text:
Theory of Programming Languages/Introduction

This is a lesson in in the course, Theory of Programming Languages, which is a part of The School of Computer Science

Objective
In this lesson, students will be introduced to programming languages and the distinctions between them.

Students will be able to answer:
 * What is a language?
 * How is a programming language different than a natural language?
 * What is the difference between a High Level Language(HLL) and a Low Level Language(LLL)?

Introduction
Programming languages are special purpose languages used to instruct machines and express the semantics of algorithms. They were invented to make machines easier to use, as their processes could be automated in logical ways. New languages are still being written to this day to make different logical or mechanical problems easier to solve. Programming languages are strikingly different from human languages as they are highly formal and logical. Yet many of the concepts applied can be directly compared to human language. Programming languages can be divided in many ways, but the clearest distinction is between "Low Level Languages" (LLL) and "High Level Languages" (HLL).

Basic Automata Theory
In order to understand what a language is, one must also understand the state machines that correspond to each type of language. Theoretically, there exists an infinite number of languages. There exist languages for practically every application, including natural language. There exists languages for parsing the syntactic structure of DNA sequences, for example, which is a branch of Regulated Rewriting. Here, we will not go into advanced topics such as this, but the important thing to note is that everything is a language. Basic interactions with electrical devices, zipping and unzipping a backpack, making a sandwich, are all examples of strings in a language. For the computer scientist, everything is a language.

The most basic type of automaton is a Deterministic Finite Automaton (DFA). This is also called a finite-state machine, although a Turing machine also may have a finite number of states, so this is not the best term in a mathematical context. A DFA has a starting state, a set of final (accepting) states, a set of all states, an alphabet. A string is a sequence of characters from the alphabet. A language is defined as the set of all strings that will take you from the starting state to an accepting state. Thus, if a DFA has a state that is a "dead end," and doesn't lead anywhere, and is not an accepting state, then the string that transitions to that state is not in the language.

Low Level Languages
LLLs are very simple, often based directly on the machines which they control - different brands of computer chips use different LLLs. Low Level Languages are also unique in that they can be directly represented by machine code, made of electrical signals or other physical processes. These languages can be represented using simple strings of text but even with that level of detail, humans have great difficulty reading the code - they are primarily the mother tongue of the machine.

This is an example of a lower level language called MIPS assembly:

add   $t3, $a0, $t0 lw    $t3, 0($t0) sub   $v0, $0, $t1 srl   $v2,$t1, $s7

Because MIPS assembly (or assembly language) is a LLL, it can be directly represented in binary form. Here is that same program written in its binary counterpart: 00000000100010000101100000100000 10001101000010110000000000000000 00000000000010010001000000100010 00000000000010010000010111000010

Binary is often written in hexadecimal format to reduce size: 00885820 8D0B0000 00091022 000905C2

As you can clearly tell, it is hard to read "008858208D0B000000091022000905C2" and discern the program behind it. This is why people tend to avoid LLLs unless they are directly working with or learning about the hardware within a computer. Around the time of the beginning of the advent of computing, Assembly language was considered high-level, and made it possible to program a microprocessor to perform complicated tasks. In this same respect, to someone who is designing computer hardware, the Assembly language is relatively high level even today.

Assembly language is assembled by an assembler into a table of address-value pairs. The best way to understand low-level programming in assembly is to assemble your program yourself by hand. Different types of instructions might take up different amounts of memory. For example, ALU instructions will usually be completed in two clock cycles. In the first clock cycle, the instruction is loaded to the instruction register. In the second clock cycle, the instruction is fed from the instruction register to the ALU, which then performs the calculation before the next clock cycle. The main reason for relying on clock cycles in CPU design (apart from storing memory in registers) is to provide a type of buffer for the digital circuits so that the propagation delay of one part of a circuit does not cause unexpected behavior in another part of the circuit. After executing the ALU (r-type) instruction, the program counter is incremented. Since the program counter might be driving the address bus, the data bus will be read from the next piece of memory.

Assembly programming can be uniquely powerful because each assembled instruction is built directly into the hardware, so performance is practically unmatched. Also, state machines can be easily mapped to equivalent assembly programs. The mathematical theory of languages is concerned primarily with 2 equivalent representations of languages: state machines and formal grammar. Thus, a solid understanding of assembly programming is vital to connecting abstract mathematical representations of languages to the physical hardware.

High Level Languages
High Level languages, while just as logical as their lower level siblings, provide other useful features. Besides being much easier for a human to read, these languages are not based on a specific machine - they are translated down by "compilers", "interpreters" and "virtual machines" into LLLs. (This process will be covered in later lessons, at this point simply understand that HLLs can run on a variety of machines while LLLs are limited to a single type.) HLLs are also less efficient than LLLs because they need to be translated to machine code, but this extra step gives a computer the chance to check code for logical errors. Generally, HLLs are easier for people to learn and are more pleasing to work with - but they are less efficient than LLLs and are more distantly connected to the machines they run on.

High Level Languages fall into several main varieties: Imperative, Object Oriented, Functional, and Logical. Later lessons will go into detail describing the pros and cons of each type.

Assignments

 * 1) Make a list of 15 programming languages. Write down if they are a HLL or LLL - if they are a HLL write down which type they are (Logical, Imperative, etc).
 * 2) Find out which kind of LLL each computer in your house uses (this includes cell phones). To do this you will need to look up what type of processor it uses, and then find what language that processor runs.
 * 3) Make a list of your favorite programs, find out what languages they are written in.
 * 4) Read The Introduction from your textbook.

 * Next Lesson
 * Course Home Page


text:
Theory of Programming Languages/General Syntactic Structure

This is a lesson in in the course, Theory of Programming Languages, which is a part of The School of Computer Science

Objective
In this lesson students will learn about syntax and semantics, and consider the logical structure of a basic mathematical statement.

Students will be able to answer:
 * What is the difference between Syntax and Semantics?
 * Within the field of computer science, what is a Statement?

General Syntactic structure
Within the realm of computer science, "Syntax" means the way that logical ideas are written, this is in contrast with "Semantics" which is the meaning of the ideas themselves. To understand the difference between Semantics and Syntax, consider this example:

The date "March 4th, 1990" can be written in many formats. The european format of writing dates is DD/MM/YYYY (where D denotes the day, M the month, and Y the year). The American format is MM/DD/YYYY. Therefore: 4/3/1990 - European format 3/4/1990 - American format These examples have the same meaning, which is "March 4th, 1990". This means they have the same Semantics. Now, to consider another case: 3/4/1990 - European format 3/4/1990 - American format These examples have different meanings, the European format is "April 3rd, 1990" while the American format is "March 4th, 1990". Their Syntax is the same - they are written the same way. But their Semantics are different - the meanings are not the same.

The distinction between Semantics and Syntax will become more significant as this course continues. For now, remember that Syntax is structure and Semantics is meaning

Like English, letters are used to write words in Programming Languages - but these words are connected together to form "Statements" rather than sentences. The syntax of a mathematical statement may vary between programming languages, but the semantics will remain the same. Consider this example:

The statement A + B can be written in many different syntaxes while retaining the same semantics: 1] A + B 2] (+ A B) 3] AB+ Example 1 uses infix notation. Example 2 uses prefix notation. Example 3 uses postfix notation.

In the examples above, different syntax is used while the semantics remain the same. Often semantics are represented using a simple tree structure. The semantic tree for all of the examples is: +  / \  a   b

Whole programs can be reduced to a semantic tree - this is because programs are composed of logical statements, and as we have learned above we can represent statements as semantic structures.

Assignments

 * 1) Write several complicated mathematical statements, write them in Postfix, Prefix, and Infix notation.
 * 2) Draw the syntactic tree for these statements.
 * 3) Read the sections about Semantics and Syntax from your textbook.

 * Previous Lesson
 * Next Lesson
 * Course Home Page

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


text:
Theory of Programming Languages/Imperative Programming

This is a lesson in in the course, Theory of Programming Languages, which is a part of The School of Computer Science

Objective
In this lesson, students will learn about the imperative paradigm of programming.

Students will be able to answer these questions:
 * How do imperative programs function?
 * Why are loops important in imperative programs?

Imperative programming
Imperative programming - not unlike the imperative tense in human languages - is based on commands. This is different than declarations which are the staple of declarative languages. Rather than making claims about the universe, programmers only issue instructions for what a program should do. Almost all computers follow an imperative paradigm at a hardware level - the CPU follows instructions from machine code line-by-line. Therefore it is unsurprising that most computer languages are imperative in nature.

Executing instructions linearly need not be a limitation for programmers. Loops, an important component of procedural programs, allow a sequence of instructions to be executed multiple times. Branches, jumps, and procedure calls further extend functionality of programs by allowing the point of execution to shift.

Let's look at an example of some imperative programming - consider this simple example in BASIC: (Although you may be unfamiliar with imperative languages, try to read this program as best as you can.)

5 LET S = 0 10 MAT INPUT V 20 LET N = NUM 30 IF N = 0 THEN 99 40 FOR I = 1 TO N 45 LET S = S + V(I) 50 NEXT I 60 PRINT S/N 70 GO TO 5 99 END

As you may have been able to gather, this program loops through a given input, and computes the average.

Assignments

 * Look up five languages which are imperative. Find some sample code from each and follow the point of execution, examining the functionality of the program.
 * Write some imperative pseudocode for these problems:
 * 1) Finding the square root of an inputted number.
 * 2) Computing the length of a list.
 * 3) Using at least one function call, computing the factorial of an input.

 * Previous Lesson
 * Next Lesson
 * Course Home Page


text:
Theory of Programming Languages/Logic Programming

This is a lesson in in the course, Theory of Programming Languages, which is a part of The School of Computer Science

Objective
In this lesson, students will learn about the how logic programming is unique among programming languages. This will involve learning the simple structure of commands in Prolog.

