text:
Printed Circuit Board Layout

Syllabus
This course will cover basic printed circuit board layout practices for low frequency designs.

 * What is a PCB and why do we use them.
 * Physical PCB construction. How are boards built, and how does this affect design.
 * PCB Workflow. Good practices for going about designing a PCB
 * Schematic practices
 * Parts placement
 * Routing
 * Common pitfalls

Lecture plan

 * What is a PCB and why do we use them.
 * Physical PCB construction. How are boards built, and how does this affect design.
 * PCB Workflow. Good practices for going about designing a PCB
 * Schematic practices
 * Any board design begins with a schematic. For simple designs the schematic may not be drawn, but for anything beyond the most basic boards it is good practice to draw the schematic out before beginning layout.
 * A schematic is the ideal representation of a circuit.
 * Footprint generation
 * Nearly all PCBs will use some components that must be soldered to the board. Each of these components must have a footprint. Most PCB layout software comes with a library of parts, but you will often need to make new footprints for parts not in the library.
 * Parts placement
 * Once you have all of the footprints created, the next step is to lay out the parts on your board. The general order to follow for parts placement is:
 * Mechanically defined components. Any components that must be in a particular place for mechanical reasons. Most commonly connectors, LEDs and mounting holes.
 * Large components. Any large components and high pin count components. Careful placement of these will make routing much easier.
 * Crystals and bypass capacitors. These should be placed near the integrated circuit that requires them. Unlike a schematic, on the PCB the length of the trace will affect circuit performance.
 * Remaining components.
 * Routing
 * This is the bulk of the layout process. Here all of the connections that are shown on the schematic must be made in the copper on the board. Unlike on the schematic, lines may not cross (this would cause a short). However, most circuit boards have more than 1 layer and traces can be connected through the board by vias. Vias are copper plated holes that travel through the pcb.
 * Trace width is dependent on the current carried by the trace, the manufacturing process used, and the thickness of the copper used. For certain high speed signals the thickness is chosen to create a specific impedance.
 * Routing guidelines (needs to be added)
 * Copper Planes
 * PCB Construction Options (Explanation of different (optional) features on pcb boards and reasons for choosing)
 * Number of copper layers. (1,2...2n)
 * Soldermask (protective coating over board to prevent accidental shorts)
 * Silkscreen
 * Copper thickness
 * Minimum trace width/ spacing
 * Laminate material (FR4 etc)
 * Board thickness
 * Available hole sizes
 * Plated vs unplated holes

 * Common pitfalls
 * From Layout to production
 * Gerber files

 * Labs
 * From schematic to PCB
 * Parts placement and routing
 * Making footprints

 * Glossary
 * Via: A copper plated hole through a circuit board.
 * Footprint: A representation of the layout data for a particular component. Footprints can be moved about on top of a layout.
 * Copper Thickness: The copper thickness of a PCB is measured in ounces per square meter (often referred to as simply ounces). 1 $$\frac{oz}{m^2}$$ corresponds to approximately 1.4 mils (.0014").

title: Printed Circuit Board Layout


text:
Electronic Circuits

Syllabus
EE211

Lecture plan

 * Lecture 1. Introduction to the simple diode NPN model
 * Lecture 2. /The BJT Modes/
 * Quiz 1. /Determining transistor modes/
 * /Answers to quiz 1/
 * /Detailed answers to quiz 1/
 * Lecture 3. /Transistor active mode conditions/
 * Lecture 4. /Transistor active mode equations/

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

title: Electronic Circuits


text:
Solid state electronics

Syllabus
EE 312

PN Junction

 * PN Junction in Equilibrium
 * PN Junction under bias
 * Forward Bias
 * Reverse Bias
 * Zener Breakdown
 * Avalanche Breakdown
 * LED

Field Effect Transistor (FET)

 * Junction Field Effect Transistor (JFET)
 * Metal Semiconductor Field Effect Transistor (MESFET)
 * Metal-Oxide-Semiconductor Field Effect Transistor (MOSFET)

Thyristors

 * Silicon Controlled Rectifier(SCR)
 * DIAC
 * TRIAC

Reference books
Solid State Electronic Devices (Seventh Edition) by Ben G. Streetman and Sanjay Kumar Banerjee.

Semiconductor Physics and Devices by Donald A. Neaman.

Online resources
Solid State Devices course by By Prof. S.Karmalkar, IIT M (NPTEL) - 2008

title: Solid state electronics


text:
Microprocessors

Syllabus
EE 311

Lectures
Introduction to Microprocessor Hardware

It is evidently impossible to attempt to review in detail the very many different types of processor and processor hardware available today and therefore this course will necessarily deal with either (and mainly) general principles which can be quickly particularised to most systems, or with some specific examples mainly aimed at our specific system. I do hope however to discuss some other systems as they are relevant to our lectures and for variety.

Definitions

Before we go further, a word on terminology - a "bit" (binary digit) is a single logical entity and may either be TRUE or FALSE, or 0 or 1 for short. A "byte" is conventionally 8 bits and we designate for this course bit 0 to be the least-significant bit and bit 7 to be the most significant. Please note that this is not universal and some people do it the other way around. A "word" is a collection of bits and may or may not be an integer number of bytes long. It needs a qualifier such as "16-bit word". In this course we will take the term "word" without a qualifier as a "16-bit word". There is a term for 4 bits called a "nibble" which is sometimes useful but not everybody recognizes it.

Simple Systems

A computer in general consists of a set of objects in some sort of network, each of which may itself be a computer. However, microprocessor systems tend to be a little simpler in that they have one Central Processor Unit (CPU), which bosses the operation, and other units which are its subordinates. Subordinates have however been known to revolt. The simplest diagram of a system is as follows: (Please note that this diagram has been drawn for simplicity, not for truth as we shall see later) The CPU fetches an entity from the memory by providing it with an address and receiving "data" back. Since the busses over which communication occurs are logical networks we can describe both the address and the "data" as either collections of logical signals or group them together as numbers. For the computer, the most logical number system is binary so that the computer fetches 10010001 from 1110000010100000 (assuming 8-bit data and 16-bit address - see below). However this is not very convenient for us as we would tend to say that it fetches 145 from address 57504. In order to get the two systems (human and computer) to discuss things in a reasonably compact form, we compromise on hexadecimal notation where each group of 4 bits from the binary representation is represented by a single alphanumeric according to the value of the 4-bit number. 0-9 are the digits 0-9 and 10-15 are the letters A-F. Thus our fetch now becomes 91(h) from E0A0(h), using the (h) notation to eliminate any ambiguity. (There are many other ways of denoting hexadecimal notation - Turbo Pascal uses a "$" sign, eg $E0A0, and the C language uses "0x" as a leader, eg 0xE0A0) The advantages of hex notation are compactness, reasonable ease of arithmetic, and easy expansion to the binary where necessary (but hopefully not often). (There is also the octal system of notation which groups things together in threes but we shall not use that here) The entity that a computer fetches is a bit pattern, however, it may be interpreted by the system in various ways depending upon the "context", or in other words, what the CPU thought it was getting. Thus if a 6809 system fetches 4F(h), it may interpret that as CLRA (clear register A) if it was expecting an instruction, as data if it expected data, or as another part of an instruction if it is halfway through a multi-byte instruction. The most common way in which you expect "context" is as follows: Sitting at a computer thinking about a program you might want to look at the set of instructions you gave the compiler - that might be "prog.cpp" - so you "type prog.cpp" and expect to see text. The computer expects to get executable instructions for a program and so its "version" of the program is in "prog.exe". Now if you try "type prog.exe" you will be confused and if the computer tries to execute "prog.cpp" it will be confused. Both files are just collections of bits and bytes - they can even be said to represent that same thing - but you and the computer were going to interpret them in a particular context. All bit patterns are interpreted according to the context. We shall see later that even common numbers have at least three different representations depending upon the context (character, integer or real). In a normal machine, there is a differentiation in the designer's mind between code (that is, the program) and data which is the stuff the program acts on. However as we have seen above the distinction is in the designer's mind, not the computer's which will happily attempt to execute data as code and vice versa.

ROM, RAM and Other Memory

In order to prevent a run-away machine from modifying its program and in order to avoid reloading the program every time the thing is turned on some memory is designed as Read-Only Memory (ROM) in the sense that the computer is unable to change it. (There must be some ultimate way of changing it otherwise things get difficult.) Some read-only memory is sufficiently standard to warrant manufacturing "en masse", e.g. the dot patterns for an alpha-numeric display, but mostly the memory may be written by special equipment (Programmable, Read-Only Memory (PROM)) and may further be erasable by similarly specialized equipment (EPROM). Newer developments allow the machine to change the memory with difficulty (EEPROM). Thus a simple microprocessor system dedicated to a single task may have its program stored in EPROM and some RAM (Random Access Memory or more correctly Read-Write Memory) for use by the program. Languages and Other Issues Armed with our knowledge of hardware and our software "hooks", or bridges, we can conquer the world in a high-level language. Why not assembler or machine code? - Well the answer to that is that in a high-level language all the useful tools are available and the code is much more readable. Which is better? CLRA STA $0007 or A = 0 The rule of thumb I was taught was that a good programmer should produce about 100 lines of documented, tested code per day on average. Now 100 lines of C does much more than 100 lines of assembler so that productivity is higher. I gratefully dropped machine-code some years ago when I made this discovery. I have more recently been informed that the benchmark is now ten lines of code which has implications I don’t even want to think about!! Of course, the advent of graphical languages such as LabVIEW makes the computation of “lines of code/day” an extremely tenuous thing, but the principle still remains that the higher the level of the language, the more you can get done in a finite time. High-level languages isolate you from the machine architecture which makes the program somewhat portable - not wholly portable, but better than nothing.

Having said all that, I admit that there are a number of occasions when assembler code is important. These are: When the language won't support what you want to do Some languages can't support some operations. Interrupt handling routines are a case in point that can be handled effectively by very few languages. When there is a special instruction that is very useful A case in point is an instruction to reverse the bits in a word. This turns out to be handy in a Fourier transform routine, is lousy (and slow) to do in high-level language but is dandy if there is a machine instruction to do it. In this case, write a short (I said SHORT) piece of assembler code as a subroutine to do the job and flee back to high-level as soon as possible. When speed is of the essence and you can't go any faster the first defense for getting speed is to check out the algorithm for effectiveness. The second defense is to check out the coding for efficiency and the third defense is to buy the fastest machine possible. Only if all the above fails should you re-code the speed-critical portion of your code in the assembler again by putting it in a short (remember I said SHORT) subroutine. When doing DSP programming this is an exotic field, but one which we get into in the course. Since DSP programming is tricky and extremely speed-critical, but generally short - it is a candidate for assembler programming.

