text:
Web quest

Introduction

Web quests are about making studying fun.

Fact № 1 We all know that children like playing.

Fact № 2 We also know that they like studying interesting things and, moreover, they like using the knowledge they have gained. Or in other words, children like active learning.

Why, then, most of the students eventually lose their interest in school? Because, we teachers, eventually forget these two facts.

Knowledge for real life Nobody likes studying something that is useless. Children are not an exception. It does not matter whether you are a teacher in Maths, English or Computer Skills you should motivate your pupils that they are studying something very important for their lives and also you have to show them how exactly they could use the new knowledge.

Children and school nowadays Children nowadays communicate less and less with each other. Most of them spare their time in front of the computers surfing in the Internet. Undoubtedly, there is a lot of useful information there. Children nowadays are much more informed on different topics then ever. Sometimes, pupils even know more on particular topics than their teachers. Is it possible to make pupils interested in school then? Yes, teachers can make pupils interested in school by using interesting and useful topics shown in an amusing way. One possible method that fulfills these acquirements is the Web Quest.

What is a Web Quest?
The inventor of the Web Quest is Bernie Dodge. He defined his new learning method as an “inquiry-oriented activity in which some or all of the information that learners interact with comes from recourses on the Internet.” In other words, it is a didactic concept within which explorative activities with the Internet are planned by the teacher and he/she transforms from teacher into guider guider of the learning process. ''The aim is the autonomous acquisition and presentation of knowledge. '' A good Web Quest has the following structure:

•	Introduction – it aims to motivate the pupils about the topic in a visually interesting and thrilling way.

•	Task – explanation what they have to do in every lesson.

•	Process – detailed step-by-step instructions how to do their tasks.

•	Resources – all internet addresses used in the Web Quest.

•	Evaluation – pupils use it for self-evaluation and then the teacher evaluates them using the same evaluation criteria.

•	Conclusion – concludes the result of the successfully finished work. What the pupils know now and how they could use it in their lives.

•	Teacher Page – information about the teacher who has designed the Web Quest and about the Web Quest itself.

What skills does a pupil need to develop in order to work with a Web Quest?

Working on a particular Web Quest means that a pupil has to:

•	follow strictly their teacher’s instructions

•	work with particular internet addresses

•	find particular information

•	work on this information with a partner

•	find the answers on particular questions by themselves or in a team

•	make a final project (in a group)

•	self-evaluation.

title: Web quest


text:
User:Pavleta kolova

INTRODUCTION
Fact № 1 We all know that children like playing.

Fact № 2 We also know that they like studying interesting things and, moreover, they like using the knowledge they have gained. Or in other words, children like active learning.

Why, then, most of the students eventually lose their interest in school? Because, we teachers, eventually forget these two facts.

Knowledge for the real life Nobody likes studying something that is useless. Children are not an exception. It does not matter whether you are a teacher in Maths, English or Computer Skills you should motivate your pupils that they are studying something very important for their lives and also you have to show them how exactly they could use the new knowledge.

Children and school nowadays Children nowadays communicate less and less with each other. Most of them spare their time in front of the computers surfing in the Internet. Undoubtedly, there is a lot of useful information there. Children nowadays are much more informed on different topics then ever. Sometimes, pupils even know more on particular topics than their teachers. Is it possible to make pupils interested in school then? Yes, teachers can make pupils interested in school by using interesting and useful topics shown in an amusing way. One possible method that fulfills these acquirements is the Web Quest.

HYPOTHESIS
Web Quests are a very interesting and effective complementary method for making teaching more interesting. It combines effectively Computer and Interenet Skills, English, World Orientation and Social Skills. If it is used once or twice during the school year, it :

•	motivates children;

•	makes them more skillful at finding and working with information in the Internet;

•	develops their skills in reading, writing, speaking and listening in English;

•	develps their social skills;

•	develops their skills to work in a team and in a group;

•	meets them with important, useful and interesting information that shows them the connection between school and real life.

WEB QUESTS
What is a Web Quest? The inventor of the Web Quest is Bernie Dodge. He defined his new learning method as an “inquiry-oriented activity in which some or all of the information that learners interact with comes from recourses on the Internet.” In other words, it is a didactic concept within which explorative activities with the Internet are planned by the teacher and he/she transforms from a teacher into a guider of the learning process. The aim is the autonomous acquisition and presentation of knowledge.

A good Web Quest has the following structure:

•	Introduction – it aims to motivate the pupils about the topic in a visually interesting and thrilling way.

•	Task – explanation what they have to do in every lesson.

•	Process – detailed step-by-step instructions how to do their tasks.

•	Recourses – all internet addresses used in the Web Quest.

•	Evaluation – pupils use it for self-evaluation and then the teacher evaluates them using the same evaluation criteria.

•	Conclusion – concludes the result of the successfully finished work. What pupils know now and how they could use taht knowledge in their lives.

•	Teacher Page – information about the teacher who has designed the Web Quest and about the Web Quest itself.

What skills does a pupil need to develop in order to work with a Web Quest?

Working on a particular Web Quest means that a pupil has to:

•	follow strictly their teacher’s instructions

•	work with particular internet addresses

•	find particular information

•	work on this information with a partner

•	find the answers on particular questions by themselves or in a team

•	make a final project (in a group)

•	self-evaluation.

MY WEB QUEST
Example This is my first try to make my own Web Quest

RESEARCH
If you open the link to my Web Quest above, you will see that after the Conclusion I have added Give Opinion. There students have to give an answer to 10 questions. Nine of them are with options and the last one is an open question about their personal opinion. The results will be automatically calculated.

Here you could see the Questionnaire

RESULTS AND CONCLUSION
My hypothesis was proved and the results from my research show that more than 90 per cents of the students who have taken part in it:

• were very interested in the Web Quest and listened to me with a great interest as they had never done a Web Quest before;

• thought that they have developed their reading, speaking and writing skills;

• had learned new words in English;

• had learned more about healthy food;

• thought that the Web Quest was a good exercise for looking for specific information n the Internet;

• thought that the knowledge they gained was practical;

• would like to have such lessons at school.

I can conclude from the results that Web Quests are an interesting and effective complementary method for making teaching more interesting, effectively combining Computer and Interenet Skills, English, World Orientation and Social Skills.

Here you could see the detailed results

MY PROJECT HOMEPAGE
After my hypothesis was proved I made a homepage of my project. Here you could see it

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

title: User:Pavleta kolova


text:
Talk:Web quest

Is there a way to translate "Пясъчник" into an English word using Latin characters? --JWSchmidt 17:56, 12 November 2006 (UTC)

 * Looks to me like it's about "Web quests". Also, it looks to me like this page doesn't need to be in the Wikiversity namespace - it should probably be moved into the "Main" namespace (ie. no prefix). Cormaggio 20:20, 12 November 2006 (UTC)

title: Talk:Web quest


text: Category:Advertising

title: Category:Advertising


text:
Wikiversity talk:Sign your posts on talk pages

Merger of the two pages Signature and Sign Your Posts on Talk Pages seems like a good idea. — morley 00:58, 13 November 2006 (UTC)


text:
Wikiversity talk:Signature

Merger of the two pages Signature and Sign Your Posts on Talk Pages seems like a good idea. — morley 00:58, 13 November 2006 (UTC)

title: Wikiversity talk:Signature


text: Category:Cooking

title: Category:Cooking


text:
Category:Java

Java programing pages

title: Category:Java


text: Category:Chinese

title: Category:Chinese


text: Category:CAD

title: Category:CAD


text:
Category:Microelectronic engineering

Microelectronic engineering pages

title: Category:Microelectronic engineering


text: Category:C Sharp

title: Category:C Sharp


text: Category:Scientific computing

title: Category:Scientific computing


text:
Category:Numerical Algorithms

Pages relevant to the Track Numerical Algorithms of the Deptartment of Scientific Computing of the School of Computer Science.

title: Category:Numerical Algorithms


text:
Wikiversity:Namespaces/Proposals for new namespaces

Proposals for new namespaces can be listed on this page.

Proposals
Please only list new namespaces that you will actually use. (No theory; just practical names)

Low-end names in the namespace

 * Here are namespaces which are useful to me. (In some cases, I am already using them.)

 * "Course"
 * I need a namespace for full courses, each of which is a series of multi-page lessons, etc. If a potential student is interested in learning what I teach, they need to know that a page identified as a "Course" is not a lesson but rather the starting page of a series of lessons aimed at a single goal.  (I see names such as "Stream" and "Project" but the word "Course" is much closer to what I offer.)

 * I am currently working on three unrelated courses. Eventually, I will write one new course each year (30 lessons for each course) consisting of about 1000 pages of which I will write about 200 of the pages.

 * "Lesson"
 * This is the first page of a lesson. If the lesson is short, this can be the entire lesson.  If the lesson has many steps, it can be the introductory page.

 * "LessonPage"
 * This is all lesson pages other than the first lesson page. I need to be able to find these and identify these quickly since these pages often have the most need for changes.

 * Like most instructors that I have seen at Wikiveristy, I develop lessons on line. I do  not have any tools for developing lessons off line.  Therefore, I am continually searching through (and working on) all the lessons I am currently writing… and that is a lot of pages.  I never complete one page before I start the next.  Rather I work on all the pages at the same time… hence my need to be able to identify them in my mind.  I believe I current have about 200 of these pages and I am continually working on all of them.  Because of my writing style, I will continue to polish all my pages even after they are finished.

