text: Template:Tlxw

title: Template:Tlxw


text: Template:Tlxm

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

title: Template:Tlxm


text:
Esperanto/Grammar Rules

Esperanto is a constructed language intended to be used for neutral international communication. Esperanto is spoken around the world and has about 2 million speakers. There are 16 basic rules of Esperanto grammar, established by its founder, L.L. Zamenhof:
 * 1) There is no indefinite article (English a, an); there is only a definite article la, alike for all genders, cases and numbers (English the).  The use of the article is as in other languages. People for whom use of the article offers difficulties (e.g. speakers of Russian, Chinese, etc.) may at first elect not to use it at all.
 * 2) Nouns have the ending -o. To form the plural, add the ending -j. There are only two cases: nominative and accusative; the latter can be obtained from the nominative by adding the ending -n. The other cases are expressed with the aid of prepositions (genitive by de (English of), dative by al (English to), ablative by per (English by means of) or other prepositions, according to meaning).
 * 3) Adjectives end in -a. Cases and numbers are as for nouns. The comparative is made with the word pli (English more), the superlative with plej (English most); for the comparative the conjunction ol (English than) is used.
 * 4) The basic numerals (not declined) are: unu, du, tri, kvar, kvin, ses, sep, ok, naŭ, dek, cent, mil (English one, two, three, four, five, six, seven, eight, nine, ten, hundred, thousand). Tens and hundreds are formed by simple juxtaposition of the numerals. To show ordinal numbers we add the adjective ending; for multiples, the suffix -obl; for fractions (actually, reciprocals), -on; for collectives, -op; for divisionals, the word (particle) po. Noun and adverb numerals can also be used.
 * 5) Personal pronouns: mi, vi, li, ŝi, ĝi (for an object or animal), si, ni, vi, ili, oni (English I, you, he, she, it, oneself, we, you, they, they-one-people); the possessive pronouns are formed by addition of the adjective ending. Declension is as for nouns.
 * 6) The verb does not change for person or number. Forms of the verb: present time takes the ending -as; past time, -is; future time, -os; conditional mood, -us; command mood, -u; infinitive mood, -i. Participles (with adjectival or adverbial meaning): present active, -ant; past active, -int; future active, -ont; present passive, -at; past passive, -it; future passive, -ot. All forms of the passive are formed with the aid of the corresponding form of the verb esti (English to be) and the passive participle of the required verb; the preposition with the passive is de (English by).
 * 7) Adverbs can be formed from adjectives by changing the -a ending to an -e ending (like English -ly).
 * 8) All prepositions take the nominative.
 * 9) Every word is read as it is written.
 * 10) The accent always falls on the next-to-last syllable (vowel).
 * 11) Compound words are formed by simple juxtaposition of words (the main word stands at the end); the grammatical endings are also viewed as independent words.
 * 12) When another negative word is present, the word ne (English no, not) is omitted.
 * 13) To show direction, words take the accusative ending.
 * 14) Every preposition has a definite and permanent meaning, but if we have to use a preposition and the direct meaning doesn't tell us what preposition we should take, then we use the preposition je, which has no independent meaning. Instead of je the accusative without a preposition may be used.
 * 15) The so-called foreign words, i.e. those taken by the majority of languages from one source, are used in Esperanto without change, taking on only the orthography of this language; but for different words from a single root it is better to use without change only the basic word, and form the rest from this latter according to the rules of Esperanto.
 * 16) The final vowel of the noun and the article may be dropped and replaced by an apostrophe (without effect on stress).

title: Esperanto/Grammar Rules


text:
Introductory Esperanto

This is a short course that will teach you the basics of Esperanto. If you click on the "Before you begin, sign up with a tutor." link it will give you more information about the course and tell you how to get in touch with someone who can help you learn.

Goals
This course offers learning activities to help you understand, speak, and write in Esperanto and, if you choose, go one step further and take the more advanced course La Gerda-kurso.

Texts

 * Esperanto Wikibook
 * Esperanto Online Chat!
 * Esperanto Wiktionary

Fun Activities

 * Esperanto Games

Readings

 * Esperanto
 * Vocabulary, Affixes and Correlatives

title: Introductory Esperanto


text:
Wikiversity:Why contribute to Wikiversity?

Why contribute to Wikiversity? Here are some possible answers to that question:
 * You can join with other people to pursue personal and collective learning goals.
 * If you create educational resources under a free licence (like the GFDL) then the resources, and the knowledge they contain, will be available for others to freely use for generations to come.
 * You can learn by doing in order to make the learning process more meaningful to you, and connected to your own experience.
 * You can start to make the learning experience more fun for yourself and others.
 * You can feel good about it.

Contributing to free public wikis is not only a benefit to humankind, but serves to refine a resource for personal use. A resource that has the best potential for the widest possible perspective, and which serves the best interests of humankind and scholarly learning.

Learning is a life-long process. Learners might want to study a curriculum but can't afford today's exhorbitant tuition at Universities. They might want to catch up on a subject they've already studied, or want to learn more on a subject because they want to expand their knowledge or decide to further study that subject in a more formal manner.

Being able to teach something to another person is a good indicator that you yourself understand the topic well. Teaching others will help you understand things in subjects by forcing you to change the way you understand things into another form, possibly bringing to your attention some unknown fact that you would not have known just by learning on your own.


text:
User:Aryansri

My name is Aryan Srivastava. I like writing and creativity is my passion. I also love ideas and hope that one day I would be able to make up a movie.

I would keep up editing this page. So, be sure to come back for more.

title: User:Aryansri


text:
Autoimmunity

The human body is equipped with a sophisticated mechanism to preserve the body against a variety of invading organisms. In some disease states, this mechanism is focused against some of its own elements, which cause harm. This group of diseases are called 'autoimmune'. Some diseases are autoimmune in nature, for example, Rheumatoid arthritis and Lupus erythematosus.

Autoimmunity in domestic animals
The immune system has the capacity to control possible reactions against its own antigens by means of central and peripheral regulation. Autoimmunity appears when the regulation of the immune response is not working well. During central tolerance lymphocytes, T and B are induced in apoptosis if they recognize the body antigens as strange.

Autoimmunity is a kind of hypersensitivity in which the immune system recognizes the body´s components as strange antigens. It can be mediated by lymphocytes B, T, antibodies or a combination of both. Other possibilities are when antigens are hidden by biological barriers or some microorganisms have similarities with body antigens.

There are a few factors such as genetics, breed, species or the breeding system which can predispose autoimmunity in domestic animals. For example, genetics is not decisive but it can increase problems in these diseases, but it is not enough to induce autoimmunity by itself. Some dog breed in which cross-breeding is highly endogamic, risks are increased because in these cases the most important reason could be less genetic variability; this happens especially in immunodeficiencies. On the other hand, we can see molecular mimesis between heart muscle or neuron antigens and some antigens of microorganisms like Trypanosoma cruzi.

There are four types of hypersensitivity, but the following are the most frequent examples. In cows, IgE synthesis is induced when α-casein of milk has access to the bloodstream and after second exposure animals develop anaphylaxis. Hashimoto´s thyroiditis is common in dogs and chickens but in general it is not poliglandular like in humans. It can affect only one organ. Some breeds like Dobermann, Great Dane, Cocker Spaniel, Beagle are commonly affected by this disease. Gland thyroid appeared with lymphocytes and plasmatic cells including germinal centers. Cytotoxic cells, antibodies, and complement cause lysis. Clinical signs such as hypotrichosis, dry hair, pyoderma, hyperpigmentation develop when 75% of the gland is destroyed. The same mechanism occurs in newborn hemolytic anemia in horses when the mother and father have different blood groups. Myasthenia gravis can affect dogs, cats and human beings, it is characterized by fatigue and muscle weakness after exercise. In breeds such as Fox Terrier, Jack Russell Terrier, and Springer Spaniel this disease is hereditary and congenital. Clinical signs appear in young dogs but in adult dogs, it is caused by IgG antibodies against acetylcholine receptors and they cause damage with complement. Drugs such as anticholinesterase enzymes are useful in the treatment.

Diabetes mellitus, which is rare in cattle but most common in dogs, is a disease mediated by antibodies against an enzyme of pancreatic islets (β cells). The mechanism is possible through antibodies, cytotoxic cells or both. In veterinary medicine the treatment must be immunosuppression.

title: Autoimmunity


text:
De Morgan's laws

De_Morgan's laws (or De_Morgan's theorems) are used to simplify the Boolean expressions.

There are two theorems: Note that this theorems are true in both direction
 * 1) The complement of two or more AND variables is equal to the OR of the complements of each variable. $$\overline{xy}=\bar x + \bar y$$
 * 2) The complement of two or more OR variables is equal to the AND of the complements of each variable. $$\overline{x+y}=\bar x \bar y$$

Examples

 * $$\overline{xyz}=\bar x+\bar y +\bar z$$

 * $$\overline{x+y+z}=\bar x\bar y \bar z$$

 * Note that x can be a combination of other variables.

lets say $$x=(A+B)$$ and $$y=(C+D)$$ so:
 * $$\overline{xy}=\bar{x}+\bar{y}$$

will be:
 * $$\overline{(A+B)(C+D)}=\overline{(A+B)}+\overline{(C+D)}=\bar{A}\bar{B}+\bar{C}\bar{D}$$

 * In case we have more than one livile bar (or complement or negate) start with the top bar first
 * $$\overline{\overline{(A+B)}+\overline{(C+D)}}=\overline{\overline{(A+B)}}.\overline{\overline{(C+D)}}=(A+B)(C+D)$$

Note that $$\overline{\overline{A}}=A$$ Boolean rule.

