text:
User talk:Spencerb8~enwikiversity

Welcome
Hello Spencerb8, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other wikiversiters on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 20:43, 5 October 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Spencerb8. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Spencerb8~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 00:02, 18 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:23, 19 April 2015 (UTC)

title: User talk:Spencerb8~enwikiversity


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

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Template talk:EE 7seg

ussage
p is the decmal point i is part of a plus with g as the other part   everything else works like a standard 7 segment display

title: Template talk:EE 7seg


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text: Template:Film Scoring for Musicians:Home Wrecker:Completed Assignments


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User talk:BrianOregon~enwikiversity

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 04:20, 6 October 2007 (UTC)

tags for images
What do you think about using Template:GFDL-presumed for images such as Image:WikiversityNameingHiearchy.jpg? --JWSchmidt 04:20, 6 October 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called BrianOregon. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name BrianOregon~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 23:31, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:04, 19 April 2015 (UTC)

title: User talk:BrianOregon~enwikiversity


text:
User talk:RaymondAshworth

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 08:17, 6 October 2007 (UTC)

title: User talk:RaymondAshworth


text:
User:Ondon~enwikiversity

.

title: User:Ondon~enwikiversity


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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:45, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:17, 19 April 2015 (UTC)

title: User talk:Ondon~enwikiversity


text:
File:Qwidgey Lesson 1 Animated.pdf

Used with the WikiU Film School Lesson on how to format a movie script

title: File:Qwidgey Lesson 1 Animated.pdf


text:
Information Organization

 * Descriptive Cataloguing
 * /Introduction to Resource Description/ (RDA formerly AACR2R)
 * /Cataloging of Integrating Resources/ (formerly Serials Cataloging)
 * /MARC21/
 * Classification
 * /Library of Congress Classification/ (LCC)
 * /Dewey Decimal Classification/ (DDC)
 * /Superintendent of Documents Classification/ (SuDocs)
 * Subject Analysis
 * /Thesaurus Construction/
 * /Indexing/
 * /Library of Congress Subject Headings/ (LCSH)
 * /Medical Subject Headings/ (MeSH)
 * /Folksonomies/ (tagging)
 * Metadata
 * /Dublin Core/ (DC)
 * /Encoded Archival Description/ (EAD)
 * Metadata Object Description Schema (MODS)
 * Collection Development
 * /Collection Analysis/
 * /Acquisitions/

title: Information Organization


text: Category:Art and Design

title: Category:Art and Design


text:
User talk:Clifflandis

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 16:30, 6 October 2007 (UTC)

title: User talk:Clifflandis


text:
Harvard chart method

Harvard Chart Method of Logical Equation Reduction was developed in response to the need to automate the process of logical equation reduction in the early days of computer hardware and switching circuit development. Large scale production of computer circuitry entailed many more variables than could be reasonably handled by hand using Boolean logic. Logical equation reduction was necessary to minimize logic circuits and thereby reduce the number of logic gates which used vacuum tubes as switches due to their relatively high cost and excessive thermal emission. Logical equations with five of more variables can be reduce to minimum form using Boolean logic but as the number of variables grows the number of operations expands exponentially placing practical limits on doing logical equation reduction by hand. The Harvard Chart Method was developed to solve this problem and to automate the process of logical reduction. The method thus represents one of the first instances of computers being used to design the very circuits of which they are made. Application of this method is limited only by the logical speed and size of the computer (or computer network) on which it is run.

Logical Equation Reduction, Simplification or Minimization
 (note this chart uses upper case to represent the logic state of "TRUE" and lower case to represent the logic state of "FALSE")

Lets simplify the following equation:

f = ABc + ABC + aBC + aBc + AbC

The Harvard Chart (style 2)

 * {| class="wikitable" style="text-align:center"

! 1 || 2 || 3 || 4 || 5 || 6 || 7 || ! A  ||  B  ||  C  ||  AB  ||  AC  ||  BC  ||  ABC ||
 * +The Harvard Chart
 * a || b || c || ab || ac || bc || abc || Row1
 * a || b || C || ab || aC || bC || abC || Row2
 * a || B || c || aB || ac || Bc || aBc || Row3
 * a || B || C || aB || aC || BC || aBC || Row4
 * A || b || c || Ab || Ac || bc || Abc || Row5
 * A || b || C || Ab || AC || bC || AbC || Row6
 * A || B || c || AB || Ac || Bc || ABc || Row7
 * A || B || C || AB || AC || BC || ABC || Row8
 * }
 * A || b || c || Ab || Ac || bc || Abc || Row5
 * A || b || C || Ab || AC || bC || AbC || Row6
 * A || B || c || AB || Ac || Bc || ABc || Row7
 * A || B || C || AB || AC || BC || ABC || Row8
 * }
 * A || B || C || AB || AC || BC || ABC || Row8
 * }
 * }

The Reduction Steps
According to William Hunter, to complete the example above a number of distinct steps need to be followed:

 * 1) Strike out any row which contains items that do not occur in the expression that is to be simplified. In the above example, row 1 contains a, b, c, ab, ac, bc and abc, none of which occur in the expression. Accordingly, row 1 can be discounted, as can rows 2 and 5.
 * 2) The focus now moves to the columns. Starting from the left, remove any item that was removed from the rows that were discounted in step 1. In this case, you would remove "a", as it occurs in both rows 1 and 2, and "A" (as it occurs in row 5).
 * 3) Moving to the second column, "b" has to be removed, as it occurs in all three rows that were struck out. However, that means that "B" remains. Hunter recommends highlighting the B's.
 * 4) For each row that contains a B in the second column, you now remove all items that already contain the symbol. For example, row 3 contains aB, Bc and aBc - all three need to be struck out.
 * 5) Repeating the exercise with the third column, both "c" and "C" need to be removed.
 * 6) For the fourth column, "Ab" is the only element remaining, and it was removed from rows 1 and 2. So it should also be struck out.
 * 7) When the fifth column is reached, aC and Ac are removed, but this leaves AC. As with step 4, in rows containing AC, any element which incorporates AC should be removed. This will result in the removal of AbC in row 6.
 * 8) The sixth column is only one element unstruck: bC.  This was removed in row 2, so it needs to be struck out now.
 * 9) All elements in the seventh column have been discounted. Therefore, looking back over the rows, only B and AC remain.
 * 10) Accordingly, the answer is f = B + AC.

title: Harvard chart method


text:
Talk:Harvard chart method

Query regarding name change
JA: The name of this article will eventually have to be changed to fit WP:MOS style conventions. The minimal change will be to decapitalize the non-proper name parts, yielding "Harvard chart method of logical equation reduction". But it may be preferable to choose a shorter name, going either with the specific method name, "Harvard chart method", or with the general class name, "Logical equation reduction". Any preferences among the initial contributor and other editors? Jon Awbrey 14:06, 29 May 2006 (UTC)

Please vote on which table you like best
To vote simply add you signature ( ~ ) below the table of your choice...

