text:
User talk:Piratebob13

Welcome
Hello Piratebob13, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 01:23, 11 October 2007 (UTC)

title: User talk:Piratebob13


text:
User talk:Claye~enwikiversity

Welcome
Hello Claye, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Eadthem 01:27, 11 October 2007 (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 Claye. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Claye~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 23:32, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:05, 19 April 2015 (UTC)

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

title: User talk:Claye~enwikiversity


text:
User:Piratebob13

Hello I'm Piratebob13,  i'm a musician, my primary instrument is the mandolin.  i also play:  bouzouki, guitar, piano, banjo, mandocello, harmonica, violin,

 if you want to talk just send me a message

title: User:Piratebob13


text:
User:Mpfilbin~enwikiversity

About Me
I am a freelance Rubiest and Rails developer. My background has been largely in PHP and migrated to Ruby after experienced object-oriented philosophy and syntax in PHP version 5. I have began working professionally with the Rails application framework earlier this year and I couldn't be happier. My interest and motivation lie deeply in enterprise class, Intranet applications; however, I have a great deal of experience in related web-application development.

Experience
 * HTML / XHTML - W3C Compliant
 * CSS
 * PHP
 * Rails
 * Ruby
 * Javascript

Goals
I would love to successfully launch a small software engineering firm with a solid foundation in the Agile development philosopy. In addition to the development of commerical software, I would also like to take on, or contribute to, opensource applications as well.

Personal Philosophy
Information is the foundation upon which success can be obtained, whether it is for the individual, or for the greater community. Information should never serve as a method of suppression or segregation and education should be accessible by all people rich and poor.

Mike Filbin 02:54, 11 October 2007 (UTC)

title: User:Mpfilbin~enwikiversity


text:
User talk:Mpfilbin~enwikiversity

Welcome
Hello Mpfilbin, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 03:18, 11 October 2007 (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 Mpfilbin. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mpfilbin~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 23:39, 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) 06:16, 19 April 2015 (UTC)

title: User talk:Mpfilbin~enwikiversity


text:
Topobiology

Welcome to the Wikiversity learning project about topobiology. The concept of topobiology was developed by Gerald Edelman as a theoretical basis for morphogenesis. This project provides learning resources that help Wikiversity participants explore topobiology.

Project format
Initially, the focus of this project is discussion of published biomedical research articles related to the topic of topobiology.

Introduction to topobiology
Each human begins as a single cell. After a few days, the early embryo has two types of cells, one specialized to interact with maternal uterine cells, the other is a bundle of stem cells that will eventually divide and give rise to hundreds of specialized cell types that are found in a new born baby. Topobiology is a theory for explaining how a single cell can give rise to a complex multi-cellular organism. Topobiology is particularly concerned with how nearby cells take stock of their local environment and adjust their patterns of gene expression to match their position in the developing embryo. Topobiology is thus concerned with cell surface proteins that allow cells to sense their surroundings and transmit control signals to the nucleus. In some cases, cells respond to these signals by radically changing their "lifestyle" and migrating to new locations in the embryo.

Edelman's book "Topobiology" was part of a trilogy that sought to provide a theory for how cellular and molecular processes can give rise to human consciousness. The theory of topobiology thus includes a concern for how the axons of neurons migrate to make contact with their target cells. How does a linear program of gene sequences "unfold" into the complex topology of a three dimensional neural network that can generate human conscious experience? While there are many hundreds of proteins involved in generating the topobiological complexity of the human body and brain, there are a relatively small number of types of these proteins. In the following sections, specific examples of the key protein types are described in the context of key topobiological processes. Once these examples are explored and understood, the theory of topobiology can be used to make sense of the grand sweep of embryogenesis and as a foundation for understanding the biological basis of learning, memory and consciousness.

Cell adhesion
One of Edelman's research interests was cell adhesion, a major part of the theory of topobiology involved cell adhesion.

Two cell adhesion proteins are E-cadherin and N-Cadherin. During embryonic development it is not unusual for cells to stop making E-cadherin and start making N-cadherin. The molecular mechanisms by which this switch takes place is still under investigation. A basic part of the theory of topobiology is that there are feedback loops that connect transcription factors to cellular processes that regulate cell adhesion molecules while at the same time cell adhesion molecules can act to regulate the expression of transcription factiors. The N-Myc Down Regulated Gene1 (NDRG1) Is a Rab4a Effector Involved in Vesicular Recycling of E-Cadherin

Phosphorylation
A frequently used mechanism for regulating both cell adhesion proteins and transcription factors is phosphorylation. E-Cadherin Adhesion Activates c-Src Signaling at Cell–Cell Contacts

Proteolysis
Another important regulatory mechanism....MDM2 Promotes Cell Motility and Invasiveness by Regulating E-Cadherin Degradation

Contact inhibition
E-Cadherin Homophilic Ligation Inhibits Cell Growth and Epidermal Growth Factor Receptor Signaling Independently of Other Cell Interactions

Axon targeting
An isoform-specific allele of Drosophila N-cadherin disrupts a late step of R7 targeting

Epidermal appendages
Scales, feathers or hair are produced by specialized groups of cells at the surface of some animals. What signals specify where these epidermal appendages are located and what form they take?

Feathers
A fundamental problem in morphogenesis is symmetry breaking. Bird feathers provide a well-studied experimental system for study how symmetrical structures can be converted into asymmetric structures.
 * Antibodies to liver cell adhesion molecule perturb inductive interactions and alter feather pattern and structure
 * Wnt3a gradient converts radial to bilateral feather symmetry via topological arrangement of epithelia

title: Topobiology


text:
User talk:Spacegun~enwikiversity

Welcome
Hello Spacegun, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 06:22, 11 October 2007 (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 Spacegun. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Spacegun~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 23:43, 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) 06:23, 19 April 2015 (UTC)

title: User talk:Spacegun~enwikiversity


text:
BCP/Nipponanthemum nipponicum

Nipponanthemum nipponicum

title: BCP/Nipponanthemum nipponicum


text:
BCP/Nipponanthemum nipponicum/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 09:44, 1 October 2007 (UTC)
 * --SB_Johnny | talk 07:58, 11 October 2007 (UTC)
 * --SB_Johnny | talk 13:06, 24 October 2007 (UTC)
 * --SB_Johnny | talk 09:37, 2 November 2007 (UTC)
 * --SB_Johnny talk 12:45, 26 September 2008 (UTC)

title: BCP/Nipponanthemum nipponicum/Logs


text: Category:BCP/Family/Begoniaceae

title: Category:BCP/Family/Begoniaceae


text: Category:BCP/Flora of New Hampshire

title: Category:BCP/Flora of New Hampshire


text:
Template:Bcp/nhamp/ip

(invasive or naturalized)

This template adds plant pages to Category:BCP/NHAMP/IP (it automatically adds ), for plants that are invasive or naturalized in New Hampshire.

title: Template:Bcp/nhamp/ip


text:
Template:Bcp/nhamp/gp

This template adds plant pages to Category:BCP/NHAMP/GP (it automatically adds ), for plants that are cultivated in New Hampshire.

title: Template:Bcp/nhamp/gp


text:
Template:Bcp/nhamp/np

(native)

This template adds plant pages to Category:BCP/NHAMP/NP (it automatically adds ), for plants that are native in New Hampshire.

title: Template:Bcp/nhamp/np


text: Category:Law stubs

title: Category:Law stubs


text:
BCP/Miscanthus sinensis

Miscanthus sinensis

title: BCP/Miscanthus sinensis


text:
BCP/Miscanthus sinensis/Logs

This page contains recent bloom logs for the plant Miscanthus sinensis (Miscanthus).

Recent Logs

 * --SB_Johnny | talk 10:25, 31 August 2007 (UTC)
 * --SB_Johnny | talk 11:45, 15 September 2007 (UTC)
 * Ngravagna 22:43, 2 September 2008 (UTC)(var 'gaziella')
 * --SB_Johnny talk 11:50, 23 September 2008 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Miscanthus sinensis/Logs


text:
BCP/Medicago sativa

Medicago sativa

title: BCP/Medicago sativa


text:
BCP/Medicago sativa/Logs

This page contains recent bloom logs for the plant Medicago sativa (Alfalfa).

Recent Logs

 * --Juan 14:36, 8 October 2007 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Medicago sativa/Logs


text:
BCP/Matricaria perforata

Matricaria perforata

title: BCP/Matricaria perforata


text:
BCP/Matricaria perforata/Logs

This page contains recent bloom logs for the plant Matricaria perforata (Scentless False Mayweed).

Recent Logs

 * SB Johnny-NHAMP 23:20, 8 October 2007 (UTC)
 * --SB_Johnny | talk 08:48, 29 May 2008 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Matricaria perforata/Logs


text:
BCP/Mentha spicata

Mentha spicata

title: BCP/Mentha spicata


text:
BCP/Mentha spicata/Logs

This page contains recent bloom logs for the plant Mentha spicata (Spearmint).