 * $$\overline{\overline{ABC}+D+E}=\overline{\overline{ABC}}\bar D\bar E=ABC\bar D\bar E$$

 * $$\overline{(A+B)\bar{C}+D+\bar{E}}=(\overline{(A+B)\bar{C})}\bar{D}\overline{\overline{E}}=(\overline{(A+B)}+\overline{\overline{C}})\bar{D}E=(\bar{A}\bar{B}+C)\bar{D}E$$

title: De Morgan's laws


text:
Levels of pre-hospital care workers in different countries

In the UK

 * First Responder (Community First Responder, Neighbourhood First Responder) (BLS)
 * Emergency Care Assistant - ECA / ECSW (BLS)
 * Emergency Medical Technician - (BLS)
 * Advanced Emergency Medical Technician - (ALS)
 * Paramedic - (ALS)
 * Emergency Care Practitioner - (ALS)
 * BASICS Doctor (Either work from their own vehicles or on the Air Ambulances) - (ALS)

In the USA

 * First Responder (BLS)
 * Emergency medical technician - Basic (BLS)
 * Emergency medical technician - Intermediate (ALS)
 * Emergency medical technician - Paramedic (ALS)

In Canada

 * First aid
 * Emergency medical responder (EMR)
 * Primary Care Paramedic (PCP)
 * Advanced Care Paramedic (ACP)
 * Critical Care Paramedic (CCP)

In The Netherlands

 * Ambulance driver
 * Ambulance nurse
 * Mobile Medical Team consisting of surgeon/anesthesiologist and IC/trauma nurse transported by a helicopter or ground-bound vehicle driven by an ambulance driver; only used in conjunction with a regular ambulance; seven teams throughout the country, four of which have a helicopter

In Germany

 * Rettungshelfer
 * Rettungssanitäter
 * Rettungsassistent
 * Notarzt

In Denmark

 * Ambulanceassistent
 * Ambulancebehandler
 * Paramediciner
 * (Ambulancelæge) Anesthesiologist with an ambulancebehandler or paramediciner as driver/assistant; only used in conjunction with a regular ambulance.

In Spain

 * Técnico en Emergencias Sanitarias - TES (EMT Basic-BLS)
 * Enfermero de Emergencias (Emergency Nurse - ALS)
 * Médico de Emergencias (Emergency Physician - ALS)


text: File:NANDgate.gif

title: File:NANDgate.gif


text: File:NANDgate.jpg

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User talk:Feather~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 Feather. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Feather~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 23:36, 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) 06:08, 19 April 2015 (UTC)

title: User talk:Feather~enwikiversity


text:
User talk:XApple~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 XApple. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name XApple~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 00:12, 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) 06:25, 19 April 2015 (UTC)

title: User talk:XApple~enwikiversity


text:
Acute coronary syndrome

The article on Acute coronary syndrome (ACS) is part of both Topic:Cardiology and Topic:Emergency Medicine.

The term acute coronary syndrome (ACS) includes:
 * unstable angina (UA)
 * non-ST segment elevation myocardial infarction (NSTEMI)
 * ST-segment elevation myocardial infarction (STEMI) (commonly known as 'heart attack')

STEMI is one of the leading causes of death in the western world. ACS may develop suddenly or gradually. UA may progress to STEMI. An apprpriate management of STEMI may help restore the blood supply to the areas of the heart affected by the infarction. The term appropriate here means AT TIME.

title: Acute coronary syndrome


text: User talk:KeithH

title: User talk:KeithH


text:
Wikiversity:Why not to contribute to Wikiversity

Why to contribute to Wikiversity, thinly veiled as why not to!
"It demands a certain amount of commitment" <-- just enough to hit "edit", type something, and click "save". Even small contributions are welcome.

"don't start something that you won't be able to finish!" <-- Wikiversity is a wiki. What one person starts other people will continue.

Why to actually not contribute to Wikiversity
"Because it will one day hurt my career" <-- just enough to stop you getting tenure at Brown.

"...my hard work will be undone by sanctimonious gits..." <-- Wikiversity is a wiki. It has an advanced, nepotistic administrative regime that will see your edits get junked in seconds.

"I don't want to give away what I might sell for a zillion dollars as a consultant / trainer / book author." <-- Good luck with that.


text:
User:Drini

m:User:Drini

blocked?

de:Benutzer:Drini es:Usuario:Magister Mathematicae it:Utente:Drini

title: User:Drini


text:
User talk:Drini

Would you like to have the username "Drini" at this wiki? --JWSchmidt 15:37, 13 February 2007 (UTC)

I just saw this. Cormaggio should be able to take care of it. --JWSchmidt 15:40, 13 February 2007 (UTC)

 * Done - with a little good amount of help from Sebmol. :-) I had wondered about this vandalism, btw - good to have you here. Cormaggio beep 16:26, 13 February 2007 (UTC)
 * Thank you. Drini 17:04, 13 February 2007 (UTC)

title: User talk:Drini


text:
User:Nannus

Hi, so far I have mostly been working on Wikipedia (see User Nannus on Wikipedia)

title: User:Nannus


text:
Java Programming/Answers to Exercises

Exercise 1
Consider the evaluation of the expression at the bottom of this code.

int a = 1; int b = 2; int c = 4;

a = b = a * b / c + 1;

What order are the operators evaluated in? What are the final values of the three variables?

Answer
The operations with the highest precedence are the multiplication and the division. They associate left to right so the multiplication goes first, then the division and the addition. The assignment on the right goes next because assignment associates left to right.

Here is how it would go:

a = b = (a * b) / c + 1 a = b = (1 * 2) / c + 1 a = b = (2 / c) + 1 a = b = (2 / 4) + 1 a = b = 0 + 1 a = b = 1 -> assign 1 to b   a = 1 -> assign 1 to a

The final values of the variables are a = 1, b = 1 and c = 4.

Return

Exercise 2
Look at the following code: int i = 1; int j = 2; int k = i+++j; System.out.println ("i = " + i); System.out.println ("j = " + j); System.out.println ("k = " + k);

What is the output?

Extra credit: Change the declaration of k to be int k = i ++ + ++ j; What is the output now?

Answer
First, evaluate the expression: int k = i ++ + j; -> unary operator is postfix, remember it for later. int k = 1 + 2; int k = 3; -> assign 3 to k   -> apply unary operator, i is now 2

So the output would be: i = 2 j = 2 k = 3

Extra credit: First evaluate the expression: int k = i ++ + ++ j; -> apply prefix operator, j is now 3 int k = i ++ + 3; -> unary operator is postfix, remember it for later int k = 1 + 3; int k = 4; -> assign 4 to k   -> apply unary operator, i is now 2

So the output would be: i = 2 j = 3 k = 4

Return

title: Java Programming/Answers to Exercises


text:
User talk:Nannus

''How can I start a project on African Philosophy an let it appear both in the philosophy school and the African studies school. I anderstand there is something called a portal, and that is probably what one has to put under African Studies. However, I have not yet had the time to really look into the rules and structures of Wikiversity.'' Looks like your got it working just fine. Our rules aren't as strick over here, so feel free to experiment.--Rayc 19:42, 17 February 2007 (UTC)

Moving pages
Hi Nannus! Yes, you can move pages - just like on Wikipedia - but, just like on Wikipedia, you need to have an account for about four days before you see the "move" button appear at the top of the page. In the meantime, if you don't want to wait, and if it's bothering you, I can do this myself - just let me know the current pagename and the pagename you want to move it to and I'll do it for you.. Cormaggio beep 01:10, 18 February 2007 (UTC)

Welcome to the School of Philosophy
Welcome to the School of Philosophy and thank you very much for your contribution with the section on African Philosophy. If you need any help, I will be glad to lend a hand.(Alex beta 19:21, 22 February 2007 (UTC))

Article of Kwasi Wiredu
Nannus, thanks for the article. I will try to read it soon but I've been so busy! Do you have gmail? I'm saidkassem at gmail dot com. We should chat sometime. --Saidkassem 16:50, 24 February 2007 (UTC)

Resource/reference namespace
Hi Nannus - I looked at Topic:Annotated Bibliography of African Philosophy and I saw your desire to create a "ResourceDescriptor-Namespace". You might be interested to see the Science Online wiki, which has implemented a reference namespace (example) - is this along the lines of what you were thinking of? Cheers. Cormaggio beep 01:38, 2 March 2007 (UTC)

title: User talk:Nannus


text:
User talk:Maximilian333

I have been writing wikipedia articles in my spare time for years, on such topics as paralegalism, Naval Special Operations, black forbidden rice, and hedgehogs. I am a recent UC Berkeley graduate and current grad student. I am excited about contributing to the Schools of Chemistry, Law, and Criminal Justice, as well as any place I can be of service.

title: User talk:Maximilian333


text:
Lunar Boom Town

Lunar Boom Town is a set of strategic engineering simulations intended to help interested parties and organizations with research and self education efforts. It is hoped that participants will eventually be involved with implementation of engineering technologies, business ventures, and research endeavors sufficient and necessary to establish successful space settlements.

At this time various free electronic games and other free online data resources are used by participants to further refine and investigate issues involved with settling in space. Team role playing or charades are used with heterogeneous teams to exchange knowledge and practical experience related to the challenge of prospering in space related activities. Actual physical processes and systems are designed, built, tested, and documented within some asynchronous activities.

A long term goal, among others, is to create a virtual environment suitable for neophytes to safely explore all known factors and ramifications of a personal commitment to settle in space while they assist experts with reducing the unknowns and hazards actual pioneers and settlers will face.

Why play around with concepts involving space technology? Consider that this course Technical writing specification alleges that effective technical projects spend up to one third of their time figuring out what precisely they wish to accomplish. How is this to be done with no preexisting markets and little preexisting directly applicable art or off-the-shelf components? Within Lunar Boom Town game scenarios and technical proposals we use free engineering techniques to pool and share our collective judgment regarding how, what, and why specific activities and technologies might be useful in space settlements.

Open entrepreneurial ideas
What business could be start up or run in a Lunar Boom Town? Laundry, waterless

Potential triggers for lunar boom towns

 * Space Tourism;
 * A commitment to extensively explore or settle Mars.  This implies Aldrin Cyclers;
 * A decision to build a space elevator;
 * Global warming: A shift to solar power satellites as part of carbon reduction efforts. Manufacturing centers at L5;
 * Advances in Nuclear Fusion using He3 in Fuel Cycle;
 * Asteroid mining - asteroide mining;
 * The detection of habitable extrasolar planets.

This project focuses on business plans, evaluation of business models, technical approaches, and risk factors.