Students will be able to answer these questions:
 * What is logic programming, and how is it different than other programming paradigms?
 * What is the structure of a logical program?
 * How can programmers communicate with the computer to compute information?

Logic Programming
Logic Programming is fundamentally different from the other programming paradigms we've seen in previous lessons. Rather than giving commands to a computer, programmers state the relationships between objects. The computer can then consider these relationships and arrive at logical conclusions. Generally within a logic program there are two main sets of code - there are facts and rules. Rules are applied to facts to gain knowledge about the environment. Consider this example: Fact: Rudy is a dog. Rule: All dogs have teeth. Query: Does Rudy have teeth? Conclusion: Yes.

The rule "all dogs have teeth" can be applied to Rudy because there is a fact stating "Rudy is a dog". This example isn't written in any real syntax. Let's look at an example written in Prolog, one of the more well known logic programming languages:

female(alice). male(bob). male(clyde). female(dora). child_of(dora, clyde). child_of(clyde, bob). child_of(dora, alice). father_of(F, P) :- male(F), child_of(P, F).

Were you able to read this program? Prolog is remarkably different than other languages. A section of code which resembles "female(alice)." is a fact. "father_of(F, P) :- male(F), child_of(P, F)." is a rule, ":-" can be read as "is true if". The capital letters signify a variable which can be applied to any object - so F could mean clyde, dora, alice, or bob. We can translate this code as:

alice is female. bob is male. clyde is male. dora is female.

dora is the child of clyde. clyde is the child of bob. dora is the child of alice.

"F is the father of P" is true if F is male, and if P is the child of F.

What if we wanted to query this program to derive more knowledge? Let's try and find the father of bob:

?- father_of(bob, X). The system will respond with the following answer: X = clyde

We passed in a relationship where one of the values was a variable, Prolog applied different objects to this relationship until one was logically sound. The only parent of clyde was bob, and bob is male. This satisfied our rule "father_of(F, P) :- male(F), child_of(P, F).". When X is equal to "clyde" the logic is sound. We can pass in more general queries to Prolog which will cause the system to generate multiple results:

?- father_of(Father, Child). Father = bob Child = clyde ; Father = clyde Child = dora

As we have seen in these examples, logic programming does not need the information that alice or bob are people in order to derive knowledge about them - indeed, it need not even be told that there is a concept called person. In most non-logical programming languages, such concepts (or types) would have to be defined before one could write programs processing information about persons.

Assignments

 * 1) Write a prolog program which uses these definitions: All animals have cells. If an animal is a bird it has a beak. If an animal is a mammal it has a mouth.  If an animal is a fish it has fins.
 * 2) Write queries we can make this program, and the results the system would produce.
 * 3) Write two other programs which have at least 5 facts and 5 rules.
 * 4) List three problems that are best solved by logical programming, and three problems ill suited for logical programming. How did you come to this conclusion?

 * Previous Lesson
 * Next Lesson
 * Course Home Page


text:
User:Patriciajane~enwikiversity

I am a technical writer and Web developer living in Maine.

 * Exercises for Lesson 2, Technical Writing Audience

title: User:Patriciajane~enwikiversity


text:
Technical writing/Audience/Persona/Michail

back to Audience Analysis back to Audience Analysis

Background

 * age: 35
 * Geography: Moscow, suburbs
 * Languages:
 * Russian
 * English
 * learned through study/courses
 * strong reading skills - upper intermediate
 * speaking/listening skills - intermediate
 * strong technical vocabulary
 * Education:
 * BS - MSU
 * BA - Computer Science - Lenmanov
 * Family:
 * Wife (of 6 years) - 35 - Olga
 * Son - 5 - Ivan
 * Stomach problems related to coffee, cigarette, alcohol intake. Treats with Zantac.

Role & Tasks

 * Operator - MGS
 * monitors
 * reacts to alarms
 * bugs tasks --> sends bugs

 * Works as part of a team of 3 with Sergei & Igor
 * Sergei: his arch nemesis. Is always stealing his pens.  He, in turn, is always closing the elevator door on him.
 * Igor: his work buddy. They have lunch daily in the canteen; also go out for vodka after work.  Thus, the Zantac.

Daily activities

 * reads emails
 * monitoring
 * troubleshooting
 * parameter adjustment
 * reads documents
 * calls TAC when necessary

desk

 * hot desking - completely unpersonalized
 * PC - technical - no internet - runs XP
 * phone

wider environment

 * white board/cork board on wall
 * dirty industrial carpet with bugs. Has not been cleaned for at least half a decade.
 * coffee tea available. No food allowed.
 * open floor plan
 * cigarettes must be smoked outside (in the cold)

co-workers

 * boss: people person. works 9-5. no technical experience
 * all male environment
 * no secretary/assistant
 * no visitors allowed

scheduling

 * 1 day on, two days off
 * as a result, Michail generally feels sleepy, often can't read documents properly. Often "rests" on the job.

Likes

 * chunks of information/searching
 * fast/obvious
 * steps to fix things
 * Russian language (with English)

Dislikes

 * paper versions (soporific)
 * things that are slow, lengthy
 * discussion
 * ENG - it makes him feel dumb
 * changes, surprises
 * outdated documentation

''He will always call TAC first. Then try the CD help file, because it is easier to access small specific chunks of information. When absolutely necessary, as a last resort (or as a pillow) he will attempt the paper version.''

Interests (in no particular order)

 * dog, "Larka," collie
 * reading SciFi, In Russian
 * action movies
 * playing video games on his PC
 * going to the gym
 * porno
 * his girlfriend

sports

 * watches TV at the pub
 * impulsively & drunkenly bets on his favorite teams
 * cries when he loses

hobbies

 * working on his car
 * listening to English music - Moby in particular
 * drinking vodka and beer
 * drinking vodka and beer while smoking
 * eating sweets

work

 * make Sergei look bad
 * avoid too much work
 * avoid surprises at work
 * get better hours, an easier job
 * earn more money
 * gain more prestige, but avoid management responsibilities
 * work efficiently, then relax
 * be indispensable, important, irreplaceable
 * appear to be an expert

general

 * not looking/feeling stupid
 * have power (but not necessarily responsibility)
 * move to the center/have a bigger flat/better furniture
 * have a better car
 * increased social status
 * have good food at home
 * Likes éntrees better than the main course


text:
Technical writing/Audience/Exercises

Exercises from Technical_writing_audience:

Exercise 1
According to the Wikipedia page "Wikipedians," 91% of Wikipedia contributors are male. One in five lives in the U.S., followed by Germany and Russia. India is the only country outside Europe and North America represented in the top ten. The English Wikipedia is the most edited and read, followed by German and Spanish. More than a quarter of editors (28%) are over 40; while 13 percent are under 18 and 19% are in their 30s. 71% of the editors contribute because they like the idea of volunteering to share knowledge. 69% believe that information should be freely available, and 63% pointed that contributing is fun. 7% edit Wikipedia for professional reasons. A 2009 survey indicated that more than half of editors are single and childless.

Unknown: Income, education and professional status Other interests and motivations What influenced them to begin contributing Whether they are still active contributors

Exercise 2

 * 1) Obtain good-quality freeze-dried instant coffee.
 * Less expensive brands may be lacking in flavor, and you may need to try different brands to find one you enjoy.
 * 1) Fill a kettle with clean water.
 * If your tap water is unpleasant, consider using a filter.
 * If you are only making one cup, fill the kettle half to three-quarters full.
 * 1) Set the kettle on a burner or use a coffee maker to warm the water.
 * 2) Following the instructions on the package, add the recommended amount of instant coffee to a ceramic cup.
 * If necessary, you can make instant coffee in a foam or paper cup, but this is not recommended as such cups are likely to tip over and pose a risk of scalding.
 * 1) When the water is close to boiling, pour a teaspoon or so of it into the cup.
 * 2) If you take sugar, add it to the cup now.
 * 3) Fill the cup the rest of the way with water, leaving room for milk or cream if you plan to add them.
 * 4) Add milk or cream if desired.
 * 5) Stir until coffee granules are all dissolved.
 * 6) Let cool a minute or two before drinking.

title: Technical writing/Audience/Exercises


text:
User talk:Marshallsumter/Radiation astronomy2/Courses/Principles

Course cycle
Hi, when would be reasonable to expect the next course iteration to begin? For reference, the Syllabus page says the current iteration is running Jan 6 - May 9 2014; today is Feb 16 2014 so I'm a bit too late for this one.

- Zzz

Popularity
Firefox, Local

Wikiversity:Statistics/2020/01
 * 652. 358 - Principles of radiation astronomy

Wikiversity:Statistis/2019/12
 * 944. 161 Principles of radiation astronomy

Wikiversity:Statistics/2019/02
 * 787. 322 - Radiation astronomy/Courses/Principles

Wikiversity:Statistics/2019/01
 * 798. 300 - Principles of radiation astronomy


text:
Talk:Stars/Sciences

Dead link
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://nstars.nau.edu/index.cfm?fuseaction=singleSearch.astrometry&SystemID=0049p0523
 * In Stellar science on 2012-07-15 07:40:11, 404 Not Found
 * In Stellar science on 2012-07-22 07:39:34, 404 Not Found
 * In Stellar science on 2012-07-29 07:40:18, 404 Not Found

--Mu301Bot (talk) 07:40, 29 July 2012 (UTC)
 * Another Wikipedia dead link removed. --Marshallsumter (talk) 16:22, 29 July 2012 (UTC)

Dead link 2
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://www.sciencedirect.com/science/article/pii/0019103585900880
 * In Stellar science on 2012-07-15 07:40:11, HTTP Redirect Loop: ->  ->  ->  ->
 * In Infrared astronomy on 2012-07-22 07:38:32, HTTP Redirect Loop: ->  ->  ->  ->
 * In Infrared astronomy on 2012-07-29 07:38:30, HTTP Redirect Loop: ->  ->  ->  ->

