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User:Dom0803

Dom0803 is a wikipedian. You can see his userpage here. He is at Wikiversity to write an article on Locator maps.

Dom0803's sandbox

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

title: User:Dom0803


text: Template:Location map

title: Template:Location map


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User talk:Dom0803

Welcome Dom0803! What a locator map? --Rayc 16:02, 19 August 2006 (UTC)

Cool!..
..you made it over. Welcome, Dom :-) Cormaggio 16:51, 19 August 2006 (UTC)

title: User talk:Dom0803


text:
Template:Location map Ireland

see Location map

title: Template:Location map Ireland


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User:Dom0803/Sandbox

DO NOT EDIT THIS, THANK YOU

A Locator map is a dynamic map which comprises of an image background as a map, and a foreground image which is a red dot pinpointing the location of the desired town or city on the map. Beside the red dot is the name of the location. To the right you can see the Ireland locator map I have created, showing the location of Belfast, Northern Ireland. Creating a locator map may seem complex when you see the code, but it's quite simple once you understand it. Hopefully by the end of this article you will be a discerned location mapper and will be able to create and use the locator map confidently. The coding for the locator map is not yet 100% completed, and it doesn't handle longitude properly for maps crossing the +/- 180 meridian yet. The locator map was created by Zocky

How the locator map works
For this page I will be using the Ireland locator map as my example. The locator map works on a user defined grid reference. Let's take a look at the string that makes up the Ireland locator map, and the code that makes up the initial template required by wikipedia to use the locator map code on the wikiarticle. The locator map works like a real world three figure grid map. Well, quite similar. Instead of using co-ordinates like NNN, NNN number it uses one co-ords from Multimap, one number to two decimal places; NN.NN NN.NN

The locator map's source-code uses the numbers you have input from multimap to determine where the red dot will be places in reference to your provided co-ords on the source code, that are the most northernly, southernly, westernly, and easternly points visible on the template map image.

I'll use the grid beside to show an example of how the grid system works in relative to Belfast, and the Irish co-ords. Note: The orange grid lines have been drawen on to give an idea of how the template-text uses the defined location co-ord. They are only rough drawings, and the entire grid is not drawen to accurate measurements, but should give you a fair idea. Here's the template text that has been used in this article to display the template map: Text used to impliment map into this article: Text that is in the template map source-code: see Location map

In the image I have used the relative co-ords. Belfast's co-ords as seen in the impliment text is lat=54.59, long=-5.93 (lat-latitude:long-longtitude) and if you look on the map you will see that the orange lines drawen on (for lat) are rounded to .5. As the Belfast lat is 54.59 this is just off the .5 line. Study the example image and you should be able to figure out how it works. To learn further how to work grid references follow this link. Ordnancesurvey.co.uk (.PDF)

 * DELME

Template:Location map Ireland template ireland wiki location map wiki

title: User:Dom0803/Sandbox


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Portal talk:Audio engineering

Alright!
Alright! This school seems to be accumulating more and more people's interest. What do we want to collaborate on? --HappyCamper 23:02, 20 October 2006 (UTC)

 * I really want to find out about how to record sounds (predominantly made with things other than musical instruments) and then use those sounds to make music. I'll need to use some sort of software to do this - does anyone know where to point me in terms of what equipment I need to get or what software i should use? In terms of what we could collaborate on - how about a tutorial on free software to use, for a start? Or perhaps simply display the process of engineering sounds to different effects - through recording something you've done and describing that process? I'm really interested in this displaying the process of doing/making/creating something - thereby allowing others to follow in your footsteps and make their own discoveries along the way. If someone would allow me to walk a while in their footsteps here, I would most appreciate it! Cormaggio 23:35, 20 October 2006 (UTC)

 * Well, there is the synthesizer...Actually google free synthesizer should do the trick... --HappyCamper 22:19, 1 November 2006 (UTC)

 * Thanks. I actually already have Reason (which has a synthesizer), and which is a pretty widely used professional program, but I can't get it to work as I don't have the bank of sounds CD to make it work. If I can't get it to work, I'll try out some of the ones I've just found through googling (limited, as I use Mac OSX). But first, I need to actually record the sounds.. :-) Cormaggio 01:11, 2 November 2006 (UTC)

 * Have you got that working now? :-) --HappyCamper 03:57, 8 November 2006 (UTC)

 * I should have the Reason sound bank soon. :-) Cormaggio 16:26, 8 November 2006 (UTC)
 * Cormaggio - :P. Okay, get that up and running and maybe we can do something interesting. Is your interest to create something classical sounding, or something more modern? Or something in between? --HappyCamper 22:57, 8 November 2006 (UTC)
 * Euch - that song/video is a complete pile of turd :-). Speaking of genres, I'm quite eclectic in taste (though quite particular as you can see!) - I suppose my proposed experiments here would be considered "modern" alright, or "electronic" - think, perhaps, Bjork's Medulla. Though I'm also very interested in folk as well as classical :-P. Cormaggio 13:30, 9 November 2006 (UTC)

 * Check out Sharp Hall's phone sample project. Neat Idea from one of the folks at UNIT-E Records. --CQ 09:03, 23 January 2007 (UTC)

 * Cormaggio - If I am not mistake what you are trying to do is similar to Musique Concrete. How to record the sounds depends on the sounds you want.  You could just run a mic into your computer and record or if you wanted sounds from outside the studio you would need a portable recorder.  I am new to the whole wiki thing but what about splitting recording up into field recording and studio recording seems like a good place to start.  From there the learning projects could just continue down the production line into mixing and mastering for music or film.Jeffs 01:03, 24 January 2007 (UTC)

 * Thanks for the links, people! Musique concréte - I think I'd heard of it long ago before I ever thought I would ever be doing this myself. Btw, I've now got my recording equipment - the next step is to do some recording, put it together into compositions etc, and generally learn through experience. I'll post results/ideas here as we go.. Cormaggio beep 23:36, 24 January 2007 (UTC)

Spanish sound
The spanish "department" is looking for people to record sound files for vocabulary words. Anyone know where to put this notice?--Rayc 20:39, 12 February 2007 (UTC)

Dialogues for Space Traffic Control game
The people working on Space Traffic Control are looking for people to record parts for dialogue inside the game between Space Traffic Controllers and ships. If you are interested in helping us out go to this link We really need multiple voices so any assistance is greatly appreciated. All you need is a sound capable PC, a microphone, and a software tool like Audicity. If you need assistance with recording or uploading the file leave a message on my talk page. Thanks! Mirwin 02:13, 24 February 2007 (UTC)

title: Portal talk:Audio engineering


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School talk:Construction

Some material imported from Wikibooks is at Portal:Construction. --JWSchmidt 03:10, 4 September 2006 (UTC)

HEY! I think it would be great if we started an online construction management program free to the world!. I propose that we should develop tons of courses at different "levels" and make this competitive with a real CM program. The courses can extend all the way through graduate level material. I hope that one day Wikiversity will allow its' users to earn a degree. Because I believe that it will eventually happen, I think we should take the initiative and develop a world-class curriculum. --Rallen7753 03:59, 31 January 2010 (UTC)

Thanks for setting this up. I'm going to format this page, organize the material and then try to add some more content. Bklynkenny (discuss • contribs) 12:09, 3 February 2013 (UTC)

title: School talk:Construction


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Portal talk:Jewish Studies

Proposed subject
I am a prospective convert to Masorti Judaism. Maybe we should develop a course to teach Jewish converts the details of the faith? Dev920 13:50, 26 August 2006 (UTC)
 * A basic Judaism course would certainly be the most appropriate place to start. What kind of stuff would need to be discussed, though? By the way, I am probably going to convert to Conservative Judaism myself. :D Karimarie 23:28, 6 September 2006 (UTC)

I'm not going to convert but would be interested. Is it only for jews and potential converts? --Mateo 16:45, 25 September 2006 (UTC)
 * No. While Orthodox Jews would say that Jewish learning should be restricted to Jews and Noachides, that conflicts with Wiki philosophy that information, if it exists, should be accessible. Since Wikiversity is part of the Wikimedia Foundation, we are bound to following Wiki philosophy if there is a conflict between the two. We are founded on the principles of the Wiki, not on the principles of Jewish law. Karimarie 17:07, 25 September 2006 (UTC)
 * I am Orthodox and I know of no such restriction. In several places the Gemara talks about study sessions between Jews and non-Jews. Rebele 08:36, 24 August 2010 (UTC)

Torah study
I think it would be a good idea to have a running class where all active participants discuss the week's parshah in a group discussion format.

Implementing it would be interesting, though.

Ideas? Karimarie 15:54, 25 September 2006 (UTC)

I have attempted to add some categories for further expansion of this page. I will do some cleaning up and additions later. Hope we get something going here! :) Erin November 25th, 2007

Socialist
I have added Socialist as the Bund is a very important Jewish organisation.Harrypotter 23:29, 19 August 2010 (UTC)

 * I agree that the Bund is a very important and influential institution. Is that enough to call it a separate branch of Judaism? Would Hadassah be a separate branch of Judaism? Is Poalai Agudah separate from Orthodoxy? Rebele 08:50, 24 August 2010 (UTC)

Humanism
Is Humanism particularly a branch of Judaism? I thought it was the atheistic branch of all religions. Rebele 08:59, 24 August 2010 (UTC)

title: Portal talk:Jewish Studies


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School talk:Law

What's Next
Edit this area as a to-do list bulletin board of topics that should be either discussed or implimented on the School's portal.
 * Discuss Site Redesign
 * While this new enhanced format is quite attractive, at such a stage of progress where much of the initial layout of this school has yet to be fully realized, it makes it quite difficult for an interested party to contribute to this page. Instead of only taking a moment to edit the page, one must search through the code of the wiki to find specifically where they wish to add to, subtract from or alter.  If possible, the school should have a draft page that it simply a blueprint for a final page with an impressive layout such as this that will eventually become the Wikiverity School of Law homepage.

 * Separate topics into introductory, intermediate, and advanced.
 * Many of the main topics already created build upon other areas which are more basic. Such areas such as property, contract, procedure, torts, legal writing, etc. should not be overlooked.

 * Create a topic regarding Law School
 * include discussion of experiences, concerns, lwa review, moot court, focuses, goals, etc.

 * Provide a section related to pertinent, timely issues
 * will alter the future for law, such as the development of new areas, problems the law are struggling with, issues of new impression, etc.

 * Implement Priestly 11.
 * Determine how to deal with country specific and jurisdiction specific law.

Subject Areas
I am an attorney and would like to participate in building Wikiversity School of Law. I suggest that Internet Access Law be made a discrete subject area of the curriculum. There are numerous fraud, privacy and safety issues that are being addressed in the courts of the United States. The same may be true for other countries where internet use is widespread. As internet access becomes more global, these issues will proliferate and laws will be enacted to address them. User:jstewartJstewartesq 15:56, 5 March 2007 (UTC)

Subject Areas
Hi. This is my first real contribution to the project. Hooray! Well, here goes:

From the outset, there needs to be the distinction made between the British Common law system and Civil law systems.

