text:
Boundary Value Problems

Welcome to  An Introduction to Boundary Value Problems (Orthogonal Functions and Partial Differential Equations).

For those interested in editing this course, some of thoughts on how this course is supposed to work.
This is an adaptive course, of course, it is a wiki. The structure of the educational materials shall be adapted based on the response from users, both instructors and students. At the start, the material will be sparse and will borrow from others, but over time it is expected that editing and modification by users will modify the content, and the course structure to generate a course that is adjusted to the learning style(s) of a variety of learners. Possibly there will be several mainstream approaches (structures). That is the hope. Please keep the content bounded (Boundary Value Problems).

Unlike a Wikipedia article, the content of an course must focus on educating the learner, thus the structure and content need to be directed at reaching well defined learning outcomes at each level, rather than providing a strictly encyclopedic description of a topic. When you are editing/adding content, please identify the learning objective of the current content and make sure your modifications align to that objective. When adding new content, determine a specific learning objective of the new content and provide the expected skills and knowledge to be gained by understanding this content.

Initially, a fixed sequence of lessons shall be provided to cover the material and verify content understanding. In the future, the course should provide multiple tree structures whereby student(s) may tailor the presentation to their needs. Thus the need for a "wikian" template to allow addition and clarification of material, modification to address different learning styles, and multiple layers of assessment.

A template for each Lesson currently consists of:
 * 1) Title: Distinctive Name
 * 2) Objective(s): Specifically the "conceptual or procedural knowledge" that is to be understood and retained by the learner.
 * 3) Activities: Material directed at the learner to achieve learning objectives.
 * 4) Assessment: Methods that will provide the learner and content designer with information as to what "level of success" was achieved in reaching the learning objective(s).

Course Introduction
Objective is to educate the student such that they gain additional mathematical concepts and procedures that will help them develop mathematical models of classical/textbook physical processes and then use those models to simulate the process. The processes to be considered in the course are:

For each of the above geometries the Heat and Wave Equations will be solved for a variety of simple boundary conditions.
 * 1) Heat equation: Diffusion of heat associated with the three geometries:
 * 2) Rod shaped object (1-D);
 * 3) Plate rectangular and disk (2-D);
 * 4) Sphere.
 * 5) Wave equation: For the motion of a point mass:
 * 6) For a string (1-D);
 * 7) On a disk (2-D);
 * 8) and on a sphere (3-D).

Solutions to the boundary value problems will be based on orthogonal functions. This will include:

 * Fourier series,
 * Bessel functions
 * Legendre Polynomials

These will be introduced as needed in the lessons. MAPLE 15 has been used to develop graphs and simulations included in this course. MAPLE is a copyrighted software package. .

Prerequisites

 * 1) A solid background in calculus, specifically elementary functions, derivative and integration for single and multivariable functions.
 * 2) An understanding of 1st and 2nd order ordinary differential equations.
 * 3) Some exposure to applied linear algebra.

Outline

 * 1) Introduction
 * 2) Review of initial value problems.
 * 3) Introduction to two point boundary value problems and their solution using orthogonal functions.
 * 4) Diffusion equation
 * 5) Basics of vector analysis
 * 6) Flow generated by a vector field
 * 7) Heat Equation
 * 8) Heat Flow
 * 9) 1-D Heat equation
 * 10) 2-D Heat equation
 * 11) Heat equation in polar coordinates
 * 12) Heat equation cube
 * 13) Heat equation sphere
 * 14) Wave Equation
 * 15) Electromagnetism
 * 16) Continuum mechanics
 * 17) Fluid Mechanics

Note: Solutions to quizzes and homework will be posted as they become available. And C is for under CONSTRUCTION.

Introduction
/Lesson 1/
 * /Introduction/
 * Lesson 1: What are the class of physical problems to be addressed through mathematical models.(C)

Review of Initial Value Problems

 * Lesson 2: Initial Value Problems /Lesson 2/: Review of concepts and skills associated with solving basic first order initial value problems (IVPs).(C)
 * Lesson 3: Initial Value Problems /Lesson 3/: Review of concepts and skills associated with solving second order initial value problems (IVPs). (C)

Introduction to Two Point Boundary Value Problems (BVPs) and orthogonal functions

 * Lesson 4: Introduction to two point BVPs /Lesson 4/: Problems using ODEs with two conditions.
 * Lesson 4.1: Fourier series and orthogonal functions /Lesson 4.1/. (C)

Vectors, Vector Fields, and associated operation and operators

 * Lesson : Background on vectors,gradients,scalar fields,vector fields,curl, and divergence./Lesson 5.1/
 * Lesson : Divergence Theorem /Divergence Theorem/. (C)

Heat Equation

 * Lesson : Derivation of Heat Equation /Derivation of Heat Equation/
 * Lesson : 1-D Heat Equation /Lesson 5.2/$$ \scriptstyle u_{xx} =\frac{1}{k}u_t$$ (C)
 * Lesson : 2-D Potential Equation /Lesson 7/$$\scriptstyle \nabla^2 u =0 $$ (C)
 * Lesson : 2-D Heat /Lesson 8/  $$\scriptstyle \nabla^2u = u_t$$ (C)
 * Lesson : 3-D Heat Cube and Sphere

Wave Equation

 * Lesson : 1-D Wave equation /Lesson 6/$$ \scriptstyle u_{xx}=\frac{1}{c^2}u_{tt}$$ (C)
 * Lesson : 2-D Wave /Lesson 9/   $$\scriptstyle \nabla^2u = \frac{1}{c^2}u_{tt}$$ (C)
 * Lesson : 3-D Spherical /3-D Spherical/
 * Lesson: Spherical harmonics /Lesson 10/
 * Lesson : /Numerical Methods/ (C)

Course Specific Resources

 * Problem Database /Problem Lookup/ (C): This is a table of BVPs: 1) Type of PDE; 2) Type of BCs; 3) Initial Conditions. This will allow learners to find an example for a specific type of problem they are interested in, or a more general class without searching through all of the course material. This would be a great location for persons to add BVPs and solutions.

Other Wikiprojects

 * Partial Differential Equations from Wikipedia
 * Partial Differential Equations at Wikibooks

Things to do for this wiki.

 * 1) Identify a free package to use in the place of Maple

title: Boundary Value Problems


text:
User:JWSchmidt/Blog/18 February 2007

Referees  So far, Wikiversity has had no need for Referees. A few Wikiversity participants are interested in research and they are all well-behaved. Eventually Wikiversity is going to attract some bogus research and it will be useful to have the help of experienced Wikiversity participants who can help deal with such problems. Also, a long-term goal is to establish communities of peers who are willing to perform formal reviews of research reports. Such needs are discussed at Review board.

In preparation for the future, it might be wise to start a list of Wikiversity participant who could be nominated to be referees. An existing page with a list of people who are interested in research is Portal:Research/Researchers and there are lists of participants at research projects such as Learn to learn a wiki way. The following list is just for starters (please add more).
 * Astronomy
 * User:Mu301 - Astronomy Project
 * User:Wvogeler - wiki-format journal for amateur astronomers; Publishing original research
 * Botany
 * User:SB Johnny - Bloom clock project
 * Computer Science
 * User:CQ
 * User:Dmclean
 * User:Historybuff
 * Education
 * User:Cormaggio - Developing Wikiversity through action research
 * User:Executivezen
 * User:Leighblackall - blog
 * User:Mystictim - Learning to learn a wiki way
 * User:Rogerhc
 * User:Teemu
 * Medicine
 * User:Joel Lamoure
 * Uncategorized
 * User:Hillgentleman - math, physics, language, research policy
 * User:Xenon - policy
 * User:Chrismo - computers, education

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

title: User:JWSchmidt/Blog/18 February 2007


text:
User talk:Wsgalinaitis

Image copyright problem with Image:Bvp1.jpg
Thanks for uploading Image:Bvp1.jpg. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikiversity because of copyright law (see Wikiversity' Copyright policy).

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

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at Colloquim. Thank you. – Mike.lifeguard | talk 23:30, 28 September 2007 (UTC)

Image copyright problems

 * Your currently affected images are listed below. For each, please provide a source and license template. Thanks. – Mike.lifeguard | @en.wb 23:25, 13 February 2008 (UTC)

 * 2007-02-19 17:33, Wsgalinaitis: Bvp2.jpg: untagged! ; 1 (1)
 * 2007-02-27 01:08, Wsgalinaitis: Vibratingstring.jpg: untagged! ; 0 (0)
 * 2007-02-27 01:39, Wsgalinaitis: String2.jpg: untagged! ; 1 (1)
 * 2007-02-27 02:24, Wsgalinaitis: String3.jpg: untagged! ; 1 (1)
 * 2007-02-27 02:36, Wsgalinaitis: String4.jpg: untagged! ; 1 (1)
 * 2007-08-03 19:30, Wsgalinaitis: Calc2tree.JPG: untagged! ; 1 (1)
 * 2007-08-03 20:28, Wsgalinaitis: Graphwsg1.jpg: untagged! ; 1 (1)

title: User talk:Wsgalinaitis


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User talk:JohnYeadon~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called JohnYeadon. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name JohnYeadon~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 23:35, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:12, 19 April 2015 (UTC)

title: User talk:JohnYeadon~enwikiversity


text:
User talk:Rdubrayj

Concept Classification, Page 2

 * Hi, I switched your page from a speedy to a Deletion request. Unlike at wikipedia, dr take ages, so feel free to rewrite the page from scratch in the mean time. I really glad that your group choose wikiversity to work with us. Hopefully we can work something out over the copyright status of this material. What did you have in mind for the structure of your course? --Rayc 04:48, 15 March 2007 (UTC)

Thanks for your help. I believe this matter has been dealt with by my professor.

