text:
Scales

A scale is a predetermined series of tones that define a musical context. A scale is defined as being major or minor according to whether the scale contains a major or a minor third, respectively. (If it contains both, as in the octatonic scale, it is considered to be neither major nor minor.) This holds true even if the scale in question is not "the" major or minor scale per se.

The most important kind of scale we are concerned with is the diatonic scale; that is, any scale containing the interval sequence W-W-H-W-W-W-H (where "W" represents a whole step and "H" is a half step). Note that any other cyclic permutation of this interval sequence is also considered a manifestation of the diatonic scale! What follows is a discussion of the different scales -- that is, of the various permutations of this interval sequence -- with some supplementary remarks on usage.

The Major Scale
Perhaps the most commonly encountered scale is the major scale. We arrive at this series of notes by beginning on any (fixed) tone -- the tonic -- and ascending verbatim through the interval sequence given above. Thus, the notes of the D major scale are D E F# G A B C# D. As an exercise, check for yourself that this series corresponds to our interval sequence. Note that the first and third scale degrees -- D and F# -- form a major third, the characteristic interval of the major scale. C Major Scale on the Treble Clef

The Minor Scales
We obtain the "default" minor scale, called the natural minor scale, by choosing a note as our tonic and proceeding by the cyclic permutation W-H-W-W-H-W-W of our interval sequence. Note that a "shorthand" version of this process could consist in starting from the sixth note of the major scale and working our way up cyclically: using the example of the D major scale given above, we can see that the B minor scale is B C# D E F# G A B. There are also two other types of minor scales that deviate from the diatonic interval sequence: the harmonic and melodic minor scales. These two commonly-encountered variants and their usage will be discussed more in depth when your present author or another contributor has time for the discussion; for now, let it suffice to note that the harmonic minor scale differs from the natural minor one only in that its seventh degree is raised by a half step to form a leading tone, while the melodic minor scale is equivalent to a natural minor scale with its sixth and seventh degrees each raised a half step while the scale ascends; but on the way down, the melodic minor scale is identical to the natural minor. C Harmonic Minor Scale on the Treble Clef C Melodic Minor on the Treble Clef

Modes
While the major and minor scales are the most important ones occurring in tonal music, they are but two manifestations of the entire diatonic system, just two of seven possible cyclic permutations of our interval sequence. Each such permutation is spoken of by musicians as a mode. Their names are Ionian, Dorian, Phrygian, Lydian, Mixolydian, Aeolian, and Locrian: seven permutations, seven diatonic modes. There is a simple way to familiarize yourself with these modes: on a piano keyboard, start on the note C and ascend on only white keys, one at a time, until you reach the C an octave above your starting point. You have just played a C major scale, or equivalently, a C Ionian scale. Now start on D and play only white keys up to the next D. You have played a D Dorian scale. So on for Phrygian mode, Lydian mode. . . Notice the different and exotic characters imparted to the various modes by cyclically permuting the diatonic interval sequence. As long as the correct sequence of intervals is preserved, you may choose any note as the first degree of any scale you like. E.g. F# Dorian: F# G# A B C# D# E F#. THE OCTATONIC (DIMINISHED) SCALE
 * C Ionian [[Image:C_major.png]]
 * C Dorian [[Image:C_dorian.png]]
 * C Phrygian [[Image:C_phrygian.png]]
 * C Lydian [[Image:C_lydian.png]]
 * C Mixolydian [[Image:C_mixolydian.png]]
 * C Aeolian [[Image:C_aolian.png]]
 * C Locrian [[Image:C_locrian.png]]

THE CHROMATIC SCALE AND THE WHOLE-TONE SCALE

EXOTIC OR "ETHNIC" MODES

MESSIAEN'S MODES OF LIMITED TRANSPOSITION

title: Scales


text:
Aural Training

Definition
Aural training is training to give the ability to recognize and understand the music one hears. This can take the form of transcribing music into notation by ear or by hearing musical functions. Aural Training could also be used to identify formal structures on both large and small scales. One's ability in aural training varies greatly from person to person. For some it comes rather naturally and for others it is much more difficult, regardless of whether or not they are a musician. For those with perfect (absolute) pitch, some aspects of aural training are certainly made easier, but not all.

Transcription
By focusing one aspect of the music at a time (i.e. rhythm, melody, bass line, etc.) one can, with proper training, transcibe the music they hear, into musical notation. This is a very common practice amongst jazz musicians as they transcribe solos recorded by other jazz musicians so as to develop their own improvisational abilities.

General aspects
In tonal music, different chords have different functions. It is possible to hear these different functions so as to have a better idea of what is happening in the music. Beyond function, even hearing the quality of the chord can be important and be used by musicians. These more general aspects tend to be used by more musicians (classical, jazz, etc.) than transcription.

Formal structures
On a large scale one can train themseleves to hear the different formal sections of a piece in any music. This could be through hearing the difference between verse and chorus in a popular song or hearing the the difference between the Exposition, Development and subsequent Recapitulation in classical sonata form. On a smaller scale, one could hear the differences between the Main Theme, Transition, and Subordinate Theme or even the structures in a single phrase (i.e. basic idea, contrasting idea, continuation, etc.)

Absolute pitch
The ability to remember the particular quality of pitch classes well enough to so as to recognise them on hearing. It is not a rare ability among musicians.

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

title: Aural Training


text: Template:School of Music TOC

title: Template:School of Music TOC


text:
Portal:Music/Novice

 * Improvisation
 * Chord Functions
 * Voice Leading
 * Cadences
 * Modulation
 * First Inversions
 * Second Inversions
 * Non-chord Tones and Arpeggiation
 * Seventh Chords and their Inversions
 * small forms

Genres:
 * Blues basics
 * Rock basics
 * Jazz basics

title: Portal:Music/Novice


text:
Improvisation

Overview
The Oxford Concise Dictionary of Music by Michael Kennedy (1996) defines Improvisation as a performance according to the inventive whim of the moment, i.e. without a written or printed score, and not from memory. It has been an important element in music throughout the centuries.

Improvisation is something quite interesting and fun to do. It is an amazing ability to be able to sit down at a piano, or whatever instrument, and just play to your heart's content.

However, this ability requires an understanding of music theory, so I suggest that you (the reader) go to the beginner section and read the section on introductory music theory. If you feel that you are comfortable with music theory, then please continue.

History
In classical music we have what is called a cadenza. A cadenza is an improvization, showing off the virtuosity of the soloist (whether it be a singer, pianist, violinist etc...), which is usually inserted into the final cadence of any section of a vocal aria or solo instrumental movement.

Improvisation Basics
Basic improvisation relies largely on the accompaning chords. Generally, to basically improvise is to take the notes of the chord being played and mix them up, add a rhythm, and turn them into a melody. Here's an example. Let's say we have a four bar chord progression. C|F|G|C In the first bar you can take the three notes of C, and mix them up. Let's say in this example you play one note per beat, with four beats per bar. It means that you could randomly use C,E or G in an order, which you would make up as you went. In the second bar you could mix up the notes F,A and C in any order, and in third bar using the notes G,B and D. Here is an improvisation. Try playing this on your instrument: C G E C|C F F A|G B D B|C E C C You can mix up the notes in any order to make an improvisation.

title: Improvisation


text:
Portal:Music/Advanced

 * Secondary Dominants
 * Augmented Sixth Chords
 * Neapolitan Chords
 * Augmented Chords
 * Ninth Chords and Beyond
 * Other Chromatic Harmony
 * Large Forms

title: Portal:Music/Advanced


text:
Portal:Music/Expert

 * Twentieth Century Techniques
 * Twelve Tone Technique
 * Counterpoint

title: Portal:Music/Expert


text:
Portal:Music/Introduction

Music is an art form, whose medium is sound and silence and depends on cultural context to be recognized as music. The common elements of music are pitch (which includes melody and harmony), rhythm (which is associated with concepts tempo, meter, and articulation), dynamics (loudness and softness), and the sonic qualities of timbre and texture (which are sometimes termed the "color" of a musical sound). (Music on Wikipedia)

Western music
The goal of the 'Theory and composition' department is to equip the student with the tools and skills necessary to compose, arrange and analyze music. At the completion of this course of study, students will possess the skills and knowledge of western theory, creative writing, arranging, as well as having a portfolio of original works.