Perhaps we could use Australia's Priestley 11 to decide what subjects should be party of our Law School. The priestley 11 includes:
 * Criminal law and procedure;
 * Torts;
 * Contracts;
 * Property both real (including Torrens System Land) and Personal;
 * Equity (including Trusts);
 * Administrative law;
 * Federal and State Constitutional law (Australian; British; U.S.);
 * Civil Procedure;
 * Evidence;
 * Professional Conduct (including basic trust accounting) (American Bar Rules of Conduct;
 * Company law.

In addition to these subjects, it is also important that students of law study Jurisprudence, International law, Customary law and the court system. Cheers, Jpe|ob 23:56, 25 August 2006 (UTC)

Another one:
How about Patent and/or Copyright law? Would it be localized to each country? It makes sense to me to have a lesson on international IP law, but national IP laws are certainly important/broad enough to have courses (lessons?) on. Perhaps int'l law would be a portion of each nat'l course? --AdamG 20:03, 28 September 2006 (UTC)
 * My take on this is to make sure it is known as you are entering the topic which country/jurisdiction is covered. This will prevent any confusion and will also promote creation of brand new pages for different countries and jurisdictions instead of editing existing pages.  This is one area that frustrates me now in Wikipedia and I would hate to see it happen here if we can prevent it.  What do you think? -Ramjaw 13:37, 3 October 2006 (UTC)

Traffic Law, contracts and more
Im interested in traffic law, and some other forms. You can find some course outlines here at the bottom of the page http://www.senecac.on.ca/fulltime/LCA.html http://www.senecac.on.ca/fulltime/CTA.html http://www.senecac.on.ca/fulltime/LCKA.html

Modular Subjects
I would think that an approach of modularising subjects would work well instead of a tangled mess?
 * Legal System - How it all works explains basicas of law developes to different systems in different counrtries: includes common law, primary legislation, court system, professions within the system etc...
 * Criminal Law - everything specific to criminal law obviously

Obviously many more modules can be thought of.

Added Jurisprudence
I added Jurisprudence as a department area. As soon as exams are over (next two weeks) I will put up some kind of beginner and intermediate lessons for jurisprudence. Any suggestions appreciated. --JHessick 23:16, 12 April 2007 (UTC)

School page redesign
I want to make it look like this. Hopefully I can get this done today. --AdamG 22:10, 29 September 2006 (UTC)

 * Got the bulk of it done. I'm still going through the images at MediaWiki to find better images, but that can be done incrementally. Have fun.--AdamG 22:51, 29 September 2006 (UTC)

 * Nice job! You can find many nice images and icons at Wikimedia Commons. When using an image from the Commons, you don't have to upload it here, just write its name on the page and it will appear. :) Did you know that the first Serbian constitution was the Constitution of the Medieval Serbian Empire, written on the State Council of Skopje in 1349, during the regime of the Emperor Stefan Dušan? It was one of the oldest constitutions in the world. And the first modern Serbian constitution was brought on the 15th of October, 1835. It was quite democratic for that times, so under the preasure of Russia and Austria, which did not have constitution themselves back then, it was rejected. :) --George D. Bozovic talk 12:15, 30 September 2006 (UTC)

 * Oh yeah, I meant Commons :P. I guess I just can't keep track of 12-odd projects!--AdamG 13:09, 30 September 2006 (UTC)
 * Love the site redesign but I am concerned about accessability of the average user/contributor. I have a much more difficult time adding simple edits and at this stage I imagine there will be tremendous overhaul of the main page to create a respectable presentation. -Ramjaw 04:49, 3 October 2006 (UTC)

I am interested in family law and all the different areas this type of law offers Nancysen13 18:36, 18 January 2007 (UTC)

Legal Writing
Since I know little about coding in wiki style or namespaces, etc. I have not done much in the way of contributions; I would however be willing to assist in the legal writing area if no one else is interested. GP 16:54, 11 February 2007 (UTC)

Structure
Maybe it will be wise to elevate Civil Law, Common Law, International Law, etc to Centers. And within each Center a department of Public and Private Law. Particular national jurisdictions could have departments which would link to general concepts. C.I. 19:52, 1 March 2007 (UTC)

I'd like to volunteer
I'm a non practicing lawyer from Montreal, Quebec, Canada. Quebec is somewhat unique in the fact that it's the only jurisdiction I'm aware with that exists as a sort of hybrid system, with certain fields of law being covered by the Civil Law tradition, while other matters are dealt with accoring to the Common Law. I posess both a Common Law degree (LLB) as well as a Civil Law Degree (BCL). In fact, McGill took the bold and innovative step in creating what they call a transsystemic program. For example, Civil Law Contracts and Common Law Contracts are taught simultaneously, by the same professor, in the same lecture. Though it would be my pleasure to discuss any legal issue, I'd especially recommend any who may be curious as to the differences between the Common Law and the Civil Law to request any clarification they may require. Loomis 00:29, 6 April 2007 (UTC)

Quebec is not that unique; Louisiana has a similar civil law/common law hybrid system.

link - 'Is an unsecured FTP server publicly accessible?'
'Is an unsecured FTP server publicly accessible?' - May be of interest... --Remi 06:43, 4 April 2008 (UTC)

Structure of the School - Jurisdictional
Hi,

I have only just started looking at contributing to Wikiversity, particularly as a law student. The issue I have is the somewhat tangled approach currently. Would it not make more sense to organise the school based on jurisdictions, as a starting point? I appreciate this is extremely over-simplistic as, for example, English and Welsh law is intrinsically linked to USA law, EU law and Scots law. If we can get a consensus on this, the next stage would be to plan how it would work, and then put it into place.

The alternative is to have various jurisdictions on the same page, which would be extremely confusing to most users.

Thanks, Jhfireboy (talk) 23:42, 24 January 2013 (UTC).

 * I tend to agree with you. Most current and former English Empire nations would have a similar approach to law, where nations like China, Japan, Russia and others, even France and Germany, may view law very differently, if I've understood your idea. --Marshallsumter (talk) 01:01, 25 January 2013 (UTC)

 * Exactly. I think that if the School considered each national law (jurisdiction) separately, and has other pages that show the differences, then it would be easier for a student of a particular nation to understand their own law. It also allows them to view laws of other nations separately a be able to distinguish the differences more readily. As you say, the law of France is very different from English law; as the French use a civil law system and the English uses a common law system. 12:37, 25 January 2013 (UTC)

 * Go for it! --Marshallsumter (talk) 15:46, 25 January 2013 (UTC)

title: School talk:Law


text:
Talk:MediaWiki/Introduction

What are parser functions?
I need some help with Templates. I keep seeing things like this: {{#if:{{{1}}}... {{#switch: {{CURRENTWEEK}} ...

What are these about? CQ 07:34, 1 February 2007 (UTC)

MediaWiki markup as a Turing Machine?

 * There are a few template-programmes here: w:zh-yue:User:Hillgentleman (press the edit button!) and here (Wiki is not Turing machine) and here (Wiki is Turing machine)---Hillgentleman|Talk 12:13, 23 March 2007 (UTC)

How to study
I would say the best way to study this issue is to download MediaWiki package, install and synchronise. Lucky are poeple who can install it on PC or their own server.--Juan 22:12, 30 July 2008 (UTC)

title: Talk:MediaWiki/Introduction


text:
Talk:Project management

This page should be changes to a more specific topic and coordinated with School:Project Management.--JWSchmidt 19:20, 29 August 2006 (UTC)
 * I agree. What comes to mind is moving Topic:Introduction to Project Management to Introduction to Project Management, and then gearing it to be a course. Then using Topic:Project management as the place to develop Introduction to Project Management after merging the Topic with the School. Would there be support for that? --Remi 16:26, 2 January 2008 (UTC)

I agree as well, this should be more consolidated --mferguson 9:21, 1 March 2009 (UTC)

title: Talk:Project management


text: Topic talk:Astronomy

title: Topic talk:Astronomy


text:
Portal talk:Humanities

History
Could someone please add the School of History to this department? I think it should be both here and in the Social Sciences. Jade Knight 07:44, 7 October 2006 (UTC)
 * I agree, just do it!Nannus 23:38, 5 March 2007 (UTC)
 * Linguistics and literature belong here as well, as does cultural anthropology/ethnology, media studies, theater studies (do we have that already?), Archaeology, in short, all disciplines concerned with the study of human cultures. Nannus 00:14, 6 March 2007 (UTC)
 * I also agree that History should be a part of this department. --Dctrainor 14:46, 20 November 2007 (UTC)

Irish studies
Irish studies should rather be a subdivision of some school than a separate school. What would it look like if we put all these "national" studies in this page? We would have an endless list of English, Russian, Polish, German, Greek, Turkish... studies! Better list it at School:Language and Literature/Catalogue or somewhere else. --George D. Bozovic talk 21:37, 16 October 2006 (UTC)
 * It probably either belongs under Language and Literature, or in a new School or Portal called "Ethnic Studies". The Jade Knight 21:46, 16 October 2006 (UTC)
 * Hi all! As the creator of the school, I'd like to weigh in a bit.  While I haven't found the time to flesh the school out as of yet, it should definitely have its own school.  Nearly every major Irish university has its own school of Irish studies, which is to be expected, I suppose.  However, many elite US universities have their own school of Irish studies as well, including Notre Dame, Boston College, and New York University (NYU).  Irish studies encompasses history, literature, culture, language, etc., and as such, it needs its own school.  Cheers Hoopydink 22:52, 16 October 2006 (UTC)
 * That's fine, but the Humanities page could quickly become overwhelming large if every ethnic studies school was placed there—there are potentially hundreds of schools that could be founded this way. I would perhaps recommend creating a Portal:Ethnic Studies, which could then be linked to from within the School of Humanities.  The Jade Knight 04:29, 17 October 2006 (UTC)
 * I concur. Just make the portal! ;) --George D. Bozovic talk 19:55, 17 October 2006 (UTC)
 * Ah, ok, I see what you're saying, but I don't see the harm in allowing multiple schools under the "humanities" flag. There are already plenty of schools relating to specific business studies in different portals.  There hasn't been a call to restrict new schools in that area or to create a seperate portal.  I guess we have to decide how inclusive and exclusive to be in terms of subject matter.  Irish studies, or any international studies I suppose, encompasses a plethora of fields, and as such, should have its own school to keep the information in one place, so it's easily accessible.  Hoopydink 00:36, 18 October 2006 (UTC)
 * Yes, that makes sense. It would just be problemsome to have them all listed here separately.  Feel free to make the portal, and we can try to get George to list it prominently here on the Humanities portal, so people can find it easily from here.  The Jade Knight 06:56, 18 October 2006 (UTC)
 * Well (and I mean this with the utmost respect), you don't need to "try to get George to" do anything :-) - you can simply do it yourself! However seems the simplest, most intuitive way of organising the structure of pages, just do it - whether the organiser page for "Irish studies" is a portal, school or topic; it is still simply an organiser page, with links to educational content, and which can be linked to from any other organiser page. How we structure organiser pages in general is a discussion that we possibly still need to have as a wider community - keep an eye out for it on the Colloquium.. Cormaggio 13:15, 18 October 2006 (UTC)
 * Well, you're making the assumption that I'm easily capable of doing it. The Humanities portal is filled with all sorts of display code that makes my head spin.  Rather than giving myself a headache trying to figure out how to add something to that orderly mess, I'd much rather ask someone else who is clearly capable of it.  Or I could just add a random link and expect someone else to make it look good, but I don't think that's much better than asking first.  The Jade Knight 03:45, 19 October 2006 (UTC)
 * You really don't need to try to get me to do anything. :) I have nothing against the School of Irish studies. I just think that listing all these ethnic school on the Humanities page would make this page ridiculous. That's why a separate portal for them is quite a good solution. And that portal can be linked from here, of course. :) --George D. Bozovic talk 21:29, 19 October 2006 (UTC)
 * Phew, you took me in good faith. :-) Still, I didn't understand the complex code bit - I now know why you have to "ask George". :-) I think I'll bow out now... Cormaggio 21:52, 19 October 2006 (UTC)
 * Still kind of a moot discussion; there's no content at all on the School of Irish Studies page yet at this point. The Jade Knight 19:57, 28 October 2006 (UTC)
 * I have removed the School of Irish studies from the Humanities page once again. You are free to create the portal for various ethnic studies and list the school there, which I warmly recommend. Then you can list this portal on the Humanities page. --George D. Bozovic talk 15:41, 30 October 2006 (UTC)