Which table layout do you like best?

This one:

...IMHO (Talk) 08:59, 25 May 2006 (UTC)

or this one:

title: Talk:Harvard chart method


text:
User:BrianOregon~enwikiversity

Brian, Please Identify Yourself.

title: User:BrianOregon~enwikiversity


text:
Filmmaking Basics/Understanding Film Dailies/Filming a conversation

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Learn by examples
 * style="width:40%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"|

Look at real examples

 * As you look at each of the scenes, look at both the overview movies and the dailies.

 * I want you to tell me what you think of the scene. What did you see or learn from this scene?

 * Start with "Out For A Walk". That is a fun one.

 * Email me
 * @undefined. [[Image:Crystal Clear app xfmail.png|32px]]

 * Repeat this for all the scenes.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Begin with "Follow Dave?" Editing Workshop CD
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next page

 * And she said, "Follow Dave?"
 * Go to the lesson on Creating a matte painting

 * }


text:
Uploading files

Welcome to the Wikiversity learning project about how to upload files to Wikiversity.

Introduction
This page is designed for wiki editors who are just learning about how to upload files. If you are already familiar with uploading files to Wikimedia projects, you can go directly to Uploading files.

Differences between adding text and adding files
Wikiversity provides two ways for participants to contribute content to the Wikiversity website.

1) You can use the edit this page button to add text to wiki pages.
 * When you use the "edit this page" button and add text to wiki pages, you assert that you are not violating copyright and you agree to license your text under the GNU Free Documentation License (GFDL).

2) You can use the upload page to upload several types of files such as images and audio files. When you upload files there are multiple licensing options available, so the process for adding files can be more complex than the process for adding text. However, if the file(s) you upload contains content created by you, then you can just indicate that fact and select the GFDL as the license for your file(s). If this is the case, you can go directly to the upload page and use the licensing drop-down menu to select the menu item for "my own work" and "GNU Free Documentation License".

Other options for licensing uploaded files are described in detail in the other sections of this page, below.

Additional reading: The GFDL and you.

Other copyleft licenses
Several Creative Commons licenses such as the Attribution-ShareAlike license (which is very similar to the GFDL) can be used at Wikiversity. See Template:Cc-by-sa-3.0.

The Creative Commons Attribution-ShareAlike license is very similar to the GFDL. Copyright law allows an author to control what other people do with the author's work. For example, if you write a story, copyright laws can be used to limit the ability of others to sell copies of your story. However, a copyright holder can use legally binding licenses to give permission to some people to copy a copyrighted work in a specific way, for example, exchanging the right to distribute copies of a story in exchange for payments to the author. Copyleft is a way of using copyright law to eliminate possible restrictions on how a copyrighted work is copied and used by others. The GFDL is a copyleft license.

When you edit a Wikiversity webpage, you automatically grant other people to right to copy and modify and re-use what you wrote because you agree to license what you wrote under the terms of the GNU Free Documentation License. Every Wikiversity edit page says, "You agree to license your contributions under the GFDL," in the small space between the text editing window and the "save button". The Creative Commons attribution-shareAlike license is also a copyleft license. Some people prefer the Creative Commons attribution-shareAlike license over the GFDL. At Wikiversity you can decide to license your files under either the GFDL or the Creative Commons attribution-shareAlike license.

Public domain
Wikiversity also can include content that is in the Public domain. See: Template:PD.

As discussed at The GFDL and you, the GFDL and the Creative Commons Attribution-ShareAlike license do impose some restrictions on re-use of a licensed work. These licenses specify that authors should get attribution for their work and that works should always remain under a copyleft license. In contrast, works in the Public Domain can be re-used without these restrictions. Public Domain works are freely available for anyone to use for commercial or non-commercial purposes.

Fair use
In the United States, it is sometimes acceptable to make use of copyrighted works according to the doctrine of "fair use". In thinking about fair use at Wikiversity, the basic idea is that sometimes the educational mission of Wikiversity can be advanced by quoting copyrighted text (or including parts of copyrighted works in uploaded files) without doing harm to the interests of the copyright holder. See: Fair use considerations for details.

Dual licensing
Since the GFDL or the Creative Commons attribution-shareAlike license are so similar, some people who support copyleft licensing simply dual license their work under both licenses. This allows other people who may have a preference for just one of these licenses to re-use your work under the terms of the license they prefer.

It makes no sense to try to assert that a work is both Public Domain and licensed under a copyleft license such as the GFDL. Making a work available in Public Domain is not compatible with the restrictions imposed by a copyleft license like the GFDL. Specifically, Public Domain works in some countries can be copied and re-used without giving attribution to the creator(s) of the works.

title: Uploading files


text:
Applied historical English linguistics

An Introduction to Applied Historical English Linguistics

 * Part of the English Language Division.

Goals of the Course
The goal of this course is to provide learners with skills that allow them to answer questions on “irregular” forms and “strange” phenomena of present-day English with historical linguistic knowledge. Learners shall acquire knowledge of the basic developments in English language history and shall get a primary insight into the literature of earlier periods of English. This wikicourse book tries to use already existing Wikimedia material as far as possible.

Structure of the Course
Each lesson, or chapter, first presents the key-terms for the corresponding topic, backed up with some information and literary hints. You should first get a general idea of the key-terms presented, unless they are labelled "in detail". In a second section, the learners are encouraged to think about a number of questions. If need be, some notions can then be delved into in a more detailled way. The questions can also be discussed on the talk page.