 * Introduction to music
 * Fundamentals of music
 * Music Theory I
 * Music Theory II
 * Chords
 * Harmony
 * Form and analysis
 * Composition : Beginning
 * Composition, Advanced
 * Lyrical composition
 * Counterpoint
 * Music Technology
 * Arranging
 * Orchestration
 * Film scoring (in conjunction with the Film editing course)
 * Final Theory Project
 * Music appreciation
 * Glossary of musical terms
 * Xenharmonic music theory

Non-western music
Some Non-European cultures have different music composition, arrangement and analysis traditions, less commonly known in western cultural spheres.
 * Gamelan
 * Carnatic music
 * Andalusi Classical Music
 * Persian Classical Music
 * Arabic Classical Music
 * Ottoman Classical Music
 * Hindustani Classical Music

Genres
Some genres of Western music have genre-specific music theory.
 * Basic Blues & Rock
 * Jazz

Ear training
Ear training is learning/training your ears to recognize what you hear and put it down onto paper. These are basic learning guides, exercises and projects to help you understand in a meaningful way the flurry of sound in music.
 * Ear training - Intervals and Harmony (pitch oriented)
 * Ear training - rhythm

Generalities

 * Music appreciation and history
 * Survey of musical genres
 * Music in film
 * Symphony and opera

Western music

 * Brief History of Western Music
 * Music of the Medieval Era
 * Music of the Renaissance

 * Music of the Baroque Era
 * Music of the Classical Era
 * Music of the Romantic Era
 * Music of the 20th Century

String instruments

 * Violin
 * Viola
 * Violoncello
 * Double bass
 * Fiddle
 * Harp
 * Guitar
 * Classic guitar (or "Acoustic" guitar)
 * Electric guitar
 * Bass guitar
 * Ukulele
 * Banjo
 * Mandolin
 * Lute

Woodwind instruments

 * Flute
 * Oboe
 * Clarinet
 * Bassoon
 * Saxophone
 * Soprano saxophone
 * Alto saxophone
 * Tenor saxophone
 * Baritone saxophone
 * Recorder
 * Ocarina

Brass instruments

 * Trumpet
 * French horn
 * Trombone
 * Tuba
 * Euphonium

Percussion instruments

 * Concert percussion (Snare drum, crash cymbals, timpani, etc.)
 * Drum set
 * Mallet instruments (Marimba, xylophone, vibraphone, chimes, etc.)
 * Tabla (an Indian pair of drums)
 * Pipe and tabor

Keyboard instruments

 * Piano
 * Organ

Voice

 * Soprano
 * Contralto
 * Countertenor
 * Tenor
 * Baritone
 * Bass

Music resources
Wikibooks - Music

Hands on

 * Building a cigar box guitar
 * Blues basics
 * Rock basics
 * Wikiversity the movie : music
 * Jamming online
 * Experimental music
 * Practical lessons in film scoring (in conjunction with the film editing course)
 * Digital Audio Workstation

Textbooks

 * Music theory
 * Western music history
 * Garageband quick tutorial
 * Triads
 * Sound recording

Open Source software

 * For all operating systems

 * Metronome
 * |Free Music Instrument Tuner (a great tool that has nice features such as showing harmonics, wave form, etc.)
 * Guitar tuner
 * Vtones (cross platform midi editor)
 * Audacity (cross-platform sound editor ; a helpful tool for simple recordings and editing)
 * Ardour (digital audio workstation ; a great program for multi-track recording, mixing, mastering, etc.)
 * Musescore (cross-platform music notation software)
 * SuperCollider (programming language and framework mainly for sound synthesis and algorithmic composition)

 * For Linux

 * Calf Plugins (very nice plugins : compressor, multichorus, reverb,etc.)
 * GTick (very nice and useful metronome for Gnome desktop)
 * Linux MultiMedia Studio (LMMS)

Active participants
''If you are an active participant in this school, you can list your name below. (this can help small schools grow and the participants communicate better)'' Please leave a timestamp - if it is more than a year old, there is potential for nomination to the inactive participants list.

 * CQ
 * Since 20 February 2012. Reviewed Portal:Pentatonic Impressionism (China Wu Sheng) in the view of Neo-classical Piano Techniques-training for Main Page News about 8 August 2019. --Marshallsumter (discuss • contribs) 19:58, 16 January 2020 (UTC)
 * SelfieCity 12 July 2021

Inactive participants

 * HappyCamper
 * Thierry613
 * Bibeyjj

title: Portal:Music/Introduction


text:
Portal:Music/Theory

 * Chord Functions
 * Voice Leading
 * Cadences
 * Inversions
 * Non-chord Tones and Arpeggiation
 * Ornaments
 * Form and Structure

title: Portal:Music/Theory


text:
Portal:Music/Jazz

 * Improvisation
 * What Makes Jazz Chords Different?
 * Jazz Forms

title: Portal:Music/Jazz


text:
Portal:Music/Ear Training

 * Intervals
 * Chords
 * Scales
 * Rhythms
 * Melodic Dictation

title: Portal:Music/Ear Training


text:
User talk:Ghost~enwikiversity

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text: User talk:NorthernBlues

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User talk:Rashid~enwikiversity

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title: User talk:Rashid~enwikiversity


text:
High school reading list

Readings that stretch your brain if you are in high school or at a high school level

 * Aimee Bender, The Girl in the Flammable Skirt -- contemporary fairy tales; strange and wonderful stories.
 * Daniel Clowes. Any of his graphic novels.
 * Robert Cormier, After the first death, I am the Cheese, The Chocolate War -- darkly thoughtful young adult novels.
 * Ursula Le Guin, The Earth Sea Trilogy -- classic predecessor to the Harry Potter novels.
 * George Orwell, Animal Farm -- Powerful work in a simple style ponders what happens after the animal revolution.
 * Phillip Pullman, The Subtle Knife -- A fantasy trilogy following a complex herione. Its popularity in the UK led to the author being invited to a public discussion of the subject matter with Archbishop Rowan Williams.
 * William Shakespeare -- Any of his plays are classics, and people allude to his beautiful language even when they don't mean to.
 * Chinua Achebe, Things Fall Apart--This accessible novel is the beginning of the English language African response to imperialism. It's an important link to world history and culture.

title: High school reading list


text:
Research collaboration

This page is of Wikiversity is all about research collaboration. Here best practices will be explored. Perhaps this page will also offer a venue for Wikiversitians to find collaborators and also brainstorm possible research topics.

 * Thesis, papers and dissertations about scientific collaboration
 * Research grant collaboration group
 * Topic:Learning Objects - Look into the creation of Learning objects and incorporating Learning Object Metadata into the MediaWiki engine for use at Wikiversity and other projects.

title: Research collaboration


text:
School:Environmental science

Welcome to the School of Environmental Sciences, part of Interdisciplinary Studies.

A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain projects for developing learning resources.

Divisions and departments
Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the Topic: namespace. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the Naming Conventions.

 * Atmospheric sciences
 * Ecology
 * Geosciences
 * Soil science
 * Hydrology
 * Environmental bioethics

Projects and resources

 * Permaculture - since 23 June 2016! --Marshallsumter (discuss • contribs) 05:54, 13 April 2018 (UTC)
 * The Ecovillage Institute
 * The Spring Creek Project
 * Philippine Environmental Studies
 * AP Environmental Science

Active participants
Laird Steven H.Smith

The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed).

 * Since 19 March 2016 with Agronomy! --Marshallsumter (discuss • contribs) 05:53, 13 April 2018 (UTC)

Inactive participants

 * Stilite

Things you can do!

 * Clean up Draft:Geochemistry and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Geology and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Hydromorphology and move it to become a subpage of a supporting main page learning project.

School news

 * 3 September 2006  - School founded!

Thesis, papers and dissertations

 * Scientific information on environmental issues in the age of digital media

Collaborators

 * Alarico 21:07, 3 September 2006 (UTC)

Wikimedia

 * Environmental science

title: School:Environmental science


text:
Scientific information on environmental issues in the age of digital media

- A critical analysis of the actual management model of scientific information  and some possible alternative models through collaborative platforms.

Author: [Mariano Senna da Costa], September 2006

Certified by: Prof. Dr. Joachim Hasebrook 1st. Thesis Adviser, International School of New Media / Luebeck, Germany Prof. Dr. Richard Scotti 2nd Thesis Advisory, International School of New Media / Luebeck, Germany

© Copyleft

Abstract
This paper consists of an investigation about the past, present and future of internal structures and processes of scientific information production and its management, with the focus on the analysis at institutions of environmental studies. Considering three dimensions of the communication process at academic institutions (technological, cultural and institutional), the research drawn near a philosophical review about some relations (economic, political and social) among these dimensions and therefore examine some aspects of the specialized information production and distribution.