Reference books
Microprocessor Architecture Programming and Applications with the 8085 by Ramesh S Gaonkar

Online resources
"The course covers the design of real-time digital systems using microprocessor-based embedded controllers to design, debug, and construct several systems that illustrate and employ digital system design techniques. The content focuses on laboratory work. The lectures are used primarily for the introduction of examples, description of specific modules to be designed, and instruction in the hardware and high-level design tools to be employed."
 * https://ece4760.github.io/ - Cornell University's Digital Systems Design Using Microcontrollers taught by V. Hunter Adams

Learning projects
1. Design a microprocessor-based EPROM Programmer to program 2716. The EPROM can be programmed by applying 25V at VPP and 5V at OE pin. Initially, all data of EPROM will be 1's and the user should make the bits zero selectively. The bit parallel data is applied to the data output pins(D0-D7). The address for the EPROM is provided through the address pins. To program the address of each location to be programmed should be stable for 55ms. When address and data are stable, a 50ms active high pulse is applied to CE input.

title: Microprocessors


text:
EE 411 Digital Signal Processing

Syllabus
DSP Theory:
 * Introduction to signals and systems
 * Discrete and continuous signals
 * sampling: a mathematical basis

 * Fourier Series and Fourier Transforms
 * Laplace Transforms
 * Z-Transforms
 * DFT and IDFT
 * FFT and IFFT
 * FIR and IIR filters
 * digital models of analogue filters
 * Applications of DSP

Lecture plan
Introduction to Signals and Systems Signals are defined as anything that convey information. The signals that we encounter in nature are analog signals. As an example temperature, pressure, seismic signals... Signals can be classified into analog signals and digital signals. Digital signals are obtained from analog signals by means of sampling, quantizing and encoding. The sampled signals are discrete in time but continuous in amplitude. To obtain digital signals which are discrete in time and discrete in amplitude, the sampled signals has to be quantized and encoded. Classification of signals 1. Continuous time and Discrete time signals 2. Even and Odd signals 3. Energy and Power signals 4.

Systems Signals are processed in a system. Systems are classified as 1. Linear or Non-linear systems. 2. Time variant and Time Invariant systems. 3. Causal and non-causal systems. 4. Stable and Unstable systems.

Reference books

 * DIGITAL SIGNAL PROCESSING BY John G.Proakis
 * SIGNALS AND SYSTEMS BY Alan Oppenheim

To do
Discrete and continous signals sampling: a mathmatical basis FIR and IIR filters DCT and FFT the Z plane converting between S and Z digital models of analogue filters

also DSP chips. Perhaps DSP chips should be a separate module. It would be useful to have some information on DSP chips and multicore as thats the way things are going these days?

title: EE 411 Digital Signal Processing


text:
Direct current/Integrated circuits

Syllabus
This is an introductory course on integrated circuit design. The concepts presented here are the fundamentals that any IC designer must understand prior to pursuing advanced IC design concepts.

To understand IC design techniques, one must have a good understanding of circuits and systems concepts. IC designers must have an intuitive feel for ohm's law, kirchoff's laws, and the physics that governs the behavior of transistors. For this reason, a short review on semiconductor device physics is beneficial.

Lecture plan
Introduction to Integrated Circuits
 * Digital Integrated Circuits
 * CMOS
 * TTL
 * Analog Integrated Circuits
 * Mixed Signal Integrated Circuits
 * RF Integrated Circuits

MOSFET Basics BJT Basics
 * Small-Signal Model
 * Small Signal Model

CMOS Blocks / Subcircuits

 * Current Mirrors
 * CG/CE Amplifiers
 * Cascode
 * Folded Cascode

The Opamp

IC Design Flow

IC Design Tools (EDA)

Reference books
Analysis and Design of Analog Integrated Circuits (4th Edition) [http://www.amazon.com/gp/product/0072380322/ref=wl_it_dp? Amazon.com] by Paul R. Gray Design of Analog CMOS Integrated Circuits [http://www.amazon.com/gp/product/0072380322/ref=wl_it_dp? Amazon.com] by Behzad Razavi

The Art of Electronics Archive.org

by Paul Horowitz and Winfield Hill

Lessons In Electric Circuits Archive.org

by Tony R. Kuphaldt

Active participants
Neurondev -Nov. 17th 2007

User:Kofani1997 - Dec. 09 2023

To do
Much of the course material to be duplicated here can be found scattered throughout the online notes of lecturers at universities. Take the time to learn the material (if you aren't already an expert) and share it with others on Wikiversity through this course. (Keep in mind that copying material without permission that is not under a free license is not acceptable by Wikiversity standards. - Neurondev

title: Direct current/Integrated circuits


text:
Telecommunications engineering

Introduction
Telecommunication is the transmission of signals over a distance for the purpose of communication. In modern times, this process almost always involves the sending of electromagnetic waves by electronic transmitters but in earlier years it may have involved the use of smoke signals, drums or semaphore. Today, telecommunication is widespread and devices that assist the process, such as the television, radio and telephone, are common in many parts of the world. There is also a vast array of networks that connect these devices, including computer networks, public telephone networks, radio networks and television networks. Computer communication across the Internet, such as e-mail and instant messaging, is just one of many examples of telecommunication.

Telecommunication systems are generally designed by telecommunication engineers. Major contributors to the field of telecommunications include Alexander Bell who invented the telephone (as we know it), John Logie Baird who invented the mechanical television and Guglielmo Marconi who first demonstrated transatlantic radio communication. In recent times, optical fiber has radically improved the bandwidth available for intercontinental communication, helping to facilitate a faster and richer Internet experience. And, digital television has eliminated effects such as snowy pictures and ghosting. Telecommunication remains an important part of the world economy and the telecommunication industry's revenue has been placed at just under 3% of the gross world product.

Concepts
The basic elements of a telecommunication system are:

 * a transmitter (information source) that takes information and converts it to a signal for transmission
 * a transmission medium over which the signal is transmitted
 * a receiver (information sink) that receives and converts the signal back into required information

For example, consider a radio broadcast. In this case the broadcast tower is the transmitter, the radio is the receiver and the transmission medium is free space. Often telecommunication systems are two-way and devices act as both a transmitter and receiver or transceiver. For example, a mobile phone is a transceiver. Telecommunication over a phone line is called point-to-point communication because it is between one transmitter and one receiver, telecommunication through radio broadcasts is called broadcast communication because it is between one powerful transmitter and numerous receivers.[2]

Signals can either be analogue or digital. In an analogue signal, the signal is varied continuously with respect to the information. In a digital signal, the information is encoded as a set of discrete values (e.g. 1's and 0's).[3] Telecommunications devices convert different types of information, such as sound and video, into electrical or optical signals. Electrical signals typically travel along a medium such as copper wire or are carried over the air as radio waves. Optical signals typically travel along a medium such as strands of glass fibers. When a signal reaches its destination, the device on the receiving end converts the signal back into an understandable message, such as sound over a telephone, moving images on a television, or words and pictures on a computer screen.[4]

A collection of transmitters, receivers or transceivers that communicate with each other is known as a network. Digital networks may consist of one or more routers that route data to the correct user. An analogue network may consist of one or more switches that establish a connection between two or more users. For both types of network, a repeater may be necessary to amplify or recreate the signal when it is being transmitted over long distances. This is to combat attenuation that can render the signal indistinguishable from noise.[5]

A channel is a division in a transmission medium so that it can be used to send multiple independent streams of data. For example, a radio station may broadcast at 96 MHz while another radio station may broadcast at 94.5 MHz. In this case the medium has been divided by frequency and each channel received a separate frequency to broadcast on. Alternatively one could allocate each channel a recurring segment of time over which to broadcast.[5]

The shaping of a signal to convey information is known as modulation. Modulation is a key concept in telecommunications and is frequently used to impose the information of one signal on another. Modulation is used to represent a digital message as an analogue waveform. This is known as keying and several keying techniques exist — these include phase-shift keying, amplitude-shift keying and minimum-shift keying. Bluetooth, for example, uses phase-shift keying for exchanges between devices (see note).[6]

However, more relevant to earlier discussion, modulation is also used to boost the frequency of analogue signals. This is because a raw signal is often not suitable for transmission over long distances of free space due to its low frequencies. Hence its information must be superimposed on a higher frequency signal (known as a carrier wave) before transmission. There are several different modulation schemes available to achieve this — some of the most basic being amplitude modulation and frequency modulation. An example of this process is a DJ's voice being superimposed on a 96 MHz carrier wave using frequency modulation (the voice would then be received on a radio as the channel “96 FM”).

Level 1

 * Telecommunication principles
 * Computer Programming
 * Electrical engineering fundamentals
 * EE 112 Electronics fundamentals
 * /EE 102 Electric Circuit Analysis/
 * EE 211 Electronic Circuits
 * Engineering Mathematics
 * Engineering Physics

Level 2

 * TEL 201 Electronics and Communications
 * TEL 202 Radio Communications
 * EE 202 Signals and Systems
 * Object-Oriented Programming
 * Web Designing
 * EE 301 Power System
 * EE 111 Digital Electronics

Level 3

 * Analog integrated circuits.
 * Antenna and wave propagation.
 * Electromagnetic field theory.
 * Digital communication.
 * Network analysis.
 * Very large scale integration.

Level 4

 * TEL 401 Telecommunication Networks
 * TEL 402 Telecommunications Queueing Theory
 * TEL 403 Telecommunications System Modelling
 * TEL Optical Communication
 * TEL Satellite Communication
 * TEL Signals & systems
 * TEL Television system

title: Telecommunications engineering


text:
User:Orvie

A sample page.

title: User:Orvie


text:
Wikiversity:Categories

Categories on Wikiversity help group related content together. Wikiversity editors can create new categories to unite learning projects as needed. The string Category: precedes all category pages on Wikiversity. These itemize all the pages which belong to the category on one page. The page is editable and allows editors to write descriptions about the category, and even categorize the category, which allows for efficient navigation between categories.

Categorizing Pages
Every main space page should belong to at least one category. In addition, each categorized page should be placed in all of the most specific categories to which it logically belongs. This means that if a page belongs to a subcategory of C (or a subcategory of a subcategory of C, and so on) then it is not normally placed directly into C. Since all categories form part of a hierarchy, do not add categories to pages as if they are tags.

How to put pages into specific categories
A page can be put into a category by adding the category markup to the page (by convention, at the end of the page), e.g.,:

This will add the page into a list of all other pages with the same category applied to them, as well as provide a link at the bottom of the page to the appropriate category page. Pages can be included in more than one category by adding multiple category tags. To see a list of all the currently available categories in any MediaWiki see the page, Special:Categories.

Category Sources and Hierarchy
Refer to the following to identify widely recognized and accepted content categories and appropriate hierarchies:
 * Library of Congress Classification
 * Universal Decimal Classification
 * Outline of academic disciplines

Wikiversity Maintenance
Categories at Wikiversity are nearly always in need of cleanup and maintenance. To get an idea of how many categories we had when this Category:Wikiversity maintenance project began, take a look at Categories/2007/Week20, which is basically an alphabetical flat list of all the categories followed by the number of members in each one.

We hope to use this page and its subpages to improve categorization at Wikiversity continuously.