Distinction between Humanities and Social Sciences
What is the rational for the distinction of Humanities and Social sciences (apart from being a traditional distinction)? I find the distinction rather fuzzy and arbitrary. There are a lot of things that belong in both sides, so I suppose they should be merged! There are things here that deal with the study of different aspects of human culture and over there you find other disciplines also concerned with studying different aspects of human culture. Nannus 23:38, 5 March 2007 (UTC)

 * The Social sciences article at Wikipedia says, "The social sciences are a group of academic disciplines that study human aspects of the world. They diverge from the arts and humanities in that the social sciences tend to emphasize the use of the scientific method in the study of humanity, including quantitative and qualitative methods."--JWSchmidt 00:43, 6 March 2007 (UTC)
 * I see the argument, but I don't believe there is "the scientific method" when it comes to investigating human culture. In the social sciences, you can find a range of different reserach paradigms. And I don't find History less scientific, although you cannot do experimental science there the same way as you can in physics. I think we should give up the attempt of putting everything in one place in a hierarchy of disciplines. Hypertext is a medium that allows everything to be in many places at once.
 * An intersting observation is that the grouping of disciplin is totally different in the German Wikiversity. The grouping seen in the English Wikiversity reflects a certain tradition in English and Aerican universities. But this grouping is not universally accepted. It is part of the Anglo-American culture.
 * The present hierarchy might have the advantage that many people are used to these groupings so they will find what they are looking for quickly, but I believe that a much better structure can be found. Nannus 17:59, 6 March 2007 (UTC)
 * Well, make a proposal, then. The Jade Knight 22:47, 6 March 2007 (UTC)

Portal structure
Each school is linked from the portal at least three times. I suggest to do a redesign (although there are more pressing things to do).Nannus 00:10, 6 March 2007 (UTC)
 * It might be time for the Humanities Portal to adopt the format used at other major Wikiversity portals such as Portal:Social Sciences. --JWSchmidt 00:43, 6 March 2007 (UTC)

Filmmaking
Isn't filmmaking part of the Fine Arts, not the Humanities? The Jade Knight (d'viser) 19:14, 7 October 2008 (UTC)

Dignity Course
I am developing a Dignity course which may fit well here. If you like it, perhaps you can add it to the curriculum. (I hesitated to do this myself because I did not want to disturb the existing structure.)--Lbeaumont--Lbeaumont 16:02, 13 February 2011 (UTC)

I am developing a dignity course which may fit well here..if you like it,perhaps you can add it to the curriculum(I hesitated to do this myself because I did not want to disturb to existing Structure.) Sfiso Mthembu (discuss • contribs) 08:58, 16 April 2021 (UTC)

Reed College Humanities 110, Introduction to the Humanities
The Reed College course "Introduction to the Humanities" is excellent. The syllabus and many of the course materials are available on line. It would be a valuable contribution to Wikiversity if someone with a background in humanities could adapt these available materials, combine them with similar available materials, and provide an analogous course here. Many of the lectures are public and on-line. The syllabus provides a good curriculum outline. Thanks! --Lbeaumont (discuss • contribs) 15:08, 22 August 2020 (UTC)

title: Portal talk:Humanities


text:
Portal talk:Life Sciences

If you want to experiment with a radical new version of Portal:Life Sciences you can work at Portal:Life Sciencesnew.

If you update featured content on this portal, make sure that you update Portal:Life Sciences/Featured.

Image on the Life Sciences Main Page
For the Phylogenetic Tree Image, shouldn't the first branch be Eubacteria, since the Bacteria are generally split into Archaea and Eubacteria? Heh, sorry to bring up this rather trivial detail. --Relex 13:31, 4 January 2007 (UTC)
 * The terminology used in the image seems to be the terminology adopted by the Wikispecies project. --JWSchmidt 15:40, 4 January 2007 (UTC)

Reorganize
This portal is way too cluttered. There are many recurring topics and lessons, especially in the school of Biology. Somebody needs to try to condense this a little more Crossbow9 01:55, 4 December 2006 (UTC)
 * What do you think about this portal design that spreads the information out over 4 related pages? --JWSchmidt 03:12, 4 December 2006 (UTC)

Health sciences?
Maybe we should add "Health sciences" here too? --HappyCamper 02:11, 20 August 2006 (UTC)

Perhaps rename 'Life Sciences' 'Life, Environmental and Health Sciences' - that way Marine Sciences could be moved into this portal, and Environmental (& Earth?) Sciences could be under this and the Physical Sciences portal? Jimbobalina2005 17:12, 2 September 2006 (UTC)

Controversies and questions in ecological science
Scientists in the UK have put together a list of questions for investigation - reflecting the purpose of the exercise it is a little UK-centric, but it might provide some ideas for learning projects in wikiversity. Here are a few questions they've come up with (from :

 * How long does the seabed take to recover from dredging, wind farm construction and oil and gas extraction?

 * How does the ecological impact of UK farming compare internationally?

 * What are the ecological impacts of airports? nothing

 * What are the ecological impacts of faecal matter, pesticides and undigested food flows from aquaculture?

 * How can we better understand diseases within wildlife reservoirs to protect humans and livestock? To maintain stable ecosystem inorder to prevent the emerge of communicable diseases from wild animals to human beings

 * What impact does plastic litter have on the marine environment?

 * How can we measure natural capital (renewable and non renewable resources) and integrate such a measure into GDP?

 * What are the effects of light pollution on wildlife?

 * Which habitats and species might we lose completely in the UK because of climate change?

 * What hedgerow structure and management produce the greatest wildlife benefits?

 * How can flood control be assisted by habitat management and what are the impacts on biodiversity?

The issue of chemicals in the enviroment is an intyeresting one too (e.g. the high levels of Ibuprofen in river waters, affecting the physiology of marine animals).

The full article outlining ecological questions can be found here - it is free access -

If that link doesn't work it is in the August 2006 issue of the Journal of Applied Ecology.

Jimbobalina2005 17:31, 2 September 2006 (UTC)

title: Portal talk:Life Sciences


text:
Topic talk:Applied mathematics

Pure vs. applied mathematics
I was bold and moved this to applied mathematics. I think we should create a pure math too. --HappyCamper 02:15, 20 August 2006 (UTC)

 * I don't think we should have two separate maths such that you are suggesting (pure/applied). With this you would then need more to cover actuarial, financial (if no where else), combinatorics & optimization, statistics. This would put too many departments under the physical sciences faculty (faculty?) Perhaps have math move into it's own faculty, so that it can have 5 departments, act, c&o, amath, pmath, stats. --Tastymangojuice 16:55, 20 August 2006 (UTC)

 * Why not make a math faculty then? Those topics need to be covered anyway I think. Actually, I was thinking of making something for an beginners applied calculus course. That way, at least we have something here to start with. --HappyCamper 20:03, 20 August 2006 (UTC)

 * Should I just create the faculty by myself? That would mean moving this department to that faculty. Or should I wait for more people to join this discussion? Beginners applied calculus would be apart of the applied math department, which would be apart of the math faculty. Do you intend to have this course deal with university level calculus or high school level? (or pre-calculus - i.e. Limits) --Tastymangojuice 00:20, 20 August 2006 (UTC)

No more need for this discussion.

title: Topic talk:Applied mathematics


text:
Portal talk:Particle physics

Question
- Sorry, I'm new to this, but is the photo up there really appropriate? I'd fix it myself (in true wiki-spirit), but I came here actually looking for some help with a physics problem from my homework on electron drift speed and found Tux? or a Penguin at any rate.
 * It sounds like you might be the Wikiversity editor who knows the most about particle physics. If you can suggest a better image, go for it. --JWSchmidt 21:41, 13 October 2006 (UTC)

Mathematical grounding
Might I raise the point of a student's schooling in mathematics? One thing I have noticed as a student is that there tends to be a split in approaches with regards to teaching physical theory - one assumes a prior knowledge of groups, sets, topology and so on. In my experience most texts on mathematical physics are written in this way. The other way - the way my university teaches - works everything out from first principles from a largely ad-hoc, algebraic perspective. This is just as well, because British students are no longer taught any of the aforementioned mathematical topics - the upshot of which is that many American textbooks and indeed many pages on wikipedia are incomprehensible. Worth bearing in mind. Sojourner001 19:53, 20 August 2006 (UTC)

Heeeeeeeeeeeere goes nothing!
Well I added a ton of red links. Is this the "proper" way to do it? Or should "introductory physics" have a sub-page for its lessons? I really don't know what's right. I just threw it out there so we can start working on it. I'm picturing introductory physics to be an algebra-based introduction to more advanced physics, much like a high-school physics course in the USA. We can also integrate (pun, ha ha) calc-based physics into this, or maybe do a seperate course like "calculus-based physics." --The Winged Self 03:55, 21 August 2006 (UTC)
 * Might as well - at least now there's a structure. What I'd suggest is bullet-pointing the salient facts about each topic in its talk page before writing a big long spiel - that way we can ensure everything is there, correct and in a logical order, to save the possibility of wasting time on a class script that's inaccurate or confusing. Physics can of course be condensed down into little more than equations for those of us who understand it, but presenting facts and presenting a means of learning and understanding those facts are very different things.Sojourner001 10:24, 21 August 2006 (UTC)

School:Physics
There is now School:Physics. Originally suggested at Wikibooks was School of Physics and Astronomy, but we already have School:Astronomy. Please coordinate with Portal:Physics and Astronomy. The page Topic:Physics should be renamed/moved to a department of the School of Physics such as Topic:Particle physics. --JWSchmidt 04:00, 26 August 2006 (UTC)
 * I changed the page to a more specific topic as part of the School of Physics. --JWSchmidt 02:26, 4 September 2006 (UTC)

buggy page moved
/Hello/ --Remi 01:23, 27 November 2007 (UTC)

Reflection
Hello guys, I want to share this message with you: We should understand that life connect with the smaller parts of space because when we see, we can see infinite smaller points that form our vision and our consciousness, both properties of life in almost every living being. And every part of the space have an absolute union with each other, so only can be moved by life, so every particle is a god particle! --Javier José Moreno Tovar18 (discuss • contribs) 14:08, 8 June 2016 (UTC)

title: Portal talk:Particle physics


text:
School talk:Plant sciences

Getting Aquainted
What is up, SBJohnny? What was your motivation to start this school? What do you hope it will achieve? Take a look at my learning goals for the Medicinal Plant section.

