text:
Template:Navbox subgroup/doc

This template is designed to be used with Navbox or other navigational templates that allow creating lists of links with groups headers or titles. This template allows the creation of subgroups that can be assigned to a list item within Navbox. A subgroup may contain up to 20 list items.

Parameters
This template employs all parameters of. Please see the documentation there for more complete descriptions. In fact, the only differences between this template and are as follows: Everything else is exactly the same as.
 * The border parameter defaults to "child"
 * The group padding defaults to 0.75em on the left/right, and can only be changed with the  parameter.  This is done to prevent the Internet Explorer box model bug from affecting the width of groups.

Only the most common parameters are listed below.

Cells

 * listn
 * (i.e. list1, list2, ... list20) The body of the template, usually a list of links. Format is inline. At least one list parameter is required; each additional list is displayed in a separate row of the table. Each listn may be preceded by a corresponding groupn parameter, if provided (see below). The background color of the list items (and the entire table) defaults to , therefore it displays the same background color used in the parent navigation box.

 * groupn
 * (i.e. group1, group2, ..., group20) If specified, text appears in a header cell displayed to the left of listn. If omitted, listn uses the full width of the table. The background color defaults to, but can be changed via the groupstyle parameter (see below).

Styles

 * bodystyle
 * Specifies CSS styles to apply to the template body. Examples:

 * groupstyle
 * CSS styles to apply to the groupn cells. This option overrides any styles that are applied to the entire table. Examples:

 * grouppadding
 * CSS style to specify group padding. Should usually be specified using em units.  It is recommended to leave this parameter alone and use the default padding.  Examples:
 * (1em on left/right, 0em on top/bottom)
 * (0em top, 0.5em right, 0em bottom, 1em left)

 * liststyle
 * CSS styles to apply to all lists. Overridden by the oddstyle and evenstyle parameters (if specified) below.

 * oddstyle
 * evenstyle
 * CSS styles to apply to the odd-numbered list items (list1, list3, etc) or even-numbered list items (list2, list4, etc), respectively. Typically used to set background color in order to achieve an alternating background color between odd and even-numbered lists.

 * evenodd
 * If set to, then the automatic striping of even and odd rows is reversed.  Normally, even rows get a light gray background for striping; when this parameter is used, the odd rows receive the gray striping instead of the even rows.  Setting to   or   sets all rows to have that striping color.  Setting to   disables automatic row striping. NOTE: Due to system limitations, do not use a semi-colon to close this command.

Setting the width of groups
If multiple templates are used inside of a parent, it generally looks better if the width of the groups matches up. In order to do this, one must set the  parameter:

An alternative way is to set the  parameters to contain the desired width, and the   parameters to have width:auto (due to HTML/CSS reasons). For example, place the following code in each to adjust the widths:

If you also use the  or   parameters, then you will most likely also need to set their width manually using the   and   parameters.
 * NOTE: For the  widths to work, you must set the   width to "auto".

Example 1
The following is an example of Navbox subgroup used within a Navbox template.

Example 2
This example implements horizontal group headings by assigning the headings to  and   and the links to   and  ), then using   and   to set the background color of the headings.

title: Template:Navbox subgroup/doc


text: Template:Navboxes

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

title: Template:Navboxes


text:
Literature/1974/Pirsig

Excerpts

 * Science is "value free." The inability of science to grasp Quality, as an object of enquiry, makes it impossible for science to provide a scale of values. (Section 29)
 * The halo around the heads of Plato and Socrates is now gone. He sees that they are consistently doing that which they accuse the Sophists of doing ... using emotionally persuasive language for the ulterior purpose of making the weaker argument, the case for dialectic, appear the stronger. We always condemn most in others, he thought, that which we most fear in ourselves. (p.378)
 * Areté implies a respect for the wholeness or oneness of life, and a consequent dislike of specialization. It implies a contempt for efficiency...or rather a much higher idea of efficiency, an efficiency which exists not in one department of life but in life itself.
 * Dialectic, which is the parent of logic, came itself from rhetoric. Rhetoric is in turn the child of the myths and poetry of ancient Greece. That is so historically, and that is so by any application of common sense. The poetry and the myths are the response of a prehistoric people to the universe around them made on the basis of Quality. It is Quality, not dialectic, which is the generator of everything we know. (p.391)
 * Everything is an analogy.

