not too busy and willing to help, I would like to discuss this with you further. Go raibh mile maith agaibh 09:47, 18 June 2008 (UTC)

Thank you for your quick response. I have already started trying to improve the layout of the school and ease of use but I have no idea how to present the front page. I won't be addressing the issue for a while at least but if you have time, you can have a look at the front page, which I haven't touched yet. I have designed the school's first module and written the first lesson, the presentation of which were both initially inspired by the high school biology framework. I wanted some outside opinion as to improvements that can be made. But as I said, plenty of time. Thanks again for getting back to me. Go raibh mile maith agaibh 18:04, 21 June 2008 (UTC)

Hi Wesley!
I've just seen you High School Biology course. I like it. It has the same aim as my learning project on Physics. I don't have any understanding of biology, but thanks to your course, I have this opportunity and, of course, learn what is missing from other resources in the web, next adding it to the course. I invite you to participate my Physics learning project, here, I'll be very very happy.

Nenomaz (discuss • contribs) 21:02, 4 October 2014 (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 Wes. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Wes~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 23:47, 17 March 2015 (UTC)

High School Biology
Hi Wesley.

I am writing this for my daughter.

She is very keen on biology and in looking around for something she could do, we found the Wikiversity listing for the biology intro of which you are an instructor. We cant use the link at the end of the first lesson to email you, so I hope contacting you this way doesn't cause some sort of untold drama...

Enika completed the first lesson and went on to the second lesson... which appears as a blank lesson page waiting for her to add information to it. We have muddled around and tried different things, but cannot find a second lesson. We have been unable to add our signature to one section where it was requested as the instructions were far too convoluted... but maybe that was just me, tired of troubleshooting....

I am curious to know if this is a function set of lessons that my daughter can pursue and I would appreciate reading your response.

Thanks, Alison.

title: User talk:Wesley Gray


text:
Web 2.0 tools for teaching and learning/What is Web 2.0?

Watch the following video that attempts to explain the Web 2.0 phenomenon, created by Dr. Michael Wesch, a cultural anthropologist at Kansas State University. It has been viewed about five and a half million times.

The Web is Us/ing Us

Activity
Please post a personal definition of the term "Web 2.0".

Definitions

 * Web 2.0 expresses a collection of interrelated ideas about a transformation of the Internet that emphasizes creativity, usability, openness, and collaboration. ~Drew

 * Web 2.0 is a state of mind that encourages sharing, openness, cross-referencing, and timeliness (up-to-the-nanosecond information). ~Ashley

 * Web 2.0 is a neologism coined by Tim O'Reilly, owner of O'Reilly Media, that supposedly encompasses a "usage trend" of the Web revolving around social connections. It is neither a technical specification nor a technology. ~Thia


text:
Wikiversity:Help desk/archives/March 2008

Return to the Archive Index

What tasks does a Manager needs to do in an organisation?
What tasks does a Manager needs to do in an organisation? --125.18.104.1 04:15, 4 March 2008 (UTC)

 * The classic use of the term "manager" is for someone who manages people, but it can also be used for someone who manages some other resource. Sticking with the classic definition, they would need some basic people skills and also some knowledge of the activities of the people they manage.  For example, a sales manager at a car dealership should know how to manage people, have a knowledge of sales, have a knowledge of cars, and have a knowledge of car sales specific topics, like financing and leases.  In the managing people area, they would need to make sure their employees show up for work in a timely manner, act in an ethical manner (unless it's a used car dealership, that is), arrange training sesions, and periodically review employee performance.  In the sales area, they might arrange for advertised discounts and promotions.  They might use their knowledge of cars to answer questions that come up about car options ("how does the tire pressure monitor system work ? that would be quantum entanglement").  They might use their knowledge of car sales to help their sales staff arrange mutually beneficial sales terms with the customers ("If they want $100 off the MSRP we can do that, just reduce the value of their trade-in by $1000 to cover it"). StuRat 07:01, 5 March 2008 (UTC)

e85 conversion
Theoretically, would simply a firmware upgrade be able to convert many automobiles in the United States to e85/Flexfuel?

 * No. I believe you refer to changing the engine computer to support the different air/fuel mix required to burn E85.  That is only one of the steps required.  The fuel injection nozzles should also be enlarged (if you want to get the same acceleration as before), the fuel tank should be enlarged (if you want the same range as before), and all rubber seals that contact the E85 should be replaced by silicone seals (no easy task for some seals, like the rear main seal, which requires lifting the engine and disconnecting the transmission).  Ethanol also makes for poor starts during cold weather conditions, which is why they only go to E85 instead of 100% ethanol.  Some other adaptations for cold weather may also be advisable, though, even with E85, such as restricting air flow to the radiator until the engine gets up to proper operating temperature. StuRat 05:56, 8 March 2008 (UTC)

how does Wikiversity work ?
How it wikiversity suppose to work, there are courses and disscussion boards it seems like a really cool idea i'm not sure where to start though. I suppose it varies based on the department but can anyone help? thanks a ton --Wikilife 15:01, 9 March 2008 (UTC)
 * Did you read the info on your talk page already ? You can also join the chat I am there at the moment. Click here or go to Chat Erkan Yilmaz Wikiversity:Chat  15:03, 9 March 2008 (UTC)

Help to choose a study or profession!
Bold textMost young people have to choose their profession and study at 15 or 16 years old. And they don't know what to choose. So they choose wrong and later they have to change. Maybe they need a New WIKIPEDIA-CHOOSE-WEBSITE that they can fill themselves!...

Then Choosing will become fun and interesting and better! Who can help to start this? --145.100.65.115 17:16, 10 March 2008 (UTC)

 * In general there is no solution to your request "Help to choose a study or profession!". Reason is: what you want is so much context dependent. There are many factors contributing to be "happy" in one profession (team members, working conditions, your private life - a general work life balance, salary, see e.g. also here and the list woudl not stop). Happiness is individual - I personally would not want to get me told about a website or so what I should chose. Better is e.g. make a list of ones strongness and weakness and ask also people knowing you, that they should do this, so you can see how much match and then from this list get deeper. Even better doing some part time jobbing, internship, ... and then one could get an idea what profession is suitable.
 * But how about this ? You could start a learning project here and make your own experiences while writing. Most of the times not the goal is important but the way to there is. Could I help you with this answer ? Erkan Yilmaz Wikiversity:Chat  22:46, 10 March 2008 (UTC)

what are buffers in c/c++?
--210.212.163.59 12:55, 11 March 2008 (UTC) how can i get help about buffers? pls help me..... i am eager to know about buffer...... i want to write a program to store my o/p in .txt document.... also i want to make header file so that i can store the graphical image in .bmp file........

 * Buffers are a temporary way to store data. For example, a print buffer stores data to be printed.  This allows you to continue to use the computer while printing occurs.

 * What's an "o/p" ? An operating plan ?

 * I'd take an existing BMP file and copy it's header into your program, then print it out at the beginning, with a few parameters changed, like the image height and width. StuRat 17:04, 11 March 2008 (UTC)

Traffic ?
Does anyone know what kind of daily traffic this site gets? I mean all of Wikiversity, or maybe just the Main Page if the first is too daunting a task. How about the School of Theology? Thanks. Magosgruss 21:48 02.28.2008 (UTC)

 * access stats for Wikiversity.org from Alexa (that does not mean these stats are true at all, they are just stats and should be treated so)
 * Have a also a look at:
 * But in general all data is in the past and not actual, so ...
 * Another good measure is: how often is the page edited ? Ask on the page if people like the page to drop a short msg on the talk page ? Erkan Yilmaz Wikiversity:Chat  19:02, 11 March 2008 (UTC)

 * Those stats are given as "percentage daily reach", what does that mean ? StuRat 03:34, 12 March 2008 (UTC)

 * "percentage daily reach" means the estimated average % of internet users who visit a domain each day (based on data extrapolated from Alexa toolbar users). This number is obviously very low, so it needs to be interpreted in comparison to the % for other websites. That's where Alexa does rankings, i.e. is the domain in the top 10,000, 100,000, or 1,000,000 most popular sites, etc. I haven't looked at the actual stats though for WV. We should be recording this stuff, somewhere, I'm guessing perhaps Statistics. -- Jtneill - Talk 23:45, 24 March 2008 (UTC)
 * You can find more stats also on my page: User:Erkan_Yilmaz, Erkan Yilmaz uses the Wikiversity:Chat (try) 00:07, 25 March 2008 (UTC)