--Mu301Bot (talk) 07:41, 29 July 2012 (UTC)
 * Link is fine. Bot is not. --Marshallsumter (talk) 16:18, 29 July 2012 (UTC)

Dead link 3
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://books.google.com/books?id=PJzIt3SIlkUC&pg=PA1474
 * In Stellar science on 2012-09-16 07:40:23, 403 Forbidden
 * In Stellar science on 2012-09-23 07:40:13, 403 Forbidden
 * In Stellar science on 2012-09-30 07:43:35, 403 Forbidden

--Mu301Bot (talk) 07:43, 30 September 2012 (UTC)
 * Link is fine. Bot is not. --Marshallsumter (talk) 21:04, 30 September 2012 (UTC)

title: Talk:Stars/Sciences


text:
Talk:Stars/Sun/X-ray sources

Dead link
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://astronomy.sci.ege.edu.tr/~rpekunlu/GBDG/papers/XRayfromStellarCoronae.pdf
 * In First astronomical X-ray source on 2012-07-22 07:38:29, 404 Not Found
 * In First astronomical X-ray source on 2012-07-29 07:38:27, 404 Not Found

--Mu301Bot (talk) 07:41, 29 July 2012 (UTC)
 * Dead link deleted and replaced with SAO/NASA ADS source. --Marshallsumter (talk) 16:38, 29 July 2012 (UTC)

Dead link 2
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://books.google.com/?id=tQBS3bAX8fUC&pg=PA1
 * In Sun as an X-ray source on 2012-09-02 07:40:17, 403 Forbidden
 * In Sun as an X-ray source on 2012-09-09 07:40:41, 403 Forbidden

--Mu301Bot (talk) 07:40, 9 September 2012 (UTC)
 * Link is fine. Bot is not. --Marshallsumter (talk) 16:48, 9 September 2012 (UTC)

title: Talk:Stars/Sun/X-ray sources


text:
User:Timboliu

Hi, my name is Tim Ruijters. I live and work in the Netherlands. I'm specialised in model driven development.

Contact

 * E-mail: tim.ruijters@gmail.com

Contacts

 * Abd
 * Richmond Bash

Index

 * /Alphabetical index/
 * /Projects/
 * /Promote Wikiversity/
 * /To-do/
 * /Whislist Wikimedia/
 * /Vision on.../

title: User:Timboliu


text:
User:Jimlife

I'm an avid reader of history in general, my main area of interest is the end of the Roman Empire in Britain to the Arrival of the Normans. I am also interested in the history of Ireland for the same period and how the two cultures interacted and influenced European thinking.

title: User:Jimlife


text:
User:Bkconrad

I am a self-styled web developer and would-be professional programmer currently attending college in Washington State.

I have always held a strong belief that education should be freely available to anyone who would pursue it, and hope to use Wikiversity to share the knowledge I have gained through diligent self-study and practice.

title: User:Bkconrad


text:
User talk:Bkconrad

 Hello and Welcome to Wikiversity Bkconrad! You can contact us with questions at the colloquium or me personally when you need help. Please remember to sign and date your finished comments when participating in discussions. The signature icon above the edit window makes it simple. All users are expected to abide by our Privacy, Civility, and the Terms of Use policies while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You do not need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha (talk) 16:58, 29 July 2012 (UTC)

Hello! I've also noticed the CS department seems a little dead. I have been switching between editing the courses in Introduction to Computer Science and building up the material in Introduction to Programming Languages. Feel free to join me in fixing those up or pointing me at a project you need any help on. I don't mind my material being butchered for the greater good! Azotochtli (talk) 20:58, 29 July 2012 (UTC)

title: User talk:Bkconrad


text:
User talk:Jimlife

 Hello and Welcome to Wikiversity Jimlife! You can contact us with questions at the colloquium or me personally when you need help. Please remember to sign and date your finished comments when participating in discussions. The signature icon above the edit window makes it simple. All users are expected to abide by our Privacy, Civility, and the Terms of Use policies while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You do not need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha (talk) 17:01, 29 July 2012 (UTC)

Medieval History course
Hi, Jimmy, I am afraid the course you enrolled on is currently inactive. You may however be interested in the British Empire course which touches on the relationship between England and Ireland. However only the first part of this course is ready.Leutha (talk) 17:10, 29 July 2012 (UTC)

title: User talk:Jimlife


text:
User:Planotse/sandbox/gunport

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title: User:Planotse/sandbox/gunport


text:
Talk:Dominant group/Sociology/Term test

Answers
23. The two sentences are from the Wikipedia entry "Kings of Dál nAraidi". The first has no citation. The second has a footnote to "Francis J.Byrne, Irish Kings and High-Kings, pg.108-109". On page 108-9 is "The dynasty of Dál nAraidi, whose kings resided at Ráith Mór east of Antrim town in the district known as Mag Line, emerged as the dominant group among the Cruthin, although the Uf Echach Cobo (in the baronies if Iveagh, county Down) also supplied some over-kings of Ulaid." The more complete reference is Francis John Byrne, Irish Kings and High-kings, Four Courts history classics, 2nd Edition, Four Courts Press, 2001, ISBN is 1851825525, 9781851825523, 341 pages. The quotation from the book is the only use of "dominant group" in the entire book. Neither is the phrase "in the 8th century" in the book. For the second sentence, there is on p. 109, "In the sixth and seventh centuries the Cruthin formed a loose confederation of petty states." While it can be debated that the first sentence is likely a copyright violation, especially without specific citation, the second appears close to plagiarism. Further, the addition of the phrase, "with the Dal nAraidi emerging as the dominant group in the 8th century" does not appear to be original research or synthesis as the text supports it as a conclusion. Whether either sentence qualifies as "in your own words", I leave to the reader. --Marshallsumter (discuss • contribs) 20:30, 26 February 2015 (UTC)

34. "Pierre Bourdieu discusses how the practices of dominant groups in society are legitimized to the disadvantage of subordinate groups.", from the article Dumbing down.

The text containing dominant groups has been removed and replaced with "Pierre Bourdieu proposes that, in a society, the cultural practices of dominant social classes are made legitimate culture to the social disadvantage of sub-ordinate social classes and cultural groups." Dominant social classes is a relative synonym for dominant groups. No citation to source is included except a link to Pierre Bourdieu. The use of a link is permitted on Wikipedia as a citation so no copyright violation per Wikipedia, but a citation to the written source is still missing from this entry. It is probably original research and may be a copyright violation. --Marshallsumter (talk) 19:22, 29 July 2012 (UTC)

68. "Ricardo Salles said that although his character "evidenced a conservative mind, typical of a dominant group of a socially hierarchical society divided by slavery, there is no reason to deduce based on that he conducted the army without regard to reduce to the maximum the human losses, in battle or by diseases".", from the article Luís Alves de Lima e Silva, Duke of Caxias.

The sentence containing dominant group was removed and moved to the Talk page. --Marshallsumter (talk) 18:09, 29 July 2012 (UTC)

title: Talk:Dominant group/Sociology/Term test


text:
User talk:Azotochtli

Computer Programming and Computer Science
Hello,

I noticed you'd added yourself to the Introduction to Computer Science participants section, which is nice because the other entries on that list are pretty dated. I've been making some edits to Computer Programming and Computer Science courses, but I've noticed that much of that material needs a lot of help. If you're interested in collaborating or orchestrating our efforts, drop me a line. Bkconrad (talk) 20:50, 29 July 2012 (UTC)

Can we work out a new layout together?
We sure can, work out a new layout together for the School of Computer Science at Wikiversity. If you don't mind, please send me an email via planotsescript@gmail.com so we can discuss live, especially on the weekend.

title: User talk:Azotochtli


text:
Dominant group/Anthropology/Term test

The technical or scientific term dominant group occurs in about 280 articles on Wikipedia and in several entries on other WMF projects. Some of these may be considered part of anthropology. None of the sentences containing dominant group in each article seems to be attributed (cited or referenced to a source). What would you do?

Below in the sections, including "Dominant group on wikipedia", is a partial list.

Some of these occurrences have a right or wrong answer, but many may be open to debate.

Read through each of the following learning guides, then take the test.

Prepare to defend your answers and enjoy this learning resource!

Some of the answers are listed on the 'Discuss' page for this learning resource. Be bold but not reckless.

Original research
Some hints about original research can be found in original research inquiry or original research.

For evaluating the occurrences of "dominant group", here is the associated 'original research' question:

Are any of these uses of "dominant group" original research or original synthesis?

Attribution
Hints about attribution can be found in this article, dominant group|attribution and copyright.

Should each sentence using "dominant group" have a reference or citation after it?

Are any of the uses of "dominant group" plagiarism?

Copyright
Please keep in mind that the copyright policy on Wikipedia (or any of the WMF projects) is in line with WMF desires to sell educational materials such as books in countries and political regions that may have a much more restrictive copyright law than the USA where the WMF is located.

This is a learning resource for Wikiversity that you may enjoy with respect to publication in the US. Please refrain from making any actual changes to Wikipedia, or any project, unless and until you are sure these changes are in line with local project policy.

Hints about copyright can be found in this article, "dominant group/attribution and copyright".

As each sentence stands, is it a copyright violation?

What to do
What would you do if you found each sentence (for each sentence) on Wikipedia, or any of the WMF projects?

Some hints can be found in this article, dominant group/attribution and copyright.

Should you put a notice on a notice board somewhere on either site to let others know what some author or editor did, or didn't do?

Dominant group on wikipedia
Here is a summary list of the test questions.

 * 1) Are any of these uses of "dominant group" original research or original synthesis?
 * 2) Should each sentence using "dominant group" have a reference or citation after it?
 * 3) Are any of the uses of "dominant group" plagiarism?
 * 4) As each sentence stands, is it a copyright violation?
 * 5) What you would do if you found each sentence (for each sentence) on Wikipedia, or on Wikiversity?
 * 6) Should you put a notice on a notice board somewhere on either site to let others know what some author or editor did, or didn't do?
 * 7) How would you edit the entry or the current page on Wikipedia or Wikiversity?