Category Review
A category review is a collaborative effort to check, rearrange, merge, delete, and generally clean up the Category namespace:
 * Category Review
 * /2007

MediaWiki Category Tools
A few category-specific tools looking at Special:Specialpages:

 * Special:Categories
 * Special:CategoryTree
 * Special:MostLinkedCategories
 * Special:MostCategories
 * Special:UncategorizedCategories
 * Special:UncategorizedImages
 * Special:UncategorizedPages
 * Special:UncategorizedTemplates
 * Special:Unusedcategories
 * Special:Wantedcategories

title: Wikiversity:Categories


text:
User:HappyOtter.com

Greetings from HappyOtter :-)

Hopefully, I will be able to share much of my experience as a computer teacher. Most of my experience has been with nonprofit (NGO) organizations. I have also volunteered as a computer teacher with Tibetan refugees children in northern India and children in Ethiopia, Kenya, Nepal, India, Pakistan, etc...

I have many interactive examples built using Flash. If I am not able to upload/share them directly here, then I will try to make reference to them on one of my other websites. Everything I have built is free for anybody to use at no monetary cost. Sometimes, one random act of kindness is required instead of money.

Carpe Diem, HappyOtter

title: User:HappyOtter.com


text:
User:Kychot

My real name is Petr Heřman, I live in Prague, Czech Republic, Europe.

Jestliže umíte česky, zavítejte na moji domácí stránku na české Wikiverzitě

I apologize myself but my knowledge of english language is rather limited. Don't hesitate to correct my spelling of my contributions, even on this personal page!

Personal subpages

 * /CV
 * /Wikidata - this is the mirror of http://wikidata-test-repo.wikimedia.de/wiki/User:Kychot

cs:Uživatel:Kychot de:Benutzer:Kychot

title: User:Kychot


text:
User:Tooby

See my meta user page.

it:Utente:Tooby

title: User:Tooby


text: File:Recorder Diagram B.jpg

title: File:Recorder Diagram B.jpg


text:
User:Help123.net

Greetings from Help123 :-)

I look forward to helping create a very strong wikiversity....

Have a great day!!! Me

title: User:Help123.net


text: File:Recorder Diagram A.jpg

title: File:Recorder Diagram A.jpg


text: File:Recorder Diagram F.jpg

title: File:Recorder Diagram F.jpg


text: File:Recorder Diagram E.jpg

title: File:Recorder Diagram E.jpg


text: File:Recorder Diagram D.jpg

title: File:Recorder Diagram D.jpg


text:
Recorder/Lesson 2

In order to encourage versatility, rather than relating the fingering patterns to specific notes, they are related to intervals on the musical scale. If you learn to relate the fingering patterns to the intervals rather than to specific notes, you should have less difficulty switching between different recorders.

Before playing the two songs presented below, have a go at writing out fingering charts for the notes represented below on both a C instrument, and an F instrument, giving the note name for each fingering pattern. As a suggestion, use O for an open tone hole, and X for a closed tone hole.

Compare your charts with the answer given (Recorder Exercise 1a). If you made a mistake, spend a few minutes working out why. Be sure you understand what was wrong, or ask for help. Recorder Method

Fingering chart

In this lesson you will learn some of the finger patterns for both right, and left hands. Students using a "C" instrument should be able to play [[media:BAG_and_FEDv2.pdf|BAG and FED; two first songs]] without difficulty. Learning recorder

Students using an "F" instrument should play BAG as is, but should make a transposed copy of FED, as an exercise. Transpose FED up by a fifth, then check your work by referring to Recorder Exercise 1b.

Using the fingerings above, practice the two simple first songs presented in [[media:BAG_and_FEDv2.pdf|BAG and FED; two first songs]]. If you are uncertain whether you are playing these songs correctly, you can listen to MIDI renderings of these songs by clicking on [[media:BAG.MID|BAG]] and [[media:FED.MID|FED]]

Pay attention to the sound you are making. Aim not only for the correct fingering, but for correct duration of each note, and to make a pleasant sound.

When you make a mistake, play the song again, more slowly so that you play without mistakes. Once you can play the song at a slow  tempo without mistakes, increase the tempo a little. Continue to practice the song without mistakes before increasing the tempo, and increase the tempo until it "feels" right.

Finger technique
Technique is the term used by musicians to describe the physical activities that make up playing music. Good technique means not straining muscles and joints, and finishing one note in a position that is comfortably ready to play the next note.

As you practice the songs in this first exercise, take time to consider the position of your fingers as you open the holes for each note to speak. Your fingers should remain close to the holes but not so close that the note starts to change. A rough guide would be that your finger should not rise more than one finger's width above the hole. While it may not seem important at this stage, when you begin to learn more complex music, and to play faster, you will find it much easier to move a short distance.

Over the hills and far away
In English-speaking countries, there usually comes a time when someone who is learning an instrument is asked if they can play "Over the hills and far away", somebody's idea of a joke! Well, here is the song. It isn't hard now that you have learned all the notes needed to play it.

It is presented in [[media:OTHAFA-soprano.pdf | soprano]] and [[media:OTHAFA-alto.pdf | alto]] versions. Students learning the soprano recorder may like to try naming the notes in the alto version, as an exercise. There will be times when you may need to read notes below the typical range of the treble clef (leger lines) and sometimes the fundamental (lowest note) of the alto may be written on the bass clef.

Back to Recorder: 1st lesson

Recorder: 3rd lesson

title: Recorder/Lesson 2


text:
Computer lab

Here are a few rough guidelines for setting up computer labs from a couple of people who have set up and administered a number of computer labs all over the world:

 * 1) Physically place the computers in one of the following patterns:
 * 2) In a U shape so that the teacher can see all the screens at the same time. This has many advantages including:
 * 3) All wires and cables are away from the students, so nothing is pulled by mistake (and purposeful removal is more obvious)
 * 4) The teacher can see what is happening on each screen. (catch the mistake before it is learned wrong)
 * 5) Maximizes space available and can be expanded easily to UU.
 * 6) Easy maintenance and access to each computer when updating or imaging.
 * 7) In a U shape, but have additional computers within the center.
 * 8) In a traditional classroom style, with students facing the front of the class.
 * 9) Use Cloning software such as Ghost, DeployStudio, or Clonezilla.  Make one computer exactly how you want the lab to be and then clone it to all of the other computers, updates, programs, special files and all.  That way if something gets messed up simply reclone the computer and you don't have to worry about it.  Any problem solved simply by reimaging the system.
 * 10) * You can also use Deep Freeze or similar software to allow systems to be reset simply by rebooting the computer.
 * 11) Because of the cloning software, don't permit students store things on the hard drive, instead tell them to bring in their own portable disks such as a USB flash drive.  This means if there is a problem with a computer, you don't have to worry about saving peoples stuff before re-cloning it, as cloning will erase the stored files.
 * 12) Use a virtual CD/DVD drive such as the open source solution MagicDisc to load interactive educational CD/examples. This allows original CDs to be kept safe without scratches or loss.
 * 13) Assign every computer, monitor, printer, etc. its own ID such as C01, C02, C03 for computers and P01, P02 for printers. This will be the same ID given on the network. This makes it very easy to identify each piece of equipment and track problems.
 * 14) Assign each student a simple unique ID for tracking purposes S100, S101, S102... Names are spelled differently and can be the same, so do not use them.
 * 15) Before students can use a computer, they must sign in with their ID. The ID of the computer, date and time can be tracked automatically by the computer.  You can also supplement tracking by a paper log to detect purpose.   This allows for tracking problems and creating statistical reports...
 * 16) Locks.  Locks are a very small, but critical part of any lab that you don't spend 100% of the time monitoring.  Depending on location and visibility, the locks don't even have to be tough, just enough semblance of security so you don't loose mice, headsets, or anything else you don't want to replace all of the time.

title: Computer lab


text: Template:Mad Max:Narrative Music:Sound of fear:Answers pop quiz


text: File:Minim.jpg

title: File:Minim.jpg


text:
Glossary of musical terms/Tempo

 * tempo
 * the "speed" of the music. The tempo determines how many notes of a given value can be played in a given amount of time. Musical scores may include a tempo recommendation (usually in Italian), i.e.,

 * Allegro
 * Largo
 * or a more precise instruction, in the form of a particular note-value, i.e.

 * [[Image:Minim.jpg|30px|minim/half-note]] = 120 (this would typically be interpreted as 120 half-notes in one minute)

title: Glossary of musical terms/Tempo


text:
Glossary of musical terms/Transposition

Musical transposition is the practice of moving a note, or complete melody higher or lower, either in notation, or in performance. For example, the note C transposed up by a fifth becomes G. Note duration remains the same when a note is transposed, so that the rhythm remains unaffected.

title: Glossary of musical terms/Transposition


text:
Glossary of musical terms/Fifth

The fifth is regarded, in western musical tradition as a very important interval. Because of the tendency of a melodic line to jump from the tonic upward to the fifth, then return to the fifth frequently, it is also known as the dominant of a given scale.

title: Glossary of musical terms/Fifth


text: User:Xavier~enwikiversity/Essay

title: User:Xavier~enwikiversity/Essay


text:
Wikiversity:Threaded discussions with NavFrames with subst/preload

/
 * Comments:

-- <--↑-↑--↑--- please write your comments above --↑-↑

please write your comments above

Please write a summary in the headline

->
 * reply[]

[[Category:Threads ]] What links here


text:
User talk:Hillgentleman

__NOINDEX__ []0

[ Add New Comments:]

Note:We are experimenting with Threaded discussions here. Please leave your message with the "reply" or "comment" links. It is more interesting than to edit this page directly. : )

/20070519 | /20080903 |Threads [ Purge]

[ Add New Comments:] Good day!

This revision=20070519161809
 * Argument: How can I help you?

--Hillgentleman|Talk 16:18, 19 May 2007 (UTC)
 * reply[]

This was very inappropriate, please stop.
While this wasn't exactly "vandalism," it was very close to it, and is clearly inappropriate, as inappropriate as, say, using any example of an admin "getting away with murder," so to speak (i.e., violating a policy), on a WP policy page as if the policy was unclear and had an admin exception.

Policies exist to guide general behavior, not to determine that there are no exceptions, and the alleged exception of, say, a putatively abusive admin, provides no guidance to those who need it, for they are not such admins and the exception will not protect them.