There is a budding business plan course – The Business Plan – that may be a bit too technical for our purposes. Wikibooks has some detailed information (Wikibooks:Writing a Business Plan) on standard business plans. Keep in mind we do not need excessive detail to get started and we can all collaborate on our lunar business models and plans. A business plan is merely a communications tool to help tell others how we plan to conduct our business.

Participants will also find marketing concepts and skills helpful in identifying and analyzing target market segments.

In the meantime we need some icons for one of our local freight company simulators.
 * CisLunarFreighter Java guys requested some .jpegs or .pngs for graphics! Post samples here or there or somewhere you think appropriate.
 * /links to technical papers/
 * /sites with information/

The current theme song is by Sharam. We are considering remixing it with some drums to represent discrete large missions abruptly impacting the markets. We use this theme song to represent the complex interplay of businesses and customers in free markets. If you have a better theme song for Lunar Boom Town, please leave a link here or on discussion page so others may evaluate it as a replacement.

Evolving game concepts

 * /Draft Game Concepts/
 * /Creating data/
 * /Task Requests/
 * Ideas from #wikiversity-en IRC
 * /Team Building/

Public service bulletin
There has been some simulated vandal activity (edit wars, personal attacks, faked data citations, misquotes, incorrect hacked engineering software tools, etc.) within these projects and Wikiversity custodians are considering declaring parts of Lunar Boom Town a designated vandal haven until this malicious behavior has been reigned in effectively. Vested interests please share thoughts below:
 * I think Cargo Imports is bordering on problematical in that there are dangerous physical processes being shared prior to adequate preparation of safety recommendations. Mirwin 06:37, 25 November 2007 (UTC)

It may be expensive to live on the moon
What kinds of businesses, factories, and exports would it take to pay for the necessary imports? What kinds of skills would be needed? We need to figure all this stuff out before our boomtown will prosper, whether in a virtual simulation or actually on the moon.

Help us budding business tycoons find out and figure it out by gathering and using appropriately sources of information. Remember to report back creatively to assist the entire community. Use of open/free design methodologies is encouraged to enhance probability of success and shorten development timelines. Primarily, we are interested in living and working on the moon, not licensing technologies for others to do so. Public collaboration and publishing of results is intended to help create future space settlements with dynamic successful economies.

Design task challenges and activities
Using online lunar data find a prime location for our boomtown. Remember, it should be close to resources and future customers. The following online resources can be used for finding a prime location for our boomtown.
 * Lunar Global GIS (most comprehensive dataset collection so far)
 * NASA Moon trek (includes custom VR tours)
 * Direct evidence of surface exposed water ice in the lunar polar regions - includes map of surface ice deposits
 * Best Time to See Moon Mountains in May Is Now

Feasibility Study Automated Cargo Flow - Terran Spaceport Warehouse to Designated Lunar Delivery Zone

Help prove to the polished senior professional engineers whose assistance we need occasionally that our engineering students, combat artists, and synergistic hunter/gather scouts are second to no other chaotic strategic mobocracy anywhere in the world while we play at getting to the moon with enough profits leftover to be influential investors in the Mars Society's pathetic attempt to get to Mars and back alive with the Chinese junk components that the NATO/Nipponese empire embarrasses their "defense forces" with ..... all I can say really is that it was a nice life for me as one of the few privileged Americans never discriminated against while it lasted. Mirwin 06:08, 26 November 2007 (UTC)

Should the initial automated cargo carrier use methane or LH2 or some other fuel mix combination for the delivery crashlander and software stages?
 * http://groups.google.com/group/sci.space.policy/browse_thread/thread/70cd1001dac867ee#8dfe8a3c87ad123d

 * advanced engineering text stub on design considerations for naval ships offers clues about how to go about looking for issues to address and/or ignore based upon known analytical and/or empirical relationships. I have not found a book on specifically vertical launched spacecraft and staged boosters but I think this stub gives us clues about how to get started.  Look for an insight or meaningful question and express it somewhere for agreement (grows confidence to proceed) concerns(someone else has insight about easily overlooked constraint which is documented as simplifying constraint and then automatic checks can be be implement such as:  If design mass exceed 1000kgs, (M>1000kg) reanalyze structural elements such and such to verify expect peak stress are still below the elastic yield point Introduction_to_Elasticity of materials specified.
 * If M > 1000Kg Then initiate analysis tasks with tags (xxx,stress, ...)

 * /GLOP Processor patterns, templates, details/ Discuss humor and deadly perils associated with dumpster diving and compare contrast switching route initialization and management for household GLOP process interfaced to larger and smaller grid transceiving stations by variety of methods ranging from voluntary, ignored, tracked, enforced etc. at a profit or at least reduction of localized expenses. Mirwin 00:05, 27 November 2007 (UTC)
 * /Humorous scenarios/
 * /bubbler air particle reducer/

Other concepts

 * /Lunar base light cycles/
 * Lunar eclipses

Potentially collaborating organizations

 * /Current Participant List/

Commons

 * Category:Lunar surface

title: Lunar Boom Town


text:
User:Mikehanson~enwikiversity

Hi everybody

Some Pages I Edited:
Business Finance Doubt!!

title: User:Mikehanson~enwikiversity


text:
User talk:The editor1

Wikiversity screen saver
Hello, could you have a look here please ? Your suggestions would be very much appreciated. Erkan Yilmaz ( my talk page, wiki blog ) 17:34, 25 September 2007 (UTC)

title: User talk:The editor1


text:
GIMP basics

Once you have GIMP installed, run it. For Linux users, this usually means that you will type "gimp-2.*" (* is the current version that is out) in the command line, or look under your Applications > Graphics menu as installation often places an icon for it there. For Windows users, you will most likely have a shortcut on your desktop that will run GIMP. When you first run the GIMP, you will encounter a configuration screen. Just calmly get your self through it, it's not hard.

Now that you have GIMP up and running, you will no doubt start feeling very, very small. However, this is the way all people react when they start GIMP for the first time. So, to get you more acquainted with the GIMP, here is a tutorial for beginners.

Beginner Tutorial
Open GIMP, and probably you will see three windows called: 'Toolbox', 'Layers patterns' and the main 'Image manipulation' panel, all of which you can drag or rearrange as convenient. From GIMP 2.8.4 there is a Windows menu next to help. There you will find a 'single window mode' which may seem more familiar and friendly (especially if you have many images open at the same time, as it is easier to relate the various windows) but for now, let's start with something simple. To create a new image (as with most applications) simply click File and select 'new...'. This may be on the window on the left of your screen (called toolbox) in earlier editions or on the main window after GIMP 2.8.4. A pop-up window will appear, asking you how big you want your new image to be. This can be in inches, millimeters or the default pixels(Px) which we will use. Set the width to 400 and the height to 300, then click OK. Go to the image (referred to as the image). On early models click on the menu labelled Dialogues - click on the first option shown. (after 2.8.4 things are more intuitive, but read on - the principle is the same!). Next, you will click on the option labeled Layers, Paths, Channels, Undo. A window will open. Drag it over to the right edge of your screen. Then do the same thing again, but this time select the option labeled Brushes, Patterns, Pallets, Gradients. Move this to the bottom right of your screen. There, you've set up GIMP. From now on, gimp will start like this when you open it. Anytime you want to close GIMP, simply click on the toolbox's close button or go to /File/Quit.

Tut 2: Brushes and Colors
Open GIMP (unless you left it open from the last lesson) open a new image (or use the one from the last tutorial). Select the brush tool from the toolbox (the one with the symbol of a brush on it). Then go and select the Brushes tab (the first one) in the Brushes, Patterns... Dialog. click on one of the circular brushes. Now's the time for you to learn how to paint. Keep in mind that unlike other image programs, the brushes in gimp are not resizeable. So once you have your brush set, click on the image and drag your mouse around a little. If you have done everything correctly, there should now be a black scribble on your screen. Next, you will change the color of the lines you paint. Go to the toolbox and double-click on the square that is all black. A window will pop up with a big box on the left and a number of sliders on the right. Click in the middle of the big box and drag your mouse up to the reddest point. Then release your mouse button and click the ok button. Now paint another line. This time the line will be red. Great, you now know how to change the color of the brush you are using.

title: GIMP basics


text: User talk:Jaques13

title: User talk:Jaques13


text:
Northern Arizona University/Environmental Ethics/Handouts

 * /Syllabus/
 * /Readling List/
 * Short Paper #1
 * Short Paper #2
 * Short Paper #3
 * Short Paper Four
 * Term Paper


text:
Northern Arizona University/Environmental Ethics/Handouts/Readling List

Daily Reading and Assignment List

Week 1

January 16: Introduction to the Course: Aristotle, excerpt from the Constitution of Athens

January 18: Constitution of the United States

Week 2

January 23: Finer, “On Whether Constitutions Matter,” in Comparing Constitutions

January 25: Oliver Wendell Holmes, Jr., “The Path of the Law”

Week 3

January 30: Federalist Papers numbers 10, 45, 46, 51

February 1: Marbury v Madison

Week 4

February 6: Reck, “Philosophy in the Debates of the Constitutional Convention of 1787,” in Constitutionalism

February 8: McCullough v Maryland and Calder v Bull

Week 5

February 13: Griffin, “Theories of Constitutional Interpretation”

February 15: The path to the 14th amendment: State v Post, Dred Scott v Sanford

Week 6

February 20: Plessy v Ferguson, Missouri ex rel. Gains v Canada

February 22: Brown v Board of Education of Topeka

Week 7

February 27: Korematsu v United States, Craig v. Boren

March 1: Slaughter House Cases, Lochner v. New York

Week 8

March 6: Continue Lochner v New York, start Roe v Wade

March 8: Continue Roe v Wade, discuss Planned Parenthood v Casey

Week 9

March 13: Cherokee Nation v. Georgia, Worcester v. Georgia

March 15: United States v. Sioux Nation

Week 10

Spring Break

Week 11

March 27: Continue United States v. Sioux Nation, Minnesota v. Mille Lacs Band of Chippewa Indians

March 29:  Merrion v. Jicarilla Apache Tribe, Atkinson Trading Co. V. Shirley

Week 12

April 3: Grotius, On the Laws of War and Peace, pp. 1-26

April 5: Kant, On Perpetual Peace

Week 13

April 10: United Nations, Charter

April 12: International Court of Justice

Week 14

April 17: Nicaragua v. United States, Libya v United States

April 19:

Week 15

April 24: International Declaration on Human Rights

April 26: Case

Week 16

May 1:

May 3:

Final Exam Week

Return to Handouts


text:
User:MetaBohemian/Java Outline

A suggested order of subjects for the Java course. See the Topic talk:Java page.