Although archived: THEwikiStics : Page Hits toplist (compare traffic | searches) --- Best regards, Melancholie 00:29, 22 July 2008 (UTC)

How to use Ipod
i bought one Ipod from Dubai (UAE), i wanna knw how to use it, and specially how to download songs from net to ipod? --202.70.152.117 08:15, 14 March 2008 (UTC)

 * Various sites allow downloads (and have instructions for doing so). You will download the songs, typically for 99 cents each, to your computer first (which must be at least a Windows 2000 or Windows XP O/S, or equivalent Apple computer, depending on the model iPod you have).  Then you "synch" the files from your computer to the iPod, which is essentially a second download step.  The site from the manufacturer is here:, so you might want to start there.  As for it being from the UAE, I don't think that's an issue.  Perhaps you are thinking about DVDs, which do have a regional encoding, which only allows them to be used in certain parts of the world, in order to limit piracy.  I'm not aware of any such system used on iPods, which, after all, are designed to be taken with people as they travel around the world.  They do use a Digital Rights Management system which prevents the downloaded songs from being played on many other devices, however. StuRat 14:58, 14 March 2008 (UTC)

Is there any help desk about Accounting problems?
I am eager to knw about helpdesk regarding Accounting problems. --202.70.152.117 08:32, 14 March 2008 (UTC)

 * There isn't a specific Help Desk for that topic at either Wikiversity or Wikipedia, but you can ask questions here and we will try to answer them. Perhaps a web site which deals specifically with accounting issues would have an Accounting Help Desk. StuRat 14:49, 14 March 2008 (UTC)

Effect of closing balances in next accounting year
first of all thank you for reply, i have one accounting question with you, "which accounts will closed and which accounts will not closed in every accounting year, and what will be general entry we useed to pass?

--202.70.152.65 07:36, 15 March 2008 (UTC)

 * You need to include a bit more info with the question. Is this a business ?  And, by "accounts", do you mean customer accounts, bank accounts, or something else ? StuRat 06:34, 16 March 2008 (UTC)

Yes i am talking about bussiness, and i am talking about after the making "profit and loss accounts".

 * If you mean getting obligations payed off by customers so you can close their accounts, it's sometimes best to put that off until the next fiscal year, if you are somewhat close to the end of the current year. That way, your tax liability may be pushed back a year, depending on the laws in your jurisdiction.  An exception would be if your business suffered a loss this year, then the payments will only reduce the amount of the loss, not increase the profit, and thus not increase your tax obligations. StuRat 19:48, 17 March 2008 (UTC)

Userpage Content
Could anyone help improve my Userpage Content links, I'm not sure whether or not I should improve it or erase it. Terra Welcome to my talkpage 21:02, 16 March 2008 (UTC)

 * Never mind I've placed it for Requests for Deletion Vote. Terra Welcome to my talkpage 21:29, 16 March 2008 (UTC)

 * I don't understand. It's up to you to decide if you like the content on your user page, and up to you to delete it if you choose to do so. StuRat 23:07, 16 March 2008 (UTC)

 * I've removed the tag and deletion request however though is there a chance if someone could comment on what I need to change or improve, any suggestions are welcome. Terra Welcome to my talkpage 07:58, 17 March 2008 (UTC)

 * When I go to someone's user page, I want to know something about them, so you might add some basic bio info. StuRat 18:36, 17 March 2008 (UTC)

 * I've included some bio, I haven't said what I do in real-life due to safety reasons but I hope it's fine for now. Terra Welcome to my talkpage 18:57, 17 March 2008 (UTC)

 * Do you mean the info under "About" ? I'd move that to the main user page and add more detail, like your gender, nationality, languages you speak, etc.  I certainly wouldn't give out personal info like your home address, but nobody can track you down from the type of info I'm suggesting. StuRat 19:41, 17 March 2008 (UTC)
 * If you do so, you could also use the Wikimedian Demographics, Erkan Yilmaz uses the Wikiversity:Chat (try) 19:44, 17 March 2008 (UTC)

 * I've included some userboxes from my wikipedia subpage, that's how far I'm going I won't add any other information. Terra Welcome to my talkpage 19:56, 17 March 2008 (UTC)

How can I start my e-mail that is outdated
How can I start my E-mail address that was sent to me but I can't start it by the due time.

(The above question was moved from How can I start my e-mail that is outdated (page now deleted) by mikeu talk 01:35, 17 March 2008 (UTC))

 * Can you give us more info ? Is this a free e-mail service that you signed up for, and it required a verification step within a given time frame ?  If so, and you've missed that time frame, you may need to sign up for a new e-mail address. StuRat 05:52, 17 March 2008 (UTC)

Ziped and Unziped files:
Can u guide me please about ziped file? kinds of ziped files, and how we can change ziped files into unziped files?

--202.70.152.182 08:02, 18 March 2008 (UTC)

 * A zipped file compresses and combines several files into one. There are many programs which will zip or unzip files for free, or as a free trial.  The one I use is called WinRAR: .  It does other things as well as zip and unzip.  Under Windows you will normally have files with *.zip file names associated with your unzip program, so that when you attempt to open them the unzip program will launch.  Some Internet browsers, like AOL's browser, will also unzip files automatically when zipped e-mail attachments or other files are downloaded.  See ZIP (file format) for more info. StuRat 15:51, 18 March 2008 (UTC)

Userpage
I've completely finished the Help Content page in my userpage content subpage, also I think I've finished User:Terra/Peer Review could anyone check these, the Peer Review is meant to be a Wikiversity Project where an editor can asses articles, if anyone think I should improve it then feel free to say so. --Terra Welcome to my talkpage 14:40, 20 March 2008 (UTC)

 * Help Contents: There appears to be an extra comma in the bottom line, and the capitalization after the dashes is inconsistent in the bottom section. Otherwise looks good. StuRat 01:42, 21 March 2008 (UTC)

 * Capitals have been fixed, but bottom line still says "See also:, ". StuRat 23:13, 21 March 2008 (UTC)

 * Peer Review: Needs more work, do you mind if I edit it directly ? StuRat 01:47, 21 March 2008 (UTC)

 * Of course, any help is welcome. Terra Welcome to my talkpage 10:20, 21 March 2008 (UTC)

 * OK, I added some fixes, but I'm not clear on how the "Historic articles" section is supposed to be used. StuRat 23:13, 21 March 2008 (UTC)

 * There wasn't any need for me to place the Historic Article section as such I've erased that section. Terra Welcome to my talkpage 14:14, 22 March 2008 (UTC)

 * Terra my dear, it seems to me, you are doing things which already exist to some extent at Wikiversity, see Peer review and also: Review board
 * Did you by any chance read any of the WV policy articles so far ? There you will find many info, so that you get accustomed to WV faster. Erkan Yilmaz uses the Wikiversity:Chat (try) 14:26, 22 March 2008 (UTC)

 * "you are doing things which already exist to some extent at Wikiversity" - oh, I do things like that all the time. Sometimes I duplicate pages I made myself a year ago, and then wonder which idiot made the original. Now if we had some organisation around here...! JWS was quite good at pointing out prior efforts, because his knowledge of WV was encyclopedic - better than the search facility. --McCormack 14:35, 22 March 2008 (UTC)
 * Well, we all forget things - I hope we can each other use our knowledge (the collective mind) and JWS will come back, Erkan Yilmaz uses the Wikiversity:Chat (try) 14:38, 22 March 2008 (UTC)