Recent Logs
=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * --Helikophis 16:46, 18 July 2007 (UTC)
 * --SB_Johnny | talk 09:42, 11 October 2007 (UTC)
 * --SB_Johnny talk 09:21, 23 September 2008 (UTC)
 * (no archived logs yet)

title: BCP/Mentha spicata/Logs


text:
BCP/Microstegium vimineum

Microstegium vimineum

title: BCP/Microstegium vimineum


text:
BCP/Microstegium vimineum/Logs

This page contains recent bloom logs for the plant Microstegium vimineum (Japanese Stiltgrass).

Recent Logs
=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * --SB_Johnny | talk 11:45, 15 September 2007 (UTC)
 * --SB_Johnny talk 09:08, 23 September 2008 (UTC)
 * (no archived logs yet)

title: BCP/Microstegium vimineum/Logs


text:
BCP/Nigella sativa

Nigella sativa

title: BCP/Nigella sativa


text:
BCP/Nigella sativa/Logs

This page contains recent bloom logs for the plant Nigella sativa (Mistflower).

Recent Logs
--Juan 11:57, 5 October 2007 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Nigella sativa/Logs


text:
BCP/Nicotiana sylvestris

Nicotiana sylvestris

title: BCP/Nicotiana sylvestris


text:
BCP/Nicotiana sylvestris/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 11:11, 30 August 2007 (UTC) (photolog)
 * --SB_Johnny | talk 10:02, 8 September 2007 (UTC)
 * --SB_Johnny | talk 10:11, 11 October 2007 (UTC)
 * --SB_Johnny talk 09:08, 16 August 2008 (UTC)
 * --SB_Johnny talk 08:33, 24 September 2008 (UTC)

title: BCP/Nicotiana sylvestris/Logs


text:
BCP/Mandevilla x amabilis

Mandevilla x amabilis

title: BCP/Mandevilla x amabilis


text:
BCP/Mandevilla x amabilis/Logs

This page contains recent bloom logs for the plant Mandevilla x amabilis (Mandevilla).

Recent Logs

 * SBJ 10:00, 27 July 2007 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Mandevilla x amabilis/Logs


text: Category:BCP/Family/Molluginaceae

title: Category:BCP/Family/Molluginaceae


text:
BCP/Verbena hastata

Verbena hastata

title: BCP/Verbena hastata


text:
BCP/Verbena hastata/Logs

2008 Logs

 * --SB_Johnny | PA! 12:40, 19 August 2007 (UTC)
 * --SB_Johnny | talk 09:01, 14 July 2008 (UTC)
 * Jomegat 13:39, 18 July 2008 (UTC)
 * Jomegat 19:41, 26 July 2008 (UTC)
 * Jomegat 04:28, 1 August 2008 (UTC)
 * --SB_Johnny talk 09:21, 5 September 2008 (UTC)

2009 Logs

 * Jomegat 00:11, 15 July 2009 (UTC)

Recent Logs

 * Jomegat 19:45, 24 July 2010 (UTC)

title: BCP/Verbena hastata/Logs


text: Category:BCP/Family/Verbenaceae

title: Category:BCP/Family/Verbenaceae


text:
Technical writing/Cost and schedule estimating

back to Technical Writing Level 2

All projects cost time and money. It is important to accurately estimate how much a project will cost.

Most projects are late and more expensive than planned.

Cost and Schedule Estimates for Documentation
According to a study on Estimating Software Costs, documentation accounts for 10% of the total cost of a project.

Automated Estimating Systems
The use of automated estimating tools can greatly improve the accuracy of cost and schedule estimates, when compared to their human equivalents.

In most projects with a Function Point score of more than 10,000 the costs of documentation and defect removal are greater than that of creating the project itself.

Function Point
Devised in the 1970s, function points are used to assess the amount of functionality available to an end user from an information system.

There are 5 types of function points:

 * Outputs
 * Inquiries
 * Inputs
 * Files
 * Interfaces

Function Point Analysis is the amount of functionality which is relevant to and recognized by the user. As a rough estimate, there are 1000 Function Points per 125,000 lines of code.

Common Functions of Automated Estimating Tools

 * Estimate time and cost at phase, activity and task level
 * Make adjustments for work periods, holidays and overtime
 * Consider local salaries and workload
 * Adjust for project type
 * Support Function Point, LOC metrics or both
 * Handle conversions between Function Point and LOC
 * Support new projects as well as maintenance and upgrade projects

Advanced Functions

 * Estimates quality and reliability
 * Analyses risk and value
 * Estimates return on investment
 * Shares data with other project management tools
 * Assesses historical data according to measurement models
 * Supports process assessments
 * Provides statistical analysis for multiple projects
 * Currency conversion for international projects

Variable Factors
As all projects are different, there are factors which change according to the project. A good automated estimating system will take these variables into account.

 * Staff experience
 * Client expectations
 * Product type being developed
 * Size of deliverables
 * Project size
 * Design method used
 * Requirements method used
 * Available re-usable materials
 * Testing methods used
 * Overtime status - paid/unpaid

back to Technical Writing Level 2


text:
Template:Bcp3+

This page was created using. One more page (the Logs page) still need to be created, and this page needs to be categorized. To do this, follow the steps below to complete the log page for this plant:

 * Step One: Follow this link, add the text below, then hit save:

(If you saw the plant today, you can also log it on that page).

Warning: This is an advanced version of bcp3, which automatically adds region, month, family, and status. It will not work if no photo is available!!!

Usage:

Example:

 * The above was used to create BCP/Galinsoga parviflora
 * The above was used to create BCP/Galinsoga parviflora

Note: This template should always be substituted. This template creates a page which in turn functions like a template, and the inclusion/exclusion wikicode will not work properly if not substituted.

This template has been revised on several occaisions, and older pages may or may not need to be updated from time to time. This is version 7.10.13 of the Bcp3 template. BCP pages that were created using older versions can be tracked using DPL.

title: Template:Bcp3+


text:
BCP/Galinsoga parviflora

Galinsoga parviflora

title: BCP/Galinsoga parviflora


text:
BCP/Galinsoga parviflora/Logs

2007 Logs

 * --SB_Johnny | PA! 11:10, 25 July 2007 (UTC)
 * SB Johnny-NHAMP 09:07, 9 October 2007 (UTC)
 * --SB_Johnny | talk 15:57, 21 October 2007 (UTC)
 * --SB_Johnny | talk 16:52, 1 November 2007 (UTC)

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 18:12, 22 July 2008 (UTC)
 * --SB_Johnny talk 09:03, 16 August 2008 (UTC)
 * --SB_Johnny talk 10:51, 1 September 2008 (UTC)

title: BCP/Galinsoga parviflora/Logs


text:
BCP/Geum canadense

Geum canadense

title: BCP/Geum canadense


text:
BCP/Geum canadense/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 08:19, 11 July 2007 (UTC)
 * SBJ 08:30, 25 August 2007 (UTC)
 * --SB_Johnny | talk 13:38, 10 June 2008 (UTC)
 * --SB_Johnny | talk 10:36, 14 July 2008 (UTC)

title: BCP/Geum canadense/Logs


text:
Technical writing/i18n l10n and g11n

Back to Technical Writing Level 2

Localization, Globalization, and Internationalization
With the same products being used around the globe, it is important to adapt products to local markets particularly where the original comes from a different culture and language. Not only does the product require adaptation, but the technical guides and Help system associated with those products require adaptation. The adaptation of a product includes shortening UI descriptions, creating UI's with a global appearance, and so on.

The abbreviations for globalization, localization, and internationalization are based on taking the first and last letters of the word, using the lower case form, and the number of letters in between: g11n, l10n,and i18n respectively.

Globalization Overview

 * g11n - globalization is the process where entities sell their products in many markets around the globe.
 * Globalization led to the need for localization (l10n).

Localization Overview
...to name a few
 * l10n - localization aims to make a product and documentation suitable for cultures other than the one it was created in.
 * l10n takes into account factors such as:
 * Language differences (such as British and American English, coloquillism, jargon, and so on)
 * Different abbreviations
 * Different alphabets - Cyrillic, Hebrew, Arabic, additions to Latin
 * Varying calendars - Islamic, Buddhist, Jewish, Gregorian etc
 * Measurements - metric and imperial
 * Cultural traditions and customs
 * Religious holidays

Internationalization Overview

 * i18n - internationalization allows the process of localization (l10n)to begin. It includes:
 * the process for making software which supports all the world's languages.
 * software that must also be aware of local cultural norms and traditions.
 * the first step in the process of making a product suitable for varying cultures and traditions.

Why Write with Localization in Mind?
Considering the global playing field, for any entity to be successful, product and documentation must be geared to any culture. For example, Microsoft was one of the first companies to globalize its products so that sales in foreign markets would excel. Had Microsoft not incorporated g11n and l10n into its development process, translation and use of their products may not have been successful; in fact, product sales may have failed. When writing with localization in mind, it is easier for users to understand processes and procedures, and products are more widely accepted when they (and the documents that accompany them) are developed without cultural bias.

Another important reason to write documents with localization in mind is that it reduces the cost of translation. In some cases, a single word can cost USD .25 to .33 to translate. Using a localization technique called "Simplified English" reduces the amount of words used, thus the cost of documentation.