As for the structure of the course, I'm still trying to work that out. I'm using Dr. Reigeluth's material as the starting point, but will probably have to link to an external site in order to add some interactivity to the lesson.

This is all sort of new to me, so I'm surprised anyone outside my team has even seen the site at this point. I guess I'll have to try to work faster. Rdubrayj 01:12, 16 March 2007 (UTC)

copying text from WIkipedia
"Somewhere in here I've encountered a note about not copying content from other wiki foundation sources without asking first. I would like to use selections from the wikipedia article about screws in my Concept Classification article. Also, I might use some of the information in an external learning activity linked to my article. So, what do I do next?"

 * The text on Wikipedia and Wikiversity pages is licensed under the GNU Free Documentation License. This license means that you do NOT need to get permission before before you copy or otherwise re-use the text. One thing you DO need to do is indicate the source of the text. Also, always think carefully about the alternative of providing a link from Wikiversity to Wikipedia rather than copying Wikipedia content. If you copy GFDL text to an "an external learning activity" at another website that does not globally use the GFDL, then you need to both indicate the source of the text and make note of the fact that it is licensed under the GNU Free Documentation License. Let me know if you are still uncertain, these licensing issues can be confusing. This page at Wikipedia is a good resource, see in particular the section "Can I reuse Wikipedia's content somewhere else?". --JWSchmidt 23:37, 16 March 2007 (UTC)

title: User talk:Rdubrayj


text:
Film editing/Analyzing film dailies

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |[[Image:The_Assignment_Screen_Shot.png|64px]] Analyzing and editing "24 Unedited Scenes"
 * style="width: 60%; background-color: Lavender; 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;" rowspan="3" |
 * style="width: 60%; background-color: Lavender; 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;" rowspan="3" |

This disk is huge

 * This disk contains a lot of material. It will take you a while to study and analyze it all.

 * Have fun!

"24 Unedited Scenes"

 * The Purpose
 * The purpose of the disk is to show beginning film students the complete range of scenes that they must edit if they become film editors in Hollywood. This disk will introduce you to all the aspects of narrative filmmaking in Hollywood... far beyond basic cut and paste.

 * An amazing number of scenes
 * This is a DVD-Video disk containing film dailies for 24 scenes. This is amazing number of scenes.

 * The only way that this is possible is to use half size movie clips. You can edit these scenes using any editing program which can edit 320 by 240 QuickTime movies at 24 fps.

 * A full range of scenes
 * A few of the scenes on this disk are simple. But for the most part, even the simple looking scenes are actually extremely complex.  This disk will open your eyes to what it takes to turn raw footage into a story on the big screen.

 * By the time you are finished with this disk (about two years later), you will know if you really want to become a film editor in Hollywood.

 * Other formats
 * If your editing program cannot edit movies at this frame rate or at this size, simply convert them to whatever format your editing program prefers. You can do this with Movie Player which comes with QuickTime Pro or you can do it with other programs which can cover video from one format to another.

 * Analyze the dailies
 * As you look at each scene, you will begin to understand how motion pictures and television dramas are filmed in Hollywood. Look at the instructions for each of the scenes for more details.

 * style="width: 40%; background-color: BlanchedAlmond; 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;" |

Overview vs. dailies
On the disk called "24 Unedited Scenes", there are two folders. Inside both folders are dailies but one is overview movies of the dailies and the other is the actual dailies.
 * Two different folders

 * Don't get the two confused.

 * Watch the overview movies when you want to decide how to edit the scene.

 * Use the film dailies for editing the scene.

Never edit the overview movies. You will not be able to create "L-Cuts" from the overview movies.
 * style="width: 50%; 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;"|
 * style="width: 50%; 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;"|

A message to budding directors
Hopefully, the first thing that you notice is the actors have memorized their lines and know their movement before the cameras begin to roll.
 * Instructions for your actors

When you shoot your own movies, compare your raw footage with the footage from Hollywood. With your movies, are the actors still memorizing their lines when you begin to film. This is WRONG, WRONG, WRONG!

The goal is to get a natural performance from the actors. Therefore, most amateur film directors encourage their actors to improvise. This is WRONG, WRONG, WRONG. Actors cannot relax until they have memorized their lines and can say the lines without thinking. If the actor is still trying to remember all of his lines, he can never feel comfortable.
 * Why should actors memorize their lines?

 * style="width: 50%; background-color: #ffffee; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"|
 * style="width: 50%; background-color: #ffffee; 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;"|

Loan only
Ops! Currently, this DVD-Data disk is no longer for sale. The company which sold this disk no longer sells to the public.
 * "24 Unedited Scenes"

I still have a few copies. Therefore, once you have completed the lesson with "Follow Dave" Editing Workshop CD, I will loan you this disk if you promise to return it in one month.

As far as I know, this disk is currently the only one available in the world which has a reasonably good selection of unedited scenes for you to edit with Final Cut Pro or Adobe Premiere. (You might try Avid Free but some people have had trouble loading this program.)

Until there are scenes available from another vendor, I will loan you this disks... but only after you have completed the previous lessons.
 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: LemonChiffon; 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;" rowspan="2" |

The next page

 * The next page is a trivia quiz.
 * Trivia quiz from "24 Unedited Scenes" Editing Workshop CD [[Image:Crystal Clear action forward.png|24px]]

 * }

title: Film editing/Analyzing film dailies


text:
African Philosophy/Annotated Bibliography/Claude Sumner The Source of African Philosophy the Ethiopian Philosophy of Man

Bibliographical Information
Sumner, Claude:, The Source of African Philosophy: the Ethiopian Philosophy of Man, Aethiopistische Forschungen (Ed. Siegbert Uhlig), Vol. 20, 1986, Universität Hamburg, Abteilung Afrikanistik und Äthiopistik

URL where reference was found
http://www1.uni-hamburg.de/AEF// - note web link for specific article does not exist, hardcopy only and not available online.

Abstract
In-depth treatment of Ethiopian philosophy plus an anthology of several texts translated into English (from Ge'ez) by the author: these are translations into Ge'ez adapted or augmented by the translators to Ethiopian thinking. In that sense, they can be called "Ethiopian philosophy" The latter two are original Ethiopian philosophy.
 * Sections of "The Physiologue", "The book of Philosophers" and "The life and Maxims of Skendes"
 * "The treatise of Zera Yacob" (complete text)
 * Parts of the "Treatise of Walda Heywat"


text:
Talk:International Relations/What is International Relations?

Where have the footnotes gone, please ? Thanks in advance :) --CorentinB 20:45, 18 February 2007 (UTC)


text:
Lunar Boom Town/Satellite and Computer Wreckers

Some information on satellite salvage at google

Market Needs
Mass is expensive to lift out of the gravity well of Earth and some sophisticated components will not be manufactured on the moon in economical scales initially as the Lunar economy starts small and ramps up. Scrap in orbit is dangerous to other spacecraft and equipment. It acts as a meteor shower or meteor if it impacts another man made object. Salvaging components from satellites can thus fill several needs by delivering cheap recycled components to the Lunar industrial cycle while simultaneously gaining for the owners of the satellites either small salvage fees or cheap scrap removal or both.

It is merely a matter of working out the economics, the business plan, and finding or being the proper entrepreneur to get the job done at a profit.


title: File:Session-raw-2007-02-18p1.ogg


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J.F.C. Fuller

part of the School of Strategic Studies

Wikimedia Articles

 * John Frederick Charles Fuller - Wikipedia article.

Primary Texts

 * Decisive Battles Of The U.S.A.. New York: Thomas Yoseloff, Inc., 1942.
 * The Foundations of the Science of War. London: Hutchinson, 1926.
 * Generalship: Its Diseases and Their Cure. A Study of The Personal Factor in Command. Harrisburg: Military Service Publishing Co., 1936.
 * The Generalship Of Ulysses S Grant. New York: Dodd, Mead & Company, 1929.
 * Lectures On F.S.R. II. London: Sifton, Praed & Co., 1931.
 * Lectures on F.S.R. III - Operations Between Mechanized Forces. London: Sifton, Praed & Co., 1932.
 * The Reformation of War. London: Hutchinson, 1923.

Commentaries and Articles

 * Coroalles, Anthony M., "Master Weapon -- The Tactical Thought of J.F.C. Fuller Applied to Future War", Military Review, 71(January 1991), pp.62-72.
 * Langendorf, Jean-Jacques, "John Frederick Charles “Boney” Fuller : le plus grand penseur militaire du XXe siècle ?", Stratégique, 76 (1999/4).
 * Reid, Brian H., "J.F.C. Fuller and B. H. Liddell Hart--A Comparison", Military Review, 70 (May 1990), pp.64-73.

Primary Texts

 *  Armament and History . New York: Da Capo Press, 1998. ISBN 0306808595
 * A Military History of the Western World. New York: Funk & Wagnalls, 1954-1956. 3 vols.
 *  The Conduct of War, 1789-1961: A Study of the Impact of the French, Industrial, and Russian Revolutions on War and Its Conduct. New Brunswick: Rutgers University Press, 1961. 352 p.

