text:
Wikiversity:How to Blog

=Wikiversity Blog setup= This isn't an official guide, its likely that this guide will become obsolete when changes are made to the software. If you follow this guide you will be required to learn about blogs and rss. For this entire guide replace my username "Chrismo" with your username.

You can now use Rssbot template and avoid manually creating and updating your rss feed. Rssbot is written by MichaelBillington

Easy setup using rssbot
Copy and paste the following code into your blog page: = My Wikiversity Blog - Be bold = Copy this link and paste it into your aggregator.

Add entry

My second entry
Hello Again World ~

My first entry
Hello World ~

Remember replace the two YOUR_USERNAME with yours and change "be bold" to the slogan of your choice.

Each item has a title, description and signature.
 * 1) In the example above the title's are "My first entry" and "My Second entry", change the title to something more appropriatte for your post.
 * 2) The description is like the body, in the above example it is "Hello World" and "Hello Again World", again change that to whatever you want.
 * 3) The last part is ~ which is used to sign and date your posts.

Save page.

You can ignore the instructions below as rssbot will update the rss feed for you.

You can see a demo on Chrismo's Wikiversity blog.

For more help see Helpful Links

The first 3 steps

 * 1) Create an account and log in
 * 2) Create the blog page
 * 3) Create the rss feed page

Create the blog page
Visit your Userpage and in your browser add /Blog http://en.wikiversity.org/wiki/User:Chrismo/Blog Edit that page and copy and paste the following. Remember replace my username with yours and change "be bold" to the slogan of your choice.  =My Wikiversity Blog - Be bold=

Copy this link and paste it into your aggregator.

Add entry | Update Feed

==My first entry==

Hello World

This is my first blog post about my learning activity at Wikiversity.

~ Save page and move on to the next step.

Create the rss feed page
Following on from the last step, you should see the "update feed" link on your Blog page so click on it. This will take you to the rss feed page, the url should look similiar to this. http://en.wikiversity.org/wiki/User:Chrismo/Blog/rss Edit the page and once again copy and paste the following text.

Chrismo's Wikiversity Blog

http://en.wikiversity.org/wiki/User:Chrismo/Blog

My Wikiversity Blog - Be bold

en

Blogging on Wikiversity

http://en.wikiversity.org/wiki/User:Chrismo/Blog#Blogging_on_Wikiversity

http://en.wikiversity.org/wiki/User:Chrismo/Blog#Blogging_on_Wikiversity

Hello World

This is my first blog post about my learning activity on Wikiversity.

Chrismo

Change my username "Chrismo" to your username, change the description to your description. Save the page.

Test it
Start your feed reader and subscribe to the feed.

How to add new entries
Now that you have the basic set up, lets look at adding a new entry.

Adding new entry to the blog
Click on the link "Add Entry" to edit your Blog page, first give you entry a title followed by your message and then sign the message with ~, the example below is fairly self explanitory. Most blogs display the posts in reverse chronological order but thats up to you.  ==Title==

Here is my message

~ Save the page.

Updating the rss feed
Click on the "Update Feed" link to edit the rss page. Below is the new item.

Title

http://en.wikiversity.org/wiki/User:Chrismo/Blog#Title

http://en.wikiversity.org/wiki/User:Chrismo/Blog#Title

Here is my message

Chrismo

Now we add our item to the feed just below the line with en Using the example above our new entry would like this.  <?xml version="1.0"?>

<?xml-stylesheet type="text/css" href="http://en.wikipedia.org/skins/common/feed.css"?>

<rss version="2.0" xmlns:dc="http://purl.org/dc/elements/1.1/">

Chrismo's Wikiversity Blog

http://en.wikiversity.org/wiki/User:Chrismo/Blog

My Wikiversity Blog - Be bold

en

Title

http://en.wikiversity.org/wiki/User:Chrismo/Blog#Title

http://en.wikiversity.org/wiki/User:Chrismo/Blog#Title

Here is my message

<pubDate> </pubDate>

<dc:creator>Chrismo</dc:creator>

Blogging on Wikiversity

http://en.wikiversity.org/wiki/User:Chrismo/Blog#Blogging_on_Wikiversity

http://en.wikiversity.org/wiki/User:Chrismo/Blog#Blogging_on_Wikiversity

Hello World

This is my first blog post about my learning activity on Wikiversity.

<pubDate> </pubDate>

<dc:creator>Chrismo</dc:creator>

Save the page.

Participants

 * Chrismo

Helpful Links

 * Practical introduction to Web browsing and Web feeds
 *

title: Wikiversity:How to Blog


text: Category:Philosophy of religion

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

title: Category:Philosophy of religion


text: Category:Linux

title: Category:Linux


text:
User:JPatrickBedell~enwikiversity/Educational philosophy

Ultimate foundation for educational activities
My particular interest as a researcher has been identification of the frontiers of knowledge and detailed subsequent investigation. I have tried to ascend in my understanding (and obscuring) of system complexity, from physics, to biochemistry, to electrical engineering, to software development for information engineering. Eventually I hope to create microfabricated XeF2-CMOS micro-layers linked with multiple sets of printed molecules.

Recently, in developing software, I have worked to apply economic and financial mechanisms to the systematic identfication of the frontiers of knowledge.

Financial mechanisms for comprehension of vastly more information in decision-making
Financial instruments linked to units of information (such as wikidiff information) will enable the systematic comprehension of orders of magnitude more information inputs to arrive at a given decision.

My goal in this development is to implement in free software new economic mechanisms that will validate the truth of scholars such as Murray Rothbard or Ludwig von Mises.

Information currency for sale in 2007
A creator of information currency will exchange an IC unit for some widely traded asset in 2007.


text:
Undergraduate education: A systems approach

What are the basic constraints in education:

* time * money

Time: Technology changes but the human life cycle does not.

Money: Money captures the flows of wealth. Educational system needs to be sustainable.

Current model. Stay in school, then work.

Problem: It is becoming economically infeasible to stay out of the workforce until you are "done with your education"

Problem: You are no longer "done with your education." Life is school. School is life.

Problem: Structure of education *inherently* creates a pyramid structure as a large base of students and adjuncts is needed to support a tip consisting of a few faculty.

Scary thought: Is the hierarchical class structure of education manifesting itself in general society.

Educational structures today mimic mass production factory systems. Why are we using an industrial structure in a post-industrial economy.

User Comments
Hi, I'm developing the software at http://infoeng.sf.net to create the system that will better-coordinate undergraduate education.

I'm looking forward to the paper!


text:
Capillary electrode array

The capillary electrode array (CEA) is a proposed device fabricated from a CMOS design with post-process XeF2 etching.

The most current reference for the CEA is.

Content summary
This learning project is focused on the creation of the so-called capillary electrode array device. The development of the system involves the integration of knowledge gained from various learning projects:
 * CMOS VLSI design

Goals
This learning project offers learning activities to
 * simulate the flow of liquids and molecules on the nanoscale,
 * design CMOS VLSI devices,
 * adapt biomolecules to application in Al-based CMOS processes.

This learning project is intended as research, as the CEA may not have been characterized at this point.

Concepts to learn include:
 * applications of adsorbed molecules to create mesoscale systems with coupled mechanical, thermal, electromagnetic, and chemical phenomena.
 * inkjet printing systems,
 * microfabrication.

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.
 * on this page
 * under development

Texts

 * CMOS VLSI Design

Lessons

 * Lesson 1: ...

Activities

 * Activity 1.
 * etc.

Readings
Each activity has a suggested associated background reading selection.
 * Reading 1.
 * Study guide:
 * Wikipedia article: __Article Name__
 * etc.

Active participants
Active participants in this Learning Group

The Capillary Electrode Array (CEA) is a proposed device fabricated from a CMOS design with post-process XeF2 etching.

The most current reference for the CEA is.

Please see Directions for use for more information.

Learning Project Summary

 * Project code: under development
 * Suggested Prerequisites: integrated circuit design, physical chemistry
 * Topic:integrated ircuit design
 * Topic:physical chemistry
 * Time investment: weeks to months
 * Assessment suggestions: Definite goal (CEA utilization) the basis for evaluation.
 * Portal:
 * School:
 * Department:
 * Stream
 * Level:

title: Capillary electrode array


text:
User:JPatrickBedell~enwikiversity

I am thrilled to have found wikiversity! You may see that I start too much and complete too little, but I am hoping that others will find my work worthy of utilizing.

In the spirit of grateful emulation,
 * User:JPatrickBedell/Classes
 * User:JPatrickBedell/Projects
 * User:JPatrickBedell/Whiteboard
 * User:JPatrickBedell/Research ideas
 * User:JPatrickBedell/Paper drafts
 * User:JPatrickBedell/Educational philosophy

I'm a cannabis enthusiast, as well. You can see two cannabis seeds and two cannabis seedlings here. The cannabis seedlings were scanned in conjunction with the printed page 16 of a report on the 1991 murder of USMC Col. James Sabow.

I am currently working on DNA integrated circuit/proposal import 2007 and capillary electrode array/proposal import 2007.

title: User:JPatrickBedell~enwikiversity


text:
User talk:JPatrickBedell~enwikiversity

Thanks for calling
Thanks for calling this evening. Look forward to working with you.