How to Write for Localization
Simplified English (or Plain Language) is one of the key elements to writing for localization. It incorporates the use of simple terms, grammar, and punctuation that can be easily and accurately translated into different languages (not to mention, it is less costly). In addition, global syntax, global art, jargon, gender specifications, and so on all play a role in writing for localization.

Further Reading for the Technical Writer

 * Simplified English
 * Plain Language

Further Reading for the Developer

 * l10n and i18n
 * Internationalisation
 * Documentation Life Cycle pdf
 * SDLC
 * Cost Estimating Methods for Large Projects

back to Technical Writing Level 2

title: Technical writing/i18n l10n and g11n


text:
BCP/Gladiolus

Gladiolus

title: BCP/Gladiolus


text:
BCP/Gladiolus/Logs

This page contains recent bloom logs for the plant Gladiolus (Gladiolus).

Recent Logs

 * --SB_Johnny | PA! 11:58, 16 July 2007 (UTC)
 * --SB_Johnny | talk 09:55, 14 July 2008 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Gladiolus/Logs


text:
BCP/Helenium autumnale

Helenium autumnale

title: BCP/Helenium autumnale


text:
BCP/Helenium autumnale/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * SB Johnny-LM 09:52, 8 September 2007 (UTC)
 * --SB_Johnny | talk 11:12, 11 October 2007 (UTC)
 * --SB_Johnny talk 09:54, 19 August 2008 (UTC)
 * Ngravagna 22:36, 2 September 2008 (UTC)
 * --SB_Johnny talk 11:38, 23 September 2008 (UTC)

title: BCP/Helenium autumnale/Logs


text:
Poisson–Boltzmann profile for an ion channel

Practical: Poisson–Boltzmann profile for an ion channel

In this practical, we will take the transmembrane domain of an ion channel, the nicotinic acetylcholine receptor, and perform a Poisson–Boltzmann profile along its pore, to see what electrostatic environment a cation encounters when it passes through the pore.

The theory is explained in this presentation: Electrostatics and pKa calculations. For more tutorials about APBS, see the APBS wiki and the CCPB workshop tutorials there. For pKa calculations (not covered here), see Jens Nielsen’s pKa tutorial.

This practical is designed as a group activity with several computers in a GNU/Linux environment. However, it is possible to carry it out as an individual exercise, and the software required may also be available on other operating systems and computing platforms.

Understanding the structure

Download the entry 1OED (transmembrane domain of the nicotinic acetylcholine receptor) from the Protein Data Bank and save it as a file 1OED.pdb. Using a molecular visualization tool such as VMD, look at the structural model contained therein. Convince yourself of the following structural features: For this, try identifying some of the atoms around the pore-forming helices by going into the graphics window, press 0, and clicking on the atoms. In the VMD console window their coordinates should show. To rigorously identify a point in the pore, pick one corresponding atom in each helix and take the average of the coordinates.
 * There are five monomers, forming a pentamer with a central pore.
 * The pore goes along the z-axis, and has the coordinates of (65 Å, 65 Å, z), where z is something between 30 Å and 120 Å.

Parallel processing: pick your sample point

Dividing up the work amongst the group, make sure each of the suggested points will be sampled. One can also try to increase the resolution of sampling by inserting more points inbetween, or extend out into the bulk solvent.

Suggested sample points (in ångström): 65.000 65.000  30.000 65.000  65.000  40.000 65.000  65.000  50.000 65.000  65.000  60.000 65.000  65.000  70.000 65.000  65.000  80.000 65.000  65.000  90.000 65.000  65.000 100.000 65.000  65.000 110.000 65.000  65.000 120.000

Now each of us has some work to do. Each of us will calculate at a sample point, doing three calculations: protein-only, ion-only (at the point), and the protein–ion complex (with the ion at the point).

Add charge and radius information to the protein
Using one of the PDB2PQR web servers, add charge and radius information to the PDB entry 1OED. It will take a while for the web server to generate the results: be patient and pay attention to the informative messages. (Alternatively, install PDB2PQR locally and use that.) This should give you the file 1OED.pqr. The suffix ‘pqr’ stands for ‘protein coordinates, charge, and radius’. If you look at the file, you will notice two extra columns after the coordinates, one with the (partial) charges of the atoms, and the next with the radii.

Preparing the ion
Make a file called ion.pqr and put one line in it, something like: ATOM 20000  Na+ ION 10000      65.000  65.000  65.000 +1.00   1.6800 This is a very small ‘pqr’ file containing only one line, describing the sodium ion at the specified coordinates. The spacing of the line matters a little bit, so please copy-and-paste into the file rather than retyping it. On the other hand, the parser in APBS is resaonably tolerant, so don’t worry too much.... Change this coordinate to that of the sample point you were assigned to calculate at. Make sure the columns conform to that in the other ‘pqr’ file containing the protein.

Preparing the protein–ion complex
Now we prepare the ‘pqr’ file for the protein–ion complex. To do this, run the following command in your Linux terminal: cat 1OED.pqr ion.pqr > complex.pqr ( cat for ‘concatenate’). This concatenates the files for the protein and the ion, giving that for the protein–ion complex. Check the resulting file complex.pqr. Remove any stray blank lines.

Input file for APBS
Look at the following content of an input file for the APBS program. Create a file with such content and name it nAChR.in. read mol pqr 1OED.pqr mol pqr ion.pqr mol pqr complex.pqr end elec name protein mg-auto mol 1 dime 97 97 97 cglen 100.000000 100.000000 105.000000 fglen 10 10 10 cgcent mol 3 fgcent mol 2 # NaCl ionic strength in mol/l ion 1 0.15 0.95 # sodium ions ion -1 0.15 1.81 # chloride ions

lpbe bcfl mdh pdie 2.0 # protein and faux-lipid sdie 78.5 # Eisenberg and Crothers Phys. Chem. book 1979 srfm smol chgm spl2 srad 1.4 swin 0.3 sdens 10.0 temp 300 # gamma 0.105 # Uncomment for old versions of APBS -- deprecated for APBS 1.0.0 calcenergy total calcforce no   end elec name ion mg-auto mol 2 dime 97 97 97 cglen 100.000000 100.000000 105.000000 fglen 10 10 10 cgcent mol 3 fgcent mol 2 # NaCl ionic strength in mol/l ion 1 0.15 0.95 # sodium ions ion -1 0.15 1.81 # chloride ions

lpbe bcfl mdh pdie 2.0 # protein and faux-lipid sdie 78.5 # Eisenberg and Crothers Phys. Chem. book 1979 srfm smol chgm spl2 srad 1.4 swin 0.3 sdens 10.0 temp 300 # gamma 0.105 # Uncomment for old versions of APBS -- deprecated for APBS 1.0.0 calcenergy total calcforce no   end elec name cpx mg-auto mol 3 dime 97 97 97 cglen 100.000000 100.000000 105.000000 fglen 10 10 10 cgcent mol 3 fgcent mol 2 # NaCl ionic strength in mol/l ion 1 0.15 0.95 # sodium ions ion -1 0.15 1.81 # chloride ions

lpbe bcfl mdh pdie 2.0 # protein and faux-lipid sdie 78.5 # Eisenberg and Crothers Phys. Chem. book 1979 srfm smol chgm spl2 srad 1.4 swin 0.3 sdens 10.0 temp 300 # gamma 0.105 # Uncomment for old versions of APBS -- deprecated for APBS 1.0.0 calcenergy total calcforce no   end

print energy cpx - ion - protein end quit Notice that there are several sections:

The first, flanked by read and end, reads in the three ‘pqr’ files we have just prepared.

Then there are three sections flanked by elec and end, looking much the same, but the mol statement reads in a different molecule each time. The detailed description of the parameters can be found in the APBS user guide. Can you find where the grid dimensions and lengths are specified? The mobile ion concentrations? The dielectric coefficients?

Finally, we calculate the energy changes in the print statement (ΔEPB = Ecomplex − Eion − Eprotein), and quit.

Calculation and analysis

To run APBS, do apbs --output-file=nAChR.out nAChR.in This writes out our results to a file called nAChR.out so we can refer to it later. This calculation took about 20 min on my Intel® Xeon™ 1.7 GHz computer.

Look into the output file nAChR.out. Towards the bottom, you will see something like: print energy 3 - 2 - 1 localEnergy 2.158304339453E+01 kJ/mol globalEnergy 2.158304339453E+01 kJ/mol Take a note of this energy value for your sample point.

Using a piece of grid paper, plot the Poisson–Boltzmann electrostatic energy profile along the pore (z-axis).

Programs required

 * APBS 0.5.1 (or a later version) from http://apbs.sourceforge.net/ (This needs to be installed on the GNU/Linux machine for the practical.)
 * PDB2PQR 1.2.1 (or a later version) from http://pdb2pqr.sourceforge.net/ (This is optional, an alternative to the PDB2PQR web servers.)