 * Perhaps another name would be better but I cannot think of it. "AdditionalLessonPages" is too long and "Pages" is not clear.

 * "Reference"
 * I need an identifier for pages which have information vital to a lesson but are not part of a lesson.  (The names could be "ReferencePage" but that seems a bit too long.)  Reference fits a wide varity of purposes.  Normally, a reference page is only a single page.

 * "Review"
 * This is a new namespace that I am thinking about. As part of my lessons, I continally recommend programs (almost always FREE programs for the Macintosh, Windows and occasionally Linux) which students must use to complete the lesson.  However, it would be nice to have a page where I (and other uses of the computer program) explain and review the program.  For this, "Reference" might be sufficient but it might also be misleading since it is only opinions.  The word "Reference" is not what people associate with a product review.  "ProductReview" is a much clearer name but possibly too long.  I will recommend about 100 programs in the basic filmmaking course.  Therefore, it would be nice for people to know WHY I recommend that they use these programs.  Reviews will solve that problem.

 * "Homework"
 * I need a namespace for completed assignments. The name could be "Homework" or "CompletedHomework" or "Assignments" or "CompletedAssignments".  Establishing a namespace might not be enough because most of the assignments I have received so far are PDF files which have no easy marking system (as these are all called "image" inside Wiki.)  I have not found a good solution for combining these two file storage systems.

 * Robert Elliott 16:15, 13 November 2006 (UTC)

Discuss low end names proposal
"I need a namespace for full courses ..... a "Course" is not a lesson but rather the starting page of a series of lessons" <-- Just create a page for each course in the "Topic:" namespace. There is no need for a new namespace for courses. --JWSchmidt 16:47, 13 November 2006 (UTC)

Lessons are main namespace content. There is no need for a "Lesson:" namespace. "LessonPage ..... I need to be able to find these and identify these quickly since these pages often have the most need for changes" <-- put all related lessons in the same category, that will allow you to find them. You can also create navigation aids in the form of lists of hypertext links or navigation boxes. See w:Wikipedia:Navigational templates. --JWSchmidt 16:55, 13 November 2006 (UTC)

"Reference", "Review", "Homework" <-- These all sound like main namespace content. There is no need to create new namespaces for different kinds of main namespace content. Just give each page a good name and include them in appropriate categories. --JWSchmidt 17:00, 13 November 2006 (UTC)

Reply by Robert Elliott

 * You are asking me to do more work than is necessary. Putting all my low-end pages in the main namespace does not provide me with the tools and the structure that I need.  Instead, you are asking me to do all the work manually rather than use the Wiki software which will do it all automatically for me.

 * Asking me to do more work is OK… if I am doing on a few pages or a few lessons. But asking me to continually create and maintain navigation templates for hundreds of page because you do not want to change 10 lines of code is not reasonable.

 * The Wiki software has tremendous power if you apply it correctly. Robert Elliott 17:22, 13 November 2006 (UTC)

 * Thousands of people have developed and used this software over the past five years and developed solutions the organizational problems you have described. As far as I know, all Wikimedia Foundation sister projects use categories to keep track of related pages. Categories provide a flexible system that allows wiki users to organize content as needed. Any change to the namespace structure of Wikiversity needs to be performed by a developer. I doubt if any developer would ever start down the path of replacing the category system with your proposed new use for the namespaces system. If you need help organizing the pages you create, try placing a request for help at the Colloquium. There are some wiki participants who love to do that kind of work. --JWSchmidt 17:57, 13 November 2006 (UTC)

 * Note
 * The software we are using for Wikiversity is NOT the software that is used for WikiBooks. This is a highly modified version which is still incomplete.

 * Also, I am not requesting any programming changes (in the request above). I am only asking that the data file which controls the searches in Wikiversity be expanded.  When you click on "My Contributions", you get a search engine with a fixed number of options (a fixed number of namespaces that you can search on).  These options are controlled by a data file which currently has 22 entries.  Simply adding lines to this data file does not require any programming.  Robert Elliott 00:56, 14 November 2006 (UTC)

Thoughts from Cormaggio
First of all, I think I should say that I've always been reluctant to create more namespaces - we already have more than any other project, as far as I know. I think our system is already confusing as it is - and we need to be sure that we are working off solid principles before we create further complexities in the system we're using and developing.

This conversation throws into relief for me the limitations of the system we are dealing with (ie the MediaWiki software). And no solution I have seen seems to fit the real problems that Robert is experiencing. The namespaces proposed seem clumsy and don't seem to me to help the situation of making course-pages more easily findable (but if you think they can, please spell this out for me). Categories and navigational templates are what have worked best for other projects, though, admittedly, the other projects (apart from Wikibooks) do not have the same type of "page-dependency" (for want of a better phrase) as we do. Perhaps, there is another way? This seems like something that is of key importance to developing a solid bank of resources on Wikiversity - so it deserves our deep attention. (Btw, It has also been requested by the KDE community for the development of their training materials to have a system of overlaying a web of pages with a structure of learning trails, which the learner follows to carry out a specific task, amassing the skills that are of interest to them.) All this just makes me think that it might be an idea to have a chat (or some form of discussion) with the Wikimedia developers, to see if something like this is possible - along with our other technical needs and issues.

Obviously, we need to create structures that are easy to track both for the navigator, and the contributor. I can't see any of these namespaces working any better than the structure we have in place at the moment (though, as I've said, please spell it out for me if you disagree). This is of prime importance - so we must take it seriously. Cormaggio 21:17, 13 November 2006 (UTC)

 * Point of clarification by Robert Elliott
 * When I talk about Low-End Namespaces, I am refering to the area of Wikiversity which currently has NO namespaces. This is called the main namespace but really it is a void without any structure at all.  Currently, all lesson pages, course pages, homework pages, etc. are given NO namespace name at all.  There is absolutely NO structure for these pages in the current system.

 * The changes I am requesting is simply adding a few lines to the data file that controls searches in Wiki. There is no actual programming changes needed to add a namespace called "Lesson".  Only one line is added to the data file which simply says "Lesson".  Same with "Course" and "Homework".  There is no programming to do this. Robert Elliott 00:43, 14 November 2006 (UTC)

 * Just to clarify my own perspective - it's not any programming that I'm objecting to - it's having namespaces that could clutter the organisation of content, rather than help people find and add content. (Also note that I'm not saying that this is the case with your proposed namespaces - it's just that I don't currently see what good they would do.) Cormaggio 00:52, 14 November 2006 (UTC)

 * The developers are not going to create new namespaces for everyone who will not learn how to use categories and other existing organizational tools. At Wikipedia, the Music genre page uses a "navigation template" at the bottom of the page (w:Template:Music genres). There are 45 subcategories in w:Category:Music genres and a couple hundred pages. By following the links in the "navigation box" produced by that template you can visit pages such as List of blues genres which has its own navigation box that is generated by w:Template:Blues. Another example of a Wikipedia category with many subcategories and pages is w:Category:History of Europe. The Wikipedia page for History of Europe has several "navigation boxes" at the bottom to help guide people to particular articles. It is not hard to organize hundreds of related main namespace pages by making use of categories, lists of pages and "navigation templates". We could have a community project to do so for something like Course:WikiU Film School Course 01 - Learning the Basics of Filmmaking. --JWSchmidt 00:54, 14 November 2006 (UTC)

 * Robert Elliott, If searching within wikiversity is your concern, then please use google.--Hillgentleman|User talk:hillgentleman 10:00, 21 November 2006 (UTC)

Support

 * Course: Agree. There should be a namespace that denotes the level of organization that is a set of learning objectives aimed at accomplishing a certain strategic learning objective. This may mean it is a university-style class (History of Pants), or a part of a DIY section (Using a Lathe), etc. In the School of Strategic Studies, this would be the numbered courses that could then be arranged in a course calendar. This would make Wikiversity more modular: if a stream (curriculum) designer wanted to put together a curriculum with some overlap with another, (e.g. Peace Studies and International Relations) they could simply choose applicable courses from the course calendar, knowing that they were groups of small learning objectives geared to teaching a student about the topic that is the subject of the course.
 * Department: We should include Department and not Topic. Topic doesn't fit into the proposed school organization, it has to be forced to fit there.
 * Class/Lesson: Agree. A limited learning objective that is the atom of a course. Again, a general catalog of these would allow for the modular construction of more curricula from a good core of classes.

Diversity of approach in organization actually hinders the development of this site. There should be built-in standardization to a degree, so that curriculum developers can find what they need if it exists, and not have to look through disparate forms of categorization in order to find what they seek.--Dnjkirk 16:52, 14 November 2006 (UTC)

Oppose
I don't see how adding namespaces can benefit Wikiversity. In fact, I think we have too many already. Portal:, School: and Topic: even seem extranious to me, but I've become accustomed to them as I shall the new ones if there is a consensus.

As for the Film School my feeling is that naming conventions were not adhered to, thus causing some problems. Mr. Elliot has a definate style and that is great, but I intuit that he ..we.. could solve the above problems with navigational templates and categories. Furthermore he should, in my opinion, simplify the titles of the pages. As JW said, there are people here who thrive on this sort of work. I'm one of them.

Category: and Template: are powerful tools because of their added functionality. If it's a matter of navigation between and among related pages, Templates and Categories can be of great value if applied correctly. For instance Category:Courses contains only three pages. What's up with that?