 * Wikiversity, though does need to be more organize with Projects, and other's so that new user's can find things straight away, Have a look at Wikipedia for example they have everything organized from the Help Contents and every Departments, and Projects are also organized. I'm trying to help out on Wikiversity, by organizing things, yes it maybe within my subpage but only as a Pre-caution if users are against it. And also Erkan what did you meant at the end of your comment on my talkpage "Thanks for your service to the Wikiversity community" is this a thank you for the help which I'm trying to do with Wikiversity or thank you that i'm no-longer required, I'm a bit confused with the ending comment. Terra Welcome to my talkpage 19:25, 22 March 2008 (UTC)
 * Hi Terra, if you wanna help in organizing why not join hands with others ? There are at the moment many initiatives regarding this, e.g. see colloquium and also: Vision 2009 (e.g. Educational goals). I am pretty sure you are welcome everywhere.
 * about "Thanks for your service to the Wikiversity community": interesting how people see things - that is actually a comment copied which I got when I was probationary custodian (see here). And that is also a problem from normal "wiki cruising" (without chat) - all (you, I and others) need more efforts to understand what others think, since we are no telepaths :-( I guess in such situations it is always best to Assume Good Faith. Erkan Yilmaz uses the Wikiversity:Chat (try) 19:37, 22 March 2008 (UTC)
 * Very Well, I'll have a look at the Vision 2009 and see if i can be of any help, but thanks for explaining what you meant, I just didn't understand the ending comment. Terra Welcome to my talkpage 19:45, 22 March 2008 (UTC)

Astronomy imaging
How come we can get pictures like this of objects 7000 light years away, but only images like this of objects (Ceres) in our own solar system? Size? Thanks. --Remi 22:32, 24 March 2008 (UTC)

 * It's due to the relative sizes of the objects. Ceres is less than 500 km across while the Eagle Nebula is more than 70 light years across.  The result is that the nebula appears much larger (7 arc minutes versus 0.33-0.84 arc seconds), even taking the relative distances into account.  There is one advantage we have in viewing Ceres, however.  It's close enough that we can actually send a spaceship to visit it and take excellent pictures.  There is a spaceship on the way now (Dawn Mission), which is scheduled to arrive in 2015.  Another advantage is that we can see both sides of Ceres, since it rotates rapidly. StuRat 23:33, 24 March 2008 (UTC)

explanation regarding linux operating system
--Roopa 09:43, 25 March 2008 (UTC) Hi,

I am handling recruitement in a placement consultancy .Can anybody, in layman language explain techonoligies related to linux, embeddded sytem, device drivers etc. preferably person working in that field.

Thanks in advance

 * Linux is an operating system for a personal computer. Unlike Microsoft Windows and the Apple operating systems, Linux is open source software, meaning you can obtain in freely, modify it as needed, and pass it on to others.

 * An embedded system is a computer program that operates some device, like a digital camera, car engine, etc., which isn't connected directly to a PC.

 * A device driver is a piece of software that provides the interface between a personal computer and a hardware item. For example, a printer driver provides the pop-up menu that appears when you try to print something, which then asks which pages you want to print, what the paper margins and orientation are, etc.  There are also device drivers for the mouse, the monitor, the keyboard, the hard disk, the CD/DVD drives, and every other piece of hardware attached to the computer.  Some allow user interaction, and some work entirely behind the scenes (like the hard drive driver).

 * Follow the links for more details on each topic. StuRat 21:14, 25 March 2008 (UTC)

wikiversity/medicine/emergency medicine
moved from here:

I did what I thought was enough for two sections - pneumothorax and tension pneumothorax but the page still shows a sign saying these pages are too short, I don't mind being edited, but being padded out is another matter - helps nobody.

 * I left a note on your talk page, Ricpin. The "welcome and expand" tag which has that message was placed there when the page was really short. Since it's no longer the case, you can feel free to remove it. --HappyCamper 21:40, 25 March 2008 (UTC)

rebattle dvd or vhs or cd
--196.12.12.65 13:19, 26 March 2008 (UTC)

 * I'll assume you're asking about the advantages and disadvantages of each:

 * VHS had the advantage that anyone could record, pass the VHS on to somebody else, and it would play on any VHS player. They could store up to around 8 hours of video at the lowest quality setting, which is quite a bit.  They were also quite easy to use, working the same as a cassette tape recorder.  Only one format was used (once Betamax dropped from the scene), making it a universal format.  The disadvantages were that they were analog media, which meant they deteriorated with every copy made, and the magnetic tape itself would degrade over time or if exposed to a strong magnetic field.  Another disadvantage was the need to rewind and difficulty in locating a particular spot on the tape.  I'd say that VHS is on it's way out, and it will soon be difficult to find anyone selling VHS tapes or players/recorders.

 * A CD/DVD is essentialy the same device, but DVDs are formatted to hold far more data. CDs don't hold enough data for movies, so are generally only used for music.  DVDs hold enough for not only a movie, but many extras as well, like deleted scenes, director commentaries, foreign languages, subtitles, etc.  You can also easily jump to a particular episode/chapter without having to wait for tape to fast forward or rewind.  They are both optical digital devices, and, as such, are not prone to demagnetizing or deteriorating with each copy.  Some deterioration over time is still possible, especially if exposed to direct sunlight or UV light, which can break down the plastic.  Recording on CD or DVD is trickier, as many devices only have the ability to play, not record.  For those devices that do record, copyrights are now often enforced with software, making it difficult to make copies, whether legal or not.  Regional codes used on DVDs can also prevent them from working in other countries (this is done to prevent "piracy").  The formats also are not settled.  For music CDs there are several formats, such as WMA, MP3, and MP4.  For DVDs there are two formats, R+W and R/W.  Most devices now support all the various formats, however, some older devices still can't play all the current formats.  For high resolution movies (1920x1080), the situation is worse.  There are two competing formats, HD DVD and BLU RAY.  I'm not aware of any device which supports both formats.  Getting equipment that can record in just one of the two formats will cost you several hundred dollars, so double that if you want to be able to record in both formats.  It looks as through BLU RAY has won the format war, so hopefully people wil start buying the systems in quantity and the prices will come down.

 * Since prerecorded VHS tapes and blanks will soon be no longer available, consumers will be forced to switch to DVD. Hopefully the format wars will be settled and one CD/DVD format will become universal, even for high resolution, and the price will come down to something reasonable. StuRat 14:34, 26 March 2008 (UTC)


text:
Web 2.0 tools for teaching and learning/What tools are available?

Each year, Barry Dahl, CIO at Lake Superior College in Duluth, MN, releases his favorite Web 2.0 learning resources.

2008 Top 10 Tools for Learning

Activity
Please browse Barry Dahl's 2008 Top 10 Tools for Learning, then post the number of tools in Barry's list that you are presently familiar with.

Number of Tools

 * 8 ~Drew
 * I've heard of most of them, but have only really used Flickr. ~Thia
 * I have used Flickr and Twitter. ~Ashley


text:
Web 2.0 tools for teaching and learning/Social bookmarking

What are some possible applications of social bookmarking in teaching and learning?

good place for your all your bio medical waste management demands.demands needs


text:
Web 2.0 tools for teaching and learning/Wikis

What are some possible applications of wikis in teaching and learning?

Discussion

 * Wikis are moderating systems that help diverse viewpoints to achieve consensus. ~Drew
 * I think sharing ideas and actually feeling like you have created something can be good for training sessions. ~Ashley
 * Wiki creation requires motivation, honestly. Unmotivated underclassmen won't make wiki material. ~Thia


text:
Web 2.0 tools for teaching and learning/Image & video sharing

What are some possible applications of Image & Video Sharing in teaching and learning?

Discussion

 * [[Image:Wikipedia-lolcat.jpg|thumbnail|250px|left|Jazzing up a dull wiki! ~Drew]]


text:
Web 2.0 tools for teaching and learning/Blogging

What are some possible applications of blogging in teaching and learning?

Discussion

 * Staying abreast of trends in a fast-moving field by seeing which topics are being talked about the most. Anarchyandy 02:59, 22 April 2008 (UTC)


text:
Web 2.0 tools for teaching and learning/Blogs

What are some possible applications of blogging in teaching and learning?

Discussion

 * Staying abreast of trends in a fast-moving field by seeing which topics are being talked about the most. ~Drew


text:
Floating point

This course serves as an introduction to floating point arithmetic, and is for those who desire to learn about floating point representation and errors that can propagate due to a problem in floating point operations. Unlike other pages regarding floating point arithmetic, this page course will focus on readability and instruction. For additional details, you can see the floating point article on Wikipedia (here).

Lesson One: Introduction
The first lesson will describe who this lesson is for, and will go over what we are learning and how floating errors have been significantly costly, ending lives and costing the economy billions of dollars.

/Lesson One/

Lesson Two: All Your Base, Your Base, Base, Base
This lesson will delve into how to convert numbers to and from binary and decimal.