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October

October

 * 1) White flowers (38)
 * 2) Herbaceous plants with white flowers (33)
 * 3) Herbaceous plants with white flowers and simple leaves (29)
 * 4) Herbaceous plants with white flowers and simple, alternate leaves (17)
 * 5) Herbaceous plants with white flowers and simple, opposite leaves (12)
 * 6) Herbaceous plants with white flowers and compound leaves (4)
 * 7) Trees, shrubs, and vines with white flowers (5)
 * 8) Pink flowers (17)
 * 9) Red flowers (8)
 * 10) Orange flowers (8)
 * 11) Yellow flowers (20)
 * 12) Green flowers (3)
 * 13) Blue flowers (4)
 * 14) Purple flowers (19)
 * 15) Brown flowers (2)
 * 16) Black flowers (0)


text: Bloom Clock/Keys/Southeastern Pennsylvania/October/White Flowers/Herbaceous


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/White Flowers/Herbaceous/Compound Leaves/DPL

This page is used to help create a key.

 category=BCP/SEPA/10 category=Flowering herb logs category=White flowered plants notcategory=BCP/Simple leaves order=descending ordermethod=lastedit


text: Bloom Clock/Keys/Southeastern Pennsylvania/October/White Flowers/Herbaceous/Compound Leaves


text:
User talk:Kaihsu

Welcome
Hello Kaihsu, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWS 13:08, 11 October 2007 (UTC)

The Cape Town Open Education Declaration
Note to self: The Cape Town Open Education Declaration. – Kaihsu 12:18, 4 December 2007 (UTC)

License
Hi, I am a little bit lost. So what is the license of your contributions here at Wikiversity?--Juandev 14:07, 9 January 2009 (UTC)

 * You did not have to ask: look at the bottom of every page here on Wikiversity: ‘All text is available under the terms of the GNU Free Documentation License (see Copyrights for details).’ In addition to this, sometimes I release some of my contributions under some other licence; in which case, I try to specify it clearly. – Kaihsu 14:11, 9 January 2009 (UTC)

About Chinese Wikiversity
The Chinese Wikiversity has been opened.Invite you to come and edit on Chinese Wikiversity.

Truly.Richard923888 (discuss • contribs) 15:54, 10 August 2018 (UTC)

War and armed conflict in relation to the environment
Hi Kaihsu!

Your resource War and armed conflict in relation to the environment appears to be well-developed and ready for learners! Would you like to have it announced on our Main Page News? --Marshallsumter (discuss • contribs) 22:40, 29 December 2019 (UTC)
 * https://en.wikiversity.org/wiki/Special:PrefixIndex?prefix=Kaihsu&namespace=2 – Kaihsu (discuss • contribs) 20:08, 25 May 2021 (UTC)
 * w:War and environmental law – Kaihsu (discuss • contribs) 09:26, 11 June 2021 (UTC)

title: User talk:Kaihsu


text: Category:BCP/Flora of the Eastern United States


text: Category:Bloom Clock/Regional Florae

title: Category:Bloom Clock/Regional Florae


text:
File:Matte painting Out for a Walk.png

Used with the WikiU Film School Lesson on how to create matte paintings.

title: File:Matte painting Out for a Walk.png


text: Bloom Clock/Keys/Southeastern Pennsylvania/October/White Flowers/Herbaceous/Simple Leaves/Alternate Leaves


text:
User talk:Mogaio

Welcome
Hello Mogaio, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWS 13:27, 11 October 2007 (UTC)

title: User talk:Mogaio


text: Bloom Clock/Keys/Southeastern Pennsylvania/October/White Flowers/Herbaceous/Simple Leaves/Opposite Leaves


text:
File:Still Cropped Matte Painting.png

Used with the WikiU Film School Lesson on how to create matte paintings.

title: File:Still Cropped Matte Painting.png


text:
Certified Health Education Specialist

In the field of health education, one available certification is the Certified Health Education Specialist, or CHES. This certification can show that the health educator has met rigorous, peer-developed and reviewed standards of competence established by the National Commission on Health Education Credentialing, Inc. (NCHEC).

A CHES might be a valuable employee because they are trained to assess the environment and population, plan programs to improve the health of the population, and implement said programs effectively. Furthermore, a CHES is a great resource of information on health for the employees and the community.

A CHES might save money because of the effectiveness of health programs. Healthy employees can work more efficiently and will use less sick days, and a CHES might lead employees toward better health behaviors. Employing a CHES might show the community that your company cares about health.

For more information on hiring a CHES or helping current employees become certified, contact NCHEC online at www.nches.org

title: Certified Health Education Specialist


text: Template:Film School:Creating The Matte Painting 1:Completed Assignments


text: Template:Film School:Creating The Matte Painting 2:Completed Assignments


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/Brown Flowers/DPL

This page is used to help create a graphical list.

 category=Brown flowered plants category=BCP/SEPA/10 order=descending ordermethod=lastedit


text: Bloom Clock/Keys/Southeastern Pennsylvania/October/Brown Flowers


text:
Template:Testx

Testx Usage:

See: Alastair's work

title: Template:Testx


text:
User:LiveGreenorDie

Sustainable Design: Going Green

Some of the problems facing our future, as a civilization, revolve around our ability to move from a culture of tremendous energy usage, to a low impact level of use. Our priorities may differ, but we all must make a conscientious decision to live lifestyles that reflect a return to a more natural way of living that are new and imaginative.

Aesthetically speaking, our homes, buildings, cities and towns can be designed to incorporate a feeling of warmth, beauty, and openness. 'Going Green', by meaning, is the transferal of consumerism to that of living lightly on the earth in terms of how we manage our energy usage.

Returning to eating foods that are grown locally and with minimal pesticides preserve the environment and change the ways that we consume and also address the amount of transportation necessary to maintain our needs. As a society we have somewhat changed our attitude about climate change and global warming and how it may affect our lives in the future.

Therefore, we see a need to help the earth heal and embrace the notion of enhancing our lives in ways that are harmonious with the environment. Some intend  on creating green communities that will be beneficial to future generations. We now face obstacles in the bridge to build sustainable communities which now rely upon fossil fuels for transportation of products and to meet our needs. We must now find a way to curb our dependence on fossil fuels to meet the needs of our communities by actively engaging in cooperative measures that allow us to become independent. Cheap energy is a thing of the past and clean energy options are becoming more available. Our needs are not being met socially and the disconnection has helped create an uncaring aspect of community involvement.

The process that must take place is finding local solutions to meet our needs and develop more opportunities to use our unique resources and talents, and to expand environmental opportunities. In our separateness we have allowed consumer-driven lifestyles to dictate our participation with our families, friends, and activities.

Community based programs have been replaced by large farming operations, who have little care about how land is used and what types/amounts of pesticides are applied. Ideally, shifting efforts to communities allows citizens to control a locality and can also help us to create eco-communities that use materials and objects in organic design planning, building, and architecture.

Eco-friendly and convenient lifestyles are both cost effective and satisfying. Technology certainly plays a role as we become socially linked by networks of blogs and websites that embrace green living. We are learning how to make the human-nature connection as we develop our relationship with living systems and placing a higher value upon them. My advice is to look at the world around you.

Are there things that you can do differently, and if so, are you doing everything possible to make these changes? What do you need and what do you have? What are the examples of what other communities are doing? What is working and what is not?

Elaborate on your talents, experiment, and find practical solutions. Start a community blog and create a social network that embraces environment and culture. This can be the glue that holds a community together exchanging ideas, information, suggestions and common interests.

Start a guild of local citizens with their crafts and products. Recycle, reuse, and renew your resources. Support local organizations that can perpetuate the use of new technology, while minimizing the impact and involves your community.

Know your ecological footprint and understand land issues in your area. Rethink solutions using green development and create cleaner cities based on cleaner transportation, renewable energy and smart growth. Enlist companies and politicians to invoke policies that promote the practice of environmentally friendly choices.

Support local standards in operations of programs in agricultural practice, energy savings, and the preservation of natural resources. These are just a few ideas that can start a green revolution, one household at a time. If we all work together, we can lead the world to a place that is more secure and self-sustaining. Go to my website for book ideas, video, audio, links and other helpful information with an invitation to start your own blog for your community. ~Live Green

http://www.nhgreen.vox.com

title: User:LiveGreenorDie


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/White Flowers/Herbaceous/DPL

This page is used to help create a key.

 category=BCP/SEPA/10 category=Flowering herb logs category=White flowered plants order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/October/White Flowers/Trees, Shrubs, and Vines/DPL

This page is used to help create a key.