I've suggested the Template Taskforce as a learning project for getting the most out of MediaWiki templates. It could be part of the MediaWiki Project and Topic:MediaWiki which really look into the nuts and bolts of MediaWiki. Shouldn't we look more deeply at the engine that powers Wikiversity? Isn't there some existing functionality we're not exploiting? Do we not have a working relationship with the developers? Let's step back and look at this, please. CQ 19:35, 14 November 2006 (UTC)

Oppose. The idea of splitting main namespace content into subsets to be placed in new namespaces has never been justified in terms of how it would provide any benefits over the current namespace system. The way to facilitate human interactions with related main namespace pages is by making use of portals, categories and templates. The "Topic:" namespace is a good place for Wikiversity content development projects because "topic" is a general term and the current naming conventions allow for Wikiversity participants to refer to the pages in the "Topic:" namespace as divisions, departments, programs, centers, projects, courses or with any other label selected by those who collaborate to develop learning resources for a particular topic area. There is no generally agreed upon meaning for terms such as "department" and "course" and it would just lead to confusion and argument if there were new namespaces called "Department:" or "Course:". --JWSchmidt 21:25, 14 November 2006 (UTC)

Oppose:
 * Every suggested use of the new namespaces can be done by using categories and templates. For example, references and homeworks can be put in their appropriate categories.
 * Topic: is a good namespace - it flexibly allows many possible paths of learning, complementing the more traditional school:.  The namespaces suggested above ('lesson:, course:, reference:, etc) are not flexible.--Hillgentleman|User talk:hillgentleman 10:00, 21 November 2006 (UTC)

How to expand the main namespace
In case you wonder where the namespaces are stored, below is a typical file which comes with the wiki software that defines the namespaces.

Wikimedia says...
The names are set in files such as those listed in Locales for the Wikimedia projects, with default Language.php:

/* private */ $wgNamespaceNamesEn = array(	NS_MEDIA           => 'Media',	NS_SPECIAL          => 'Special',	NS_MAIN	            => '',	NS_TALK	            => 'Talk',	NS_USER             => 'User',	NS_USER_TALK        => 'User_talk',	NS_WIKIPEDIA        => $wgMetaNamespace,	NS_WIKIPEDIA_TALK   => $wgMetaNamespace . '_talk',	NS_IMAGE            => 'Image',	NS_IMAGE_TALK       => 'Image_talk',	NS_MEDIAWIKI        => 'MediaWiki',	NS_MEDIAWIKI_TALK   => 'MediaWiki_talk',	NS_TEMPLATE         => 'Template',	NS_TEMPLATE_TALK    => 'Template_talk',	NS_HELP             => 'Help',	NS_HELP_TALK        => 'Help_talk',	NS_CATEGORY	    => 'Category',	NS_CATEGORY_TALK    => 'Category_talk' );

As you can see, this is a very simple data file that can be expanded immediately to include a better structure for Wikiversity. The advanage of adding structure to the low end (main namespace) is to allow easy searching in "my contributions". My list of contributions for the main namespace has long passed 500 so it would be nice to be able to find changes to courses, lessons, lesson pages, reference pages, homework, and reviews easily and quickly. Robert Elliott 20:25, 18 November 2006 (UTC)

 * Have you tried searching with google? For example, Robert Elliott November site:wikiversity.org gives 42 results now.--Hillgentleman|User talk 18:06, 26 November 2006 (UTC)

Class and Session namespaces
The Class: and Session: namespaces are special purpose containers for static (class:) and dynamic (session:) constructs that will work in conjunction with MediaWiki Objects, Automatons, bots, spiders, crawlers, etc. on various levels at various times in various contexts. They generally help various applications to know who is doing what with automated database integrity generated by login sessions, timestamps and contexts such as a unique School:, Portal:, Topic:, MediaWiki:, Help:, or other "place" on Wikiversity.

These namespaces, when seen through the lenz of the OSI Model, exist in the Application layer. Class: and session: variables are set to initial, progressive and final values allowing users and the applications to track progress along a timeline, position within a course of study, traversal through a predefined series of contexts or other "moving-target" sequence of expected, registered or consequential events.

Submitted by CQ on 18:06, 25 February 2007 (UTC)

 * This all seems very abstract. Can you provide specific example of what kinds of pages would go in the "Class:" and "Session:" namespaces? What purpose would the namespaces serve that cannot be met by having Category:Class and Category:Session? How do "Class: and session: variables" relate to "Class:" and "Session:" namespaces? --JWSchmidt 18:45, 25 February 2007 (UTC)

Book:
With the recent addition of the book tool, it would be useful to have a Book namespace. This is the default namespace for storing books, but it hasn't yet been created on Wikiversity.

Currently, the Saved book indicates that books in the Book: namespace are in the incorrect place. But this is because the namespace hasn't been created yet. -- Jtneill - Talk - c 00:56, 29 September 2010 (UTC)

 * What book tool? Since I'm ignorant of the book tool, I'm going to guess as to what you're talking about and ask, shouldn't any book type materials be created on Wikibooks and be linked to? Or are there policies on Wikibooks that keep things like work problems or whatever from being added to books. --Devourer09 03:22, 29 September 2010 (UTC)

 * Thanks, Devourer9 - I've started Help:Book to provide more info about the book tool. -- Jtneill - Talk - c 04:09, 29 September 2010 (UTC)


text:
Category:Namespace

ja:Category:名前空間

title: Category:Namespace


text:
MediaWiki/Engine

The MediaWiki engine is a complex application that builds user-editable pages from a source code residing on a web server. This resource will eventually provide diagrams and descriptions of the Wiki software that makes Wikiversity run.

What is PHP?
PHP is a high level, dynamic, server side scripting language. It is superior to raw HTML as it does away with static content and is far more efficient. It has become popular in recent years as it is open source (free), while alternatives such as ASP are not.

MediaWiki makes extensive use of PHP to generate dynamic content. Server-side scripting is capable of user authentication, maintaining resilient client-server relationships via dynamic web pages through a relational database interface characterized as a content management system.

PHP scripts access an extensive SQL (Structured Query Language) database to track and log the history of pages, who is editing what, links to other pages, page sections and subsections, and a host of other dynamic content objects. To fully understand the MediaWiki engine requires a working knowledge of PHP and SQL databases. The MediaWiki codebase revolves around a relational database management system written primarily for MySQL.

This page and all other MediaWiki pages begin and are modified through a master page named index.php. A useful exercise is to click View -> Page Source while you have an editor open. Look for this code:  That form tag is essentially the core of the MediaWiki Engine.

PHP Learning materials
Topic:PHP is the main Learning project:
 * Introduction to PHP <- start here
 * 25 Essential PHP Functions

MediaWiki engine

 * http://svn.wikimedia.org/viewvc/mediawiki/ - Source code
 * http://svn.wikimedia.org/doc/main.html - documentation, main page

 * mw:Manual:Installation
 * mw:Manual:Code
 * mw:Manual:Database layout

What is MySQL?
MySQL is a multithreaded, multi-user, SQL Database Management System. It is often accessed and managed through PHP-driven content management systems like MediaWiki.

The open source MySQL is owned and sponsored by a single for-profit firm, the Swedish company MySQL AB, which holds the copyright to most of the codebase. Both the MySQL server software itself and the client libraries are distributed under a dual-licensing format. MediaWiki deploys MySQL under the GNU General Public License.

MySQL Learning materials
Topic:MySQL is the main learning project:
 * Introduction to MySQL
 * MySQL at Wikipedia
 * MySQL at Wikibooks

title: MediaWiki/Engine


text:
File:Wikiversity ReoprtsWebsite.png

Summary
I (John Schmidt) made this image for Wikiversity Reports.

title: File:Wikiversity ReoprtsWebsite.png


text:
Wikiversity Reports

Welcome to the Wikiversity Reports learning project. The Wikiversity Reports podcast is a way to learn about podcasting while producing podcasts that are useful to the Wikiversity community.

History of Wikiversity Reports
From September to November 2006 the podcast media files and the Web feed for Wikiversity Reports were hosted at a 60 day trial .Mac account. Starting in November, the Wikiversity Reports episodes are available for download from the Internet Archive. Some episodes have been converted to Ogg files.

The Wikiversity Reports podcasts are of several types. Some of the podcasts are periodical reports on the status of the Wikiversity project. Other reports are tutorials or "how tos" that explain features of the Wiki user interface. Other Wikiversity Reports podcasts describe some specific educational content of Wikiversity.

Monthly reports on the Wikiversity project
Month 1. report #1 <-- podcast format requires QuickTime -|- Ogg Video format --> [[Media:WikiversityReports1.OGG|Report #1.ogg]] (Help with Ogg video file play.)

Month 2. report #2 in podcast format requires QuickTime. Traffic statistics, launch of the Spanish language Wikiversity website.

Months 3 & 4. report #3 .mov screencast format; can be viewed with QuickTime or VLC Player. Ogg Video format --> [[Media:WikiversityReports3.ogg|Report #3.ogg]] (Help with Ogg video file play). Topics: frequently visited Wikiversity pages (see), French language Wikiversity website, logo update, OurMedia and Internet Archive.

Month 5. see below for plans

Copy this link and paste it into your aggregator (e.g. Juice Receiver, Bloglines) to stay up to date with Wikiversity reports.