Roadrunner 05:40, 14 January 2007 (UTC)

Welcome
Hi Patrick (is that what I should call you?) - and welcome to Wikiversity! I saw your note on Wikiversity talk:Research, and would be delighted if you could drive your research interests forward here. Also looking forward to working with you. :-) Cormaggio talk 13:31, 14 January 2007 (UTC)

Strategic Studies
I think I'll just leave it up there for now, but my original intention was never to define the word strategy except in its narrow sense. In it's broader sense, Strategy defies definition, and has been called everything between "ordnance on target" and "...the province of life and death, the road to survival or ruin" by smarter people than me. So, I'll just see what people do with what's there and go on from that.--Dnjkirk 16:50, 14 January 2007 (UTC)

Stub pages
Hi Patrick, I've noticed you're using stub templates to mark your pages that need to be expanded. I think this very useful for Wikiversity and wish more people would use them. The template taken from Wikipedia has been used at Wikiversity to mark stub pages. We need to encourage more people to use stubs. I think to do this we need to make it as simple as possible. One way would be to use only   and if necessary a separate Category to the identify the page subject area. What do you think? Mystictim 18:17, 31 January 2007 (UTC)

Hi Patrick
I am interested in your micro molecular project. I will look over some of the research information in your link on your home page. I have a B.S. in Engineering Physics but very rusty on Chemistry and Math, still I might be of some use. Talk to you again soon I hope. Mirwin 04:44, 12 February 2007 (UTC)

Electric
I looked at this just briefly, I will look at it again. If I understand what the types of tools and capabilities do and need some of them might be pretty number crunching intensive. I have been trying to whip up some enthusiasm for a Wikiveristy virtual supercomptuer based on BOINC (Berkely Open Infrastructure Computing??). It is the general version of the high successful seti@home project. It uses volunteered screensavers to do massively parallel distributed computing for number crunching intensive science projects. If you feel you could run a screen saver and are not already donating your spare computing power you might consider joining our wikiversity teams. To set our own up it will take at least a ten thousand dollar budget so we need to show an active group of learners and enthusiasts to convince the Wikimedia Foundation Board and/or the Special Projects Committee that a server for our supercomputer would be a good investment in distributed elearning at Wikiveristy. Let me know when you have clean up those papers. I definately intend to read them again. Maybe before you clean them up, but definately soon after, there were very interesting concepts. Sincerely. Mirwin 18:28, 12 February 2007 (UTC)

Re: MicroMIRV air defense system
Hello, I saw that in 17:10, 20 January 2007 you edited the above page. Are you still interested to continue ? The talk page is at the moment set for deletion. Erkan Yilmaz ( evaluate me!, discussion ) 17:08, 11 September 2007 (UTC)

images
I deleted two images you had uploaded. One showed a page of a journal article or a book. Without any additional information, I have to assume that it was copyrighted material and having it at Wikiversity is not compatible with our licensing strategy. The other image seemed to be a business card. The purpose of Wikiversity user pages is to provide space to help people participate at Wikiversity. If you want to make a link from your user page to a personal website, you are free to do so, as long as doing so fits in with the educational mission of Wikiversity. We do not allow all external links. For example, we do not allow links that seem to randomly promote commercial websites or illegal activities. --JWSchmidt 18:34, 11 September 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 JPatrickBedell. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name JPatrickBedell~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:34, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:11, 19 April 2015 (UTC)

title: User talk:JPatrickBedell~enwikiversity


title: File:25142.070113235749.djvu


text:
User:Bodene1960

About me
Bodene 06:41, 14 January 2007 (UTC) '' Diploma Computer Programming (1998) NRI Schools Graduated with highest honors. College Geometry, Colege level pre-Calculus, and College Algebra, as well as all the pre-requisits and other college level math classes. Currently Studying OpenGL, DirectX and other three D programming concepts. Examples and a tutorial will be available in the WINAPI section of this site as soon as possible. Other Interests Christian Music. ''

Tutorials

 * 1) WINAPI Programming

Future Goals
Differential Equations, Cold Fusion.

Philosophy
It is ultimately better to try to do a good thing, (even if you Fail) than to try to do nothing and Succeed.

Religion
'''The king will answer them, "Truly I tell you, just as you did it to one of the least of these who are members of my family, you did it to me." '''
 * 1) Upper Room

-Matthew 25:40 (NRSV)

Questions and Comments
Please leave all questions and comments here!

Bodene

We are students from Bilkent University - Turkey. We have a Research Paper subject covering WinAPI and it's concepts. Could you please give us a personal mail for answering some of our questions about these?

saylik@ug.bilkent.edu.tr is my mail

We could appreciate any help, and we may show you as reference

with all regards.

Bahadır Saylık

title: User:Bodene1960


text:
DNA integrated circuit

A DNA integrated circuit is a integrated circuit semiconductor system incorporating or interacting with deoxyribonucleic acids or other molecules. The interaction of molecules with the IC system may be due to the adsorption of the molecules on the IC, or the electromagnetic or mechanical interaction of the IC with molecules.

Depending on the attachment methodology, the molecules incorporated into a dIC may be other than deoxyribonucleic acid.

proposes one way to attach molecules to CMOS integrated circuits.

title: DNA integrated circuit


text:
User:JPatrickBedell~enwikiversity/Research ideas

Biometrology

 * Use standard video-collecting devices to make semi-continuous quantitative estimates of the volume of the growing organism.
 * Use one or more webcam images or videos to create realistic simulated avatars for users.

Biosimulation

 * Simulate the interaction of bullets with simulated biological entities (terminal ballistics).


text:
User:JPatrickBedell~enwikiversity/Whiteboard

2007-01-14 gotd:
 * packaging icws-0.2.4 with a working Cougaar simulation of IC exchange process.


text:
User:JPatrickBedell~enwikiversity/Projects

My projects:

 * information currency and information engineering as an effort to create a new ultimate foundation of exchangeable digital economic value, leading ultimately to accelerated progress in human affairs.
 * software to decode the DataMatrix code in the photo on the right. The Cannabis seeds in this photo from January 10 are the same two seedlings in the subsequent image..
 * software to quantitatively monitor the growth of Cannabis and other organisms, see right for an example of growing Cannabis seeds.
 * capillary electrode array - sorting molecules using patterned electromagnetic fields.
 * DNA integrated circuits - DNA and biophosphate adsorption on aluminum.
 * macro-scale structures patterned with molecules on the nano-level. I'm hopeful that this technology will enable new capabilities for the storage and controlled release of massive amounts of energy.
 * OpenInsurgent Project - Multilingual next-generation open source distributed massive (simulated) force coordination in 2007!
 * political activism.
 * magnetic microcoils
 * picoscale magnetic resonance


text: Category:History of Computer Science

title: Category:History of Computer Science


text:
Category:Computer Science Courses

This category groups evolving and current courses offered by the School of Computer Science.

title: Category:Computer Science Courses


text: Category:The Art of Computer Programming


text:
Talk:Learning the Basics of French/Lesson:Introducing Yourself/1

For what it's worth, I've never in my life heard a native French speaker say "comme ci comme ça." "Pas mal" might be a better response. The Jade Knight 08:14, 14 January 2007 (UTC)
 * I did... :) "Comme ci comme ça" doesn't men the same thing as "pas mal". "Comme ci comme ça" means more that there is a little bit wrong in there... :) 193.191.208.4 11:07, 19 January 2007 (UTC) (Oups... Not logged in... Utilisateur:Min's)

When I try to listen to the audio files it takes me to a page to upload them. How do I listen to them? Also the asterisks in the alphabet are never explained. Thank you. Mondomunchies 02:54, 26 January 2007 (UTC)

Merge
This content largely reduplicates content at Wikibooks. The two should be merged. The Jade Knight 03:04, 28 February 2007 (UTC)

Audio file
When I try to listen to the audio file, Windows Media Player says that it can't read it. I have the latest versions of both the OGG filter and Windows Media Player. Are you sure that the file isn't corrupted? Believe it or not, but I'm actually having similar problems on my own website!--160.36.117.91 20:31, 20 March 2007 (UTC)
 * Which file? The first one doesn't work for me, either, having checked it just now.  The Jade Knight 02:28, 21 March 2007 (UTC)
 * I am the one who put the audio files. I made them from my Linux distribution so it's maybe why you don't succeed in reading them (I actually can't read them with Windows). I'm going to record them again. User:Kitame 08:39 pm, 20 January 2008 (UTC)
 * The Greetings ogg file was bogus, looks like a Word doc, maybe virus infected? See my note in http://en.wikiversity.org/wiki/Talk:Learning_the_basics_of_French/Introducing_Yourself .  I am about to hack this page not to refer to it anymore, as I just did for that other one. --Yako 00:04, 19 May 2009 (UTC)
 * Gaa, looks like the Alphabet ogg file is an exact copy of that. Hacking that out as well. --Yako 00:04, 19 May 2009 (UTC)

An error
Hello, I'm french.

When I've looked this page, I've see an error :

We don't say courses, but cours.