The single lessons are:

 * 1) General Introduction
 * 2) Phonology and Spelling
 * 3) Morphology and Syntax: Nouns and Adjectives
 * 4) Morphology and Syntax: Pronouns
 * 5) Morphology: Verbal System
 * 6) Syntax
 * 7) Lexicology: Creating New Words
 * 8) Lexicology: Re-Applying Old Words
 * 9) Pragmatics and Text Linguistics
 * 10) Dialects and Sociohistorical Linguistics
 * 11) Medieval and Early Modern Literature

Recommended Literature
There are a number of good introduction to English language history or aspects of it. Those overall introductions that I have experienced as most useful to students are highlighted.
 * Algeo, John (2008), Origins and Development of the English Language, 6th ed., New York: Cengage.
 * Algeo, John and Carmen Acevedo Butcher (2008), Problems in the Origins and Development of the English Language, 6th ed., New York: Cengage. With Answer Key.
 * Bammesberger, Alfred (1989), English Linguistics, Heidelberg: Winter.
 * Baugh, Albert C. / Cable, Thomas (1978), A History of the English Language, 3rd ed., London: Routledge & Kegan Paul.
 * Crystal, David (1995), Cambridge History of the English Language, Cambridge: Cambridge University Press.
 * Denison, David (1993), English Historical Syntax: Verbal Constructions, London et al.: Longman.
 * Görlach, Manfred (1997), The Linguistic History of English, Basingstoke: Macmillan. (important is the collection of synoptic Bible texts)
 * Grzega, Joachim / Schöner, Marion (2007), English and General Historical Lexicology, [Onomasiology Online Monographs 1], Eichstätt: Katholische Universität.
 * Hogg, Richard M. (ed.) (1992-2002), The Cambridge History of the English Language, 6 vols., Cambridge: Cambridge University Press.
 * Jucker, Andreas H. (2000), History of English and English Historical Linguistics, Stuttgart: Klett.
 * Mitchell, Bruce (1995), An Invitation to Old English and Anglo-Saxon England, Oxford: Blackwell.
 * Mitchell, Bruce / Robinson, Fred C. (1994), A Guide to Old English, revised ed. with texts and glossary, Oxford: Blackwell.
 * Nielsen, Hans Frede (1998), The Continental Backgrounds of English and Its Insular Development until 1154, [North-Western Language Evolution Supplement 19], Odense: Odense University Press.
 * Scragg, D. G. (1974), A History of English Spelling, Manchester: Manchester University Press.

Good introductions in other languages are:

 * Brunner, Karl (1960-1962), Die englische Sprache, 2 vols., 2., rev. ed., Tübingen: Niemeyer.
 * Fichte, Joerg O. / Kemmler, Fritz (1994), Alt- und Mittelenglische Literatur: Eine Einführung, 2., compl. rev. ed.., [Literaturwissenschaft im Grundstudium 6], Tübingen: Narr.
 * Obst, Wolfgang / Schleburg, Florian (1999), Die Sprache Chaucers: Ein Lehrbuch des Mittelenglischen auf der Grundlage von Troilus and Criseyde, Heidelberg: Winter.
 * Obst, Wolfgang / Schleburg, Florian (2004), Lehrbuch des Altenglischen, Heidelberg: Winter.

Important text collections:

 * Corpus of Middle English Prose and Verse, ed. by the Humanities Texts Initiative.
 * The Riverside Chaucer (1987), ed. by Larry D. Benson, Oxford: Oxford University Press.
 * Sweet’s Anglo-Saxon Reader in Prose and Verse (1967), revised throughout by Dorothy Whitelock, Oxford: Clarendon.

Important dictionaries and linguistic atlasses:

 * BoTo = Bosworth, Joseph & Toller, Thomas Northcote (1898), An Anglo-Saxon Dictionary, repr. and enlarged ed., London: Oxford University Press; (1921), An Anglo-Saxon Dictionary—Supplement, London: Oxford University Press.
 * EDD = Wright, Joseph (1898-1905), The English Dialect Dictionary: Complete Vocabulary of All Dialect Words Still in Use, or Known to Have Been in Use During the Last Two-Hundred Years, Oxford: Oxford University Press.
 * EtymOnline - Online Etymological Dictionary
 * MED = Kurath, Hans et al. (1956-2001), Middle English Dictionary, Ann Arbor (Michigan): University of Michigan Press. [available as part of the Middle English Compendium online
 * OEC = DiPaolo Healey, Antonette (ed.) (2000), Dictionary of Old English – Old English Corpus. Ann Arbor: University of Michigan Press.
 * OED = Murray, James A. H. et al. (1928ff), The Oxford English Dictionary. Oxford: Oxford University Press.
 * SED = Orton, Harold & Dieth, Eugen (1964-1971), Survey of English Dialects, Leeds: Arnold.
 * TOE = Roberts, Jane et al. (1995), A Thesaurus of Old English, London: King’s College London, Centre for Late Antique and Medieval Studies.

Etymological dictionaries:

 * Klein = Klein, Ernest (1966/1967), A Comprehensive Etymological Dictionary of the English Language Amsterdam: Elsevier.
 * ODEE = Onions, C. T. (1966), The Oxford Dictionary of English Etymology, with the assistance of G. W. S. Friedrichsen and R. W. Burchfield, Oxford: Clarendon.
 * OED = Murray, James A. H. et al. (1928ff), The Oxford English Dictionary. Oxford: Oxford University Press.
 * Terasawa, Yoshio (1998), The Kenkyusha Dictionary of English Etymology, Tokyo: Kenkyusha.

There are also some useful internet links

 * the Wikipedia article Old English
 * the Wikipedia article Middle English
 * the Wikipedia article Early Modern English
 * the Online Etymology Dictionary

Core Knowledge

English language history is normally divided into the following periods:
 * 450 (449) – 1100 (1066) Old English (Anglo-Saxon): the language of Beowulf
 * 1100 (1066) – 1500 (1476/1492) Middle English: the language of Chaucer
 * 1500 (1476/1492) – 1700 (1776) Early Modern English: the language of Shakespeare
 * 1700 (1776) – present Modern English

Read the following Wikipedia articles:
 * English language
 * History of the English Language
 * Language Change

Make yourself familiar with the books listed in the bibliography and think for what kind of questions (phonetic, morphological, syntactic, lexical, pragmatic) each single work might especially be helpful in later sessions.

You may want to start reading some short Bible passages or other works in various editions to get accustomed to older stages of the English language (cf. the remarks in the last lession).

Questions

 * On what criterion is the periodization of English language history based?
 * What is meant by the following terms: Norman Conquest, West Saxon, Anglo-Saxons?

Core Knowledge

Being familiar with the regular sound changes in English language history is one of the two most essential things for explaining Modern English. The second driving force of language change is analogy, i.e. the adoption of another pattern.