Critiques

Nietzsche's transvaluation of philosophy therefore demanded a return to source and an effort to deconstruct the ruling metaphors of reason itself. There is an odd but revealing parallel to this in Robert Pirsig's novel Zen and the Art of Motorcycle Maintenance (1974), where the narrative interest has more to do with Greek philosophy than with Zen Buddhism, as many readers have no doubt been puzzled to find. The central figure is a man on the verge of breakdown and despair who sets out on a coast-to-coast motorcycle trip across America in search of self-understanding. What emerges gradually in the course of this quest is a whole buried prehistory of intellectual conflict which -- we come to realize -- led up to the events of the novel. Through a sequence of dimly remembered episodes the narrator reconstructs a portrait of his own previous life, the last few months of which were spent as a student of philosophy at the University of Chicago. Under the pseudonym 'Phaedrus' -- adopted for reasons which soon become clear -- this doomed alter ego is shown in the process of challenging all the basic assumptions handed down by his teachers on pain of virtual excommunication.

When Phaedrus begins to read back into the sources, especially the texts of Plato and Aristotle, he finds their arguments not only unconvincing but deviously angled in such a way as everywhere to misrepresent their forgotten opponents. The sophists, in particular, are held up to philosophic ridicule by a method of argument which twists their case into a parody of its own just-visible outline. From Socrates down through Plato and Aristotle, the evidence points to a massive suppression and misinterpretation of everything that threatened the sovereign power of dialectical reason.

Phaedrus himself is cast as a latter-day victim of this same 'conspiracy', suffering the taunts of professors and students unwilling to question the wisdom of ages. The 'Church of Reason' is too firmly established in Chicago, with its neo-Aristotelian stress on the virtues of clear-cut logical analysis and firmly categorical thinking. The trouble comes to a head for Phaedrus when his class is taken over -- ominously -- by the Chairman for the Committee on Analysis of Ideas and Study of Method. What ensues -- at least in Phaedrus's inflamed imagination -- is an ultimate duel of wits between 'dialectic' and 'rhetoric', with rhetoric decisively winning the day. The turning-point comes with his realization that '"dialectic" had some special meaning that made it a fulcrum word - one that can shift the balance of an argument, depending on how it's placed'. By challenging the Chairman to explain the provenance of dialectic -- its 'genealogy', in Nietzschean terms -- Phaedrus shows it to rest on a willed and systematic forgetting of its own rhetorical origins. Reason, or the supposed self-evidence of reason, is thrown into doubt by its manifest failure to justify its methods on other than purely tautological grounds. Hence Phaedrus's triumphant conclusion:  The halo around the heads of Plato and Socrates is now gone. He sees that they are consistently doing that which they accuse the Sophists of doing ... using emotionally persuasive language for the ulterior purpose of making the weaker argument, the case for dialectic, appear the stronger. We always condemn most in others, he thought, that which we most fear in ourselves. (Pirsig 1974, p.378)  But that way madness lies. Phaedrus cannot communicate his discovery within the norms of institutionalized knowledge and 'dialogue' so zealously preserved by the Chicago Aristotelians. He leaves the university and suffers (like Nietzsche) a collapse into silence and neurosis. (pp. 60-61)

[...]

As Pirsig's Phaedrus accounts for it, rhetoric was denatured and deprived of its force, through being treated as merely a collection of classified devices, reducible to system and order. Aristotle brought this process to a high point of rational perfection: 'Rhetoric has become an object, and as an object has parts. And the parts have relationships to one another and these relations are immutable' (Pirsig 1974, p.368). Whence, incidentally, the motorcycle connection: a machine for Phaedrus is more than the sum of its parts as laid out in a service manual. (p. 63)

Influences

 * This book was quite a revolution 35 years ago when it was the first introduction a lot of people got to Eastern philosophy. This is another book that I was exposed to in college and is the non-scientific equivalent to "Godel" in opening up a new world to me. The main theme of the book that stays with me is the difference between Western, reductive thinking and the Eastern, holistic style. As noted above, I was being immersed in the world of mathematics which appealed to my analytic nature.  I was in love with the idea that you take a big problem, break it into a bunch of little problems, solve each of the little problems and then build it back up to understand the whole. Pirsig argues that this approach is not complete.  Using the motorcycle as a metaphor, he tries to explain a concept called "Quality", by which he means that a machine or organism is more than just the sum of its parts.  There is a “Quality” of being a motorcycle that cannot be explained by understanding spark plugs, carburetor, pistons, etc.  I was totally blown away by the concept when I read it for the first time, and I still go back to it to this day.