Separately, write what you believe about each of these with respect to
 * 1) original research or synthesis,
 * 2) attribution,
 * 3) copyright, and
 * 4) a step by step procedure of what to do if you (or anyone) finds anything similar on Wikipedia or Wikiversity.

The current page is either within the quote, before the quote or indicated after the reference to the author who contributed "dominant group" to the page.

Some hints occur after several of these examples.

 * 1) "Siah-Posh (black-Robed) Kafirs was the former designation of the major and dominant group of the Hindukush Kafirs inhabiting the Bashgul (Kam) valley of the Kafiristan, now called  Nuristan." Siah-Posh Kafirs.
 * 2) "Vellalar amongst Sri Lankan Tamils are a dominant group of formerly agricultural landlord related caste from Sri Lanka that is found amongst all walks of life and around the world as part of the Sri Lankan Tamil diaspora., per Wikipedia Vellalar of Sri Lanka.
 * 3) "Pushtuns, mainly Persian speaking, educated and urban were the dominant group in Parcham but non-Pushtuns were also represented in cadres.", from the article Parcham.
 * 4) "Also, social differentiation became more pronounced: a small dominant group ruled over the majority of the population.", from Mesoamerican chronology.
 * 5) "By the time Spanish explorers arrived in the sixteenth century, the dominant group were the Tongva people.", from Long Beach, California.
 * 6) South Dakota: "By the early 19th century, the Sioux had largely replaced the Arikara as the dominant group in the area. "
 * 7) History of Nigeria before 1500: "Historically the Yoruba have been the dominant group on the west bank of the Niger."
 * 8) Bahrain: "The Al Bin Ali were the dominant group controlling the town of Zubarah on the Qatar peninsula, originally the center of power of the Bani Utbah."
 * 9) Diarmait mac Áedo Sláine: "Other groups descended from the sons of Diarmait included Clann Cholmáin, or more precisely Clann Cholmáin Már, descended from Colmán Már, which replaced the Síl nÁedo Sláine as the dominant group of the southern Uí Néill from the middle of the 8th century, and the less important Caílle Follamain or Clann Cholmáin Bicc, descended from Colmán Beg."
 * 10) History of Eurasia: "[w:Homo neanderthalensis|Homo neanderthalensis]], with his Mousterian technology emerged, in areas from Europe to western Asia, after this and continued to be the dominant group of humans in Europe and Middle East up until 70000-40000 ybp."
 * 11) Kata people: "The Katir/Katir or Kata Kafir group was numerically the most dominant group of the Siah-Posh (Turkish "Black Scarf") tribes."
 * 12) Ajmer-Merwara: "They were defeated by the Chauhan Kings Rao Anoop and Rao Anhal, whose descendents the Rawat-Thakurs and Cheeta-Kathat were the dominant group here."
 * 13) Blathmac mac Áedo Sláine: "Other groups descended from the sons of Diarmait included Clann Cholmáin, or more precisely Clann Cholmáin Már, descended from Colmán Már, which replaced the Síl nÁedo Sláine as the dominant group of the southern Uí Néill from the middle of the 8th century, and the less important Caílle Follamain or Clann Cholmáin Bicc, descended from Colmán Beg."
 * 14) Comancheria: "Pekka Hämäläinen (2008) argues that from the 1750s to the 1850s, the Comanches were the dominant group in the Southwest, and the domain they ruled was known as Comancheria."
 * 15) Alum Creek State Park: "They were displaced by the arriving colonial settlers and the Iroquois Indians who were the dominant group in the area."
 * 16) History of Hong Kong under Imperial China: "The Hakka people became the dominant group to occupy the territory, today they are integrated into the very fabric of Hong Kong with many traditional villages still in place in the New Territories."
 * 17) History of the Philippines (1521–1898): "The previously dominant groups resisted Spanish rule, refusing to pay Spanish taxes and rejecting Spanish excesses."
 * 18) History of Darfur: "The Daju, inhabitants of Jebel Marra, appear to have been the dominant group in Darfur in the earliest period recorded."
 * 19) Economic history of Iran: "Economic and social polarization minimized competition among businesses and limited development to the part of the economy concerned with the interests of dominant groups closely tied to the shah’s court and the state."
 * 20) History of Nigeria: "Historically the Yoruba people have been the dominant group on the west bank of the Niger."
 * 21) Demographic history of Bosnia and Herzegovina: "In general, Muslims were the dominant group in most developed urban centers of the country."
 * 22) History of the University of California, Riverside: "But it was the dominant group that was hired here primarily to teach and who didn’t want to do research ... and he was supposed to change this. "
 * 23) History of New Mexico: "Scholar Hämäläinen (2008) argues that from the 1750s to the 1850s, the Comanches were the dominant group in the Southwest, and the domain they ruled was known as Comancheria."
 * 24) History of Saskatchewan: "The dominant groups comprised British settlers from eastern Canada and Britain, who comprised about 50% of the population during the late 19th and early 20th centuries."
 * 25) History of Bulgaria: "Thraco-Romans became a dominant group in the region, and eventually yielded several military commanders and emperors such as Galerius and Constantine I the Great."
 * 26) Indo-Greeks: "Because the Ionians were either the first of the most dominant group among the Greeks with whom people in the east came in contact, the Persians called all of them Yauna, and the Indians used Yona and Yavana for them"
 * 27) History of Texas: "Hämäläinen (2008) argues that from the 1750s to the 1850s, the Comanches were the dominant group in the Southwest, and the domain they ruled was known as Comancheria. Hämäläinen calls it an empire."
 * 28) Merina people: "The Merina are the dominant "highlander" Malagasy ethnic group in Madagascar, and one of the country's eighteen official ethnic groups.[1][2]" and "The Merina emerged as the politically dominant group in the course of the 17th and 18th century."
 * 29) Kings of Dál nAraidi: "The dynasty resided at Ráith Mór, east of Antrim in the Mag Line area and emerged as the dominant group among the Cruthin of Ulaid. In the sixth and seventh centuries the Cruthin were a loose confederation of petty states with the Dal nAraidi emerging as the dominant group in the 8th century.[1]"
 * 30) Indigenous peoples of Africa: "The indigenous people of Africa are those people of Africa whose way of life, attachment or claims to particular lands, and social and political standing in relation to other more dominant groups have resulted in their substantial marginalisation within modern African states (viz., "indigeneity" for the purposes of this article has the narrow definition of "politically underprivileged group who have been an ethnic entity in the locality before the present ruling nation took over power"; see definitions and identity of indigenous peoples)." and "Their traditional practices and land claims often have come into conflict with the objectives and policies promulgated by governments, companies and surrounding dominant societies."
 * 31) Island Caribs: "At the time of Spanish contact, the Caribs were one of the dominant groups in the Caribbean, which owes its name to them."
 * 32) Qahtanite: "Another dominant group among the Arab people are variously known as Adnan, Ma'add or Nizar." Statement was removed on 25 August 2014.
 * 33) Indigenous peoples: "The legislation is based on the conclusion that certain indigenous people are vulnerable to exploitation, marginalization and oppression by nation states formed from colonising populations or by politically dominant, different ethnic groups.", "A defining characteristic for an indigenous group is that it has preserved traditional ways of living, such as present or historical reliance upon subsistence-based production (based on pastoral, horticultural and/or hunting and gathering techniques), and a predominantly non-urbanized society.", and "Groups and communities who do claim this recognition are those who by a variety of historical and environmental circumstances have been placed outside of the dominant state systems, and whose traditional practices and land claims often come into conflict with the objectives and policies promulgated by governments, companies and surrounding dominant societies." Dominant society is a synonym for dominant group.
 * 34) Poonch District, Pakistan: "The capital of the district is Rawalakot with the Sudhan, Awans tribes being the dominant groups in the district."
 * 35) Nupe people: "The Nupe, traditionally called the Tapa by the neighbouring Yoruba, are an ethnic group located primarily in the Middle Belt and northern Nigeria, and are the dominant group in Niger State and an important minority in Kwara State."
 * 36) Samaritan Revolts: "The events irreversibly shifted the demographics of the region, making the Christians the only dominant group in the Palaestina Prima province for many decades onward."
 * 37) Afro-Surinamese: "Gloria Wekker, [...] and other theorists, argue that African cultural retentions are found most often in Afro-diasporic communities that either had irregular contact with dominant groups of the host community or that shielded their cultural retentions from their colonizers." and "The Akans of Fanti subgroup (a subgroup exported, at least, from Ivory Coast) and Ashanti (from the Ashanti Region, in central Ghana) were, legally, the predominant group among slaves in Suriname."

title: Dominant group/Anthropology/Term test


text:
Digital Signature

Digital media is any media that is encoded in a machine-readable format. Digital media can be created, viewed, distributed, modified and preserved on digital electronics devices. When we exchange digital media there is a requirement, that the recipient can check the digital content was not changed since it was submitted from the author of the message/content.

Combined with the Internet and personal computing, digital media has caused disruption in publishing, journalism, entertainment, education, commerce and politics. Trust in the authenticity is the main driver for the introduction of digital signature.

Digital signature can be understood as a list of symbols that form the signature that is created for digital media.

The following example shows an example of a short e-mail with digital signature (the digital signature in real application are much longer).

The private key of author is used by the author for signing the message i.e. create the digital signature. The public key of the author is available for everyone, especially the recipient of the message. The recipient of message validates the message intregrity of the message with public key.

Assume some changed the message of the e-mail (replace the time 11:30 by 10:00).

Remark: The real digital signature consist of much more characters. The example is just for illustration of the basic princinples of a digital signature.

Definition

A digital signature is a mathematical scheme for demonstrating the authenticity of digital messages or documents. A valid digital signature gives a recipient reason to believe that the message was created by a known sender (authentication), that the sender cannot deny having sent the message (non-repudiation), and that the message was not altered in transit (integrity).