Index
1. - Preface - The idea of this research 2. - Introduction 3. - Short review of philosophical aspects of Science, Technology and Social Communication
 * 3.1 - Technology's Interrelations
 * 3.2 - Science as a New Religion
 * 3.3 - Characteristics of Contemporary Science and Technology
 * 3.4 - Impacts of Science and Technology
 * 3.5 - Why Environmental Issues?
 * 3.6 - Information / Power / Society Control
 * 3.7 - The hypothesis of this work

4. - Subject and Methodology

5. - Results and early conclusions

6. - General Conclusion

7. - Further Research

8. - Bibliography

9. - Attachments


text:
User talk:Alarico~enwikiversity

Welcome to Wikiversity. What do you intent this to be: "Scientific information on environmental issues in the age of digital media"? --JWSchmidt 21:28, 3 September 2006 (UTC)

Invitation
Dear user of Wikiversity,

Do you like to join a reading club, where you can read and discuss literature? Reading clubs could have active and inactive participants. Active participants could be required to edit on a regularly basis untill a deadline is reached and another topic can be chosen for reading and discussing. Hopefully, reading clubs can ensure a social network on Wikiversity of people cooperating with eachother and becoming friends while discussing knowledge.--Daanschr 09:38, 1 November 2007 (UTC)

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User talk:Svendlarose

Welcome to Wikiversity. --JWSchmidt 21:40, 3 September 2006 (UTC)

title: User talk:Svendlarose


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User talk:Asartalo~enwikiversity

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User:Rayc/Scrap page

User talk:SB Johnny/ User:Leighblackall

List of users interests
4. Arcadian - "medical" 14. Cormaggio (Bureaucrat, Sysop) 23. Eloquence - Freelance writer, coder, analyst, researcher. 25. Fang Aili - advanced classical pianist 29. Guillom -Engineer in Physics, M.Sc. in Nanophysics, and preparing my Ph.D. in Microfluidics and Microsystems in the LAAS-CNRS in Toulouse, Haute-Garonne. 32. JWSchmidt (Sysop) 34. Jon Harald Søby -My interests, besides Wikimedia projects, are a comic called The Phantom, Tolkien books plus the Lord of the Rings movies by Peter Jackson 36. Kpjas busy GP and Wikipedian. 40. Messedrocker (Sysop) 42. Mirwin -B.S. Engineering Physics 48. Rayc - Electrical engineering grad student 52. Robert Horning (Sysop) 54. Salvor - I teach at Iceland University of Education, my field is Educational Technology and use of computers and Internet in education. 56. Sebmol (Sysop) full-time software developer and soon to be master's student in economics at Humboldt-Universität in Berlin, Germany. 64. Whiteknight - I may come in here to help do some work on the engineering school, but I make no promises. 65. WiseWoman (Sysop) - My interests: Scandinavia, Germany, Womenstuff, computing, trains Atrivedi - I am working in the Department of Literary Studies. I am the head of the Creative Writing areas. Awolf002 - I am a trained physicist with a Ph.D. I now work as a Software Engineer. Cartman02au - Currently studying - Graduate Diploma in Vocational Education and Training (Charles Sturt University) Ermeyers- I'm here to be a community builder. Suleyman Habeeb - Biology Srinivasasha - Engineering student. Btrebilco - Civil Engineer

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User talk:Oscardom

Esta us una primera experiencia con esta herramienta. Espero realizar alguna contribución de interés en el futuro Oscar

title: User talk:Oscardom


text:
Wikiversity translations/Recruiting translators

Recruiting translators.

Recruiting methods

 * Wikiversity translations
 * Learning projects portal.
 * Browse
 * Community Portal
 * School:Foreign Language Learning
 * Multilingual Studies (See the outline at multilingual worksheet)
 * Topic:Translation
 * Beta Wikiversity

English Wikipedia

 * Language portal
 * Wikiversity

Opening Languages

 * Khmer - Cambodian


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User talk:Samy~enwikiversity

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Unfortunately, your account clashes with another account also called Samy. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Samy~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.

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text: User talk:Movingfusion777

title: User talk:Movingfusion777


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title: User talk:Kittypearl


text: Template:School of Music TOC SMALL

title: Template:School of Music TOC SMALL


text: Category:Items to be merged

title: Category:Items to be merged


text: User talk:Sebesta

title: User talk:Sebesta


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title: User talk:Cailler


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User:Nebula218

Nebula218

title: User:Nebula218


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School talk:Linguistics

Note: please coordinate this page with Portal:Linguistics. --JWSchmidt 01:36, 4 September 2006 (UTC)

 * The School of Language and Literature is part of the Humanities. The School of Foreign Language Learning is part of the Practical Arts and Sciences. The School of Linguistics is part of the Social Sciences. These three schools should cooperate and avoid duplication of effort. --JWSchmidt 16:22, 15 September 2006 (UTC)

I have some formal training in Linguistics, though it's not my primary area of study. I may be able to help if called upon. In particular, my knowledge lies in Historical Linguistics (and particularly that relating to English and French) and Artificial Languages. Jade Knight 20:29, 7 October 2006 (UTC)

English Language
I've created an English Language Division, to deal with the Linguistics that relates specifically to the English language. Anything dealing with Old or Middle English, English morphology, phonetics, or syntax, etc., might belong there. The Jade Knight 00:00, 9 October 2006 (UTC)

 * So what of other language departments – Topic:German Language, Topic:Spanish Language, Topic:French Language, Topic:Chinese Language etc? Many resources at Wikibooks could be imported to build such divisions.

 * I've started putting in place some local (en.wikiversity.org) pages to encourage and facilitate Foreign Language Learning. I'd like to collaborate on develping a generalized Multilingualism (like Multilingualism) learning resource and a Wikiversity-specific Multilingualism (like Multilingualism) learning resource.

 * All of this is coordinated via Topic:Multilingual Studies, its Topic:Translation Department and a social component – the Interlingual Beta Club. I would like to extend these to other versions and betas. Thoughts? Suggestions? Encouragement? Scathing critisims? CQ 22:34, 23 October 2006 (UTC)

Proposal
See : Colloquium. Amqui (discuss • contribs) 17:02, 8 February 2017 (UTC)

title: School talk:Linguistics


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Portal:Physics

This is the home page for the Physics Department of the school of physics and astronomy. The department organizes and develops Physics content on Wikiversity.

If you are knowledgeable in any area of physics, feel free to improve upon what you see, we would greatly appreciate your contributions.

Divisions
The learning resources and divisions are grouped by level of difficulty, and each one roughly corresponds to an academic year at degree level. Normally you should not study a subject at a higher level until you have completed, or are at least familiar, with the previous level.

Introduction to Physics

 * Basics of Physics
 * High School Physics
 * First year college physics
 * AP Physics

Level 1

 * Introductory Classical Mechanics
 * Vibrations and Waves
 * Thermodynamics
 * Atomic Structure and Electromagnetic Radiation
 * Introduction to the Photoelectric effect

Level 2

 * Calculus II
 * Advanced classical mechanics
 * Linear algebra
 * Quantum mechanics I
 * Electromagnetism
 * Statistics for science
 * Nuclear physics
 * Special relativity

Level 3

 * Statistical mechanics
 * Statistical Thermodynamics
 * Particle Physics
 * Fluid Dynamics
 * Statistical Mechanics
 * Fourier Analysis
 * Applied Physics
 * Geophysics
 * Solid State Physics

Postgraduate & Research

 * Biophysics
 * General relativity
 * History of Physics
 * Quantum Chromodynamics
 * Plasma Physics
 * String Theory
 * Study Guide:Mathematical Mesoscopic Physics
 * Nonstandard physics ... pages that may represent non-standard understandings or original research

School of Mathematics

 * Introductory Algebra and Geometry
 * Calculus
 * Euclidean Geometry
 * Group Theory
 * Linear Algebra
 * Topology
 * Trigonometry
 * Vector Calculus
 * Theoretical Physics

School of Computer Science
(work in progress)

School of Engineering

 * Aeronautical engineering
 * Aerospace engineering
 * Nuclear engineering

Learning projects and resources

 * Physics
 * Search for Physics at Wikiversity

Atomic, Nuclear and particle physics

 * Alpha decay
 * Atomic structure
 * Beta decay
 * Electroweak interaction
 * Gamma decay
 * Nuclear physics
 * Particle physics
 * Strong force
 * Weak force

Quantum mechanics

 * Schrödinger equation
 * Heisenberg uncertainty principle
 * Quantum electrodynamics
 * Quantum chromodynamics

Relativity

 * Special relativity
 * General relativity

Cosmology

 * Cosmology
 * Dark matter

Classical mechanics

 * Tables of Physics Formulae
 * Classical mechanics
 * Conservation of energy
 * Basic kinematics   // *** may subsume 3 laws of motion; if so, put in link
 * Newton's Laws of Motion
 * Lagrangian mechanics

Thermodynamics

 * Thermodynamics
 * Statistical mechanics
 * Entropy
 * Carnot engine

Electromagnetism

 * Coulomb's Law
 * Biot-Savart Law
 * Maxwell's equations
 * Capacitors
 * Electrical current

Mathematics
Since the time of Newton, mathematics has played a major role in physics. Some of the mathematical techniques are objects of study in their own right. These can be found in the mathematics resources template below.

Essays
The subpage hosts essays and explorations. Some of these may represent nonstandard physics.

Learning groups

 * Physics - Physics in simple English.

Sub departments
Sub-departments along with courses, activities, articles, lectures and quizzes can be found under External links in the Physics resources template labeled Topics.

title: Portal:Physics


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Computer science program

Unofficial master program listing for all learning projects that are used by Computer Science Topics.