Special short reports

 * Special short reports.
 * QuickTime format <-- podcast -|- page --> Computer science program.
 * Report on content development projects. School and Topic namespaces.
 * A report on the 2006 Nobel Prizes (see also RNA interference, Eukaryotic transcription)
 * Special Report on Web 2.0; a two minute-long infomercial encouraging people to edit Wikiversity. Ogg Video format --> [[Media:WRSP Web 2.0.ogg|Web 2.0 video]], 9.3 MB download. (Help with Ogg video file play.)
 * [[Media:Web 2.0 copyleft.ogg|Web 2.0 and copyleft]]; 7 MB download, modified version of the "Web 2.0 video", above. (Help with Ogg video file play). This video explores Web 2.0 and copyleft licensing of media files.

Tutorials

 * Screencasting - For new wiki users: A short introduction to wiki editing (requires QuickTime or VLC player).
 * This screencast was made using Display Eater to capture screen images.
 * [[Media:Editing tutorial-large.ogg|Editing tutorial]] <-- an OGG video format version of this screencast (does not require QuickTime, Help with OGG video file play).

Plans for new webcasts

 * see Wiki Campus Radio
 * Reports for additional months of the Wikiversity project.
 * Logo contest update
 * Statistics- page creation
 * Page creation at various Wikiversity domains (English, German, French, Spanish, Italian)
 * Update on research and other policy discussions
 * most active Wikiversity pages

 * Tutorial about categories, portals, and navigation templates.

Plans for a new syndication feed

 * The OurMedia website. - First trial upload. I'm still trying to figure out its system for syndication feeds; they seem to indicate that FireAnt will allow people to subscribe to media files uploaded at ourmedia. The Wikiversity Reports Blog has a conventional RSS feed.
 * It might be best if the Wikimedia Foundation has a server devoted to experiments in multimedia formats such as podcasting. (example of special purpose servers)

Participants

 * User:JWSchmidt

title: Wikiversity Reports


text:
Databases/Object-relational databases

An object-relational database (ORD) or object-relational database management system (ORDBMS) is a relational database management system that allows developers to integrate the database with their own custom data types and methods. The term object-relational database is sometimes used to describe external software products running over traditional DBMSs to provide similar features; these systems are more correctly referred to as object-relational mapping systems.

This page is initially focused upon hands-on mapping of the MediaWiki engine from an Object Oriented Software Design perspective using UML, the Unified Modeling Language.

Readings

 * Object-relational database

title: Databases/Object-relational databases


text:
Free Software Foundation

The Free Software Foundation (FSF) is the principal organizational sponsor of the GNU Project, maintainers of the GNU/Linux codebase, custodians of the GNU General Public License, the GNU Free Documentation License and other licenses. FSF also created and compiled the FSF/UNESCO Free Software Directory.

Contact info
Free Software Foundation Contact info:
 * Postal: Free Software Foundation, Inc., 51 Franklin Street, 5th Floor, Boston, MA 02110-1301 USA
 * Email: gnu@gnu.org
 * Voice: +1-617-542-5942
 * Fax: +1-617-542-2652.

From GNU.org:
 * Please send broken links and other web page suggestions to The GNU Webmasters at webmasters@gnu.org, Thank you.

title: Free Software Foundation


text:
SQL

SQL, or Structured Query Language, is a special-purpose programming language designed for managing data held in a relational database management system (RDBMS), or for stream processing in a relational data stream management system (RDSMS).

SQL examples

 * SQL/Join
 * SQL/Join

Learning Projects

 * Databases
 * Database Fundamentals
 * Database Management
 * AWS RDS
 * MariaDB
 * MySQL
 * Oracle SQL Fundamentals

title: SQL


text:
User:Talvikki

Moikka!
(as we Finns say Hello) My name is Jenni Ahonen and yes I'm from Finland. At the moment I'm living in Reading, Berkshire, England and spending my beautiful Winter days doing my MA of Typeface Design in the University of Reading. Literally, I'm messing with type; reading about it or sketching my own typeface for children. Here's some of my thoughts about my typeface design: All my thoughts are still flowting around and I'm trying to make my direction clearer.
 * I want to design a typeface for kids that start to learn how to read (the typeface could be used in ABC books or even in the early books that parents read for their kids ?).
 * I'm thinking of making a hybrid type where elements (best parts) of serifs and sans-serifs are mixed, maybe little bit informal style 'a', 'g' etc. Would my design help reading to become easier for children? Does it help them to start to read other books (children's literature) after learned how to read? Not straight jump from sans-serif types (like it is fashion these days in learning books) to serifs. I would like my type to be friendly, warm and easy to take in, but it shouldn't be too playful (I need to make a difference between my design and comic/ over played types).
 * I've been wondering why it's not common in typefaces for children to design light face? Is it difficult to understand the forms when they are seemingly lighter?... If I think it's a good idea to design lighter version of the type, I would like to do it. Other faces could be italic, regular, bold and maybe funny feature, dingbats: A = apple, B = banana, C = carrot etc. Idea of the dingbats is to realate letter's shapes and sound to familiar object. The problem is that figures are then linked into certain language, in this case into English. I probably need to do also an outline face that children use to trace letters by finger and this way learn each letter's shape (in Dr. Rosemary Sassoon and Adrian William's Sassoon Primary Infant they have this feature).
 * It would be nice that the type has a longer function with children even after they know how to read. Maybe design a face that is for children's reading books (advanced readers), that the type has serifs and is more formal, but still has the same form language in it. What about low vision readers and deaf children? How to make a type that could take them in, children who have learning disabilities?
 * I'm still thinking of making Non-Latin typeface, but I'm not sure if it's too much for me. My time is limited and I don't want to produce type that isin't good, just good enough. If I decided still to do Non-Latin alphabet, I probably do a Cyrillic or Bengali Script (300 characters).

 * Talvikki on Wikipedia | Meta
 * Email: ahonen (dot) jenni (at) gmail (dot) com
 * Here's my helper's page :-)

Interests

 * Typography
 * Type design for Children
 * Readability and legibility
 * Typefaces used in online learning
 * 'Talking Books' and learning softwares for children
 * Children and online learning
 * Book of Kells
 * Green jewel
 * Finnish typographers
 * Irish typographers

Random

 * Sandbox
 * Dissertation topic

Links

 * Typeradio (interviews, talks and information of typography)
 * Gerard Unger (my teacher in the University of Reading)
 * Typographic design for children

title: User:Talvikki


text:
Databases/Introduction

What is a database?
A persistent repository of data stored in a computer. The data represent recorded information. By persistent we mean that the data remain available indefinitely, after the software applications that use or create the data are closed, and even when the computer systems on which the data are stored reboot or crash due to software or hardware failures.

A database management system (DBMS) is a software system specifically designed to hold databases. We usually reserve the term database for an information repository maintained in a database management system.

Most database management systems are designed to store relational databases. A relational database maintains its information in the form of a collection of relations. A relation is usually called a database table. Each table has a set of named columns and a set of records (rows). Each row contains values for the columns.

This is used to record information as follows. The columns represent properties; the rows contain the values of these properties. For instance, we may have a table with information about persons, and columns with names such as first name, last name, and date of birth, and each row containing the first name, last name, date of birth, etcetera, of a particular person.

Usually, the information in different tables is related. For instance, to record the place of birth for persons, we may have a column place of birth within the persons table, and to record more information about such places, we can have a second table with properties of such places, for instance, their name and their geographical location. Each value in the place of birth column in the first table will then systematically identify a row in the second table.

Each relational database conforms to a database schema, which describes the tables, their columns, and the relationships between them.

Once we have a database filled with information we want to use that information. Sometimes we need the full contents of tables, but often we only need a selection or a summary of the information in the table, or we want the answer to specific questions. For instance, we may want to know how many persons on which we have information were born before 1968, or how many were born in London, England, or whether there are two persons with the same place of birth, date of birth, first and last name, but a different address. Such a question is known as a query and special database query languages have been developed to allow them to be formulated. By far the most popular query language for relational databases is SQL; nearly all relational database management systems support it, although with some variation among them. SQL can not only answer queries, but also return the contents of tables, and tables constructed as selections of combinations from tables in the database. It can also be used to define and modify tables. All access to a database can be done in SQL.

The properties and design of databases with database management systems are included in the study of Computer Science. While the underlying principles are the same for every relational DBMS, many of the details differ. To really get into this, you may consider downloading and installing the DBMS of your choice to your local machine. (I use and recommend MySQL because it's free and fairly easy to understand). Later on we'll focus on SQL, learning that language to do labs.

MediaWiki, the software that runs Wikiversity, uses the MySQL database within its core to generate the pages you see and to track page histories, recent changes, what links here and many other useful functions. This database also helps authenticate and log the Wikiversity userbase, keeping track of user contributions, watchlists and many other items.

Database tables
A database table can exist in a number of forms from a simple flat file database (not more than a spreadsheet) to full-featured SQL databases, Relational databases or object-relational databases. These tables consist of rows of cells called fields. The fields are generally positioned in columns with a top row of column headers. The rows may also contain a column of special fields at the left called row headers. This field is often called a primary key and acts as a sort of "handle" for the whole row. Sometimes rows and columns can "trade places" to form what is called a pivot table.

Table definitions are usually provided by a schema which preformats the information to be contained within a particular field. For example, one column may consist of fields conforming to a date format such as dd/mm/yyyy for day/month/year data. Another common example is to require field data that conforms to a monetary value - $0,000.00 for US Dollars or €0.000,00 for Euros. Learning about data types and structures are of primary importance when configuring database management systems and the schemas used in designing and manipulating them.