The Order

 * Basics of programming (Hello, World)
 * Creating the  method
 * Using
 * Variables and operators
 * Control structures
 * Classes
 * Basics of OO
 * Defining a class
 * Relationships between classes
 * Access modifiers (just  and   for now)
 * modifier
 * Constructors
 * Useful Java classes
 * Introduction of API
 * statement
 * Inheritance and polymorphism
 * Direct inheritance:
 * access modifier
 * Polymorphism
 * Explicit typecasts and  operator
 * classes
 * Interfaces
 * Collections and generics
 * Exception handling
 * try-catch and try-catch-finally blocks
 * Writing exceptional methods ( clause and   command)
 * Ducking exceptions, runtime exceptions, and errors
 * Networking
 * GUI
 * Swing
 * Layout managers
 * Event handling
 * Threads
 * Concurrency and deadlock: the  modifier
 * Deployment
 * Applets
 * JARs
 * Java Web Start

title: User:MetaBohemian/Java Outline


text:
Northern Arizona University/Environmental Ethics/Handouts/Syllabus

Topics in Ethics: Philosophy of Law Jeffrey Downard Office: BAA 104 Hours: Monday 2-3:30 and Wed 3:00-4:00

Texts
Readings available online through the course web page

Aims of the Course
This course is designed to offer the class--teacher and students alike--an opportunity to reflect philosophically on some fundamental questions in the philosophy of law. The primary aim is examine the philosophical foundations of both constitutional law and international law. Given all of the troubles one faces--both theoretical and practical--in any attempt to make sense of the foundations of international law, our hope is that a comparison to constitutional law might help to shed some light on the matter. We will range over a number of different types of readings, including different constitutions, significant court cases, and arguments by legal theorists and philosophers, in the hopes of sorting out the important questions, methods and plausible answers. While we will look at a number of different issues, I do hope to take a closer look at the status of indigenous peoples such as Native American tribes in both constitutional law and international law because it serves as a useful test case for thinking about the limits of the law. My proposal is to run the course as a seminar and to let input from you help to shape the topics, reading list, and questions that we will address over the course of the semester.

Class Format
Most philosophical issues are best understood and appreciated in oral and written discussion, so I will encourage discussion rather than lecturing (by teacher or students) in class. By "discussion" I mean: (1) a situation in which all members of the class take responsibility for what happens in class;  (2) a situation in which class members talk to one another--discussions don't consist solely of a series of dialogues between the teacher and particular students. The rules governing student conduct are available in the student handbook and will be made available on the course web page.

Attendance and Participation
I will work hard on planning and teaching this class, and I expect you to do the same when taking it. In discussion classes such as this one, it is often difficult or impossible to take notes from the teacher during class. This does not mean, however, that it is not worth coming to class. The assigned readings are vitally important, and much of the work for the course gets done in class. My experience has been that those who do not come to class and participate regularly have a hard time writing decent papers or doing well on exams. Minimally, therefore, I expect each student to do the assigned reading, think about the issues raised, and come to class regularly, prepared to discuss the issues. You are always welcome to stop by my office to talk about the material, to raise questions or concerns about the course, or to get extra help. If my hours do not fit your schedule, feel free to make an appointment. I am more than happy to help.

Grading
Short papers 25%

Reading questions and online discussion 25%

Term Paper 40%

Final Exam 10%

The grade will be lowered 1/2 of a letter grade for each class day that an assignment is late unless you have an official excuse or have made prior arrangements with me. Consistent attendance and active participation is expected from every student; lack of either will be figured into the final grade.

Reading Questions, Short Assignments and the Term Paper
Each week, as you do the readings for the course, I will ask you to develop a critical question and turn it in via the course web page. If another person has raised a question online that you find interesting, you may also respond to such a question. I will spell out the guidelines for these critical questions and responses in a separate handout.

A number of times during the term I will give you a question about the readings for the class. The short papers will be due at the beginning of the Thursday class. I ask that you outline an answer to each question as you work through the readings. I will feel free at any time to ask you to explain your response to the questions. My reasons for doing this are fourfold: (1) to ensure that you work through the material carefully, (2) to help you learn to focus on the arguments and assumptions made by the author, (3) to help me see how much you understand the material so that I can help you improve your comprehension, (4) to provide a common basis to ensure that our class discussions are focused and productive. You will have the opportunity over the next few months to write a paper that engages in a philosophical argument concerning the philosophical foundations of the law. Go ahead and start to think about the topic and problem that you would like to address in your paper.


text:
Northern Arizona University/Environmental Ethics/Handouts/Short Paper

Philosophy of Law

Short paper #3

(1 ½ to 2 pages, typewritten, due March 15th at the beginning of class. If you would prefer to turn it in after Spring Break, just let me know.)

It is time to start thinking about the term paper. Let us use this short assignment as an opportunity to start the process of doing the research and settling on a topic and thesis. For this assignment, pick a topic for your term paper. Start with something that is fairly broad and see if you can narrow it down by picking a dispute over a particular issue. The issue might be something fairly narrowly proscribed, such as the dispute between two Supreme Court justices who have penned an opinion and a dissent in a case of constitutional law. The issue might be something less narrow, such as a dispute between two philosophers about the nature of a form of inference such as analogy and how it can or can’t be used to settle matters in the law. Finally, think about the thesis you would like to work on as you attempt to work through such a dispute. You don’t need to figure out the key ideas in your argument for the thesis—that will be the aim of the next short assignment. Instead, try to clarify the thesis.

So, to sum up what I am asking to you to do in the short paper, here are the three things you need to do. First, identify a topic and explain what it it is about the topic you find interesting. That should take a couple of paragraphs. Second, locate a dispute over a question and attempt to clarify the nature of the dispute. That will take most of a page. Third, state your thesis and attempt to clarify what position you intend to argue for in the term paper. That will take a couple of paragraphs. If, after writing this paper, you change your mind and decide to write your term paper on another topic and another question, then that will be fine. By writing this paper, you may discover that you are heading down what appears to be a dead end, or you might discover that a question that isn’t quite as interesting as you first thought. Better to discover that now than in the last week of classes. If you do discover such a fact, you can always write another short paper #3, and so on, until you settle on a topic and thesis.

Given the aims of this class, there are three general classes of topics you might consider. You might write a paper on the philosophical foundations of constitutional law, or the foundations of international law, or you might look at the relationship between constitutional law and international law.

Return to Handouts


text:
Northern Arizona University/Philosophy of Law/Discussion of Online Texts

 * /Weeks 1-4/
 * /Week 5/
 * /Week 6/
 * /Week 7/
 * /Week 8/
 * /Week 9/
 * Week 10
 * /Week 11/
 * /Week 12/
 * /Week 13/
 * /Week 14/
 * /Week 15/

Return to Northern Arizona University: Philosophy of Law Main Page


text:
Northern Arizona University/Philosophy of Law/Research Journals

This is a page where you can create a link to your own wiki page. The purpose of creating such a space is for you to have a space to record your ideas for a research project as they develop. If you post this ideas, then others might have helpful suggestions for your project.

Return to Northern Arizona University: Philosophy of Law Main Page


text:
Grants and fundraising/Fundraising

This is a learning project to study fundraising, how it is done and how it is tracked.

Funding is the lifeblood of any venture -- without some money, there is no way to pay for lights and heat that allow a meeting space to be used.

Most modern funding takes the form of project funding -- money given for a certain project with a certain duration. Some organizations are endowments, whereby a large amount of money is invested, and the earnings that money makes is used to run the yearly "operating" budget.

Types of Funding/Fundraising
Initially, we are going to look into the area of grant funding, where a funding agency requires a proposal to affect a certain well-defined set of goals.

Later on, we could review the process of formal fundraising, whereby entities raise small amounts of money by public appeal.

Motivation for fundraising: Vision
To effectively raise funds, organizations need a vision of what the purpose for the funds will be. Often this is a project scope, but many times it can be the sole purpose for an organization. With a vision, the organization requiring funding can field a budget and build a proposal which can be submitted to various funding agencies.

Ideas for Grants
Video (in conjunctions with Wikinews) - This is the current focus. Hoping to incorporate this as an "outreach" proposal.

Writing bounties of some sort

OpenMoko/Internet_Kiosk

Study of how a large Internet site deploys software (MediaWiki for Wikimedia projects)

U.S. Grants

 * $2 Million Digital Media and Learning Competition
 * Catalog of Federal Domestic Assistance (CFDA)
 * Advanced Learning Technologies (ALT) Grants
 * A wiki grant for 300K
 * Scionline.org's government grant to run their site info
 * Grants by Category
 * Science and Technology Grants.
 * Art Grants
 * Community Development Grants
 * Other Grants
 * Energy Grants
 * Education Grants
 * Business and Commerce Grants
 * Agricultural Grants

WMF grant links and groups

 * Wikimedia Meta Grant Department
 * Wikimedia Grants Page - Access by Permission Only

There is also an IRC channel dedicated to Wikimedia fundraising at: #wikimedia-fundraising (on Freenode)

Proposal Development
Steps to follow:
 * Write for Application forms and guides
 * Call a past grantee
 * Call a past reviewer
 * Contact the program officer

State the problem you are addressing, and how the project will meet the grantor's objectives with regards to this project.

Resources for writing grants

 * Resources for writing grants for JISC - some useful analyses of previous grants, and thing to keep in mind for putting together a successful bid

title: Grants and fundraising/Fundraising


text:
File:Seduced by the Dark Side-Tedrick022.pdf

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


text:
Beginner Japanese/Verbs

Review

 * Review verbs in English
 * Review:
 * Conjunctive mood.
 * Conditional mood.
 * Opatative or volitional mood.
 * Imperative mood.