It is possible to add to a page that exceptions exist, so that new editors don't become outraged because "someone broke the rules." But that would never assign the exception to a specific person, and it's clear that in doing this, you were creating disruption in order to make a point. Please do not repeat that. --Abd 20:14, 14 April 2010 (UTC)
 * "It is possible to add to a page that exceptions exist ... But that would never assign the exception to a specific person, ". This is the second time I am making a simple request:  make up your mind before you pass down another judgement.  Let me remind you that we are talking about a set of one person, the one in the "founder" group.  I don't remember the Wikiversity community electing you to be our judge. Regards, Hillgentleman | //\\ |Talk 22:41, 14 April 2010 (UTC)
 * Hillgentleman, it seems to me that you might benefit from asking some other people what I mean, because it's pretty clear to me, but apparently it's not getting through to you. Are you claiming that I have an inferior right to comment here, that I would need to be "elected" as a "judge"? If that is the case, can you point to your own election? I have warned you, effectively, about disruptive behavior, as I see it. I am not your judge, because I have no power to sentence you to anything. I am simply doing what you, paradoxically, are claiming any Wikiversitan should be able to do, express their opinion. You can take it or leave it, but, under the present circumstances, it is possible that if you "leave it," you might be unable to continue here, not because of any special powers of mine, but because it is likely to be a natural consequence of your behavior. It remains up to you.
 * Again, because you have repeated this "make up your mind theme" when I develop an issue beyond a simplistic single-valued assertion, I will state that I have no unclarity about what I wrote, and if you need more explanation, ask a question. This is your Talk page, you have the right to ask me to leave you alone, and if you request this, I will honor it, but would instead, if I have a problem, go to the appropriate place to register a complaint and possibly a request for action. What is your preference? --Abd 00:42, 15 April 2010 (UTC)

custodianship nominations
Hi! I think you copied an inappropriate section to Jtneill's nomination here. It would be nice if you could correct it. Thx! --Gbaor 08:13, 28 April 2010 (UTC)
 * I re-read it, and seems that you wanted to illustrate a point with that section. Can you please explain whant you meant with "call on pause on Gbaor's judgement"? --Gbaor 08:18, 28 April 2010 (UTC)

Wales/Breach Postmortum
Hi, I am here and then I am not, and this crisis (thankfully) passed me by. I am doing a postmortum, and I am trying to find out if it actually came to a vote at the WMF Board to shut us down, and if it did, what was the outcome?--JohnBessatalk 22:16, 30 July 2010 (UTC)

 * I know something about this, some of which I can disclose publicly. Summary: AFAIK, there was no proposal presented for vote. Some here mistook bluster and personal opinion for official WMF action. There was a proposal on meta to shut down Wikiversity and it went down in flames. As a result of the events of March, compounded by a later action that was similar in principle, Jimbo resigned his intrusive founder tools, facing something like an almost 4:1 !vote, with over 500 participants, to remove the tools, his voluntary request for removal leaving only the tools that allow him to see all of what is happening. Oversight is the only exception, he could theoretically oversight edits, but the intention would have been to remove the ability to do so; future revisions of MediaWiki may allow separation of the right to read oversighted edits from the right to make them.

 * To be more explicit about the meta proposal, there were six who supported the proposal. Two of the names were long familiar to me as long time administrators who had abused those privileges (and had been admonished by ArbComm, in one case, and resigned checkuser, at least, facing serious questions from functionaries, in the other.) The concerns of these six should not be summarily dismissed, there is some level of truth behind them, but, for perspective, there were 51 explicit oppose !votes. Many of the user names were familiar to me as active, reputable Wikipedians.

 * A. B., compiled a useful set of statistics on Wikiversity. He then closed the discussion, including the comment, Given the overwhelming opposition to closing this project, this matter can be considered closed for the foreseeable future and another proposal to close active Wikiversity projects will probably be speedily closed unless some change has occurred or a number of months have elapsed.

 * It's fascinating to me to read the Oppose votes in the meta RfC, Remove Founder flag, up to the point where votes started pouring in based on later events at Commons. Even at that point, even though participation bias would lead to disproportionate voting on meta for supporting Jimbo, I'd expect, compared to general feelings among a wider community, if more awakened and informed -- as later happened --, the vote was running, as of 5 May, at 23:32 Support/Oppose, showing shockingly low support for Jimbo, it was No Consensus at that point. Yet many of the Oppose !voters treated the matter as a joke, as pure drama, one early comment read, This is absolutely silly in the extreme. At this point, Jimbo should probably have recognized that he had a Problem. I notice among the support votes at that time at least one Steward, plus a former member of the en.wikipedia Arbitration Committee. This wasn't just a few disgruntled Wikiversity participants.

 * Summary: do not worry about Wikiversity being closed. Do worry about the quality of the project and of community process. If we don't clean up our own garbage, it will offend our neighbors and attract flies. This does not mean, to me, tossing out useful content or useful contributors, but setting clear boundaries and, in particular, ethical guidelines for studies that involve other WMF projects, it's a peculiar problem that Wikiversity has because original research is permitted, we can have a resource on Navel gazing -- why not? -- and there is certainly interest in the topic of wiki history and process from some people (like me, for example). --Abd 00:19, 31 July 2010 (UTC)

 * The proposal never was. Hillgentleman | //\\ |Talk 16:19, 31 July 2010 (UTC)

R
The main open source statistical software is R - increasingly popular and very powerful. I'm a novice - just learning to use it. Is that what you're after? -- Jtneill - Talk - c 10:47, 2 September 2010 (UTC)
 * SPSS is windows/menu driven or syntax driven. R is command syntax only. So, R take-up is limited by this especially for teaching statistical analysis. But there are R packages providing front-ends - I haven't investigated them enough. I am keen to eventually switch from SPSS (there are lots of annoying aspects mostly related in one way or another to its proprietary nature) to R, but need to spent time learning R. But maybe still this is not quite an answer you're after? -- Jtneill - Talk - c 13:22, 2 September 2010 (UTC)

title: User talk:Hillgentleman


text:
User talk:Hillgentleman/20070519161809

__NOINDEX__

Test
NavHead This revision=20070519162224
 * Argument:

--Hillgentleman|Talk 16:22, 19 May 2007 (UTC)
 * reply[]

20070615093323
 * Comment: Hillgentleman, I find the revert you did on Anynobody's edits to the Welcome template a bit strange - it hasn't been around for a "long time", and think we should be completely open to a few bold edits. However, I can't say I fully understand the edits, so maybe you were justified. Thanks. (Not sure if I'm using this "comments" format right either - I have to say, it's a bit intimidating.) Cormaggio talk 09:33, 15 June 2007 (UTC)

--Cormaggio talk 09:33, 15 June 2007 (UTC)
 * reply[]

What links here

Supages and template space
20070823232229
 * Comment:

Hi Hillgentleman - do you think you can follow up with your comment here about subpages in the template namespace? Unfortunately, I'm not familiar with these bug reporting things...if you get an opportunity, could you take a look into this? BTW, it's nice to see you around :-) --HappyCamper 23:22, 23 August 2007 (UTC)
 * reply[]

What links here

Your edits on study guide: mathematical mesoscopic physics
20080903160202
 * Comment: Your edits on study guide: mathematical mesoscopic physics

Thank you 'Hillgentleman', for your efforts. However, you seemed to change the structure by introducing a lot of links to sub-pages. This is not how it was intended to be, so I undid your changes in this regard (sorry for the work you invested into that...). I moved your Lie group definition to the glossary, where the defined terms should go (as explained in the text). I hope you understand. The point is to have a long list of brief definitions, just the way you did it for Lie group, and to list them all alphabetically in the glossary.

--FlorianMarquardt 16:02, 3 September 2008 (UTC)
 * reply[]

What links here

What is the Scope of Wikiversity?
Hillgentleman, what do you make of this?

  Is it within the scope and remit of a custodian to arbitrarily and summarily delete the work of another scholar here, without notice, without discussion, and without due process? It occurs to me that Jimbo and Darklama are jointly establishing a disturbing precedent that does not bode well for an authentic learning community.
 * 13:57, 15 December 2008 Darklama (Talk | contribs) deleted "User talk:Moulton/Archive"  (Beyond scope)
 * 13:55, 15 December 2008 Darklama (Talk | contribs) deleted "User talk:Moulton/Archive 8.9.14"  (Beyond scope)
 * 13:54, 15 December 2008 Darklama (Talk | contribs) deleted "User talk:Moulton/Ethic Models & Resource Links"  (Beyond scope)
 * 13:53, 15 December 2008 Darklama (Talk | contribs) deleted "User talk:Moulton/Meta-Wiki"  (Beyond scope)
 * 13:53, 15 December 2008 Darklama (Talk | contribs) deleted "User talk:Moulton/MetaArchive"  (Beyond scope)
 * 13:51, 15 December 2008 Darklama (Talk | contribs) deleted "User talk:Moulton/dnull1"  (Beyond scope)
 * 13:50, 15 December 2008 Darklama (Talk | contribs) deleted "User talk:Moulton/Mu"  (Beyond scope)
 * 13:49, 15 December 2008 Darklama (Talk | contribs) deleted "User talk:Moulton/NewYorkBrad's Principles"  (Beyond scope)

—Moulton 23:23, 15 December 2008 (UTC)

Wikiversity censorship
20090111184259
 * Comments: "trying to censor wikiversity" <-- I realize that people do not like to have the term "censor" applied to themselves or their actions. Maybe I just need a better vocabulary. Maybe someone could suggest better terminology. I suspect that many people feel the very existence of Wikiversity has been threatened by Jimbo. In this climate of fear and intimidation most people who care about Wikiversity remain silent or try to avoid using terms such as "censorship"....I suppose the hope is that if we are all quiet then more wrath will not pour down upon us.  "thinly veiled accusations" <-- Jimbo has placed some topics off limits for community discussion and there are many other wiki editors who like that approach. I've lived through the entire history of the development of a collection of ways to silence people at Wikipedia. Those methods are now being used at Wikiversity. The general approach is that certain topics are declared to be unwelcome and anyone who dares to raise those topics can then be accused of incivility or disruption, and if they don't get the hint and conform, they feel the weight of the mighty ban hammer. "be brief" <-- I never intentionally post off-topic comments. I do believe that the human brain is a connection machine, so I let my brain bring into discussions related topics. "keeping your comments brief and to the point is a kind of respect" <-- I assure you that I understand what you are saying, but let me use an analogy to explain what is going on when I post longish comments. Think of me as a witness to a lynching. Most people just turn away from the ugliness of the situation and get on with their lives. However, I am not only disgusted by the original crime but also by the fact that the perpetrators of the crime go unpunished and the crime will certainly be repeated again in the future. I now have to balance the good advice "be brief" with the need to say, "but wait, this is not business as usual". I know that my actions (calling attention to a problem that people would rather ignore) will be unpopular and that I am therefor likely to be the next lynching victim, and I take no joy in playing this role, but my conscious does not allow me to remain silent. --User:JWSchmidt 18:42, 11 January 2009 (UTC)

--68.109.175.242 18:42, 11 January 2009 (UTC)

 * reply[]

What links here

20090204232312
 * Comments:

If you need robotic or regex help, just shout. Hillgentleman | //\\ |Talk 16:42, 3 February 2009 (UTC) Hi! I'm welcome to any ideas! Thank you in advance. --Cgnk 23:23, 4 February 2009 (UTC)

--Cgnk 23:23, 4 February 2009 (UTC)

 * reply[]

What links here

Hello there.
20090206041513
 * Comments: Hi there. Thanks for the warm welcome.

-- UntilItSleeps 04:15, 6 February 2009 (UTC)

 * reply[]

What links here

Threaded Discussions
20090206042855 Thank you for the link. --Thewinster 12:57, 4 January 2009 (UTC)http://upload.wikimedia.org/skins/common/images/button_sig.png
 * Comments:

Threaded Discussions.
Hello! This is in reference to the message you had left me on my talk page. Definitely I am interested in ThreadNav. By reading it though, all that I have come to know about the project are vague idea of this as a "precursor trace" or a "textbox within pages" etc. Can you direct me to a place where a more basic version of this is in under operation. i could work on a Laymen's introduction to the project if I understand it myself.