Wikimedia

 * Robert M. Pirsig
 * Robert Pirsig
 * Zen and the Art of Motorcycle Maintenance
 * w: Lila: An Inquiry into Morals
 * Subject Object Metaphysics
 * Pirsig's metaphysics of quality
 * Quality (philosophy)

title: Literature/1974/Pirsig


text:
Template:Navboxes/doc

The Navboxes template is used to group several navigation boxes together.

Parameters
title (optional)
 * Alternate text to be placed in title box, defaults to "Links to related articles".

state (optional)
 * collapsed to show this template in its collapsed (hidden) state, this is the default state
 * expanded to show this template in its expanded (fully visible) state
 * autocollapse to show this template in its collapsed (hidden) state only if there is another collapsible template on the page

list (required)
 * list of the templates to be grouped

Usage

 * Blank syntax

Examples
which gives:

Coordinates template
The template may be included in the template group. Just remember to set the "display=" parameter equal to "inline" thus: 18.43139°N, -64.62306°W. This enables the coordinates to appear no matter what skin you're in. The template can even be nested in a Navbox titled Geographic locale, which is already found on many country pages.

Succession boxes
Any instances of  in a succession box should be replaced with

title: Template:Navboxes/doc


text: Template:Navbox with collapsible groups

title: Template:Navbox with collapsible groups


text:
Template:Navbox with collapsible groups/doc

This template produces a navigational template that has groups of relevant articles on a certain topic. All groups are hidden by default. However, with a parameter call, an individual group can be shown that has the other articles in the same group.

Usage
Please remove the parameters that are left blank. The template currently supports up to 10 groups/lists but more can be added if needed. You should use a minimum of two groups/lists; otherwise, use instead.

Parameters
This template shares many common parameters with its sister templates and. The common parameters are marked with a cross†. Please refer to the documentation of for more in depth descriptions and examples of those parameters.

Setup parameters

 * name†
 * The name of the template. The name of this template, for example, is "Navbox with collapsible groups".

 * state† [ ]
 * The initial state of the show/hide feature for the main title. See  for more information.  Does not affect display or hiding of group items, see staten, below.

 * navbar†
 * Possible values are,  , and the default value of blank.  See  for more information.

 * border†
 * Possible values are,  , and the default value of blank.  Set to   if you wish to use the navbox inside of another navbox; with this option, the child navbox is borderless and fits snuggly inside of its parent navbox.  The parent navbox may be the list area of , the columns of a , or a list area of .  See  for more information and examples.

Basic data parameters

 * title†
 * The title of the template, displayed centered in the titlebar at the top of the template.

 * above†
 * Text or other elements to appear above groups/lists.

 * image†
 * Image to the right of all of the groups/lists.

 * imageleft†
 * Image to the left of all of the groups/lists.

 * below†
 * Text or other elements to appear below the groups/lists.

Group/list parameters

 * groupn†
 * The title of each section.

 * listn†
 * The content/wikilinks that will be shown in the group. Use dots or bullets as separators (see the See also section). A  or  can optionally be used here with its   parameter set.  If this is done, leave the corresponding groupn blank, as the child navbox will already provide the collapsible feature.

 * abbrn
 * This is the abbreviation of the group. See   parameter immediately below to see how to use this parameter.  This parameter is optional, but recommended.

 * selected
 * If the value of  equals the value of , then listn is uncollapsed and all other lists are collapsed.  If   is left blank, or if it does not match any  , then all groups are collapsed.  Usually this parameter should be set to  . Since this template is a base template for others, there has to be a way to pass the group parameter from the article, to the secondary template to this one.