Digital signatures are a standard element of most cryptographic protocol suites, and are commonly used for software distribution, financial transactions, contract management software, and in other cases where it is important to detect forgery or tampering.

Workflow

 * (Create Key Pair) Generate a public-private key pair (see OpenPGP Solutions for all Operating Systems),
 * (Publish Public Key) Publish the public key on a key-server of your institution or web-service that hosts a database of public keys,
 * (Public Key Server WITH Passport Authentication): the publication of your public key may need an authentication with your passport before the public key can be accessed by the public from keyserver. The user that generated the public key pair and created a publication reguest on keyserver for his/her public key approaches the IT-service unit (e.g. computer science centre) and signs a paper-and-pencil form stating the instititional regulations of private key protection and about the cryptographic use for institutional workflows. This could be last paper-and-pencil action perform by the user. From now on the paper-and-pencil signature can be replaced by a digital signature. It is recommended to combine the institutional step of publishing the public key with security information about the responsibility for using and storing the private key.
 * (Public Key Server WITHOUT Passport Authentication): the publication of your public key will be immediately available after the publications request and can be accessed by the public. This public key can be used from crypotographic message exchange, but not for formalized institutional processes.
 * (Spatial Decision Support System) A Spatial Decision Support System (SDSS) consist of Geographic Information System (GIS) and a decision support system. Decision Support Layers in a GIS may be provided by different entities, agencies, institutes, companies or organisations (e.g. health risk map). The provided  Decision Support Layers can be submitted with a digital signature, that assures that the data in the layer (SDSL) was not changed and is really delivered from the agency (e.g. Public Health Agency). Explain how digital signature could help to improve the trust the information products. What are the challenges that must be faced for implementation a workflow that uses digital signature for decision support layers.

Remark: If the formal process of "passport authentication before publication of public key" is not stated on the public key server, then the application of public keys should be performed under the assumption, that this formal process was not established at the institution. Always inform yourself about internal institutional procedures and the conditions under which the Public-Private Key infrastructure can be used under legal aspects.

Example Public Key Server: see e.g public keyserver of the MIT - Massachusetts Institute of Technology - |Link to MIT).

Subtopics

 * Basic Information about Security
 * Sign Databases, Records or Attributes?
 * Security - Workflow - Questions and Answers
 * Geographic Information System
 * Spatial Decision Support System
 * Spatial Decision Support Layers

Wikipedia: Categories

 * Public-key cryptography,
 * Electronic documents,
 * Key management,
 * Notary,
 * Signature,
 * Records management technology

title: Digital Signature


text:
Parasitology

A new point of view in parasitology: what can we learn from the host-parasite model?

‘‘If one judges the adapted forms of the parasites according to the amounts of retrogressed information, one finds a loss of information that coincides with and completely confirms the low estimation we have of them and how we feel about them.’’ Konrad Lorenz, Nobel Laureate 1973

Abstract

Parasitism is a kind of symbiosis which involves two organisms, one of them is the parasite which lives on or in the body of the other organism, the host. Dealing with parasites and their hosts from an ecological perspective we must consider the ecology of the host/hosts in a parasite life cycle, as well as the host as a habitat for the parasite. Here we present a review of the current knowledge of the interaction between Phalacrocorax (the host) Contracaecum (the parasite) and other organisms involved in a single lifecycle. We will use this information as an example of this entire bioecological context that is parasitology. As a conclusion we can say that the presence of certain parasites in their hosts is related with some characteristics of the host, such as the composition of host diet, geographic distribution, characteristics of the environment and the specificity between parasites and hosts. Because of this, we can say that parasitology should be an integral component of any programs for biodiversity assessment on local, regional, or global scales. We believe that parasitology can really break down the boundaries between classical zoological sciences as an integrator discipline, which contributes to combine knowledge of many other biological fields.

Introduction

Parasitology is the science that deals with several different symbiotic relationships. To define parasitism we can say that is a kind of symbiosis that involves two organisms, one of them is the parasite which lives on or in the body of the other organism, the host. Those parasites which live on the host are called “exoparasites” and those which live inside the host are called “endoparasites”. In general, exoparasites tend to belong to the phylum Arthropoda such as some kinds of flies (Insecta: Diptera), mites (Acari), fleas (Insecta: Siphonaptera) and lice (Insecta: Phthiraptera). Endoparasites, sometimes called helminthes, belong to the phyla Platyhelminthes (Cestoda and Trematoda); Acanthocephala and Nematoda. And we cannot forget the unicellular parasites that belong to different Phyla. Most of them have sanitary importance. In addition, parasites are not only common in humans, they are present in all plant and animal groups. In fact various estimates suggest that at least 50 % of plants and animals are parasitic at some stage during their life cycle (and we are including here viruses, bacteria and fungi). As we can imagine parasitology is an unpleasant discipline for the majority of people. “Parasites are creepy” people usually think about them, but the truth is that parasites can show us a variety of characters of their host, and can tell us about evolutionary novelty and speciation which involves both organisms at the same time (Vickerman, 2009). So this article is for those people who wonder why those “aberrant animals” exist in the world. We will see the relationships between birds (as model host), their parasites (in our case nematodes) and the ecological relationship between them. We will take the example of cormorants (genus Phalacrocorax) as the definite host. The most common parasites that can frequently appear in aquatic birds and fish are nematodes. Nematodes are one of the most diverse phyla in the world. More than 28,000 different species have been distinguished; but only 16,000 are parasitic. Nematodes have successfully adapted to nearly every ecosystem from marine to fresh water, to soils, and from the polar regions to the tropics. From all nematodes, those of the family Anisakidae have a worldwide distribution and their lifecycle generally includes aquatic invertebrates and fish as intermediate hosts and birds and mammals as definitive hosts (Anderson, 2000). On the other hand the larvae of these worms can cause anisakiasis when ingested by humans who consume uncooked fish, but these worms do not reproduce except in marine mammals or seabirds. So this nematode family has a health importance and veterinary importance too because the parasites can affect fishery industries. Belonging to the family Anisakidae are the species of Contracaecum Railliet and Henry, 1912. The definitive hosts are piscivorous birds and mammals, e.g., cormorants, pelicans, and seals, associated with freshwater and marine systems (Anderson, 2000). Contracaecum species are commonly found parasitizing cormorants on the southwestern Atlantic coast (Garbin et al., 2008). With all this background we will present a review of the current knowledge of the interaction between Phalacrocorax, Contracaecum and other organisms involved in this entire bioecological context.

Ecology and the host parasite- relationship

When we deal with parasites and their hosts from an ecological perspective we must consider the ecology of the host/hosts in a parasite life cycle, as well as the host as a habitat for the parasite. Many of the biotic and abiotic fluctuations affecting the ecology of the host will also affect the parasite. Moreover the parasite must deal with a host that is capable of responding physiologically and immunologically against the parasite. So this interaction between the parasite and the host is as ecological as those involving the host´s relationships with its own environment. That is why when we study parasites, we must know very well the environment in which it develops, and this is the host. The parasites As we have already said, nematodes in the genus Contracaecum exists as adult parasites in the upper digestive tract of vertebrates, including piscivorous fishes, birds and mammals. The larval stages are commonly found in the mesenteries and internal organs of a variety of marine and freshwater fishes (Huizinga, 1966). The morphology of some species in the genus Contracaecum are very similar; in consequence, sometimes they become very difficult to identify. Because of the morphological similarity between species at the infective larvae stage (L3), their identification has usually not been possible. That is why molecular studies are very common these days and have become a powerful tool to differentiate species when morphology does not allow doing it. For example, combining different genetic–molecular and morphological evidence, it was possible to discover and describe new taxa of Contracaecum as parasites of aquatic birds, i.e.: Contracaecum bioccai (Mattiucci, et al., 2008) from Pelecanus occidentalis (L.) in Colombia and Contracaecum pyripapillatum (Shamsi et al., 2008) from Pelecanus conspicillatus (Temminck) in Australia. Contracaecum gibsoni (Mattiucci et al., 2010) and Contracaecum overstreeti (Mattiucciet al., 2010) infected Pelecanus crispus (L.) in Greece (see Mattiucci et al., 2010), (Garbin et al., 2011). There are some qualitative and quantitative characters about the morphology of these parasites which help specialists to identify the different species. These characters concern the caudal zone (it is called “caudal papillae”) and the proportion of the length of spicules on the body length (for example: “length of the spicules over 44% of the body length” indicates that the species is C. travassosi) (Labriola & Suriano, 1996). When the definite host eats the intermediate host with parasites inside (in larvae stage), nematodes become adults and infest their host and begin feeding on their fluids.

The intermediate hosts

As we have said, the intermediate hosts of Contracaecum parasites could be aquatic invertebrates and fish. For example Engraulis anchoita (known as “anchoíta” in Argentina) is one of the most abundant fish species in the Argentine Sea. They constitute an important food base for other species, for example fishes (like Merluccius hubbsi and Scomber japonicus), squids, marine birds and mammals because of their high availability. So they become potential intermediate hosts for parasites. At present, three species are known of anisakids founded in Engraulis anchoita, they are: Anisakis simplex, Terranova sp. and Contracaecum sp. (Timi et al., 2001). We have given the example of Engraulis anchoita because it is a common fish that people consume in Argentina and so we have to pay attention to its potential as a transmitter of Anisakiasis. This can happen when the larvae are eaten alive by the consumer (in this case by humans) because the food is eaten raw or lightly cooked. Anisakiasis can cause ulcers and gastroenteritis. When parasites are consumed by a host that is not the definitive one, it is called paratenic host. Those parasites will not continue their development until they enter their final host. In the case that we have mentioned humans assume the role of paratenic host. Another species of Contracaecum has a partial development in copepods (Arthropoda: Crustacea) followed by later development in fish until it reaches the final host (e.g Phalacrocorax spp.).