Practise
Resources:
 * Japanese Vocabulary – Verbs I.
 * Japanese Vocabulary – Verbs I.

Assignment

 * Learn all the verbs at Japanese Vocabulary – Verbs I, including stroke order of the kanji.

title: Beginner Japanese/Verbs


text: File:Guitar harmonic tuning.ogg

title: File:Guitar harmonic tuning.ogg


text:
Talk:Web Design/Build a basic web page/HTML Quiz

Great idea!
Love the quiz idea BotheredByBees...! Is there a way we can hide the answers until reader has had a chance to think? Probably need to use a JS template or something... Michaelnelson 02:17, 14 February 2007 (UTC)


text:
User talk:John Havey

Hi there, and welcome to Wikiversity! Hope you stick around and enjoy the place. See you around! --HappyCamper 03:51, 14 February 2007 (UTC)

title: User talk:John Havey


text:
User:JWSchmidt/Blog/14 February 2007

Scope of Research  Today I created a new policy page for Scope of Research at the Wikiversity multi-lingual hub. The multi-lingual discussions for research policy started at the Scope of Research page, but I did not see how to fit an actual policy into that discussion-oriented format. I provided some examples of the types of research activity that have been started here in the English Language Wikiversity during the past six months, making use of what is at Portal:Research.

title: User:JWSchmidt/Blog/14 February 2007


text:
Filmmaking Basics/Thumbnail Storyboard (Short)

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | [[Image:Crystal Clear app kfm home.png|50px]]The quick version - 15 minutes
 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Thumbnail storyboards

 * Before you begin the final storyboards, you must create a rough storyboard with pencil and paper. You should be able to rough out these thumbnail storyboards in about 15 minutes.

 * Let me see!
 * If you can, please send me a copy of your thumbnail storyboards so I can see if you have the right idea. You can email me by  Clicking Here. [[Image:Crystal Clear app xfmail.png|24px]]

 * The next lesson
 * Then immediately go to the next lesson which is 3D storyboards using FrameForge 3D Studio demo.  This is where the fun begins.  [[Image:Crystal Clear action forward.png|20px]]

 * style="width: 40%; background-color: cornsilk; border: 1px solid #777777;  -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" |

If you have problems
If you have problems creating the thumbnail storyboards, I have prepared more detailed instructions for you.
 * More detailed lessons in thumbnail storyboarding

To begin with the more detailed instructions, Click Here.
 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffd0bb; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" |   [[Image:Note.svg|64px]]Examples of thumbnail storyboards
 * style="width: 50%; background-color: #fff8c0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 50%; background-color: #fff8c0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Thumbnail Storyboard by Forbe
1

YOUNG PERSON: That was a great movie ...

2

CUT TO

3

YOUNG PERSON (cont): But I don't understand one thing.

4

OLD PERSON: Hum... What's that?

5

YOUNG PERSON: I don't understand how anyone can be 'seduced by the dark side'.

6

OLD PERSON: Hum.

7

The old person has an idea.

8

OLD PERSON: What computer do you use at home?

9

YOUNG PERSON: A Macintosh.

10

OLD PERSON: But what computer does your father use at work?

11

YOUNG PERSON: Humm.

12

YOUNG PERSON: Seduced by the dark side!

13

The old person smiles

14

The old person and the young person...

15

slowly go home together.

The End

 * style="width: 50%; background-color: #e0e0ff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Thumbnail Storyboard by Ugoglen
1

YOUNG PERSON: That was a great movie ...

2

DOLLY OUT

3

YOUNG PERSON (cont): But I don't understand one thing.

4

OLD PERSON: Hum... What's that?

5

YOUNG PERSON: I don't understand how anyone can be 'seduced by the dark side'.

6

7

OLD PERSON: What computer do you use at home?

8

YOUNG PERSON: A Macintosh.

9

OLD PERSON: But what computer does your father use at work?

10

YOUNG PERSON: Seduced by the dark side!

11

12

The End

 * }


text:
Wikiversity:WikiProject template sharing

Welcome to the WikiProject template sharing, a collaboration area and group of editors dedicated to improving, promongulating, and dissemination of Wikipedia's large rich collection of productivity enhancing tools and utility templates to our fellow editors and sister projects.

This is the Wikiversity part of WikiProject template sharing. For more information, see the project page on Wikipedia.

The coverage of WikiProject template sharing is fairly vast and important because many sister projects are manned and staffed by dedicated specialists in a narrower field of interest (images, quotes, source documents, species, news, words, teaching, and so forth), they have not attracted the fairly large and talented population of computer science and engineering trained editors that frequent the hallowed digital halls of Wikipedia and Meta-wiki. Using these two sister's as seed stock for administrative, discussion, documentation, interwiki connection and analysis tools or utility templates is the prime thrust of this effort.


text:
User:Peregrine Fisher

I don't know anything about wikiversity, but I work on wikipedia alot. My wikipedia userpage.

title: User:Peregrine Fisher


text:
Introduction to Orthodox Judaism

Orthodox Judaism is the type of Judaism which has been practiced for thousands of years. It is the oldest of the three monotheistic religions.

Fundamental beliefs
The fundamental beliefs of Orthodox Judaism are listed in the thirteen principles of faith, compiled by the Rambam. According to some authorities, when a Jew does not acknowledge these principles, it may constitute kefirah (heresy). Following is an English translation of the slightly adapted version which is included in most siddurim (prayer books) at the conclusion of shacharis (the morning service).
 * 1) I believe with perfect faith that G-d is the Creator and Ruler of all things. He alone has made, does make, and will make all things.
 * 2) I believe with perfect faith that G-d is One. There is no unity that is in any way like His. He alone is our G-d He was, He is, and He will be.
 * 3) I believe with perfect faith that G-d does not have a body. physical concepts do not apply to Him. There is nothing whatsoever that resembles Him at all.
 * 4) I believe with perfect faith that G-d is first and last.
 * 5) I believe with perfect faith that it is only proper to pray to G-d. One may not pray to anyone or anything else.
 * 6) I believe with perfect faith that all the words of the prophets are true.
 * 7) I believe with perfect faith that the prophecy of Moses is absolutely true. He was the chief of all prophets, both before and after Him.
 * 8) I believe with perfect faith that the entire Torah that we now have is that which was given to Moses.
 * 9) I believe with perfect faith that this Torah will not be changed, and that there will never be another given by G-d.
 * 10) I believe with perfect faith that G-d knows all of man's deeds and thoughts. It is thus written (Psalm 33:15), "He has molded every heart together, He understands what each one does."
 * 11) I believe with perfect faith that G-d rewards those who keep His commandments, and punishes those who transgress Him.
 * 12) I believe with perfect faith in the coming of the Messiah. How long it takes, I will await His coming every day.
 * 13) I believe with perfect faith that the dead will be brought back to life when G-d wills it to happen.

Streams
Orthodox Judaism is divided into numerous streams. The following is an attempt to clarify this division. Movements within the Orthodox Jewish world are frequently referred to as 'left-wing' or 'right-wing'. There are many different subcategories, especially regarding Chassidic Judaism, which consists of numerous chassidic groups, led by Rebbes.
 * Modern Orthodox Judaism (also known as Religious Zionist Judaism, National Religious Judaism)
 * Left-wing Modern Orthodox Judaism
 * Centrist Modern Orthodox Judaism
 * Right-wing Modern Orthodox Judaism
 * Chareidi Judaism (also known as ultra-Orthodox Judaism, Chareidi Judaism)
 * Lithuanian Judaism, commonly referred to as Yeshivish or Litvish
 * Chassidic (Hasidic) Judaism, commonly referred to as Chassidish
 * Sepharadi Judaism, many Sepharadi (and Temani [Yeminite]) Jews are also affiliated to the Haredi Branch or ultra-Orthodox Judaism.

Some important differences between Modern Orthodox Judaism (from here on referred to as MOJ) and Chareidi Judaism are the following:
 * MOJ believes in combining secular education and Jewish education, while Chareidi Judaism fundamentally rejects secular education, though depending on the specific group of Chareidim, it is usually acknowledged that a certain amount of secular education is necessary in order to be able to earn an income.
 * MOJ believes that Jews need not dress in a significantly distinctive way (provided that one's dress is somewhat modest), while Chareidi Judaism places great emphasis on a traditional style of dress.
 * MOJ generally equals religious Zionism, while a few Chareidi Judaism oppose especially when Zionism is equated with a ssecular homeland for the Jews.
 * Chareidi Judaism places a much stronger emphasis on tradition than MOJ does. For example, all Ashkenazi Chareidim use the Ashkenazi pronunciation of Hebrew, while nearly all Ashkenazi Modern Orthodox Jews have switched to the Sephardic pronunciation (which is used for Modern Hebrew of the State of Israel).
 * Chareidi Judaism maintains a much stronger separation of the genders. This separation is different in Chassidic Judaism than in Lithuanian Chareidi Judaism (for example, while in Lithuanian Chareidi girls schools there are male teachers, Chassidic girls schools consider this to be completely forbidden).
 * Chareidi Judaism places great emphasis on Chareidi Jews living together in distinct neighborhoods, away from other cultures, which are perceived as threatening Chareidi children.