Commentaries and Articles

 * Gat, Azar, Fascist and Liberal Visions of War: Fuller, Liddell Hart, Douhet, and Other Modernists. Oxford: Oxford University Press, 1998. ISBN 0198207158
 * Reid, Brian H., J.F.C. Fuller: Military Thinker. New York: Saint Martin's Press, 1987. ISBN 0333419162
 * Reid, Brian H.,Studies in British Military Thought: Debates With Fuller and Liddell Hart. Lincoln: University of Nebraska Press, 1998. ISBN 0803239270
 * Searle, Alaric, "Was There a “Boney” Fuller after the Second World War? Major-General J. F. C. Fuller as Military Theorist and Commentator, 1945-1966", War in History, 11/3 (2004), pp. 327-357.

Biographical Works

 * Trythall, Anthony J., "Boney" Fuller: Soldier, Strategist, and Writer, 1878-1966. New Brunswick: Rutgers University Press, 1977.

title: J.F.C. Fuller


title: File:Session-raw-2007-02-18p2.ogg


text:
Lunar Boom Town/Tourist Hotel

Technical papers regarding Space Tourism

 * http://www.spacefuture.com/archive/space_tourism_market_demand_and_the_transportation_infrastructure.shtml
 * http://www.spacefuture.com/archive/general_public_space_travel_and_tourism.shtml
 * http://www.spacefuture.com/archive/prospects_of_space_tourism.shtml
 * http://www.spacefuture.com/archive/legal_and_regulatory_issues_for_passenger_space_travel.shtml

- Issues And Models"
 * A paper outlining issues and concepts applicable to a 100 person base. "Lunar Base Development

Activity challenges:

1. Read any of the above technical papers and provide a brief underneath the link regarding your estimate of its content and usefulness and for whom.

2. Generate a list of supporting businesse and cost estimates you require to complete an economic model of an operating lunar hotel which will attract investers seeking profits.

3. Use WAGs (Wild Ass Guesses) to generate an estimate of how much an individual tourist must be charged for various services to breakeven. Hint: Consider building a cash flow diagram for a fixed capacity hotel, use this to generate numbers for various scenarios. Others can then use your estimates to begin revising their own estimates for greater accuracy; whereupon your numbers may change as you feed their numbers back into your estimates. You can see why hard accurate budgeting information is greatly desirable to reduce risk in entrepreneurial activities and investment.

4. Location! Location! Location! Use a telescopeObservational_astronomy or online lunar mapping data to generate a top down view map of the proposed location of your lunar venture.

title: Lunar Boom Town/Tourist Hotel


text:
Statistics for Business Decisions

Statistics in Marketing
Marketing uses a number of statistical techniques both to better understand and target materials to certain groups of customers as well as to measure the effectiveness of various marketing efforts. Some of these techniques are listed below...

Indexing
The use of indexes can be used to help identify that certain subgroups of data are different from an established benchmark. For a simplified example, let's compare the population of a hypothetical country and the population of a hypothetical school by age group.

Let's call the percentage distribution for the country the benchmark (this serves as a ruler to compare other groups too). In this case we will take the school percentage distribution column and divide it by the benchmark's percentage distribution. This establishes a new column which we will call the index.

The index column in table B can identify that the age distribution in the school differs significantly from the benchmark (the population of the country). The index indicates how much more or less likely it is to encounter a given group.

 Applying Indexes

Indexes can be applied against multiple groups of people and multiple variables. This can aid in understanding how customers differ in certain geographical areas. It can also be used as a basic tool to find if customers you are wanting to target are more likely to live in certain areas.

title: Statistics for Business Decisions


text:
User:Wikiwow~enwikiversity/Sandbox

Welcome to the Swedish Language Division of the Schools of Language and Literature and Linguistics.

Introduction to Swedish

 * Introduction to Swedish

Additional Learning Materials

 * Swedish Language Course at Wikibooks
 * Swedish-English Dictionary

title: User:Wikiwow~enwikiversity/Sandbox


text:
Comparative Mythology/Creation Myths

Resources

 * Wikipedia Category about Creation Stories
 * Wikipedia article about origin beliefs

 * African Creation Myths
 * Wikipedia article on the creation myth of Kabezya-Mpungu from Baluba (Kongo)
 * See also the Wikipedia article on the Baluba.

 * The Creation deity Kabezya-Mpungu decides that humans should see him no longer. After ordering the forces of the world, he disappears. As a "replacement" he sends Mutima, the heart (the life-giving principle). So in this myth, an interesting connection is made between the invisibility or unavailability of God and the endowment of humans with a divine component.

 * Middle Eastern Creation Myths
 * The initial part of the Book of Genesis (Hebrew:Bereschit}}), the first book of the Torah as well as the Bible, contains the creation mythology of both the Jewish and the Christian religions. See Wikipedia article on the Book of Genesis and Wikipedia article on creation according to the Book of Genesis.

title: Comparative Mythology/Creation Myths


text: Category:WikiProject template sharing

title: Category:WikiProject template sharing


text:
Introduction to Swedish

Swedish (or svenska) is a North Germanic language, related to Danish and Norwegian. It is spoken primarily in Sweden but also in parts of Finland as well as isolated parts of Russia and Ukraine. The purpose of this course is to teach the basics of Swedish grammar as well as some vocabulary.

Lesson list

Lesson 1:
 * /Common phrases/

Lesson 2:
 * /Alphabet/

Lesson 3:
 * /Nouns and pronouns/

Lesson 4:
 * /Verb tenses/

Lesson 5:
 * /Adjectives/

Lesson 6:
 * /Numbers and plurals/

Lesson 7:
 * /Spelling/

Lesson 8:
 * /Definite forms/

Lesson 9:
 * /Time and dates/

Lesson 10:
 * /Possessive forms/

Lesson 11:
 * /Agreement of forms/

Lesson 12:
 * /Traveling/

Vocabulary

 * /English–Swedish vocabulary/
 * /Swedish–English vocabulary/

Answers

 * /Answers to exercises/

Test

 * Test (Quiz)

Continuation course

 * Intermediate Swedish 1

title: Introduction to Swedish


text:
Filmmaking Basics/3D Storyboard/QuickStart

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Pop quiz - Create two basic shots
 * style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Over-the-shoulder shots

 * I want you to create an over-the-shoulder shot using

 * 1. A wide angle over-the-shoulder shot

 * and

 * 2. A telephoto over-the-shoulder shot.

 * }

Your assignment - part 1

Your assignment - part 2

The final result

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" The final results
 * style="width:55%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"|

The Shot Manager
Then I go to the Shot Manager to see my completed shots.

At the top of the page is all the pictures I have created (which in this case is just the wide angle and the telephoto versions of an over-the-shoulder shot.

 * style="padding:0em 0.5em 0em 0.5em;" |

The wide angle shot
 * style="width:45%; vertical-align:top; border:1px solid #abd5f5; background-color:#fff;" |

The finished shot
The wide angle lens makes the two horses seem cold and distant. Even though the horses are very close together when I photograph them, they look very far apart.

If you do not understand about lenses, go to the next lesson about camera lenses.
 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

The telephoto shot
 * style="width:45%; vertical-align:top; border:1px solid #abd5f5; background-color:#fff;" |

The finished shot
The telephoto lens makes the two horses seem warm and close. Even though the horses are very far apart when I photograph them, they look very close.

If you do not understand about lenses, go to the next lesson.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Begin storyboarding
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next page

 * Begin now creating the storyboards for "Seduced by the Dark Side!". Send me the first two frames so I know that you are doing it correctly.

 * This next page just gives some basic info. Go to basic info about this assignment.

 * }


text:
School:Advanced general studies

School of Advanced General Studies (AGS)

 2024 July 29  UTC

Latest News

 * 2007-07-31 (July 31, 2007): As can be seen from the above Message, a Proposal is Under Consideration to Merge This School with Its Portal. Interested Parties are Urgently Requested to Participate in the Discussion of the Proposed Merger.
 * 30 April 2018 Portal:Advanced General Studies announced on Main Page News!

The School of Advanced General Studies
AGS is one of the Wikiversity Schools, contemplating becoming a large organizational structure containing various Divisions and Departments, which are and which will be listed below.

AGS Manual of Style
The School has Adopted its Own Manual of Style.

'''Much of this Page employs 18th Century, as Opposed to Modern, Capitalization. This is Intentional and is Established by the Manual of Style.'''

The Advanced General Studies Portal
The Learning Resources will be Eventually be Removed from this page and listed in AGS Portal (presently Under Development). Learning Resources and Learning Projects have Wikiversity Portals or "Category: Portal" as their destinations.

Divisions of the School of AGS
The Divisions of the School exist on pages in "topic" namespace. {Participants in the School of AGS: Please start the names of Divisions with the "Topic:" prefix; the Divisions reside in Name Spaces. The Divisions may link to Subdivisions or to Departments. For more information on Schools, Divisions, and Departments look at the Naming Conventions.}

The Details regarding Departments Eventually will be Removed from this page and listed on the Pages of the various Divisions.

The Divisions of the School of AGS are:

Generality Division

 * Generality Division: Generalism is the most general of wisdoms, knowledges, or informations.

Participant List for the Generality Division

 * The histories of Generality pages indicate who the active Participants are.

 * If you are or are going to become a Participant in the Generality Division, please list your name here. This will help the Division grow and will help the Participants communicate better.