The definite host

The bird family Phalacrocoracidae is represented by some 40 species of cormorants and shags. Cormorants (23 species) are aquatic birds at the top of food webs in marine or estuarine ecosystems. All of them are fish-eaters. They dive from the surface, and under water they propel themselves with their feet. Some cormorant species have been found to dive to depths of as much as 45 metres. These birds have a wide distribution along Argentina and other countries of South America; the neotropical cormorant, Phalacrocorax brasilianus (Gmelin, 1789), occurs from Tierra del Fuego, Patagonia, Argentina to coastal Texas, USA, the northernmost extreme of its known geographical distribution (Amato et al., 2006). They can be seen in both marine environments and continental freshwaters environments. Several studies have been done on these birds in different continents, and most show an effort to give these species the status of pest or plague. Some investigations have shown that these birds cause considerable economic losses for different reasons: on commercial fisheries, because they compete for commercial fish and on the aquaculture of commercial fish, such as catfish, atlantic and pacific salmon, rainbow trout, crabs, prawn, shrimps, ornamental fish and mussels, because cormorants feed on ponds where resources are concentrated. Other studies, however, indicate that cormorants do not generate economic losses and contribute to the ecosystem in different ways, because they: perform fish density-dependent regulation allowing fish diversity; are part of bird biodiversity; extract sick organisms from farms, since these are easier to capture; and indicate quality of the water. Maybe the greatest influence of cormorants on wetlands is on nutrient production, because of guano excretion. Cormorants are ideal species to study material flow from aquatic ecosystems to terrestrial ecosystems, via stable isotope analysis of their diets. Also, due to their high mobility, these birds transport eggs of invertebrates, snails, seeds, vegetable material and algae stuck to their feet, feathers or in their digestive tract (Gil de Weir et al., 2003) As we have seen, some parasites of this species use fishes as part of its lifecycle. These fish are eaten by cormorants, the definitive host of these parasites. The presence of Contracaecum nematodes in cormorants is well known. They are common parasites of the gut and proventriculus of these birds, often causing pathological lesions in their hosts. At the same time Cormorant chicks (Phalacrocorax spp.) may be seriously affected by diseases of parasitic origin, mainly due to the habit of food regurgitation from parents to their chicks. Contracaecum species parasitizing cormorants on the southwestern Atlantic coast include C. travassosi Gutiérrez, 1943, which was described from Phalacrocorax atriceps (= P. albiventer) Lesson (Pelecaniformes: Phalacrocoracidae) from Península Valdés, Argentinean seacoast, and C. caballeroi Bravo Hollis, 1939 in P. brasilianus (= P. olivaceus) from the Uruguayan coast (Gutiérrez, 1943; Lent and Freitas, 1948). Later, were found Contracaecum sp. in regurgitated pellets of P. atriceps (= P. albiventer) from Punta León, Chubut Province, Argentina (Garbin et al., 2008). We can say that these birds can contribute to the success of the lifecycle of Contracaecum nematodes, and can be harmful in the case in which humans engage in this lifecycle as paratenic hosts. But at present we need more studies to confirm this idea. Some species of this genus as Contracaecum osculatum, which has been reported from many region of the world to be one of the most common parasites of pinnipeds (Mammalia: Carnivora), and it has been considered to have a worldwide distribution. So we can find these parasites in marine mammals too.

Conclusions

By the beginning of the twentieth century, most of the major discoveries concerning the nature and life cycles of parasites had been made and tropical medicine was beginning to establish itself as a discipline but parasitology still lacked any real cohesion or focus. This focus arrived in 1908 when George Nuttall founded a new journal, Parasitology, as a supplement to the Journal of Hygiene in order to respond to the increasing numbers of papers on protozoological, helminthological and entomological topics that were being submitted for publication to that journal. This brought these three subjects together under one heading and that established the discipline of parasitology (Cox, 2009). About this discipline Keith Vickerman said: “I have always been of the opinion that parasites can provide novel systems for molecular biologists to work on and I have been personally gratified to see the immigration into parasitology of distinguished biochemists, molecular biologists and geneticists. Interest in trypanosomes and parasitology generally snowballed in the last 20 years of the century, as did many of its branches. But what does the future hold for parasitology?” (Vickerman, 2009). In my opinion parasitology can really break down the boundaries between classical zoological sciences as an integrator discipline. This may happen because parasitology contributes to ecology, systematics, evolution, biogeography and ethology. The presence of certain parasites in their hosts is related with some characteristics of their hosts, such as the composition of diet, geographic distribution, characteristics of the environment and the specificity between parasites and hosts. Because of this, we can say that parasitology should be an integral component of any program for biodiversity assessment on local, regional, or global scales (Brooks & Hoberg, 2000). The history of parasitology is fascinating, filled with mysteries solved and new ones created by their resolution. This is the nature of science itself: by answering old questions, always new ones will be discovered.

References

Amato, José F. R., Monteiro, Cassandra M., & Amato, Suzana B.. (2006). Contracaecum rudolphii Hartwich (Nematoda, Anisakidae) from the Neotropical Cormorant, Phalacrocorax brasilianus (Gmelin) (Aves, Phalacrocoracidae) in southern Brazil.Revista Brasileira de Zoologia, 23(4), 1284-1289

Anderson R. C. 2000. Nematode parasites of vertebrates: Their development and transmission. 2nd ed. CAB International. Oxon, U.K. 650pp

Brooks, D. R., y E. P. Hoberg. 2000. Triage for the biosphere: the need and rationale for taxonomic inventories and phylogenetic studies of parasites. Comparative Parasitology 67:1–25.

Cox F. E. G. 2009. George Henry Falkiner Nuttall and the origins of parasitology and Parasitology. Parasitology, 136: 1389-1394

Garbin L. E.,Diaz J. I., Cremonte F. and Navone G. T. 2008. A New Anisakid Species Parasitizing the Imperial Cormorant Phalacrocorax atriceps from the North Patagonian Coast, Argentina. The Journal of Parasitology, 94 (4): 852-859

Garbin L., Mattiucci S., Paoletti M., González-Acuña D., and Nascetti G. 2011. Genetic and morphological evidences for the existence of a new species of Contracaecum (Nematoda: Anisakidae) parasite of Phalacrocorax brasilianus (Gmelin) from Chile and its genetic relationships with congeners from fish-eating birds. Journal of Parasitology 97 (3): 476-492.

Huizinga H. W. 1966. Studies on the life cycle and development of Contracaecum spiculigerum (Rudolphi, 1809) (Ascaroidea: Heterocheilidae) from marine piscivorous birds). Journal of the Elisha Mitchell Scientific Society 82: 181-195.

Gil de Weir K., Weir E., Casler C. I. and Aniyar S. 2011. Ecological functions and economic value of the Neotropic Cormorant (Phalacrocorax brasilianus) in Los Olivitos Estuary, Venezuela. Environment and Development Economics, 16: 553-572.

Labriola J. and Suriano D. M. 1996. Parasitic nematodes of birds from De Monte Pond, Buenos Aires, Argentina. Boletín Chileno de Parasitología, 51: 59-65.

Timi J. T., Sardella N. H. and Navone G. T. 2001. Parasitic nematodes of Engraulis anchoita Hubbs et Marini, 1935 (Pisces, Engraulidae) off the Argentine and Uruguayan coasts, South West Atlantic. Acta Parasitológica, 46 (3), 186-193.

Vickerman K. 2009. "Not a very nice subject." Changing views of parasites and parasitology in the twentieth century. Parasitology, 136(12):1395-402

title: Parasitology


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Walsh permutation; bent functions

Each bent function corresponds to a Walsh permutation, as shown in the following examples. All bent functions in the same sec correspond to the same Walsh permutation.

Below are four examples how a Walsh permutation follows from a bent function. This is the meaning of the matrices:
 * sec matrix of the bent function
 * same matrix, XOR s with top row indicated by circles
 * only the XORs from last matrix
 * rows complemented that had a 1 in the leftmost position (permuted binary Walsh matrix)
 * permutation matrix corresponding to the permuted Walsh matrix

There are four big equivalence classes of 4-ary bent functions with Hamming weight 6.

BEC 391
BEC 391 with only one SEC corresponds to the complemented bit permutation wp(14,13,11, 7):

BEC 381
BEC 381 with 3 SECs corresponds to the bit permutations wp(2,1,8,4), wp(4,8,1,2) and wp(8,4,2,1). They correspond to the with the numbers  - the three permutations of 4 elements that have two 2-cycles.

BEC 382
BEC 382 with 12 SECs corresponds to 12 Walsh permutations with the following compression vectors: The cubes of these permutations are the three bit permutations mentioned in the section above. The cube of wp(12, 4, 3, 1) is wp(4, 8, 1, 2)

BEC 383
BEC 383 with 12 SECs corresponds to 12 Walsh permutations with the following compression vectors: The squares of these permutations are the complements of the bit permutations that correspond to the six transpositions of four elements. The square of wp(12, 4, 11, 5) is wp(14, 11, 13, 7). That is the complement of wp(1, 4, 2, 8), which corresponds to the transposition of four elements that swaps the two in the middle.

title: Walsh permutation; bent functions


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Theory of Programming Languages/Help

This is the help page for Theory of Programming Languages. Please feel free to post whatever questions you may have here. Asking questions is an integral part of the learning process so do not hesitate to post here, even if you feel it is tangential.

It is recommended that each new topic should be in its own section. A new topic may be started with a pair of double equal-sign characters like so:

This is the title of my topic
My question goes here.

Please start new topics below this line.

title: Theory of Programming Languages/Help


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History of Quebec and Canada/Study Guide/Topic 2: Seignorial System

The seignoral system was both fully and semi-feudal. Though Jesus is often acreddited with starting the seignoral system it was in fact Mr. T who realised the benefit of enslaving white people. Alot of seigneuries can still be visited today and are terrible.