Despite these differences, Modern Orthodox and Chareidi Jews share the same theological principles of faith (see above) and have no problems joining each other's prayer services (though from the Chareidi side this requires that some requirements, such as the separation between the men's section and women's section, are met according to Halacha as determined by Chareidi poskim, which might not always be the case especially in left-wing Modern Orthodox synagogues).

title: Introduction to Orthodox Judaism


text:
Topic talk:Computer network/Definition Network

The following phrase appears in the ¨conclusion¨ section: the Why always precludes the What and How. I can´t make any sense of this. Perhaps ´precludes´ is the wrong word? --BigChicken 10:12, 14 February 2007 (UTC)

 * Maybe it needs an extra sentence or two - feel free to reword as you see fit! The gist is: we don't build networks just for the hell of it, there's some business need that precludes the design and construction of the network. Need Internet access? DSL modem. Branch office connection? T1. International multi-site switched VPN? Well, that's a tall order, but in every case the Why comes first... What and How come after. Dfrauzel 19:39, 23 February 2007 (UTC)

 * Maybe renaming the section would help ... it seems odd "conclusion" is in the middle of the content, and also it's trying to motivate new thought (and answer a question), rather then "conclude" anything. Maybe a better title is "Motivation for having a network"? Historybuff 20:52, 24 February 2007 (UTC)

Merged
This page has been merged into Topic:Introduction to Networking


text:
User talk:Peregrine Fisher

Hi Peregrine Fisher - welcome to Wikiversity! I'll gladly answer any questions you have about this project - just drop me a note on my talk page. Below are some links you might find useful. Cheers! Cormaggio beep 13:18, 14 February 2007 (UTC)

title: User talk:Peregrine Fisher


text:
User talk:Jonesbre

Hi Jonesbre, and welcome to Wikiversity! I'll gladly answer any questions you might have about Wikiversity - just add them to my talk page. I'm adding some links below which might be useful. Cheers! Cormaggio beep 13:23, 14 February 2007 (UTC)

title: User talk:Jonesbre


text:
User talk:Sp3000

Hi Sp3000 - welcome to Wikiversity! I'll gladly answer any questions you have about this project - just drop me a note on my talk page. Below are some links you might find useful. Cheers! Cormaggio beep 13:28, 14 February 2007 (UTC)

title: User talk:Sp3000


text:
Talk:Japanese I/Vocabulary/Verbs 1

This the talk page for Japanese I/Vocabulary/Verbs 1

RfD discussion
See for details. --HappyCamper 23:14, 23 August 2007 (UTC)

title: Talk:Japanese I/Vocabulary/Verbs 1


text:
Draft:Original research/Chemistry

Chemistry is the science of matter, especially its chemical reactions, but also its composition, structure and properties. Chemistry is concerned with atoms and their interactions with other atoms, and particularly with the properties of chemical bonds.

Most of Wikiversity's content on chemistry can currently be found at the School:Chemistry page.

Sciences
Def. a natural science "that deals with the composition and constitution of substances and the changes that they undergo as a consequence of alterations in the constitution of their molecules" is called chemistry.

Def. a science that deals with is called chemistry.
 * 1) the identification of the substances of which matter is composed,
 * 2) the investigation of their properties and the ways in which they interact, combine, and change, and
 * 3) the use of these processes to form new substances

Def. "a science that deals with the composition, structure, and properties of substances and of the transformations that they undergo" is called chemistry.

Agrochemistry
Agricultural chemistry is the study of both chemistry and biochemistry which are important in agricultural production, the processing of raw products into foods and beverages, and in environmental monitoring and remediation. These studies emphasize the relationships between plants, animals and bacteria and their environment.

Agricultural chemistry often aims at preserving or increasing the fertility of soil, maintaining or improving the agricultural yield, and improving the quality of the crop.

Analytical chemistry
Analytical chemistry is the analysis of material samples to gain an understanding of their chemical composition and structure. Analytical chemistry incorporates standardized experimental methods in chemistry. These methods may be used in all subdisciplines of chemistry, excluding purely theoretical chemistry.

Astrochemistry
Astrochemistry is the study of the chemical composition of stars and outer space.

Biochemistry
Biochemistry is the study of the chemicals, chemical reactions and chemical interactions that take place in living organisms. Biochemistry and organic chemistry are closely related, as in medicinal chemistry or neurochemistry. Biochemistry is also associated with molecular biology and genetics.

"The range of colors in animal fur comes from varying amounts of two types of a pigment called melanin. Eumelanin produces black or dark brown coloring, while pheomelanin creates reddish or yellow hues. Pheomelanin doesn’t tend to hold up well over the millions of years most fossils are buried; eumelanin is more sturdy, which is why we have a decent idea about the patterns of light and dark in the feathers of Archaeopteryx and some of the other ancestors of today’s birds."

In the image on the right, a "false color synchrotron X-ray image [shows] the fossil chemistry. Blue represents calcium in the bones, green is the element zinc, which has been shown to be important in the biochemistry of red pigment, and red is a particular type of organic sulfur that cannot be imaged by traditional methods. This type of sulfur is enriched in red pigment. When combined, regions rich in both zinc and sulfur appear yellow on this image, showing that the fur on this animal was rich in the chemical compounds that are most probably derived from the original red pigments produced by the mouse."

Chemical "compounds with rings containing sulfur are a dead giveaway for the presence of reddish pheomelanin in recently dead animal fur or feathers. But when the animal decays, those sulfur-ring molecules break down."

"We discovered an important relationship between zinc and sulfur that we believe could be used as a ‘tag’ for resolving pheomelanin in fossils." "When pheomelanin breaks down, tiny traces of the metal remain embedded in the fossilized fibers of hair, and Wogelius and his colleagues found a way to look for those traces in order to reconstruct the coloring of the long-dead fossil field mouse."

"We thought that the preservation in this case was good enough to allow comparison with modern tissue, but old enough that it would be a good test of our new protocols for analyzing fossils."

"Using a technique called synchrotron x-ray fluorescence imaging, the team bombarded the fossil with X-rays and watched how they interacted with the metals in the fossilized strands of mouse fur. The patterns of metal traces matched the ones they had previously seen in animals with very high concentrations of the reddish pigment—everywhere except on its white underbelly."

"This study presents evidence that, beyond what we can see with the visible part of the electromagnetic spectrum, that original biological chemistry is also retained within these structures." "It also shows that paleontologists may miss important information if they only check a couple of spots for the presence of pigment. Instead, mapping how pigments vary (and often mix) across an organism’s body is the key to really understanding its coloration."

"Of course, that depends on having fossilized fur or feathers to analyze in the first place. When it died 3 million years ago, the field mouse happened to fall into a small, deep basin where sediment piled up quickly, burying the mouse and sealing it away from oxygen. That kind of good luck doesn’t happen every day."

"Common? No. But there will be hundreds of specimens either stored in museums or yet to be sampled which will have suitable material for study."

"We are busy with a number of new projects, some related to pigments and some related to other aspects of soft tissue preservation stretching back further than 3 million years."

"It has taken us over a decade to really understand the information that our primary technique (synchrotron X-ray fluorescence imaging) can provide."

"[O]rganosulfur-Zn complexes are indicators of pheomelanin (red pigment) in extant and fossil soft tissue and that the mapping of these residual biochemical compounds can be used to restore melanin pigment distribution in a 3 million year old extinct mammal species (Apodemus atavus). Synchotron Rapid Scanning X-ray Fluorescence imaging showed that the distributions of Zn and organic S are correlated within this fossil fur just as in pheomelanin-rich modern integument. Furthermore, Zn coordination chemistry within this fossil fur is closely comparable to that determined from pheomelanin-rich fur and hair standards."

Combinatorial chemistry
Combinatorial chemistry involves the rapid synthesis or the computer simulation of a large number of different but structurally related molecules.

Inorganic chemistry
Inorganic chemistry is the study of the properties and reactions of inorganic compounds. The distinction between organic and inorganic disciplines is not absolute and there is much overlap, most importantly in the sub-discipline of organometallic chemistry.

Materials chemistry
The "influence of ultra-thin TiO 2, CeO 2 and Al 2 O 3 coatings deposited by atomic layer deposition on the photoelectrochemical performance of In x Ga 1−x N/GaN nanowire (NW) [photoelectrodes:] The passivation of surface states results in an increase of the anodic photocurrent (PC) by a factor of 2.5 for the deposition of 5 nm TiO 2 . In contrast, the PC is reduced for CeO 2 - and Al 2 O 3 -coated NWs due to enhanced defect recombination in the passivation layer or increased band discontinuities. Furthermore, photoelectrochemical oxidation of the In x Ga 1−x N/GaN NW photoelectrode is attenuated by the TiO 2 layer and completely suppressed for a layer thickness of 7 nm or more. Due to efficient charge transfer from the In x Ga 1−x N NW core a stable TiO 2 -covered photoanode with visible light excitation is realized."

Neurochemistry
Neurochemistry is the study of neurochemicals; including transmitters, peptides, proteins, lipids, sugars, and nucleic acids; their interactions, and the roles they play in forming, maintaining, and modifying the nervous system.

Nuclear chemistry
Nuclear chemistry is the study of how subatomic particles come together and make nuclei. Modern Transmutation is a large component of nuclear chemistry, and the table of nuclides is an important result and tool for this field.

Organic chemistry
Organic chemistry is the study of the structure, properties, composition, mechanisms, and reactions of organic compounds. An organic compound is defined as any compound based on a carbon skeleton.

Physical chemistry
Physical chemistry is the study of the physical and fundamental basis of chemical systems and processes. In particular, the energetics and dynamics of such systems and processes are of interest to physical chemists. Important areas of study include chemical thermodynamics, chemical kinetics, electrochemistry, statistical mechanics, spectroscopy, and more recently, astrochemistry. Physical chemistry has large overlap with molecular physics. Physical chemistry involves the use of infinitesimal calculus in deriving equations. It is usually associated with quantum chemistry and theoretical chemistry. Physical chemistry is a distinct discipline from chemical physics, but again, there is very strong overlap.

Quantum chemistry
Quantum chemistry is the area of chemistry concerned with quantum computations of molecular properties and chemical reactions, including also theories and mechanisms of chemical reactions and processes.

Theoretical chemistry
Theoretical chemistry is the study of chemistry via fundamental theoretical reasoning (usually within mathematics or physics). In particular the application of quantum mechanics to chemistry is called quantum chemistry. Since the end of the Second World War, the development of computers has allowed a systematic development of computational chemistry, which is the art of developing and applying computer programs for solving chemical problems. Theoretical chemistry has large overlap with (theoretical and experimental) condensed matter physics and molecular physics.

Thermochemistry
Thermochemistry is the study of energy and temperature changes in a chemical process, and is closely related to thermodynamics.