 * Since 24 August 2011 with Dominant groups. --Marshallsumter (discuss • contribs) 17:27, 7 May 2018 (UTC)

 * Inactive Participants:

 * 1) Dionysios  (talk), Date: 2007-09-09 (September 9, 2007) Time:  1934 UTC
 * 2) Chocoman

Things you can do!

 * Clean up Draft:Abstract concept generator and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Art and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Attribution and copyright and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Genomes and move it to become a subpage of a supporting main page learning project.

Institute for Singularity

 * Institute for Singularity

Participant List for the Institute for Singularity

 * The histories of Singularity theory pages indicate who the active Participants are.

 * If you are or are going to become a Participant in the Institute for Singularity, please list your name here. This will help the Division grow and will help the Participants communicate better.

 * Since 17 September 2015 with Technological singularity --Marshallsumter (discuss • contribs) 17:43, 7 May 2018 (UTC)

 * Inactive participants:

 * 1) Dionysios  (talk), Date: 2007-09-09 (September 9, 2007) Time:  1934 UTC
 * 2) Chocoman

Things you can do!

 * Clean up Draft:Post scarcity and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Technological singularity and move it to become a subpage of a supporting main page learning project.

Division of Sustainability

 * The Division of Ecological Sustainability is an Interdisciplinary Endeavor of the School of Agriculture, the School of Practical Human Life, and the School of AGS.

Departments in the Division of Sustainability
The Departments of the Sustainability Division will exist on pages in "topic" namespace. {Participants in the Division of Sustainability: Please start the names of the Departments with the "Topic:" prefix; the Departments will reside in the Name Spaces. Departments will link to learning materials and learning projects. For more information on Schools, Divisions, and Departments look at the Naming Conventions.}

Participant List for the Division of Sustainability

 * The histories of Sustainability pages indicate who the active Participants are.

 * If you are or are going to become a Participant in the Generality Division, please list your name here. This will help the Division grow and will help the Participants communicate better.

 * Since 10 June 2014 with Adventureship --Marshallsumter (discuss • contribs) 17:53, 7 May 2018 (UTC)

 * Inactive participants:

 * 1) Dionysios (talk), Date: 2007-04-26 (April 26, 2007) Time: 174101 UTC

Things you can do!

 * Draft:Adventureship - add content and Move it from Draft: namespace to (Resource) Main Page space!
 * Draft:Agriculture - add content and Move it from Draft: namespace to (Resource) Main Page space!
 * Draft:Gift economy - add content and Move it from Draft: namespace to (Resource) Main Page space!
 * Draft:Humanistic methods - add content and Move it from Draft: namespace to (Resource) Main Page space!

Institute for Thought

 * Wikiversity Institute for Thought

Departments in the Institute for Thought
The Departments of the Institute for Thought will exist on pages in "topic" namespace. {Participants in the Institute for Thought: Please start the names of the Departments with the "Topic:" prefix; the Departments will reside in the Name Spaces. Departments will link to learning materials and learning projects. For more information on Schools, Divisions, and Departments look at the Naming Conventions.}

Departments of the Institute for Thought

 * in association with the School of Computer Science: Department of Artificial Intelligence
 * Artificial Cognition Department
 * Artificial Consciousness Department
 * Department of Thought
 * Cognition Department

Participant List for the Institute for Thought

 * The histories of Thought pages indicate who the active Participants are.

 * If you are or are going to become a Participant in the Generality Division, please list your name here. This will help the Division grow and will help the Participants communicate better.

 * Since 22 July 2014 with Abstract concept generator --Marshallsumter (discuss • contribs) 18:43, 7 May 2018 (UTC)

 * Inactive participants:

 * 1) Dionysios (talk) Date: 2007-04-18 (April 18, 2007) Time: 143001 UTC

Things you can do!

 * Draft:Abstract concept generator - add content and Move it from Draft: namespace to (Resource) main page space.
 * Draft:Control groups - add content and Move it from Draft: namespace to (Resource) main page space.
 * Draft:Culture - add content and Move it from Draft: namespace to (Resource) main page space.

Institute for University

 * Institute for University: University, Singularity, is the University of Universities, which is the University of All Universities. -- Dionysios (talk), Date: 2007-06-21 (June 21, 2007) Time: 140601 UTC

Departments in the Institute for University
The Departments of the Institute for University will exist on pages in "topic" namespace. {Participants in the Institute for University: Please start the names of the Departments with the "Topic:" prefix; the Departments will reside in the Name Spaces. Departments will link to learning materials and learning projects. For more information on Schools, Divisions, and Departments look at the Naming Conventions.}

Participant List for the Institute for University

 * The histories of University pages indicate who the active Participants are.

 * If you are or are going to become a Participant in the Generality Division, please list your name here. This will help the Division grow and will help the Participants communicate better.

 * Since 30 November 2013 with Funding --Marshallsumter (discuss • contribs) 18:58, 7 May 2018 (UTC).

 * Inactive participants:

Dionysios (talk), 2007-09-11 (September 11, 2007) Time:  |1905 UTC

Things you can do!

 * Draft:Funding - add content and Move it from Draft: namespace to (Resource) main page space.
 * Draft:Humanities - add content and Move it from Draft: namespace to (Resource) main page space.
 * Draft:Journalism - add content and Move it from Draft: namespace to (Resource) main page space.

Institute for WikiEndeavor

 * Institute for WikiEndeavor: WikiEndeavor, Wiki-Endeavor, is that which can be undertaken using wikis. -- Dionysios (talk), Date: 2007-07-04 (July 4, 2007) Time: 1942 UTC

Departments in the Institute for WikiEndeavor
The Departments of the Institute for WikiEndeavor will exist on pages in "topic" namespace. {Participants in the Institute for University: Please start the names of the Departments with the "Topic:" prefix; the Departments will reside in the Name Spaces. Departments will link to learning materials and learning projects. For more information on Schools, Divisions, and Departments look at the Naming Conventions.}

Participant List for the Institute for WikiEndeavor

 * The histories of WikiEndeavor pages indicate who the active Participants are.

 * If you are or are going to become a Participant in the Institute for WikiEndeavor, please list your name here.  This will help the Division grow and will help the Participants communicate better.

 * Since 25 June 2015 with Literature --Marshallsumter (discuss • contribs) 19:06, 7 May 2018 (UTC).

Inactive participants:

 * Dionysios (talk), Date: 2007-07-04 (July 4, 2007) Time: 1445 UTC

Things you can do!

 * Draft:Literature - add content and Move it from Draft: namespace to (Resource) main page space!
 * Draft:Notations - add content and Move it from Draft: namespace to (Resource) main page space!
 * Draft:Philosophy - add content and Move it from Draft: namespace to (Resource) main page space!

Departments in (The Next Division)
The Departments of the (The Next Division) will exist on pages in "topic" namespace. {Participants in the School of AGS: Please start the names of the Departments with the "Topic:" prefix; the Departments will reside in the Name Spaces. Departments will link to learning materials and learning projects. For more information on Schools, Divisions, and Departments look at the Naming Conventions.}

Participant List for (The Next Division)

 * The histories of (The Next Division) pages indicate who the active Participants are.

 * If you are or are going to become a Participant in the Generality Division, please list your name here. This will help the Division grow and will help the Participants communicate better.

 * Participants:

The AGS Learning Group

 * The AGS Learning Group is involved in collaborative writing based on readings chosen by consensus. In this way the Group seeks to understand the material it undertakes, providing a springboard for those who later arrive to rapidly acquire the "advanced" understanding which the Group is able to achieve.  Thus the collaborative work of the Group guides Participants who follow to transform Data into Information, Information into Knowledge, and Knowledge into Wisdom more quickly than would have otherwise been possible.  Thereby we expand and apply Thought to the constant and continual improvement of the Wikiversity, of Wikipedia Articles, to the writing Wikibooks.
 * The AGS Learning Group collaboratively creates assignments to get a better understanding of its material and to contribute to the Wikimedia Community.
 * The AGS Learning Group is improving Wikipedia entries based on information learned from its readings and discussions. The AGS Learning Group does not anticipate completing its learning objectives, but rather anticipates being ongoing in its endeavors, from time to time writing Wikibooks based on what is being learned in the Group.  These Wikibooks are then to be used in future Groups who decide to study the same subjects, and it is anticipated they too will perhaps again improve upon these Wikibooks based on what they have learned using sources the earlier Groups did not use.
 * The AGS Learning Group represents an activation of the Proposal: Learning Groups which see for further information.
 * Contribute content to Draft:Abstract concept generator, then Move it to (Resource) main page space!

Business Administration

 * A Department of General Studies of Business Administration exists in the School of Business.

General Relativity

 * The Department of Theoretical Physics of the School of Physics and Astronomy offers the course General Relativity.

Cognition

 * The School of Education is doing Advanced Work in Concept Classification. This would relate to the Work of the Institute for Thought in 'Cognition' and also to the Work of the The School of Media Information and Cognition.

Renewable Energy Systems

 * The School of AGS is linked to Wikipedia for the purpose of advancing the work in the area of Renewable Energy Systems and also is linked to the School of Engineering for the purpose of advancing the work in the area of Renewable Energy Systems.

Theory of Everything

 * The Institute of Particle Physics of the School of Physics and Astronomy offers a proposed Theory of Everything Project.