At the same time, can you visit this page: - http://en.wikiversity.org/wiki/Talk:The_Highschool_Help_Forum_-_Science_Stream ?

I want to incorporate some features in the Forum for which I require some help. Wonder if you could help.

Thanks!

--The Winster talk 16:08, 17 January 2009 (UTC)

 * Here you are: Threaded discussions with NavFrames/Simple demonstration. Hillgentleman | //\\ |Talk 02:36, 18 January 2009 (UTC)
 * The key is that you generate a page with a link which would generate the next page, and so on. The key two lines of codes

 * reply[]

 * do that. The Nav boxes are just for display.  You can try to put the two lines of codes above on a subpage of your talk page, e.g. user talk:thewinster/preload, and play with it. Hillgentleman | //\\ |Talk 02:36, 18 January 2009 (UTC)

Page creation / preload

 * Thanks. I figured it out later. Ofcourse, replying with a preload is the idea. But for a forum with threads, we require a way to create new pages - and those pages should be named what the user wants them to [Compare this with writing the topic name in a typical phpBB forum.] There is one topic regarding creation of new resources which I have seen. It is a textbox which creates pages.

Here is the code,

 * I was unable to display the code witrhout execution. However the source has the code anyways. Sorry for the inconvenience.

 * Is there anyway by which I can use the input and feed the value in a variable so that in the preload section, I can have a topic creation template like

 * I searched around on wikiversity using google and normal page to page linking - none was useful. I thought pestering you would be better rather than pushing my ignorance. I guess the key to this lie here . If the type can be changed to the scanf function of C, we might be one more step ahead.

 * Thanks!

--The Winster talk 07:37, 4 February 2009 (UTC)

 * "use the input and feed the value in a variable so that in the preload section, I can have a topic creation template like " -  What is a topic creation template - can you provide an example?  And I am not sure what " " stand for.  But the following may be what you are after:

giving Hillgentleman | //\\ |Talk 09:29, 4 February 2009 (UTC)

 * Yeah. It is somewhat like that. What this textbox does is create a page with the name input by the user. However, to tell the user that we want the page to be created under the basepage (Your talk page in this case) we have a default value given to the textbox. But I am unsure whether we can expect Jr. High and other teens to comply with all this. The wiki page creation procedure is a little different than WYSIWYG editors et al. and that is exactly the reason why we have the textbox. To Simplify. Why complicate it then? Why not take the input of a pagename from the user and then append that to :/ so that without telling/depending on anyone we have a page created under a specified basepage.

--The Winster talk 11:04, 4 February 2009 (UTC)

 * Unfortunately, That is not the way it works. (You may consider the MediaWiki engine basic and "low-tech" in this sense.) It would be great if there were one function which combines a page creation box and the page creation link http://en.wikiversity.org/w/index.php?title=YOUR_TITLE&action=edit&autosummary=YOUR_SUMMARY$preload=YOUR_PRELOAD_PAGE&editintro=YOUR_EDITINTRO_PAGE, but right now we can only use what we have.  For reference, see meta:help:inputbox. Hillgentleman | //\\ |Talk 11:53, 4 February 2009 (UTC)

 * One thing you can do is to make the buttonlabel a better hint, like Create a resource subpage . Hillgentleman | //\\ |Talk 11:56, 4 February 2009 (UTC)

An alternate method of starting threads
We have discussed above the possibilities of using the textbox as a page creation tool. Making the users append their topic names to the default value inside the textbox is one option.

There is another option. It is albeit, a little more chaotic. We can let the users create a base page for every discussion that they want to do. The preload statement can be used to designate a template to the page so that it is known that the particular page is a part of another project. What is the feasibility of this?

--The Winster talk 05:03, 5 February 2009 (UTC)
 * Page creation is not a problem. But if you want threads, you need forward and backward linking.  How do you plan to do that?  Note also that you can only change one page every time you press the save button. Hillgentleman | //\\ |Talk 05:15, 5 February 2009 (UTC)
 * Preload templates and the DPL assisted forum watchlist template -

 * Backward linking would be made possible by the other preload templates, which will automatically include a link to the parent forum. Forward linking and branching would be done by the above watchlist. The category addition template can be used to maintain an exhaustive list of topics, unlike the watchlist which shows only the recent edits.
 * So, again, the question is, whether the custodians will like the stray pages marked with templates or not? ofcourse pages like wikiversitydotord/wiki/Help me on quadratic equations plz! are not aesthetically cool per se.
 * --The Winster talk 06:02, 5 February 2009 (UTC)
 * Great! Why don't you try it out and see how it goes?  As we say, wikiversity is for learning by doing.  Hillgentleman | //\\ |Talk 06:06, 5 February 2009 (UTC)
 * OK. But then again, are the stray pages allowed? --The Winster talk 06:20, 5 February 2009 (UTC)
 * Yes, especially if you are doing genuine work. Wiki has unlimited space.  In the unlikely situation when somebody has a problem with your test pages, they can run a script (e.g. delete.py) to delete them.  You may put (most) of your test pages in a category (category:test pages?) to make it even easier.  So don't worry about it. Hillgentleman | //\\ |Talk 06:29, 5 February 2009 (UTC)

 * reply[]

What links here

Checking where the new headline takes me to
20090221095033 I have clicked on adding a new reply to the page. It will create a new section in the page with the 2007 section. But what is gonna be it's final appearance? --Dharav talk 09:50, 21 February 2009 (UTC)
 * Comments:

 * reply[]

What links here

If I reply in reply button 2, where does it go?
20090221142423 Just checking the hierarchy of the messages. Thank you. --Dharav talk 14:24, 21 February 2009 (UTC)
 * Comments:

 * reply[]

What links here

A request for a some assistance...
20090226133750
 * Comments:

I have posted this message earlier, but I assume you did not get to read it or the new messages alarm did not come on the Talk Page. I am a little stuck with the ThreadNav setting up, primarily because of Magicwords and pasting codes from a lot of sources. Can you help me by setting up the primitive code on http://en.wikiversity.org/wiki/User:Thewinster/Sandbox/Forum-Watch? That would be a lot of help. Thank You :)

--Dharav talk 13:37, 26 February 2009 (UTC)

 * reply[]

What links here

Mentors
20090306172905 Hi! I saw that you've made some edits to the Mentors page a while back. I've been working on bringing the Mentorship program up to the next level. I'm hoping to model it, to a certain extent, on the Learning4Content program over at WikiEducator. I would appreciate your feedback.
 * Comments:

--AFriedman 17:29, 6 March 2009 (UTC)

 * reply[]

What links here

20090629052540
 * Comments:

R
Hi Hillgentleman, Unfortunately my expertise with R is almost 0 :( - although I hope to learn. Maybe try one of the R support groups/fora? Jtneill - Talk - c 05:25, 29 June 2009 (UTC)

 * reply[]

What links here

Project incubator
20090824115110 Please check Project_incubator for an update on HHF --Dharav talk 11:51, 24 August 2009 (UTC)
 * Comments:

 * reply[]

What links here

title: User talk:Hillgentleman/20070519161809


text:
Wikiversity:Threaded discussions with NavFrames with subst/20070519

[ Purge] Demonstration This revision=20070519162600 [ Purge] {{subst:wikiversity:Threaded discussions with NavFrames with subst/preload}} {{subst:{{subst:NAMESPACE}}:{{subst:BASEPAGENAME}}|subst=subst:}} Compare: Threaded discussions with NavFrames with subst with depth --Hillgentleman|Talk 16:26, 19 May 2007 (UTC)
 * Argument: To start a thread, go to a page in a namespace with subpage function, and enter
 * To archive a thread, go to the subpage /archive of the thread, and
 * To reply, press the external link "reply".
 * To edit an existing (sub)thread, press "Edit" next to the section header.
 * reply[]


text:
Wikiversity:Threaded discussions with NavFrames with subst/20070519162600

Questions? Comments?
NavHead This revision=20070519163246
 * Argument:

--Hillgentleman|Talk 16:32, 19 May 2007 (UTC)
 * reply[]

Testing the "external link"
Testing thread This revision=20070519101448
 * Argument:I'm guessing that my comment goes here.

--JWSchmidt 17:14, 19 May 2007 (UTC)

Re-introducing the thread This revision=20070519181349
 * Argument: adding a thread to a deadend.

--Hillgentleman|Talk 18:13, 19 May 2007 (UTC)
 * reply to ":I'm guessing that my comment goes here" []

Testing sections
Can there be sections within threads? --JWSchmidt 17:29, 19 May 2007 (UTC)
 * reply[]

Using the edit "button" for the new section that I started with the "external link" reply "button". --JWSchmidt 17:19, 19 May 2007 (UTC)

It is better to use the "edit" button only for correcting mistakes.
NavHead This revision=20070519173026
 * Argument: To state a new point, use the "Reply" link, or else your comment would be a dead end.

--Hillgentleman|Talk 17:30, 19 May 2007 (UTC)
 * reply[]


text:
Wikiversity:Threaded discussions with NavFrames with subst/20070519101448

A one liner may go here.
NavHead This revision=20070519172843 --Hillgentleman|Talk 17:28, 19 May 2007 (UTC)
 * Argument: Here we can elaborate....
 * reply[]

Here is the point: the REVISIONTIMESTAMP is precisely for that purpose.
NavHead This revision=20070519173345 Originally I tried REVISIONID, which didn't work: if we substitute a revisionid, we get blank. --Hillgentleman|Talk 17:33, 19 May 2007 (UTC)
 * Argument: BASEPAGENAME/1/1/1/1/1... can only produce a linear structure.
 * reply[]

And try not to create your own section.
NavHead This revision=20070519173646 --Hillgentleman|Talk 17:36, 19 May 2007 (UTC)
 * Argument: Use the "reply link" to create a new section, or else you would create a dead end.
 * reply[]


text:
Wikiversity:Threaded discussions with NavFrames with subst/20070519173646

I mean,
NavHead This revision=20070519174254 My "A one-liner may go here" is a reply to ":I'm guessing that my comment goes here." and "Here is the point: the REVISIONTIMESTAMP is precisely for that purpose." replies "Can there be sections within treads". But that latter section was created articficailly (without pressing the "reply button") and so it hijacked the reply link to the previous comment. Or we can say, two different comments (and two different replies) were merged. That makes the questions and answers crossed. So it is a little confusing.
 * Argument:

In short, Don't create your own section. Use the "reply" link. Once you have created a section, you are free to edit your previous comments, correct mistakes, etc.