/Lesson Two/

Lesson Three: Binary Machines
This lesson will go over the way an arbitrary computer stores numbers, and gives exercises. Topics covered include the "hole-at-zero" and computer epsilon.

/Lesson Three/

Lesson Four: IEEE standard
This lesson will go over the IEEE standard, and how most computers store numbers.

/Lesson Four/

Lesson Five: Roundoff Problems
This lesson will analyze problems created with roundoff error.

/Lesson Five/

title: Floating point


text:
User talk:Anarchyandy

Welcome
Hello Anarchyandy, 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;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * 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! Jtneill - Talk 05:08, 22 April 2008 (UTC)

Web 2.0 Tools for Teaching and Learning
Thanks for your work on Web 2.0 Tools for Teaching and Learning. Good to have you around. -- Jtneill - Talk 05:08, 22 April 2008 (UTC)
 * Sorry, that wasn't a very good move on my part without also adjusting the links to subpages. Thanks for letting me know. Hopefully it's all fixed now. Let me know if any other problems. Hope your class goes well. Sincerely, -- Jtneill - Talk 12:37, 23 April 2008 (UTC)

title: User talk:Anarchyandy


text:
Floating point/Introduction

What Floating Point Is
Floating point is a way to represent numbers and do arithmetic in computing machines, ranging from simple calculators to computers.

Take the number π. In order for us to accurately represent the area of a circle with radius 3, we have to notate the area as 9π. We can easily compare 9π to other numbers, such as 27, 400, or $$e$$2.

A computer can't. In order for the computer to compare 9π to these numbers, it first has to compute 9π, and store this number. In order for this number to be accurate, it has to have an infinite storage space. This would imply a huge cost (infinite), and little would be gained. Instead, the computer rounds 9π to some arbitrary place, and this uses this stored number in calculations.

If the stored number has enough accuracy, then we're fine. But sometimes there are problems. If all numbers are stored in three decimal digits, then $$\pi$$ is stored as 3.14. 9$$\pi$$ would be computed as 9 × 3.14 = 28.26 ~ 28.3. If we continue to have to use this number, and we repeat this process, eventually, our number will continue to become inaccurate.

Who This Course is For
This course is for those interested in computer science and mathematics. Additionally, anyone using computers for numerical purposes can benefit in knowing what can go wrong in a computation.

Why This is Important
Numerical errors vis-a-vis computing devices have cost the world billions of dollars and have cost lives. This may be very surprising, given at first glance, these problems seem very simple. However, because of their simplicity, these issues are often overlooked.
 * In 1995, Intel created a public relations nightmare when their new line of processors did not compute certain divisions accurately. After eight months of bickering with the public, Intel had to ship fixes for their processors.  This is the most widely cited example of a numerical problem, and it cost the company $480 million.
 * In the First Gulf War, a numerical error cost the lives of 28 American soldiers stationed in Saudi Arabia. A machine designed to intercept missiles propagated an error over time and needed to be rebooted every 20 hours.  After 100 hours, it failed to intercept a missile, and people were killed.
 * The European Space Agency lost $500 million when a rocket exploded 40 seconds after it was launched in French Guiana. The error was due to an error in converting a floating number to an integer; the range of integers in the machine only amounted to 32767, much less than what was needed in the conversion.

Homework
Find another example of a costly floating point error on the internet. What was the problem? How much did it cost?

title: Floating point/Introduction


text:
User:Thuvack/Templates Thuvack

Page Navigation Templates

 * EE102 page turner Template

Course Hierarchy Templates

 * Elec Eng Hierarchy 0 Template
 * Elec Eng Hierarchy 1 Template
 * Elec Eng Hierarchy 2 Template
 * Elec Eng Hierarchy 3 Template
 * Elec Eng Hierarchy 4 Template

Course Content Templates

 * EE-PRE Courses Template
 * EE102 Courses Template
 * Electrical Machines II Course Content Template
 * Protection Course Template
 * Electrical Power Generation Course Template
 * Electrical Power Transmission & Distribution Course Template
 * Electrical Power Economics Course Template
 * Electrical Power Distribution Content Template

title: User:Thuvack/Templates Thuvack


text:
Sociology

Sociology is the scientific study of society.

Universals
Def. "a group with common attributes" is called a genus.

Social sciences
Def. a study of "society and human behavior in it" is called a social science.

The social sciences include anthropology, communication, criminology, economics, geography, history, political science, psychology, social studies, and sociology.

Planetary social science
Def. a "subset of a culture or of a society" is called a group.

Def. a "long-standing group of people sharing cultural aspects such as language, dress, norms of behavior and artistic forms" is called a society.

Def.
 * 1) a "group of people who meet from time to time to engage in a common interest; an association or organization",
 * 2) the "sum total of all voluntary interrelations between individuals",
 * 3) the "people of one’s country or community taken as a whole", or
 * 4) a "number of people joined by mutual consent to deliberate, determine and act toward a common goal"

is called a society.

Def. a grouping of individuals which are united by a network of social relations, traditions and may have distinctive culture and institutions is called a society.

Society may also refer to use exclusively, within the upper class, see high society.

A society, or a human society, is a group of people involved with each other through persistent relations, or a large social grouping sharing the same geographical or social territory, subject to the same political authority and dominant cultural expectations.

Def.

 * 1) "[t]he arts, customs, and habits that characterize a particular society or nation",
 * 2) "[t]he beliefs, values, behaviour and material objects that constitute a people's way of life",
 * 3) "[a]ny knowledge passed from one generation to the next, not necessarily with respect to human beings", or
 * 4) "[t]he language and peculiarities of a geographical location" is called a culture.

"A culture is the combination of the language that you speak and the geographical location you belong to. It also includes the way you represent dates, times and currencies."

Def. the science and scientific descriptions of "specific human cultures and societies" is called ethnography.

Colors of sociology
Sociology is a social science. It focuses on "human social activity, social policy and welfare, the theoretical understanding of social processes, microsociology, individual agency and interaction, macrosociology of systems and the social structure, social stratification, social class, social mobility, sociology of religion, secularisation, sociology of law, and deviance, sociology of health, medical sociology, military sociology and sociology of punishment as in penal institutions, sociology of the Internet, and the role of social activity in the development of sociology of scientific knowledge.

Commodities
Def.
 * 1) anything "movable (a good) that is bought and sold",
 * 2) something "useful or valuable",
 * 3) raw "materials, agricultural and other primary products as objects of large-scale trading in specialized exchanges",
 * 4) undifferentiated "goods characterized by a low profit margin, as distinguished from branded products", or
 * 5) anything "which has both a use-value and an exchange-value"

is called a commodity.

Def.
 * 1) a "person who is the property of another person and whose labor and also whose life often is subject to the owner's volition",
 * 2) a "person who is legally obliged by prior contract (oral or written) to work for another, with contractually limited rights to bargain; an indentured servant",
 * 3) one "who has lost the power of resistance; one who surrenders to something",
 * 4) a "drudge; one who labours like a slave",
 * 5) an "abject person; a wretch",
 * 6) a "person who is forced against his/her will to perform, for another person or other persons, sexual acts or other personal services on a regular or continuing basis", or
 * 7) a "device that is controlled by another device"

is called a slave.

Theoretical sociology
Def. the study of the development, structure, and functioning of human society is called sociology.

Def. the "study of society, human social interaction, and the rules and processes that bind and separate people not only as individuals, but as members of associations, groups, and institutions" is called sociology.

Def. the scientific study of society is called sociology.

Entities
"White males have long been the dominant group in sociology, and the sociological worldview understandably reflects the concerns of this group of practitioners."

Strong forces
Def. "a social group that controls the value system and rewards in a particular society" is called a dominant group, or dominant social group.

"Studies in group-living fish and mammals have shown that dominant group members can control group membership of subordinates, and failure to be accepted into a group or being evicted from a group can be costly for subordinates".

Humanities
Def. "the branch of learning that includes the arts, classics, philosophy and history etc., but not the sciences" is called the humanities.

The English letters juxtaposed to form humanities also spells the plural form of humanity.

Def.

 * 1) "Mankind; human beings as a group.
 * 2) [t]he human condition or nature.
 * 3) [t]he quality of being benevolent.
 * 4) [h]umane traits of character; humane qualities or aspects"

is called humanity.