Data structures
Data structures can be thought of as ways to make sure the correct data goes in its appropriate place within the database schema. Nearly all databases, no matter how sophisticated, are designed and understood in terms of structure. Rows within a table, for example, should all contain the same number of fields, but the number of rows in the table can grow and shrink as needed.

The rows can be ordered alphabetically, numerically or in some other way, allowing the insertion of new rows while maintaining the order. A column should also contain the same data type all the way down, for instance the name fields would be structured according to a uniform method as in Last name, First name M.I or name: Firstname Middleinitial Lastname or similar.

The database programmer may wish to disallow null values in some fields while allowing them in others. At any rate, data structures provide a framework for building large stores of information that can be readily stored and retrieved by the DBMS. The way in which data enters, is modified or presented by the database engine is through a database query, stored procedure and/or a method.

See Data structures for more in-depth study.

Labs
These Labs progress from a simple text-based example to a complex study of the Wikiversity application of MediaWiki, MySQL, and PHP. Learners are asked to participate in other topics for the more advanced labs.

Our first database
Our first database is a Flat file database we shall call Favorites. Most folks are familiar with the Favorites folder or bookmarks file in their browser. Our flat file database is simply a list of URLs with a face string and a rank variable.

First, open your favorite text editor. (Microsoft Windows users can use Notepad. Linux users can use Gedit or similar.). Type Favorites database on the first line and hit enter twice to create a blank line and position your cursor at our top row which will be our header row.

Now on the new line type: | RANK || URL || FACE This creates a header row for what can be called a pipe-delimited table. This table schema is compatible with MediaWiki table syntax. Hit enter to start a new line. Type |- and hit enter again. Now type: | # || url || face You should now see: Now copy and paste these two lines several times below the first two. Save the new document as  favorites.txt . You now have a framework for filling your first text-based database which you can convert to a subpage of your Wikiversity userpage if you like. (provided your favorite sites conform to Policy i.e. relevant, decent, etc.).
 * # || url || face
 * # || url || face

Next, use your Web browser (a tabbed browser is recommended) to open a few of your frequently-visited sites. Now copy and paste the url from the address bar of each tab replacing the text url in each row. Then copy and paste or type the preferred text that best identifies the site to replace face. Repeat these for a number of your favorite sites. You can replace the  #  character to rank your selections. You should now have something like:

 * RANK || URL || FACE
 * 1 || http://wikiversity.org || Wikiversity
 * 2 || http://google.com || Google
 * 3 || http://www.gnu.org || Free Software Foundation
 * # || url || face
 * 3 || http://www.gnu.org || Free Software Foundation
 * # || url || face
 * # || url || face
 * # || url || face

To convert this to a wikitable add:

The resulting table will look like this:

Simply copy and paste the contents of  favorites.txt  to your Wikiversity userpage or a subpage to bookmark other sites. For more on Wikitables, see Wiki 101.

title: Databases/Introduction


text:
User:Morley/Examples Project

Prime Pages

 * Learning Projects
 * Learning Materials
 * Examples
 * Featured

Resources

 * Wikiversity_teachers

Learning Projects
Basics of Filmmaking is an excellent example of a well fleshed out program of study.
 * There's a clear link to the course organizer with an invitation to make contact
 * Computer requirements are clearly spelled out
 * What's being offered is clearly described
 * The benefits of taking the course are explained
 * The target student is clearly defined (in this case high school students planning to go to film school).
 * Participation can begin anytime.

One of the characteristics of Wikiversity is students discover a course at any time. It's therefore difficult to bring along a consistent cohort of learners. This issue needs to be discussed more broadly.

Here's the course description:

Basics of Filmmaking

 * WikiU Film School is a course in Narrative Film Production of 30 lessons (under construction) which shows you the making of a tiny motion picture. With each lesson, you can participate in the making of the movie.

 * This course is designed for high school students who plan to go to film school. If you plan to ask your parents for $100,000 US for a four year film school, perhaps you should first show them your skill at making a short movie.

 * For other film courses see Narrative Film Production.

 * Hitler's Germany - a course in Nazi Germany (covering economics, politics, and more), involving research and discussion
 * Bloom clock project - an attempt to create a language for discussing the bloom times of wildflowers and other plants that is neutral in respect to climate, region, and hemisphere.
 * Cell biology improvement drive - service-oriented project.
 * College Algebra - Basic mathmatics on a college level.
 * Human Genetic Uniqueness Project - students search for genes that make humans different from other mammals.
 * Institutional ethnography - Introduction to a social research method for the study of everyday life and group organization.
 * Chain mail
 * Aquaculture - Economic, Political, Social and Scientific Perspectives
 * Hitler's Germany - A brief study into the workings of the Third Reich.
 * Learning to learn a wiki way - An action research project to investigate ways of learning using a wiki.
 * Help create an introductory course to International Relations
 * Strategic Simulations - Help develop strategic level simulations for the purposes of learning and teaching military strategy.
 * cisLunarFreighter -- A community project of the learning trail A Hands-On Introduction to Game Design and Production Processes which uses primarily open source software tools to create free licensed materials to be published at Wikiversity and other free online archives. Participants also work on other projects.  All are welcome to come help learn and document techniques to accomplish the production tasks need for high quality (fun and educational) games.

Uncertain

 * Algebra 1 in Simple English
 * Mergers & Acquisitions
 * Web design
 * Computer Science Program
 * History of Quebec & Canada

title: User:Morley/Examples Project


text:
Business writing skills

Introduction
Business writing includes a wide range of different formats and writing jobs. These jobs include both internal communication within the company and external communication interfacing with the public and organisations. Business writing include the development of the following documents: newsletters, memos, letters, proposals, reports, power point presentations, press releases, marketing brochures, copywriting, technical writing, web copy, blogging, resumes and job applications, and more.

Learning support, assessment and certification
The following learning institutions offer learning support, assessment services, and accreditation for courses using this unit:
 * Otago Polytechnic in Dunedin, New Zealand offers both face to face and online support in this programme in the School of Business Travel and Tourism, through the (New Zealand) National Certificate in First Line Management.

Content
Study up on the following 3 areas

Applying punctuation, spelling & grammar
In really simple terms, sentences need to:
 * Sound right (the correct use of punctuation, tenses and words)
 * Look right (use of correct spelling, words and punctuation)
 * Be right (the right length, contain clear messages and use correct grammar)
 * Get right to the point (use appropriate contextual reference and achieve the desired result with a minimum of fanfare)

Grammar is a favourite of few people, but let's take a fresh look at how it can be useful to us. Every language has its own ways of making words behave or work well together and that set of relationships is called the grammar of that language. Correct grammar therefore, is the use of words that obey the usage standards of a language. More information...

Written punctuation indicates stops, pauses and new beginnings. It keeps points distinct from one another. It creates clarity. It alerts the reader to when one sentence starts and finishes or whether we're asking a question or making a statement.

Some simple rules for punctuation are:

 * Begin a sentence with a capital letter and a full stop to finish it.

 * Use a comma to mark a pause or to give one part of a sentence equal weight with another sentence.
 * Begin a statement sentence with a capital letter and finish it with a full stop.
 * Begin a question sentence with a capital letter and finish it a question mark (?).
 * Begin a command sentence with a capital letter and end it with a full stop or an exclamation mark (!).

Begin an exclamation sentence with a capital letter and finish it with an exclamation mark (!).

Colons introduce a word, phrase, a sentence and a list. It gives emphasis to whatever is being introduced, because readers must stop and pay attention.

Semicolons can be used as a connector between two sentences and as a supercomma. Supercommas shows lists and their relationship clearly: i.e. the company has subsidiaries in four cities: Mosgiel, Dunedin; Belfast, Christchurch; Panmure, Auckland; Upper Hutt, Wellington.

Commas tell the reader when to pause. They are used between items in a series.

Dash (-) is used to connect groups of words to other groups. It separates the words in the middle of a sentence from the rest of the sentence, or it leads to material at the end of a sentence. Use dashes sparingly for the occasion when extra emphasis is needed.

Apostrophe (') is used to form contractions, which are two words collapsed into one i.e. cannot > can't; we are > we're. The apostrophe tells the reader a letter or two have been omitted from a word and replaces the missing letter. Apostrophes also are used to mark the possessive. For example, Sue's word processor; the accountant's spreadsheet; the supervisor's rosters. When the noun is both plural and possessive i.e. there may be more than one Sue, one accountant and one supervisor - the apostrophe comes after, not before, the s: Sues', accountants', supervisors'.

Apostrophes can also make a possessive of a singular noun that already ends in s. This is done by adding 's to the word; however, you can also remove the second s, ending up with the s'. The apostrophe is also used to make letters and numerals plural i.e. I received C's and D's for that assessment; I got six 5's and seven 8's for that test.

Quotation Marks (" ") come at the beginning and end of a person's exact words i.e. "I walked the dog". Quotations usually start with a capital letter. A comma usually separates the quotation from the words that tell who is speaking.

Parentheses (brackets) are used to enclose additional information not essential to the meaning of a sentence. They also are used to add facts, such as a name or number.

Hyphens ( - ) are used to show a word has been split between two lines of text and to make two words into a single adjective before a noun. Source: Punctuation Made Simple.

Effective writing styles and methods overview
Having effective business writing skills is essential for managers and supervisors. Developing a natural sounding individual style includes using effective phraseology that's appropriate to the task at hand.

Incorporation of simple direct wording that considers the needs of the recipient into your own style is the beginning of your development: It uses a format that is appealing, readable and facilitates the readers’ understanding. Without exception, it is error free and speaks to the individual needs of the audience addressed, thereby furthering the professionalism of the writer and the organisation represented.