--Hillgentleman|Talk 17:42, 19 May 2007 (UTC)
 * reply[]


text:
Wikiversity:Threaded discussions with NavFrames with subst/20070519174254

IF you find this text too small
NavHead This revision=20070519174550 go to a subthread by pressing the edit button.
 * Argument:

--Hillgentleman|Talk 17:45, 19 May 2007 (UTC)
 * reply[]

Problem fixed by reintroducing a thread
NavHead This revision=20070519183132 --Hillgentleman|Talk 18:31, 19 May 2007 (UTC)
 * Comment: See above.
 * reply[]

Complicated
20070521195901
 * Comment:So far, this is too complicated for me to understand. I'm adding this comment as an experiment. -- CQ 19:59, 21 May 2007 (UTC)

--CQ 19:59, 21 May 2007 (UTC)
 * reply[]

What links here


text:
Wikiversity:Threaded discussions with NavFrames with subst/20070519181349

A one-liner may go here.
NavHead This revision=20070519182021 Here we can elaborate! --Hillgentleman|Talk 18:20, 19 May 2007 (UTC)
 * Argument: The script is becoming too small.
 * reply[]

Perhaps I should change "argument" to "comment".
NavHead This revision=20070519182319 --Hillgentleman|Talk 18:23, 19 May 2007 (UTC)
 * Argument: But I still like argument!
 * reply[]


text:
Wikiversity:Threaded discussions with NavFrames with subst/20070519182319

Done Argument -->comment. :/preload
NavHead This revision=20070519182832 --Hillgentleman|Talk 18:28, 19 May 2007 (UTC)
 * Comment:
 * reply[]


text:
ALISON

ALISON is a FREE learning resource of interactive certification-based learning.

Content summary
ALISON is a free web-based education and interactive courseware training provider. ALISON stands for Advance Learning Interactive System Online. Founded in April 2007, ALISON reached its 250,000th learner membership in December 2008.

Goals
In keeping with Article 26 of the United Nations Declaration of Human Rights "Everyone has the right to education. Education shall be free... ", ALISON's mission is to enable anyone, anywhere, to educate themselves for FREE via e-learning. Through the ALISON platform, people around the world can up-skill, thereby creating a more equitable and sustainable global society.

Learning materials
ICT Courseware

ALISON ABC IT is a self-certifiable course which comprehensively introduces the beginner and near-beginner to IT literacy. ABC IT introduces the learner to the very basic concepts of computing and teaches how computing can be an everyday feature of life and work.

 * ECDL
 * BCS Unit E
 * Microsoft Office Training
 * Microsoft Digital Literacy Curriculum
 * Digital Literacy

Non-ICT Courseware

 * Health Literacy
 * Financial Literacy
 * Health and Satety
 * High School Curriculum

title: ALISON


text:
Template:Top Portals

Preschool · Primary Education · Secondary Education · Tertiary Education · Lifelong Learning ·

title: Template:Top Portals


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Metaphysics (Alternate View)/Creation/Simple Pendulum

System Circle

 * (An alternative view by Calgea 19:10, 19 May 2007 (UTC))
 * A system circle has parameters equal to those of the physical system it represents. In this case, the physical system is a simple pendulum.
 * The radius, R, of the circle equals the length, L, of the pendulum’s arm, i.e., R = L.
 * The period, T, of the circle equals the period, T, of the pendulum, i.e., T = T.

For the circle:

 * $$\omega = 2\pi/T$$
 * where $$\omega $$ is the angular velocity in radians per second.
 * The period is constant, and the angular velocity is constant.
 * The radial acceleration, Ar, is a constant.
 * $$Ar = R\omega^2$$

For the pendulum:
Ergo, $$g = Ar = R\omega^2 = L(2\pi/T)^2 $$ lknn; gns;K KNF KJF FDNFK;e vd'ond iE FOOIEH ELKKB  IUFBSD ;AJBF  IUB' KFDBIJD KJBB;djbkfbif kjbifd bzf fbf/bNDF'JD[DUISF.JDFW BJDBKWDK VBBSBD VBJCBGFIGMF FHF BBKDFJAOKTOE NOOTWNWAJHE BIGUJMJJBGFIUA;RJKFBGENB
 * The local gravity, g, is a constant.
 * and $$T = 2\pi\sqrt(L/g)$$

Testing Suggestion
Construct two identical pendulums. Do not use elastic material for the arms. Use a displacement angle of five degrees for one pendulum and say forty degrees for the other pendulum. Mechanically release them at the same time. The arms will move through the vertical at the same time.
 * Note: This is not an accepted view. However, this alternative view says the period is independent of the displacement angle, i.e., not restricted to small angles. Therefore, it is testable.

Energy Content
(An alternative view by Calgea 17:50, 25 May 2007 (UTC))
 * Start with the pendulum’s arm in the vertical position. Move the arm to the right through a small angle $$(\theta_i) $$. The energy (E) equation for the system is as follows.
 * E = mad
 * Where m = the mass of the bob
 * d = the distance the bob moved along the arc
 * $$d = L\theta_i $$
 * ($$s = r\theta$$)
 * s = arc length, r = L
 * L = length of pendulum’s arm
 * a = acceleration
 * $$g (sin (n (\theta_i))) = $$ tangential acceleration
 * g = the local gravity
 * n = number of small angles

The first average acceleration over the first arc is given by the folowing equation. The set of energy equations for the curve are as follows. When summing these incremental energies, the inner sine terms cancel. Note: This alternative view of the equation for the System Energy $$ (E_s) $$ is not the accepted view. The Potential Energy, PE, is the accepted view. One equation measures the energy needed to move the mass in a vertical direction. The other measures the energy needed to move the mass along a curve. Which is correct?
 * $$a_1 = (1/2) g( sin(\theta_1)- sin(0))$$
 * $$ E_1 = m (1/2)g (sin (\theta_i) - sin (0)) L(\theta_i) $$
 * $$E_2 = m(1/2)g (sin (2(\theta_i)) - sin (\theta_i)) L(\theta_i) $$
 * $$E_n = m(1/2)g (sin (n(\theta_i)) - sin ((n-1)(\theta_i))) L(\theta_i) $$
 * $$E_n = m(1/2)g (sin (n(\theta_i)) - sin ((n-1)(\theta_i))) L(\theta_i) $$
 * $$ E_s = m (1/2)g( sin (\theta_0) - sin (0)) L(\theta_0) $$)
 * $$E_s = m(1/2)g(sin(\theta_0)) L(\theta_0) $$
 * where $$ E_s = $$ System Energy
 * $$ (\theta_0) $$  =  Initial displacement angle in radians
 * $$ PE = mgL(1-cos(\theta_0))$$
 * $$ E_s = mgL (k_1) $$
 * Where $$ (k_1) = (1/2) (\theta_0)sin (\theta_0)  $$

Energy Circle
Each energy form resides in a field. The two fields of interest for a simple pendulum are linear motion (Lm) and angular motion or Spin (Sp).
 * An alternative view by Calgea 20:53, 27 May 2007 (UTC))

An energy circle represents these two fields. The vertical diameter is the Linear motion dimension and the horizontal diameter is the Spin dimension.

The radius (R) equals the length (L) of the pendulum. This radius turns at a constant angular velocity ($$ \omega $$) as in the System Circle.

System Energy Components
$$ E_\left ( Sy \right ) $$ components: $$ E_\left ( Sp \right ) $$ and $$ E_ \left ( Lm \right )$$
 * $$ E_ \left (Sp \right) = E_\left (Sy\right) cos (\theta)$$ ____Spin
 * $$ E_\left (Lm \right) = E_ \left (Sy \right) sin (\theta)$$ ___Linear motion

These components are perpendicular quantities and add by the sum of squares.

 * $$ (E_ \left (Sy \right))^2 = (E_\left (Lm \right ))^2 + (E_ \left (Sp \right ))^2 $$
 * $$ (E_ \left (Sy \right ) )^2 = (E_ \left (Sy \right) sin (\theta))^2 + (E_\left (Sy \right ) cos (\theta))^2 $$
 * $$ (E_\left (Sy \right))^2 = (E_\left (Sy \right))^2 (sin^2 (\theta) + cos^2 (\theta))$$
 * $$ 1 = sin^2 (\theta) + cos^2 (\theta)$$

Take the square root of both sides.
 * $$ E_ \left ( Sy \right) = E_ \left( Sy \right ) (sin^2 (\theta) + cos^2 (\theta))$$
 * $$ E_ \left (Sy \right) = m g (1/2) (sin (\theta_0))R(\theta_0) (sin^2 (\theta) + cos^2 (\theta))$$

The identity says something is changing, and it could only relate to the acceleration component, radial acceleration, RA.
 * $$ RA_\left (Sy \right) = g (sin^2 (\theta) + cos^2 (\theta)) $$

The constant System Circle radial acceleration $$ (RA_ \left (Sy \right)) $$ equals the constant value of gravity (g). This equation says the System Circle’s radial acceleration only appears constant. In fact, it comprises two accelerations.
 * 1) One acceleration is the rate of conversion of Spin energy into linear motion energy.
 * 2) The other acceleration is the rate of conversion of linear motion energy into Spin.

At the bottom of the swing, all the energy is in the Linear motion dimension and is known as Kinetic Energy (KE).
 * $$ E_ \left (Sy \right ) =(1/2) (mg) sin (\theta_0) R (\theta_0)  $$ ____        System Energy
 * $$ (1/2)(m) (V_T)^2 =  (1/2) (m g) sin (\theta_0) R (\theta_0) $$ __________Kinetic Energy
 * $$ (V_T)^2  =  (g) sin (\theta_0) R (\theta_0) $$ ____________at the bottom of the swing

$$ V_T = L  \omega_p $$
 * where $$ V_T  $$   is the tangential velocity
 * $$ \omega_p  $$   is the angular velocity of the pendulum
 * L is the Length of the arm and equal to R.

 * $$ (V_T)^2 =  g [sin (\theta_0) R (\theta_0)] $$
 * $$ (L \omega_p )^2   =   g [sin (\theta_0) (\theta_0)] L $$
 * $$ L (\omega_p )^2   =   g [sin (\theta_0) (\theta_0)]   $$

 * $$ (\omega_p )^2  =   (g /L) [sin (\theta_0) (\theta_0)]  $$
 * $$ (\omega_p )^2   =    (\omega )^2  k_o  $$
 * where $$ (\omega)^2  =  (g/L) $$
 * $$ \omega =  $$ constant system circle angular velocity and
 * $$ k_o = sin (\theta_0) (\theta_0) $$

Assign the sine squared term to the radial acceleration of the pendulum.
 * $$ R (\omega_p)^ 2  =  ko  R (g/L)  sin^2 (\theta)   $$

 * $$ (\omega_p)^ 2 =    k_o (g/L) sin^2 (\theta)  $$
 * $$ (\omega_p)^ 2 =    k_o (\omega)^2   sin^2 (\theta)   $$

Angular velocity of Pendulum
 * $$ \omega_p = \sqrt(k_o)(\omega)sin (\theta) $$

This equation is one of a set that includes the angle $$ (\theta_p) $$ and angular acceleration $$  (\alpha_p) $$  for the pendulum.