"The term 'humanities' includes, but is not limited to, the study and interpretation of the following: language, both modern and classical; linguistics; literature; history; jurisprudence; philosophy; archaeology; comparative religion; ethics; the history, criticism and theory of the arts; those aspects of social sciences which have humanistic content and employ humanistic methods; and the study and application of the humanities to the human environment with particular attention to reflecting our diverse heritage, traditions, and history and to the relevance of the humanities to the current conditions of national life." --National Foundation on the Arts and the Humanities Act, 1965, as amended.

Human conditions
The human condition encompasses the unique and believed to be inescapable features of being human.

It can be described as the irreducible part of humanity that is inherent and not dependent on factors such as gender, race or class. It includes concerns such as the meaning of life, the search for gratification, the sense of curiosity, the inevitability of isolation, or anxiety regarding the inescapability of death.

The humanities are a set of disciplines and fields that help us to understand the nature of the human condition and the broader cultural and social arrangements that make up human lives.

The human condition is the subject of such fields of study as philosophy, theology, sociology, psychology, anthropology, demographics, evolutionary biology, cultural studies, and sociobiology. The philosophical school of existentialism deals with core issues related to the human condition including the ongoing search for ultimate meaning.

Humanistic methods
"Assisting participants to take responsibility for their own lives and choices (Perls et al., 1951), to deepen authenticity (Bugental, 1989; Yalom, 1980), and to increase interpersonal awareness through dialogical therapy (Friedman, 1985) are all humanistic methods."

Humanistic sociology
"Humanistic sociology is a perspective. It is not an ideology or a prescription for social change. It "has relevance for many areas of sociology, especially methodology, applied sociology, and the very nature of the sociological enterprise itself.""

"Four directions of concern are considered paramount-each one developed according to the emphases and approaches of humanistic sociology: (1) understanding social determinism, (2) relativizing culture, (3) developing a sense of social realism, and (4) instilling skills in critical evaluation."

"Sociology has had a humanistic tradition for a long time; however, humanism in the social sciences has recently developed farthest in psychology. The humanistic psychology movement was established as a “third force” to transcend the limitations of behaviorism and psychoanalysis in dealing with a holistic and positive concern for man and his potentialities."

Humanistic "views [...] challenge sociology to study institutions, cultural and social structures, and values which facilitate the growth of the individual and enhance his ability to make free and responsible choices."

Psychology
Def. the study of
 * 1) "The human mind",
 * 2) "Human behavior and mental processes",
 * 3) "Animal behavior", or
 * 4) "Mental, emotional, and behavioral characteristics pertaining to a specified person, group, or activity"

is called psychology.

Psychology is a social science which focuses on understanding the human mind, brain, and behaviour.

Social groups
Def. "[a] collection of humans or animals, who share certain characteristics, interact with one another, accept expectations and obligations as members of the group, and share a common identity" is called a social group.

Social psychology
Def. the
 * 1) "interplay between the individual and society" and
 * 2) "study of how people and groups interact"

is called social psychology.

Psychologists believe that the individual has an impact on society, whereas sociologists believe that society has an impact on the individual.

Psychosociology may be said to focus on an individual's location in the social order, their socialized roles, and historical social context.

Sociopsychology emphasizes an individual's mental processes, dispositions, experiences, and immediate social situation.

Both consider an individual to be a subject much as medicine views an individual as a patient.

Humanism considers the autonomous individual.

Hypotheses

 * 1) Sociology should be the science of each society rather than only dominant groups.

title: Sociology


text:
User:Sara F/Per Linell - kap 1-3

Per Linell: Approaching dialogue: Talk, interaction and contexts in dialogical perspectives (1998) kap 1-3

Per Linell inleder sin bok med att beskriva och ställa två skilda analytiska perspektiv på diskurs och kommunikation – monologism och dialogism - mot varandra. Han är en varm förespråkare av den senare, vilken utmanar det dominerande formalistiska tänkande inom lingvistiken. Hans syfte är också att lyfta fram en alternativ tolkning av den funktionalistiska dialogismen och därmed visa på att de båda perspektiven kan överlappa och komplettera varandra snarare än att stå i tvär motsats till varandra.

Monologism

Språk

“Monologism is based on a code model of language. All essential parts of the whole language system are assumed to be internalized by the individual speakers, thus constituting their ‘linguistic competence’. Language provides the individual speaker with the words and constructions, and as a consequence, he can deploy these linguistic units and rules in cognition and communication” (s 26).

Inom detta perspektiv betraktas språk som ett system, snarare än en form av praktiker. Språk se som ett hårt strukturerat fenomen (langue), bestående av regler och strukturerade enheter sk S-units (S-enheter) som ex meningar, verb, fonem. Alternativt kan man istället tala om lingvistiska tecken och symboler vars betydelse kan förändras, men bara efter vissa bestämda regler vilket innebär att deras mening ändå är förutsägbara se s 25:.”Lingvistic expressions have their associated semantic representations, or interpretations, and these are assumed to be context-free, being tied to abstract types rather than utterance tokens” (s 28). Enligt denna logik är språk det som kommer först, därefter den lingvistiska praktiken, eftersom språkkoden måste finnas innan den kan användas. Då lingvister inom denna tradition föredrar en form- och uttrycksbaserad analys till förmån för en mer meningsorienterad, ses diskurs som sekundärt. Diskursiva praktiker analyseras utefter föreställningen om att aktörer agerar uteslutande som individer och att deras handlingar och yttrande kan betraktas som individuella produkter som tillkommit utan påverkan av social interaktion eller kontext. Även om det tas hänsyn till sociala faktorer som kön, ålder, socio-ekonomisk bakgrund eller maktförhållanden, ses dessa som stabila kategoriseringar, snarare än föränderliga kontextuella förhållanden.

Kognition och kommunikation I den lingvistiska världen är monologismen det dominerande paradigmet, och historiskt sett har detta formalistiska ramverk också en lång intellektuell historia inom västerländsk filosofi och annan teoribildning (s 17). Monologismen ryms inom en Cartiesisk filosofisk-kulturell ram och karaktäriseras därför av dikotomiska föreställningar kring begrepp som kognition - kommunikation, diskurs - kontext, mening – uttryck osv. När det gäller förhållandet mellan kognition och kommunikation, kan dessa helt särskiljas genom att kognition ses som en symbolbaserad aktivitet som sker inuti en individs huvud utan interaktion med andra. Det handlar om att en bearbetning av någon form av innehåll, ofta kallad information, snarare än meningsskapande handlingar (s 18). Tänkande beskrivs ofta som i metaforer som är kopplade till datorer och dataprogrammering:

” The processing of information takes place within the minds programmed into the brains of individuals” […].The mind is thus a complex system, ’a machine’, for processing information from ‘input’ to ‘output’” (1998 s 18-19)

Genom att monologismen är individorienterad i sin analys, uppfattas kommunikation primärt som ett utbyte av handlingar mellan individer. Det framställs som en till-från-process, en kommunikationskedja från talare till lyssnare, där budskap överförs genom skilda former av talaren som sedan processas av lyssnaren. Lyssnaren behöver inte respondera på talaren.(Jmf Lärande som överföring av kunskaper.)”Communication is therefore considered to have taken place as soon as a sender A has expressed a message and a recipient B has understood it (in accordance with A’s intentions)” (s 24). Enligt denna model är det inte nödvändigt att B ger respons tillbaka för att klargöra att han tror sig förstått A:s budskap. Här läggs med andra ord mer fokus på individuella handlingar på bekostnad av social interaktion.

Written Language Bias (WLB)

Witten language bias (WLB) - att skrift underförstått eller explicit uttalat har högre prioritet och status än talat språk – och som beskrivs mer utförligt i Linells bok med samma namn, tas även upp i de första kapitlen av ”Approaching dialogue”. Han beskriver hur detta fenomen sällan erkänns av lingvister, och hur det bekräftas av inflytelserika teoretiker såsom Sassure, Bloomfield, Chomsky. Dessa ger uttryck för föreställningen om att skrift är ett sätt att fånga det talade, ett slags fotograferande av språket, som bevarar eller närmast konserverar tal så det lättare går att i efterhand observera och analysera språket och även kommunikationen mellan individer (s 29). (Jmf CA). Som Linell skriver:

”Written language is both a model for what language is like, or should be like, and it is the medium within which we work with and describe language (in texts, dictionaries, grammar books, transcriptions, etc.)(1998 s 28).