Read the chapter on phonological history in Bammesberger's English Linguistics and/or the following Wikipedia articles: Consult the following overviews:
 * Phonological history of English since Old English
 * Great Vowel Shift
 * History of the English Spelling System
 * Major Sound Changes from OE to ME to ModE (by Joachim Grzega and Marion Schöner)
 * The Most Important Phonetic Developments in the History of the English Language (by Philipp Kunz)

Make yourself particularly familiar with the following notions (you may need to consult books from the list of recommended literature beyond the Wikipedia articles): the ME sound system (roughly), the development of OE /y/, the elements of the Great Vowel Shift, the developments of ME /u/, vowels before /r/, OE and ME voice opposition in fricatives, the developments of ME /x/, /k-/, /g-/ and stress; the OE sound system (roughly), the developments of OE /a:/ and diphthongs, quantitative changes from OE to ME, the developments of OE geminates, i-umlaut, Grimm's law

Questions

 * How can the discrepancy between ModE spelling and pronunciation be explained?
 * How do you explain the homophonies of write:right, two:to? How do you explain the homographies in (vb.:adj.), (sb.:vb.), and (sb.:vb.)?
 * What are the differences between BrE and AmE pronunciation and how do you explain them: forehead, gooseberry, dance, clerk?
 * How do you explain the discrepancy between and [ˈbɪzi]?
 * How do you explain the phonetic history of o’clock, gospel, woman, lord, lady, daisy?
 * What is Grimm's law? Why is this phenomenon called a law? What does it have to do with the Brothers Grimm?
 * How do you explain the use of the apostrophe with the possessive marker (e.g. Uncle Tom’s Cabin).

You may want to consult Brunner 1960-62 (vol. 1) and Scragg 1974 for more in-depth treatments.

Core Knowledge
As a basis you may want to read Jucker 2000, 26 & 39 & 54f., and the respective sections of the Wikipedia articles:
 * Old English declension
 * Middle English declension

Make yourself particularly familiar with the following notions (you may need to consult books from the list of recommended literature beyond the Wikipedia articles): a-stems (in detail -- see below), ō-stems, root nouns, n-stems, further development of OE declension classes, further development of plural formations, further development of the OE possessive case, further development of grammatical gender, OE strong and weak adjective patterns and their further developments, OE gradation patterns of adjectives and their further development

The a-stems, which are the origin for the Modern English plural and possessive endings, show the following suffixes in OE:

Here is an example:

Questions

 * How do you explain the following irregular plural forms: feet, women, oxen, dice, children, wives?
 * How do you explain the existence of the following double plural forms: brothers~brethren, mice~mouses, appendices~appendixes, referendums~referenda, fish~fishes, hoofs~hooves
 * We can sometimes read: “America and her 50 states”, “The Titanic—she is the most known ship world-wide.” Moreover, in British and American dialects we find many more instances of he and she with reference to inanimate objects.
 * Explain how we got the choice between I gave my dad this book and I gave this book to my dad.
 * Explain how we got the choice between my dad’s book and the book of my dad.
 * Explain how we got the choice between happier and more happy.
 * Adverbs are regularly formed with -ly. But how did we get the difference between he is a hard-working man vs. he is a hardly working man?

You may want to consult Brunner 1960-62 (vol. 2) for more in-depth treatments.

Core Knowledge
As a basis you may want to read Jucker 2000, 26f. & 39f. & 55, and the respective sections of the Wikipedia articles:
 * Old English Morphology
 * Middle English

Make yourself particularly familiar with the following notions (you may need to consult books from the list of recommended literature beyond the Wikipedia articles): personal pronouns of the 2nd sg. vs. 2nd pl., 3rd pl., 3rd sg. fem., 3rd sg. neut.; this/that/these/those, a(n)/the

Questions

 * Explain why there is only one form you for both one addressee and more than one addressee.
 * Comment on the bold-printed parts of the following Bible quotation (AV): “Ye are the salt of the earth: but if the salt have lost his savour, wherewith shall it be salted” (Mt 5.13)
 * Comment on the bold-printed parts of the following Bible quotations (AV): “Whether of the twain will ye that I release unto you?”
 * Comment on the bold-printed parts of the following Bible quotation (AV): “Thou preparest a table before me in the presence of mine enemies: thou anointest my [in some editions also: mine] head with oil; my cup runneth over” (Ps 23.5).
 * Where does the form ’em as often found in written reflections of colloquial speech come from?
 * Explain how we got the choice between a and an.
 * Explain how we got the choice between Everybody has his rights ~ Everybody has one’s rights ~ Everybody has their rights.

Core Knowledge
As a basis you may want to use Jucker 2000, 27f. & 35 & 40 & 55, and read the respective sections of the Wikipedia articles:
 * Old English Morphology
 * Middle English

Make yourself particularly familiar with the following notions (you may need to consult books from the list of recommended literature beyond the Wikipedia articles): strong verb system (classes I, III, IV, V in detail), weak verb system (class II in detail), preterite-present verbs, ablaut, grammatical change, suppletion, development of 3sg. ending

The ModE regular pattern for forming the past and the past participle goes back to Old English weak verbs of class 2. Irregular verbs go back to the weak 1 and weak 3 and to the classes of strong verbs.

Originally, the classes of strong verbs had the following distinguishing features to their infinitive stems:  ī + 1 consonant. ēo or ū + 1 consonant. Originally e + 2 consonants. e + 1 consonant (a nasal or a liquid, plus the verb brecan 'to break'). e + 1 consonant (usually a stop or a fricative). a + 1 consonant. No specific rule — first and second have identical stems (ē or ēo), and the infinitive and the past participle also have the same stem.

Here are some examples:

The third class went through a number of sound changes.  breaking: Before , and  + another consonant, <æ> turned into , and  to . Also, before <l> + another consonant, the same happened to <æ>, but <e> remained unchanged (except before the combination <lh>).
 the influence of palatal sounds <g>, <c>, and <sc>: these turned preceding <e> and <æ> to <ie> and <ea>, respectively.
 before nasals: <e> to <i>, <æ> to , and <o> to <u>.

This results in five sub-classes of class III of strong verbs:
e + two consonants (apart from clusters beginning with l, r, h or nasal) (rare).
eo + r or h + another consonant.
e + l + another consonant.
g, c, or sc + ie + two consonants.
i + nasal + another consonant.

Here are some examples:

Questions

 * How do you explain that the paradigm of be is I am, you are, he/she/it is, not I be, you be, he/she/it bes?
 * The two basic ways of forming the preterite is attaching -ed or changing the stem vowel. The form kept seems to be a mixture of both. Is there an historical explanation?
 * Where does the past tense went come from?
 * How do you explain the number opposition was vs. were, absent with other verbs?
 * How do you explain the difference between EnglE dive—dived—dived vs. AmE dive—dove—dived?
 * Comment on the bold-printed parts of the following Bible quotation (AV): “Thou preparest a table before me in the presence of mine enemies: thou anointest my head with oil; my cup runneth over” (Ps 23.5).
 * How do you explain that there is no -s with he can/could/shall/should/may/might/ought to/must/will?

You may want to consult Brunner 1960-62 (vol. 2) and Denison 1993 for more in-depth treatments.

Core Knowledge
As a basis you may want to use Jucker 2000, 121-129.