This is a list of all the learning projects offered by the school of computer science. This list attempts to maintain a prerequisite tree between learning projects, as well as to identify some of the key goals and topics of each learning project so that these can be reused rather than reduplicated everywhere.

Recommended program

Introduction Courses I 1.1 Introduction to Computer Science
 * Prerequisites - high school or advanced H.S. student
 * Goals - to give understanding of computer science, both programming and hardware architecture.

1.2 Introduction to Calculus (from School of Mathematics)
 * Prerequisites - high school or advanced H.S. student
 * Goals - to teach basic calculus

1.3 Discrete Math I
 * Prerequisites - high school or advanced H.S. student
 * Topics - Logic, Sets, Functions, Counting, Graphs

1.4 Introduction to Linear Algebra (from School of Mathematics)
 * Prerequisites - high school or advanced H.S. student
 * Goals - to teach basic linear algebra

Introduction Courses II 2.1 Discrete Math II
 * Prerequisites - Discrete Math I
 * Topics - Complexity, Proof, Collections, Information Theory

2.2 Introduction to Theory of Computation
 * Prerequisites - Discrete Math I
 * Goals - learn about what can be computed and how fast it can be done; the hierarchy of finite state machines, pushdown machines, context free grammars and Turing machines; decidability, complexity theory and NP-Completness

2.3 C|Programming in C
 * Prerequisites - Introduction to Computer Science, Discrete Math I
 * Goals - to develop a small program in C

2.4 Calculus II (from School of Mathematics)
 * Prerequisites - Introduction to Calculus

2.5 Data Structures (linked lists, stack, trees, hash tables, etc)
 * Prerequisites - C|Programming in C

Intermediate Courses I 3.1 Object-Oriented Software Development
 * Prerequisites - Introduction to Computer Science
 * Goals - design and analysis of object-oriented programs.
 * Topics include: classes, interfaces, fundamental object-oriented data structures, debugging and testing.

3.2 Statistics (from School of Mathematics) 3.3 Operating Systems
 * Prerequisites - Introduction to Computer Science
 * Goals - understand the services offered by an operating system to the user and programmer, using Linux as a model environment.
 * Topics include: the shell, files, users, processes, threads & synchronization, pipes, sockets, security

3.4 Introduction to Networks
 * Prerequisites - Operating Systems
 * Goals - understand programming in a networked environment, including concerns about latency & bandwidth, trust, network topology
 * Topics include: basic protocols, network topology and routing, application-level protocols, principles of distributed applications

3.5 Analysis of Algorithms
 * Prerequisites - Introduction to Computer Science, Discrete Math I
 * Goals - learn the common characteristics and differentiating factors of algorithms
 * Topics include: counting, combinations and permutations, basic sorting and searching algorithms, notions of best-, worst-, and average-case performance, Big-O notation

3.6 Design and Analysis of Algorithms I
 * Goals - become introduced to algorithms
 * Topics include: sorting and searching, divide-and-conquer, dynamic programming, greedy algorithms, NP-completeness

Intermediate Courses II 4.1 Calculus III(Differential eqs, vector calculus - (from School of Mathematics)) 4.2 Numerical Algorithms 4.3 Introduction to Operating System design 4.4 Network Architectures

Advanced Courses I 5.1 Introduction to Databases 5.2 Artificial Intelligence 5.3 Compiler Design 5.4 Functional Programming 5.5 Theory of Programming Languages 5.6 Complexity Theory and Computability 5.7 Open Source Enhancement Project

Advanced Courses II 6.1 Image and Signal Processing 6.2 Computer Vision 6.3 Distributed Computing 6.4 Advanced Analysis of Algorithms 6.5 Bioinformatics 6.6 Machine Learning and Data Mining 6.7 Quantum Computing 6.8 Open Source Major Enhancement Project 6.9 Embedded Programming

Special Topics 7.1 Some advanced learning project (micro-OS, design small CPU, new network protocol, etcx) 7.2 Launch New Open Source Software Project / Thesis 7.3 Open Source Theory/Publication Project / Thesis

Optional courses
list of all odds and ends, together with their difficulty rating (Introductory I, Advanced II)... List of pre-needs for Introductory 1 esp math requirements and concepts list and self-assessment pre-tests List of learning styles with suggestions for adapting material

Examples of Degree Programs at Universities

 * Computer Science at Carleton University
 * Computer Science at the University of Waterloo
 * Computer Science programs and courses at Stanford University
 * University of Edinburgh links to programs and courses:
 * http://www.inf.ed.ac.uk/cgi-bin/dotable?file=/teaching/courses/courses_0910.txt&numcols=3,4,5
 * http://www.inf.ed.ac.uk/teaching/courses/
 * https://www.star.euclid.ed.ac.uk/ipp/drps_inf.htm
 * http://www.drps.ed.ac.uk/index.php

title: Computer science program


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Talk:Computer science program

What I suggest is a guide to self-study, so that people should know what to learn first, and what to learn after the basics. Tell your way of study if you think it's better! DarkFighter 02:36, 4 September 2006 (UTC)
 * My spelling sucks, please check the article...DarkFighter 22:55, 7 September 2006 (UTC)

Can we bring any material over from the Math Pages?
There is no sense in duplicating anything already done. Does anyone know where what is at math we can have moved here? --Darrell Ulm 23:30, 23 September 2006 (UTC)
 * If you are talking about Wikiversity pages that were created at Wikibooks, you can list them at Import. There is a standing request there for "mathematics", but you need to list specific pages. --JWSchmidt 20:33, 24 September 2006 (UTC)

Please report your opinions!
It's important for me. Comments, suggestions, corrections are welcomed. DarkFighter 02:36, 4 September 2006 (UTC)
 * Introductory and intermediate studies need to be added for computer computer science theory.
 * Languages
 * Interpreted, Compiled, usage, history
 * Data Structures and Data Types
 * Arrays
 * Dynamically Linked Lists
 * Stacks
 * Queues
 * Trees
 * Records (Structures with more than one data type, ie a C struct)
 * Memory management ?stuff?
 * by reference passing
 * by value passing
 * Allocation and deallocation
 * garbage collectors
 * Abstraction and Encapsulation
 * Algorithms
 * Sorting
 * Searching
 * Traversal
 * Parsing (on a basic level)
 * Infix, Postfix, Prefix
 * Algorithm complexity analysis
 * n
 * n log n
 * n^2, n^3
 * etc...
 * This would need a prerequisite or corequesite of at least one introductory level language study. These are just off the top of my head.  At some point, language independent discussion of these concepts needs to happen.68.101.149.2 23:02, 6 September 2006 (UTC)
 * Yes, I agree DarkFighter 23:02, 7 September 2006 (UTC)
 * I missed this page completely and posted a suggestion for a fundamentals course on Topic talk:Computer Programming. This is pretty much the content/structure of the introductory course in computer science here at the ETH when I took it. The course there would cover the fundamentals of using a language (variables, control structures, structured data and arrays, pointers) with some basic techniques (recursion, dynamic programming). Topics souch as fundamental algorithms (searching, sorting, graphs, etc...), fundamental data structures (trees, heaps, lists, hashtables, etc...) and coplexity analysis sould be discussed in a separate course since they are not language-bound. The examples therein could/should however use the language learned in the first course. Just in case I missed something, is this being implemented or discussed somewhere else? Pedro.Gonnet 08:13, 11 October 2006 (UTC)
 * Yes, I agree DarkFighter 23:02, 7 September 2006 (UTC)
 * I missed this page completely and posted a suggestion for a fundamentals course on Topic talk:Computer Programming. This is pretty much the content/structure of the introductory course in computer science here at the ETH when I took it. The course there would cover the fundamentals of using a language (variables, control structures, structured data and arrays, pointers) with some basic techniques (recursion, dynamic programming). Topics souch as fundamental algorithms (searching, sorting, graphs, etc...), fundamental data structures (trees, heaps, lists, hashtables, etc...) and coplexity analysis sould be discussed in a separate course since they are not language-bound. The examples therein could/should however use the language learned in the first course. Just in case I missed something, is this being implemented or discussed somewhere else? Pedro.Gonnet 08:13, 11 October 2006 (UTC)

Languages: Let us stick with a compiler or language that is "free"
We ought to stick with a compiler or language that is available "free." There are many open source compilers out there that are easy enough to install or use. Perl is another possibility, although most existing teaching material is not geared for Perl. Still, the popularity and practical uses for Perl keep growing.

C++ and Java have been the standards for a while. Many universities are switching to Java, but that ship may have already sailed.

It is certainly good to learn several languages, but the languages for the first few classes ought to be the same (or similar) and the compiler (or interp.) must be free.