 * The collapsed/uncollapsed options can be listed on the template's page by using the Collapsible sections option template in the part of the page.

 * staten [ ]
 * The initial collapsible state of listn. Set to collapsed by default.  Overridden to uncollapsed if   equals.

 * imagen
 * An image to appear in the listn content area on the right side.

 * imageleftn
 * An image to appear in the listn content area on the left side.

Style parameters

 * bodystyle†
 * CSS style/s to apply to the entire template

 * titlestyle†
 * CSS style/s to apply to titlebar; usually .  The color of wikilink text must be manually changed using span tags.  For example use   to change the color of the link to ivory.  The [show]/[hide] button and the vde link button use the color set in the titlestyle parameter.  Here is an example of setting the titlestyle:

 * abovestyle†
 * belowstyle†
 * CSS style/s to apply to the above and below parameters, respectively.

 * basestyle†
 * CSS style/s to apply to the title, above, below, and groupn parameters, all at the same time.

 * imagestyle†
 * CSS style/s to apply to the image parameter. Does not get applied to the imagen parameters.

 * imageleftstyle†
 * CSS style/s to apply to the imageleft parameter. Does not get applied to the imageleftn parameters.

 * groupstyle†
 * CSS style/s to apply to all group heading parameters. Visit this website to get a lighter color similar to the title background color. Example:

 * groupnstyle†
 * CSS style/s to apply to a specific group heading; overrides any CSS styles set in groupstyle.

 * liststyle†
 * CSS style/s to apply to all list content parameters.

 * listnstyle†
 * CSS style/s to apply to specific list content parameters; overrides any CSS styles set in liststyle.

 * listpadding†
 * Padding to have in each list cell; defaults to 0.25em on the left/right and 0em on the top/bottom.

Microformat parameters

 * bodyclass†
 * This parameter is inserted into the "class" attribute for the infobox as a whole.

 * titleclass†
 * This parameter is inserted into the "class" attribute for the infobox's title caption.

 * See WikiProject Microformats for more information on adding microformat information to Wikipedia, and microformat for more information on microformats in general.

Basic example

Nesting other Navbox forms
This example shows, and  all working together. Press the edit button for the section to view the code. Note that each of the child navboxes has the first parameter set to

Nesting Navboxes to get more groups/lists
You can conveniently nest Navboxes, including, to get an unlimited number of groups/lists. The following example uses one instance of to get the first 10 collapsible groups, a nested instance to get the next 10, and another nested instance to get the last 6. See the code to learn how it works. It is fairly simple to extend this to as many groups/lists as you like:


text:
Literature/1974/Passmore

Wikimedia

 * John Passmore In his book ... Passmore argued that there is urgent need to change our attitude to the environment, and that humans cannot continue unconstrained exploitation of the biosphere. However, he rejected the view that we need to abandon the Western tradition of scientific rationalism, and was unsympathetic towards attempts to articulate environmental concern through radical revisions of our ethical framework, as advocated by deep ecologists, which he conceived as misguided mysticism or irrationalism. Passmore's unequivocal anthropocentrism made him a reference point in the discourse of environmental ethics and many treatises in the field begin with (or include) a refutation of his views. Passmore's skepticism about attempts to attribute intrinsic value to nature, and his preferred position of valuing nature in terms of what it contributes to the flourishing of sentient creatures (including humans), is perhaps not as unfashionable now as it was in the years following the publication of Man's Responsibility for Nature. Passmore described himself as a "pessimistic humanist" who regarded neither human beings nor human societies as perfectible.

Reviews

 * Declan Rice (2002). "Passmore's compelling case for 'conservation'," November 17, 2002, Amazon.com.

title: Literature/1974/Passmore


text: Category:History of Egypt

title: Category:History of Egypt


text:
Template:!)/doc

Usage
This templates produces the  |}  sequence (i.e. end of wikitable), so that wikitables can be built inside templates.

title: Template:!)/doc


text:
Template:0/doc

Usage
This template inserts an invisible (visibility:hidden and color:transparent) zero (0) character. It is used for padding statistics and other numbers in table columns so that they line up properly.