Make yourself particularly familiar with the following notions (you may need to consult books from the list of recommended literature beyond the Wikipedia articles): word-order patterns in OE/ME/ModE (including the formation of questions), relative clauses, development of the tense and aspect system, development of the subjunctive, grammaticalization

Questions

 * How do we explain that it is possible to use need and dare either as full verbs or as auxiliary verbs? Is there a difference in meaning?
 * How do we explain the many future forms (will do, be going to do, will be doing, be doing, do, will have done)?
 * Why is it God save the queen, not God saves the queen or May God save the queen?
 * Why is there differentiation between simple and progressive?
 * Why is there variation in the following sentences? Is there a difference in meaning? (a) A whole bunch of students is/are waiting out there. (b) The orchestra is/are rehearsing right now.
 * Why do we have to use an auxiliary do to form a question?
 * Why is it that in an English passive sentence the subject can also refer to the indirect and not necessarily to the direct object of the active clause?

You may want to consult Brunner 1960-62 (vol. 2) and Denison 1993 for more in-depth treatments.

Lexicology: Creating New Words
A speech community can find designations by way of word-formation, by way of borrowing or by way of semantic change. The first two shall be the topic of this lesson, the latter on the topic of next lesson.

Read the following Wikipedia articles (or section of articles):
 * onomasiology
 * classification of borrowings
 * semantic change

A student-friendly introduction to historical lexicology is the book English and General Historical Lexicology (by Joachim Grzega and Marion Schöner).

Core Knowledge
As a basis you may want to read Jucker 2000, 23f. & 36-38 & 50-53 & 60f.

Make yourself particularly familiar with the following notions (you may need to consult books from the list of recommended literature beyond the Wikipedia articles): loanword sources in OE (Celtic, Latin, Scandinavian), loanwords vs. calques, later loanword sources (northern French, Parisian French, Latin & Greek, other languages), (morphological) dissociation, consociated vocabulary, hard words, inkhorn terms, opaque compounds, transparency, folk-etymology/popular etymology, etymological d(o)ublets, cognates, prominent word-formation patterns in OE/ME/ModE (esp. agent-noun formation, conversion), substratum and superstratum

Questions
You may want to consult the OED or EtymOnline for etymological information and Baugh/Cable 1978 for cultural information.
 * Where does the form -wright as in playwright come from? Explain what elements the OE consisted of and say what happened to these elements in course of time.
 * How are the words dish, disc, disk, discus, desk, dais related?
 * Where do the following words come from? Try to associate them with the key-terms listed above: chestnut, mistletoe, Sunday, Saturday, OE leorning-cniht vs. ME/ModE disciple
 * English distinguishes between living animal and dead animal as food: swine/pig—pork, calf—veal, ox—beef, deer—venison, sheep—mutton. Where does this differentation originate?
 * Many anatomic terms are inherited and shared by both English and German (and other Germanic relatives), e.g. heart—Herz, lung—Lunge, blood—Blut, tongue—Zunge. But how can we explain the discrepancy between kidney and Niere?
 * Not infrequently you find inherited terms aside from Latin terms in English everyday language: what’s the difference between fatherly—paternal, deep—profound, building—edifice? And what about ask vs. question vs. interrogate?
 * How do you explain the syntax in secretary general and princess royal?

Core Knowledge
Make yourself particularly familiar with the Bloomfield's, Ullmann's, Blank's and Grzega's typologies of semantic change by reading the Wikipedia article on semantic change.

Questions

 * The words ill, sky, nay, die, take, cast, skin, raise, (to and) fro are Scandinavisms. What happened to the original English words?
 * Describe the further history of the OE words sǣlig ‘happy,’ cniht ‘boy,’ cnafa ‘boy’, cwene ‘girl’?
 * What do the terms sandwich, boycott and kleenex have in common?
 * The semantic ranges of the following terms differ in EnglE and AmE: sick, student, bug, pants, chips, to be through (on the phone). What are the differences and how do you explain them?
 * Explain the use and history of let in the formula without let or hindrance.
 * Explain why corn means ‛wheat’ in England, ‛oats’ in Scotland and ‛maize’ in the US.
 * In older songs of the 20th c. you can still hear a couple of a boy and a girl being described as “gay”: What’s the semantic history of this word?

You may want to consult the OED or EtymOnline for etymological information and Baugh/Cable 1978 for cultural information.

Core Knowledge
Read the following Wikipedia article:
 * Historical Pragmatics

A more thorough introduction with examples is given in Jucker 2000, 90-109. As an example for a study in the field of historical pragmatics you should read the article "Adieu, Bye-Bye, Cheerio: The ABC of Leave-Taking Terms in English Language History" (by Joachim Grzega, 2005).

Questions

 * How do you explain the existence of one pronoun only as both an informal and a formal address term (you), in comparison to other European languages?
 * Explain the history of the following salutation terms: Welcome!, Hi!, How do you do!, Hello!, Good-bye!, Cheerio!
 * What’s the history of the word please and its use?
 * Where does the interjection Gee! come from and how did we get this ModE result?
 * In polls and archaic speech you can occasionally read or hear yea and nay instead of yes and no. Where do these forms come from?
 * In e-mails we not infrequently come across the preposition re and the verb to cc. What’s the origin of these terms?
 * The more formal the style, the higher the probability that you will come across one of the following abbreviations in an English text: etc., e.g., i.e., cf., et al., viz., RSVP, Esq., &. What do these signs mean and where do they come from?

You may want to consult the OED or EtymOnline, Grzega 2005 (cf. above).

Dialects and Sociohistorical Linguistics
Read the following Wikipedia articles:
 * Dialectology
 * Sociohistorical Linguistics
 * Survey of English Dialects

A more thorough introduction with examples is given in Jucker 2000, 16 & 29f. & 33-36 & 61-65 & 82-88.

Questions

 * Where do General American (GA) and Received Pronunciation (RP) originate in?
 * Is it true that American English is more innovative and that British English is more conservative?
 * In IrE the present perfect of some verbs is formed with be instead of have, e.g. He is gone out, she is run to the store, he is come in, she is swum to other side of the river, he is stood up. Do you see any system? Where does it come from?
 * A Cockney cab driver tells a professor: In Hapril there’s halways a big festival at the Hapollo Theater and some other ’ouses. Explain these aberrations from standard speech.
 * Explain the following differences.
 * StandE:	I love, you love, he/she/it loves, we love, they love
 * Wessex:	I loves, you loves, he/she/it loves, we loves, they loves
 * East Anglia: I love, you love, he/she/it love, we love, they love
 * Here are some features of African American Vernacular English (AAVE). Try to explain them historically: (a) existential it: it is a lot of a people here, (b) lack of copula vs. habitual be: He busy right now vs. He be busy every Monday. (c) lack of 3rd sg. marker: She like ice-cream very much.
 * Is there any medieval work where English authors play with dialects, comparable, for instance, to Mark Twain, who played with dialect in Huckleberry Finn?