Att vi väljer att producera våra avhandlingar genom en skriftlig text är också ett uttryck för WLB, och, som Linell påpekar, andra medier som bilder, film och musik anses inte ha samma potentialer som text. Det är också vanligt förekommande att kroppsspråk och annan icke-verbal kommunikation förbises helt eller delvis i analyser av samtal, språk och kommunikation. Vidare ses det talade språket som grammatiskt icke-korrekt (att skriva som vi talar blir otänkbart) och därmed ges vissa strukturer företräde framför andra: Hela meningar är att föredra framför kortare, mer avhuggna uppbyggnader av språket som uppfattas som ofullständiga och fragmentariska. Lexikon bidrar till att upprätthålla skenet av att ord har oföränderliga fasta betydelser och det läggs förvånansvärt mycket fokus på fonetiska segment och skrivna decontexualiserade ord i språkanalyser. (Detta avspeglar sig även i språkundervisningen i skolan och redan i de första årskurserna med varianter av den s k syntetiska läs- och skrivmetoden). Linell föreslår också beteckningen tecknat språk istället för teckenspråk, då det sistnämnda för tankarna till enskilda tecken och frysta stilla poser snarare än de dynamiska rörelser som det rör sig om (s 32).

Dialogism

Språk

Dialogismen befinner sig inom ett hegelianskt filosofiskt-kulturellt ramverk där språk ses som diskurs, praxis och kommunikation. Det har vunnit mark inom en rad discipliner, alltifrån sociologi och antropologi till psykologi och lingvistik, och kan ses som ett tvärvetenskapligt förhållningssätt. Språk betraktas utifrån ett funktionalistiskt tankesätt där det läggs en tonvikt på dess diskursiva aspekter (D-aspekter) såsom tolkning, meddelande, kontext, förståelse, genre, respons osv.. Linell poängterar att språk visserligen inte kan isoleras eller separeras från språkstrukturen, men i en analys bör aldrig strukturen i sig prioriteras över det kommunikativa handlandet som ligger införlivat i det. Språkstrukturen är inte oföränderlig, utan dynamisk på så sätt att den (re)konstitueras genom personers kommunikativa och kognitiva aktiviteter. Linell påpekar också att de S–enheter, som språkstrukturen består av, är dekontextualiserade abstraktioner som i vissa fall helt enkelt är framtagna eller vidareutvecklade av lingvister för särskilda syften som att forma språkstandardisering eller språkundervisning (s 4).

Kognition och kommunikation

Dialogismen ser alltid till interaktionella och kontextuella aspekter, och vid analyser av språk som handlande och mening talas det om individer-i-dialog-med-partners-och-kontexter (s 8) Vidare anser man att alla kognitiva och kommunikativa handlingar är riktade till någon (eller något?). Det kan vara i form av ett svar eller en (ofta implicit) respons på någon/något (s 35)– den andra finns alltid närvarande menar Linell:

”Dialogism will stress interactional and contextual features of human discourse, action and thinking […] [W]e deal with communicative actions which are other – oriented (and mutually other – oriented) in character, i.e. they must be couched in social-interactional, rather than intramental and individual, terms. The other-orientation is there even if the other is not actually co-present” (s 36).

Till skillnad från monologismens dikotomier skriver Linell om dialogismens ”conceptual intertwinement” : Här ses förhållandet mellan kontext-diskurs, kongnition-kommunikation, individ–samhälle, self-other, initiativ-respons, talare-lyssnare, struktur-process, tradition-rekonstrution osv. som dialektellt, de är beroende av varandra, inte motsatspar (s 36). Med andra ord kan vi inte analysera en av dessa utan att samtidigt ta den andra i beaktning. Om vi ser på kommunikation och kognition anses dessa vara närvarande samtidigt i både intrapersonella och interpersonella processer och praktiker. Kommunikation har kognitiva aspekter och kognition involverar inter/intrapersonelll kommunikation (genom ett tyst tänkande och resonerande med sig själv eller i en mer öppen interaktion med omgivningen). Linell definierar kommunikation ur detta perspektiv som en ’emellan-process’, istället för en ’till-från-process’ och en ”interaction between different individuals, minds, organisms or systems (including subsystems of the individual mind” (s 17).

Dialoger

Dialoger och ansikte-mot-ansikte-aktioner är det som oftast analyseras och används som illustrerande exempel av företrädare för dialogismen, men, som Linell påpekar, så finns det monologisk teori om dialoger och dialogisk teori om monologer (s 9). När inte ens själva tänkandet är en isolerad företeelse, helt utan påverkan eller interaktion med andra, är frågan hur vi definierar en monolog? Detta ger dock inte Linell svar på. Däremot beskriver han hur dialoger är uppbyggda på komplementära, snarare än symmetriska, deltagarroller. Parterna har skilda utgångslägen och/ eller erfarenheter och i kommunikationen sinsemellan delar de inte bara kunskaper utan uppnår (förhoppningsvis en ömsesidig förståelse om det som kommunikationen handlar om, eller som Linell uttrycker det:

”the requirement is not only that something becomes shared knowledge through the communicative process, but also that the parties somehow mutually provide evidence that they have established an intersubjectively valid, ‘shared’ understanding of the things talked about” (s 24).

Genom att se på diskurser som ”dynamiska och ömsesdidiga beroenden mellan individer som aktörer-i-specifika-interaktioner-och-kontexter” blir det tydligt att dialogismen, som Linell tolkar det, ställer diskurser i ett nära förhållningssätt till kommuniktion:

”There is also an alternative interpretation of the dialogistic or functionalistic stance, which would give the issue a slightly different twist; we then try to escape from positions assigning a clear once-and-for-all priority to either set of entities. Instead we claim that, for the competent language user, language and discourse practices are interdependent, and that a comprehensive study of both language and discourse should redress the bias of any polar view and call for systematic shifts between perspectives “ (1998, s 4-5).

Som jag inledningsvis skrev försöker Linell påvisa att dialogismen och monologismen inte nödvändigtvis behöver stå i motsats till varandra, utan att de kan komplettera varandra och att monologiska praktiker kan införlivas i ett generellt dialogiskt ramverk (s 5).

title: User:Sara F/Per Linell - kap 1-3


title: File:EE-102-L01-Fig1.1.png


title: File:EE-102-L01-Fig1.2&1.3.png


text:
Java Enterprise Edition

Goals of the course

 * Understand the use and benefits of Java Enterprise Edition JEE
 * Get familiar with the architecture
 * Enable to write a middleware layer (Note: JSP is used, but not explained. It has its own course!)

This course does not prepare for a certification. (Maybe another course will)

Target audience

 * IT- Decision makers
 * Developers

Exercises
This must be the heart of the course. However, it is not clear, how this should be done best.

For the exercises we will use the following open source-environment:

 * JBoss
 * Eclipse

Note

There is a major issue about the version being used:

From the student's perspective it is best to use the newest version to be on the most recent level.

From the teacher's perspective it is best to continue with the version choosen at the beginning of the course. If the course material was changed for every update of only the server, then the course will be under construction for ever.

It is necessary to develop a strategy to close that gap. A rough idea would be the teachers starting with one particular version and complete the course with these "frozen" versions. At the end, the teachers and students create groups to migrate the exercises to the newer versions.

Course material
Sun's JEE Tutorial

Note: It is not fixed, which versions will be used as IDE and application server!

Eclipse

Eclipse IDE

JBoss

Download JBoss at sourceforge

or

Download JBoss at JBoss

JBoss Wiki

The first - and very crucial - exercise is to setup the application server. We start with JBoss.

Topic:/Exercises

title: Java Enterprise Edition


text:
Talk:Java Enterprise Edition

Hi,

I would like to create a course for JEE. Everbody who is interested in contributing, please join in and maybe drop me a note!

--baum 10:20, 22 April 2008 (UTC)

title: Talk:Java Enterprise Edition


text:
Template:Bcpm/victa/5

May

This template makes a link to the May key for Victoria, Australia, and adds plant pages to Category:BCP/VICTA/5 and Category:BCP/Flora of Australia (it automatically adds ), for plants that have been recorded as flowering in May in Southeastern Pennsylvania.