The invisible zero may in fact be replaced by any other string (which regardless, is made invisible), by specifying the string as the first optional parameter. This is useful to "visually pad out" equivalent length rows in numeric columns in such tables. This is accomplished by inserting extra invisible zeroes, thousands separators, or decimal points prefixing and suffixing the numeric field, (adjusted to pad to the length of the largest numeric value) like in example one.

Examples
Note: The null template,, used in the second to last line, produces the same alignment effect as omitting the template entirely. However, the null template can be useful for preserving the alignment within the wikicode.

title: Template:0/doc


text:
Template:=/doc

Usage
This template allows " " to be used in template parameters.

This template cannot be substituted.

title: Template:=/doc


text:
Template:Age/doc

This template returns the number of full years between two specified dates. If the second set of parameters is not included, it will return the number of full years between a specified date and today's date.

 * Syntax :
 * 0 or
 * 24

 * Examples :
 * 13 returns "13"
 * 34 returns "34"

 * When using this template to calculate a person's age at death or a person's age on a specified date (rather than the person's current age), please substitute it into the page.
 * Example: 1989

 * Note :
 * This template does not check for incorrect input:
 * 0 returns "0" (surplus days do not count as extra months)
 * 0 returns "0" (surplus months do not count as extra years)

title: Template:Age/doc


text:
Template:Birth date and age/doc

}}

These templates (Birth date and Birth date and age) return a person’s date of birth and optionally his/her age. These have the shortcuts dob and bda respectively.

Do NOT use this template when the person’s exact date of birth is disputed or unknown.

Using this template rather than simply inserting the date into articles allows for the inclusion of hidden metadata about the date. This metadata can be used by web browsers and other software tools to extract the details, and display them using some other website or mapping tool, index or search them.

To display the birth date only

 * Do not use with non-Gregorian dates because the resulting hCard hidden date will be false.

To display a birth date with calculated age

This form is only intended for living persons. In the rare case that a living person's birth date is given in a non-Gregorian calendar this template should not be used. The parameter names 'year', 'month', and 'day' can be used instead of the first, second, and third parameters for 'Birth date and age' only. These parameter names are not available for the 'Birth date' template.

Bda is a redirect to Birth date and age

Examples:

 * returns "February 4, 1993"
 * returns "February 4, 1993"
 * returns "February 24, 1993"
 * returns "February 24, 1993"

 * returns February 4, 1993
 * returns February 4, 1993
 * returns February 24, 1993
 * returns February 24, 1993

Month First (mf) and Day First (df) options
The df (day first) and mf (month first) parameters indicate the intended date format to display. The appropriate parameter should be set to "y" or "yes" e.g. df=yes or mf=y.

The default output of this template is to display the month before the day. This default may not be appropriate for articles about people from parts of the world where the day precedes the month in a date. In such articles the parameter, "df", should be set to display the day before the month.

The parameter "mf", while not actually used by the template, will indicate that month first format is intended. Using these parameters can assist bots or other automated processing to detect which date format is intended; leaving the format as default may lead an editor or bot to change the format to an unintended value.

Do not specify both "df" and "mf" parameters in the same use of the template, as these formats are mutually exclusive.

Examples:

 * displays "February 24, 1993".

 * displays "February 24, 1993".

 * displays "February 24, 1993".

 * displays "February 24, 1993".

hCard microformat
The templates also returns the date, hidden by CSS, in the ISO 8601 format (but not necessarily to the ISO 8601 standard) needed by hCard microformats. for example:

Note: for the "foundation", "built" and similar set-up dates of companies, buildings, etc., use Start date (this will work for year-only or month-year dates).

See the microformats project for details.

title: Template:Birth date and age/doc


text:
Template:Boxboxtop/doc

Purpose
To collect images or userboxes into a single column grouping easily. This template is not just for userboxes; it is also an efficient way of creating a column of images to run along the side of an article. Gallery, by contrast, creates rows of images and is used when the images should not run alongside the text but rather should serve as a break in the text.

Usage
[userboxes]

All of the parameters are optional.

Customizing
Detailed explanations of the parameters are below.

You may also insert breaks by using userboxbreak. See that template for details.