Projects, courses, lessons, lectures

 * Organometallic chemistry
 * First Year General College Chemistry

title: Draft:Original research/Chemistry


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Talk:Storyboard Artwork Project

Suggestion
Hello! This project looks really neat...but I don't know how I can help...any tips? --HappyCamper 16:50, 14 February 2007 (UTC)

title: Talk:Storyboard Artwork Project


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User:Koolaidman~enwikiversity/courses

Courses I'm currently enrolled in.

title: User:Koolaidman~enwikiversity/courses


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User:Koolaidman~enwikiversity/courses/java

General
I started learning Java elsewhere on December 28th, 2006. In only 1.5 weeks I had gotten about halfway through a book then took a break. That break lasted a month and I slipped back down to the bottom of the learning curve and forgot everything. I started learning Java on Wikiversity on Febraruy 12, 2007. This page outlines my studies.

Woes

 * Java_Objects_and_Classes excercise one returns the following error when compiled:

Operation.java:12: non-static variable message cannot be referenced from a static context message = "Message2"; ^ 1 error
 * solved -- thanks to Dmclean
 * Java_Objects_and_Classes The start of the section if very badly worded and doesn't even work.


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Template:Silence

ON ;This template is a global register used in constructs like:

 * each of which is internally located inside an template noinclude block... that would normally display when editing the page.

 * The register holds Only two legal values 'ON' or 'OFF'. Any other definition may break someone's logic.

The benefit to this is the documentation inside the noinclude block nesting can still  contain explanatory inline comments, template calls, etcetera, yet be shut down for debugging and changing around things inside the template, keeping a short screen between edit window and code being worked... without the length and distraction of the self-documentation.

Caution: This method needs be inside an noinclude block, or the text gets transcluded regardless of the outcome of boolean tests cited above!!!

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Advanced Java

Learning Project Summary

 * Suggested Prerequisites:
 * Learning Java or
 * Introduction to Programming in Java

 * Portal: Computer Science
 * School: Computer Science
 * Department: Java

 * Level: Advanced

Content summary
Advanced Java offers information about Java concepts beyond those covered in an introductory course.

Lessons

 * 1) Elements of Good Design
 * 2) /Reuse/
 * 3) /Encapsulation/
 * 4) /Dependency/
 * 5) /Evolution/
 * 6) Advanced Syntax
 * 7) Declaring float and long Literals
 * 8) /Bitwise Operators/
 * 9) Collections
 * 10) Java Collections Overview
 * 11) java.util.Collection and java.util.Iterable
 * 12) Generics
 * 13) Generic Methods
 * 14) Generic Classes
 * 15) Networking
 * 16) Introduction to Networking
 * 17) Sockets
 * 18) ServerSockets
 * 19) Activity: Chatterbox
 * 20) Advanced Swing
 * 21) javax.swing.JLists and ListModels
 * 22) javax.swing.JTables and TableModels
 * 23) Looks and Feels
 * 24) Activity: Swing Set
 * 25) Internationalization
 * 26) Introduction to Internationalization
 * 27) java.util.ResourceBundle
 * 28) Reflection
 * 29) Java Reflection
 * 30) Activity: Optimizer

Activities

 * 1) ??? (Advanced Syntax)
 * 2) ??? (Collections)
 * 3) Chatterbox (Networking)
 * 4) Swing Set (Advanced Swing)
 * 5) ??? (Events)
 * 6) ??? (Internationalization)
 * 7) Optimizer (Reflection)

Tests and Quizzes

 * 1) Advanced Syntax
 * 2) Collections
 * 3) Networking
 * 4) Advanced Swing
 * 5) Events
 * 6) Internationalization
 * 7) Reflection

Active participants
Active participants in this Learning Group
 * MetaBohemian
 * AnirudhBhardwaj

title: Advanced Java


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Emergency medical responder (EMR)/Critical interventions

What is a critical intervention
During the EMR primary survey certain circumstances may be discovered that will require immediate correction to prevent the patient’s condition from deteriorating. The only time a primary survey should ever be interrupted is for a critical intervention.

Unsafe environment
Carbon Monoxide or other toxic substances in the air, extreme heat or cold, etc.

Pneumothorax/Hemothorax

 * Pneumothorax
 * Tension pneumothorax
 * Hemothorax
 * Hemopneumothorax

Inadequate rate rhythm and/or quality of pulse

 * /Ventricular fibrillation/
 * /Ventricular tachycardia/
 * /Pulseless electrical activity (PEA)/
 * /Asystole/

Shock

 * Cardiogenic shock
 * Neurogenic shock

Internal bleeding

 * Femur fracture/Bilateral Femur fracture
 * Pelvic fracture
 * Abdominal distention

Open wound bleeding

 * Arterial bleed
 * Amputation


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Category:Advanced Java

Pages in the Advanced Java course.

title: Category:Advanced Java


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Advanced Java/Declaring float and long Literals

A Quick Review
A literal is an expression that represents a constant value. For example, a char literal is always surrounded by two single-quotes: 'c'.

Numeric literals are simpler: just type in the number. For example, to instantiate an int with the value of four, you know to type

int foo = 4;

By default, a numeric literal is considered as an int type by the JVM if it doesn't have a decimal point. Otherwise, it's considered a double.

floats and longs
To specify a numeric literal as a long instead of an int, add an L (for long) to the end of the literal. Either capital or lowercase will work, but a lowercase 'l' can easily be confused with the numeral '1', especially in monospace fonts.

long bar = 2974802746820L;

To specify a numeric literal as a float instead of a double, add an F (for float) to the end of the literal. Again, either capital or lowercase will work.

float bam = 2.71828f; float baz = 3.14159F;

Why Does This Matter?
Since a double is longer than a float, and thus can hold more significant digits, the compiler will complain if you try to stuff a double value into a float variable. If you're defining a variable with a literal value, you can tell the compiler that you really do want a float by using the F suffix.


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Template:Lowercase/doc

''' Attention: Please do not Subst: this template. '''

Usage
This template will display the correct lowercase title as the title of the page in JavaScript-enabled browsers, and the following message in non-JavaScript browsers:
 * The correct title of this article is CORRECT_TITLE. The initial letter is shown capitalized due to technical restrictions.

Optional format
produces (in a non-JavaScript enabled browser):

 * The correct title of this article is uncapitalized title. The initial letter is shown capitalized due to technical restrictions.

title: Template:Lowercase/doc


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List of GIS software

ESRI Arc*
ArcGIS Desktop. This software suite is now at version 10.2 and is made up of three primary components. The main component, ArcMap is used to display and analyze geographic data and to compose and print maps. ArcCatalog is analogous to Windows Explorer and is used to organize and preview data and to create/edit metadata. ArcToolbox contains a variety of tools for data conversion, manipulation, management, etc. Data are stored in a variety of formats, including shapefiles (.SHP), geodatabases (based on the Microsoft Access/Jet MDB format) and the new ESRI file geodatabase type (GDB).

ESRI packages ArcGIS in three licensing tiers/levels, in addition to the free ArcExplorer version. ArcGIS ArcView is the entry level version and retails for approximately $1,500 (US). While ArcView is the basic version, it has a wide array of cartographic and analytical tools and satisfies the everyday needs of many GIS users. ArcGIS ArcEditor includes all the functionality of ArcView and adds tools for data creation, but is considerably more expensive. The highest level of functionality, ArcGIS ArcInfo, includes all of the functionality of ArcView and ArcEditor and adds many more tools for analysis, modeling, data integration, etc. This version is priced at roughly ten times the cost of ArcGIS ArcView. ArcGIS users have the option of purchasing a software maintenance contract entitling them to toll-free tech support and free software upgrades.

In addition to ArcGIS Desktop, there is an ever growing list of specialized software extensions including Spatial Analyst, 3D Analyst, Network Analyst, Geostatistical Analyst, etc.

MapInfo
is now at version 10. Unlike ArcGIS, MapInfo is made up of just one component, with the option of importing in a variety of other custom designed tools. MapInfo also allows for custom tools to be designed from within the software using MapBasic.

Google Earth
is a free GIS package. While it is somewhat limited in functionality it has proved itself as an indispensable tool within the GIS industry.

Related resources

 * Topic:GIS
 * Topic:Geoinformatics

title: List of GIS software


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User:Koolaidman~enwikiversity/courses/template:courseinfo

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Advanced Java/Bitwise Operators

Short-Circuit Evaluation
It should be noted that, when given a boolean logical operator, the JVM checks as few operands as possible, from left to right. For example, if the first operator of an OR expression is true, then the expression will be true no matter what the second operand is. Short-circuiting applies to the AND and OR operators.

This is called short-circuit evalution and is important if the second operand is a method call. Consider the following methods:

public boolean showFalse { System.out.println("False!"); return false; }

public void go { System.out.println("Foo!"); if(true && showFalse) { // huzzah }   System.out.println("Bar!"); }

If the go method is called, the output is

Foo! False! Bar!

Why? The JVM hits the if statement and looks at the first operand — here, the true literal. The expression could still go either way: for an AND to be true, both operands must be true. So the JVM checks the second operand; since it's a method call, the method is called in its entirety.

What if the first operand was the false literal?

public void go { System.out.println("Foo!"); if(false && showFalse) { //huzzah }   System.out.println("Bar!"); }

The JVM sees that the first operand is false and immediately evaluates the entire AND expression as false. (Remember, an AND expression is only true if both operands are true.) Because the second operand is never checked, the method is never called, and the output is

Foo! Bar!

Long-Circuit Evaluation
Usually, short-circuit evaluation is a good thing, because it saves running time. But if the second operand is a method call that changes something before returning a value, you might want to force the method to run no matter what. To do this, use the long-circuit logical operators. They're the same as the bitwise operators, but they operate logically when applied to booleans. They're exactly the same as the short-circuit boolean operators, only not doubled.

Note that there is no short-circuit form of the XOR operator, because, mathematically, it always needs to evaluate both its arguments to compute its result.

If you use a bitwise operator in a boolean expression, both operands are always evaluated. Consider the above code again. If the go method is rewritten:

public void go { System.out.println("Foo!"); if(false & showFalse) { //huzzah }   System.out.println("Bar!"); }

Then the output will be:

Foo! False! Bar!

Because the showFalse method will be called even though the first operand (the false literal) alone determines the result of the entire expression.