--Darrell Ulm 14:08, 8 September 2006 (UTC)

 * I think it probably depends what you're up to, as to what language you should be using. Introductory courses are probably best left to something traditional (e.g., C, C++, or Java).  I think it might be wise to break things up into what you're wanting to do.  If you're wanting to sketch out some pseudo code for the "class" or "book", Python might be the most usable language.  For assignments, we should probably leave it between C/C++ or Java. Mark Roberts 20:29, 8 September 2006 (UTC)

 * I would like to mention that introductory language should be easy to learn. I started with Pascal myself, and I think it's very good for learning programming. It has very clear syntax, all the common features of imperative languages, much more readable then C/C++. I think, we can use FreePascal as open-source variant. DarkFighter 21:06, 8 September 2006 (UTC)
 * Link provided: http://www.freepascal.org/ Mark Roberts 23:51, 8 September 2006 (UTC)

 * Well, Pascal is fairly easy to learn, its true. Its a good suggestion, and one I hadn't thought of.  However, I can't think of the last time I heard someone say they were using Pascal on a professional project.  Disclaimer: I've written my own pascal compiler for the IBM 360/370.  I've also written a pascal byte code compiler all the way to the virtual machine implementation.  Just so that you know I'm not just dismissing your suggestion!  The only reason I would suggest using C/C++ for intermediate class homework assignments is ubiquitousness and some modicum of it teaching what's going on under the hood so to speak. Mark Roberts 23:51, 8 September 2006 (UTC)
 * Yes, that's exactly what I think. Maybe, Pascal (btw, Delphi is still here, and used a lot) for first programming course. C/C++/Java will be main languages of choice. Also I would add more languages (fuctional language, x86 assembler, SQL, etc...) DarkFighter 02:07, 9 September 2006 (UTC)
 * We're working on them here: Topic:Computer Programming. I'm working on Assembly (and plan to move to C/C++ and Python shortly).  As it turns out, my Assembly is a bit rustier than I had initially thought, and is limited to IBM 360/370 anyway.  I'll have to learn some ARM/PPC Assembly just to flesh things out with practical application.

 * While I do love Pascal, it may not be useable in a commmercial setting, but so many languages come and go, they may not be used in the future either! C++ may be on the way out (perhaps on account of it's complexity of symantics) while Java and perhaps Perl are taking over. One nice thing about Pascal is it is universal to about any other language. A "Unix Systems Programming" course would need to teach a little course in 'C', or each language could just be a mini-course like colleges tend to do it. That way someone could build the FORTRAN pages, or COBOL, C++, JAVA, Perl, PHP, or whatever. Each of these could be a pre-req for the course they are needed. Web programming would use the Perl or PHP or JAVA for instance. I am OK with Pascal, as it is a good beginners language that is structured. Students can fight with all the special features of C++ for instance, like overloaded operators and virtual functions, that they end up re-inventing the wheel to print something on the screen as an object using the << operator. Pascal is fine. (yes, many of us who took "compiler design" programmed a pascal compiler!) It is a simple and effective language for teaching logic of algorithmic programming.--Darrell Ulm 23:27, 23 September 2006 (UTC)

 * I learnt how to program in Oberon and worked as a teaching assistant four years in a row teaching it, wrote a manual on it and organized two crash-courses. Ok, enough bluster ;) Oberon -- and Pascal -- are by far more humane than C, C++, Java, Perl or Python since they implement all the features you would expect in an imperative language... And nothing more. As for useability we fist have to ask ourselves what we are (or what we want to be) teaching our students: programming or computer science? If we just want to teach then programming then, sure, teach them C++ and Java. If we want to teach computer science then we'd better pick a language that shows the concepts we want to teach clearly, simply and without fluff. Pedro.Gonnet 08:02, 11 October 2006 (UTC)

Single introduction course?
I am inclined to merge "history of computers" to the beginning of "introduction to programming". A newbie in CS have to understand computer design model before he starts programming. That's important, so here is not walking in darkness

Yes... --Darrell Ulm 23:18, 23 September 2006 (UTC)

Working under "introduction to CS" course
I suggest not to start other courses before design, structure and style is finalized. Look at the new lessons! DarkFighter 04:58, 19 September 2006 (UTC)

Do you have a template? (which course) --Darrell Ulm 23:26, 23 September 2006 (UTC)

Game Design Learning Trail
We have a object oriented software engineering subtrail as part of a game design and production trail getting started. We are currently planning on open source java tools, components and open sourced graphics to the greatest extent possible. All are welcome! Consulting expertise and kibitzing is ok; if interested in these topics or helping others who are learning them. Mirwin 07:09, 7 November 2006 (UTC)

Assembly language not an "introductory" topic
Use of assembly language is neither mainstream nor required for higher progression in computer science. Today asm is something you'd only use as a systems junkie or as an electrical engineer. I am recommending that we remove the assembler unit for this reason. -Freeman 07:19, 16 December 2006 (UTC)

 * While I understand your reasoning, I think that some form of "at the bare metal" understanding is essential for computer science. It doesn't have to be in the 1st year course selection, but how computers actually function and ASM are something that is important. Historybuff 18:43, 12 January 2007 (UTC)

 * Agreement. We should offer a course introducing asm, just not in first year. Freeman 05:13, 23 January 2007 (UTC)

Intermediate / advanced courses and their descriptions
I'd really like to insert some basic course descriptions to the intermediate / advanced categories. I will fill these in with similar information as that is found in the University of British Columbia Course Calendar. I do not want our study guide to follow UBC's exactly, but for now it is better than nothing. There are too many entries that end in "etc.." Freeman 07:23, 16 December 2006 (UTC)

 * Where is the course description area? (link, if you have one?) I'm not sure what the nature of courses (structure, if they will be graded, etc), but I'm glad to try and help. Historybuff 18:45, 12 January 2007 (UTC)

integrated course (e.g. NAND to Tetris)
I wonder if it would be possible for Wikiversity to develop an integrated computing course, along the lines of Shimon Schocken's NAND to Tetris in 12 Steps. Some of their software is open-source, I think, so we could even use that. -- Kowey 09:49, 28 June 2008 (UTC)

math courses
It would be a good idea to add a class in formal logic: mathematical logic, besides that 'formal' also means things like formal languages. That would be a more advanced topic. I am not very involved in this topic here yet, but for the way the curriculum is now a logic class should be before part 3, which has an algorithms class, but logic probably needs to be before discrete math: that class says logic is a topic.--Dchmelik 04:55, 27 February 2009 (UTC)

Functional Language
I edited the Functional language page to redirect to Haskell. I created the Haskell page, but so far almost nothing has been added. Omniscient Prestidigitator 22:09, 11 May 2009 (UTC)

continue continue continue
MIT opencourseware is incomplete. Look at the icon table, then icons available by the left of each course at http://ocw.mit.edu/courses/

The other opencoursewares are incomplete. They call a course not a whole course like Computer Science, but a single course like Calculus 1. 10 Courses from Dixie State College of Utah http://www.ocwconsortium.org/courses/browsesource/browse/source/143 21 Courses from Fundação Getulio Vargas - FGV Online http://www.ocwconsortium.org/courses/browsesource/browse/source/1172 55 Courses from Hokkaido University - http://www.ocwconsortium.org/courses/browsesource/browse/source/111 etc

Free Technology Academy materials are incomplete. "The initial course programme of the FTA contains 8 course modules at master level of each 5 ECTS credits. As a complete Master Programme comprises at least 60 ECTS (depending on country and institution), the FTA currently offers only a part of that (note that the Study Programs for 2011 already contains 14 courses)." http://ftacademy.org/courses/recognition

Wikiversity is incomplete, Red links are pages that still have to be written at http://en.wikiversity.org/wiki/Computer_science_program

Read motivation from Edge Question Center. http://www.edge.org/q2009/q09_2.html#andersonc

Unifying with Computer Science Department
Hello, there has been a lot of development over at School:Computer_Science, I think it would be in everyone's best interests to unify the two pages together somehow. Azotochtli (discuss • contribs) 17:47, 24 February 2013 (UTC)

title: Talk:Computer science program


text:
User:Tkfusco1466

college student, unschooling. my interests include psychology, sociology, cultural and psychological anthropology, sociology/anthropology of religion, social psychology, world history, cultures, and civilizations, cognitive psychology and cognitive neuroscience, humanities, web design and graphics, gender studies, alternative medicine, tarot cards, writing non-fiction, and russian culture and history.

I didn't know how huge of an undertaking unschooling would be when i started, or how fascinating. i am starting with the basics of time management, study skills, writing papers, doing research, reading about critical thinking, organization and learning how to learn.

i look forward to editing mispellings and helping to make writing more clear, direct, and forceful as i use wikiversity, wikipedia and wikibooks to supplement my unschooling. glad to be able to do my part, freeing the knowledge appeals to my anarchistic tendencies...education truly is the practice of freedom.

"we learned early that our devotion to learning, to a life of the mind, was a counter-hegemonic act, a fundamental way to resist every strategy of....colonization." bell hooks, teaching to transgress

title: User:Tkfusco1466


text: User talk:AlanJL

title: User talk:AlanJL


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Project management

Learning Project: "Project Management based on Mind Maps" Summary

 * Project code: ?
 * Suggested Prerequisites:
 * Time investment: Please study all these lessons and report how much time it took you.
 * Assessment suggestions: ?
 * Wikiversity Practical Arts and Sciences Portal
 * Wikiversity Project Management School
 * Project Management|Project Management:
 * Stream: ?
 * Level: ?
 * Level: ?