This template should only be used in the "Victoria, Australia = " field of Bloom clock plant middle

title: Template:Bcpm/victa/5


text:
Template:Bcpm/victa/4

April

This template makes a link to the April key for Victoria, Australia, and adds plant pages to Category:BCP/VICTA/4 and Category:BCP/Flora of Australia (it automatically adds ), for plants that have been recorded as flowering in May in Southeastern Pennsylvania.

This template should only be used in the "Victoria, Australia = " field of Bloom clock plant middle

title: Template:Bcpm/victa/4


text:
Template:Bcp/victa/gp

(cultivated)

This template adds plant pages to Category:BCP/Flora of Australia and Category:BCP/VICTA/GP (it automatically adds ), for plants that are cultivated in Victoria, Australia.

title: Template:Bcp/victa/gp


text:
Template:Bcp/victa/np

(native)

This template adds plant pages to Category:BCP/Flora of Australia and Category:BCP/VICTA/NP (it automatically adds ), for plants that are native in Victoria, Australia.

title: Template:Bcp/victa/np


text:
Template:Bcp/victa/ip

(invasive or naturalised)

This template adds plant pages to Category:BCP/Flora of Australia and Category:BCP/VICTA/IP (it automatically adds ), for plants that are invasive or naturalised in Victoria, Australia.

title: Template:Bcp/victa/ip


text: Category:Bloom clock project templates/regional tags/Victoria, Australia


text:
BCP/Houstonia caerulea

Houstonia caerulea

title: BCP/Houstonia caerulea


text:
BCP/Houstonia caerulea/Logs

2008 Logs

 * --SB_Johnny | talk 11:23, 22 April 2008 (UTC)
 * Jomegat 00:54, 6 May 2008 (UTC)
 * Jomegat 15:51, 15 May 2008 (UTC)
 * Jomegat 01:42, 20 May 2008 (UTC)
 * Jomegat 23:05, 28 May 2008 (UTC)
 * Jomegat 00:19, 3 June 2008 (UTC)
 * Jomegat 23:58, 9 June 2008 (UTC)
 * Jomegat 23:11, 15 June 2008 (UTC)
 * Jomegat 23:35, 13 July 2008 (UTC) (lone specimen - haven't seen one in a while either)

2009 Logs

 * Jomegat 02:07, 27 April 2009 (UTC)
 * Jomegat 21:24, 4 May 2009 (UTC)
 * Jomegat 12:37, 10 May 2009 (UTC)
 * Jomegat 23:55, 21 May 2009 (UTC)
 * Jomegat 00:28, 25 May 2009 (UTC)
 * Jomegat 01:36, 1 June 2009 (UTC)
 * Jomegat 00:29, 2 June 2009 (UTC)
 * Jomegat 00:21, 9 June 2009 (UTC)
 * Jomegat 00:52, 15 July 2009 (UTC)
 * 65.175.172.80 03:46, 2 August 2009 (UTC)

Recent Logs

 * Jomegat 23:16, 15 April 2010 (UTC)

title: BCP/Houstonia caerulea/Logs


title: File:EE-102-L01-Fig1.4.png


text:
User:Waggus21/Technical Writing Exercises/Technical writing audience

Back to User:Waggus21/Technical Writing Exercises


text:
Learning the Basics of landan/Introducing Yourself

TEXT - SCHEEST

EX 1

Frank: Morgen! Wo gahnest tu?

Berte: Got, eind tu?

Frank: Fhenst!

- EX 2

Frank: Gotdag sir! Wo gehe Jau ?

Berte: Fhenst! Eind Jau??

Frank: Fhenst!

- EX 3

Frank : Berte, leht mie Kipp dig vorrbrengen.

Kipp : Enchanté.

Berte : Vorrlehrngot!

How do you introduce yourself?:

(-How do you use your free time?-)
 * Nehmen mie Frank, eind ig ben 22 gär ald.
 * Ig lufe jeuhen amt fuß, jogging, dee randonnée, dar luffall.

How do you spend your vacation?:

(-What do you do on your vacation?-)
 * Ig passiere inn Frankreg mine erlube.
 * Ig jeuhe inn dee wader, am dee straand.

VOCABULARY - PRAGKTWERDS

In Landan, all nouns are either masculine or feminie.

 * Eßn X gär ald(e) - to be X years old.

 * Fhenst - Good, fine!

 * Gotdag - good day!

 * Morgen - Good day, Hello, Morning!

 * Dee erlube - vacation

 * Luffall - sky diving

 * Dar luff - air

 * Enchanté - please to meet you!

 * Vorrlehrngot - Nice to meet you!

 * Meschir - Sir, Mister, Mr.

 * Wo - how

 * Alz - when

 * Wann - if

 * Riys - trip

 * Dee straand - the beach

 * Frankreg - France

 * Dee wadar - water

 * Dee schei - sky

 * Dee lefe - life

 * Dee sports(plx) - sports

 * Dee musik - music

GRAMMAR NOTES - GRAMMARNOTES

Verbes amt hierkuft - Verbs in the present tense

GAHN (TO GO):

 * ig gahne
 * tu gahnst
 * se gahnt
 * nor gehen
 * ye gehe
 * sun gahn
 * Jau gehe

VORRBRENGEN (TO INTRODUCE):

 * ig vorrbrenge
 * tu vorrbrengst
 * se vorrbrengt
 * nor vorrbratten
 * ye vorrbratte
 * sun vorrbrengen
 * Jau vorrbratte

JEUHEN (TO PLAY):

 * ig jeuhe
 * tu jeuhest
 * se jeut
 * nor jouen
 * ye joue
 * sun jeuhen
 * Jau joue

(to be completed)


text:
Adobe Photoshop/Pen Tool

The pen tool is a path creator. You can create smooth paths that you can stroke with a brush or turn to a selection. This tool is effective for designing, selecting smooth surfaces, or layout. The paths can also be used in Adobe illustrator when the document is edited in Adobe illustrator. The paths themselves are not raster based (they don't depend on pixels.)

title: Adobe Photoshop/Pen Tool


text:
Help:Style Sheet 2

 =New boxes=
 * Two parts
 * There are two parts to each box.

 * The beginning

 * The end

 * Subtitle
 * Item - Text for item
 * Bullet item - text for bullet item.

 * Subtitle
 * Item - Text for item
 * Bullet item - text for bullet item.

 * Subtitle
 * Item - Text for item
 * Bullet item - text for bullet item.

 * Subtitle
 * Item - Text for item
 * Bullet item - text for bullet item.

 * Subtitle
 * Item - Text for item
 * Bullet item - text for bullet item.

 * Subtitle
 * Item - Text for item
 * Bullet item - text for bullet item.

 * Subtitle
 * Item - Text for item
 * Bullet item - text for bullet item.

 * Subtitle
 * Item - Text for item
 * Bullet item - text for bullet item.

 * Subtitle
 * Item - Text for item
 * Bullet item - text for bullet item.

 * Subtitle
 * Item - Text for item
 * Bullet item - text for bullet item.

 * Subtitle
 * Item - Text for item
 * Bullet item - text for bullet item.

 * Subtitle
 * Item - Text for item
 * Bullet item - text for bullet item.

 * Subtitle
 * Item - Text for item
 * Bullet item - text for bullet item.

 * Subtitle
 * Item - Text for item
 * Bullet item - text for bullet item.

 * Subtitle
 * Item - Text for item
 * Bullet item - text for bullet item.

or

Nuvola apps gaim.png

 For more information, go to Template:Robelbox

 For more information, go to Template:Robelbox

 For more information, go to Template:Robelbox

 For more information, go to Template:Robelbox

Colour samples
Theme: Change the theme numbers from values 1 to 14 to create a different colour scheme.

1= #ffFcF1

2=MintCream

3=AliceBlue

4=MistyRose

5=LavenderBlush

6=Ivory

7=Azure

8=Seashell

9= #f6fff1

10= #f4faff

12= #FFF6F8

13= #F5F5FF

14= #ffffff

1= #E39C79

2=ForestGreen

3=SteelBlue

4=IndianRed

5=MediumPurple

6=Gold

7=RoyalBlue

8= #E78A69

9= #71be3f

10= #4290bc

11= #C289C3

12= #C56B74

13= #8488DC

14= #aaaaaa

1=Wheat

2=LightGreen

3=LightSteelBlue

4=LightCoral

5=Thistle

6= #ff9

7=LightSkyBlue

8=Peachpuff

9= #c0eaa6

10= #9AD4F6

11= #E6C6E6

12= #F4B8BF

13= #CED1FA

14= #e4e4e4

Icon: Change the Image name for a different icon. See Help:Icons

-->

{| cellpadding="15" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 15%; background-color: Honeydew; border: 1px solid Gray; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="1" |

Anyone can learn to be a filmmaker

 * style="width: 85%; background-color: #ffa; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="1"|

Where to start?