Bitwise Operations
The other use of the bitwise operators is manipulating individual bits in an int. (Note that the operands can be any integral type; but if it is a type smaller than int, it will be promoted to an int type, and the result will be int.)

For the purposes of this section, we'll define the following variables:

int a = 12; // 0000 0000 0000 0000 0000 0000 0000 1100 int b =  5; // 0000 0000 0000 0000 0000 0000 0000 0101 int x = -37; // 1111 1111 1111 1111 1111 1111 1101 1011

Bitwise NOT
The bitwise NOT is a unary operator (it takes only one operand) that flips every bit in its operand.

int c = ~b; // 1111 1111 1111 1111 1111 1111 1111 1010 = -6

Bitwise AND
The result of a bitwise AND has on-bits (ones) only where both operands has an on-bit.

int d = a & b; // ...0000 1100 //& ...0000 0101              //= ...0000 0100 = 4;

Bitwise OR
The result of a bitwise OR has on-bits where either (or both) of its operands has an on-bit.

int e = a | b; // ...0000 1100 //| ...0000 0101              //= ...0000 1101 = 13

Bitwise XOR
The result of a bitwise XOR (eXclusive-OR) has on-bits where one and only one of its operands has an on-bit.

int f = a ^ b; // ...0000 1100 //^ ...0000 0101              //= ...0000 1001 = 9

Left Shift
The left-shift operator shifts the bits of the first operand left by the number of places specified by the second operand. Bits shoved off the left side are lost; empty bits on the right are filled in with zeros.

int g = a << 2; // ...0000 1100 // ...0011 0000 = 48

Right Shift (Keep)
The right-shift operator (keep bits) shifts the bits of the first operand right by the number of places specified by the second operand. Bits shoved off the right side are lost; bits on the left side are the same as the original left-most bit (the "sign bit").

int h = x >> 2; // 1111 .... 1101 1011               // 1111 .... 1111 0110 = -10 int i = b >> 2; // 0000 .... 0000 0101               // 0000 .... 0000 0001 = 1

Right Shift (Force)
The right-shift operator (force bits) is the same as the right-shift (keep) operator. However, the new bits on the left are always set to zero.

int j = x >>> 2; // 1111 .... 1101 1011                // 0011 .... 1111 0110

title: Advanced Java/Bitwise Operators


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User:John Havey/Talk draft

I suggest we make section headings in this talk page to match headings in the page we are talking about. This could organize the discussion in a helpful way. And if a section is moved to a page of its own, the corresponding talk section could easily be moved with it.

The headings could be added here when they are introduced in the base page, added by someone when they start a discussion, or inserted after a discussion has started. It may sometimes be helpful to add subheads in the discussion, even if they don't exist in the base page.

This seems to me a good idea, but I am open to talking about it, as well as everything else. John Havey 01:53, 15 February 2007 (UTC)

title: User:John Havey/Talk draft


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User talk:Glambelle

WOW!Am I amazed!

title: User talk:Glambelle


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User:John Havey/Page draft

This is a suggested beginning of an outline for the proposed project on global warming. It is meant to be revised and discussed as part of the brainstorming phase of this project.

Outline of contents

 * 1) Introduction
 * 2) The Greenhouse Effect
 * 3) Greenhouse gases
 * 4) Carbon Dioxide
 * 5) Methane
 * 6) Nitrous Oxide
 * 7) Temperature Increases
 * 8) Melting Glaciers
 * 9) Tipping Points
 * 1) Tipping Points
 * 1) Tipping Points

Methane
The Wikipedia discusses atmospheric methane.

title: User:John Havey/Page draft


text:
User:John Havey/Topic draft

Department of Climatology

"Climatology is the study of climate, scientifically defined as weather conditions averaged over a period of time, and is a branch of the atmospheric sciences (climatology)." This department will be made part of a school or division of atmospheric sciences when there is one.

This page is in the topic namespace. "Pages in the topic namespace are meta-discussion pages to help Wikiversity participants plan the development of main namespace educational content. Educational content such as lessons do NOT go in the topic namespace....Link from 'Topic:' namespace pages to educational resources that are on main namespace pages (topics)."

Content starts on the climate page. As content develops additional pages will be added.

Meta-discussion is on this page. As discussion develops, additional subpages may be added.

Active members
(update when ready to post)
 * John Havey 21:53, 9 March 2007 (UTC)

Department news
(update when ready to post)
 * Mar 9, 2007 Department founded.
 * Mar 9, 2007 Department founded.

Category:Climate (enclose in double brackets when ready to post

title: User:John Havey/Topic draft


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Southeast Asian Languages/Bahasa Indonesia/Lesson:Introducing Yourself

 * Apa Kabar? : How are you? (Lit. What's the news?)
 * Baik-baik saja. : Good.
 * Kabar baik. : Good. (Lit. the news is good)
 * Tidak Baik. : Not good (note: an anwser like this is considered bad manners)
 * Selamat pagi. : Good Morning.;Selamat siang/sore : Good Afternoon (siang: from approx. 11:00-3:00pm, sore: from 3:00-6:00pm)
 * Selamat malam. : Good night.
 * Siapa nama Anda? : What is your name?
 * Nama saya ______. : My name is _______.
 * Saya bernama ______. : I have the name of ______.
 * Senang berkenalan dengan Anda. : I'm glad to know you.
 * Senang bertemu dengan Anda. : I'm glad to meet you.
 * Terima kasih. : Thank you.
 * Terima kasih kembali. or Sama-sama : You're welcome.
 * Mau ke mana? : literaly means 'where are you going' or 'where do you want to go' but is often used as a general greeting
 * Dari mana? : literaly means ' from where?'. It is the shortened form of ' Kamu dari mana?' meaning ' where are you from?'
 * Saya berasal dari ______. : I originally come from ______.

Back to main page.


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HTML/Graphical Content and Multimedia

This lesson will teach you how to insert images, embed video and audio via HTML. You should already have a basic understanding of HTML.

Images
This section will teach you how to display images.

Attributes and Values
To display images we use the  tag. The  tag has many attributes such as ,  ,  , and. We use these attributes to display and change the image display behaviors in people's browsers. Each attribute is assigned a value. The value for the  attribute would be the URL of the image. The value of the  or   attribute would be the number of pixels high or wide you want the image to be. Unlike other tags in HTML, the  tag is not followed by its tag with a slash before the name. Once the stricter, cleaner version of HTML, XHTML, becomes the standard set by the W3C instead of HTML 4.1, a slash will be required after the value of the final attribute.

The following sub-sections will explain the multiple attributes and the values you can assign.

The Attribute
The  attribute actually displays the image. You write the image's URL in quotation marks after the attribute name and an equal sign, as shown in the example below.

The Attribute
If you're taking this course, you've probably been surfing the Internet for sometime. You've quite possibly seen an image that hasn't loaded correctly, and an X has been displayed in place of it. You may have seen text next to or under it. You've also possibly hovered your mouse over an image and seen text inside of a yellow box show up. This is the purpose of the  attribute. You use the  attribute in the manner displayed below.

If you were to hover over the image or if the image didn't load correctly in the case you say, misspelled the URL, then that text would be displayed.

The Attribute
The  attribute is used to change the number of pixels on the y-axis of the image. This way you can adjust the size of the image to your needs. It is used in the manner displayed below.

Note: The  and   ''attributes are interchangeable. You may use either of them to change the number of pixels on the y-axis of the image.''

The Attribute
The  attribute is used to change the number of pixels on the x-axis of the image. You use it the same way the  attribute is used, only change the name and it edits the x-axis, not the y-axis, like so.

Audio
This section will teach you how to include audio on your webpages.

Audio Attributes and Values
Audio has tags and attributes, the same as images do using the  tag to define. This is a new feature in html5; most modern Web Browsers (except Internet Explorer version 8 and under) support it, but in various codecs, the most common they all supported is the ones with the extension .oga/ogg.

'attributes': autoplay, controls, preload, src

 * 1) preload: means a video loads without asking user
 * 2) autoplay: as the page loads the video starts, corporate with preload
 * 3) controls: enables control panel
 * src: same like image, a URL to the specific file

For example:

Before the html5 standard, audio may use, which is really an attribute of the   tag rather than a tag itself. This is meant to support MIDI sound files, and is not a W3C standard, as only Internet Explorer supports it. People using any other browsers will be unable to hear anything for that.

The best Internet video format
Currently, Flash Video (FLV) is the video format which can be viewed on the most computers and mobile devices.

FLV is a media stream format used to deliver video over the Internet to Adobe Flash Player, which is available on more than 90% of internet-connected computers.

To add FLV to a website, you need a web-based FLV player (which is a SWF file) that controls the playback of the FLV movie, code for embedding (either HTML tags or SWFObject) and a web host server that hosts the FLV movie.

Mobile phones (such as the iPhone and Android) have limited support for Flash video.

'attributes': autoplay, controls, preload, src
preload: means a video loads without asking user, autoplay: as the page loads the video starts, corporate with preload controls: enables control panel src: same like audio, a URL to the specific file

HTML tags for Internet video embedding - and
There are mainly two HTML tags for video embeddng,  and. The code below is an example of how to embed a flv player (a SWF file) onto a web page using these two tags:

More information about the attributes of these tags

SWFObject
You can just regard SWFObject as a piece of code for embedding a flash file to a web page. It is more stable and supports more web browsers than using object / embed tags for embedding video. Detail information of SWFObject

Web-based FLV player
An FLV file is just a video and it needs a web-based FLV player to be displayed on web pages. We can either create an FLV player by ourselves with Adobe Flash CS3, or use a pre-designed FLV player. Currently, the FLV player created by playerdiy.com is good. Users that have questions can check its tutorial here.

FLV encoders
If a video is not FLV (e.g. AVI, WMV..) and needs to be added to the web page, FLV encoders can be useful. FLV encoders can convert videos to FLV so that people can add the resulting FLV to their website, blog, etc. Free and good FLV encoders are available on the market, like Moyea Video4Web Converter. There are also a lot of other FLV encoders on the market which convert all kinds of video formats to FLV and offer different features.

title: HTML/Graphical Content and Multimedia