 * I just love to learn and teach about plants, though I'm more on the practical side than the academic side. So I'm hoping to get some knowledgeable people involved to set up learning projects here, GFDL textbooks on wikibooks, and maybe get involved in organizing the botany-related topics on WP.
 * The thing I'd really like to get rolling is the Bloom clock project... I'm going to talk to a few professors at local schools to see if it could be incorporated into class projects. --SB_Johnny | talk 10:27, 12 October 2006 (UTC)

My Interests focus on Applied Ecology of plants native to the Midwestern United States. While the Bloom clock is a great idea, I'm more interested in plant emergence, growth, and dormancy for ecohydrological rain garden models. The specificity of plant locations and environment (eg. full sun, SE facing slope, in Sandy Loam, soil moist) can greatly increase data value.

I mention this because of my frustration with ecological accounts of transpiration rates that neglect to comment on the local weather (temperature, wind, humidity, and solar radiation),the depth to water table, surface soil moisture and soil texture. If ones data set is as large and long term as Henry Thoreau's other people are motivated to correlate other evidence to fill in such details. Inter-regional and inter-annual comparisons become valid more quickly with such details.

This is a request not a criticism. If I settle into a long term home, I’d like to contribute to Bloom Clock. Perhaps it can extend to clock other growth events. At this point I could create a regional botany topic, under Botany, then contribute a complete list of Minnesota's vascular plants with links to the USDA Plants database and additional traits from literature. It seems inappropriate for me to be so specific at a global wikiversity.BrianAsh 02:19, 8 January 2008 (UTC)

Potential student
I'm probably too busy to be useful now, but come January, if you're looking for a student, I'm very interested in botany, but have very little biological background at all, and I'd gladly sign up to learn stuff. I'm more interested in the "Plantlore" aspect of things than the chemical aspect of things, FYI. The Jade Knight 07:10, 12 October 2006 (UTC)
 * I like he folklore stuff too, though I'm actually even more interested in common names and where they come from. --SB_Johnny | talk 10:27, 12 October 2006 (UTC)

Pomology
Can I creat here a topic based on pomology/fruit production or it would be better under School of Agriculture?--Juan 13:11, 3 December 2006 (UTC)

Such would definately fit in the school of agriculture, if Wikiversity had one. Since agriculture traditionally focuses on fruit grown for human consumption, a discussion under plant sciences may make sense if human consumption is decidedly not your focus. Even in such case one should link with agriculture when it appears. BrianAsh 01:32, 8 January 2008 (UTC)

Relational Tree of Phytological Interest
Plant sciences Botany          --Plants for plants sake Plant Taxonomy  (Though Taxa are not limited to plants) Etnobotany Regional Botany Plant Physiology Agriculture       --for human consumption (culture is not limited to plants) Aquaculture Farming Horticulture Pomology Silviculture Natural Resources -- For Ecosystems managment Forestry Wilderness Preservation Ecology Also closely related: Applied Ecology Bioengineering Phytoremediation Ecohydrology Microclimatology Biospherics Biosystems Engineering

Within the school of plant sciences there are different focusses one can take Plants for there own sake         --phytology Plants as components of ecosystems --ecohydrology Plants for human consumption      --agriculture Human use of plants               --ethno botany Plants as tools for engineering   --Applied ecology FREELY EDIT THE ABOVE. These organizational ideas. Botany is a subset of Plant Sciences because while auto-ecological studies may qualify as part of the botanical description for a plant, many interactive ecological phenomena do not. BrianAsh 03:05, 8 January 2008 (UTC)

title: School talk:Plant sciences


text:
User:Ade1982~enwikiversity

Hi, I am Adrian and I have finally decided to give myself a home page!

I am Welsh, from a town called Merthyr Tydfil and have been around for 24 years. I currently hold two Masters degrees in Computer Science - one being an Master of Engineering from the University of Wales, Swansea, and also I am completing a Master of Philosophy at the University of Manchester, where I am currently a student. My thesis is concerned with real-time systems and developing techniques for their compositional model checking.

Currently, an advisor in the school of Computer Science.

title: User:Ade1982~enwikiversity


text:
Portal:Engineering and Technology

ja:Portal:工学と技術

title: Portal:Engineering and Technology


text:
User:Oskar Sigvardsson

Hi there, everyone, my name is Oskar Sigvardsson! I have a wikipedia account at w:User:Oskar Sigvardsson.

I've just joined the project and I am interested in helping out, both as a trial student and as an advisor/teacher/what ever it's called.

Currently, I'm interested in the computer science school.

title: User:Oskar Sigvardsson


text:
User talk:Professor chaos~enwikiversity

Welcome to Wikiversity. I hope your username does not become a problem. See: Username. --JWSchmidt 18:59, 19 August 2006 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Professor chaos. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Professor chaos~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 23:48, 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) 06:18, 19 April 2015 (UTC)

title: User talk:Professor chaos~enwikiversity


text:
User:TkdApe

Pretty new to editing, but looking forward to learning by doing here at Wikiversity! Oh yeah, TkdApe stands for Tae Kwon-Do Ape, concatenating my two favourite things, martial arts and simians. tkd.ape@googlemail.com

title: User:TkdApe


text:
Talk:Hello, world!

This is only a modest introduction, and I look forward to seeing some incredible content which is sure to come from every part of the world very soon. --jlguinn 01:43, 19 August 2006 (UTC)

Todo: Hyperlink the languages and platforms to existing Wiki articles

This page already exists on wikipedia: List_of_hello_world_programs It's not very educational, just interesting for people who are curious.
 * "Create a Hello, world! program in a language not listed above, then edit this page and add it to the collection." <-- this may not seem "very educational" but it is a traditional way for people to start learning a programming language. --JWSchmidt 23:11, 27 September 2006 (UTC)

Request for deletion
''This page was proposed for deletion on September 27, 2006. The result of the discussion was keep.''

This page already exists on wikipedia: List_of_hello_world_programs -- DouglasHolton 22:53, 27 September 2006 (UTC)
 * The Wikipedia page and the Wikiversity page are similar, but they do not have exactly the same content. The Wikiversity page seems to have educational value and will probably become increasingly unique and integrated with Wikiversity pages that will deal with learning various programming languages. It seems to me that it would be disruptive to delete this page. --JWSchmidt 23:05, 27 September 2006 (UTC)
 * Keep: Hello, World! programs are programs for learning, right? This page will probably be a jump-off to those materials later, and it's good to have an explanation about what it is. --SB_Johnny | talk 00:45, 28 September 2006 (UTC)
 * Keep it, for the reasons above. This is a learning experience, not an encyclopedia article.--  digital  _  me   02:18, 28 September 2006 (UTC)
 * Keep - this page serves an important purpose as a reference for various programming courses on Wikiversity. --Draicone (talk) 02:30, 28 September 2006 (UTC)

keep this !!

kept, clear discussion outcome -- sebmol ? 23:23, 2 October 2006 (UTC)

Shebangs...
Why a shebang on the Python version when there are none on, for instance, Perl and Ruby? 213.237.93.201 17:11, 4 October 2006 (UTC)
 * No idea. I've gone ahead and removed them.--  digital  _  me   21:50, 4 October 2006 (UTC)
 * Hey, yeah you need the Shebang to make it work. I've already linked to the Perl Hello, World! from Topic:Perl and added the #! shebang line. Please leave it on there if you don't mind. :) CQ 22:15, 10 October 2006 (UTC)
 * You only need the shebang if you're running it from the command line like "bash$ script.py" instead of "bash$ python script.py".-- digital  _  me   02:15, 11 October 2006 (UTC)

missing python line
On the python example of Hello World it says that the first line is optional and only needed if you want to invoke the interpreter automatically. What first line? Someone's removed it without regard to the explanation below it. The only line is print "hello world". BillK oct 10, 2006
 * It's called a "shebang", and it looks like "#!/bin/python". Basicly, it tells your shell that you can find the program it's supposed to use to execute the script at the path given after the "#!".  See my above comment for more info.--  digital  _  me   02:16, 11 October 2006 (UTC)

Language standards?
I've noticed that C++ has two hello world programs, and the second one is obviously not standard C++. Main has a void return type when it should be int. The #include  is not standard, there should be no .h when including standard libraries, and for some reason Borland's implementation of iostream.h puts 'cout' and 'endl' in the global namespace instead of the 'std' namespace. So, while Borland allows non-standard C++, as do many compilers, this page is about languages and I think we should only have standard language examples. Is there any reason not to? --Poleary 21:15, 8 November 2006 (UTC)

I added a new language
I was bored, so I used startingpage.com to find a new programming language. The language I found is called "Alef++". More info @ alefpp.sourceforge.net.--Lawlolawland 01:11, 16 December 2010 (UTC)

Guidance on selecting a programming environment.
This can become a more useful instructional tutorial if guidance on selecting an simple programming environment can be provided for each example, and enough guidance is provided so that the student can actually compile and run each example program. It will also be helpful if this can be used as a short overview of several (popular) languages to assist a novice programmer in selecting a programming language, and beginning to understand how various languages differ. --Lbeaumont (discuss • contribs) 13:50, 12 August 2017 (UTC)

 * What you are suggesting already exists in Computer Programming. -- Dave Braunschweig (discuss • contribs) 19:50, 12 August 2017 (UTC)

title: Talk:Hello, world!