A practise exercise might be to consider writing a letter requesting repayment of a loan: how would you phrase your letter, considering the ongoing relationship between you, your establishment, and your customer? Continue on with another concise request for additional information from a reference regarding a potential employee which you're considering taking on.

Monitor effectiveness of business writing
What are the indicators of effective communications? Effectiveness is dependent upon the communication being presented through the appropriate channel (format) and presented in a way that assists the recipient's comprehension and understanding.
 * How do we know whether our business writing is effective?
 * How do we know if our messages are understood by the recipient?
 * How do we know if the format and style we use, is appropriate for the purpose?
 * How do we know if the tone, sentence construction, grammar and spelling is alright?

title: Business writing skills


text:
Talk:Business writing skills

Otago Polytechnic is creating this page to enable access to First Line Management courses more generally.

resources
I think we should now go out and find resources to link into this page - such as an example of business writing, video of a scenario of business writing uses or something... time for librarian assistance. --Leighblackall 01:27, 14 November 2006 (UTC)

Hi

I agree! Perhaps examples of items ranging from use on a day to day basis such as a job advert; to the more exciting items such as a media release. A video scenario coould be on the basis of a team getting together to format the media release, or the structure of a letter to staff announcing closure.

Jan

Cool! Also, I did a search for "writing" in wikiversity and a number of related topics turned up. I have dropped a comment on Technical writing thinking it was the most advanced, and notifying them of this page - looking for collaboration. We should remember to do wikiversity searches like this from time to time so as to find relatable topics and link them in. --Leighblackall 02:40, 15 November 2006 (UTC)

librarian help
Hi Jan and Leigh, I'll have a good search over the next few days and see what I can come up with. You chaps can see if my findings are suitable. 16 Nov 2006 Wendy

title: Talk:Business writing skills


text:
User talk:Talvikki

Hiya! :-) Cormaggio 22:05, 13 November 2006 (UTC)

title: User talk:Talvikki


text:
User:Sm8900

Welcome to my user page. thanks for visiting.

title: User:Sm8900


text:
User talk:Sm8900

welcome to this talk page. thanks for visiting. --Sm8900 22:06, 13 November 2006 (UTC)

Hitler's Germany

History of political rights
History of political rights looks like it will be a good resource. I've moved it to Draft:History of political rights to give you more time to develop this resource before making it a main page. Let me know if you have any questions. -- Dave Braunschweig (discuss • contribs) 15:24, 30 January 2020 (UTC)
 * that sounds fine. I appreciate your note. I think that moving it to drafts is a good idea. thanks!! --Sm8900 (discuss • contribs) 15:51, 30 January 2020 (UTC)

title: User talk:Sm8900


text:
Typography

Typography is the art and technique of arranging type in order to make language visible. Typographic press errors throughout history are preserved in UNICODE long (spf rule see book: paradise lost ), cedilla, small capital letters, and epigraphic type.

Readings

 * Typography

Typographers

 * /Jan Tschichold/

title: Typography


text: User talk:Dianarief

title: User talk:Dianarief


text: User talk:Cooljayusa

title: User talk:Cooljayusa


text: User talk:Ashaffe

title: User talk:Ashaffe


text:
User talk:Sinatrafan7~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Sinatrafan7. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sinatrafan7~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:00, 18 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:22, 19 April 2015 (UTC)

title: User talk:Sinatrafan7~enwikiversity


text:
User talk:Cratbro~enwikiversity

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:30, 17 March 2015 (UTC)

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

title: User talk:Cratbro~enwikiversity


text:
File:MT1a.jpg

Summary
This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer.

title: File:MT1a.jpg


text:
File:MT1b.jpg

Summary
This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer.

title: File:MT1b.jpg


text:
File:MT1c.jpg

Summary
This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer.

title: File:MT1c.jpg


text:
File:MT2.jpg

Summary
This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer.

title: File:MT2.jpg


text:
File:MT3.jpg

Summary
This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer.

title: File:MT3.jpg


text:
File:MT4.jpg

Summary
This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer.

title: File:MT4.jpg


text:
File:MT5a.jpg

Summary
This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer.

title: File:MT5a.jpg


text:
File:MT5b.jpg

Summary
This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer.

title: File:MT5b.jpg


text:
File:MT6.jpg

Summary
This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer.

title: File:MT6.jpg


text:
File:MT7.jpg

Summary
This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer.

title: File:MT7.jpg


text:
File:MT8a.jpg

Summary
This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer.

title: File:MT8a.jpg


text:
File:MT8b.jpg

Summary
This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer.

title: File:MT8b.jpg


text:
File:MT9.jpg

Used with the WikiU Film School Lesson on how to create 3D storyboards. This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer.

title: File:MT9.jpg


text:
File:MT10a.jpg

Summary
This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer.

title: File:MT10a.jpg


text:
File:MT10b.jpg

Summary
This is an example storyboard created using FrameForge 3D Studio to show how the Thumbnail Storyboard of Mukesh Tiwari can be converted into a 3D storyboard using the FREE demo version of FrameForge 3D Studio which you can download to your Macintosh or Windows computer.

title: File:MT10b.jpg


text:
Filmmaking Basics/3D Storyboard/Sample FrameForge

A Sample 3D Storyboard from FrameForge 3D Studio

 * Here is the 3D storyboard by Mukesh Tiwari. First you see the shots that Mukesh Tiwari picked from the library of thumbnail storyboards.  Then you see the same shot done with FrameForge 3D Studio - demo version which is free.  I think you will agree that the 3D images look fantastic, specially when compared with the thumbnail storyboards.  What make is more exciting is FrameForge 3D Studio is fun to use.  Free and fun; a great combination!

Thumbnail Storyboard by Mukesh Tiwari

(1)
→ Looking at poster Dolly in →

Young Person:"That was a great movie..."

(2)
Cut to → Young Person (continued): "but I do not understand one thing."

(3)
Dolly to the Old Person looking towards the camera → Old Person: What's that?

(4)
Cut to → Young Person:"How can anyone be seduced by the Dark Side?"

(5)
cut to → The old person thinks for a while → Old Person: "What computer do you have at home?"

(6)
→ Young Person (eagerly): "A Macintosh!"

(7)
→ Old Person::"But what computer does your father use at work?"

(8)
→ The young person thinks for a moment. → Young Person (amazed and excited): "Seduced by the Dark Side!"

(9)
→ The Old Person smiles.

(10)
→ Old Person and the Young Person walk toward home together. → The End

FrameForge 3D Studio - Demo Version

 * Important to all filmmakers
 * The most important thing to understand about this lesson is you can download and begin using the demo version of FrameForge 3D Studio immediately. All of the figures and the movie sets construction tools are built in.  You can place characters into the scene and immediately look at them through different lenses.  For a filmmaker, this is amazing.  And since the demo version is free (for 20 uses), it is fantastic!  It is rare that I can find a program that I can really recommend so highly. Robert Elliott

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |

The Next Page

 * Look at the two examples of creating a 3D storyboard in FrameForge 3D Studio.

 * Page 4 - Sample 3D Storyboard from FrameForge

 * }


text:
Filmmaking Basics/3D Storyboard/Building our movie set inside FrameForge

Under Construction This Month
{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #fffff8; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"|

How to build a wall which has four posters using FrameForge 3D Studio.

 * First load FrameForge 3D Studio
 * Once you have loaded FrameForge 3D Studio 2 (or the demo version of FrameForge 3D Studio 2), you need to create a wall with four posters using Room Builder.

 * To do this, we will actually create two walls, one of which has four windows in it.

Create the first wall

 * [[Image:Buildwall1.jpg|600px]] Control click to see full size

 * Use the Single Wall tool
 * In the upper left hand corner is the wall tool. Select this tool.

 * Draw the Wall
 * Start by creating a wall which is 40 feet long and 10 feet high using the wall tool.

 * Adjust the dimensions using the dialog boxes
 * If you draw it too long or two short, you can always change the size using the dialog boxes at the bottom of the screen.

Create a second wall

 * [[Image:BuildWall2.jpg|600px]]

 * Select the "Single Wall" tool
 * The "Single Wall" tool will still be selected.

 * Create a new wall
 * Create a new wall which is the same size (or slightly smaller) behind the first wall.

 * Adjust using the dialog boxes
 * If you wish, you can adjust the length of this second wall using the dialog boxes at the bottom of the screen.

Select the window tool

 * [[Image:BuildWall4.jpg]]

 * Select the "Window" tool
 * Select the "Window" tool at the top of the screen.

 * What? No bars?
 * The window tool looks like a real window with a complete window frame but actually this tool simply creates a rectangular hole in a wall. Nothing more! (This is all we need.)

Create the first window

 * [[Image:BuildWall3.jpg|600px]] · Control click to see full size

 * Create a window
 * In the first wall, draw a window.

The easiest way to adjust the window is to use the dialog boxes at the bottom of the screen. Adjust the window so the dimensions of the window are:
 * Adjust the window

 * This window starts 4 feet from the end of the first wall. (Notice in the example above, I typed a 5 instead of a 4.  Later I found my mistake so I simply clicked on the window with the selection tool (upper left in the window) and change the dialog box at the bottom of the screen.)

 * This window is 2 feet wide

 * This window is 3 feet high

 * This window is 4 feet off the ground.

 * Note
 * The widows that we create will become the space where the posters will appear.