 * $$ \theta_p = \sqrt(k_o) cos (\theta) $$ ___________Angle

 * $$ \omega_p = \sqrt (k_o)(\omega) sin (\theta) $$ ______ Angular Velocity
 * $$ \alpha_p = - \sqrt(k_o) (\omega)^2  cos (\theta)  $$____Angular Acceleration

 * $$ (\theta_p) (\alpha_p) = -  k_o  (\omega)^2  cos^2 (\theta)   $$
 * $$ (\omega_p)^2   =     k_o   (\omega)^2   sin^2 (\theta)  $$
 * $$ (\omega_p)^2     -  (\theta_p) (\alpha_p)   =    k_o  (\omega)^2  (sin^2 (\theta)  + cos^2 (\theta)) $$

 * $$ (\omega_p)^2     -  (\theta_p) (\alpha_p)   =    k_o  g/L $$
 * $$ L^2 ((\omega_p)^2     -  (\theta_p) (\alpha_p) )  =  k_o  g L $$
 * $$ (1/2) m L^2 ((\omega_p)^2     -  (\theta_p) (\alpha_p))   = (1/2)  k_o  m g L $$
 * $$ (1/2) k_o  m g L =  E_ \left (Sy \right) $$ _______System Energy

It appears that the energy at the bottom of the swing depends on $$ (\omega_p)^2 $$ and at the end of the swing upon $$ (\theta_p) (\alpha_p). $$

Note: The above treatment is not the accepted view.

Conical Pendulum (AV)


text:
User:MartinMai

http://commons.wikimedia.org/wiki/User:MartinMai

de:Benutzer:MartinMai it:Utente:MartinMai

title: User:MartinMai


text: User talk:Ooffick

title: User talk:Ooffick


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User talk:Mani1~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 Mani1. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mani1~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 23:38, 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) 06:15, 19 April 2015 (UTC)

title: User talk:Mani1~enwikiversity


text: User talk:Imthefrizzlefry

title: User talk:Imthefrizzlefry


text:
8:00 class/19 May 2007

This is an archive of Wikiversity current events from 17 May 2007

Colloquium summary
Short summaries of active discussions at Colloquium.
 * Can free media be made easier to use?
 * Open key "password" system to help regain lost accounts.
 * Wikiversity Junior as a way to boost participation by pre-college educators.

Internet Relay Chat topics of the day
Re-cap of topics discussed in #wikiversity-en.
 * Do we need a K-12 portal?
 * Fine tune Sandbox Server and take the proposal to the Wikimedia Foundation Board of Trustees.
 * An Italian Wikiversity was launched.
 * Is it time for Portal:Philosophy?
 * Advanced Italian

Email discussions and blogs
Summaries of Email discussions and blogs with relevance to Wikiversity participants.
 * Italian Wikiversity - River Tarnell.

Recent changes
Today's trends in active editing efforts.
 * Checking open proxies
 * External search added at MediaWiki:Searchnoresults
 * School:Astronomy vs School:Physics and Astronomy
 * Glossary of musical terms
 * Web architecture for Wikis
 * Pre-tertiary portal
 * Threaded discussions with NavFrames with subst

title: 8:00 class/19 May 2007


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User:Orderinchaos

Hi, I live in Perth, Western Australia, and enjoy contributing on a range of subjects. Over at en.wikipedia, most of my contributions (also as User:Orderinchaos) relate to Australian geography, local history and politics, but I'm hoping to be able to help out in Education, Chemistry, Information Systems, Political Science and Psychology where I either have studied/graduated, am studying, or intend to study over the coming years.

title: User:Orderinchaos


text: Category:Students of Psychology

title: Category:Students of Psychology


text:
User talk:MartinMai

Welcome to Wikiversity, Martin - I don't know if you've seen OmegaWiki - you might have some ideas to input. Looking forward to seeing you around! Cormaggio talk 21:26, 19 May 2007 (UTC)

title: User talk:MartinMai


text:
User:Jacob J. Walker/Education for Americans about the Culture of Arab Israelis Project/Grant Proposal

The following is a generic proposal to gain funding for part of the project. This proposal can be modified to be sent to specific funders.

Due to the fact that this project is attempting to keep an NPOV and not be political in nature, the project will not seek funding from groups that are viewed to be related with terrorism.

Criteria for Potential Funders

 * They are interested in educating the world about Arab culture
 * They believe that education is a path to peace
 * They are not tied or suspected to be tied to any terrorist organization (As defined by the U.S. Government)
 * They are not affiliated with any group which is against the existence of the state of Israel

Arab Organizations Within the United States

 * Zawaya
 * SORO
 * USIP
 * IASP
 * International Institute of Islamic Thought
 * Arab American National Museum

Arab Organizations Outside the United States

 * Arab Thought Forum
 * Arab Image Foundation
 * Saudi Aramco World
 * King Faisal Foundation
 * Fares Foundation
 * Zayed Foundation
 * Qattan Foundation
 * Arab Gulf Programme for United Nations Development
 * Arab Fund for Social and Economic Development

United States & United Nations Related Organizations

 * Middle Eastern Partnership Initiative
 * U.S. Embasy Israel
 * World Bank

Abstract
The Arab world and the United States of America are linked to one another in many ways. Economically the two worlds are tied tightly to each other with oil as the bond. Technologically the present day Arab world benefits from many of the advances developed in America, but these advances are built upon much of the mathematics whose roots lead back to the Arab world. Further there are 3,500,000 Arabs living in the United States, and many Americans living in the Arab world.

Yet, with the bond that exists between these two worlds, the population of both do not have a good understanding of the other. Most Americans do not have a good understanding of Arabs. This is primarily caused by Americans seeing only a small distorted view of the Arab world through their media.

No place is this phenomenon greater than with the Palestinians and Arab Israelis (“1948 Arabs”). The American media, which focuses on the suicide bombers, the political conflict, and a few key political leaders, usually ignores the cultural history of the Palestinians and Arab Israelis. In fact less than 0.5% of the articles about Arab Israelis deal with “Arab Israeli culture”, compared with 85% of the articles that deal with “Arab Israeli conflict”. In fact, there are less than 5 books that focus on the culture of the Arab Israelis or Palestinians, and all of these books are academic texts that the general American populous are not likely to read.

President George Bush Sr. once wisely said, "Think about every problem, every challenge, we face. The solution to each starts with education." This could not be more true than with the problems and challenges shared by the United States, the Arab world, and specifically the problems and challenges faced in Israel.

I am seeking a grant of $10,000 to help educate Americans about the Arab Israeli culture. This grant will support a project that creates and distributes a documentary specifically about the culture, including the food, sports, music, art, festivals, and traditions of the Arab Israelis. This video will not be political in nature, and will not focus on the conflict; there are other sources of that information. There are not enough sources of information about the culture. And understanding culture is a bridge to understanding people, and understanding people is the only way that conflicts can ultimately be resolved.

Introduction
Most Americans do not realize that over 20% of Israelis (not Palestinian by Israeli legal definition) are Arab. Further, most Americans are not aware of the diversity of beliefs and religions that Arab Israelis have. For example while a little over two-thirds (68%) are Muslim, there are a large minority of Christians (7%) and Druze(7%).

While most Americans have heard of Nazareth, most would be surprised to learn that Nazareth is primarily an Arab city, and that nearly one third of the Arabs living in Nazareth are Christian.

Most Americans are not aware of any of those facts, nor do they know about the culture of Arab Israelis and/or the Palestinians. Further, many Americans have misconceptions about parts of Arab Israeli culture. Most Americans know little about the art of Arab Israelis, with a few more knowing about the customs.

More Americans believe they know about the clothing and culture of Arab Israelis, but there are many misconceptions. One of the primary misconceptions center around the Hijab, or head scarf that may be worn by Muslim women. In Nazareth, most Arab women do not wear a Hijab, and those who do, usually do so because of their own choice and will, not unlike how a Catholic nun may choose to wear their Habit. Islam is practiced in a variety of ways, with only a small minority practicing more fundamentalist forms.

Creating a video documentary of Arab Israeli culture will help teach people about the diversity in the Arab Israeli culture, to paint a more accurate picture of the whole. It will also show people the wonderful art, music and food that Arab Israelis have. And teach people about the interesting customs within Arab Israeli society, such as the Arabic Coffee customs, where coffee is used as a greeting, as a good-bye, within negotiations, for ceremonies, and more. By doing so, Americans and others will be able to understand more, and the ability for dialog to happen will increase.

Content
The documentary produced will contain footage of different aspects of Arab Israeli culture. It will be entertaining and at the same time educational. It will focus on the food, clothing, sports, music, art, customs, festivals, and ceremonies of Muslim Arab Israelis. It will be shot partly in the style of a "travel video", showing some of the local sights along with the culture.

By showing this side of Arab Israeli society it will help build a connection of commonality from the viewer to the Arab Israeli culture. The video will focus on the Arab citizens of Israel, it will not have any footage from the West Bank or Gaza Strip.

Production & Post Production
The production of the documentary will involve a six week trip to Nazareth. Footage will be shot on location throughout Israel. No footage will be shot within the West Bank or Gaza Strip. Post production and final editing will occur in America.

Distribution
The goal of the project is to have the documentary viewed by at least 10,000 people. In order to accomplish this goal, various forms of distribution will be used:

 * 1) The video will be placed on free Internet video services such as YouTube and Google Video
 * 2) DVDs will be sent to PBS and educational stations throughout the United States
 * 3) DVDs will be sent to Arab American organizations throughout the United States
 * 4) The project is being created on Wikiversity so that it will be freely available

Determining Effectiveness and Initiating Dialog
Distributing the video is a good first step towards having Americans more educated about Arab Israeli culture. The next step is to allow for interaction and dialog to occur. A website will be created that will contain a quiz/survey that people who have watched the video can visit and fill out. Further the site will allow for dialog to occur about the culture of Arab Israelis.

Qualifications of Participants
Jacob Walker, who started this project, is a uniquely qualified person to accomplish it. He is not Arab Israeli by heritage or culture, he is of European descent and has lived in California most of his life. His sister married an Arab Israeli man a little over a year ago and moved to Nazareth, and since that time he has learned a tremendous amount. He traveled last year to his sisters wedding and was impressed by the rich culture that he found. But he was dismayed to find that so many people that he knew did not have any understanding of Arab Israeli culture, and many had negative misconceptions. As an "outsider", he will have the perspective of an American, and can show the Arab Israeli culture in a light that can be understood by American viewers.

Jacob's primary vocation is as a Technology Teacher for Adults. He brings with him a strong background in computers and multi-media. He is involved with a video production company and he will soon be instructing a course for teachers in video production.

While Jacob started this project, given that it is being created in a Wiki environment on the Internet, there is the potential for many collaborators. There has already been interest expressed by several people, and the project may expand further in the future.

Use of Funding
Any funding received will strictly be used for expenses directly related to this project. For example, funding will not be used to buy equipment, as equipment may be used for other projects. It will only pay for supplies that directly relate. This video is being made purely voluntarily and no wages will be taken from the grant.

Planned Budget

 * Airline Ticket: $2,000
 * Other Travel Expenses: $2,000
 * Media for Taking Video: $500
 * Website: $500
 * DVD Burning: $2,000
 * PR, Marketing & Distribution: $3,000

Other Resources

 * How to Write a Grant Proposal
 * The role of Islamic and western foundations in education and research in the Arab world
 * Arabic Organizations Foundations
 * Middle East NGOs Gateway
 * Middle East Studies Association - Grants and Competitions
 * Seeking Arab - Israeli Peacemaking and Reconciliation Through Culture
 * The Jewish Peace Lobby - Arab-Israeli Cooperation
 * Arabs in America:The Crisis and the Challenge
 * Two-Way: Arab women visit, pick up pointers on business


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User talk:Jacob J. Walker/Education for Americans about the Culture of Arab Israelis Project

This project is NOT meant to be political. While it is unlikely that any of the participants will not have a political view, this project is purely meant to be educational about arab israeli contemporary and have a NPOV as much as possible.