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History of Quebec and Canada/Study Guide/Topic 2: Major Effects of the Change of Empires

After the Seven Years War ended in 1760, the French signed a treaty with the British in Paris in February 1763. This treaty is known as the Treaty of Paris (because it was signed there), and resulted in many changes for the French. In this situation, as with any major change of government, the British did not want to upset the French too much. This would create a revolution seeing as they made up 95% of the population in the northern part of their new territory. They set up what is known as a transitional government, until they could agree on the new laws and regulations for their colony. The laws and daily life did not change much during the transitional government. One of the most noticeable changes was a change in the map. The French no longer had any territory on the mainland of North America. But the British did leave them with 2 very small islands of the coast of Newfoundland; known as St.Pierre and Miquelon, and allowed them to land their ships on the shores of Newfoundland so that they may dry the fish, but forbid them to live there. These two islands are still French colonies today. All of the territory that had been colonized by the French, was now in British hands. Their territory stretched as far west as Alberta and as far South as Louisiana. Other changes include the fact that the French Canadiens were then obliged to take an oath of allegiance to King George III, the King of Great Britain at the time and the French military soldiers were ordered to surrender their weapons. Most of the French soldiers were sent back to France as well as most French nobles, and were replaced by a British Governor who would continue to rule the territory according to laws that had been made under French rule. However the militia captains that had been in charge during French regime were reinstated. Their job was to communicate messages from the British officers to the public, the reason being that the British knew that the Canadiens would listen to a militia officer they knew more than a British one that they did not know at all, and did not like much either. In order not to upset the Canadiens too much, they retained ownership of their lands (including the slaves they owned) and they could not be deported. Also, even though Great Britain was officially Protestant, the Canadiens were allowed to continue practicing the Catholic religion. A lot of people did decide to take the journey back to France although this was mostly wealthy seigneurs who had enough money to start over in France. The Governor General and the Intendant left as well as the members of the Sovereign council. The total people departed is estimated at about 4000. The war also had an impact on Canadiens society. Quebec City was almost completely in ruins after its bombardment and it is estimated that about 10 000 Canadiens went missing or died during the war out of New France's total population of 85 000.

In October 1763 King George III of Britain signed the first constitution, known as The Royal Proclamation. This described London's plans for its new colony and also changed the borders of the empire. Canada became known as the Province of Quebec and was confined to the St.Laurence Valley and the areas around Gaspé.


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User talk:Mainucash

wikipedia should be expanded to be more known globally

title: User talk:Mainucash


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Theory of Programming Languages/Static Programs

This is a lesson in in the course, Theory of Programming Languages, which is a part of The School of Computer Science

Assignments

 * Previous Lesson
 * Next Lesson
 * Course Home Page


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Theory of Programming Languages/Flow Control

This is a lesson in in the course, Theory of Programming Languages, which is a part of The School of Computer Science

Flow Control
fsd

fewf

Assignments

 * Previous Lesson
 * Next Lesson
 * Course Home Page


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Theory of Programming Languages/Functional Programming

Functional programming is a programming paradigm—a style of building the structure and elements of computer programs—that treats computation as the evaluation of mathematical functions and avoids changing-state and mutable data. It is a declarative programming paradigm, which means programming is done with expressions. In functional code, the output value of a function depends only on the arguments that are input to the function, so calling a function f twice with the same value for an argument x will produce the same result f(x) each time. Eliminating side effects, i.e. changes in state that do not depend on the function inputs, can make it much easier to understand and predict the behavior of a program, which is one of the key motivations for the development of functional programming.

Resources

 * Foundations of Functional Programming


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Theory of Programming Languages/Conclusion

This is a lesson in in the course, Theory of Programming Languages, which is a part of The School of Computer Science

Conclusion
Intro:  Health is the important thing that makes people live a good life style. Health is the level of functional efficiency of the body and the full metabolism of human's. The world organization defined human health as a complete of physical mental and social will being and just get away from diseases. Many people have no idea how they get a good health for a long age. This essay will discuss the activities and the way that help people to look after their health.

There are many activities could give beneficial impact in our health such as running  reduces cancer, especially breast cancer, Activating blood circulation and protecting the body from heart disease  and Exercise regularly reduces the chance of Alzheimer's disease also jumping rope is type of sport that is useful for foot , burn fat and maintain fitness. Anders Grunis in his study on the benefits of riding bicycle for health in no more than one hour per week to avoid coronary artery disease.


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Talk:Theory of Programming Languages/Static Programs

I based this on the list of topics given from the original author, but I'm not sure how "static programs" fit into this. Should we remove this lesson? Azotochtli (talk) 20:54, 30 July 2012 (UTC)


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Talk:Theory of Programming Languages/Flow Control

I created this page based on a topic listed by the original author, but I'm not sure if flow control is a central feature to programming languages. Perhaps it would be well suited to networking or protocols? (Unless this is a feature of PL's I've never heard of...) Azotochtli (talk) 20:56, 30 July 2012 (UTC)


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User talk:Pbsouthwood

User:Pbsouthwood/Scratchpad

 Hello and Welcome to Wikiversity Pbsouthwood! You can contact us with questions at the colloquium or me personally when you need help. Please remember to sign and date your finished comments when participating in discussions. The signature icon above the edit window makes it simple. All users are expected to abide by our Privacy, Civility, and the Terms of Use policies while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.
 * Enable VisualEditor under Beta settings to make article editing easier.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You do not need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Dave Braunschweig (discuss • contribs) 12:48, 18 October 2016 (UTC)

 * , Thanks for the welcome. I have worked here before, but I am not very familiar with local customs and policies. I am a long time Wikipedian and Wikivoyager, so the markup is generally familiar. Cheers, Pbsouthwood (discuss • contribs) 13:16, 18 October 2016 (UTC)

 * I'd say the big differences are:
 * We don't try to duplicate Wikipedia content, but rather enhance or extend it. Your "See Wikipedia:History of underwater diving" is a good example of this approach.
 * We try to organize content more like Wikibooks (learning projects) rather than like Wikipedia (stand-alone lesson pages). For example, it might be better to create a learning project on Scuba Diving or Scuba diving (your choice), and then move both Commercial diving and Filling Scuba Cylinders under the Scuba Diving/Scuba diving learning project.
 * We don't have a capitalization rule. Either Title Case or Sentence case is accepted. We do try to be case-consistent within a learning project.
 * Let us know whatever questions you have. -- Dave Braunschweig (discuss • contribs) 16:00, 18 October 2016 (UTC)

 * , When I do want to use text from WP, what is the procedure? Most of what I plan to use was at some stage my own work, but it will have been edited in places, and some parts will be others' work. I assume there is a standard procedure, but don't know where to find it. Pbsouthwood (discuss • contribs) 06:09, 19 October 2016 (UTC)

 * The best approach is to link to the source as a reference. Use format for Wikipedia articles. You could also do an HTML link if you are linking to a specific permanent link. -- Dave Braunschweig (discuss • contribs) 12:13, 19 October 2016 (UTC)

Scuba Skills Assessment
Hi Pbsouthwood!

Your Commercial diving module Scuba Skills Assessment appears to be ready for learners! Would you like to have it announced on our Main Page News? --Marshallsumter (discuss • contribs) 13:35, 29 May 2017 (UTC)
 * Not ready for use yet, as it is not really a stand-alone module. Cheers, Pbsouthwood (discuss • contribs) 14:45, 29 May 2017 (UTC)

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Filling Scuba Cylinders/Cascade filling

Inrtoduction
Cascade filling is a procedure used to transfer compressed gas between storage cylinders. There is no work input, and transfer is purely due to pressure difference.

This procedure is useful when filling scuba cylinders from bulk storage cylinders when no compressor is available, and for transfer of oxygen and helium from bulk cylinders to the scuba cylinder when partial pressure blending Nitrox, Heliox, amd Trimix.

Cascade filling can also be done in conjunction with the use of a booster pump, which is used to continue the transfer when the pressure differential has been exhausted, and allows the filling of cylinders to pressures higher than the equilibrium pressure between the two connected cylinders.

The concept of equilibrium pressure between two cylinders is central to cascade filling, and it is necessary to be able to calculate the final pressure when decanting between two cylinders. This is the pressure when gas from the high pressure cylinder has transferred to the low pessure cylinder and the pressure drop of the supply cylinder meets the pressure rise in the receiving cylinder. When this happens, flow stops. If the transfer is slow or the cylinders are left to return to ambient temperature, the calculation follows the general gas equation for ideal gases with temperature constant.

Calculation of equilibrium pressure
The ideal gas law:

 * $$PV = nRT \,$$

where

 * P is pressure
 * V is volume
 * n is the number of moles
 * R is the universal gas constant with a value of .08206 (atm∙L)/(mol∙K).
 * T is temperature (K)

This can also be written PV/RT = n for any specific quantity of gas, and when two quantities of gas are combined, the number of moles must be added.
 * n1 + n2 = n3

Therefore, when decanting from one cylinder into another, with no loss to leaks, P1V1/RT1 + P2V2/RT2 = P3V3/RT3

 * and at a constant temperature T1 = T2 = T3, this will reduce to:

P1.V1 for the first cylinder plus P2.V2 for the second cylinder equals P3.V3 for the combination of both cylinders, or:

 * (P1.V1 + P2.V2)/V3 = P3

and since the final volume is the volume of the two cylinders combined, V3 = V1 + V2. so:

 * P3 = (P1.V1 + P2.V2)/(V1 + V2)

This can be expanded for any number of cylinders connected and allowed to reach equilibrium with no loss of gas.

 * Pn = (P1.V1 + P2.V2 + ... + Pn.Vn)/(V1 + V2 + ... + Vn)

Clearly the maximum pressure possible in the filled cylinder is the equilibrium pressure. To fill to a higher pressure would require another transfer from a cylinder with a higher pressure, and this would be limited by the equilibrium pressure of the second combination.