Create the second window

 * [[Image:BuildWall5.jpg|600px]]

 * Create a window
 * In the first wall, draw a window.

The easiest way to adjust the window is to use the dialog boxes at the bottom of the screen. Adjust the window so the dimensions of the window are:
 * Adjust the window

In the first wall, draw a second window. Then adjust the window so the dimensions of the window are:

 * The second window starts 14 feet from the end of the first wall.

 * The second window is 2 feet wide

 * The second window is 3 feet high

 * The second window is 4 feet off the ground.

When you draw the window, the dimensions and location will not be exactly what you want. It is easier to use the up and down arrows in the dialog box for the dimensions to adjust the window to the correct size. (There seems to be a bug in tying the first number. It you type one number and a different number appears, simply use the up and down arrows instead.)

Create the third window

 * Create a window
 * In the first wall, draw the third window.

The easiest way to adjust the window is to use the dialog boxes at the bottom of the screen. Adjust the window so the dimensions of the window are:
 * Adjust the window

 * The second window starts 24 feet from the end of the first wall.

 * The second window is 2 feet wide

 * The second window is 3 feet high

 * The second window is 4 feet off the ground.

 * Note
 * When you draw the window, the dimensions and location will not be exactly what you want. It is easier to use the up and down arrows in the dialog box for the dimensions to adjust the window to the correct size.  (There seems to be a bug in tying the first number.  It you type one number and a different number appears, simply use the up and down arrows instead.)

Create the fourth window

 * [[Image:BuildWall7.jpg|600px]]

 * Create a window
 * In the first wall, draw the fourth window.

The easiest way to adjust the window is to use the dialog boxes at the bottom of the screen. Adjust the window so the dimensions of the window are:
 * Adjust the window

 * The second window starts 34 feet from the end of the first wall.

 * The second window is 2 feet wide

 * The second window is 3 feet high

 * The second window is 4 feet off the ground.

 * Note
 * When you draw the window, the dimensions and location will not be exactly what you want. It is easier to use the up and down arrows in the dialog box for the dimensions to adjust the window to the correct size.  (There seems to be a bug in tying the first number.  It you type one number and a different number appears, simply use the up and down arrows instead.)

 * Build the movie set
 * Build the room by clicking on the "Build Room" button on the lower right hand corner of the screen.

Select the Second Wall

 * Look at the windows
 * When you look at the windows at the top of the page, you see just a faint outline. That is because both walls are the same color.  They need to be different colors.

 * Blue posters
 * We are going to paint the second wall blue so it looks like posters.

To paint the second wall, we first need to select it.
 * Select the second wall

Color all of the second wall blue

 * [[Image:BuildWall9.jpg|600px]]

 * The Green Room
 * In the Green Room, you can change many things including the color of the selected object. To do this, you must select "Colors, Textures & State".

 * Select ALL of the second wall
 * Rather than trying to figure out which face of the second wall needs color, we will simply paint all of the second wall. Therefore, you first need to go under "Part Name:" and select "--For all Parts--" rather than just "front wall" or "back wall".

 * Select a color
 * By clicking on the color chip marked "Color:", you can change the color of the selected item (which is the all of the wall). Change the color to some strong color.  I like dark blue.

 * Click "OK"
 * Click on the button at the bottom right of the screen to accept the changes to the scene.

Move the second wall

 * [[Image:BuildWall10.jpg]]

The posters will look better if the two walls are almost in the same position. So drag the second wall forward until the two walls overlap by all but one or two inches.
 * Move the wall

 * [[Image:BuildWall11.jpg]]

 * The posters will appear
 * Now you can clearly see the windows which look like blue posters (well, sort of…). You are seeing the blue wall though the holes in the plain wall.  This is good enough!

In the menu, select "Edit Set Parameters"

 * [[Image:BuildWall13.jpg]]

 * Find the page with the set controls.
 * The set controls are on a page called "Green Room". You access this page by using the menu item of "Edit Set Preferences" in the "Sets" menu.

Set all the parameters for the movie set

 * [[Image:BuildWall12.jpg|600px]]

 * The set name
 * A good name for the movie set is "Theater Movie Set".

 * The time of day
 * Since the time of day is night, set the background sky to "Night".

Add the actors

 * Old Person and Young Person
 * You need to add the actors to the movie set and then rotate the actors to whatever position you like.

 * Adding an actor
 * To add the actors, simply look through the pictorial list of the available figures and select one. Then drag its picture to the movie set. (If the movie set is not visible in the main window in the center of the screen, double click on the picture of the movie set in the upper left corner of the screen.)

 * Rotate the actors
 * Select an actor and use the "Spin" control to rotate the actor to face where you want the actor to face.

 * Magnify
 * Move the camera nearer to the actors. Then magnify the blueprint view so that you can easily see the camera, the actors, and the wall.  This way you can easily grab the actors and grab the camera and move them where you want.

 * Adjust the actor
 * If you want to adjust the actor, double click on the actor to see many of the controls for the actor.

 * Begin
 * Now you are ready to begin storyboarding.

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * }
 * style="background-color: LemonChiffon; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"|

The Next Page

 * Look at the two examples of creating a 3D storyboard in FrameForge 3D Studio.

 * Page 3 - Sample 3D Storyboard from FrameForge
 * Page 4 - Sample 3D Storyboard from FrameForge

Contact Your Instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here.

 * }


text:
User:Talvikki/Sandbox

Talvikki 00:17, 14 November 2006 (UTC) 'Talvikki' 00:19, 14 November 2006 (UTC) Talvikki 00:21, 14 November 2006 (UTC) Talvikki 00:45, 14 November 2006 (UTC) Talvikki 20:01, 14 November 2006 (UTC)

title: User:Talvikki/Sandbox


text:
Web Design/Dynamic Websites/Simple Functions in PHP

Note: Work in progress PHP.net has a reference on PHP functions, but it's a little complicated for your average beginner.

Example PHP file with function
Try testing the following PHP file:

Can you explain why it does what it does?

Example 2: a function with an argument
A small modification:  Can you explain what's happening this time?

Example 3: Something more useful
So far we've done simple PHP templating using include files. But we can replace this with functions to, and give ourselves some extra power while we're at it! Try the following:      Home page of my site

My website

Again, test out this page and then see if you can explain what it's doing!

Here's the challenge:
 * 1) See if you can modify your printHeader function so that you can say: printHeader("Page 2"); - and the text "Page 2" will be displayed in the title tags (look back to a previous example!)
 * 2) Try creating and using your own printFooter function.

Of course, we'd remove these functions into an include-file so that we can reuse them on other pages!


text:
Portal:Geoinformatics

School:Computer Science → Topic:Geoinformatics

Geoinformatics is a science which develops and uses information science infrastructure to address the problems of geosciences and related branches of engineering.

The three main tasks of geoinformatics are:
 * development and management of databases of geodata, georeferences and other GIS objects
 * analysis and modeling of geodata
 * development and integration of computer tools and software for the first two tasks.

Geoinformatics as a branch of Computer Science that deals with the development and use of Geospatial Information Systems (GIS).

Prerequisites
Please list prerequisites here

Learning materials

 * Geospatial Information Systems (GIS)

Related departments

 * Topic:Object-relational databases (ORDs) - Includes a lab that will use object-relational Database Management Systems (ORDBMS) to collect, store and organize geodata.
 * Topic:Cartography - map-making and related activities ranging from simple hand-drawn maps to sophisticated computerized GIS data models.

Resources

 * Search for Geoinformatics at Wikiversity
 * Geoinformatics
 * Topologically Integrated Geographic Encoding and Referencing (TIGER)

title: Portal:Geoinformatics


text:
Talk:Technical writing

Thanks Fred
It looks much better now. I tried reverting earlier but for some reason I got error messagesSnoozebob 06:00, 12 November 2009 (UTC)

Thanks a lot. It clear my doubts from basic. How i can score to get up unlock level 3 and more Prernasingh1405 (discuss • contribs) 03:29, 16 June 2021 (UTC)

 * The original author intended to have additional levels, but they haven't been active here since 2013. There are no additional levels. I've removed the content suggesting that you can unlock Level 3 and beyond. Enjoy what is already available or add your own ideas. -- Dave Braunschweig (discuss • contribs) 15:05, 16 June 2021 (UTC)

Reversion to Previous Version
The admirable efforts of Bob Cooper to add "Easy English" versions of this site are appreciated.

However, the main navigation page now looks quite poor. All links to previous versions of the content have been lost or obscured.

I will be reverting to a previous version of the main page, and then will add links to Bob's EE content as a new section.

TWFred 04:34, 11 November 2009 (UTC)

Requirements Analysis
Take a look here for some information on requirements analysis.

Assignment:

Write a requirements specification for this technical writing wiki. Remember, "Make it up and be reasonable." Let's put it right here on this page...ready, start!

TWFred 07:25, 30 July 2007 (UTC)

Audience personas for Wiki

 * Technical_writing_persona_Joe_Smith
 * Technical_writing_persona_Sandra_Jones
 * Technical_writing_persona_Wing_Lee

Tanya: Let's have our task on the requirements for the training wiki page here: Technical writing Requirements analysis. I think it would be better to have it on a different page.

TWFred 14:58, 30 July 2007 (UTC) changed the page name so it's now Technical_writing_Requirements_analysis.

Technical Writing Exercise 07/08/2007
Go Making a Bad Requirement Good for the exercise

Welcome
We're putting this course together on Wikiversity for a reason...we need your inputs.