Also, the initial language of this project is focusing on my part of the project, as the project potentially grows beyond me, this will need to evolve to involve all participants. --Jacob Walker 22:25, 19 May 2007 (UTC)


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Acute Coronary Syndrome Orders

Admission
Admitting Physician:_______________________ Attending Physician:_______________________ Family/PC Physician:_______________________

Diet

 * cardiac diet
 * food that can release the blockage of the artery

Activity

 * bed rest

Vitals

 * telemetry
 * continuous monitoring ECG
 * Vitals with pulse oximetry q4h

Investigations

 * Routine	- CBCD
 * renal → creatinine, lytes, total protein, Mg, urine analysis
 * liver → albumin, PT, ALKP, ALT, bilirubin
 * CXR daily x 3 days

Acute Coronary Syndrome

 * CK q8h (x 5 for MI, x3 to rule out MI)
 * troponin I q3h x 3 to rule out Acute MI and continued until levels peak.

Cardiac

 * fasting lip id profile in AM
 * HgBA1C for diabetics
 * fasting homocysteine
 * HgB, plt q2d (for patients on unfractionated)

Drugs
MONA - Should be completed at the time of admission.
 * Morphine
 * Oxygen at 3L/min by NC prn, titrate to saturation >90%
 * Nitrate therapy IV (25 mg in 250 mL D5W) or NG patch
 * ASA 160 mg po chew and swallow, then enteric coated ASA (ECASA) 81 mg po qd

Blood

 * catheter lab (door to balloon time < 90 minutes)
 * thrombolytic therapy (ie tenecteplase) as per Acute MI protocol (if STEMI) (< 30 minutes)
 * Clopidogrel 600 mg po STAT, then Clopidogrel 75 mg po qd
 * enoxaparin 1 mg/kg sc q12h to a max of 100 mg/dose

↓O2 NEED
 * metoprolol 5 mg IV q5 min x 3; followed by 25 mg po q6h x 48h, then 100 mg po q12h
 * ACEi

Maintain

 * Lipitor
 * cardiac rehabilitation to see
 * Nitroglycerin 0.3 mg sublingual q 5 min x3 PRN chest pain

title: Acute Coronary Syndrome Orders


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User:Sekhmetdesign

Welcome to my user page.

So, who am I? I am a student in History at Concordia University, in Montréal (Québec, Canada). I am specializing in two areas, history of India and history of the Middle-East (especially Egypt), and I have a long interest in Ancient Egypt.

I am also a alumni student of a multimedia program done at Collège de Maisonneuve, also in Montréal. I wish to better integrate both my historian knowledge with my multimedia skills and form a serious community for those interested in my fields of study. To better know me, there is nothing better than my blog, where I have exposed myself in the last two years: SekhmetDesign.

Periods of History that interest me

* Ancient Egyptian History, pretty much every period od this civilization. * Early and Modern Middle Eastern history, specifically Egypt, Israel,and North-African countries. * South Eastern History, specifically India (all period) and the post-Colonial years of South-East Asia. * European History, specifically World War II and the British Isles history.

title: User:Sekhmetdesign


text:
Template:WAWtranscluder

This is only a copy of and is being used by the Web architecture for Wikis Learning Project to discuss the architectural and design aspects of this page.

title: Template:WAWtranscluder


text:
User:Cgsayler

A little about me: - BA in Theology from Azusa Pacific University in Los Angeles. - Specializing in Postliberal Theology, the Emerging Church, Missional Theology - Ecumenical, Christo-pneumato-missio-centric, charismatic Christian (or for a general description, Evangelical Protestant)

title: User:Cgsayler


text:
Web architecture for Wikis/Wikiversity Main Page

Main Page
Other pages that explore proposed changes: Main page design changes and .Talk:Main Page.

Critique of the current main page
The current Main Page was first designed at User:Trevor MacInnis/MainPage starting in the first week after the Wikiversity project launch. Additional development of that design took place at Main Page/Design. Like the original Main Page design, the current design arguably still contains many links that are irrelevant to new visitors. The current design was influenced by experienced Wikipedia participants who have since pehraps not contributed significantly to the Wikiversity project. As such, the current Main Page may serve best experienced Wikipedians who follow a link to Wikiversity.

As a young project, Wikiversity needs is to attract new participants, most of whom may not be experienced wiki editors. Does the main page serve the needs of Wikiversity or is it an artifact resulting from the efforts of a few Wikipedians who created it and then went back to Wikipedia?

Main Page namespace
Which namespace should the Main Page be in? The current Main Page is in the "Wikiversity:" namespace because it is viewed as a "meta page" about the Wikiversity project. An alternative would be to return the Main Page to the main namespace so that it can take on the primary function of being a learning resource; a page where new visitors can learn about the Wikiversity project.

Main Page target audience
The Main Page should be designed for the least knowledgeable visitors with the least wiki experience. These "Wikiversity naive" visitors need to be efficiently guided to basic information about wiki, the purpose and mission of Wikiversity and the current status of Wikiversity (essentially, a content development effort). New visitors who are not experienced wiki editors need to be shown how easy it is to participate by editing Wikiversity pages. More experienced wiki users can take care of themselves and make use of the pages linked to in the "navigation" and "community" side boxes. Can we identify a few key types of Wikiversity Main Page visitors and re-design the main page so as to better serve them?

Current redesign is 0.3, available here.


text:
Wikiversity:Threaded discussions with NavFrames with subst with depth/preload

NavHead This revision =
 * Comment:

-- previous replies to this comment
 * reply[]


text:
Wikiversity:Threaded discussions with NavFrames with subst/archive

Archived at: 20070520023211

[ Purge] Demonstration This revision=20070519162600 [ Purge] {{subst:wikiversity:Threaded discussions with NavFrames with subst/preload}} {{subst:{{subst:NAMESPACE}}:{{subst:BASEPAGENAME}}|subst=subst:}} --Hillgentleman|Talk 16:26, 19 May 2007 (UTC)
 * Argument: To start a thread, go to a page in a namespace with subpage function, and enter
 * To archive a thread, go to the subpage /archive of the thread, and
 * To reply, press the external link "reply".
 * To edit an existing (sub)thread, press "Edit" next to the section header.
 * reply[]

Questions? Comments?
NavHead This revision=20070519163246
 * Argument:

--Hillgentleman|Talk 16:32, 19 May 2007 (UTC)
 * reply[]

Testing the "external link"
Testing thread This revision=20070519101448
 * Argument:I'm guessing that my comment goes here.

--JWSchmidt 17:14, 19 May 2007 (UTC)

Re-introducing the thread This revision=20070519181349
 * Argument: adding a thread to a deadend.

--Hillgentleman|Talk 18:13, 19 May 2007 (UTC)
 * reply to ":I'm guessing that my comment goes here" []

A one-liner may go here.
NavHead This revision=20070519182021 Here we can elaborate! --Hillgentleman|Talk 18:20, 19 May 2007 (UTC)
 * Argument: The script is becoming too small.
 * reply[]

Perhaps I should change "argument" to "comment".
NavHead This revision=20070519182319 --Hillgentleman|Talk 18:23, 19 May 2007 (UTC)
 * Argument: But I still like argument!
 * reply[]

Done Argument -->comment. :/preload
NavHead This revision=20070519182832 --Hillgentleman|Talk 18:28, 19 May 2007 (UTC)
 * Comment:
 * reply[]

Testing sections
Can there be sections within threads? --JWSchmidt 17:29, 19 May 2007 (UTC)
 * reply[]

A one liner may go here.
NavHead This revision=20070519172843 --Hillgentleman|Talk 17:28, 19 May 2007 (UTC)
 * Argument: Here we can elaborate....
 * reply[]

Here is the point: the REVISIONTIMESTAMP is precisely for that purpose.
NavHead This revision=20070519173345 Originally I tried REVISIONID, which didn't work: if we substitute a revisionid, we get blank. --Hillgentleman|Talk 17:33, 19 May 2007 (UTC)
 * Argument: BASEPAGENAME/1/1/1/1/1... can only produce a linear structure.
 * reply[]

And try not to create your own section.
NavHead This revision=20070519173646 --Hillgentleman|Talk 17:36, 19 May 2007 (UTC)
 * Argument: Use the "reply link" to create a new section, or else you would create a dead end.
 * reply[]

I mean,
NavHead This revision=20070519174254 My "A one-liner may go here" is a reply to ":I'm guessing that my comment goes here." and "Here is the point: the REVISIONTIMESTAMP is precisely for that purpose." replies "Can there be sections within treads". But that latter section was created articficailly (without pressing the "reply button") and so it hijacked the reply link to the previous comment. Or we can say, two different comments (and two different replies) were merged. That makes the questions and answers crossed. So it is a little confusing.
 * Argument:

In short, Don't create your own section. Use the "reply" link. Once you have created a section, you are free to edit your previous comments, correct mistakes, etc.

--Hillgentleman|Talk 17:42, 19 May 2007 (UTC)
 * reply[]

IF you find this text too small
NavHead This revision=20070519174550 go to a subthread by pressing the edit button.
 * Argument:

--Hillgentleman|Talk 17:45, 19 May 2007 (UTC)
 * reply[]

Problem fixed by reintroducing a thread
NavHead This revision=20070519183132 --Hillgentleman|Talk 18:31, 19 May 2007 (UTC)
 * Comment: See above.
 * reply[]

Using the edit "button" for the new section that I started with the "external link" reply "button". --JWSchmidt 17:19, 19 May 2007 (UTC)

It is better to use the "edit" button only for correcting mistakes.
NavHead This revision=20070519173026
 * Argument: To state a new point, use the "Reply" link, or else your comment would be a dead end.

--Hillgentleman|Talk 17:30, 19 May 2007 (UTC)
 * reply[]


text: Category:Persian

title: Category:Persian


text:
Wikiversity:Threaded discussions with NavFrames with subst with depth

[ Purge] Documentation and Demonstration This revision=20070520023912 [ Purge] {{subst:wikiversity:Threaded discussions with NavFrames with subst with depth/preload}} (see Threaded discussions with NavFrames with subst with depth/preload) {{subst:{{subst:NAMESPACE}}:{{subst:BASEPAGENAME}}|depth=100|subst=subst:}} --Hillgentleman|Talk 02:39, 20 May 2007 (UTC) Questions? Comments?
 * Comment: This thread was started with
 * To archive a thread, go to the subpage /archive of the thread, and
 * To reply, press the external link "reply".
 * To edit an existing (sub)thread, press "Edit" next to the section header.
 * Compare: Threaded discussions with NavFrames with subst (without depth)
 * The default depth is now set at 4, for convenience in testing. The depth of this page is set at 10.
 * reply[]