Hiding userboxes
You can hide userboxes which use this (as well as a few other) forms of template-based userbox organization. Simply go to Special:Mypage/skin.css, which redirects to your current skin's CSS file, and add the following–

title: Template:Boxboxtop/doc


text:
Template:Calculus/doc

Template:Calculus is used to give a brief outline of calculus topics.

It has one parameter, "cTopic", which will show a section depending on the choice. It can take one of the following exact names:
 * Differential calculus
 * Integral calculus
 * Vector calculus
 * Multivariable calculus

title: Template:Calculus/doc


text:
Template:Cat handler/doc

This is the cat handler meta-template.

It helps other templates to automate both categorization and category suppression.

Already when used with its default settings this template prevents auto-categorization in some namespaces and on some pages where we usually don't want categorization. Thus even the most basic usage like " " sees to that templates don't auto-categorize in the wrong places.

This template makes it easy to choose in what namespaces a template should and should not categorize. And it makes it easy to use different categories in different namespaces. And this template uses a central blacklist where we can add pages and page types where templates should not auto-categorize.

When not to use this template
If a template only needs to categorize in one of the namespaces main (articles), file (images) or category, then using this template is overkill. Then instead use one of main other, file other, or category other. But if your template needs to categorize in any other namespace, then we recommend you use this template, since it provides proper category suppression and makes it easy to select how to categorize in the different namespaces.

Namespaces
This template detects and groups all the different namespaces used on Wikipedia into several types. These types are used as parameter names in this template.

 * main = Main/article space, as in normal Wikipedia articles.
 * talk = Any talk space, such as page names that start with "Talk:", "User talk:", "File talk:" and so on.
 * user, wikipedia, file, mediawiki, template, help, category, portal and book = The other namespaces except the talk pages.
 * other = Any namespaces that were not specified as a parameter to the template. See examples below.

Basic usage
This template takes two or more parameters. Here's an example with the full template code for an article message box:

The above example uses the default settings for. That means the box will categorize on pages in the following namespaces:
 * main, file, help, category, portal and book

But it will not categorize in the following namespaces:
 * talk, user, wikipedia, mediawiki and template

And it will not categorize on blacklisted pages. (See section blacklist below.)

The reason this template does not categorize in some of the namespaces is that in those namespaces most templates are just demonstrated or listed, not used. Thus most templates should not categorize in those namespaces.

Any template that is meant for one or more of the namespaces where this template categorizes can use the basic syntax as shown above.

Advanced usage
This template takes one or more parameters named after the different page types as listed in section namespaces above. By using those parameters you can specify exactly in which namespaces your template should categorize. Like this:

The above box will only categorize in main and talk space. But it will not categorize on /archive pages since they are blacklisted. (See section blacklist below.) And if you need to demonstrate (discuss) that box on a talkpage, then you can feed " " to prevent that template from categorizing. (See section nocat below.) Like this:

My new template
Hey guys, have you seen my new template?

Nice, isn't it? --~

Sometimes we want to use the same category in several namespaces, then do like this:

In the above example we use a numbered parameter to feed one of the categories, and then we tell this template to use that numbered parameter for both the help and user space.

This template understands the numbered parameters 1 to 10.

The other parameter defines what should be used in the remaining namespaces that have not explicitly been fed data.

Note the empty but defined talk parameter. That stops this template from showing what has been fed to the other parameter, when in talk space.

This template also has a parameter called all. It works like this:

The above example will categorize in all namespaces, but not on blacklisted pages. If you want to demonstrate that box on a page, then use " " to prevent the template from categorizing.

We suggest avoiding the all parameter, since templates should preferably only categorize in the namespaces they need to.

The all parameter can also be combined with the rest of the parameters. Like this:

If the above box is placed on an article, then it will add the categories "Somecat1" and "Somecat2". But on all other types of pages it will instead add "Somecat1" and "Somecat3". As the example shows, the all parameter works independently of the rest of the parameters.

Subpages
This template understands the subpage parameter. Like this:

If " " then this template will not categorize on subpages. For the rare occasion you only want to categorize on subpages, then use " ". If subpage is empty or undefined then this template categorizes both on basepages and on subpages.

Blacklist
This template has a blacklist of the pages and page types where templates should not auto-categorize. Thus templates that use this meta-template will for instance not categorize on /archive pages and on the subpages of Template messages.