You may want to consult Brunner 1960-62 and Crystal 1997 for more in-depth treatments.

Core Knowledge
The earliest document of the English language are glosses. The most important literary work of the OE period is the epic Beowulf. Apart from that a linguistically as well as historically interesting work is the Anglo-Saxon Chronicle, or Peterborough Chronicle, shedding light on English history until 1154. The most important piece of ME literary work are the Canterbury Tales by Geoffrey Chaucer. The most important writer of EME is William Shakespeare. Read the respective Wikipedia articles.

The Wikisource project offers the following texts:
 * the Bible (see especially the West-Saxon version, Wycliffe's version and the Authorised Version)
 * Beowulf
 * the Canterbury Tales

You can actually hear Chaucer texts on The Chaucer MetaPage

You may want to structure your voyage into older English literature the following way:
 * 1) synoptic reading of Bible passages
 * 2) Shakespearean texts
 * 3) introduction of the Canterbury Tales
 * 4) Anglo-Saxon chronicle
 * 5) other passage from the Canterbury Tales, other OE texts from the Anglo-Saxon reader
 * 6) Beowulf

Questions

 * Can you give an outline of the Beowulf story? How are Beowulf verses structured?
 * What are glosses, what are homilies?
 * Why are King Alfred and Aelfric so important for OE?
 * What makes the Canterbury Tales the outstanding work of ME literature?
 * What is the structure of the Canterbury Tales, content-wise and language-wise?
 * Is Shakespeare's language conservative or innovative for his times?
 * Can you translate the text given out in class?

title: Applied historical English linguistics


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Information Organization/Folksonomies

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text:
Information Organization/Dublin Core

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text:
Information Organization/Encoded Archival Description

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Information Organization/Collection Analysis

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Information Organization/Acquisitions

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title: Information Organization/Acquisitions


text:
User talk:Straylight~enwikiversity

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 07:07, 7 October 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:44, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:23, 19 April 2015 (UTC)

title: User talk:Straylight~enwikiversity


text:
United States Law/Contract/Quiz

Class Schedule

 * 1) Introduction
 * 2) Acceptance
 * 3) Indefinitness
 * 4) Consideration
 * 5) Promissory Estoppel
 * 6) Statute of Frauds
 * 7) Third Party Beneficiaries
 * 8) Assignment
 * 9) Delegation

Q1 Can we consider the convenant between the Israelites and God during the Moses a contract?

No, because law will not enforce it.

'''Q2 Chris takes Michael to a theater in Sinchon. Michael inadvertently allows Chris to pay for the movie "The Invasion". They had no prior discussion about who will pay for the tickets. Is this a contract?'''

No, because there was no promise made. Moreover, it is executed rather than executory.

'''Q3 Chris said "I will have my relatives send me a CD of civil procedure lectures and give you a copy of them. In return, please give me the MPRE lectures on a CD." Michael responds, "Sure." They made no written record of their negotiation. Is it a contract?'''

Yes, provided that the value of the CD does not exceed the amount set by the Statue of Frauds. Contracts can be oral as well as written.

'''Q4 Chris goes to Kaplan Korea and takes the final review course from Jeff. After the class he refuses to pay arguing that he did not make a promise to pay the tuition. Given that there was a contract between Jeff of Kaplan and Chris, how do you explain the lack of explicit mention of the fee?'''

The tuition was implied-in-fact when Chris signed up for the course.

title: United States Law/Contract/Quiz


text:
Turing/Previous

This is a placeholder for Portal:Engineering and Technology --> School:Computer Science --> Topic:Computer Programming --> Topic:Turing

Please insert a description of Turing and why you would use it over other languages here. Be personal, you are a teacher now, not an encyclopedian. A nice warm welcome might be in order too.

Prerequisites
None

However you do need to download the Turing IDE.

Course Description
This course will cover the Turing programming language from the start for new students to programming. This course is recommended for those with no programming experience. Although Turing is an Object Oriented language this will only be touched on in this course.

Lessons

 * Introduction
 * Lesson 1: Hello World
 * Lesson 2: Variables and Constants
 * Lesson 3: Selective Structures
 * Lesson 4: Loops
 * Lesson 5: Basic Graphics (Drawing)
 * Lesson 6: Advanced Graphics (Animation)
 * Lesson 7: GUI
 * Lesson 8: Introduction to Objects
 * Conclusion

Enrolled
Please sign below if you are participating in this topic. Use 4 tildes (~) to sign.

title: Turing/Previous


text:
User talk:Commodore~enwikiversity

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 09:19, 7 October 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Commodore. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Commodore~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 23:33, 17 March 2015 (UTC)

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

title: User talk:Commodore~enwikiversity


text:
MANET

Please see the discussion page this article seems to be copy+pasted from other websites !!!

A "Mobile Ad Hoc Network" (MANET) is an autonomous system of mobile routers connected by wireless links--the union of which form an arbitrary graph. The routers are free to move randomly and organize themselves arbitrarily; thus, the network's wireless topology may change rapidly and unpredictably.

It is a collection of mobile nodes which communicate over radio and do not need any pre installed communication infrastructure. Communication can be performed if two nodes are close enough to exchange packets. The nodes in a MANET can dynamically join and disjoin the network, frequently, often without warning, and possibly without disruption to other nodes’ communication. Finally, the nodes in the network can be highly mobile, thus rapidly changing the node constellation and the presence or absence of links Wireless ad hoc networks (also referred to as packet radio networks and multi-hop radio networks) consist of mobile nodes communicating over a shared wireless channel. Contrary to cellular networks, where the nodes are restricted to communicate with a set of carefully placed base stations, there are no base stations in wireless ad hoc networks and two nodes either communicate directly using Single Hop or indirectly using Multi-Hop routing to deliver their packets to distant destinations. The lack of wired infrastructure, the nature of the wireless channel, and the mobility of the nodes create many challenging problems in the link, network, and higher levels of the OSI hierarchy. On the other hand, the lack of wired infrastructure and their topology make these networks ideal for many applications, from personal area networks, search and rescue operations. It is therefore expected that, once all the technological issues are solved, wireless ad hoc networks will become an integral part of our society's telecommunication infrastructure. MANET is an autonomous system of mobile nodes. The nodes may consist of separate, networked devices, or may be integrated into a single device such as a laptop computer. The nodes may be located in or on any type of moving vehicles like airplanes, ships, trucks, cars, perhaps even on people, and there may be multiple hosts per router. The nodes are equipped with wireless transmitters and receivers using antennas which may be omni-directional (broadcast), highly-directional (point-to-point) or some combination thereof. At a given point of time, depending on the nodes’ positions and their transmitter and receiver coverage patterns, transmission power levels and co-channel interference levels, a wireless connectivity in the form of a random, multi-hop graph or “ad hoc” network exists between the nodes. This is in contrast with the topology of the existing Internet, where the router topology is essentially static (barring network reconfiguration or router failures). Even the wireless sensor network is an emerging application area for ad hoc networks which has been receiving a large attention.