 category=BCP/SEPA/10 notcategory=Flowering herb logs category=White flowered plants order=descending ordermethod=lastedit


text: Bloom Clock/Keys/Southeastern Pennsylvania/October/White Flowers/Trees, Shrubs, and Vines


text:
Bloom Clock/Keys/Southeastern Pennsylvania/April

April

 * 1) All Flowers blooming in April (132)
 * 2) White flowers (52)
 * 3) Pink flowers (37)
 * 4) Red flowers (13)
 * 5) Orange flowers (8)
 * 6) Yellow flowers (49)
 * 7) Green flowers (13)
 * 8) Blue flowers (17)
 * 9) Purple flowers (28)
 * 10) Brown flowers (5)
 * 11) Black flowers (4)


text: Bloom Clock/Keys/Southeastern Pennsylvania/April/Black Flowers/DPL


text: Bloom Clock/Keys/Southeastern Pennsylvania/April/Black Flowers


text:
Bloom Clock/Keys/Southeastern Pennsylvania/January

January

 * 1) All plants blooming in January (11)


text:
User talk:Icecreamsoop

Welcome
Hello Icecreamsoop, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 15:39, 11 October 2007 (UTC)

title: User talk:Icecreamsoop


text:
User talk:Roshan~enwikiversity

Welcome
Hello Roshan, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 15:44, 11 October 2007 (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 Roshan. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Roshan~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 23:42, 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) 06:20, 19 April 2015 (UTC)

title: User talk:Roshan~enwikiversity


text:
User talk:James89

Welcome
Hello James89, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 15:45, 11 October 2007 (UTC)

copy + past from Wikipedia
What do you say, should we start such a learning experiment ? Talk:Ice cores Erkan Yilmaz ( talk ?, wiki blog ) 16:43, 5 November 2007 (UTC)

title: User talk:James89


text:
User talk:Mopo929

Hello, did you see the comment here ? See also below for more info. Erkan Yilmaz ( my talk page, wiki blog ) 16:18, 11 October 2007 (UTC)

Welcome
Hello Mopo929, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 16:18, 11 October 2007 (UTC)

title: User talk:Mopo929


text:
User:Juan Karlstein

This is the alternative user acount used in Bloom Clock project for User:Juan (known aka ´Juan de Vojníkov´).

title: User:Juan Karlstein


text:
User:Juan Pisek

This is the alternative user acount used in Bloom Clock project for User:Juan (known aka ´Juan de Vojníkov´).

title: User:Juan Pisek


text:
User:Mollyarden

Molly Arden is Contributing Editor of the online literary magazine No Tell Motel with Reb Livingston.

Reb and Molly met in 2003 while attending a luncheon for contributors of FU: An Anthology of Fuck You Poems. They have been collaborating from the very moment they met.

Together they help "bring the sexy back" to poetry by editing The Bedside Guide to No Tell Motel and the forthcoming The Bedside Guide to No Tell Motel - 2nd Floor.

She also blogs at Molly Arden Says So

title: User:Mollyarden


text:
Portal talk:Primary school mathematics

Users in this subject area may want to check the free trilingual (English,Spanish and French) web site www.k-12math.info as it provides over 135,000 pieces of information on 1,000 commonly used elementary and secondary school mathematics terms. What grade (or age) a specific concept is likely to be used on helps the developer focus on how to present it in an internet enviroment. Virtual based curriculums can be developed when we understand where and how the existing media uses terms.

Jim Kelly

It's time to start updating this section of Wikiversity
It's a very good idea to write extensive, thoroughly researched materials on the teaching of primary mathematics here on Wikiversity. Right away, I discover that the structure of the articles here is confusing, as I see both Primary_mathematics here and Primary Mathematics on Wikibooks, both of which with text derived from the same sources and both of which can be confused with this article. I understand the point of this article to be instruction on teaching primary mathematics for teachers of that subject, and will edit this article according. I'll have to figure out gradually how to make unambiguous wikilinks to the closely related projects that don't confuse readers who surf by. -- WeijiBaikeBianji 00:03, 26 June 2010 (UTC)

title: Portal talk:Primary school mathematics


text:
User talk:Jkelly952

Welcome
Hello Jkelly952, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 18:48, 11 October 2007 (UTC)

title: User talk:Jkelly952


text:
Template:Wmdgs-basic

Usage:

Please try to pick one, but it's ok to pick more than one.

title: Template:Wmdgs-basic


text:
Wikimedian Demographics

Welcome to Wikimedian Demographics. This is a research project aimed at both understanding who contributes to Wikimedia projects (and why), as well as helping to allow the community's voice to be heard on subjects that affect its members.

 To participate:
 * 1. make sure you're logged in
 * 2. add the wikitext  to this page.
 * 3. Save the page to load the basic survey, and then follow the instructions you find there (each survey has it's own instructions, which you can "turn off" by removing the "y" from the first question field).

 Updates:  The following surveys have been added since the last announcement (they are included in the current version of preload/all):
 * 1) Wikimedia Commons survey (added 25 January):
 * 2) Nationality, residence and travel surveys for Asia, Africa, Oceania, and South America (added 26 January):
 * 3) Gender, sexuality, and relationships (added 28 January)
 * 1) Gender, sexuality, and relationships (added 28 January)
 * 1) Gender, sexuality, and relationships (added 28 January)

How it works
When you answer a survey, your answers will be shown in the form of both "answerboxes" (which you can use to check your answers), and Categories. These categories are in turn used to calculate patterns among respondents (using DynamicPageList or other tools) to calculate patterns among the Wikimedian population (for example, how many Wiktionarians are male, how many Wikibookians use IRC, etc.). As you participate in other surveys, we can compare things like "how many Wikipedians are Republican vs. Democrat?" or "are Wikinewsies more likely to have pets than wikicommonists?"

These results are partly for pure academic interest, though further surveys may be used to try to get a sense of how members of the various projects think about the management of their own projects or other projects. Other sorts of data may be requested and used by Wikiversity learning resources which need this kind of data for research purposes.

Goals
The goals are simple:
 * 1) To learn about demographics and polling through creating, participating in, and interpreting surveys.
 * 2) To learn about the people who participate in or make use of the Wikimedia Foundation's wikis.
 * 3) To discover ways in which the wikis could be improved.

What it's not
Remember, this is demographics, not voting. This project should not be interpreted as a place for decision-making, but rather only to get a sense of who "We The Wikimedians" are, and what we think about certain issues.

Subpages with available Surveys and Polls
Aside from the basic survey, other surveys are available for a number of other topics. Go to the topic subpages for further discussion or to propose new surveys for that topic. Note: all the surveys listed below will preload when you add  to your survey response page.
 * /Wikipedia/ - one survey
 * /Operating Systems/ - one survey
 * /2008 US Presidential elections/ -one survey
 * /Nationality, residence, and travel/ - two surveys

Active discussions
The pages listed below are the 10 most recently edited topics:  category = Wikimedian Demographics/Topics count = 10  (Note: this list is generated using DynamicPageList, so changes to this list will not make this page update on your watchlist. If it's not showing changes you recently made, purge the server cache to update the DPL.)

Interpreting Survey Data
We're not sure yet how to interpret the data over the long term, but for now users can look at other users' survey pages, or create interpretations using DynamicPageList.

Possible Surveys

 * /Google ads on Wikimedia projects/
 * /Renaming Wikimedia projects/
 * /Spinning off non-Wikipedia projects/
 * /RFA vs. mentorship/
 * /Wikimedia project logos/
 * /Edit comments/
 * /Wikicurriculum/

Wider topics

 * /Women in Wikimedia/
 * Census

title: Wikimedian Demographics


text:
Wikimedian Demographics/GFDL vs. CC

There has long been a debate as to whether the Wikimedia projects should continue using GFDL, or should instead switch our licensing to the Creative Commons Attribution-ShareAlike license. To learn more about this topic see: Wikimedia and Creative Commons.

To take the survey, add the following template to your page, and answer it:

title: Wikimedian Demographics/GFDL vs. CC


text:
Computer Architecture Lab/WS2007/ZoWeAySi/ISA analysis

Einführung
Die MIPS (Microprocessor without interlocked pipline stages) Prozessoren bestehen aus einer RISC-Architektur. Diese wurden erstmals 1981 an der Stanford University entwickelt. Es wurden bis dato mehrere unterschiedliche MIPS-Prozessoren entwickelt. Die nachfolgende Beschreibung versucht mehr oder weniger die grundsätzlichen Instruktionstypen einer MIPS-Architektur zu erklären. Nach einer kurzen Einführung in Speicher, Register folgt die ISA eines MIPS.

Speicher
Da die verschiedenen MIPS-Prozessoren meist unterschiedliche Eigenschaften besitzen, wird hier der in den 80igern erfolgreiche R3000 kurz beschrieben. Dieser kann als Nachfolger vom R2000 betrachtet werden, der einen Daten und Instruktionscache von 32KB besaß, diese Speichergrösse wurde beim R3000 auf jeweils 64KB erhöht. Im Gegensatz zu vielen seinen Nachfolgern besitzt der R3000 keinen L2-Cache. Grundsätzlich kann man sagen das die MIPS-Prozessoren im Besitz eines Daten-und Instruktionscache sind, zusätzlich existiert bei den meisten Prozessoren ein L2-Cache, dessen Grösse oft unterschiedlich ist.

Register
Es existieren 32 Register.

ISA
Die Gesamtlänge einer MIPS Instruktion beträgt 32 bit. Dabei gibt es drei verschiedene Arten von Instruktionen, man unterscheidet zwischen R-type (register), I-type (immediate type) und J-type (jump type). Bevor diese Typen genauer erklärt werden hier noch eine Liste mit den in MIPS-Architekturen zur Verfügung stehenden Operationen:

 * arithmetische Operationen: add, sub,.. (R-und I-type)
 * Datentransfer: lw (laden), sw (speichern),.. (R-und I-type)
 * logische Operationen: and, or,.. (R-und I-type)
 * bitweise shift: sll (shift left logical), srl (shift right logical),.. (R-type)
 * bedingte Abzweigung: beq (branch on equal,.. (I-type)
 * einfacher Sprung: j (jump), jr (jump register),.. (R- und J-type)

Nun die Erklärung zu den unterschiedlichen Instruktionstypen.