text:
User talk:Smithgrrl

Hi Smithgrrl - I see you changed your name! (That was quick.) Anyway, welcome to Wikiversity - if you're familiar with other wikis (you kinda seem to be), you'll know your way around - if not, please see the help pages or ask me a question on my talk page. Also feel free to ask anything about Wikiversity - what it is, what you can do etc. So, what's your field of interest here? Cormaggio 19:34, 19 August 2006 (UTC)
 * Whew! That's quite a list (and will certainly keep you busy)! I've seen some of your comments around too - I also that Wikiversity can become a truly radical force in education - let's see what happens... Cormaggio 19:47, 19 August 2006 (UTC)

thanks
Thanks for being so reasonable about the username. --JWSchmidt 19:49, 19 August 2006 (UTC)
 * "sf writer"....I am a fan of SF. I wonder if you have ever seen this wiki. --JWSchmidt 21:52, 19 August 2006 (UTC)

Welcome Aboard!
Make sure you put your name under the participants section. Wouldn't want anyone to go about uncredited! I hope we can do some great work here! ~ATrivedi

Theory
"maybe want a pedagogical theory/ies section or sub-section?" <-- Maybe the Category:Learning theory category could hold a page to discuss pedagogical theory. --JWSchmidt 06:00, 21 August 2006 (UTC)

"it's actually quite difficult for most of us to think outside the box of our own intellectual formation. anyway, i surely hope we can do it" <-- Could you take a look at Portal:Education and Review board? I think Wikiversity needs a way of getting the most out of participants who have expert knowledge. We need to do it the "wiki way", not the in the conventional university way. I think that means "getting the most out of participants who have expert knowledge" has to be built on a community recognition process. I think Wikipedia participants will notice helpful people and through a public process recognize them and mark them for for what they are. If Wikiversity is going to move beyond the limitations of NPOV and NOR I think we will need a new type of "functionary" that has never previously existed within a Wikimedia Foundation project. At Wikiversity we changed "administrators" to "custodians" in order to emphasize the fact that they provide a needed service to the community and do not "rule over" the community. I'm thinking we could do the same with "referee". --JWSchmidt 02:21, 30 August 2006 (UTC)

what to do
"the general plan for wikiversity is very bold and ambitious" <-- The Wikiversity community is still adjusting to the reality of wiki technology. Most people who have shown interest in Wikiversity are attracted by the idea of free education. Most of these folks have only ever known conventional bricks-and-mortar education (and its "fork" in the form of conventional online courses) and they have not thought about the power of wiki to revolutionize online learning. The Wikimedia Foundation Board of Trustees does know the vast potential of wiki technology and that is why they launched this project. The approved Wikiversity project proposal has three parts. The "learning materials" part is rather conventional. The "learning projects" part is the core of the proposal and once people understand its potential Wikiversity will hit its stride. The third part of the proposal is the need to develop policy to support original research at Wikiversity. That is a major task for the community in the next few months.

"let me know what you want me to do: <-- based on the comments you have been posting I can tell that you "instinctively" know the potential of Wikiversity as a place to create a new kind of learning environment. I think we need to turn students loose within Wikiversity and provide them with a supportive environment where they are free to explore what they find most intellectually stimulating. If you have any renegade students who could prosper in this new playground send them on over.

"i can help write content on any of these pages, if you want. i can certainly mentor students in the humanities when they come along, and i can mentor teachers too" <-- I think we need to create a few "proof of concept" learning projects that will attract as many participants as possible. What we need is a system that invites new participants to list the topics that they want to explore. As soon as we see trends we need to create innovative activities that will engage these students.--JWSchmidt 03:46, 30 August 2006 (UTC)

"a war learning project, in which all wikians are invited to engage in collaborative research articles, creative work, cyber round table discussions and the like about the history of war as a cultural practice and relate that research to the current wars going on throughout the world." <-- Great idea! I'll start War.

"does Wikiversity have a MySpace?" <-- Good idea; new myspace account for Wikiversity.--JWSchmidt 06:38, 30 August 2006 (UTC)

thanks
Thanks for your help at Wikiversity translations. --JWSchmidt 03:11, 7 September 2006 (UTC)
 * Thanks again! --JWSchmidt 02:57, 28 September 2006 (UTC)

Re: New Directions
Go forth and conquer! ~ATrivedi

War and whatnot
Hi there, if you are still interested in war studies I'm putting together the School of Strategic Studies and would love if you'd drop by.--Dnjkirk 16:24, 28 October 2006 (UTC)

Welcome back
Hi Smithgrrl - I just saw your edits to Introduction to Critical Pedagogy - welcome back. :-) This is a field dear to my heart - and I would like to be having more discussion about actual pedagogy on Wikiversity. Could we perhaps develop this page and use it as part of an inter-Wikiversity learning project about methods, forms and styles of education? What do you think? Cormaggio talk 09:37, 14 September 2007 (UTC)

title: User talk:Smithgrrl


text:
User talk:Oskar Sigvardsson

Greetings Oskar - good to have you around! Whatever you have to contribute to the computer science fields of Wikiversity would be wonderful - or if you want to set up specific learning communties around your interests, that would also be fantastic. I'm not sure how long it will be before we have really great resources you can use as a self-student (if that's what you were interested in), but that's what we're doing at the moment! Welcome aboard :-) Cormaggio 19:39, 19 August 2006 (UTC)

title: User talk:Oskar Sigvardsson


text:
User:Lcarsdata

See me on the Wikimedia Commons, where I am an admin.

title: User:Lcarsdata


text: File:Edit toolbar.png

title: File:Edit toolbar.png


text: Template:GFDL-self

title: Template:GFDL-self


text:
User:Smithgrrl

Smithgrrl is an avant garde sf writer, poet, sometime performer, and college teacher living in Southern California. She is a published scholar on 18th century literature, women's lit, feminist sf, and the writers Friedrich Schiller and Peter Handke.

title: User:Smithgrrl


text:
Computer Animation/3D Theater

Potentially useful links for starters (not intending to suggest any particular affiliations).
 * http://www.ogre3d.org/
 * http://www.thedarkmod.com

title: Computer Animation/3D Theater


text: Portal:Analytical chemistry

title: Portal:Analytical chemistry


text:
User:Javier Carro

 * outdated link
 * /Playground

de:Benutzer:Javier Carro es:Usuario:Javier Carro

title: User:Javier Carro


text:
User:Javier Carro/Test Quiz

 * 1) How much is 2+2?
 * 1
 * 2
 * 3
 * 4
 * 1) In which continent is Leipzig?
 * 2) *Europe
 * 3) *Germany
 * 4) *Asia
 * 5) *America
 * 6) In which year did the Second World War finished?
 * 7) *1034
 * 8) *1987
 * 9) *1945
 * 10) *1942
 * 4
 * 1) Europe
 * 2) 1945

title: User:Javier Carro/Test Quiz


text:
Wikiversity:Probationary custodians

Probationary custodians
When probationary custodians have a mentor, they will be listed on this page, starting their one month probationary period. If the mentor is satisfied with the performance of the probationary custodian, members of the community will be able to participate in a comment period at the end of the month-long probation period.

How does one become a probationary custodian?
If you are still interested in custodianship, here is the process it takes:

What is a mentor?
A mentor is someone who is verified by the community to be trusted to use custodian privileges. Their duty as a mentor is to watch over their probationary custodian. By being a mentor, their admin rights are symbolically shared with their mentored probationary custodian, and all actions of the probationary custodian are considered as part of the actions of the mentor. The mentor is responsible for each of the admin actions and can reverse them at will without discussion as if they were their own.

Terminating probationary custodianship
A probationary custodianship comes from the idea of probation. As such, probationary custodians are not given free reign to do whatever they want. If a probationary custodian is seen to be in gross violation of community standards, then they may be terminated at any time by their mentor or after a 5 day discussion held by the community on if the probationary custodian has consensus to continue on probation.

Like custodianship, probationary custodianship is a duty and not a right. They serve only as long as the community has trust in their abilities to use the privileges appropriately. Since they have not been elected, they are cautioned to not make any decision that may be deemed controversial or disruptive. They are given the administrative privileges so that they can learn how to use them, not to use them freely and whenever they want.

Reading list
New custodians should become familiar with Category:Wikiversity policy and Category:Wikiversity administration. They should also consider participating in How to be a Wikimedia sysop, although this is optional.

title: Wikiversity:Probationary custodians


text:
User:Javier Carro/monobook.js

/************     Módulo wQuiz     **************/ //Versión 1.0, 18 de marzo de 2006 //w:Usuario:Comae/monobook.js //Verificado en Opera 8.5, IE 6, Firefox 1.5

var wQuizAnswers=null, wQuizQuestions=null, wQuizQuestion=new Array, wQuizAnswer=new Array, wQuizPts;

function wQuizGetSelected(o){ for(i=0;i<o.length;i++) if(o[i].checked) return(i); return(-1); } function wQuizOnResult(f){ var i=0, j=0, p1, p2; wQuizPts=0; p1=f.firstChild; do{ if(p1.nodeName!='FIELDSET') continue; p2=p1.firstChild.nextSibling.nextSibling.firstChild; do{ if(p2.nodeName!='INPUT') continue; if(p2.checked) wQuizCount(i,j); j++; }while(null!=(p2=p2.nextSibling)); j=0; i++; }while(null!=(p1=p1.nextSibling)); alert("Has obtenido "+wQuizPts+" en esta prueba."); }

function wQuizCount(i,j){ if(wQuizQuestion[i][j]==wQuizAnswer[i]) wQuizPts++; }

function wQuizGetItems(ident){ if(document.getElementById(ident)!==null){ var tmp=document.getElementById(ident).firstChild; if(tmp.nodeName!='OL'){//Para !=IE tmp=tmp.nextSibling; }		return(tmp); }else{return(null);} }

function wQuiz { if (document.getElementById && document.createElement) {	var wQuizQuestions=wQuizGetItems('wquiz'); var wQuizAnswers=wQuizGetItems('wQuizAnswers'); if (!(null==wQuizQuestions || null==wQuizAnswers)) {		var a=wQuizCreate(wQuizQuestions, wQuizAnswers); if(a!=0) wQuizQuestions.parentNode.innerHTML=a; } } }

function wQuizCreate(questions, answers) {	var txt=' ', ptr, lista, i=0, j;	ptr=questions.firstChild; do {		if(ptr.nodeName!='LI') continue; txt+=' Pregunta nº'+(i+1)+' '+ptr.firstChild.data+"\n "; lista=ptr.getElementsByTagName('LI'); wQuizQuestion[i]=new Array; for(j=0;j'+lista[j].firstChild.data+' \n'; wQuizQuestion[i][j]=lista[j].firstChild.data; }		i++; txt+=' '; }while(null!==(ptr=ptr.nextSibling)) var i=0; ptr=answers.firstChild; do {		if(ptr.nodeName!='LI') continue; wQuizAnswer[i++]=ptr.firstChild.data; }while(null!==(ptr=ptr.nextSibling))

return(txt+'Finalizar la prueba '); }

/************    Fin módulo wQuiz    **************/

/***********        Motor de módulos          ***********/ /* Éste es el que pone en marcha los módulos. /* No debes cambiar esta parte NUNCA. /* Para configurar tus módulos, vete a la sección del /* final, donde pone "Configuración de módulos". /*********************************************************/ var plugin=new Array;

function pluginRun { //Cargar todos los plugins for (i=0;i<'+'/script>'); } window.onload = pluginRun;