title: MANET


text:
Turing/Hello World

This is a very simple short lesson. It will simply consist of making text display on the screen. Now in your Turing IDE type: put "Hello World" Now run your program. You should now see "Hello World" on the screen. Lets play around with this now. What happens if I where to change the code as follows? put "Hello " put "World" When this runs you should notice that "Hello" and "World" are now on separate lines. Now lets try making it look like the first one (when the program runs) but keep the two put statements on two lines. put "Hello " .. put "World" Now run your program. Looks like the first one, right? Well this will require an explanation of how the put command works. By default the cursor starts at the top left of the screen then scans left to right, top to bottom. When you say put "Hello " it writes "Hello " on the line where the cursor currently is then goes to a new line. By putting the .. at the end of the put statement it says write "Hello " to the screen but DO NOT go to the next line. Finally lets try this: put "Hello ", "World" Once again it looks like the first one. The comma allows you to concatenate the two strings together. This can be done with most data types as they are implicitly converted to strings for you at run-time.

For example, if you had a variable called "a", and you wanted to print out "The value of a is:" with the value of "a" after it, then you would write:

put "The value of a is: ", a

This makes the Turing IDE print out "The value of a is: ", and after it, it adds the value of "a". If "a" was 4, then "The value of a is: 4" would be printed out.

This concludes our first lesson.

title: Turing/Hello World


text:
User talk:Sanjeevsharma

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

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 09:52, 7 October 2007 (UTC)

why do you copy + paste from other sites ?
Please see here: Talk:MANET. Erkan Yilmaz ( my talk page, wiki blog ) 10:06, 7 October 2007 (UTC)

title: User talk:Sanjeevsharma


text: Category:Turing

title: Category:Turing


text:
Talk:MANET

Hello,

this seems to be only a copy from different sources as e.g. ,

Please see: What Wikiversity is not

e.g. this counts especially also for other non Wikimedia sites
 * "A duplication of other Wikimedia projects. While Wikiversity complements other Wikimedia projects, it will not simply duplicate their content. So, if you want to read about a topic, you may be better off visiting, say, Wikipedia or Wikibooks, but if you want to learn about this topic, you can do so at Wikiversity. Learning materials will be created and used on Wikiversity, but materials on other projects may also be used as learning materials themselves or even places to consolidate this learning, i.e. writing an article, manual etc based on what you've learned. There may be some overlapping, but each project will maintain its own focus."

Also worthwile reading: What is Wikiversity?

Why don't we make a learning experiment now with this and try to rephrase this in our own words or use the original articles to generate information or a better learning experience on another level ? Erkan Yilmaz ( my talk page, wiki blog ) 10:05, 7 October 2007 (UTC)

title: Talk:MANET


text:
User:Erkan Yilmaz/when users just copy and paste from other wikimedia projects

I will use this as a starting point when I see people pasting from other sites (e.g. also wikimedia projects).

Hello,

this seems to be only a copy from Wikipedia's article American Civil War Why don't we make a learning experiment now with this and try to rephrase this in our own words or use Wikipedia's article to generate information or a better learning experience on another level ?

Please also see: What Wikiversity is not

 * "A duplication of other Wikimedia projects. While Wikiversity complements other Wikimedia projects, it will not simply duplicate their content. So, if you want to read about a topic, you may be better off visiting, say, Wikipedia or Wikibooks, but if you want to learn about this topic, you can do so at Wikiversity. Learning materials will be created and used on Wikiversity, but materials on other projects may also be used as learning materials themselves or even places to consolidate this learning, i.e. writing an article, manual etc based on what you've learned. There may be some overlapping, but each project will maintain its own focus."

Also worthwile reading: What is Wikiversity? How to Cite from Wikipedia.


text:
Overview of Cell Biology/Mitosis

Introduction
Mitosis is one of the phases of the cell cycle, which is described in below:

The cell cycle is a concept that describes the life of a cell, from its “birth” to its “death”. Although this introduction will be of a basic nature, cell cycling problems are of extreme interest to scientists. Cells that will not progress normally through their life cycle at the heart of many human diseases, such as neurogenerative disease, tuberous sclerosis, arthritis, glomerular disease, cardiovascular diseases, and cancer (just to name a few). For example, a cancerous cell is simply a cell has speeded up the reproductive process and it will not die easily.

The “brain” of a cell is its DNA. DNA stands for DeoxyriboNucleic Acid, a chemical name that describes the nature of DNA molecules. DNA has four different nucleic acids, which are referred to by their first letters: A (Adenosine), T (Tyrosine), G (Guanine), and C (Cytosine). The chains of nucleic acids are stored in the nucleus as coiled helices called chromosomes. Humans have 46 chromosomes which appear X-shaped under the microscope, with the exception that the 46th chromosome may instead be the Y-shaped chromosome which establishes the gender of its career as male. The four acids in different combinations provide the code so that the cell may synthesize all the materials (proteins) which make up the body.
 * Overview
 * 1) Grow [Interphase]
 * 2) Copy [Interphase]
 * 3) Split into 2 daughter cells [Mitosis]

Concept
Mitosis is a process of cell duplication, in which one cell divides into two genetically identical daughter cells.Somatic cells of higher plants and animals are divided in mitosis cell division.The process of cell division by which nucleus and chromosomes of a eukaryotic cell gets divided only once is known as mitosis.In this process of cell division the nucleus of the mother cell is divided only once and produce two daughter cells bearing same characteristics and having same size,quality and number of chromosomes.Mitosis ensures increase of height and breadth of the animal body.It also help plants and animals to repair damaged tissues.The cell of the meristematic (apex of branch and roots) tissur of palnt increase their number by miotic cell division.

Cell Division
Cell division is when a cell splits to create two new identical daughter cells. Before a cell will divide, it will replicate all of its DNA so that the two new daughter cells will have its own set of DNA. The new cells are genetically identical to the parent cell (as this is asexual reproduction). These two cells will each have the same number of chromosomes as the parent cell.