R-, I- und J-type Instruktionen
MIPS Felder bei R-type

 * op: Operation die durchgeführt werden soll
 * rs: der erste Operand
 * rt: der zweite Operand
 * rd: Zielregister für die Operation op
 * shamt: Shiftbetrag, 0 falls nicht verwendet
 * funct: wählt die spezifische Variante der Operation op

MIPS Felder bei I-type

 * op: Operation die durchgeführt werden soll
 * rs: der erste Operand
 * rt: der zweite Operand
 * address: damit kann man einen größeren Bereich von 32,768 Bytes ansprechen.

MIPS Felder bei J-type

 * op: Operation die durchgeführt werden soll, jump-Befehle
 * target: Zieladresse des Sprungbefehls

Auffällig ist das bei den ersten beiden Instruktionsformaten die ersten 3 Felder gleich sind. Beim I-type sind die letzten 3 Felder zu einem address-Feld zusammengefasst. Welches der drei Formate bei der Ausführung durch die Hardware gewählt wird hängt vom Wert des ersten Feldes (op, Operation) ab. Die Hardware weiss je nach op-Feld ob es sich um ein R-, I- oder J-type handelt. Welche Operationen mit welchen Formaten verwendet werden, wird anschließend genauer erläutert.

Operationen im R-,I- und J-Format
Nachfolgend werden für jeden Befehlsformat Operationen vorgestellt. Die Addition, Subtraktion verwenden den R-type.

Wie man sieht verwenden die Addition und Subtraktion den selben Operationscode 0, die Unterscheidung für die Hardware wird in diesem Fall aus op-Code und funct-Code erreicht. Durch berücksichtigen des funct-Codes (bei add 32, bei sub 34) kann die Hardware genau festlegen welche Operation angewendet werden soll. Befehle die den I-type verwenden sind das Laden und Speichern von Worten.

Beim J-type wird ein Sprung auf eine Zieladresse ermöglicht. Mehr Funktionalität hat dieses Instruktionsformat nicht.

Anwendungen
MIPS-Prozessoren finden Verwendung in Navigations systemen, Satellitenreceivern, Sony-und Nintendospielkonsolen, Dreambox. etc.

Referenzen

 * Computer Organization & Design 2nd Edition, David A. Patterson and John L. Hennessy
 * http://www.cs.umd.edu/class/spring2003/cmsc311/Notes/Mips/format.html
 * http://web.archive.org/web/20050208224500/http://www.csl.cornell.edu/courses/ece314/resources/MIPS_Vol1.pdf
 * http://en.wikipedia.org/wiki/MIPS_architecture

Overview
The Zilog Z80 is an 8 Bit CPU with a 16 bit wide address bus. It features a CISC instruction set which is binary compatible to the Intel 8080 microprocessor but extends it with some new instructions and registers.

Registers
The Z80 features two identical sets of general purpose registers which are swappable by special instructions. It has also a set of special purpose registers.

General purpose registers

 * A: 8 bit accumulator
 * F: 8 bit flag register
 * BC: two 8 bit or one 16 bit general purpose register
 * DE: two 8 bit or one 16 bit general purpose register
 * HL: 16 bit accumulator, used for memory addressing, also usable as two 8 bit registers

Special purpose registers

 * I: 8 bit interrupt register
 * R: 8 bit refresh register
 * IX: 16 bit index register for memory addressing
 * IY: 16 bit index register for memory addressing
 * SP: 16 bit stack pointer
 * PC: 16 bit program counter

Featured flags

 * S: sign
 * Z: zero
 * H: halfcarry, used for BCD adjustment
 * P/V: parity/overflow, parity at logical operations, overflow at arithmetical operations
 * N: add/subtract flag, used for BCD adjustment
 * C: carry

Instruction formats
A Z80 instruction may consist of a prefix byte, an 8 bit opcode, a displacement byte and 0-2 bytes of immediate data. Valid instruction are therefore byte sequences of the form or
 * [prefix byte,] opcode [,displacement byte] [,immediate data]
 * two prefix bytes, displacement byte, opcode

Prefix byte
4 opcodes out of the 10 unused opcodes from the Intel 8080 are used as prefix bytes. Prefix bytes alters the meaning of the following opcode. They may switch, for example, the usage of the HL register to the usage of de IX or IY index register.

As mentioned above, there is also an instruction format possible which utilizes two prefix bytes.

Opcode
The opcode describes the applicable operation and encodes also the register operands. The bit encoding is non-orthogonal and additionally depends on the prefix bytes. Prefix and opcode also determine if there is a displacement byte and how many bytes of immediate data have to be read.

Displacement byte
Depending on prefix and opcode a displacement byte may follow. The displacement byte is interpreted as number within the range -128..+127 and is usually used as displacement for memory addressing or for relative jumps.

Immediate data
Depending on prefix and opcode 0-2 bytes of immediate data may follow. They are usually used to encode memory addresses or constants.

Instructions
The Z80 features the following groups of instructions

 * Load instructions for 8 bit and 16 bit
 * block transfer and search
 * 8 bit arithmetical- and logical-operations
 * 16 bit arithmetic on the HL register and the index registers
 * 8 bit rotation and shift
 * bit manipulation (set, reset and test)
 * jump, call and return
 * port I/O

Addressing modes
As instruction operands generally register operands, immediate operands or memory operands are possible. The available addressing modes depend highly on the instruction itself.

The opcodes are only 8 bits wide and are therefore not capable to address many registers. Because of this only the 8 bit load operation which copies the source registers contents into the destination register allows free selection of the two register operands. All other instructions which use more than one register operand are restricted to the use of the accumulator register as an implicit second operand.

Addressing mode details:

 * Immediate: operand is encoded as 8 bit immediate data
 * Immediate extended: operand is encoded as 16 bit immediate data
 * Modified Page Zero Addressing: call instruction to any of 8 locations in page zero
 * Relative Addressing: PC-relative jumps in the range -128..+127
 * Extended Addressing: memory address is encoded as 16 bit immediate data (for jumps or memory operands)
 * Indexed Addressing: memory addressing with index register + displacement
 * Register Addressing: operand in register
 * Implied Addressing: instruction expects operand in specific register (e.g. accumulator)
 * Register Indirect Addressing: memory addressing with 16 bit register (BC, DE or HL)
 * Bit Addressing: set, reset or test single bits in the accumulator

Usage

 * arcade games
 * home computers (in combination with the CP/M operating system)
 * scientific calculators
 * game consoles
 * embedded systems

Overview
The ATmega16 core is a RISC design and uses a harvard architecture. It furthermore features a single level pipeline for instruction prefetching.

Memory
The ATmega16 has no cache. It is equipped with 8Kx16 of ISP Flash memory, 512 bytes of EEPROM and 1K of SRAM.

Registers
It features an 8-bit wide databus, 32 general purpose registers and various special registers. Six of these 8 bit wide registers can be combined to three 16 bit (X, Y and Z) wide registers for indirect addressing, while one of these registers can be used as an address pointer for look up tables in flash. Some of these special registers are:
 * Status Register
 * Stack Pointer Register
 * Program Counter Register
 * EEPROM Data, Control and Address Register
 * various Timer and ADC registers

I/O
The ATmega16 further provides various typical microcontroller features like GPI/O lines, timers, ADCs, a SPI interface and many more, but these features, however interesting they might seem are out of the scope of this document.

ISA
The ATmega16 instruction set consists of 131 instructions. For almost all arithmetic instructions it guarantees single clock execution. The most notable exceptions are multiplication, subroutine calls and data transfer instructions.

Addressing modes

 * Register direct addressing
 * I/O direct addressing
 * Direct program addressing
 * Data indirect addressing (X, Y and Z registers)
 * Data indirect with post increment (- " -)
 * Data indirect with pre decrement (- " -)
 * Data indirect with displacement (- " -)

Instruction format
Most instructions consist of a 16 bit format, some are 32 bits long. Most instructions are identified by bits 0-5 , but sometimes additional bits are used (usually bit 13-15).

Instructions
The instruction set breaks down to 5 classes. For each of these classes a typical example is specified.

Arithmetic and logic instructions
ADD Rd, Rr - Adds two registers.

Branch instructions
CALL k - Direct subroutine call

Data transfer instructions
STD Y+q, Rr - Store indirect with displacement

Bit and bit-test instructions
SBI P, b - Set bit in I/O Register.

MCU controll instructions
WDR - Resets the watchdog.

Usage
The ATmega16 is widely used as a general purpose microcontroller ranging from applications in the automotive industry to applications in hobbyist embedded systems.

Cell - SPU
The Cell Synergestic Processor Unit is a mixture of a general-purpose processor, with an optimized ISA and special hardware for games, media and broadband systems. The SPU supports 16 bit and 32 bit signed integers and limited support for 8 bit unsigned integers, both represented in two's complement. Further on it supports single-precision and double-precision floating-point data.