Courses is the moment where you're in a supermarket, for feed you're family ;)

PS : Excuse me for my bad level in the language :)

Answer to "Ca va ?"
Maybe would it be a good thing to tell people that we can (and, most of the time, we do) answer "oui" or "ouais" to "ca va ?", not only "très bien" or "bien", because I know it's quite surprising for English-speakers.
 * Merci pour ta réaction. We are a wiki. Just be bold, Erkan Yilmaz Wikiversity:Chat  21:47, 4 March 2008 (UTC)


text:
User:Historybuff/overview

Just a spot for scribbling really.

Map of CS Space

My Learning list: Hitler%27s Germany

Learning the Basics of French/Lesson:Introducing Yourself/1

Stuff I'm involved with: School:Computer Science Topic:Operating Systems Category:Computer Science Topic:Internet Audio and Video Topic:Computer Programming Topic:Databases

Stuff that I've started: Extreme Programming Preschool Project Fundraising

Should try to make some friends at Portal:Engineering and Technology, since we are under their wing.

Also, the guys on the German edition seem like smart cookies -- setting up some communications with them might be smart.

Staff at the University Student area Teaching advice

Tool to see what are the most viewed pages General WV report - comprehensive

Quote  IRC is very popularr within Wikimedia Foundation projects...but it is very "last century"  lol @ last century  NOW I'm OLD. :)  Sheesh WikizineHB: why? were you around when people chatted by exchanging punchcards?

I learned my first practical thing at Wikiversity 2007-01-22 @ 3:06 - question on a motor - CQ gave me some help and a link A dash of Lectra Clean[tm] might help -> RadioShack has some good stuff too that cleans and lubricates can think of the name off hand Do NOT use WD40! Neat stuff: Find out what version of MediaWiki we are on: Special:Version Info on Canadian non profit status

List of dangerous people (because inspiring can be dangerous :P) on wikiversity:
 * Chrismo - RSS/Blog gy
 * Cormaggio - software development
 * Richard2me - IT school
 * Erkan Yilmaz - German wikiversity contributor
 * Rayc - Test guru
 * JWSchmidt - All around wikiversity guru
 * CQ - First interaction

title: User:Historybuff/overview


text:
User:Historybuff/to do

Here is my prioritized todo list:

Wow, time flies when your having fun. I've poked my head in a couple times, but not really done too much (and haven't edited since sometime in 2019). So, as of Nov/2020, one thing I have to do is let go of some clutter -- so I think I'll be doing some archiving. I'd also like to develop a new resource or two, but the proof is in the pudding. But this breaks the ice, and I'll see what might be a good area to add something in.

"New" stuff, or should I say current (as of Oct/2018):

Look into Big Data and DevOps. Check out Category:Computing. And, in the next few weeks, look at Fake news in Canada

Oh, and look into Education, eek. Yeah, and Raspberry_Pi too. And don't forget about Vision

Clean up that dreadful Talk page ... and get a bit organized (like archive Talk and maybe some TODOs)

Interesting - Cancore and Norm Friesen's connection to it.

Create a TODO list. :) (Or create a few, or a few dozen. Getting down to one is hard. :))

I used to have a weekly TO DO list. I'm not sure if that will be in the plans.

Maybe a resource on Time Management would be good.

Old stuff (circa 2015):

I'm looking to get started and get some stuff done; and then I'll start organizing. So, more TODOs to come. First, let's get some content generated.

Older stuff:

Looks like I'm top posting here again. Doesn't life suck. :P

Ok, after another extended break, I'm starting to prioritize a bit. One priority for me is to explore more learning/teaching things, and since my journey was inspired here, I'm back to push that forward. I guess I'll start editing and cleaning up this page relatively soon. The amusing thing is the last bit I wrote seems to be in 2010. Before today, I had a few edits in January of this year. Wow, time really does fly sometimes.

Something to check out -- My edits

Wow, how quickly time flies.

We're 6 months more into 2010, and I apparently had a large wikibreak. Unfortunately, I don't feel well rested. Ugh.

On tap now -- the Sandbox server looks to rise again. Someone has suggested Moodle, and I'd love to run some WCR sessions. A bit of Asterisk with a side of fun, perhaps?

Happy New Year 2010! :)

Back, and looking into e-learning. Isn't that what Wikiversity is supposed to be? Ok, so there is Moodle, which I've flirted with all too briefly. I'm going to look back at that, as well as:
 * http://www.omnovia.com/
 * http://www.wiziq.com/
 * http://www.lightspeedvt.com/johndavidesp/
 * http://www.teachanolddognewtricks.com/
 * http://www.dimdim.com/

Note, these are NOT endorsements or spam links, just a place to keep a few things I want to check out together. I don't have any idea on licences or fees or whatnot, or how good any of them are. If I get this organized enough, maybe I'll post some reviews.

I'm not going to revive targets of things quite yet -- I'm still quite busy IRL but I do intend to do more WV related stuff as time goes by.

 * Neat wifi hacking lab: http://antennablog.lbagroup.com/

 * Read http://www.infinitethinking.org/ (blog) (was linked from here
 * Check into Making nice maps
 * write a course on accounting/SQL-Ledger (check into Category:Accounting) (refer to http://dwmbeancounter.com/moodle/mod/resource/view.php?id=13)

 * Upgrade MW, or write an article about interwiki??

What was I thinking? Where did I go? :)

Okay, been far too busy for far too long. I'm not even going to update this list for a bit. I'm here to soak in for a little bit.

Not updating yet, but still doing some work. Ever increasing amounts, until when I can actually realistically re-order and tackle some of this.

More comments... what year was this "week ending"?? Wow, have I really been absent long enough that my todo list rolled all the way around to another year? Ugh.

Anyways, have a lot of project ideas now, and finally getting some time to do them. Yay me! :)

Check out this educational tool: http://www.techsmith.com/snagit/education.asp?CMP=KgoogleSctedu&gclid=CIeB8eCV6ZgCFROU7QodGnUc0w

To be completed in the week ending this Sat, Sep 20:
 * See if any response to talk page comment at Bachelor_of_Computer_Applications_(BCA)

To be completed in the week ending this Sat, Sep 27:
 * Review Time management
 * start software for openmoko
 * Review for inclusion in Asterisk
 * Figure out what is up at Wikimedia Canada
 * read better then free and blame the wayward worker

To be completed in the future: http://www.mediawiki.org/wiki/Help:FAQ#How_can_I_create_Interwiki_Links_in_my_Wiki.3F
 * Do a bit on Mediawiki Wikis from http://wikidev.net/MediaWiki_skin_tweaks, http://en.wikiversity.org/wiki/MediaWiki:Common.css and http://meta.wikimedia.org/wiki/Gallery_of_user_styles.
 * Figure out easy to edit pretty tables (might need style-sheets) and add a lesson to Topic:MediaWiki
 * Schedule a recording session with User:Cormaggio for WCR that works (maybe using this?
 * bug JIRA/Toolserver people for key reset
 * Toolserver -- refine Timezone tool prototype
 * look at Open_Source_ERP
 * Review Research_grant_collaboration_group page
 * Check, for preschool project
 * Find out if we can use in a Wikiversity setting

 * Figure out how "½" got into my todo page, and how to do something like that when I mean to. :)

 * MediaWiki stuff - threaded output possible with http://www.mediawiki.org/wiki/User:Robchurch/Extension_output_handlers?
 * Category rationalization
 * Did Computer Programming (added Programming Languages).
 * In the middle of Computer Science
 * Notes on categories Help:Category
 * Fix http://toolserver.org/~gerald/edit_count.php?wiki=en.wikiversity&name=historybuff&count=count (form needed, pretty pages) and post changes here

Currently on hold (reason):
 * Apply for access to Grants Wiki http://grants.wikimedia.org/wiki/Main_Page (Wiki is frozen, with no co-ord)
 * Review/Beef up CS/IT area on Portal:Engineering and Technology (Need more content)

Needs Scheduling:
 * Check out Bloom Clock and http://healthyhousesystem.com/services.html
 * Check out
 * Financial stuff? http://www.cnn.com/2007/EDUCATION/04/09/teens.money/index.html?eref=rss_latest
 * Help Cormaggio - http://wikindx.sourceforge.net/index2.html

 * Review Technology
 * Review User:JWSchmidt/Semantic_prosthetic

 * Openstreetmaps - []
 * Work on Remote Learning Development
 * check out resource Virtual learning environment
 * Identify courses related to CS
 * In progress at Category:Computer Science
 * Complete Introduction to Computer Science
 * Identify core courses
 * community based courses - interaction courses?
 * Wikiversity outreach
 * Figure out how Participants works on w:Wikipedia:WikiProject Molecular and Cellular Biology
 * Review The_music_industry
 * Follow up on User:Joel_Lamoure
 * Check out http://wiki.openstreetmap.org/index.php/Main_Page
 * piddle with http://www.openmoko.org/