This section will describe each stage of Cell Division:

Interphase (I-Phase), otherwise known as Pre-Mitosis, is where 90% of a cell's life grows and replicates itself in preparation for cell division. Organelles double in number. Interphase begins in the daughter cells. It includes the following sub-phases [if the cell fails at G1 checkpoint, it gets sent to the G0 stage for repairment. If fails at G2 checkpoint, it goes back to the G0 stage. If DNA is damaged beyond repair than the cell will die [apoptosis]]:

G1

 * First gap phase
 * Grows larger, copies organelles, and creates the molecular blocks ready for the next stages.
 * G1 Checkpoint: Checks for cell density, cell adhesion, and environmental conditions. (must have enough nutrients and be large enough to divide).

S

 * Makes another copy of the DNA in the nucleus.
 * Duplicates centrosomes (microtubule - organizing structures).

G2

 * Grows
 * Prepares for mitosis
 * G2 Checkpoint: Checks for organelles, size, and mistakes in DNA [Requirement: Accumulate cyclin molecules + recycled Cdk molecules --> MPF. All needed for mitosis].
 * More on G2 Checkpoint
 * Cyclin - A protein that cyclically fluctuates in concentration in the cell. Activates kinases, which activates Cdks, kinases that get activated by cyclin.
 * MPF [Maturation Promoting Factor] - Cyclin-CDK complex. Moves the cell past the G2 checkpoint in mitosis by adding P groups to proteins. Corresponds to peaks of cyclin concentration.

Mitotic Phase
Mitotic Phase (M-Phase) is 10% of a cell's life where the DNA and cytoplasm are divided into 2 new cells. Mitosis is the stage in which the nucleus/DNA is divided equally into 2 cells. This occurs in 4 phases-
 * 1) Prophase - Chromatin (uncoiled DNA) condenses (coils) to chromosomes, nuclear membrane disappears, nucleolus disappears, centrioles move to opposite ends of cell and mitotic spindle starts to form.
 * 2) Metaphase - Chromosomes attach to the mitotic spindle and line up at the middle of the cell, or metaphase plate.
 * 3) Anaphase (prefix ana-: back) - Centromeres split and sister chromatids are pulled apart (or moving apart) and move towards the poles of the cell.
 * 4) Telophase - Chromosomes uncoil into chromatin, nuclear membrane reappears, nucleolus reappears, centrioles disappear and cleavage furrow (animal cells)/cell plate (plant cells) starts to form.
 * Mitosis checkpoint: All chromosomes be attached to the mitotic spindle with the help of a kinetochore (structure of proteins; develops on centromere; attaches sister chromatids to mitotic spindle).
 * Animals: The contractile ring (band of cytoskeletal fibers) contracts inwards. The indentation produced as a result of this is the cleavage furrow.
 * Plants: Divide into 2 by building a cell plate down the middle.

Cytokenisis
Cytokenisis is the stage in which the cell's cytoplasm is divided. This occurs differently in plants and animals. In animals, the pinching of the membrane and cytoplasm is called the cleavage furrow. In plants, it is called a cell plate.

title: Overview of Cell Biology/Mitosis


text:
DNA Microarray Virtual Lab

DNA MICROARRAY
TEACHING OBJECTIVE:

 * Observe a high-tech lab technique in action in this excellent Flash application, whilst learning how cancer cells and healthy cells express genes differently.

TASK OUTCOMES:
 * By the end of this activity, students will be able to:
 * describe the function and origin of the DNA Microarray
 * perform a simple virtual lab to compare the microarrays of healthy cells and cancer cells
 * illustrate how cancer cells express genes differently to healthy cells
 * Explain the function of reverse transcriptase in a biotechnological application

TIME REQUIRED:
 * 20-30 minutes

INTRODUCTION:

In this excellent Flash application from learn.genetics (Utah university), students are introduced to the 'new' science of genomics and are shown how a DNA microarray works. Thay are then instructed to carry out a virtual microarray that illustrates the genetic difference between a healthy skin cell and a melanoma cell. Students can use this task as a means to learn about genomics and the use of reverse transcriptase and to revise protein synthesis.

MATERIALS AND EQUIPMENT:

 * DNA Microarray virtual lab from

 * Teacher-set questions

OTHER RESOURCES NEEDED:

 * Individual access to computers is beneficial
 * Internet connection
 * Macromedia Flash Player (latest version)

INSTRUCTIONS:

 * Send students to the learn.genetics homepage and ask them to find the DNA microarray in the virtual labs section.
 * Students complete the microarray learning excercise individually.

SAMPLE QUESTIONS

 * What is the main difference between Genetics and Genomics? (scale of work and time consumption)

 * Which of the following statements are true?
 * An erythrocyte and a skin cell in the same body contain the same DNA. (T)
 * Different genes are expressed in different cell types within the same organism. (T)
 * Gene expression can be observed as production of tRNA. (F - mRNA)
 * Each spot on a Microarray represents one gene. (T)
 * A cancer cell will express most of the same genes as a healthy cell. (T)
 * Reverse transcriptase makes a new strand of RNA. (F - it makes copy DNA (cDNA))

 * Produce a flow-chart of the process of a microarray

 * If a gene is not expressed, what would you expect to see on a microarray scan?
 * green marker
 * red marker
 * yellow marker
 * no marker      (T)

IDEAS FOR FURTHER INVESTIGATION

 * learn.genetics has a number of excellent Flash applications and podcasts suitable for DP Biology.

SOURCES AND REFERENCES:

 * wikipedia: DNA Microarray

 * learn.genetics at the University of Utah

Wikimedia

 * DNA separation by silica adsorption

title: DNA Microarray Virtual Lab


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User:Aj young

AliYoung.com 2024-July-29

title: User:Aj young


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File:Syed Sibte Hassan SBTDS Thumbnail Storyboard Sample.png

Used with the WikiU Film School Lesson on how to do thumbnail storyboarding


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File:Syed Sibte Hassan SBTDS Thumbnail Storyboard p1.png

Used with the WikiU Film School Lesson on how to do thumbnail storyboarding


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File:Syed Sibte Hassan SBTDS Thumbnail Storyboard p2.png

Used with the WikiU Film School Lesson on how to do thumbnail storyboarding


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User:Juandev/Karlštejn

Juan_Karlstejn

title: User:Juandev/Karlštejn


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User:CQ/2007/W40/7

7 October 2007 - Checking in from a gaming center on Veterans near NOLA. later!

title: User:CQ/2007/W40/7


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Talk:PHP/Dates

Good Job Ghenson!
Ooooo. This is much needed. Thanks a heap! • CQ 18:27, 7 October 2007 (UTC)

title: Talk:PHP/Dates