Content summary
In the lessons 0 - 100 listed below Project Management is explained by using MIND Maps, looking at it from various angles. The user (teacher or student) should pick whatever makes most sense for the particular project to get the maximum benefit. Good luck and have fun!

Goals
This learning project offers learning activities to look at Project Management (PM) from all kind of angles. The idea is to show the highly complex and comprehensive structure of PM just as well as the all pervading nature of PM.
 * Wherever one looks, whatever one does, somehow it is always a Project and the managing of it, i.e. Project Management!

Concepts to learn include: /Concepts

Learning materials
Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

You should also read about the Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.

Lessons

 * /Overview/
 * Lesson 0: /Introduction/
 * Lesson 1: /Components I/
 * Lesson 2: /Components II/
 * Lesson 3: /Components III/
 * Lesson 4: /Components IV/
 * Lesson 5: Magic Triangle
 * Lesson 6: /Phases/
 * Lesson 7: Project Life Cycle
 * Lesson 8: /Planning/
 * Lesson 9: Project Organization
 * Lesson 10: Project Preparation
 * Lesson 11: /Analysis/
 * Lesson 12: Project Feasibility
 * Lesson 13: Task-Responsibility-Competence
 * Lesson 14: Project Resources
 * Lesson 15: Team
 * Lesson 16: Working with a Team
 * Lesson 17: Multicultural Teams
 * Lesson 18: Team Analysis
 * Lesson 19: /Leadership/
 * Lesson 20: Project Manager
 * Lesson 21: Systemic Manager
 * Lesson 22: /Stakeholders/
 * Lesson 23: /Feedback/
 * Lesson 24: /Conflicts/
 * Lesson 25: Recognizing Conflicts
 * Lesson 26: Understanding Conflicts
 * Lesson 27: Conflict Resolution 1
 * Lesson 28: Conflict Resolution 2
 * Lesson 29: Risk Assessment
 * Lesson 30: Statement of Work
 * Lesson 31: Kick-Off-Meeting
 * Lesson 32: /Meetings/
 * Lesson 33: /Documentation/
 * Lesson 34: /Reports/
 * Lesson 35: /Presentation/
 * Lesson 36: Transfer
 * Lesson 37: /Auditing/
 * Lesson 38: Project Plan
 * Lesson 39: Work Packages
 * Lesson 40: /Quality/
 * Lesson 41: /Creativity/
 * Lesson 42: Product Improvement
 * Lesson 43: /Goals/
 * Lesson 44: Work Place
 * Lesson 45: /Telephoning/
 * Lesson 46: /Budgets/
 * Lesson 47: /Communication 1/
 * Lesson 48: /Communication 2/
 * Lesson 49: /Coaching/
 * Lesson 50: Balanced Scorecard
 * Lesson 51: /Customers/
 * Lesson 52: Customers Needs
 * Lesson 53: Total Productive Management TPM
 * Lesson 54: Corporate Identity
 * Lesson 55: Future of Project Management

title: Project management


text: Category:Introduction to Project Management


text: User talk:SFSquared

title: User talk:SFSquared


text: User talk:Vegascookiesugar

title: User talk:Vegascookiesugar


text: User talk:Anandamatthur

title: User talk:Anandamatthur


text:
User talk:Webbuyer08~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Webbuyer08. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Webbuyer08~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:47, 17 March 2015 (UTC)

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) 06:25, 19 April 2015 (UTC)

title: User talk:Webbuyer08~enwikiversity


text:
User:Az1568

m:User:Az1568

cs:Uživatel:Az1568 de:Benutzer:Az1568 el:Χρήστης:Az1568 es:Usuario:Az1568 fr:Utilisateur:Az1568 it:Utente:Az1568 ja:利用者:Az1568 pt:Usuário:Az1568

title: User:Az1568


text:
School:Pharmacy

Pharmacy is a science and profession concerned with the safe and efficacious use of medication. Traditionally, pharmacists have compounded and dispensed medications on the orders of physicians. More recently, pharmacy has come to include other services related to patient care including clinical practice, medication therapy management, drug information, and poison control. Pharmacists are not just experts on drugs but the authority on drug use.

"Pharmacists" can work in a wide range of practices including community pharmacies, hospitals, acute care settings, long term care facilities, even marijuana dispensaries. The community pharmacist is the most recognized in the profession, as they are the one working at the local drug stores. The most typical responsibility of a pharmacist is verifying doctors medication orders (prescription) and dispensing the medication to the patient. While verifying the order is appropriate for the specific patient the pharmacist is also checking for possible medication interactions, disease interactions, and drug allergies. Pharmacists will also counsel patients on the medications they take to ensure safety and efficacy of the therapy.

Branches and Departments
The discipline of pharmacy is divided into four main branches.

1. Pharmaceutics

Pharmaceutics is the branch which deals with the presentation of drug or medicine in a suitable form which are also called Dosage forms and check the actions of drugs in a body.

2. Pharmaceutical Sciences

 * Pharmaceutical Chemistry

Pharmaceutical Chemistry deals in the chemistry of drugs, their physical properties and nature.

 *  Pharmacology

Pharmacology works with the action of the drugs in the body.

 * Pharmacognosy

Pharmacognosy is the mother of pharmacy. It deals with the extraction of drugs from natural resources i.e. from animals to minerals and plants to microorganisms.

3. Pharmacy practice

Pharmacy practice relates to the people working at drugstores or hospitals whose goal is to dispense the drugs to the patients.

4. Pharmaceutical analysis

It refers to the analysis of any pharmaceutical drug and its stability, using various analytical techniques: different types of gravimetric analysis, optical absorption, chromatography, etc.

Basic sciences

 * General Biology
 * Cell biology - Ready for participants.
 * Molecular biology
 * Botany
 * Chemistry
 * General Chemistry
 * Organic Chemistry
 * Analytical Chemistry
 * Physical Chemistry
 * Medical biochemistry
 * Pharmacology
 * Basic pharmacology
 * Pharmacokinetics
 * Pharmacodynamics
 * Clinical pharmacology

 * Mathematics
 * Calculus
 * Medical Microbiology
 * Microbiology
 * Bacteriology
 * Virology
 * Parasitology
 * Epidemiology
 * Genetics
 * Physiology
 * Anatomy
 * Immunology
 * Pathology
 * Laboratory Techniques
 * Neurology
 * Pharmaceutical statistics/Study Design
 * Nonkilling Human Biology

Active participants

 * Since 12 October 2012 with School:Pharmacy --Marshallsumter (discuss • contribs) 23:38, 10 January 2020 (UTC)
 * Since 14 June 2021 -life
 * Since 11 September 2021 with Remedy/Alkaloids --Marshallsumter (discuss • contribs) 00:03, 14 May 2022 (UTC)
 * Since 5 September 2022. Tosha Langue (discuss • contribs) 13:49, 19 May 2024 (UTC)

Inactive participants

 * --Chaos

Things you can do!

 * Clean up Draft:Chemistry and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Medicine and move it to become a subpage of a supporting main page learning project.
 * Copyedit Draft:Analytical chemistry and move it to become a subpage of a supporting main page learning project.

Basic Sciences Books
كلية علوم صيدلة Departamento de Farmacia fr:Faculté:Pharmacie it:Facoltà:Farmacia

title: School:Pharmacy


text:
Talk:Ecological sustainability

About this topic
74.56.10.90 writes: one has to be wikided to think of that topic...
 * What do you mean? CQ 19:03, 14 December 2006 (UTC)

Whats that?
What is the ecological sustainability? Ecology doesn't have felling. It isnt good or bad, so whats that?--Juan 20:28, 3 April 2007 (UTC)

It might make more sense to use a title like "The Ecological Facet of Sustainability" (the others would be economic and social). But then, they are all inter-dependent, so it is difficult to write much without referring to the others in an integrated manner. -- K 09:30, 4 November 2009 (UTC)

title: Talk:Ecological sustainability


text:
User talk:Beejay~enwikiversity

Hello Darkfighter, we are heading the same direction. Go for it! Bruce retired science teacher London/beejay.

To attract new students, I think we want to show how to reach the foothills as well as maintain the instant programming course image as the meat of the course. Hence a request for very basics as in arithmetics, exercises in them, self-tests even in puzzle form. Are q&A permitted/encouraged/directed onsite?