Course Related

 * Survey courses - rate?
 * Survey wikibooks
 * Wade through b:Wikiversity:School_of_Computer_Science to see if there is anything useful
 * see if they have any useful texts
 * Wikibooks has no current versioning that we can use -- need the book to stay consistent (snapshots?)
 * Think about how Category:Game_Design] integrates with CS
 * look at Games in Development
 * check out Web related stuff, like Topic:Web Design
 * Think about Featured and putting features on the portal
 * Use Help_desk to help write lessons
 * Use Template:Learning project boilerplate to create courses
 * Don't forget Wikipedia .. like w:Category:Programming constructs

Policy and Admin Related

 * Recruit more wikiversitians
 * Talk about streams, and how streams fit together (course of study)
 * discuss the accredation issue

Tech related

 * learn wikimedia software
 * Installed a test wiki
 * Got pointers in #mediawiki for javascript stuff
 * Manual of config stuff at http://www.mediawiki.org/wiki/Manual:Configuration_settings
 * Get [Test_and_Quiz] working in a general way
 * Fiddled with Template:HB-Quiz -- need to get it to send, not escape, HTML
 * looks like it might be possible through LocalSettings.php or Skins settings.
 * edit MediaWiki:common.js. Use addOnloadHook(yourfunctionhere) to add the hookd. (from #mediawiki)
 * check out Wikiquiz
 * Figure out how bots work
 * Got some good info from JWS
 * Write a magic agent that collects the names of contributers from certain areas (bwahahaha)
 * play with transclusion:
 * Wikiversity_Blog_howto
 * w:Template:user in

General Stuff

 * How are we doing? Quality and using Template:Quality0
 * Delete/merge duplicates
 * Topic:Quality Assurance
 * Topic:Computer_Science - is this needed anymore?
 * Check out
 * Bar Camp
 * Topic:Telecommunications
 * Topic:Internet_TV
 * Topic:Image processing and Machine Vision
 * Sonic user interface
 * Nerd_Project
 * School:Project Management
 * History_of_Quebec_and_Canada/Study_Guide
 * Introduction to GarageBand

Done (should go into an archive)

 * Move to a real todo list template:to do?
 * add a user page (needed to get todo to be in the "right" spot)
 * Organized and prioritized todo list
 * Complete Portal:Computer Science
 * WAV -> OGG codec translation for 2 sessions
 * Another WAV -> OGG codec translation
 * Numerous confrence calls
 * Push toolserver request []
 * Get the ball rolling on Wikimedia Canada
 * Chat w/ m:User:Eloquence and commons:User:Gmaxwell; follow up w/ Brion
 * Start moving on WM Canada
 * Brainstorm ideas for Grants -- pick one with good curb appeal
 * Chat w/ m:User:Eloquence; follow up w/ commons:User:Gmaxwell and Brion
 * Check about powerbook info for http://www.bitshuffle.org/wikicast/User:Mysid
 * Fiddle with Toolserver toys
 * installed (actually a more recent) image
 * Merge legal notes into the bylaws at meta:Wikimedia Canada

title: User:Historybuff/to do


text:
User:D.328

D.328 home (jawp)

title: User:D.328


text:
User talk:D.328

Requests
Could you complete these Topic:Japanese/Requests--Balloonguy 01:15, 17 January 2007 (UTC)
 * I think I can complete "Create dakuten and handakuten Hiragana" and "The dakuten and handakuten Katakana". I'm now a little busy to create these images. Could you wait for me?
 * 私でよろしければ、濁点・半濁点のついたひらがな・カタカナの画像は作れると思います. 今はちょっと画像を描くだけの時間を取れないのですが、しばしお待ちいただけますでしょうか？ -- D.328
 * I was think more about the sound requests because you are a native speaker, but the images are important too.--Balloonguy 22:21, 18 January 2007 (UTC)
 * It's very true (I think so, too), but I have no recording environment. Sorry for being helpless.
 * 私もそうだと思うのですが、当方に録音できる環境が無いのです. お力になれずにすみません. --D.328 14:03, 21 January 2007 (UTC)

title: User talk:D.328


text:
MediaWiki talk:Defemailsubject

How does this work? Robert Elliott

title: MediaWiki talk:Defemailsubject


text:
User talk:JayJ~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 JayJ. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name JayJ~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:34, 17 March 2015 (UTC)

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

title: User talk:JayJ~enwikiversity


text:
Introduction to Advertising

Commonly Used Advertising Terms
-Advertiser The entity that lays for the advertisement, and who wishes to persuade others (in ways). An advertiser can be a person, group of persons, an organization, a company.

-Medium/Media (sing./pl.) The channel through which a message is communicated. Some media are mass, such as print and television, but other channels are not, such as the telephone, mail, and person-to-person. Media may be privately or publicly owned. For example, Newscorp is owned by Rupert Murdoch, but the BBC in the UK and PBS in the US are publicly held, sponsored by the government and/or through taxes or fees.

-Target Audience/Market The group of people, usually consumers, that an advertiser tries to reach by creating the correct message and using the correct media vehicles. A target is defined through either demographic or psychographic data.

-Demographics Demographic data include objective and measurable data about people and their lives. Census data is a common example. Age, ethnicity, occupation, income, zip code, number of children, marital status, gender are other examples. Even more specific information can be measured: how often one purchases a car, goes shopping, home ownership, etc.

-Psychographics Psychographic data are less objective and often rely on self-reported information. Often, it has to do with what people like, dislike, personality traits. Examples of psychographic categories are: people who are depressed, people with lots of friends, people who are adventurous, like to travel, cook, or fish.

-Public Service Advertising Advertising that contains a socially positive message and encourages pro-social activity. It may not be paid for by an advertiser (the advertising time or space may be donated). Usually, public service advertising is generated by a non-profit advocacy group or a governmental organization. Common examples include anti-drug advertising, support the troops, and pro-recycling efforts. In order for TV stations to receive a license from the FCC, they must agree to provide a certain amount of free time for Public Service Advertising.

The Purposes of Advertising
Advertisers consider advertising a way to communicate with a particular audience. The overarching purpose of advertising is to increase an advertiser's revenue and encourage purchase of the product or service. The more immediate purposes of any particular advertisement can include:

-Awareness of the product category These are most common with a new kind of product category, for example, when VCRs became available, advertisers ran advertisements explaining how VCRs worked and what they could do, rather than specifically telling consumers to buy a particular brand. The immediate purpose for these ads is education about the product category - the long term purpose is to encourage purchase.

-Awareness of the brand or product These advertisements are most common when an advertiser introduces a new product or brand in a category that consumers are already aware of. For example, when a company introduces a new flavor of potato chips. Consumers are familiar with snack foods and chips, but perhaps not this specific brand or flavor. The immediate purpose is awareness. Ideally, the consumer is then interested and will engage in trying the product, leading to purchase, and loyalty to the new product or brand

Targeting
Advertisers use research and other insights to determine which consumers to focus their advertising effort on. Targeting also helps advertisers make creative decisions as well as other marketing decisions.