Features

 * 128 general-purpose registers (GPR) with 128 bits.
 * 128-bit SIMD.
 * load/store architecture.
 * ISA support to eliminate branches.
 * optimized for single-precision floating-point support.
 * channel architecture.
 * big endian byte ordering.

Memory
The SPU has no real cache and no direct access to VRAM. It contains a private memory, called local storage, which is externally accessible. The address space of the local storage is 232 bytes, though an implementation generally has a smaller actual memory size.

Instruction Formats

 * Six basic formats, each 32 bits long.
 * Ra, Rb, Rc specify a GPR used as source or target.
 * Rt specifies a GPR used as target.
 * Ix specifies a x bit immediate.

 * {|border="2" cellpadding="0" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse; font-size: 95%;"

 * -align="center"
 * style="width:88px;background:#E6E6FA" |Op11
 * style="width:56px" |Rb7
 * style="width:56px" |Ra7
 * style="width:56px" |Rt7
 * }

 * {|border="2" cellpadding="0" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse; font-size: 95%;"

 * -align="center"
 * style="width:32px;background:#E6E6FA" |Op4
 * style="width:56px" |Rt7
 * style="width:56px" |Rb7
 * style="width:56px" |Ra7
 * style="width:56px" |Rc7
 * }

 * {|border="2" cellpadding="0" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse; font-size: 95%;"

 * -align="center"
 * style="width:88px;background:#E6E6FA" |Op11
 * style="width:56px;background:#F5DEB3" |I77
 * style="width:56px" |Ra7
 * style="width:56px" |Rt7
 * }

 * {|border="2" cellpadding="0" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse; font-size: 95%;"

 * -align="center"
 * style="width:72px;background:#E6E6FA" |Op9
 * style="width:128px;background:#F5DEB3" |I1616
 * style="width:56px" |Rt7
 * }

 * {|border="2" cellpadding="0" cellspacing="0" style="margin: 1em 1em 1em 0; background: #f9f9f9; border: 1px #aaa solid; border-collapse: collapse; font-size: 95%;"

 * -align="center"
 * style="width:56px;background:#E6E6FA" |Op7
 * style="width:144px;background:#F5DEB3" |I1818
 * style="width:56px" |Rt7
 * }

Instructions

 * Memory-Load/Store Instructions

 * Constant-Formation Instructions

 * Integer and Logical Instructions

 * Shift and Rotate Instructions

 * Compare, Branch and Halt Instructions

 * Hint-For-Branch Instructions

 * Floating-Point Instructions

 * Control Instructions

 * Channel Instructions

Referenzen
SPU Assembly Language Specification

SPU ISA Specification

SIMD Math Library Specification


text:
User talk:Sigi~enwikiversity

Welcome
Hello Sigi, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 20:36, 11 October 2007 (UTC)

Re: Computer Architecture Lab/WS2007/ZoWeAySi/ISA analysis
please see Talk:Computer Architecture Lab/WS2007/ZoWeAySi/ISA analysis, Erkan Yilmaz ( my talk page, wiki blog ) 08:49, 13 October 2007 (UTC)

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Hello,

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title: User talk:Sigi~enwikiversity


text:
File:Matte painting master v2 SBTDS.png

Used with the WikiU Film School Lesson on how camera lenses.

title: File:Matte painting master v2 SBTDS.png


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Wikimania/2008

Wikimania 2008

Presentations

 * all videos?
 * some videos and Collaborative research in Wikiversity by User:Cormaggio
 * videos best for Internet Explorer

Panels
Open educational resources and globalization

Location controversy

 * Location of Wikimania 2008 creates controversy by User:DragonFire1024.
 * Wikimania 2008: opportunity or outrage? - m:User:Llywrch

title: Wikimania/2008


text:
File:Matte painting master v1 SBTDS.png

Used with the WikiU Film School Lesson on how camera lenses.

title: File:Matte painting master v1 SBTDS.png


text: Category:Wikimedia Demographics surveys

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title: Category:Wikimedian Demographics


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Film photography

In the most basic way, film photography is the process by which light is recorded onto a cellulose and silver media. Light passes through a lens [note the number and type of lenses are diverse] is focused therein, and finally collides with an object that has been made sensitive to light, and until the point of photographic exposure, protected from any contact with it.

There are as wide a variety of film medium as there are digital cameras, ranging from small format [aps and 35mm] to medium format [120 or 6cmx6cm] and even large format [up to as large as 11x17 inch film]. Similarly, the way in which those media are housed [camera types] are equally as diverse.

To get into the field, it is easiest to start with 35mm negative film. This is the standard form for film photography, and is easiest to have developed. Often with 35mm film you get 36 frames, although 24 is more common in standard film stock from the store. There are color and black and white films, as well as black and white films that can be processed in color (C-41) chemicals, giving a black and white look with a greater range of options for development. Black and white film can be developed at home with certain chemicals (black and white chemistry is less sensitive to temperature as color chemistry, which requires constant high temperatures) or also sent out to a lab, but there are a limited amount that will do this.

There is also slide film, or positive film, which creates the image directly as taken in the camera onto the film. These are mainly used for projections, and can also be scanned using a negative scanner. Making prints from them is a much harder task than with a negative film, but the results can be striking. Often with color slides there is an increased saturation and/or vibrancy of colors. These films will also need to be sent out to a specialty lab, although they can be cross processed as well, meaning they would be developed as if they were negatives, leading to wild color shifts and increased grain. This is harder to do at a standard drug store lab, since they fear that it will ruin their chemistry, but it has very little effect on it. The slide film is then a negative film, and can be used to make prints.

These film types also apply to medium format or 120 film. These are for older cameras, and provide much larger negatives, and thus less magnification is needed for enlargements resulting in better quality. Medium format cameras use 120 or 220 film (220 film is a double length roll of 120 film - paper leaders - 120 film has a paper backing the entire length of the roll. Formats of medium format cameras are (Fuji/Bronica/Contax/Pentax/Mamiya/Holga) 6x6.45cm resulting in 15 frames, 6x6cm resulting in 12 frames is the most common, 6x7cm for 10 frames, then the less common 6x9cm, 6x12cm and 6x17cm are the other medium formats. This type of film will also need to be sent to a specialty lab, although your drug store or grocery store can send these out to a local fuji lab or it can be hand processed at home with a temperature controlled water bath. Black and white negative film can also be developed at home or in a group lab.

title: Film photography


text: User:Countrymike/Survey responses

title: User:Countrymike/Survey responses


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User talk:Sethwoodworth

Welcome
Hello Sethwoodworth, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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French Content
That would be wonderful! How would You like to include the material? If it's simply a text, it maybe best to include it at wikibooks, particularly if it's one people can use to teach themselves. If it world only work wellif used as part of a course, it may belong here. The Jade Knight 22:26, 23 October 2007 (UTC)

title: User talk:Sethwoodworth


text:
Force systems

Part of the Statics course offered by the Division of Applied Mechanics, School of Engineering and the Engineering and Technology Portal

Lecture
Force is a component of dynamics, which describes the causes of motion. Dynamics is in turn part of Newtonian Mechanics in the large field of Physics. Force systems are also the starting point of engineering analysis.

Force Vectors
A force vector is a force defined in two or more dimensions with a component vector in each dimension which may all be summed to equal the force vector. Similarly, the magnitude of each component vector, which is a scalar quantity, may be multiplied by the unit vector in that dimension to equal the component vector.

$$\vec F = \vec F_x + \vec F_y + \vec F_z = F_x\hat{i} + F_y\hat{j} + F_z\hat{k}$$

Moment
For a system wherein a rigid body experiences a force F at a orthogonal distance L from a fixed point, the moment M is the quantity (oddly enough of the same units as energy) defined by the force multiplied by the length of distance between the fixed point and the point where the force is applied. The direction of the moment is perpendicular to the force ecotro and the length, using the right hand rule.

$$ \vec M \ = \vec F * L $$

In the event that a force impacts the rigid body at an angle other than a right angle $$\vec F = F\angle\alpha = F_x + F_y$$, the moment is determined by the component of the force vector $$\vec F$$ that is orthogonal to the length L.

The general case in three dimensions can be calculated with the cross product. Do note that the order of the distance vector $$\vec r$$ and the force $$F$$ does matter in cross products as opposite order will change signs. $$ \vec M \ = \vec r \times \vec F $$ The components of a moment vector is the moment around the respective axis, following the right hand rule.

Example:

M = Force * Length = 100 Newtons * 10 Meters = 1,000 Newton-meters (N-m)

Example: Force F is incident on the end of a rigid body of length L at an angle A degrees from the central axis of the body x (Hint: draw a free body diagram).

Then  $$F_y \ = \vec F \sin (A)$$   and   $$M \ = F_y \ * L $$

Couple
A couple is a pair of equal and opposite force vectors that are some distance apart and that act upon the same body, thus causing a rotation. Imagine that force $$ F_1 \ $$ and force $$ F_2 \ $$ are incident at two locations along a rigid body of total length $$ L \ $$ at positions $$ a \ $$ and $$ b \ $$, where $$ a \ + b = L $$. (Hint: draw a free body diagram)

Then  $$ \vec M = F(a+b) - F a$$

In 3D the same rule applies, using that $$ \vec M = \vec r_1 \times \vec F_1 + \vec r_2 \times \vec F_2 = \vec r_1 \times \vec F_1 - \vec r_2 \times \vec F_1 = (\vec r_1 - \vec r_2) \times \vec F_1$$ which means that the moment will be the same around any point in the system.