As anyone who has followed the endless professional discussions knows, technical writing is such a potentially vast field, (encompassing all possibilities of passing along human understanding if you like), no one technical writer knows the whole field.

When this is combined with a professional skill in writing...endless professional discussion ensues. This makes it not only difficult to define our already obscure profession, but also highly contentious. After years of debate, there is still no international standard for teaching technical writing.

So here's a wiki. Let loose. If you can do better, then get to writing. Ain't no one stopping you.

I'm using this wiki as my ever-evolving text for a real-world company class. By the time the course is done, this wiki should be complete enough to compliment and guide similar courses.

Philosophically, I would like to make this profession open to all who have the talent. There is a great and growing need world-wide for our skills, and by spreading them freely we are helping clever people to find sustainable employment. It should be suitable for advanced English users anywhere, and the tools illustrating the skills should be widely available.

Therefore, illustrations using open source examples are greatly encouraged.

Model projects from open source documentation efforts are also welcome.

I welcome your involvement and assistance. I'm looking forward to following and participating in how this will evolve.

FRED

Tasks
Fred:

Yep, I just reorganized it all, then added a whole bunch of stuff from the other wiki we made. It's a bit of a jumble though within the pages. Can someone help with organizing into Beginning, Intermediate, and Advanced within each course section? Thank you.

Fred's comments:

 * gotta break up this ugly page up/formatting and graphics
 * too long...therefore section/page naming conventions required
 * need to efficiently port and maintain images
 * current structure not satisfactory

Have linked to other tech writing pages. Should generate traffic and improvements. Will invite more "established names" like Hackos to comment/contribute.

(BTW: I've now got a username...TWFred)

Making a link to Business Writing?
Great looking resource you have going here. We have started putting over some of our writing resources. Here's Business writing skills so far (very early stages). Would be great to have your input. We will certainly link to yours as we get further down the track in our efforts to get other writing resources online. --Leighblackall 02:36, 14 November 2006 (UTC)

FRED: Linked. Cannot find Leigh Blackall's email to let him know. Seems an interesting person and someone we'd like to help on our wiki. Anyone know him?

>> "Cannot find Leigh Blackall's email to let him know." Fred... ehh .... User:Leighblackall eMail: leighblackallATgmailDOTcom Skype: leigh_blackall phone: +64(0)21736539 --BartJuniorTW 12:23, 2 August 2007 (UTC)

Capitalization Style
Adam: Just a general comment on style. I've noticed a mixture of cap. styles in your headings. Some use sentence style and some title style. You should pick one style and go with it.

Enrollment Methods
We need to determine how to enroll students in the course.

 * Enrolling in the class
 * Require log in
 * Setting up a page
 * Have place to show work in progress
 * Have place to show portfolio of completed work
 * Have method of "proving" you have done the course

moved from the main page:

For those who want to follow this course, we ask that you enroll by creating a page for yourself and completing the exercises in that page.

Technical writing_enrollment_template - this is our exercise template.

Students should NOT name their pages as  http://en.wikiversity.org/wiki/Technical_writing_your_name . Students are kindly requested to name their pages as  Technical_writing/your_name . You can then link on this page under "Current Students" lower down on this page. Thank you!

A good way to get your user page started is to enter this code in the gallery at the bottom of this page:

Image:MY_PICTURE.JPG|MY_NAME_AGAIN

This will create a picture with a caption in red. Click the caption and it will take you to your new user page, where you can start editing your own page.

Paste the template into your personal page

To insert your picture into your own page, please use this code:

Technical Writing Jobs in Prague with Sun Microsystem
Hi folks, I'm the manager of the Sun Microsystems docs team here in Prague. We're always looking for qualified technical writers. We presently have two intern positions open but things come and go. Who can I contact from this group to chat about employment opportunities with Sun? I'd post links to the job offerings and my contact info but not sure if that breaks etiquette on this list.
 * Please contact first by mail:
 * email - User:TWFred
 * email - User:AlistairReece
 * Thx, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 16:39, 19 November 2007 (UTC)
 * Why don't we make a page for job listings? The Jade Knight 07:27, 3 September 2008 (UTC)

Moved comments
2008 September from Quality

The quality of the technical writing section is less than satisfactory. There are no lesson objectives that I could find, and the content is not well written. In one case, I believe something was added to the content, not properly edited, and it reads like this:

Technical writers prepare documents for different types of users. Typically, there are four basic types of user documents:

Description

Installation

Configuration

User Manual

Systems Reference

That is 5, not 4.

There was absolutely nothing in the content for Technical Writer Level 1 or 2 about data sheets, product briefs, or application notes. Open source help tools were mentioned in passing but DocBook and other valuable open source editors were not mentioned. I think that the people putting up the content are not well informed, and are not really technical writers because the quality of their writing is awful. Perhaps, if there is a section on technical editing, the technical editors there can look over and correct this content. "User Documentation: The user-documentation is written for the end-users. It contains elaborate information on how to use a particular product."

First of all, user documentation, does not need a hyphen. Secondly, of course user documentation is written for users. Elaborate is not a word I would use. There are many reasons this course may face difficulty. For example, a grasp of the English language is important, before contributing something regarding language.

IT... contains. The content included in the lessons describe clarity and conciseness. How about making the above sentence in quotes, a little more clear.

This can be changed to:

"User documentation provides detailed information about a specific product or device."

Many technical writers in this country have faced some challenges in their careers due to the outsourcing to India, China, and Romania. Having people from these countries contributing to this course, as if they were experienced experts, may be offensive to some of the readers.

I actually teach a 100 level Technical Communications course. I have worked as a technical writer for about a decade. Some of the companies I worked with include: ING, Pearson Education, and Microchip Technology. I have an undergraduate degree in Technical Communications, and a Masters in Technology (with 24 credits of graduate level Technical Communications). I think the Technical Writer section could use some improvement. The information here is somewhat correct, but is not entirely accurate. While TWFred, the person writing the content, may be acceptable for a beta version, I think that when you go live, you really should have contributors who are both experienced technical writers, professors of technical writing, and people who are well educated in technical writing. TWFred's profile claims he is a technical writer, but does not indicate where, what companies, and what types of technical writing. I don't see anything about any technical writing courses or degrees. I don't think he's the best qualified individual for this project. Until you get more contributors, I think you should really consider using someone with experience, and a degree, for better quality. aicra --12.214.6.158 15:44, 13 September 2008 (UTC)

Response
Aicra, I couldn't agree more. The Technical Writing course needs your help.

When you suggest "using someone" to write the course, keep in mind that it's all done by volunteers, such as yourself

I welcome and encourage your involvement in improving this course. You've provided me the best feedback yet, and I certainly hope you will follow through and help us in exactly the areas you mention.

Please, yes, edit the content. Everyone welcomes your changes. It's wiki.

 * Change the various glaring errors of grammar, spelling, and organization.
 * Add the sections you suggest.
 * Continue updating and improving the content.

You are certainly far better qualified than me. I don't "own" this content, nor am I the best at what I do. I just happen to be the one who got the ball rolling. Please give it a shove in the right direction. It's a huge topic, and we've only begun. I am eager to see where you take this wikiversity course, and am so glad to have your able assistance.

Get writing!

Best,

TWFred

TWFred 13:33, 14 September 2008 (UTC)

I moved these comments here from the Quality page. I believe the comments pertain to this resource. --CQ 22:29, 3 September 2009 (UTC)

Adding Videos
I'm adding videos I've made of my lectures, linking to YouTube.

I've also added videos from others (like CherryLeaf's, which is very good) lecturing on technical writing.

Please, if there is any issue from editors, bots, or nitpickers...let me know. I'm sure if you look at the videos, you'll agree they're quite relevant, appropriate, short, and not overtly commercial.

I urge others who have technical writing lectures to post them too.

Thank you.

TWFred

Teacher page

 * I think there should be a separate one page for the teachers directly linked from this article, and each has the option of linking to their user page. Its nice to see a personal touch to the pages, though there are thousands or millions of instructors on one common subject. This would prevent a lot of overlap. Assignment materials or teaching styles could have a particular teacher's method or own page. The contributions are appreciated by any who read it, and I'm not sure how much Wikiversity's style is different, so its just a suggestion. Sidelight12 Talk 18:24, 6 October 2012 (UTC)

title: Talk:Technical writing


text:
Portal:Cartography

Welcome to the Wikiversity Center for Cartography.

The Center for Cartography is a Wikiversity content development project where participants create, organize and develop learning resources for map-making and related activities ranging from simple hand-drawn maps to sophisticated computerized GIS data models.

Related studies
Part of Engineering and Technology

Relates to:
 * Mechanical Engineering
 * Production and Design Engineering
 * Computer Science
 * Civil Engineering

Learning materials

 * WikiMap (WikiMapia)
 * Geospatial Information Systems (GIS)
 * CAD Lesson - Principles of CAD and Terminology

Related learning projects

 * Geoinformatics (Computer Science)
 * Computer Aided Design Course

Software

 * OCAD - a software program designed to draw maps of all types.
 * Inkscape - a vector graphics editor application compliant with the XML, SVG and CSS standards.
 * The GIMP - an image manipulation package freely-available for Linux, Windows, Mac OS X.

Resources

 * Topologically Integrated Geographic Encoding and Referencing (TIGER)
 * U.S. Census Bureau TIGER web page
 * Tiger Map Server Browser
 * GRASS: Geographic Resources Analysis Support System

title: Portal:Cartography