Case study: According to Nike company lore, one of the most famous and easily recognized slogans in advertising history was coined at a 1988 meeting of Nike’s ad agency Wieden and Kennedy and a group of Nike employees. Dan Weiden, speaking admiringly of Nike’s can-do attitude, reportedly said, “You Nike guys, you just do it.” The rest, as they say, is (advertising) history. After stumbling badly against archrival Reebok in the 1980s, Nike rose about as high and fast in the ‘90s as any company can. It took on a new religion of brand consciousness and broke advertising sound barriers with its indelible Swoosh, “Just Do It” slogan and deified sports figures. Nike managed the deftest of marketing tricks: to be both anti-establishment and mass market, to the tune of $9.2 billion dollars in sales in 1997. —Jolie Soloman “When Nike Goes Cold” Newsweek, March 30, 1998 The Nike brand has become so strong as to place it in the rarified air of recession-proof consumer branded giants, in the company of Coca- Cola, Gillette and Proctor & Gamble. Brand management is one of Nike’s many strengths. Consumers are willing to pay more for brands that they judge to be superior in quality, style and reliability. A strong brand allows its owner to expand market share, command higher prices and generate more revenue than its competitors. With its “Just Do It” campaign and strong product, Nike was able to increase its share of the domestic sport-shoe business from 18 percent to 43 percent, from $877 million in worldwide sales to $9.2 billion in the ten years between 1988 and 1998. Nike spent $300 million on overseas advertising alone; most of it centered around the “Just Do It” campaign. The success of the campaign is that much more remarkable when one considers that an estimated 80 percent of the sneakers sold in the U.S. are never used for the activities for which they have been designed. Nike’s marketing tactics in the ‘80s, and in particular its campaign against Reebok, gambled on the idea that the public would accept sneakers as fashion statements. Nike later cashed in on the jogging/fitness craze of the mid 1980s, during which its “Just Do It” campaign expanded to attract the female and teenage consumer, in addition to the stalwart 18 – 40-year-old male consumer. (Nike was losing ground to Reebok during this time, thanks to the explosion of aerobics.) Phil Knight, the founder and CEO of Nike, suffused his company and ads with the idea of the intense, inwardly focused competitor. The ads rarely focused on the product itself, but on the person wearing the product. Heroes and hero worship abound on the Nike campus in Beaverton, Oregon. The “Just Do It” campaign seemed to capture the corporate philosophy of grit, determination and passion, but also infused it with something hitherto unknown in Nike ads—humor. Nike had always been known for its “detached, determined, unsentimental” attitude. “In a word, [Nike is] cool.” The new ads retained that attitude, but several of the original 12 “Just Do It” ads incorporate jokes, explicit and implicit, to make their point. The Bo Jackson ad stands out. Jackson is seen working out at several different activities, joking while on a bike machine, “Now when is that Tour de France thing?” and after slam dunking a basketball contemplates “Air Bo.” “I like the sound of that,” he says. The “Just Do It” campaign received mixed ratings, ranging from “an instant classic” to “sociopathic.” One critic went so far as to say the ads were “an impatient- bordering-on-contemptuous exhortation to the masses. Cool is one thing. Poverty of warmth is another.” Eventually the campaign was credited with embracing not just resolve and purpose, but also the “beauty, drama and moral uplift of sport—even, every now and then, fun.” Linking the Campaign to Consumer Needs Through its “Just Do It” campaign, Nike was able to tap into the fitness craze of the 1980s. Reebok was sweeping the aerobics race and gaining huge market share in the sneaker business. Nike responded to that by releasing a tough, take-no- prisoners ad campaign that practically shamed people into exercising, and more importantly, to exercising in Nikes. The “Just Do It” campaign was also effective in reassuring consumers that the brand they picked, Nike, was a quality brand. This was most effectively portrayed by celebrity sports figures such as Bo Jackson, John McEnroe and later, Michael Jordan. If Michael Jordan can play an entire NBA season in a pair of Nikes, certainly the average weekend warrior can trust the shoes’ durability. Celebrity endorsements also appealed to the consumers’ sense of belonging and “hipness,” as Nike became a self-fulfilling image prophecy: if you want to be hip, wear Nike; if you are hip, you are probably wearing Nike. The “Just Do It” campaign was able to turn sweaty, pain-ridden, time-consuming exercise in Nike sneakers into something sexy and exciting. Perhaps most importantly, even those who were not in fact exercising in Nikes (the vast majority) still wanted to own them. By focusing on the aura and image conveyed by the fitness culture, Nike was able to attract those who wanted the image without incurring the pain. RES3:990108 2 Linking the Campaign to Strategy Nike was in a tough spot in the late 1970’s. It was being swamped by Reebok’s quick initiative on designing aerobics shoes and needed to respond dramatically and forcefully. It could be argued that the “Just Do It” campaign was not only about sneakers but about Nike’s own renaissance. No longer content to be the choice running shoe of a few thousand marathoners and exercise nuts, Nike wanted to expand its operation to target every American, regardless of age, gender or physical-fitness level. “Just Do It” succeeded in that it convinced Americans that wearing Nikes for every part of your life was smart (the shoes are designed for comfort) and hip (everyone else is wearing them, you too can belong to this group.) Nike took its own advice and “Just Did It” by directly attacking Reebok in the sport-shoe market. Why Was the Campaign Successful? The timing of this campaign could not have been better. Americans were buying exercise equipment at a record pace in the mid 1980s, and body worship was at an all time high. Nike tapped into consumers’ desire for a healthy lifestyle by packaging it into a pair of $80 sneakers. The ads were often humorous, appealing to the cynic in all of us, while imploring consumers to take charge of their physical fitness. The ads made starting an exercise regime seem like a necessity, and the way to start exercising was to buy Nike merchandise. More importantly, by owning Nikes you were instantly a member of a desirable group. The campaign was easily identifiable (to the point that Nike eventually did not even bother to display the word “Nike” in commercials—the swoosh was enough) and stayed true to its message.

Your turn
Create and distribute some advertising materials for Wikiversity. Describe your work below.

title: Introduction to Advertising


text:
Aircraft/Components

There are thousands of designs and ideas about aircraft which have been developed through aviation history. Despite this some main components became permanent in every aircraft design. As fix-wing aircrafts are the most common aircrafts they will be the most studied.

Fixed-wing aircraft components
Although airplanes are designed for a variety of purposes, most of them have the same major components. The overall characteristics are largely determined by the original design objectives. Most airplane structures include a fuselage, wings, an empennage, landing gear, and a powerplant. There are many other parts as well.

Fuselage
The fuselage includes the cabin and/or cockpit, which contains seats for the occupants and the controls for the airplane. In addition, the fuselage may also provide room for cargo and attachment points for the other major airplane components. Some aircraft utilize an open truss structure. The truss-type fuselage is constructed of steel or aluminum tubing. Strength and rigidity is achieved by welding the tubing together into a series of triangular shapes, called trusses.

Empennage
The empennage (also called tail) is the rear part of the aircraft. Usually it includes the stabilizers, rudder and elevator as many other components. In fighter jets it may be constructed around the exhaust nozzle, as in some three-engine airplanes ( with the third engine in the fuselage). In commercial air crafts, the empennage is built from the cabin pressure-cone and may contain the Flight Data Recorder ("black box"), Cockpit Voice Recorder that can help tell what happened in a crash also need it there is a pressure out-flow valve.

Wings
The wings are airfoils attached to each side of the fuselage and are the main lifting surfaces that support the airplane in flight. There are numerous wing designs, sizes, and shapes used by the various manufacturers. Each fulfills a certain need with respect to the expected performance for the particular airplane. Wings may be attached at the top, middle, or lower portion of the fuselage. These designs are referred to as high-, mid-, and low-wing, respectively. The number of wings can also vary. Airplanes with a single set of wings are referred to as monoplanes, while those with two sets are called biplanes. Many high-wing airplanes have external braces, or wing struts, which transmit the flight and landing loads through the struts to the main fuselage structure. Since the wing struts are usually attached approximately halfway out on the wing, this type of wing structure is called semi-cantilever. A few high-wing and most low-wing airplanes have a full cantilever wing designed to carry the loads without external struts.

[[Image:ControlSurfaces.gif|400x400px]]
Airplane control.jpeg

As aircraft move in three dimensions, we need various control devices to control it. Fix-wing aircraft have control surfaces for each one of these dimensions. Usually, these are placed in the extremes of the aircraft (tail and wings) to get the maximum strength and response using small moving parts thanks to the lever concept.

Note that an airplane is easier to maneuver the more unstable it is. Stability can be provided by stabilizers and fuselage and wing design.

Vertical stabilizer and rudder
The vertical stabilizer functions with the same principle a wing does but being symmetrical. It is the main control surface of airplanes (fix-wing aircraft). Obviously, it has a vertical position, usually in the tail of the aircraft. There can be multiple vertical stabilizers (in large aircraft usually).

The vertical stabilizer has a moving part which is called Rudder. This acts as an aileron does in the wing. When it is moved to one or other side it produces a pressure difference over to the stabilizer since it's movement is equal to change the angle of attack of this 'wing'.

The rudder controls the Y-axis or Yaw of the plane and it is controlled from the cockpit with the pedals. In a coordinated turn, rudder and ailerons must be coordinated, but you can use rudder only to 'slide' the aircraft.

Some rudders are mixed with elevators in the same control surface, creating V-tail aircraft.

Rudder

Horizontal stabilizer and elevator
The horizontal stabilizer is the main control surface of the aircraft, mainly of airplanes (fixed-wing aircraft). It functions as a wing does, creating a second point of lift along the fuselage which provides stability to the aircraft in the Z-axis. Its function is not to provide more lift but to control the Pitch of the aircraft (by modifying the angle of attack of the wing). This is thanks to a moving part or parts called Elevators, which act like an aileron, and are controlled by the longitudinal axis of the joystick or wheel.

Obviously, the horizontal stabilizer has a horizontal position, usually in the tail of the aircraft. It can be on top of the vertical stabilizer (T-tail aircraft) or divided into two parts crossing the vertical stabilizer. Some horizontal stabilizers have no elevators but are a whole elevator (mainly in gliders, since it has better aerodynamic performance). In Canard-configuration planes, the vertical stabilizer is positioned not in the tail but in the nose of the aircraft (note that its movement to reduce or increase pitch will be inverted from the one it does when it's placed in the tail).

Sometimes, elevators are mixed with rudders in the same control surface, creating V-tail aircraft. It also can be combined with ailerons, mainly in delta-wing planes.

Elevator

Aileron
Ailerons are moving surfaces usually placed near the tips of the wings. The function of aileron is simple, by moving upwards or downwards it modifies the angle of attack of that section of the wing, sinking or lifting it. This change in the aerodynamic is due to the modification of the relative curve of the airfoil. Note that ailerons are complementary, so if one moves the other will move on the other direction in the same proportion. This improves the effect as one wing is lifted and the other sunk. Ailerons control the X-axis or roll movement of the aircraft.

Ailerons are controlled by the pilot from the cockpit, with the lateral axis of the joystick. To make coordinated turns the movement must be combined with the rudder in the same direction. In some planes ailerons are just divided elevators, being possible to use the same surface as aileron or elevator (delta-wing airplanes).

Aileron

Trim tab
Trim

Lift control devices
As well as speed and pitch (angle of attack), there are some devices which make possible to modify the lift produced by the wing. These act on the aerodynamics of the wing, mainly on the boundary layer.