The Learning Projects Portal

 * A major part of Wikiversity learning is being organized around Learning Projects and Learning Groups. Wikiversity has adopted a "learn by doing" model for education. Wikiversity editors are encouraged to provide Learning activities for Wikiversity participants. Wiki technology promotes collaborative webpage editing and collaborative wiki editing projects can be thought of as "learning projects" -- participants learn while they edit wiki pages and explore topics of interest.

Participant List for the School of Advanced General Studies

 * The histories of Wikiversity pages indicate who the active Participants are.

 * If you are or are going to become a Participant in the School of AGS, please list your name here. This will help the School grow and will help the Participants communicate better.

 * 1) Since 24 August 2011 with Dominant groups. --Marshallsumter (discuss • contribs) 01:51, 18 April 2018 (UTC)

Inactive participants

 * 1) Dionysios (talk) 2007-May 15 (May 15, 2007) Time: 164601 UTC

 * 1) User:Chocoman

title: School:Advanced general studies


text:
Introduction to Swedish/Common phrases

Greetings
Hejsan/Hej
 * Hello/Hi

God dag
 * Good day

God morgon
 * Good morning

God kväll
 * Good evening

God natt
 * Good night

Hur är det (med dig)?
 * How are you?

Bra
 * Good/Fine

Dåligt
 * Bad

Inte så bra.
 * Not so good.

Hur går det?
 * How is it going?

Conversational Phrases
Vad heter du?
 * What's your name? ('heter' is a transitive verb meaning "to be called")

Jag heter [...]
 * My name is [...]

Var bor du?
 * Where do you live?

Jag bor i [...]
 * I live in [...]

Var kommer du ifrån?
 * Where are you from?

Jag kommer ifrån [...]
 * I'm from [...]

Hur gammal är du?
 * How old are you?

Jag är [...] år gammal.
 * I am [...] years old.

Vad gör du?
 * What are you doing?

Goodbyes
Hej då/Adjö
 * Good bye (the latter is formal and derived from the French word adieu)

Ha det bra!
 * Have a nice day!

Vi ses!
 * See you later!

Other Useful Phrases
Ja
 * Yes

Nej
 * No

Tackar!/Tack/Tack så mycket/Tusen tack
 * Thanks!/Thank you/Thank you very much/A thousand thanks! (conversational)

Ingen orsak.
 * Don't mention it/You're welcome

Förlåt
 * Sorry/Pardon me

Ursäkta mig
 * Excuse me

Snälla
 * Please

Pratar du svenska/engelska?
 * Do you speak Swedish/English?

 * Ja, lite grann.
 * Yes, a little (response to previous question)

 * Nej, inte alls.
 * No, not at all.

Jag pratar svenska/engelska.
 * I speak Swedish/English.

Jag förstår inte.
 * I don't understand.

Jag vet (inte).
 * I (don't) know.

En öl tack.
 * One beer, please.

Vet du vad klockan är?
 * Do you know what time it is?

Vet du var toaletten är?
 * Do you know where the bathroom is?

Takeaways
From the phrases above, try and find out what these words mean.

1.Tack

2.Klockan

3.grann

4. kväll

5. det

Exercises
Translate into English:

1. Var bor Johan?

2. Johan bor I USA.

3. Vet du var Sara kommer ifrån?

4. Sara kommer ifrån Stockholm.

5. Hej då! Vi ses!

Translate into Swedish:

6. Hello, my name is John.

7. I speak a little Swedish.

8. Excuse me, do you know what time it is?

9. No, I don't know.

10. Bye! Have a nice day!

../Answers to exercises/

Κοινές εκφράσεις στα Σουηδικά

title: Introduction to Swedish/Common phrases


text:
Introduction to Swedish/Alphabet

The Swedish alphabet contains 29 letters:

Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz Åå Ää Öö

The last three letters, Å, Ä, and Ö, are regarded as distinct letters, separate from A and O. Whereas in English you might use the term "A - Z", in Swedish it would be "A - Ö". Unlike in English, Y is always a vowel, except in the case of some loanwords. W has not been included in the Swedish alphabet for a long time, but since 2006 the Swedish Academy considers W as a separate letter. However, this is not fully accepted in dictionaries and other instances yet.

The Vowels
Vowels are divided into hard and soft vowels. When reading new Swedish words you should pay attention to whether the vowels are short or long. Each vowel has both a long and a short phonetic variant. The basic rule is that a vowel is short if it is followed by more than one consonant.

The Consonants
Most consonants can be doubled. The letter k can be doubled with c (like in rock n' roll.) The consonant c sounds like s when not combined with k (like the first c in bicycle). The letters z, q, and w are very uncommon but are used in family and company names. The letter m is not doubled at end of words with two exceptions, lamm and damm.

Examples of words with doubled consonants:

flabb, ledd, klaff, ragg, back, pall, damm, spinn, kupp, pirr, triss, titt

Initial g and k  If the first letter in a word is g and if the next letter is a soft vowel then the g is pronounced as a j. If the first letter in a word is k and if the next letter is a soft vowel then the k is pronounced as an sh.

Stress
Normally the stress is put on the first vowel. The tonality is more important in Swedish.

Tonality
Both nita and niten have the stress on the vowel i. However, the tonality differs. This is often a situational difference that varies from one word to the next. For more information on tone you can try the Wikipedia article on tone.

Typing Special Characters
On a PC:

Alt+0229 = å Alt+0197 = Å Alt+0228 = ä Alt+0196 = Ä Alt+0246 = ö Alt+0214 = Ö

On a Mac:

Option+a = å Option+A = Å Option+u to get ¨ then type a = ä Option+u to get ¨ then type A = Ä Option+u to get ¨ then type o = ö Option+u to get ¨ then type O = Ö

If you don't manage to get these characters, the standard way is to substitute å with aa, ä with ae, and ö with oe.

More Information on Pronunciation
For more detailed information on Swedish pronunciations read the Wikipedia article on Swedish phonology.

Exercise
Pronounce the following Swedish words.

1. skal, sno, tur, kår, ven, mil, syl, när, bör

2. stall, stopp, lupp, sådd, ett, stins, skyll, ärr, börs

3. vara, bliva, heta, kallas, äta, dricka, festa, leka

4. bilen, vägen, äpplet, trädet, smaken, tiken

5. kal, kotte, kul, kål, gam, gott, gurka, gås

6. ge, gick, gylf, Gävle, gök, kedja, kil, kyl, käk, kök

Σουηδικό αλφάβητο

title: Introduction to Swedish/Alphabet


text:
User:Lzinsmei

My name is Ladema Zinsmeister. I am graduate student in the Instructional Systems Technology program at Indiana University.

My classmates from Instructional Strategies and Tactics have a project to build wiki pages about Instructional Design. My team is working on micro-level instructional methods for the cognitive domain.

title: User:Lzinsmei


text:
Talk:Learning the basics of French/Introducing Yourself/Exercises

I do not know who wrote "écriver" but it does not exist. The verb is "écrire", and "écrivez" is the way it is written when talking to several people. (e.g: vous écrivez).

So how are we supposed to get an instructor?

Bonjour et Adieux
Hi, I don't really see the point of this exercise. I mean, I'm French and I failed. I don't think it is so important to know exactly which greeting to use at which time of the day or how to say goodbye properly. I often use "Bonjour" even if it is after 19h, it's no big deal. A "Bonjour" for greeting and an "Au revoir" for leaving will always do.

I would rather put an exercise about the "Être" and "Avoir" verbs. Only the conjugation or putting the verb in the right form in very easy sentences.

What do you think? If you want I can come up with an exercise like that.

Albane69 15:56, 2 December 2009 (UTC)


text:
Learning towards a qualification

This page is set up to help you learn, gather evidence and demonstrate your skills as they relate to a particular qualification in your country. Learning to learn is a skill that we need to continue developing throughout life and the more that we, the learners, manage our own learning the better prepared we are for learning on job or at home!

This is not, of course, an excuse to let any classroom facilitators off the hook (if we are in a formal class)! It will actually make their job more challenging—but they'll be better off for it! They are there for a variety of reasons, such as to:
 * support us in our learning (and especially developing our learning skills),
 * help us understand and learn towards our chosen qualification or skill-set,
 * provide exciting and relevant classroom learning experiences,
 * teach us from their own professional knowledge where appropriate,
 * connect us with real professionals in our industry where available,
 * formally assess our skills (even though it's great to assess our own skills too!)

The key is, the more initiative that we take to manage our own learning, the better we will become at learning beyond our qualifications—which is one of the most essential skills for life!

The resources and tips below have been written to help you better understand your qualification and develop your skills of managing and demonstrating your learning towards a qualification. If this all seems a bit daunting at first, you might ask your classroom facilitator to ease you into the process over the first term of your learning.

Understanding your qualification
The most important thing is to familiarise yourself with your qualification! You should have access to a list of all the units (or subjects or whatever they are called in your country) that are included. At first, just read through the list a few times—you might like to highlight the ones that sound interesting, or mark the ones that you don't understand from the title.

Once you're familiar with the names of the units, choose the two or three that interested you and delve a bit deeper into what they are about. You will need access to information on the individual units or subjects to do this. For example, if you are undertaking an Australian IT qualification, you can browse all the units from the IT training package (or any other package) on the Training Packages Unwrapped website. Or alternatively, you can search for the unit using the official National Training Information Service's search functionality. Don't worry if you get lost in the details, the point at this stage is just to familiarise yourself with where you can find the information about each unit for your qualification in your country.