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title: User talk:Beejay~enwikiversity


text:
Wikiversity talk:A Letter to globaltext.org

I just wanted to note here that I won't be able to work on this before the "arbitrary" September 18th deadline. After 25th, I'll be back to business, so I can give it some time then. (Though, perhaps I might have some time next weekend (ie 9-10th) - we'll see...) Cormaggio 07:32, 4 September 2006 (UTC)

Another point - if/when we send this letter, it should be an informal request for collaboration from the community - if it is to be an official Wikimedia Foundation communication, it needs to be from the Special projects committee (of which I am a member, and can negotiate). Cormaggio 07:32, 4 September 2006 (UTC)

 * I think it should just be informal, at least for now. When we have things more together, we can have a more formal way of doing it.
 * Arbitrary deadlines can be arbitrarily moved up, of course :). --SB_Johnny | talk 16:57, 4 September 2006 (UTC)


text: Template:TestTemplatesNotice

title: Template:TestTemplatesNotice


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User:Physchim62/PCSI Chemistry

Periodicity

 * Introduction to the quantum numbers: n, l, ml, ms. Existence of quantised energy levels in the atom, degeneracy of these levels.
 * Electronic configuration of an atom or an ion (in the ground state): Pauli’s exclusion principle, Aufbau rules.
 * Construction of the periodic table: structure in blocks.
 * Trends in certain atomic properties: ionisation energy, electron affinity and Mulliken electronegativity.
 * Core electrons, valence electrons.

The quantum model of the atom

 * Probability density for the electron in a hydrogen-like atom.
 * Polyelectronic atoms: orbital approximation, Slater's effective nuclear charge; energies of hydrogen-like and polyelectronic atoms.
 * Atomic radius.
 * Ionic radius.

Electronic structure of molecules

 * Localised covalent bond: Lewis notation.
 * Octet rule.
 * Delocalised covalent bond: mesomerism and resonance.
 * Prediction of the geometry by the VSEPR method.
 * Description of homonuclear diatomic molecules: construction of molecular orbitals by LCAO, orbital overlap; discussion of the MO diagrams of the homonuclear diatomic of the second period.

Low energy interactions

 * Van der Waals forces.
 * Hydrogen bonds.

Rates in chemical kinetics

 * Rates of disappearance of a reactant and of formation of a product, in the case of a closed reactor of uniform composition.
 * Progress of a reaction represented by a single stoichiometric equation.

Kinetic factors. Rate laws

 * Rate law: reaction with integral order; reactions with non-integral order. Examples.
 * Degeneracy of the order.
 * Half-life with respect to a limiting reactant, in the case of zeroth, first and second order reactions.
 * Arrhenius' law (empirical); activation energy.

Reaction mechanisms in homogeneous kinetics

 * Formal kinetics: strictly reversible reactions, parallel reactions, consecutive reactions.
 * Steady-state approximation.
 * Elementary processes, molecular of a process, reaction intermediates, transition state.
 * Qualitative microscopic interpretation of the role of temperature and concentration on the reaction rate.
 * Mechanisms by stages. Rate determining step.
 * Mechanisms in chain. Chain length.

Stereochemistry of organic molecules

 * Newman representations, Cram representations, perspective.
 * Configurational stereoisomerism: Z & E, R & S, enantiomers and diastereomers.
 * Conformation: ethane, butane, cyclopean, and mono- and disubstituted cyclohexanes.

Reactivity of the carbon-carbon double bond

 * Electrophilic addition and radical addition (hydration, hydrohalogenation, halogenation); mechanisms.
 * Cleavage by ozonolysis (without mechanism).

Grignard reagents

 * Preparation of Grignard reagents, experimental conditions.
 * Nucleophilicity and basicity of Grignard reagents.
 * Reactions with carbonyl groups (ketones, aldehydes, esters, acyl chlorides, acid anhydrides), with carbon dioxide, with nitriles and with epoxides.

Carbon-halogen bonds

 * Nucleophilic substitution reactions: SN1 and SN2 limiting mechanisms; stereochemistry.
 * Elimination reactions: E2 limiting mechanism, stereochemistry.

Carbon-nitrogen single bonds

 * Basicity of amines.
 * Nucleophilic reactivity: alkylation (mechanism).

Carbon-oxygen single bonds

 * Acid-base properties of alcohols
 * Preparation of ethers: Williamson reaction (mechanism)
 * Transformation of an alcohol to an monohalogenated derivative: with HX (mechanism); with PX3 and SOCl2 (without mechanism).
 * Intramolecular dehydration of an alcohol under acidic conditions: formation of an alkene.

Models used for the study of transformations

 * Isobaric and isochoric reactors, isothermal and adiabatic reactors.
 * Heat transfer during isochoric and isobaric transformations.

Standard molar quantities

 * Standard states of a pure component: ideal gas and condensed phase; standard molar quantity.
 * Transformation in a closed system: standard internal energy, standard enthalpy, variation with temperature.
 * Sign of the enthalpy change for and endothermic/exothermic reaction.
 * Thermal effects in an isobaric reactor:

Measurement of standard thermodynamic quantities

 * Standard enthalpy change of formation of a pure substance.
 * Discontinuity in ΔrH when one of the species changes state.

Equilibria in aqueous solution

 * Concept of an acid/base pair, predominance as a function of pH.
 * Simple pH calculations (common solutions, buffer solutions).
 * Complexes: definition, stability constant (or dissociation constant). Predominance.
 * Sparingly soluble compounds, precipitation criteria, solubility.
 * Redox pairs: electrode potential; Nernst equation.
 * Redox reactions, equilibrium constant, prediction of the direction of a reaction.
 * Titrations: acid-base, redox, compleximetric, precipitation.

title: User:Physchim62/PCSI Chemistry


text:
User:Physchim62

 * I am most active on English Wikipedia, where you can leave me a message.
 * Le plus souvant, je suis sur Wikipédia anglophone, où vous pouvez me laisser un message.
 * Aktivst bin ich auf englischsprechende Wikipedia, wo Sie mir eine Anzeige lassen können.
 * 英語のウィキペディア に私にメッセージを残すことができる.
 * Ik ben actiefst op Engelse Wikipedia, waar U me een bericht kunt verlaten.
 * Sóc el més actiu en Viquipèdia anglés, on pots deixarme un messatge.
 * Sono il più attivo su Wikipedia inglese, dove potete lasciarmi un messaggio.
 * Soy el más activo en Wikipedia inglés, donde puedes dejarme un mensaje.
 * Eu sou o mais ativo em Wikipédia inglês, onde você pode me deixar uma mensagem.
 * Είμαι ο πιό ενεργός σε αγγλικό Βικιπαίδεια, όπου μπορείτε να μου αφήσετε ένα μήνυμα.
 * 您能留下我信息在英语维基百科.

To give some ideas about subject scope, I have translated the syllabuses used in France for the first and second years of university education:
 * French first year chemistry syllabus
 * French second year chemistry syllabus

title: User:Physchim62


text:
User:Physchim62/PC Chemistry

Definition of the state functions G and F

 * Gibbs' free energy G and Helmholz' free energy F
 * Thermodynamic identities involving dH, dF and dG
 * Gibbs-Helmholz equation

Chemical potential

 * Definition of the chemical potential of a pure substance from G
 * Expression of dG in terms of temperature, pressure and quantity of matter
 * Variation of the chemical potential of a pure substance with pressure and temperature
 * Partial molar quantities
 * Definition of the chemical potential of a constituant of a mixture (homogeneous or heterogeneous)
 * dG = −SdT + Vdp + Σμidni
 * G = Σniμi
 * Gibbs-Duhem equation
 * Expression of the chemical potential:
 * for an ideal gas in an ideal mixture
 * for a constituent of an ideal condensed mixture
 * for a solute in a very dilute solution
 * Activity, activity coefficient, fugacity, fugacity coefficient

Reaction quantities

 * Chemical affinity of a system: definition, direction of spontaneous evolution of a system
 * Definition and expression of the thermodynamic equilibrium constant Ko
 * Expression of the chemical affinity in terms of the equilibrium constant and the product ‘’Q’’
 * Variance, factors which affect an equilibrium (p, T, xi)
 * Variation of the equilibrium constant with temperature: van't Hoff's equation
 * Laws of modification of equilibria: effect of temperature, pressure and the introduction of an active or inactive constituent

Phase equilibria of binary mixtures

 * Liquid-vapour equilibria: isobaric and isothermal conditions, with total or zero miscibility in the liquid phase
 * Solid-liquid equilibria, isobaric conditions, total miscibility in the liquid phase, total or zero miscibility in the solid phase: concept of a defined phase
 * Theory of chemical moments

IR and NMR spectroscopy: structure determination

 * Principles of IR spectroscopy: qualitative description of normal modes of vibration
 * Principles of proton NMR spectroscopy: chemical shift, spin-spin coupling, coupling constant, integration

Organometallics
See Aldehydes and ketones

Alkenes

 * Simple Huckel theory: moleculer orbital of ethylene, description of conjugated systems, application to butadiene
 * Hydrogenation with heterogeneous catalysis
 * Epoxydation with peroxycarboxylic acids
 * Hydrolysis of epoxides (acid and base)
 * syn-Dihydroxylation with osmium tetroxide
 * Preparation of primary alcohols by hydroboration of a terminal alkene
 * Ozonolysis
 * Diels-Alder reaction: mechanism, frontier orbital interactions