Flap
Flaps increase the wing surface or curve generating more lift with the same speed. They are commonly used on low speed operations, mainly during landings and take offs.

There are several types of flaps:
 * Plain Flap
 * Split Flap
 * Flap Zap or Slotted
 * Flap Fowler
 * Flap Multi-Fowler

Flap

Slat
A slat is a thin airfoil deployed from the leading edge of the wing. This acts as a new little wing, but its objective is not to produce lift but to generate the circulation needed for it. Slat circulation will be opposite to wing circulation reducing the highest speed of the boundary layer. This reduces the maximum lift also, making its distribution along the wing softer, but allowing the boundary layer to detach later (by reducing the adverse pressure generated in the trailing edge).

Usually, slats are used with flaps during take off and landing operations as both produce extra lift at low speed.

http://en.wikiversity.org/wiki/Leading-edge-device

Spoiler
Spoilers are not used for generating lift but for reducing it. They are moving surfaces which are placed vertically across the airfoil. This produces the detachment of the boundary layer earlier than usual as an adverse pressure is generated.

These devices are not very common in piston engine or turboprop airplanes but in turbojet airplanes and gliders.

Spoilers are used mainly after touch down (landing) and rarely used during the decend and approach.Speedbird 19:20, 1 April 2007 (UTC)Saif Arafa

Propeller
A propeller is a device which transmits power by converting it into thrust for propulsion of a vehicle such as an airplane, ship, or submarine though a fluid such as water or air, by rotating two or more twisted blades about a central shaft, in a manner analogous to rotating a screw through a solid. The blades of a propeller act as rotating wings, and produce force through application of both Bernoulli's principle and Newton's third law, generating a difference in pressure between the forward and rear surfaces of the airfoil-shaped blades.

Piston engine
Piston engines are common four-stroke cycle engines. They are designed in particular for airplanes, so they use aviation gas and have special characteristics, but their function is very similar to a car engine. Transmission of these engines is connected to a propeller so they can provide thrust. Full details in this page end to see more option in their websites.

Jet engine
A jet engine produces thrust by compressing air and releasing it through a directed pipe or nozzle. We will study more deeply this subject in Chapter 3, but essentially an aircraft jet engine is composed of an intake chamber or valve, a fan, one or several compressors, a combustion chamber, one or several turbines and an exhaust nozzle.

The process the air suffers through a jet engine begins with the intake and initial compression, a much higher compression, combustion, discharge into turbines and release. It is common to see jet engines with one more step which is to afterburn the mixture while being released.

 * TurboJet
 * TurboFan

TurboProp
A TurboProp engine consists in a jet engine which drives a propeller. The result of this is that we have a much more reliable engine than a piston engine (as much as a jet engine) but not as complicated and big as a jet engine since we don't need the jet-blast for generating thrust but the propeller.

Nose gear
also used for turns during taxing and

Cockpit
A cockpit or flight deck is the area, usually near the front of an aircraft or spacecraft, from which a pilot controls the aircraft. Most modern cockpits are enclosed, except on some small aircraft.

Navigation devices

 * Radio
 * INS
 * RNAV/GNSS

FMS
Flight Management System.

Communication devices
A cockpit or flight deck is the area, usually near the front of an aircraft or spacecraft, from which a pilot controls the aircraft. Most modern cockpits are enclosed, except on some small aircraft.

Hydraulic
Hydraulic systems are used to move and actuate landing gear, flaps, and brakes. Larger aircraft's use these systems also on flight controls, spoilers, thrust reversers and what not.

The reason to use hydraulics is because they are able to transmit a very high pressure or force with a small volume of fluid (hydraulic oil). power assisted brakes is one application where you will see hydraulics the most in small experimental, isa and ultralight aircrafts.

APU
The APU is a small jet engine that is used to start the larger jet engines. In airliners it's usually at the very rear of the aircraft, below the tail. Large engines are heavy and require a lot of torque to spin up, more than a starter battery can generate. So, the battery spins up a much smaller APU jet engine. High-speed bleed air from the APU is used to spin up the engine.

Once the engines are started, the APU is no longer required, but it does provide a couple of secondary functions:

-It provides cabin air and electric power before the engines are started(saving battery power).

-It provides an emergency source of electric power in the event of engine failure.

-It can start the aircraft engines mid-flight in an emergency.

Navigation lights

 * Beacon

 * Stroboscopic
 * Anti-collision
 * Landing
 * Taxi

Rotary-wing aircraft components
---

Gyroplane
Although gyroplanes are designed in a variety of configurations, for the most part the basic components are the same. The minimum components required for a functional gyroplane are an airframe, a powerplant, a rotor system, tail surfaces, and landing gear. An optional component is the wing, which is incorporated into some designs for specific performance objectives.

Airframe
The airframe provides the structure to which all other components are attached. Airframes may be welded tube, sheet metal, composite, or simply tubes bolted together. A combination of construction methods may also be employed. The airframes with the greatest strength-to-weight ratios are a carbon fiber material or the welded tube structure, which has been in use for a number of years.

Landing Gear
The landing gear provides the mobility while on the ground and may be either conventional or tricycle. Conventional gear consists of two main wheels, and one under the tail. The tricycle configuration also uses two mains, with the third wheel under the nose. Early autogyros, and several models of gyroplanes, use conventional gear, while most of the later gyroplanes incorporate tricycle landing gear. As with fixed wing aircraft, the gyroplane landing gear provides the ground mobility not found in most helicopters.

propeller
The propeller provides the thrust necessary for forward flight, and is independent of the rotor system while in flight. While on the ground, the engine may be used as a source of power to prerotate the rotor system. Over the many years of gyroplane development, a wide variety of engine types have been adapted to the gyroplane. Automotive, marine, ATV, and certificated aircraft engines have all been used in various gyroplane designs. Certificated gyroplanes are required to use FAA certificated engines. The cost of a new certificated aircraft engine is greater than the cost of nearly any other new engine. This added cost is the primary reason other types of engines are selected for use in amateur built gyroplanes.

Rotor
The rotor system provides lift and control for the gyroplane. The fully articulated and semi-rigid teetering rotor systems are the most common. These are explained in-depth in Chapter 5—Main Rotor System. The teeter blade with hub tilt control is most common in homebuilt gyroplanes. This system may also employ a collective control to change the pitch of the rotor blades. With sufficient blade inertia and collective pitch change, jump takeoffs can be accomplished.

Wings
Wings may or may not comprise a component of the gyroplane. When used, they provide increased performance, increased storage capacity, and increased stability. Gyroplanes are under development with wings that are capable of almost completely unloading the rotor system and carrying the entire weight of the aircraft. This will allow rotary wing takeoff performance with fixed wing cruise speeds.

Empennage
The tail surfaces provide stability and control in the pitch and yaw axes. These tail surfaces are similar to an airplane empennage and may be comprised of a fin and rudder, stabilizer and elevator. An aft mounted duct enclosing the propeller and rudder has also been used. Many gyroplanes do not incorporate a horizontal tail surface.

On some gyroplanes, especially those with an enclosed cockpit, the yaw stability is marginal due to the large fuselage side area located ahead of the center of gravity. The additional vertical tail surface necessary to compensate for this instability is difficult to achieve as the confines of the rotor tilt and high landing pitch attitude limits the available area. Some gyroplane designs incorporate multiple vertical stabilizers and rudders to add additional yaw stability.

Other aircraft components
Airships, hot-air balloons, gliders and other kind of aircraft have specific components in their designs. They can also use airplane components (renamed or non) or even devices which do the same function but are different. Anyway, all these should be studied.

title: Aircraft/Components


text:
Introduction to Algorithms

This course is a part of The School of Computer engineering.

Introduction
The understanding of algorithms is one of the key differences between a good programmer and a bad one. The use of proper algorithms, and the knowledge on how to build one, leads to efficient and sturdy programs. In this course, students will become familiar with these ideas and develop good programming techniques.

Due to the open nature of Wikiversity you are free to browse through these courses at whatever pace you desire. However, before you begin this course you should consider reviewing the material covered in the prerequisite courses (listed below) to ensure that you are prepared to learn this content.

In each lesson there is an objective at the top of the page, review these points and keep them in mind as you go through the lesson. At the end there is an assignment to test your understanding and further explain the material. Once you have finished the entire course you may move on to another course in the unofficial degree.

(Note: Many of these lessons are stubs, and they need a lot of help. Please excuse the mess - and help out if you can!).