Finally, make sure that you have a list of all the required units for your qualification in a table with space to write when you start learning a particular unit as well as when you successfully demonstrate the requirements for that unit (create one yourself if you don't have one already.) This table is going to be your summary or roadmap displaying how far towards completing your qualification you are at any point. Grab a plastic-sleeve folder (or whatever is appropriate for you) and pop this in the front of you folder as your Qualification Summary page (we'll be filling in the details below).

Choosing a group of units to focus on
As you are probably new to the qualification that you are studying towards, it will be a little bit difficult for you to choose which units to focus on initially. Seek out some help from your facilitator or mentor or just a knowledgeable friend to identify two or three units to focus on initially. It's best if these units complement each other (i.e. they are best learned them together)

Once you have chosen your initial units, you'll need to find out more detailed information of what each unit is about. You might choose to read the official documents, but don't worry if you come away confused—in most countries the official documents are written not with the learner in mind, but the assessor (and it's often not easy even for assessors to understand!)

Learner guides... add to your folder for your reference.

Planning your learning with help...

Even though you might be focusing on a few units, good to get bigger picture with introductions to other areas bit by bit (especially the harder areas)...

Tips for gathering evidence to demonstrate your skills
The important thing to remember when gathering evidence is that the more evidence the better—that is, the more evidence you gather to demonstrate your skills (activities, small projects, journal/blog entries etc.), the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills. Furthermore, it's highly unlikely that you'll be able to provide one piece of evidence demonstrates all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

Creating or getting your hands on evidence sheets... (see picture). You should be collecting for each unit that you focus on a learner guide and an evidence sheet...

An Example
You've been learning HTML and CSS over the past few months by following some online tutorials (such as HTMLDog's tutorials) and applying your learning with exercises (such as the HTML Challenges or CSS challenges) and a small example website about your favourite band that you've created to apply your skills as you learn. You decide to start documenting your evidence for the Australian unit of competence ICAB4135A Create a simple mark-up language document to specification (official document for ICAB4135). On the Evidence Sheet, you list the HTML and CSS Challenges as one piece of evidence, and your small band website as another.

As you read through the individual criteria, you tick the boxes next to many (but not all) of the criteria indicating which piece of evidence demonstrates the criteria (with a brief notes of how/where your evidence demonstrates). Your website does not demonstrate any HTML tables or image maps (Criteria 4.1 and 4.2), but luckily you have demonstrated your ability to create both of these as part of the HTML Challenges. You've now got evidence for all the criteria except "Determine the uses and audience of the document" (criteria 1.1) and "Determine relevant document structure" (criteria 1.3). You're not sure whether the small band website that you've created really meets these criteria, as you didn't even think about the target user audience when you created it—you just wanted to demonstrate the things you were learning—so you put a question mark against these points.

You decide to wait until you've started your next small client project before taking your evidence for assessment, as this will definitely demonstrate the missing 2 criteria, and will provide even more evidence for all the other criteria.

title: Learning towards a qualification


text:
Sir Basil Liddell Hart

part of the School of Strategic Studies

Wikimedia Articles

 * Sir Basil Liddell Hart, Wikipedia article.

Primary Texts

 * Foch: The Man Of Orleans. Boston: Little, Brown & Co., 1932.
 * "The Ratio of troops to Space", Military Review, 40 (April 1960), pp. 3-11.
 * The Rommel Papers. New York: Harcourt, Brace & Co., 1953.
 * The Strategy Of Indirect Approach. London: Faber And Faber, 1941.
 * "Western Defense Planning". Military Review, vol. 77(January-February 1997), pp.191-196.
 * Why don't We Learn from History ?. St Leonards: Allen and Unwin, 1972.

Commentaries and Articles

 * Bond, Brian, "Nuclear-Age Theories of Sir Basil Liddell Hart". Military Review, vol. 50(August 1970), pp.10-20.
 * Bond, Brian, "Second Thoughts on War: A Conversation with B. H. Liddell Hart". Military Review, vol. 45(September 1965), pp.23-32.
 * Davidson, Kenneth L., "Clausewitz and the Indirect Approach… Misreading the Leader", AirPower Journal, vol. 2 (Winter 1988), pp.42-52.
 * Morelock, Jerry D., "The Legacy of Liddell Hart". Military Review, vol. 66(May 1986), pp.65-75.
 * Wheeler, Michael O., "The Employment of Tactical Air Power: A Study in the Theory of Strategy of Sir Basil H. Liddell Hart", Air University Review, vol. 26(September-October), pp.2-14.

Primary Texts

 * Deterrent or Defense, a Fresh Look at the West's Military Position. New York: Praeger, 1960.
 *  Strategy. London: Penguin Books, 1991 (2nd ed.).

Commentaries and Articles

 * Bond, Brian, Liddell Hart: A Study of his Military Thought. New Brunswick: Rutgers University Press, 1977. ISBN 0813508460
 * Danchev, Alex. "Liddell Hart and the Indirect Approach", The Journal of Military History, Vol. 63, No. 2. (1999), pp. 313–337.
 * Gat, Azar, Fascist and Liberal Visions of War: Fuller, Liddell Hart, Douhet, and Other Modernists. Oxford: Oxford University Press, 1998. ISBN 0198207158
 * Mearsheimer, John J., Liddell Hart and the Weight of History. Ithaca: Cornell University Press, 1988.
 * Reid, Brian H.,Studies in British Military Thought: Debates With Fuller and Liddell Hart. Lincoln: University of Nebraska Press, 1998. ISBN 0803239270

Biographical Works

 * Danchev, Alex, Alchemist of War: The Life of Basil Liddell Hart. London: Orion Publishing Group, 1998. ISBN 0297816217

title: Sir Basil Liddell Hart


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Template:Narrative dialog editing:Table of contents:Lesson 02 - Analyze film dailies

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 * 12 scenes from the family reunion

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Film editing/Analyzing film dailies/Out for a walk

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"Out For A Walk"

 * This is a fun scene. Many people think it is their favorite.  Once you edit this scene, I think you will find it very funny.

 * The location

 * This story takes place on a space station which is named after the first major city on Earth.

 * The characters

 * The lady is in charge of the operation of the space station and the man is in charge of security for the space station.

 * The story

 * This scene is not important. It has nothing to do with the story of the episode.  Instead, this scene sets the mood for the episode.  So you can have fun when you edit this scene.

 * In this scene, the man comes to give the woman a message from the Captain. Even before he tells her the message, she tells him that an important visitor is arriving at the space station.

 * The man gives the message from the captain to the lady. The captain wants to have a meeting this afternoon. The lady is happy that she received the message early so that she knows what is happening in advance.

 * Then the lady orders the communications person to telephone the captain and tell him about the arriving spaceship. This makes the man worried and he immediately offers to pass on the message to the captain.

 * This makes the woman suspicious. Finally the man tells her that the captain has gone for a walk outside the space station.  The woman goes to the window and looks out.  She becomes angry and frustrated when she sees the captain in a space suit walking on the wing of the space station.  This should make the audience laugh.

 * In the last shot once you have edited the scene, the audience will see the woman inside the space station looking out as the camera moves away from the space station until the audience sees a man walking in a space suit. That is the difficult part of this scene.

 * The challenge - Matte painting

 * The story is simple but the last shot of the scene is a challenge. The scene ends with an exterior shot (a shot from outside the space station) of the woman looking out to the window of a space station.

 * The problem is there is no movie set for the exterior of the space station. It was never built.  (It would have been too big.)  Except for the window looking into the control center, everything else is missing.  You will have to create the rest of the space station yourself with a painting.  This is called a "matte painting".  See the lesson in matte painting.  This shot is the example in the lesson.

 * Also the final animation has another challenge.  During this shot, the camera must dolly out a thousand feet from the woman, eventually moving passed an animation of the Captain who is walking in a space suit on the exterior of the space station.   That means multiple images must be combined together.  This is called "compositing".

 * All the pieces of the final shot

 * To complete last shot of the scene, you must create a matte painting of the exterior space station (minus the control center window.) Then you must composite the video clip of the woman looking out the window into your painting of the space station.  Finally you must add an animation of the captain in a space suit walking on the exterior of the space station.

A simple matte painting created in Tux Paint which is a free paint program for kids. Go to the lesson in matte painting and create our own matte painting. Creating a matte painting in Tux Paint is great fun!

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Edit this scene

 * Loan only

 * This disk is available from your instructor for a one month loan.

 * The Overview Movie

 * Start by looking at the overview movie for "Out for a Walk". (This QuickTime movie file is in a different folder than the film dailies.  Don't get the two folders confused.)

 * The overview movie shows you the important parts of the film dailies in chronological order.

 * Transfer the dailies

 * Once you have studied the overview movie, look at the film dailies.

 * Copy all the film dailies (not the overview movie) to your hard drive. If necessary, convert the dailies to whatever format your editing program prefers. Start your editing program and import all these clips into your editing program.

 * Edit the scene

 * Editing the conversation is easy. Always start by looking for the best audio of the people talking.  Once the audio (along with whatever pictures come with the audio) is edited, you will lock the audio and roll the picture edits to find the best visual transition for each edit of the conversation thereby creating "L-Cuts". (You learned about this in the previous lesson.)

 * Create the matte painting

 * The last shot of the movie needs a matte painting. You can practice creating this matte painting at the lesson for creating a matte painting which uses "Tux Paint".  Tux Paint is a fun painting program for kids that is free.

 * Create the animation

 * During the shot, the woman sees the captain walking on the forward cargo stabalizer. Therefore, you need animation of someone walking in a space suit.