Aromatic hydrocarbons

 * Aromaticity
 * Geometric and electronic structure of benzene
 * Electrophilic aromatic substitution: general mechanism, alkylation, acylation, nitration and halogenation
 * Interpretation of the orientation of the substitution of anisole and nitrobenzene
 * Holemann's rules

Amines
See Carboxylic acids and their derivatives

Aldehydes and ketones

 * Preparation by oxidation of alcohols
 * Nucleophilic additions:
 * formation of acetals (with mechanism)
 * reduction by sodium borohydride
 * addition of Grignard reagents
 * Tautomerism: keto-enol and aldo-enol equilibria
 * α-Reactivity: formation of enolate anions
 * Generality of the formation of carbanions α to a π-attracting group
 * Reactions of enolate anions:
 * aldol condensation (with mechanism)
 * crotonisation (with mechanisms E1, E2 and E2cb)
 * C-alkylation (with mechanism)
 * α,β-conjugated carbonyls: conjugated addition, reaction with organolithiums, organ coppers and Grignard reagents
 * Wittig reaction

Carboxylic acids and their derivatives

 * Preparation of esters:
 * from carboxylic acids and alcohols (with mechanism)
 * by reaction of alcohols with acyl chlorides or acid anhydrides (with mechanism)
 * Preparation of amides by reaction of amines with acyl chlorides or acid anhydrides (with mechanism)
 * Saponification of esters (with mechanism)
 * Hydrolysis of nitriles and amides
 * Reduction of esters to primary alcohols by lithium aluminium hydride
 * Syntheses with malonic esters

Crystal systems and cohesive forces in crystals

 * Solid state: amorphous solids, crystalline solids. Model of the perfect crystal
 * Elementary definitions: lattice, site, unit cell, asymmetric unit
 * Crystal systems. Z, coordination, density, filling efficiency

Close-packed structures

 * Hexagonal close-packed and face-centred cubic structures
 * Tetrahedral and octahedral sites in a face-centred cubic structure

Metallic crystals

 * Close-packed structures (hcp, fcc) and non close-packed structures (bcc)
 * Allotropy
 * Macroscopic physical characteristics of the metallic bond

Ionic crystals

 * Description of four structures derived from cubic systems: CsCl, NaCl, zinc blende and CaF2
 * Definition of the coordinence of the anion and of the cation
 * Radius rules for 1-1 cubic structures

Covalent crystals

 * Diamond
 * Graphite

Molecular crystals

 * Ice (cubic)

Some principles of the extraction of metals

 * Construction and use of Ellingham diagrams: application to pyrometallurgy
 * Construction and use of E-pH diagrams: application to hydrometallurgy (lixiviation, purification, cementation)
 * Use of current-potential curves: application to the preparation of zinc by electrolysis

Corrosion

 * Galvanisation

Generalities

 * Chemical structure of organic macromolecules
 * Basic definitions describing these structures: repeating unit, degree of polymerisation, linear chains, branched chains
 * Polymolecularity (qualitative discussion)
 * Definitions: glass transition, semicrystallinity, glassy state, rubbery state

Polymerisation by steps

 * Reactive groups and functionality
 * General mechanism

Chain polymerisation

 * Active centres
 * Radical polymerisation and ionic polymerisation
 * Radical polymerisation: general mechanism, rate of polymerisation, order of reaction with respect to the promotor and the monomer
 * Anionic polymerisation: Monomers concerned, general mechanism, rate of polymerisation, “living” polymers
 * Molecular structure of chain polymers:
 * tacticity
 * isomerism
 * Mani differences between polymers produced by the two types of polymerisation: polymolecularity, “living” character, importance of transfer reactions

Diversity of structures

 * Condensation copolymerisation
 * Chain copolymerisation: statistical copolymer, block copolymer, influence of relative reactivities
 * Reticulation reactions

Relationship between structure and properties

 * Conformations of an isolated flexible chain in a vacuum, statistical effective radius
 * Solubility and expansion
 * Mechanical properties:
 * thermoplastics
 * thermosets
 * elastomers

title: User:Physchim62/PC Chemistry


text:
User talk:Smaldj~enwikiversity

Hello There.

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 Smaldj. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Smaldj~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.

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Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:43, 17 March 2015 (UTC)

Renamed
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title: User talk:Smaldj~enwikiversity


text:
Wikiversity talk:Creating a lesson plan

Why do we have "random" in the title of this page? Surely, people will want to contribute to something specific that they are interested in - which, to them, is not exactly "random". I think we should move this page to Creating a lesson plan - which could/should be an increasingly useful resource for teachers as they begin to discover Wikiversity. Cormaggio 09:46, 4 September 2006 (UTC)
 * Done now (as you can see) - please ignore :-) Cormaggio 21:54, 4 September 2006 (UTC)

I think it would be useful to give some explanation here on how to structure a lesson plan, technically. For example, I don't know how to put my different lessons on the subject of Mind Mapping into the Wikiversity structure. Do I create a namespace (or something)? Do I create a new page for each lesson? And if so, what name do I give each lesson (concering namespaces)? The big question that I have after reading this page, is how do I make a lot of pages (lessons) and the main page, be together as one whole?
 * The easiest way I know to build a course or indepth treatment of a subject is to create an initial page with a summary and an index of specific lessons or files with specific detailed names or titles which also serve as filenames or links for the wiki. Perhaps if you see some examples of good clustering of lessons you or someone else can provide links to the examples within this project page.  When you are satisfied the initial summary page and topics are ready for traffic (you are willing to collaborate with new authors or participants) then find appropriate places to link to the summary page from the indexing pages available from the main page.  Mirwin 05:58, 25 January 2007 (UTC)

Humboldt
The link to Humboldt (detailed instructions on how to write a lesson plan) is dead. Regards, Guido den Broeder 02:12, 12 January 2011 (UTC)

title: Wikiversity talk:Creating a lesson plan


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User talk:Mohdtaher2001~enwikiversity

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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 Mohdtaher2001. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mohdtaher2001~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.

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Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:39, 17 March 2015 (UTC)

Renamed
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title: User talk:Mohdtaher2001~enwikiversity


text:
User talk:Az1568

Double redirects
Wikiversity has been importing pages from Wikibooks. The import tool does not allow control of the name of the new page that is created. There has also been doubt about what the best name is for new pages, so some pages have been moved around a bit. Some of us have been leaving all redirects in order to be sure that people following pages moved here from Wikibooks can find the right page. Thanks for the cleanup effort. --JWSchmidt 01:05, 5 September 2006 (UTC)

title: User talk:Az1568


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User talk:Juxtaerika~enwikiversity

Your account will be renamed
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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 Juxtaerika. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Juxtaerika~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.

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Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:40, 17 March 2015 (UTC)

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User talk:Aicha~enwikiversity

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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 Aicha. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Aicha~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.

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Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:26, 17 March 2015 (UTC)

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text: User talk:Andiesm

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User talk:Physchim62

Hello!
Glad to see you over here, Physchim62! :-) --HappyCamper 03:14, 6 September 2006 (UTC)

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text: User talk:Bibhusan

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User talk:Vivek ila~enwikiversity

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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 Vivek ila. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Vivek ila~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.

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Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:46, 17 March 2015 (UTC)

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User talk:Bashir~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Bashir. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Bashir~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.

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Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:30, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:03, 19 April 2015 (UTC)

title: User talk:Bashir~enwikiversity


text: User talk:MagnoliaSouth

title: User talk:MagnoliaSouth


text:
User talk:Myrtis~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Myrtis. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Myrtis~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 23:44, 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:Myrtis~enwikiversity


text: User talk:Chinly

title: User talk:Chinly


text: User talk:Jchwong

title: User talk:Jchwong


text:
Aerospace engineering

Aerospace engineering is a field of engineering that specializes in vehicles that move in fluids or in a vacuum. This usually means working with airplanes, satellites, rockets or spacecraft.

Suggested Readings

 * Astronautics
 * Spacecraft design

Textbooks

 * Research opportunities in advanced aerospace concepts
 * Astrodynamics
 * Jet Propulsion

Videos

 * MIT 16.01 Unified Engineering - Video Lecture
 * MIT 16.885J Aircraft Systems Engineering - Video Lecture
 * Career Video: Aeronautics Engineer
 * Video Aerospace Engineering Career

Pictures

 * Pictures of the HyCAUSE Mach 10 test flight - Collaboration between Australia and DARPA, 6/20/07

Related news

 * September 2008 Micro honeycomb materials enable new physics in aicraft sound reduction
 * August 2008 Sikorsky X2 Helicopter: At 288mph Is World's Fastest
 * April 2008 Avoiding wind tunnels, computer simulations pave way for hypersonic flight
 * April 2007 Paper on hyperdrive system wins award at conference and is examined by US Government researchers...
 * March 2007 NASA seeks research proposals.
 * March 2007 Private company to launch rocket.

title: Aerospace engineering