Resultant
Any system of forces may be reduced to a system of components and a resulting moment.

That is to say, $$\vec R = \sum \vec F $$  and   $$\vec M_o \ = \sum M $$ about the point $$ O \ $$

$$\vec R_x = \sum \vec F_x $$ and $$\vec R_y = \sum \vec F_y $$ and $$\vec R_z = \sum \vec F_z $$ and then $$R = \sqrt{\vec R_x^2 + \vec R_y^2 + \vec R_z^2}$$ with $$\theta = \arctan \frac{F_y}{F_x} $$

...then $$\vec R$$ is magnitude $$R \ $$ in the direction of $$\theta $$

Assignments
Activities:
 * Create an activity

Readings:
 * Peruse the appropriate sections of Statics

Study guide:
 * 1) Wikipedia article:Force System
 * 2) Wikipedia article:Vector
 * 3) Wikipedia article:Force Vector
 * 4) Wikipedia article:Moment
 * 5) Wikipedia article:Couple
 * 6) Wikipedia article:Resultant

title: Force systems


text:
Force equilibrium

Part of the Statics course offered by the Division of Applied Mechanics, School of Engineering and the Engineering and Technology Portal

Lecture
Static equilibrium defines the state in which the sum of the forces, and torque, on each particle of the system is zero. A particle in mechanical equilibrium is undergoing neither linear nor rotational acceleration; however it could be translating or rotating at a constant velocity.

Irrotational Equilibrium
Newton's Second Law for a static system (Equilibrium):

$$ \sum \vec F \ = M * \vec a = 0 $$

The sum of the forces is equal to the mass times the acceleration. The 2nd Law tells us that if the object or system is motionless, the acceleration is equal to zero. Therefore the sum of the vector forces must be equal to zero.

Example: Consider a table with four legs and a 200 kg object resting motionless in the center of the table. What force acts upon the bottom of each table leg $$ \vec F_L $$?

The force upward on the legs is found by balancing these forces in the equation given by Newton's Law. Gravity is acting downward on the 200 kg object and the 100 kg table. Therefore, we may substitute the acceleration due to gravity on Earth $$ \vec g $$ which is $$ 9.81 \frac{m}{s^2} $$, for $$ \vec a $$. Substitute in known values...

$$ \sum \vec F_y = M * \vec a = 0 = - (200 kg * 9.81 \frac{m}{s^2}) - (100 kg * 9.81 \frac{m}{s^2}) + (F_L * 4) $$ And simplifying... $$ \vec F_L = \frac{200 kg * 9.81 \frac{m}{s^2} + 100 kg * 9.81 \frac{m}{s^2}}{4} $$

The unit $$ \frac{kg.m}{s^2} $$ is equivalent to the unit of force called a Newton N. Thus when multiplying through, the kilograms cancel out, and we may solve for $$ \vec F_L $$... $$ \vec F_L = \frac{1962 N + 981  N}{4} = 735.75  N $$

This means that each leg exerts a downward force of 735.75 Newtons on the floor, and the floor simultaneously exerts the same force upward on each table leg.

Notice that it is critical that a consistent sign convention be followed throughout the entire analysis effort. The sign convention is typically chosen in more complex problems to ease the total amount of algebra necessary to analyze the equations in the $$ x $$, $$ y $$ and $$ z $$ axis. We chose positive values to mean upward forces and negative values to mean downward forces, but we could have also used the opposite, provided we were consistent.

Rotational Equilibrium
Lesson: In Statics the Sum of the Torques (Moments) is Equal to Zero.

The sum of all rotational forces, or torques, denoted by the capital Greek letter tau ($$\Tau $$), is also zero. Commonly used units for torque are Foot•pounds (ft•lb) and Newton•meters (N•m).

Newton's Second Law (applied to torques):

$$\sum \tau = \sum (\vec \omega * I) = (\vec \omega_1 * I_1) + (\vec \omega_2 * I_2) + (\vec \omega_3 * I_3) + ... + (\vec \omega_n * I_n)$$

The sum of the torques is equal to the rotational mass or  moment of inertia (I) times the angular acceleration, denoted by the lower case Greek letter omega ($$\omega$$). The 2nd Law tells us that if the object or system is motionless, the angular acceleration is equal to zero. Therefore the sum of the vector torques must be equal to zero.

Torques may also be calculated as forces times distances:

$$\sum \vec \tau = \sum (\vec F * d) = \vec F_1 * d_1 + \vec F_2 * d_2 + \vec F_3 * d_3 + ... + \vec F_n * d_n $$

Example: Consider a massless lever with two weights attached and a single massless support: Weight of Object 1, $$\vec F_1$$ = 10 lb Distance of Object 1 from fulcrum = 10 ft Distance of support from fulcrum = 7 ft Weight of Object 2, $$\vec F_2$$ = 80 lb Distance of Object 2 from fulcrum = 4 ft What forces act upon the massless lever? First let's write the static torque equation for the system. Forces 1 and 2 are actually the weights of the two objects...

$$\sum \tau = \sum (\vec F * d) = \vec F_1 * d_1 + \vec F_2 * d_2 + \vec F_S * d_S = 0 $$ Substitute in known values...

$$\sum \tau = \sum (\vec F * d) = (-10 lb)*(10 ft) + (-80 lb)*(4 ft) + \vec F_S * (7 ft) = 0 $$ Simplify...

$$\sum \tau = \sum (\vec F * d) = (-100 ft.lb.) + \vec F_S * (7 ft) + (-320 ft.lb.) = 0 $$ And solve for $$\vec F_S$$ ...

$$\vec F_S * (7 ft) \ = (420 ft.lb.) $$ and therefore $$\vec F_S = (420 ft.lb.) / (7 ft) \ = 60 lb.$$ Thus, a force of 60 pounds acts upward on the lever from the support in order to balance the torques on the lever. Since the total weight on the lever is 90 pounds and 60 of those pounds are countered by the support, the remaining 30 pounds must act upward on the lever at the fulcrum in the lower, left corner.

Note that we didn't need to use the fulcrum as the point from which all distances are measured, we could have chosen any point along the lever. However, as with forces, a consistent sign convention must be used. In this case, positive may be used for clockwise (CW) torques measured from one point of view, with negative torques used for counterclockwise (CCW) torques measured from the same POV. The opposite system could also be used, so long as we were consistent.

Also note that the table example used previously stated that the object was in the center of the table. If not, then balancing the torques (in two directions) would result in more force supported by some table legs and less by others. If the object was directly over one of the legs, for example, then it's entire weight would be supported by that leg, in addition to one-fourth of the table's weight. The other legs would then only support one-fourth of the table's weight each.

Assignments
Activities:
 * Create an activity

Readings:
 * Peruse the appropriate sections of Statics

Study guide:
 * 1) Wikipedia article:Force System
 * 2) Wikipedia article:Equilibrium
 * 3) Wikipedia article:Free Body Diagram
 * 4) Wikipedia article:Gravitational Acceleration
 * 5) Wikipedia article:Newton
 * 6) Wikipedia article:Torque
 * 7) Wikipedia article:Moment of inertia
 * 8) Wikipedia article:Angular acceleration

title: Force equilibrium


text:
Technical writing/Document Design

back to Technical Writing Level 2

What is design?
The design stage is when decisions of how a project will look are taken.

In documentation, the design phase is about deciding the following:

 * What will the document cover look like?
 * What format will the document take?
 * How will the document look?
 * In what order will information be presented?

The design stage must take into account the needs of the audience in order to create something appropriate to their task.

Design Goals
When designing documentation, technical writers have five aims to keep constantly in mind. These goals are best defined in Mike Markel's Practical Strategies for Technical Communication:
 * Make a good impression

Documentation must look professional and create a positive image of the product and the company.

 * Clearly define information structure

The documents must be easily navigable and follow a logical and reasonable order.

 * Give the readers the information they need

Documentation is sharing knowledge, not hiding it. Documents must be designed to make finding information easy.

 * Help readers understand

Documents must communicate clearly and accurately.

 * Help readers remember

Well designed documents make the information easy to remember by using visual prompts and elements.

back to Technical Writing Level 2

title: Technical writing/Document Design


text:
Template:Wmdgs-GFDL vs. CC

Usage:

Please try to pick one, but it's ok to pick more than one.

title: Template:Wmdgs-GFDL vs. CC


text: Category:WMDGS/Remind me please

title: Category:WMDGS/Remind me please


text: Category:WMDGS/Prefers Creative Commons

title: Category:WMDGS/Prefers Creative Commons


text: Category:WMDGS/Stuck with GFDL

title: Category:WMDGS/Stuck with GFDL


text: Category:WMDGS/No preference for GFDL vs. Commons


text: User:JWS/Survey responses

title: User:JWS/Survey responses