Prerequisites
''Prerequisites are courses it is suggested you understand before you attempt this course. If you're having a hard time understanding the material in this course, make sure you understand these prerequisites first.''
 * Introduction to Programming

Lessons

 * 1) What is an algorithm?
 * 2) Subalgorithms
 * 3) Variables
 * 4) Efficiency
 * 5) Flow Control
 * 6) Common Algorithms

Students
If you are using this course as a learning resource, please sign below by typing 4 tildes (~). Rickerdydoodah (discuss • contribs) 00:47, 20 April 2015 (UTC) 165.199.181.15 (discuss) 16:04, 13 December 2023 (UTC) Muhammad j yakubu (discuss • contribs) 22:18, 26 December 2016 (UTC) 2601:1C2:500:9561:E05A:C5EC:71E1:E92F (discuss) 22:02, 12 March 2019 (UTC)
 * Ali.samva 21:31, 29 January 2013 (UTC)
 * Har,shini 04:52, 04 July 2018
 * 164.106.228.253 (discuss) 16:04, 30 April 2013 (UTC)
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title: Introduction to Algorithms


text:
Seminar in Tradecraft and HumInt/Moscow Rules/Moscow Rule 19

 Moscow Rule number 19: Make sure they can anticipate your destination. While this seems to make little sense at first blush, one must think of it in relation to an agent in a persona. An agent must assume surveillance. The essence of this rule is: don't give them a reason to probe deeper - make them believe you're still a sleeper. Don't visibly vary your routine.

 Examples  Student Commentary on This Rule
 * If an agent is posing as a concert violinist, he must be seen to practice, go to rehearsal, buy items related to the repair and maintenance of his violin. If an agent, posing in this manner, plans a drop or meeting, this activity cannot be seen to be out of the orinary; the agent must therefore assure surveillance that it hasn't missed anything. He must show up for practice on time even though he has engaged in other activities along the way.
 * List links to commentary here!

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text:
Seminar in Tradecraft and HumInt/Moscow Rules/Moscow Rule 25

 Moscow Rule number 25: Hide small operative motions in larger non threatening motions. Create an environment in which operative motions would not seem out of place. People are expected to meet at dinner parties. Groups of people are supposed to travel in delegations.

 Examples  Student Commentary on This Rule
 * Put examples here!
 * List links to commentary here!

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text:
Seminar in Tradecraft and HumInt/Moscow Rules/Moscow Rule 38

 Moscow Rule number 38: If an alert is issued, they must pay a price and so must you. By raising an alert, the adversary shows their hand. In effect, they allow you to know what they knew about your operation. This is why police don't start arresting drug dealers as soon as they find them, but trace out their lines of supply and find out where the traffic is coming from. Arrests are then made all at once, to create maximum disruption to the criminal activities. To make arrests early would simply tip off the crooks that their operation has been compromised.

 Examples  Student Commentary on This Rule
 * (From Wikipedia) The objective of counter-intelligence is to identify hostile intelligence operatives. Once identification has been made, the operative is not necessarily arrested immediately. A decision must be made, and hostile operatives can be left alone for a period of time so as not to reveal the existence of counter-intelligence operations. Nonetheless, an identified operative must be cut off from access to further secure information, without letting them know their cover is blown. They might then be given disinformation, either directly or indirectly. An assessment must be made as to the extent of the damage caused by that operative. Eventually, the operative and his handlers will realize their operation has been compromised if useless disinformation is being passed, but this creates time for the difficult process of "walking the dog backwards" to determine what has been compromised within the target organization. That is the point at which an arrest is usually made. Sometimes the process of feeding disinformation can be useful, and a hostile operative may be left in place for years. Occasionally attempts are made to "turn" a mole; that is, gain his cooperation without exposing to his controllers that his cover has been blown. Turning a mole can make him an unwilling agent of either side, either to continue the feed of disinformation, or being coerced at threat of imprisonment to betray his compatriot organization. In the famous case of Arkady Shevchenko, a Soviet diplomat to the United Nations who asked to defect, rather than accept his defection the CIA required he remain in place and engage in espionage. Shevchenko was a professional diplomat, not a spy, and he found the stressful work nerve-wracking.
 * List links to commentary here!

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text:
User talk:Gansaw

Welcome to Wikiversity
Hi Gansaw, I saw your note on one of our pages. We're just getting organized, but we will be fleshing out some stuff shortly -- hopefully in a week or so. If you need help in the meantime, drop me a line on my Talk page (click the link). Historybuff 19:28, 14 January 2007 (UTC)

computer Network..........

I don't know all about computer networking...

But... I now that ...Network is just a Linking system among Computers... There is a Optical Fiber cable Network through the whole world. Data are streaming all time ....without resting a second. I know like this.......

But...I can't find ...Computer Network articles ..to study.on this Wikiversity I hope somebody will help me with this..........

I moved this here, as it's not appropriate in the spot you had it. There are some entries here that might get you started, but remember it's still in the process of being organized. Historybuff 19:34, 14 January 2007 (UTC)

title: User talk:Gansaw


text:
User talk:Banshee~enwikiversity

Answer
Yes. Well, well as you must know, Wikipedia is a source the other is http://www.greece.org. I will try to expand the Ancient Greek Languge Department. Banshee 21:30, 14 March 2007 (UTC)

Ancient Greek - lesson 5
I saw your contributions to this page, great work! Storeye 11:30, 21 April 2007 (UTC)

alphabet
you made several changes | here to the english names of the greek letters. I was wondering where you got these spellings from, as I thought the old versions were correct. I also noticed that in Lesson 5 you gave the english pronounciation of λύω as lyo. Isn't it luō? cheers! Storeye 11:40, 21 April 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 Banshee. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Banshee~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 23:30, 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:Banshee~enwikiversity


text:
User:J.Steinbock~enwikiversity/Templates

User:J.Steinbock/SN1

User:J.Steinbock/Spanish Home


text:
Basic Television Analysis

Basic Television Analysis is much more than just a look at the TV. TV is a form of life for most people around the world. So, we must look at very very clearly and open-minded about TV and Consent. Shows on the TV are more and more driven by a malign of quality and absent of real worthy news. Trash TV should seen as Zeitgeist only, but must be declared as something as lasting in certain circles of Industry and Viewer. Analysis should alway be open to opinion and to degree must be open to recall the action of TV Makers and the Rulers of today's TV. We see as a whole the world shrink on the TV, frustratingly always to the homogeneity of the low base of entertainment in today's TV World. More and More to the Viewer's delight comes light-entertainment to the fore. Also we have to be very clear about facts and believability of fact we consume on a daily base. Something has to be done, something has to be done. Many viewers see TV Analysis only as one asset to go after the loved TV Stations, but on the other hand TV was and is open to pen and steel. Many people should watch out carefully for signs of bias in our TV Learnigroom. Bias is something when people decide what is actually good for you, but not it is not the whole picture. So, be warned about some small changes  over time on your screens.

As, we more and more see our TV as an art of natural life, it should be open to reclamation to the viewership. Many people often wonder as something, like our TV could end-up as playing ball between Politics and Opinion. Opinion on the one thing seen as good, but on the other thing, as Analysis shows should turned into something which people can relate, meaning again the whole picture is smaller on our minds than in the real world. This filter does indeed infiltrate the Analysis process as some have mentioned over the years. The TV is a medium to many medium's in our own world, but it should be our medium of choice, when it comes to news and clear opinion. Sadly, the world's many executives of the station's don't think about open and a realistic approach between what really need to know exists, and what need their is to be open for our own good. Media Analysis has always evidenced some open debate on TV, but lately it get's more and more one-sided. We've said earlier that many people think we should see the TV and some other form of Media in our natural life incl. TV over the Internet, but the problem of open debate persists, as many observers must now be more careful to interact on what is right on the news, or right on the money of the producer. Even as TV Analysis gets going in a way for people to think more and more about the World around them, the TV with some responsibility to the viewer should be trusted in hindsight, also trust should remain on the more cautious side in our household.

From household to household, TV analysis should be taken up by every member of the planet. We should look to create an open concept and understanding to TV and Internet in relation to each other. Opinion should always stand up to its open concept, and should be unbiased, with a view for open consent to every member in a household or community. TV plays a rightfull role in informing people of News, but creates also content which should be very open handed an viewed.

As ever it more and more depends what people actually give or take to inform them. Opinion shapes the whole universe of media basis television analysis. We should also take here in our account the levels of education of the individual user of media. Like many other have stated way before this assertion, it is only one of the big challenges to analyse the whole system of TV interogation. Some might say the TV owns us, but in this view it would be better to control the whole analysis point as one, as it is. Here is the one and only question we should take for granted in this context. Can the TV the salvation in terms of knowledge or should we give in to the temptation and take our brains into other media? Many many people say it all over again this should be not taken too lightly by the TV consumer. This is the future challenge to all of us. Media is the whole spectrum but we should not forget the TV as a medium to inform us on a base which should always open and sincere. But here many people see the TV only as entertainment in der lives instead as what the TV and the whole term of analysis should stand, that the whole TV experience should be stated and thought out as controlled knowledge existence. For all the hype of other forms of entertainment and media, here once again when is the time to view world events or even opinion, here is the solution for many people to view the TV as the newsbroker in their lives and build the TV around this whole world of media consumption.