What may not be immediately obvious, is that the final pressure in the receiving cylinder will be higher if gas is decanted from the lowest higher pressure supply first.

Order of transfers
To get the most out of the storage cylinders, start with the one with the lowest pressure, and transfer to the receiving cylinder with the highest pressure that will transfer gas the right way, and repeat this until no more transfers are possible.

title: Filling Scuba Cylinders/Cascade filling


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User:Lixer

Lixer, Swedish user. Mostly active on Wikipedia but make some visits here now and then.

- My presentation page at Wikipedia -

title: User:Lixer


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Virtues/Prudence

Introduction:
The Greeks used several different words to distinguish aspects of what today we call wisdom. This includes a distinction between practical wisdom (Phronesis) and ultimate wisdom (Sophia). Prudence—knowing what to do—is similar to practical wisdom.

In modern English, prudence has become increasingly synonymous with precaution. In this sense, prudence names a reluctance to take risks, which remains a virtue with respect to unnecessary risks, but when unreasonably extended (i.e. over-cautiousness), can become the vice of cowardice.

Wisdom, rather than prudence, is featured in the list of candidate virtues in this course because of its greater scope. Study that page for a more complete treatment of the virtue.

title: Virtues/Prudence


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School:Computer Science/Intro

Computer science or computing science (CS) is the study of the theoretical foundations of information and computation. It includes practical techniques for their implementation and application in computer systems. Computer scientists invent algorithmic processes that create, describe, and transform information and formulate suitable abstractions to design and model complex systems.

Students can complete 'core courses' in computer science from this department. There is no diploma or official recognition - this is simply an opportunity to follow a similar learning path to a traditional college Computer Science program.

Many courses are in need of further development, and our pool of contributors only post sporadically (due to living real-world lives). If you find a resource that needs help please consider lending a hand - see the Help Page to learn more.

Divisions and Departments
Major divisions may include higher level generalized topics such as... Please discuss
 * Topic: Computer Programming
 * Topic: Computer Architecture
 * Topic: Computer Network Administration

For specialized departments and brainstorming, see the Specialized Departments page.

title: School:Computer Science/Intro


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School:Computer Science/News and events

For a better campus, this box will be removed from the school entrance.
 * Use the School's Bulletin Board

title: School:Computer Science/News and events


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School:Computer Science/Research projects

Research Projects

 * Computer Architecture Lab
 * Add a brief blurb about the lab

This feature of Wikiversity will be implemented later pending further discussion.
 * Proposed Learning project: Screensaver Research - List distributed computing research screensavers (like folding@home) for students to download and run in the background with the eventual goal of writing one purely for wikiversity.
 * Integration with existing Open Source code possible
 * Please see also http://en.wikiversity.org/wiki/Wikiversity_Distributed_Virtual_Supercomputer

 * Proposed Learning project: 3DTheater.org - 3D Framework and SDK for live or scripted networked 3D Video-Game quality Wikiversity events such as school plays, sporting events, class sessions or virtual social events. Any 3D renderable setting may be explored.[Wikiversity_Distributed_Virtual_Supercomputer] Any variation of live acting, scripted actor sequences or Artificial Intelligent natural language responses may be incorporated. Any new Virtual 3D Sport may be created to obey its own laws of physics. Any other conceivable (legal and ethical) use for this virtual space could be entertained. The aim of this project would be to raise the level of user configurability such that--like in these wiki pages--the browser can quickly become the author, rendering assets for our 3D virtual campus, and breaking new ground in the field of virtual technology.
 * Video games for education - Wikiversity initiatives related to the Federation of American Scientists report on the National Summit on Educational Games.
 * Proposed Learning project: Remote Learning Development - We are computer scientists (or aspiring to be ones), so I think it would be interesting to have a practical learning project. This could integrate text, video and voice for either peer to peer or group work. I see this as having interest not just to our area, but to all of Wikiversity and maybe even other institutions.
 * Proposed Sandbox Server: A "sandbox" for testing Computer Programming projects, server administration practice aimed at facilitating enhanced Internet Audio and Video activities, routing node for the Wikiversity Distributed Virtual Supercomputer and a variety of other CS related research projects and learning activities.
 * Proposed Original research: Markerless Tracking: A big challenge in Computer Vision is the recognition and tracking of real objects through sensor-data streams. This is needed for example in Robotics and Augmented Reality to gather informations about the surrounding. Computer Vision techniques gives good results if the objects are very simple and the sensor data is not too biased. Genrally spoken we have a huge amount of computer systems which works well on recognizing and tracking special markers wich could be distributed in the environment. The aim of this project would be to archive a general and widely accepted technique to perform markerless tracking and recognition of the real environment.

Papers

 * Storage@home: Petascale Distributed Storage


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School:Computer Science/Courses

Courses
Core Courses

Full Course Listing

Featured Courses

 * Introduction to Programming – A good resource for beginners.
 * Topic:Computer networks
 * Topic:Artificial intelligence

title: School:Computer Science/Courses


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School:Computer Science/Learning Resources

Resources
Know any good resources for scholars of this topic? Good open source software sources for computer science education are welcome. Add them here!

On-line:

 * Open Source Computer Science Degree Collection of free resources from third-level institutions, including many listed below, assembled to be equivalent to an undergraduate Computer Science degree.
 * CS50 Introduction to Computer Science Offered by Harvard College; One of the best introductory courses that is offered as OpenCourseWare; Video lectures; Assignments; Virtual Machines that have open source software required for doing the course; Automated testing of code written by students.
 * Online Courses at MIT, complete with etextbooks
 * Complete and On-line Creative Commons course in Computer Science It was designed to be equivalent to the MIT Undergraduate Course in Computer Science but condensed into 12 months. Many of the Lecturers featured in the video are MIT lecturers who wanted to offer free education.
 * Statistics Online Computational Resource (SOCR)

 * Free online courses offered by Stanford University beginning January 2012:
 * Software Engineering for Software as a Service (no longer available)
 * Machine Learning
 * Cryptography
 * Natural Language Processing
 * Human-Computer Interaction
 * Probabilistic Graphical Models
 * Design and Analysis of Algorithms I

 * NPTEL Free online courses(video lectures, presentation, and notes) by IITs and IISc, India.
 * CS10 The Beauty and Joy of Computing Offered by UC Berkeley EECS department; An introductory computer programming course that is offered using the visual programming approach; Video lectures; Reading materials from across the web; Access to their learning management system is not freely available to take tests but most of the content is available publicly.
 * Codecademy Teaches HTML, Javascript, Python, Ruby, jQuery, and PHP in an interactive manner, awarding badges for completing units, increasing your streak, and exercises completed.
 * SoloLearn Another resource for learning how to code HTML, Javascript, Python, and more for free. Share your coding projects with ours, and interact with the SoloLearn community to see what is being built by other brilliant coders. Available iOS and Android smartphone applications are available for download for free.
 * Khan Academy Computer Science Teaches basic coding skills using Javascript.
 * Codility Lessons Intermediate-advanced programming lessons from Iterations to Dynamic Programming in the form of a PDF reading material and a few logic problems to go with each lesson. Available in 16 different programming languages.
 * Ask Computer Science sub-Reddit


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School:Computer Science/Active participants

Student Union
 * Since 14 October 2014 with Dedicated Programming Compiler proposal. --Marshallsumter (discuss • contribs) 02:26, 29 April 2018 (UTC)


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School:Computer Science/Papers

Papers

 * Storage@home: Petascale Distributed Storage

title: School:Computer Science/Papers


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School:Computer Science/Related Topics

Related Topics

 * This is to inform all those who may be interested in participating at any level that I have created a proposal for the Grants:IEG initiative advertised above. The proposal is entitled: "Dedicated Programming Compiler" and can be found at url=https://meta.wikimedia.org/wiki/Grants:IEG/Dedicated_Programming_Compiler#Measures_of_success. Please feel free to include yourself at any participatory level. Also, if you personally know a WMF dedicated mainframer who has sufficient background installing or firewalling computer langauge compilers, please let us know so that we can see if they might be interested. There may by real money in this! --Marshallsumter (discuss • contribs) 18:59, 20 September 2014 (UTC)
 * Writing Requirements Specifications A Wikiversity Workshop
 * Web Design - Although not specifically a CS topic, this collection of materials imported from Wikibooks is fairly complete and relevant.
 * Apache MySQL PHP on Mac OS X

Learning paths

 * Open Source Degree Confirmation
 * Introduction to Information Technology
 * Learning to learn a wiki way
 * Design Engineering

title: School:Computer Science/Related Topics


text:
School:Computer Science/Textbooks

Textbooks

 * PHP Programming
 * Ada Programming
 * C++ Programming
 * Haskell :: Functional programming with types
 * Java Programming
 * C# Programming
 * C Programming
 * Computability and Complexity
 * Programming Tcl
 * Programming Ruby
 * Programming Python
 * Using PHP Eclipse
 * Programming PHP and MySQL
 * Programming Perl
 * Computer Science bookshelf at Wikibooks
 * Probability and Statistics EBook

Local articles:
 * Internet - a local learning resource that takes a look at the Internet from a technical perspective

title: School:Computer Science/Textbooks


text:
User talk:AlisDarling

practicing posting a message.

title: User talk:AlisDarling


text:
User:Matthew (WMF)

Hi, my name is Matthew Roth. I'm a writer and journalist living in San Francisco. I currently work as the Global Communications Manager at the Wikimedia Foundation. You can contact me at mroth at wikimedia dot org or through my discussion page. I'm also active on my volunteer account on Commons and English Wikipedia.

Unless otherwise stated, any edit to Wikimedia projects by me is an act of a regular member of the community, not a legal or official action of a staff member of the Wikimedia Foundation.

title: User:Matthew (WMF)


title: File:Misc.2.A.MinPhase.20120801.pdf