/****************** Configuración de módulos ******************/ /* Si quieres desactivar temporalmente un módulo, basta con /* agregar dos barras "//" al principio de las líneas en las /* que aparezca. /**************************************************************/ //Activar plugins pluginLoad(wQuiz);

title: User:Javier Carro/monobook.js


text:
User:Digitalme/godmode-light.js

//  // - // God-like Monobook skin // (c) 2005 Sam Hocevar  // $Id: godmode-light.js 1029 2006-01-09 11:05:19Z sam $ // - // - // Language support, taken from phase3/languages/ * // - var rollbacklink = 'rollback'; var cantrollback = 'Cannot revert edit; last contributor is only author of this page.'; var alreadyrolled = 'Cannot rollback last edit of $1 by $2 (Talk); someone else has edited or rolled back the page already. Last edit was by $3 (Talk). '; var revertpage = 'Reverted edits by $2 (talk) to last version by $1.'; // - // XMLHttpRequest support // - if (document.implementation.createDocument) { var gml_xmlparser = new DOMParser; } function gml_XMLParse(string) { if (document.implementation.createDocument) { return gml_xmlparser.parseFromString(string, "text/xml"); } else if (window.ActiveXObject) { var gml_xmldoc = new ActiveXObject("Microsoft.XMLDOM"); gml_xmldoc.async = "false"; ret = gml_xmldoc.loadXML(string); if (!ret) return null; return gml_xmldoc.documentElement; }  return null; } var gml_xmlhttp; function HTTPClient { var gml_http; if(window.XMLHttpRequest) { gml_http = new XMLHttpRequest; } else if (window.ActiveXObject) { try { gml_http = new ActiveXObject("Msxml2.XMLHTTP"); } catch (e) { try { gml_http = new ActiveXObject("Microsoft.XMLHTTP"); } catch (E) { gml_http = false; }    }   }   return gml_http; } // - // MD5 hash calculator // - // Version 2.1 Copyright (C) Paul Johnston 1999 - 2002. // Other contributors: Greg Holt, Andrew Kepert, Ydnar, Lostinet // Distributed under the BSD License // See http://pajhome.org.uk/crypt/md5 for more info. // - var hexcase = 0; var b64pad = ""; var chrsz  = 8; function hex_md5(s){ return binl2hex(core_md5(str2binl(s), s.length * chrsz));} function core_md5(x, len) {  x[len >> 5] |= 0x80 << ((len) % 32); x[(((len + 64) >>> 9) << 4) + 14] = len; var a = 1732584193; var b = -271733879; var c = -1732584194; var d = 271733878; for(var i = 0; i < x.length; i += 16) {    var olda = a;     var oldb = b;     var oldc = c;     var oldd = d;     a = md5_ff(a, b, c, d, x[i+ 0], 7, -680876936); d = md5_ff(d, a, b, c, x[i+ 1], 12, -389564586); c = md5_ff(c, d, a, b, x[i+ 2], 17,  606105819); b = md5_ff(b, c, d, a, x[i+ 3], 22, -1044525330); a = md5_ff(a, b, c, d, x[i+ 4], 7 , -176418897); d = md5_ff(d, a, b, c, x[i+ 5], 12,  1200080426); c = md5_ff(c, d, a, b, x[i+ 6], 17, -1473231341); b = md5_ff(b, c, d, a, x[i+ 7], 22, -45705983); a = md5_ff(a, b, c, d, x[i+ 8], 7 ,  1770035416); d = md5_ff(d, a, b, c, x[i+ 9], 12, -1958414417); c = md5_ff(c, d, a, b, x[i+10], 17, -42063); b = md5_ff(b, c, d, a, x[i+11], 22, -1990404162); a = md5_ff(a, b, c, d, x[i+12], 7 ,  1804603682); d = md5_ff(d, a, b, c, x[i+13], 12, -40341101); c = md5_ff(c, d, a, b, x[i+14], 17, -1502002290); b = md5_ff(b, c, d, a, x[i+15], 22,  1236535329); a = md5_gg(a, b, c, d, x[i+ 1], 5, -165796510); d = md5_gg(d, a, b, c, x[i+ 6], 9 , -1069501632); c = md5_gg(c, d, a, b, x[i+11], 14, 643717713); b = md5_gg(b, c, d, a, x[i+ 0], 20, -373897302); a = md5_gg(a, b, c, d, x[i+ 5], 5 , -701558691); d = md5_gg(d, a, b, c, x[i+10], 9 ,  38016083); c = md5_gg(c, d, a, b, x[i+15], 14, -660478335); b = md5_gg(b, c, d, a, x[i+ 4], 20, -405537848); a = md5_gg(a, b, c, d, x[i+ 9], 5 ,  568446438); d = md5_gg(d, a, b, c, x[i+14], 9 , -1019803690); c = md5_gg(c, d, a, b, x[i+ 3], 14, -187363961); b = md5_gg(b, c, d, a, x[i+ 8], 20,  1163531501); a = md5_gg(a, b, c, d, x[i+13], 5 , -1444681467); d = md5_gg(d, a, b, c, x[i+ 2], 9 , -51403784); c = md5_gg(c, d, a, b, x[i+ 7], 14,  1735328473); b = md5_gg(b, c, d, a, x[i+12], 20, -1926607734); a = md5_hh(a, b, c, d, x[i+ 5], 4, -378558); d = md5_hh(d, a, b, c, x[i+ 8], 11, -2022574463); c = md5_hh(c, d, a, b, x[i+11], 16, 1839030562); b = md5_hh(b, c, d, a, x[i+14], 23, -35309556); a = md5_hh(a, b, c, d, x[i+ 1], 4 , -1530992060); d = md5_hh(d, a, b, c, x[i+ 4], 11,  1272893353); c = md5_hh(c, d, a, b, x[i+ 7], 16, -155497632); b = md5_hh(b, c, d, a, x[i+10], 23, -1094730640); a = md5_hh(a, b, c, d, x[i+13], 4 ,  681279174); d = md5_hh(d, a, b, c, x[i+ 0], 11, -358537222); c = md5_hh(c, d, a, b, x[i+ 3], 16, -722521979); b = md5_hh(b, c, d, a, x[i+ 6], 23,  76029189); a = md5_hh(a, b, c, d, x[i+ 9], 4 , -640364487); d = md5_hh(d, a, b, c, x[i+12], 11, -421815835); c = md5_hh(c, d, a, b, x[i+15], 16,  530742520); b = md5_hh(b, c, d, a, x[i+ 2], 23, -995338651); a = md5_ii(a, b, c, d, x[i+ 0], 6, -198630844); d = md5_ii(d, a, b, c, x[i+ 7], 10, 1126891415); c = md5_ii(c, d, a, b, x[i+14], 15, -1416354905); b = md5_ii(b, c, d, a, x[i+ 5], 21, -57434055); a = md5_ii(a, b, c, d, x[i+12], 6 ,  1700485571); d = md5_ii(d, a, b, c, x[i+ 3], 10, -1894986606); c = md5_ii(c, d, a, b, x[i+10], 15, -1051523); b = md5_ii(b, c, d, a, x[i+ 1], 21, -2054922799); a = md5_ii(a, b, c, d, x[i+ 8], 6 ,  1873313359); d = md5_ii(d, a, b, c, x[i+15], 10, -30611744); c = md5_ii(c, d, a, b, x[i+ 6], 15, -1560198380); b = md5_ii(b, c, d, a, x[i+13], 21,  1309151649); a = md5_ii(a, b, c, d, x[i+ 4], 6 , -145523070); d = md5_ii(d, a, b, c, x[i+11], 10, -1120210379); c = md5_ii(c, d, a, b, x[i+ 2], 15,  718787259); b = md5_ii(b, c, d, a, x[i+ 9], 21, -343485551); a = safe_add(a, olda); b = safe_add(b, oldb); c = safe_add(c, oldc); d = safe_add(d, oldd); }  return Array(a, b, c, d); } function md5_cmn(q, a, b, x, s, t) { return safe_add(bit_rol(safe_add(safe_add(a, q), safe_add(x, t)), s),b); } function md5_ff(a, b, c, d, x, s, t) { return md5_cmn((b & c) | ((~b) & d), a, b, x, s, t); } function md5_gg(a, b, c, d, x, s, t) { return md5_cmn((b & d) | (c & (~d)), a, b, x, s, t); } function md5_hh(a, b, c, d, x, s, t) { return md5_cmn(b ^ c ^ d, a, b, x, s, t); } function md5_ii(a, b, c, d, x, s, t) { return md5_cmn(c ^ (b | (~d)), a, b, x, s, t); } function safe_add(x, y) { var lsw = (x & 0xFFFF) + (y & 0xFFFF); var msw = (x >> 16) + (y >> 16) + (lsw >> 16); return (msw << 16) | (lsw & 0xFFFF); } function bit_rol(num, cnt) {  return (num << cnt) | (num >>> (32 - cnt)); } function str2binl(str) {  var bin = Array; var mask = (1 << chrsz) - 1; for(var i = 0; i < str.length * chrsz; i += chrsz) bin[i>>5] |= (str.charCodeAt(i / chrsz) & mask) << (i%32); return bin; } function binl2hex(binarray) {  var hex_tab = hexcase ? "0123456789ABCDEF" : "0123456789abcdef"; var str = ""; for(var i = 0; i < binarray.length * 4; i++) {    str += hex_tab.charAt((binarray[i>>2] >> ((i%4)*8+4)) & 0xF) + hex_tab.charAt((binarray[i>>2] >> ((i%4)*8 )) & 0xF); }  return str; } // - // Our nice Revert functions // - var gml_vandal, gml_editor, gml_url; function PerformRevert { var l, token = '', revert = false; // Look for '&fakeaction=rollback' in URL gml_url = location.pathname; l = location.search.substring(1).split('&'); for (i = 0; i < l.length; i++) { var n = l[i].indexOf('='); var name = l[i].substring(0, n); if (name == 'fakeaction') { if (l[i].substring(n + 1) == 'rollback') revert = true; } else if (name == 'vandal') { gml_vandal = unescape(l[i].substring(n + 1)); } else if (name == 'token') { token = unescape(l[i].substring(n + 1)); } else if (name == 'title') { gml_url += '?' + l[i]; }  }   if (!revert) return; document.getElementById('bodyContent').innerHTML = 'Please wait, reverting edits by ' + gml_vandal + '...'; // Avoid XSS kiddies by using a special token if (token == '' || token != hex_md5(gml_url + gml_vandal + document.cookie)) { document.getElementById('bodyContent').innerHTML += ' Bad authentication token!'; return; }  gml_xmlhttp = HTTPClient; if (!gml_xmlhttp) return; history_url = gml_url + '&action=history&limit=50'; document.getElementById('bodyContent').innerHTML += ' Getting article history (' + history_url + ')...'; gml_xmlhttp.open("GET", history_url, true); gml_xmlhttp.onreadystatechange = RevertStepTwo; gml_xmlhttp.send(null); } function RevertStepTwo { if (gml_xmlhttp.readyState != 4) return; var l;  var oldid; // Get the vandal and new editor names gml_vandal = gml_vandal.replace(/_/g, ' '); gml_editor = ''; // Hack for a MediaWiki bug xml = gml_xmlhttp.responseText.replace(//, ''); doc = gml_XMLParse(xml); if (!doc || !doc.getElementById('pagehistory')) { document.getElementById('bodyContent').innerHTML += ' Failed to parse XML data returned by the server.'; document.getElementById('bodyContent').innerHTML += ' Hint: try to disable both "Enable section editing by right-clicking on section titles (JavaScript)" and "Edit pages on double click (JavaScript)" in your editing preferences until a proper fix is found.'; document.getElementById('bodyContent').innerHTML += ' Dump of the unparseable page : ' + xml.replace(/&/g, '&').replace(//g, '>'); return; }  l = doc.getElementById('pagehistory').getElementsByTagName('li'); //l = doc.selectSingleNode('//*[@id="pagehistory"]').getElementsByTagName('li'); for (i = 0; i < l.length; i++) { var name = l[i].getElementsByTagName('span')[0].getElementsByTagName('a')[0].innerHTML.replace(/_/g, ' '); if (i == 0 && name != gml_vandal) { document.getElementById('bodyContent').innerHTML += ' Error: Last editor is ' + name + ', not ' + gml_vandal + '!'; return; } else if (i > 0 && name != gml_vandal) { oldid = l[i].getElementsByTagName('input')[0].value; gml_editor = name; break; }  }   if (gml_editor == '') { document.getElementById('bodyContent').innerHTML += ' Error: ' + gml_vandal + ' is the only editor!'; return; }  gml_xmlhttp = HTTPClient; if (!gml_xmlhttp) return; document.getElementById('bodyContent').innerHTML += ' Getting article edit form (GET' + gml_url + '&action=edit&oldid=' + oldid + ')...'; gml_xmlhttp.open('GET', gml_url + '&action=edit&oldid=' + oldid, true); gml_xmlhttp.onreadystatechange = RevertStepThree; gml_xmlhttp.send(null); } function RevertStepThree { if (gml_xmlhttp.readyState != 4) return var form, newform, l;  // Insert the downloaded form in our current page, using // only hidden form inputs. doc = gml_XMLParse(gml_xmlhttp.responseText); form = doc.getElementById('editform'); newform = document.createElement('form'); l = form.getElementsByTagName('textarea'); for (i = l.length; i--; ) { var t = document.createElement('input'); t.type = 'hidden'; t.name = l[i].name; t.value = l[i].value; newform.appendChild(t); }  l = form.getElementsByTagName('input'); for (i = l.length; i--; ) { if (l[i].name == 'wpSummary') { l[i].value = revertpage.replace(/\$1/g, gml_editor).replace(/\$2/g, gml_vandal); } else if (l[i].name == 'wpMinoredit') { l[i].value = '1'; } else if (l[i].name == 'wpWatchthis') { if (!l[i].checked) continue; // Donâ��t touch the "watch" status l[i].value = "on"; } else if (l[i].name == 'wpPreview') { continue; } else if (l[i].name == 'wpDiff') { continue; }    l[i].type = 'hidden'; newform.appendChild(l[i]); }  newform.name = form.name; newform.method = form.method; newform.id = form.id; newform.action = form.action; document.getElementById('bodyContent').innerHTML += ' Submitting form...'; document.getElementById('bodyContent').appendChild(newform); // Submit the form newform.submit; } // - // Add revert buttons to the page // - function AddRevertButtons { var l, article = '', vandal; // Add 'revert' links to a diff page l = document.getElementById('bodyContent').getElementsByTagName('td'); for (i = 0; i < l.length; i++) { if (l[i].className == 'diff-otitle') { article = l[i].getElementsByTagName('a')[0].href.split('&')[0].replace(/[^\/]*\/\/[^\/]*/, ''); } else if (l[i].className == 'diff-ntitle') { var toplink = l[i].getElementsByTagName('a')[0].href; vandal = l[i].getElementsByTagName('a')[2].innerHTML; var t = l[i].innerHTML n = t.indexOf(') ) = 0 && article != '' && toplink.indexOf('oldid=') == -1) { l[i].innerHTML = t.substring(0, n + 5) + '   [' + rollbacklink + '] ' + t.substring(n + 5, t.length); }    }   }   // Add 'revert' links to a contributions page if (location.href.indexOf(':Contributions') != -1) { var c = document.getElementById('contentSub'); var a = c.getElementsByTagName('a'); //if (a.length == 2) { // vandal = a[0].innerHTML; //} else { // vandal = c.innerHTML.replace(/ \(.*/, ).replace(/.* /, );     //}     vandal = a[a.length-3].href.split(':')[2].split('&')[0];     l = document.getElementById('bodyContent').getElementsByTagName('li');     for (i = 0; i < l.length; i++) {       var t = l[i].innerHTML       // If we are already a sysop on this wiki, abort       if (t.indexOf('>' + rollbacklink + ']') != -1)           break;       //if (t.indexOf('&diff=0') != -1) {       if (t.indexOf(' (') != -1) { article = l[i].getElementsByTagName('a')[0].href.split('&')[0].replace(/[^\/]*\/\/[^\/]*/, ''); l[i].innerHTML += ' [' + rollbacklink + ']'; }    }   }   // Add 'revert' links to a history page if (location.href.indexOf('action=history') != -1) { var hist = document.getElementById('pagehistory'); var li = hist.getElementsByTagName('li')[0]; article = li.getElementsByTagName('a')[0].href.split('&')[0].replace(/[^\/]*\/\/[^\/]*/, ''); vandal = li.getElementsByTagName('span')[0].getElementsByTagName('a')[0].innerHTML; li.innerHTML += ' [' + rollbacklink + ']'; } } // - // Modify the page once it is loaded // - if (window.addEventListener) { window.addEventListener("load", PerformRevert, false); window.addEventListener("load", AddRevertButtons, false); } else if (window.attachEvent) { window.attachEvent("onload", PerformRevert); window.attachEvent("onload", AddRevertButtons); } //