Media consumption and Media Analysis are two separate entities in their field but should sometimes seen in one whole point, as consumption reigns the Analysis in their whole field. The Viewer as modern slave to consumption in the terms of analysis should be seen as a gods end to the whole picture in terms of many many assertion, that the viewer decides what is actually analyzed. TV Analysis sits very comfortable in reign of the whole analysis picture in the whole media spectrum, but we say always the TV should be taken seriously here, could this the spell of many viewers to switch in the version of TV analysis for their own good? Media opinion should taken into account of every educated TV or media individual in person or in groups as many of us show the biggest interest often seen as opinion TV instead of real news TV. Once again is the only question we should ask: Can as the TV deliver the notion we actually search in the greater relationship to information or should we see the TV as an instrument of panic in times when opinion counts from many other sources than the TV news? Many people clearly think about many scenarios on TV after reading this. Here were all think about the challenge ahead when were next time in the whole media universe and read an article in our papers of the media in a way to digest the whole picture and certainly true picture about news we have embraced in TV or Internet video. TV Analysis should alway take into account the standpoint of viewers and the form of news or entertainment we choose. Once is for sure that people have a real choice of what the want and when the wanted. Your Choice to think or to let entertain! Clearly many people see the whole TV experience in their opinion as an very very positive tool to gym the educational mind in a way the other solutions in media terms cannot full deliver. It should not be forgotten that people on their own choose the TV or any other media outlet. Choice is something which can be seen in TV and in Media analysis as a whole picture. Here in many minds the picture of understanding the whole experience is the solution for the viewer to go for a quick fix in terms of entertainment or the 24h news cycle. Cycle after cycle of todays TV and analysis in reignd by elements we are actually not choose in term of TV freedom, because the real analysis gives us only a picture on many choosings as the real viewer likes to really choose, we should not or never forget that. The real analysis shows as in clear terms what people see, what is in real terms delivered to them by the networks.

TV analysis can be seen as a real asset by many users of the results of the analysis keeping always in our minds that it is really only a very small spectrum of the media landscape. We should not forget the term for TOTAL MEDIA ANALYSIS. This term comes close to what goes on in the whole TV plus media universe. This formula should be held to account for real thinker in the 21st century. As always many people see the whole analysis process as to narrow minded, and you know, what is actually is! When we speak in total terms we speak about many factors thaat are relevant to TV and media consumers. So let as say here Mr. W watches TV! But what? Afterwards he reads a newspaper! But what and why? Can the TV seen here in this dialog as complimentary or as something really different in terms the Newspaper has dramatically different content in it then the TV material he has just watched? TV + Newspaper = Supplement each other in terms to shape the opinion and give an indeed bigger picture! But what about the owner of the TV network and the newspaper? Has the viewer been duped or replicated because the sources and delivery of the educational news content was indeed the same! What says the TV analysis about that? Mr. W could now go into the Internet to go further on the story and broaden his mind, but it is possible that this factor narrows his own opinion? You see, the TV Media analysis should be always be total in terms of inclusion of the whole picture form person to person, instead from one study to one study!

As always people should be advised to think before they switch on the television channel of their choice. This thinking should include the analysis of what you will see, hear and what you let into your personal space of TV Analysis. The time when we all could go easy on tv is now over, in the terms of bias and uncontrolled recklessness in fairness to the viewer. As we have seen many many times in history, here should be a new debate about what you see and hear in the TV news of today and what is really going on in our world named earth. Many many decider of what we should see and hear on a regular daily basis keep us ill informed. We must decide what is good and what isn't but on the other hand is the internet not already in a permanent state of bias even when we talk about blogs. TV and Internet should naturally be seen as a medium in which people find it easy to navigate their wants in terms of exposure to media and news but the awareness of bias should be high on the agenda in the terms of personal tv analysis. Our thinking should always be open to debate and views and against narrow interest of the media outlets. People should take up the cause to be open-minded and responsible in analysis their state of mind to the tv behavior of ours.

title: Basic Television Analysis


text:
User:J.Steinbock~enwikiversity/Spanish Home

The Spanish Language

Spanish or Castilian is an Iberian Romance language. It was spoken by roughly 364 million people in the year 2000. Current estimation accounts up to 400 million, making Spanish the second language in the world in number of speakers (after Mandarin Chinese) and the most widely spoken and the most widely studied Romance language. It is arguably the most widely studied foreign language for native speakers of English due to its perceived sense of practicality in a largely globalized Twenty-first Century, as both languages have similar numbers of native speakers, are very widely dispersed on a global scale, and are spoken in many countries. For similar reasons, it is also the most widely studied foreign language in Brazil, which is almost entirely surrounded by Spanish-speaking nations.

Spanish originated as a Latin dialect along a remote crossroads strip among the Cantabria, Burgos and La Rioja provinces of Northern Spain. From there, its use gradually spread inside the Kingdom of Castile, where it eventually became the principal language of government and trade. It was later brought to America and other parts of the world in the last five centuries by Spanish explorers, colonists and empire-builders. Spanish is one of six official working languages of the United Nations and one of the most used global languages, along with English. It is spoken most extensively in North and South America, Europe, and certain parts of Africa, Asia and Oceania. Within the globalized market, there is currently an international expansion and recognition of the Spanish language in literature, the film industry, television (notably telenovelas) and mostly music.


text: Intermediate Spanish

title: Intermediate Spanish


text:
Introduction to Bible Translation

Considering the source language
The starting point for translating the Bible must be the the language in which the Bible was originally written. For the Old Testament, this is mostly Hebrew though a few parts (mostly in the Book of Daniel) are in Aramaic. For the New Testament, nearly all scholars agree that the original language was Greek, though a few claim that all or some parts were originally in Aramaic.

For hundreds of years, Latin (and the Latin Vulgate) was considered the sacred text for Christians (and later Catholics). It was forbidden to translate the Hebrew or Greek, or produce a Bible in any other language. The implications are staggering - it could be that since Latin is a translation of the Hebrew, Aramaic or Greek, there would be many hundreds of errors and mistakes that could occur. For example, there is no copula (definite article) in Latin. There is in Greek and Hebrew and this would make a tremendous difference in translating the text.

There is no question that in order to translate correctly, one has to be knowledgeable in the source language. Some might argue that one has to be fluent in the source language. This is obvious. If one does not know the language one is translating from, it will be difficult to obtain an accurate translation.

Considering the canon of the Bible
As important as the text is deciding the canon of the Bible, namely which books are in the Bible. Jews reject the New Testament. Most Protestants include in the Old Testament only those books accepted by Jews. However, the Roman Catholic and many other churches accept additional books, corresponding roughly to the Apocrypha found in many editions of Protestant bibles.

Considering the quality of the text
It may be that we do not have the original text of the Bible as it left the hands of the people who originally wrote it. Over thousands of years, errors and even deliberate alterations could have crept in. This issue is addressed in Textual Criticism of the Bible.

Considering the translation language
Many agree that one has to be fluent in the language one is translating to. Subtleties and differences in style can radically alter meaning. For example. In English, there is only one word for a sheep. In Biblical Hebrew there are at least two: כבש and שה. In Hebrew, a flock of Sheep is a צאן but this can also mean sheep (singular). To capture this, one has to be aware that in English there is no distinction in types of sheep; a female lamb is no different from a male lamb with the designation: "lamb". In Hebrew שה can be either gender, and כבש is only masculine.

The word נערה could mean young maiden. She could be under 12 years of age, or she could be in her teens. In English, a young maiden usually refers to a woman of marriageable age (around 16-30), who is not married, but is eligible. In Hebrew נערה can be used for a young girl between 9 and 12 and a young maiden between 16 and 20. (These numbers are approximate). If one translates therefore, the word נערה as young maiden, you are excluding the definition of a young girl. If you translate the word as girl, you exclude the definition of young maiden.

Audience
As with all translation, identifying audience is of fundamental importance when choosing translation. For example. English Christian missionaries had a very difficult time teaching people the King James Version of the bible in colonial Africa, precisely because the inhabitants of the land were not fluent in English, and did not have enough grammatical and vocabulary skills to understand the subtleties of King James English.

For this reason, many people adopted other translations that had a less extensive vocabulary, and explained concepts for people who were unaware of these. The Bible in Basic English is one of these translations that has a similar 'audience'. The Jerusalem Bible written by French Catholics in Jerusalem, and translated into English and published in 1966, served the needs of a French-speaking, and English-speaking Catholic audience. Their bible includes the Apocrypha, which is accepted as part of the Canon by Catholics.

The Artscroll Stone edition is a translation aimed at religious Jews. The translation itself is American-English, and tends to follow the standard Jewish commentaries (such as Rabbi Shlomo ben Yitzchaki) in its approach to understanding difficult passages. It includes a Hebrew text on the facing page.

When approaching Bible Translations, the first step is to identify who the translators identified as an audience. The King James Version of the Bible (with numerous revisions made until about 1769) focussed on an Anglican English population, who would keep their bibles at home. Hence, the translation uses English from that period, and the size of the volume is compact. Its translation is also Christian, and does not appeal to a Jewish Audience.

Using other sources
Bible Translation is unique in that the translator could be a religious individual, and would therefore change his outlook and translation methods, that would not necessarily apply in other works. A Christian translator understands that this is the word of God, but may sacrifice meaning for support in the text for Jesus. An orthodox Jew understands that the text is the word of G-d, and will resort to classical Jewish sources for understanding difficult passages. A secular scholar will use sources such as Ugaritic, and other ANE or Semitic languages, to help understand the text. This is also dependent on audience.

Illustrative translation
The subject is being illustrated by the linked project A Translation of the Bible.

title: Introduction to Bible Translation