 * Composite the images

 * Finally, you need to composite the three images with your editing program or with a special program designed for compositing such as Adobe AfterEffects. That means you must combine the exterior shot of the woman looking out of the screen, the matte painting of the exterior of the space station, and the animation of the captain walking.

 * Submit your finished scene
 * This edited scene is worth 10 points without the last shot and 40 points for the completed last shot with matte painting, animation and compositing. (Total possible points is 50.) @undefined  [[Image:Crystal Clear app xfmail.png|24px]]

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Analyze the Dailies

 * Working on a movie set
 * Listen to the actors before each shot. Professional actors can have fun!

 * As you can hear, the actors enjoy filming this scene. But that does not mean that they are not professional.

 * A television series like this one was filmed for many years. During this time, the actors bond together into a family.  That is why the actors have a good time during their grueling filming schedule.

 * Listen to all the giggling of the actors off camera before each take. This makes the humor of the scene more realistic because they really are having fun.

 * Variations (good and bad)
 * When filming a scene, you do not want the actors to try variations because that makes editing more difficult. However, in this scene, the woman says her lines in many different ways because she is confident that the camera crew will capture all her action perfectly.

 * Never assume this for a motion picture with a new crew and inexperienced actors. When you are filming a low budget movie with limited rehearsal time, most of the mistakes will be camera movement and camera aiming problems. In that case, you need the actors to repeat their line perfectly each time with exactly the same tone.  That is the only way the scene will edit together.

 * But with a TV series with extremely talented actors are crew, you have the luxury of trying variations.

Look at the overview movie

 * "Hey, We do Windows!"
 * The first thing you see is the film crew washing the windows in outer space. This is funny but also informative.  In the windows, you see reflections which will not match the lighting from outer space.  For the actual filming, the windows are removed and must be added with composting. (Even more than is mentioned above.)

 * Note that the lady in first shot is a "stand-in". This means a member of the crew who stands in front of the camera while the crew adjusts the lights.

 * Two directors
 * Notice that there are two different directors. The assistant director directs the "extras" or "background characters".  These are the actors who pretend to be members of the crews who are running the space ship.  When the assistant director yells "background", she means that the extras should begin moving.

 * When the other director yells "action", that is for the two principle actors.

 * Only one microphone
 * Notice that there is only one microphone and it is pointed at the actor who is seen on the screen. Therefore, at times, the other actor cannot be heard.  This is the way most movies are filmed.  Sound is so important, only the best possible microphone methods are used (an overhead microphone on a boom).  With a moving boom microphone, only one fits on a movie set.

 * In the last shots of the scene which show only the close up of the woman, the microphone is pointed at her. The only reason for this is to record her snorting in anger.  Listen for this.

 * A boring job
 * Filmmaking is very boring because you have to wait so much of the time.

 * So watch the last few seconds of the overview movie to see how the woman amuses herself while she waits.

 * }

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The next scene

 * This scene ("Out for a Walk") is simple to edit (except for the last shot). Now look a scene which is extremely complex.

 * "The Assignment" on the disk "24 Unedited Scenes" DVD-Data disk [[Image:Crystal Clear action forward.png|24px]]

Contact your instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here. [[Image:Crystal Clear app xfmail.png|24px]]

 * }


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User:Brokenbrains

Yeah, I'll edit this later. --Brokenbrains 02:19, 19 February 2007 (UTC)

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User:MichaelBillington/Rounded corners

This page exists to help users who want rounded corners do so (see relevant discussion)

To add rounded corners to your Wikiversity interface, you need to open up your  file. This is generally located at Special:Mypage/monobook.css. Once you have it open in the edit window, add the following code to it:

#p-cactions ul li, #p-cactions ul li a { -moz-border-radius-topleft:0.6em; -moz-border-radius-topright:0.6em; } #content { -moz-border-radius-topleft:0.6em; -moz-border-radius-bottomleft:0.6em; }  .pBody { -moz-border-radius-topright:0.6em; -moz-border-radius-bottomright:0.6em; }

Now, press show preview and make sure that what you see is the look you're after. If you like it, then hit save, otherwise you can cancel the edit. Once the page has saved you need do clear your browser cache, which still has the old copy of the skin in it. To do this in most browsers, use the keyboard shortcut Ctrl+F5.

And you should now have rounded corners!

Michael Billington (talk • contribs) 02:53, 19 February 2007 (UTC)

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Boundary Value Problems/Introduction

An example of a boundary value problem in one dimension is the second order linear differential equation:

$$ ay'' + by' + cy = 0 $$ with the end conditions of $$ y(0)=0 $$ and $$ y(L) =0 $$.

For a simple problem let a=1, b=0, c=1 and $$ L = \pi $$. The resulting differential equation is $$ y''+ y = 0 $$ with boundary conditions $$ y(0)=0 $$ and $$ y(\pi) =0 $$. A solution is $$ y(x) = sin ({{\pi x} \over L}) $$.

A plot of this solution is shown below. Note that the solution satisfies the boundary conditions.

For more information about ordinary differential equations and methods for solving them, use the following link ODE

title: Boundary Value Problems/Introduction


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Lunar Boom Town/LOX Domestic and Exports

It is an interesting fact that if you heat lunar regolith to the proper temperature it releases oxygen as some of the minerals breakdown. This oxygen can then be cooled to a liquid and bottled.

There is an interesting NASA contest to design a tiny lox extraction plant for a demonstrator.

How can we make money off of such a common place material so easy to extract?

What can we do if others start combining lox extraction with other processes to make more efficient use of the energy consumed? Upgrade or liquidate.

Market Analysis
Who can we sell Lunar Lox to?

 * Local Settlers
 * NASA Scientists
 * LEO/Lunar Tourists
 * CisLunar Industries and Settlements

Getting Started
1. Estimate size of initial market for:

 * NASA South Pole Base
 * Boomtown Starter Tourist Facility
 * Our own staff
 * Other likely early Boomtown settlers

/Lunar LOX Facility Design Study

2. Estimate operating costs

 * Initial equipment
 * Salaries initial operations
 * Depreciation of equipment

3. Project Revenues (set prices)

4. Acquire long term contracts with NASA and other customers, if possible

5. Upgrade plan to meet growth in demand.

6. Franchise to other Lunar Settlements

7. Establish export to LEO, cisLunar and interplanetary facilties

Plant Development, Installation, and Operation

 * 1. Select plant design for minimal risk and operating costs

 * Request a couple of plant designs from the Engineering School once we have output projections. In the business world we would need seed capital to complete the engineering sufficient to evaluate our business model in pursuit of final large capital investment to install and startup the plant.

 * 2. Contract for shipping to facitily location
 * 3. Acquire deed to site or merely appropriate good location?
 * 4. Hire and contract for adequate training of installation stall.
 * 5. Hire and contract for operations staff ... staff housing? families? retention? etc.
 * 6. Place all supporting admin and tech staff possible at Terran HQ and use teleoperations and teleconferencing where possible.  i.e.  Vendor contracting, bookkeeping, payroll, plant monitoring, sales staff, etc. on Earth

 * Begin initial operations.

 * Begin incremental upgrades as feasible per TQM (Total Quality Management) and business management.

Short Term Risks
NASA may locate on top of easy ice supply and crack O2 for breathing and H2 for rocket feul via electrolysis.

 * Risk reduction possibilities
 * Support/Establish alternate feuls or means to orbit so H2 is more valuable as Water, No surplus oxygen then available from electrolysis of lunar ice

NASA may have own regolith processing facility for extracting lox.

 * Must price oxygen so NASA prefers its personnel to focus on Scientific exploration or technology development rather than operating oxygen extraction process.

NASA may contract with existing Aerospace Behomeths to supply oxygen via import or regolith extraction

 * Become a regular political contributor to key U.S. Congressional members and candidates.
 * Get oxygen supply contracts signed early in startup process, prior to investing capital and incurring sunk costs.

Long Term Risks

 * Competitors get jump and we can never quite catch up with facilities, tech improvements, and economies of scale.
 * Governments or others choose to finance competitors.
 * Space industrialization stalls, markets dissipate or never materialize
 * Extraterrestrial metals extraction takes off and produces oxygen as process byproduct
 * Carbon retrietral from asteroids produces water and oxygen as well

Possibly Applicable Technical Papers

 * http://ares.jsc.nasa.gov/HumanExplore/Exploration/EXLibrary/DOCS/EIC034.HTML
 * http://web.utk.edu/~pgi/lunar/page1.html A slide show explaining what is in lunar soils and how to process the content to acquire oxygen, hydrogen and rocket feul.
 * http://www2.potsdam.edu/exochemistry/process.htm A summary of various techniques of producing oxygen from regolith.
 * http://www.nas.nasa.gov/About/Education/SpaceSettlement/spaceres/I-1.html Has quantitative requirements estimates in tables for air and food requirements per person/day in space habitat.
 * http://www.magicdragon.com/ComputerFutures/SpacePublications/llox-footnoted.html


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Sports medicine

Welcome to the department of sports medicine!

Sports medicine or sport medicine is an interdisciplinary subspecialty of medicine which deals with the treatment and preventive care of athletes, both amateur and professional. The sports medicine "team" includes specialty physicians and surgeons, athletic trainers, physical therapists, coaches, other personnel, and, of course, the athlete.