title: User:Digitalme/godmode-light.js


text:
User talk:Qwerty~enwikiversity

Welcome! Our welcoming committe is basically looking at the user creation log. Not that many users yet.--Rayc 01:59, 20 August 2006 (UTC)

I've been welcoming new people and so has Sebmol (maybe others too). I suppose many people are coming in from links from sister projects, so they already know the basics of wikis, but, in time, we'll start to attract a complete newcomer userbase. It'd be good to be able to welcome and orientate these people from the beginning. Thanks for the proposal! Cormaggio 18:31, 20 August 2006 (UTC)

French Mentoring
Salut, Qwerty. You are listed at the French stream as being a beginning student of French who is interested in learning French. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 09:31, 22 November 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Qwerty. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Qwerty~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 23:48, 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) 06:18, 19 April 2015 (UTC)

title: User talk:Qwerty~enwikiversity


text:
Organic chemistry

Organic chemistry is the study of all things carbon containing. From enormous biomolecules like proteins to petroleum derived products, the study of organic chemistry has expanded to encompass a wide range of compounds.

These carbon containing molecules are present everywhere in day to day life - the proteins making up your body, the flavour of your morning coffee, the dyes that colour your clothes, the soap in your shampoo, the sugar in what you eat! These structures may look unfamiliar to you now but by the end of the course you should be able to identify important features within them, such as functional groups, stereochemistry, and be able to predict their reactivity.

As you can see from some of the above examples, organic chemistry is primarily focused around hydrocarbons, that is molecules built of hydrogen and carbon, however they are not the only elements you will find here. Oxygen and nitrogen show up in many compound, and as you delve deeper into organic chemistry you will find more exotic compounds containing halogens, silicons and even metals!

Course goals
We aim to provide a comprehensive course of organic chemistry, from the foundations to covering advance topics.

Organometallic chemistry
Organometallic chemistry

Fundamental chemistry knowledge
Organic chemistry combines many ideas from general chemistry. You may have covered these topics before but we will cover them in the context of organic chemistry. These topics should be useful for people new to organic chemistry or as a refresher for those with more experience.

 * Naming
 * Stoichiometry
 * Atomic structure
 * Covalent bonding
 * Thermodynamics
 * Chemical kinetics
 * Chemical Equilibrium
 * Acids and bases
 * Oxidation and reduction

Beginning organic chemistry

 * Fundamental Organic chemistry
 * Introduction
 * /How are organic molecules represented?/
 * /Physical properties/
 * /Chemical properties/
 * /Functional groups/

Fundamental organic reactions

 * 1) Electrons moving
 * 2) Nucleophiles and electrophiles
 * 3) Drawing mechanisms
 * 4) Addition
 * 5) Reactions of alkenes and alkynes
 * 6) Substitution
 * 7) SN2
 * 8) SN1
 * 9) SN2 vs SN1
 * 10) Elimination
 * 11) E2
 * 12) E1
 * 13) Which mechanism?
 * 14) Acids and bases

Conformational analysis

 * Alkanes and cycloalkanes

Molecular orbital theory

 * Explaining bonding with molecular orbital diagrams
 * HOMO and LUMO

Aromaticity

 * Determining aromaticity of compounds
 * Electrophilic aromatic substitution
 * Nucleophilic aromatic substitution
 * Friedel Crafts

Carbonyl chemistry
This area is typically covered in a second year chemistry course.
 * Carbonyl structure - orbitals and reactivity
 * Nucleophilic addition to a carbonyl
 * Reduction
 * Oxidation
 * Bayer-Villiger
 * PCC
 * Hydrates
 * Cyanohydrins
 * Imines
 * Periodate cleavage
 * Hydrazone
 * Ylides - Wittig reaction
 * Enolates and Aldol reactions
 * Carboxylic acids
 * Acid chlorides
 * Anhydrides
 * Esters
 * Beta-ketoesters

Advanced topics

 * Retrosynthesis
 * Pericyclic reactions
 * Diels Alder
 * Cycloaddition
 * Electrocyclic
 * Sigmatropic rearrangements
 * Carbenes
 * Determining reaction mechanisms
 * Heterocyclic chemistry
 * Asymmetric synthesis
 * Sharpless asymmetric reactions
 * Organometallic chemistry
 * Radical reactions
 * Natural products
 * Chemical biology
 * Rearrangements
 * Solid phase chemistry
 * Peptide synthesis
 * Oligonucleotide synthesis

Chemistry in context
These pages or courses may be useful to understand the role of chemistry in other contexts

Analytical chemistry and spectroscopy
This field of chemistry is focused on identifying molecules. How can they be separated and how do you know what molecule you have? This is an important part of organic chemistry too.