 * Filmmaking, editing, and scoring
 * Budding filmmakers should start with the basic filmmaking course. For the first lesson, you will format a very short motion picture script.  After that, take the pop quiz where you tell me how you would begin to film this scene.

 * If you want to be a film composer (but you are not a musician), screen writer, or a film editor, you can go directly to the courses in film editing or film scoring or the script writing exercise.

 * If you are a musician who wants to be a film composer, click here.

 * }

{| cellpadding="15" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 15%; background-color: Honeydew; border: 1px solid Gray; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="1" |

Anyone can learn to be a filmmaker

 * style="width: 85%; background-color: #ffa; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="1"|

Where to start?

 * Filmmaking, editing, and scoring
 * Budding filmmakers should start with the basic filmmaking course. For the first lesson, you will format a very short motion picture script.  After that, take the pop quiz where you tell me how you would begin to film this scene.

 * If you want to be a film composer (but you are not a musician), screen writer, or a film editor, you can go directly to the courses in film editing or film scoring or the script writing exercise.

 * If you are a musician who wants to be a film composer, click here.

 * }

title: Help:Style Sheet 2


text:
User talk:Markusbaum

Hello Markus, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 16:46, 22 April 2008 (UTC)

Welcome
Hello Markusbaum, 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;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * 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 uses the Wikiversity:Chat (try) 16:46, 22 April 2008 (UTC)

Candidate for Speedy Deletion
Your page Course:JEE/Exercises was nominated for speedy deletion. It is currently empty. Do you wish for this to be deleted? Ottava Rima (talk) 02:12, 15 September 2008 (UTC)

title: User talk:Markusbaum


text:
Learning the Basics of Landan/Learn the tenses

This page is designed as an introduction to the main tenses used in Landan. As of yet it is unfinished but we hope to cover, present, perfect, imperfect, future, near future, conditional, past historic and compound tenses.

Present Tense
In Landan, verbs in the infinitive end in -en, or -n

Pronouns-

 * ig      - I
 * tu     - you
 * se       - he
 * sie        - she
 * nor - we
 * ye - you (plural or singular polite)
 * sun     - they
 * Jau (formal you)  -  you

Perfect Tense
The perfect tense is used to describe an action in the past that has been completed

The Past Tense is formed by the Auxiliary Verb and the Past Participle

Auxiliary Verb This is a 'helping' verb (eg. the have in 'I have danced') and in Landan we either use Eßn or Heben.

In case you don't know all of these verbs here they are in present tense, and below they're given in the perfect tense-

The Perfect Infinitive
The perfect infinitive is formed with the infinitive of eßn or haben and the past participle.

The most frequent use of the perfect infinitive is with drutz.....heben or drutz.....eßn, meaning after having.

Drutz ett heben... After having eaten...

Past Participle

This is the part equivalent to the english verb part usually ending in -ed, (like jumped, in 'I have jumped')

This is formed differently depending on the verb ending-

 * for all verbs, in the past participle, the declensions in the plural persons (except "they") are used in spelling. For instance, we saw that the verb "to watch, to witness"(kauschen) declined to "nor kuschen" (au=u). The same for "heben," the e becomes an a. In the past participle, regular verbs, and most irregular verbs adopt the prefix ge-, plus the participle endings.

Examples

kauschen    - to watch    yields    gekuscht   - watched sukern - to search   yields    gesugt      - chosen flegen  - to fly     yields    geflugt     - flew Irregular Past Participles This is not all the irregular past participles in Landan.

eßn       - bent          - been lauchen      - laft           - laughed gahn - gant  - gone konnen - gekomt    - knew kannen - kann


text: Category:Floating point

title: Category:Floating point


text:
User talk:Cpsteiner

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 16:51, 22 April 2008 (UTC)

Welcome
Hello Cpsteiner, 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;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * 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 uses the Wikiversity:Chat (try) 16:51, 22 April 2008 (UTC)

title: User talk:Cpsteiner


text:
User talk:Gaspercat

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 16:56, 22 April 2008 (UTC)

Welcome
Hello Gaspercat, 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;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * 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 uses the Wikiversity:Chat (try) 16:56, 22 April 2008 (UTC)

title: User talk:Gaspercat


text:
User talk:Ina~enwikiversity

Hello, welcome around here. I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 17:02, 22 April 2008 (UTC)

Welcome
Hello Ina, 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;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * 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 uses the Wikiversity:Chat (try) 17:02, 22 April 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 Ina. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ina~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 23:33, 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) 06:11, 19 April 2015 (UTC)

title: User talk:Ina~enwikiversity


text: Regular expressions/Basics

title: Regular expressions/Basics


text:
Template:On Hold

On Hold

title: Template:On Hold


text:
Category:Image insertion templates

This is for templates listed under "Image insertion templates" category

title: Category:Image insertion templates


text:
Template:Bcpm/cbohem/4

April

This template makes a link to the April key for Central Bohemia, and adds plant pages to Category:BCP/CBOHEM/4 and Category:BCP/Flora of the Czech Republic (it automatically adds ), for plants that have been recorded as flowering in April in Central Bohemia.

This template should only be used in the "Central Bohemia = " field of Bloom clock plant middle

title: Template:Bcpm/cbohem/4


text:
Category:BCP/CBOHEM/4

This category is for plants found flowering in April in Central Bohemia, Czech Republic.

title: Category:BCP/CBOHEM/4


text:
Bloom Clock/Keys/Central Bohemia/April

April

 * 1) All plants recorded in April

title: Bloom Clock/Keys/Central Bohemia/April


text:
Category:Bloom Clock/Central Bohemia Categories

These are the categories for regional data from Central Bohemia, Czech Republic. These categories should be added to the Bloom Clock Plant pages for both month and flora type.

 * BCP/PRAGUE/GP: for garden (cultivated) plants.
 * BCP/PRAGUE/IP: for exotic invasive plants (referenced using ?).
 * BCP/PRAGUE/NP: for plants native to Central Bohemia and surroundings.


text:
User:Chemgym

This account is used by teachers and students of Secondary Technical Chemical School of Academician Heyrovsky and Grammar School in Ostrava, Czech Republic. Responsible user is Ragimiri. School is participating on project Bloom Clock.

Watched blooms

 * BCP/Bellis perennis
 * BCP/Caltha palustris
 * BCP/Forsythia x intermedia
 * BCP/Lamium purpureum
 * BCP/Lunaria annua
 * BCP/Narcissus
 * BCP/Ranunculus ficaria
 * BCP/Stellaria media (Image:Unknown plant, Ostrava 1.jpg)
 * BCP/Symphytum officinale
 * BCP/Syringa vulgaris
 * BCP/Taraxacum officinale
 * BCP/Tulipa
 * BCP/Veronica persica (Image:Unknown plant, Ostrava 6.jpg)
 * BCP/Iris
 * BCP/Convallaria majalis
 * BCP/Aesculus hippocastanum
 * BCP/Rosa

title: User:Chemgym


text:
BCP/Hepatica nobilis

Hepatica nobilis

title: BCP/Hepatica nobilis


text:
BCP/Hepatica nobilis/Logs

This page contains recent bloom logs for the plant Hepatica nobilis (Anemone hepatica).

Recent Logs

 * --Juan Karlstein 19:59, 22 April 2008 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).

title: BCP/Hepatica nobilis/Logs


text:
BCP/Caltha palustris

Caltha palustris

title: BCP/Caltha palustris


text:
BCP/Caltha palustris/Logs

2008 Logs

 * --Chemgym 20:20, 22 April 2008 (UTC)

Recent Logs

 * Trinity507 00:32, 1 May 2010 (UTC)

title: BCP/Caltha palustris/Logs


text:
User:Arch~enwikiversity

Currently residing in Sweden.

title: User:Arch~enwikiversity