Learning projects

 * Sports medicine

Resources

 * Search for more resources

Wikipedia articles

 * Resources
 * Exercise
 * Augustus Thorndike
 * Overtraining
 * Sports injuries
 * National Academy of Sports Medicine

Department news
Sunday, February 18, 2007 - Department founded!

title: Sports medicine


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Topic talk:Fluid dynamics

Namespace?
Should this be moved into the name space? Or do we want a department of fluid dynamics? --Remi 06:17, 19 February 2007 (UTC)

title: Topic talk:Fluid dynamics


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Portal talk:Plasma physics

Namespace?
Would I be incorrect in assuming that plasma physics should be in the main namespace or do we want a department of plasma physics? Maybe both? I like the idea of both, personally. What do you think? --Remi 06:18, 19 February 2007 (UTC)

title: Portal talk:Plasma physics


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User talk:Beth~enwikiversity

Hey! If you have ideas on how to better market Wikiversity, we would very much appreciate hearing them. --Remi 06:28, 19 February 2007 (UTC)

French Mentoring
Salut, Beth. You are listed at the French stream as being an intermediate student of French who is interested in learning French. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 07:40, 13 November 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 Beth. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Beth~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 23:28, 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) 06:04, 19 April 2015 (UTC)

title: User talk:Beth~enwikiversity


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Science as religion/Einstein

Is Gravitation a religion of public schools?

 * The question "Is Gravitation a religion of public schools?" makes several assumptions which themselves should be questioned. Perhaps a more valid heading is: Is Gravity a religion?  Or "What defines a religion?"

 * I guess this discussion only makes sense if we first enumerate the 'goals':
 * 1) "What scientist and field of science relies on and solely depends on Einstein’s theory of gravity for any advances in human progress?"
 * 2) "and products were derived solely from relying on Einstein’s theory of gravity?"
 * 3) "Did gravity produce gas-powered mowers, sticky notes, aluminum foil, zip-lock bags, war and peace, medicines, mammogram machines, vaccines, zippers, microwaves, coffee machines, etc.?"
 * 4) "Would scientists have embarked on exploring the universe, developing complex mathematical equations, discovered black holes and other anomalies [without belief in Einstein’s overall theory]?"
 * 5) "How has spacetime theory contributed to discoveries of the building blocks, atoms and molecules?"
 * 6) "Do we really require Einstein’s theory for human societies and the study of all things?"
 * 7) "What has it produced?" or, more rhetorically laden "The deep silence of the Einsteinian faithful, who cannot give us the answers for their beliefs, speaks to us loudly and clearly."

Background
Einstein's theory of Gravity predicted a non-static and expanding universe, which was confirmed later by Edwin Hubble in the 1930s. This led ultimately to the conclusion that, if everything is expanding now, then at some point in the distant past all matter must have existed at the same physical point in time and space. Although not necessarily, this implies to some, a point of creation. Many religious organizations endorse the theory because of this apparent conclusion - it leaves room for a god of some sort.

What is the religion of public schools? (If any)
Since it appears to be generally accepted that state schools should not be places of religious indoctrination (because it would favor one religion over another), an apparent dilemma begins if scientific theories are brought under the heading of religion. However, theories like gravity need not necessarily have religious overtones. In fact most schools only teach Newton's theory of gravity, which is known to be ultimately incorrect. But students are taught that it is an approximation which works very well. Furthermore the implication of a Creator is in the eye of the beholder when it comes to the big bang. There could well be a deeper theory behind Einsteinian gravity which would explain it all away (perhaps M-theory).

Is the Church of the FSM a science?
The Church of the Flying Spaghetti Monster was a satire invented to attempt to expose religious bias. It lays down rules which would explain the existence of the universe in terms of a being which controls all things and comes with its own creation myth too. Having no evidence to back any of its claims, however, it is clearly in the realms of religion, as it relies entirely upon faith. But don't all religions rely on faith?

What is Science?
Merriam-Webster defines science as:
 * 1 : the state of knowing : knowledge as distinguished from ignorance or misunderstanding
 * 2 a : a department of systematized knowledge as an object of study b : something (as a sport or technique) that may be studied or learned like systematized knowledge
 * 3 a : knowledge or a system of knowledge covering general truths or the operation of general laws especially as obtained and tested through scientific method b : such knowledge or such a system of knowledge concerned with the physical world and its phenomena : NATURAL SCIENCE
 * 4 : a system or method reconciling practical ends with scientific laws
 * 5 capitalized : CHRISTIAN SCIENCE

What is Religion? (taken from Darwinism as religion)
Merriam-Webster defines religion as:
 * 1b. commitment or devotion to religious¹ faith or observance
 * 2. a personal set or institutionalized system of religious¹ attitudes, beliefs, and practices
 * 4. a cause, principle, or system of beliefs held to with ardor and faith²

 * ¹religious: 1 : relating to or manifesting faithful devotion to an acknowledged ultimate reality or deity
 * 3 a : scrupulously and conscientiously faithful b : FERVENT, ZEALOUS

 * ²faith: 1 a : allegiance to duty or a person : LOYALTY b (1) : fidelity to one's promises (2) : sincerity of intentions
 * 2 a (1) : belief and trust in and loyalty to God (2) : belief in the traditional doctrines of a religion b (1) : firm belief in something for which there is no proof (2) : complete trust
 * 3 : something that is believed especially with strong conviction; especially : a system of religious¹ beliefs

According to Merriam-Webster, then, religion may be (in the relevant senses):
 * 1) A commitment or devotion to faith² in (or observance relating to) an acknowledged ultimate reality
 * 2) A personal set of attitudes, beliefs, and practices relating to an acknoledged ultimate reality
 * 3) An institutionalized system of attitudes, beliefs, and practices relating to an acknowledged ultimate reality
 * 4) A cause held to with ardor and faith²
 * 5) A principle held to with ardor and faith²
 * 6) A system of beliefs held to with ardor and faith²

Faith
Merriam-Webster defines faith as:
 * 1 a : allegiance to duty or a person : LOYALTY b (1) : fidelity to one's promises (2) : sincerity of intentions
 * 2 a (1) : belief and trust in and loyalty to God (2) : belief in the traditional doctrines of a religion b (1) : firm belief in something for which there is no proof (2) : complete trust
 * 3 : something that is believed especially with strong conviction; especially : a system of religious¹ beliefs

Wikipedia articles

 * Intelligent Falling

title: Science as religion/Einstein


text:
Talk:Science as religion/Einstein

This page has been introduced because it is felt that if Evolution can be questioned within Wikiversity, then so can Gravity - after all, it's only a theory. I hope it is understood. Please discuss...
 * To me, you seem to be attempting to mock Wikiversity. While this topic is something that could be discussed in good faith, a careful line should be tread here, and pursue the object in good faith.  I'm not sure that we need any agents provocateurs at Wikiversity right now.  If you are serious about contributing to Wikiversity, I recommend you register here.  The Jade Knight 06:01, 20 February 2007 (UTC)
 * The matter is serious. It appears that the 'Science as Religion' article merely concentrates on one particular scientific theory. This led me to believe that it is a cover for ID, and lo and behold the rest of the article is about evolution. The scientific method is larger than any one theory and advances by disproving a particular theory in favor of one that more closely fits observations. Gravity is a prime example where Newton's theory of gravity was superceded by Einstein's. Gravity is also important in the discussion because it is a powerful predictive theory that leads sciencists to conclusions about the nature of the universe - the big bang etc. There could indeed be elements of religion in such thinking as it leads to a possible point of creation. From another angle, if one does not dismiss ID then one cannot easily dismiss IF so easily. Indeed if there is any weight to ID then IF becomes more probable - totally directed by a 'higher power'. I am in no way mocking Wikiversity, indeed I am defending it by ensuring a balance is achieved. I have helped build several pages when it was part of wikibooks already and am keen to continue.
 * People believe in ID; no one seriously believes in IF. As such, it is impossible to compare them as similar belief systems.  If you wish to make such a comparison, it will need to be on entirely different grounds.  You're welcome to discuss the advantages and disadvantages of Naturalism, if you like, or of ID, or of Atheism or Agnosticism, or of Buddhism or Islam—but please do not bring in something which is satirical in nature and designed explicitly to mock the views of another and claim that it is an equal example.  The Jade Knight 02:51, 23 February 2007 (UTC)

This is a little ridiculous. We're putting all these things in the EVOLUTION section, when they are not only not examples of evolution, they are clearly topics for a sociology, religion, or philosophy section! Could we simply take these out and move them to their proper locations? -Tom

title: Talk:Science as religion/Einstein


text:
User talk:Those words~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Those words. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Those words~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 23:45, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:24, 19 April 2015 (UTC)

title: User talk:Those words~enwikiversity


text:
Lunar Boom Town/Begillion resource harvesting

Bagillion is a large multinational corporation which harvests readily materials from the regolith. It's primary product is He3 which requires it to move millions upon millions of cubic meters of regolith per year. Naturally, it is more profitable to turn some of the moved material into other products after the He3 is extracted than not.

Slag remaining after materials processing is sintered (heated until it clumps together in a mold) into paving blocks and used to create roads.

Construction is currently under on the equatorial belt highway and the nearside Pole to Pole freeway. These highways are intended to support widespread lunar settlement on generous land grants recently issued by the U.N. Extraterrestial Settltement Agency. The Equatorial Belt Highway is intended to allow solar road trains to follow the sun around the moon as they transport critical cargo.

Technical Papers

 * Materials Processing for Self Replicating Systems for Earth