Biochemistry
Every living thing is a highly advanced reactor. What molecules are involved in these processes and what reactions are important?

Medicinal chemistry
Drugs are chemicals interacting and altering your body. Many of these chemicals are found in nature and then purified to create medicines. How are these molecules made and designed?

Environmental chemistry
The environment has chemistry too.

Food chemistry
Things you eat are also chemicals.

Books

 * Organic Chemistry - Jonathan Clayden

Websites

 * MasterOrganicChemistry

Videos
Wikipedia Organic Reactions List
 * Khan Academy

title: Organic chemistry


text:
Inorganic chemistry

Inorganic Chemistry is the study of substances that are not organic, and thus are largely compounds with no carbon. As such, many very important products can be made of substances defined as inorganic. Silicon chips, transistors, LCD screens, fiber-optic cables, and many catalysts are the result of reseach in inorganic chemistry.

Inorganic chemical reactions are divided into 4 categories: combination reactions, decomposition reactions, single displacement reactions, and double displacement reactions.

Combination reactions involve a reaction where there is only 1 product, while there are 2 or more reactants. An example of this is the formation of water vapor when hydrogen and oxygen gas is reacted. Both hydrogen and oxygen combine to make water as the sole product.

2H2 + O2 → 2H2O

Decompostion reactions involve the breaking down of a complex molecule into numerous simpler molecules. Such as the decomposition of Calcuim Carbonate into Calcium Oxide and Carbon Dioxide gas:

CaCO3 → CaO + CO2

Single replacement reactions involve the replacement of one atom in a compound by another atom. This is usually written as

A + BX → AX + B

An example is the substitution of calcium for sodium in sodium chloride.

2NaCl + Ca → 2Na + CaCl2

Double replacement reactions involve two elements switching out of compounds to replace each other.

CaCl2 + 2 AgNO3⇒ Ca(NO3)2 + 2 AgClundefined

Course I

 * /Introduction to Inorganic chemistry/
 * /Atomic Structure/
 * /Simple Bonding Theory/
 * /Symmetry and Group Theory/
 * /Molecular Orbitals/
 * /Acid–Base and Donor–Acceptor Chemistry/
 * /The Crystalline Solid State/
 * /Chemistry of the Main Group Elements/
 * /Coordination Chemistry: Structures and Isomers/
 * /Coordination Chemistry: Bonding/
 * /Coordination Chemistry: Electronic Spectra/
 * /Coordination Chemistry: Reactions and Mechanisms/
 * /Organometallic Chemistry/
 * /Organometallic Reactions and Catalysis/
 * /Parallels between Main Group and Organometallic Chemistry/

title: Inorganic chemistry


text:
Matter and measurements

Introduction
Matter is everything that is made out of atoms. Matter can be defined as anything that has mass and volume. Mass is very similar to a property of matter called inertia (resistance to a change in motion), but for our purposes, it is a measurement of matter (how much matter an object contains). Volume is the amount of space occupied by an object. Weight is the force of gravity on an object, and its formula is $$w=mg$$ (mass and acceleration of gravity).

Atoms are thus called the building blocks of the universe. An atom is the smallest unit of an element that still maintains the properties of that element. An element is a pure substance made of only one type of atom. For example, the air around you is largely nitrogen gas (with a mix of other gases, such as oxygen). Nitrogen is an atom, and no two nitrogen atoms are distinguishable from one another if they are the same isotope (same number of neutrons). They have identical properties, thus they're the same element. There are approximately 118 different atoms/elements. These elements are available on the The periodic table.

The term "atom" comes from the Greek word for indivisible, because it was once thought that atoms were the smallest things in the universe and could not be divided. We now know that atoms are made up of three particles: protons, neutrons and electrons — which are composed of even smaller particles, such as quarks.

Physical states of Matter
In a solid, the molecules are arranged in designated, stiff patterns due to strong forces between the molecules. Although strongly squeezed together with little room, they can vibrate [in their limited area].

In a liquid, the molecules are more spaced out but are still kept relatively near each other and are able to flow around each other. They are kept from flying around by the attractive forces between them. Liquids take the shape of whatever container they're put in (a glass of water, for example).

In a gas, the molecules freely fly all over the place. What happened to that attractive force? Well, since they are so spaced apart, their attractive force is very insignificant.

In a plasma (high temperatures in a star), the atoms lose their electrons. Plasma is basically electrons + nuclei that results from the atoms losing their elections.

Intensive vs. Extensive Properties

 * see more: https://www.thoughtco.com/intensive-vs-extensive-properties-604133

Intensive Properties are properties that depend upon the type of substance, not the amount of sample--examples are density, boiling point, and freezing point.

Extensive Properties are properties that depend on the amount of sample present--examples are mass, volume, and weight.

Chemical vs. Physical Properties

 * see http://www.mcwdn.org/chemist/pcchange.html

Physical properties/changes are the quality or conditions that can be observed without changing the composition of substance; change where you can get back the original components. Examples are phase changes, b. p., f. p., density, melting point, etc.

Chemical properties/changes are changes that form a new substance and energy is either absorbed or given off. Examples are rusting, burning/combustion, digesting food and baking/cooking.

Pure Substance vs. Mixture
A pure substance has a well-defined structure and constant composition. They're either an element or compound. An element is composed of one type of atom (such as gold, oxygen, lead--remember Br2I2N2Cl2H2O2F2) while a compound is 2+ chemicals/molecules combined (H2O, NaCl, CO2). An element is only seperable by nuclear reactions--either fission or fusion. Fission is where a heavy nucleus is separated, which happens in nuclear powerplants/atomic bombs. Fusion is where two light nuclei are merged together (which, surpisingly, releases way more energy than fission). An example is in the sun, where two hydrogen nuclei merge together in order to make helium. A compound is only separable into elements by chemical reactions.

Mass
Mass measures how matter responds to acceleration - the more mass, the more force it takes to make matter accelerate by the same amount.

There are two SI base units of mass:

Volume
Volume is the amount of physical 3D space that matter takes up.

The SI base unit of length is metres (m), in one dimension. Area is measured in 2D, so the base unit of area is m2. Volume is measured in 3D, so the base unit of volume is m3.

Density
Density is a simple function defined as follows:

density = mass / volume

This gives the amount of mass a given volume of matter takes up, and vice versa.

物質と測定

title: Matter and measurements


text:
Formulas, equations, and reactions

Formulas
In studying chemistry, we represent the composition of a substance through the use of the chemical formula, a symbolic representation of a chemical reaction. The chemical formula of a given substance, represented by either a single uppercase letter or an uppercase letter followed by a lowercase letter, specifies the elements that the substance contains through the use of atomic symbols, and is sometimes marked with numerical subscripts that show the relative proportion of each element to the other elements in the substance.

Molecular formula
There are currently 118 elements listed in the Periodic Table, from which molecules can be made. The molecular formula simply lists every element, and the number of atoms of each element, in a molecule or compound.

Examples
Let's use the formula for magnesium chloride, MgCl2. If we interpret this, it shows us that for every one magnesium atom in the compound, there are two chlorine atoms (thus the subscript "2" attached to the Cl).

Now consider the formula for carbon tetrachloride, CCl4. Once again, we interpret this as there being one carbon atom for every four chlorine atoms.

Structural formula
The structural formula follows the methods of a standard chemical formula, however it also denotes a structural representation of a chemical reaction. It indicates, with detail, the arrangement of atoms in a molecule or compound. Chemical structure is out of the scope of this section and level.

Examples
Ethanol has the molecular formula C2H6O. However, its structure involves an -OH group, so the molecular formula does not fully represent this structure. Therefore, the structural formula could be represented by C2H5OH. You could also go into further detail and show the full structural formula: CH3CH2OH.

The amount of detail you go to really depends on whether the molecular formula could be misconstrued as something else. For example, both propanone and propene-2-ol have the molecular formula C3H6O, but their structures are quite different. Propanone is best represented by CH3C(O)CH3, while propene-2-ol is best represented by CH2C(OH)CH3. This is why the structural formula is so important - you can't always tell what a substance is just from its molecular formula

Empirical formula
The Empricial formula is the simplest whole number ratio of atoms in a compound. Let us take C6H16 for example. Notice although the compound is in whole number ratios, it is not in the simplest form. Thus we can divide the whole numbers by 2, to yield C3H8 which is now the simplest whole number ratio of C6H16. Thus makes C3H8 an empirical formula and C6H16 a molecular formula.

But now we need to look at the two main types of substances: ionic and molecular.

Ionic Substances and Ionic Nomenclature
For more information, see Ionic bond

An ion is defined as an electrically charged particle that has acquired an overall (net) charge by losing or gaining electrons. One of the most familiar examples of an ionic substance (a substance composed of ions) is sodium chloride, NaCl, commonly known as "table salt".

Let's take copper for example: copper is normally found in a neutral state, meaning there are no extraneous electrons hanging around, nor does it need to gain any electrons to become neutral. However, in a reaction with hydrochloric acid, HCl, copper will normally lose an electron to chlorine when bonding to it, and become CuCl2, or copper(II) chloride.

In this process, copper has become a cation. A cation is an atom that has lost one or more electron(s) to become positive. We would denote this by showing coppers atomic symbol with a superscript denoting it's charge - Cu2+. This symbol shows that copper has lost two electrons to become positively charged. Other atoms, such as sodium in the case with sodium chloride, become Na+, denoting that it has lost one electron.

Yet in the same process with CuCl2, chlorine has gained one electron, making it an anion. An anion is an atom that has gained an extra electron to become negative.. This we denote with the atomic symbol for chlorine, and place a superscript "1-" or just "-", shown as Cl- or Cl1-.

So now it only seems logical that when you place cations and ions together (that will presumably react), you get what is called an ionic compound. You've already been shown two such compounds: NaCl and CuCl2.

Now let's discuss the formula unit. The formula unit is the group of atoms explicitly present in the compound. For example, NaCl denotes one Na atom for every Cl atom, nothing more, nothing less. The same goes with CaCl2, which denotes one Ca atom for every two Cl atoms. A formula unit is the smallest unit for each of these substances.

But how do we write these formulas? Simple enough. Take the reaction between Fe3+ and SO42-. When you place them together - assuming that they will, in fact, react - we take the superscripts and place them as subscripts. Here's a more visual example:

title: Formulas, equations, and reactions