If you want a template to categorize on a blacklisted page, then feed " " to the template when you place it on the page, thus skipping the blacklist check. Note that this template only categorizes if it has data for the namespace. For instance, if the basic syntax is used (see basic usage above), then even if you set " " the template will not categorize on a talk page, since it has no data for talk pages. But it has data for help space, so on a blacklisted help page it will categorize.

The blacklist is in the sub-template cat handler/blacklist. To see or update the blacklist, go there.

The "nocat" parameter
This template understands the nocat parameter:

 * If " " then this template does not categorize.
 * If nocat is empty or undefined then this template categorizes as usual.
 * If " " this template categorizes even when on blacklisted pages. (See section blacklist above.)

Templates that use should forward nocat, so they too understand nocat. The code " " shown in the examples on this page does that.

The "categories" parameter
For backwards compatibility this template also understands the categories parameter. It works the same as nocat. Like this:

 * If " " then this template does not categorize.
 * If categories is empty or undefined then this template categorizes as usual.
 * If " " this template categorizes even when on blacklisted pages.

When adding this template to a template that already uses the " " logic, then you can do like this to not break any existing usage:

The "category2" parameter
For backwards compatibility this template kind of supports the old "category =" parameter. But the parameter name "category" is already used in this template to feed category data for when in category space. So instead this template uses category2 for the usage similar to nocat. Like this:

 * If " " (empty but defined), or " ", or if category2 is fed any other data (except as described in the next two points), then this template does not categorize.
 * If category2 is undefined or if " ", then this template categorizes as usual.
 * If " " this template categorizes even when on blacklisted pages.

When adding this template to a template that already uses the " " logic, then you can do like this to not break any existing usage:

Note that the " " is necessary, it helps this template to detect if the category parameter is defined but empty, or undefined.

Categories and text
Besides from categories, you can feed anything else to this template, for instance some text. Like this:

When the template above is shown on anything else than a talk page, it will look like this (note the text below the box):

That text will not show on blacklisted pages, so don't use this method to show any important information. Feeding " " to the template hides the text, just as it suppresses any categories.

The "page" parameter
For testing and demonstration purposes this template can take a parameter named page. Like this:

In the above code we on purpose left out the brackets around the category names so we see the output on the page. No matter on what kind of page the code above is used it will return this:

The page parameter makes this template behave exactly as if on that page. Even the blacklist works. The pagename doesn't have to be an existing page.

If the page parameter is empty or undefined, the name of the current page determines the result.

You can make it so your template also understands the page parameter. That means you can test how your template will categorize on different pages, without having to actually edit those pages. Then do like this:

Parameters
List of all parameters:

Note that empty values to the "main" ... "other" parameters have special meaning (see examples above). The "all" parameter doesn't understand numbered parameters, since there should never be a need for that.

Technical details
The centralised category suppression blacklist is in the sub-template cat handler/blacklist. To see or update the blacklist, go there.

For its internal parameter processing, this template uses the sub-template cat handler/numbered.

For more technical details see the talk page.

title: Template:Cat handler/doc


text:
Template:Clade/doc

This template is used for drawing branching trees with the node and base labels being clickable links. Such diagrams are especially suited to represent evolutionary trees (cladograms).

Features previously included only in a separate template,, are now incorporated in this template;  should no longer be used.

Usage
produces

produces

produces

Note that the order of the parameters does not matter. Exactly the same output is produced by

Technical background
The clade template has many features for customising the appearance. Using them optimally requires some understanding of how the template works. The cladogram is constructed using nested HTML tables and the lines of the cladogram are borders of the cells ( tags). Each clade template creates an HTML table with the elements show as follows:

Styling brackets and branches
The appearance of the cladogram can be customised by changing the border attributes of the HTML cell elements, using the parameters state, color and thickness as shown below:

Reverse clade
The cladograms can also be generated right to left using cladeR, as shown below.

While this has limited value in English Wikipedia, it can be useful for presenting alternative phylogenies, e.g. as in the following example:

Data in Newick format
A common method of presenting phylogenetic data is to use the Newick format. Many published papers provide data in Newick format in their supplementary materials and several taxonomic and phyogenetic websites provide downloads (e.g. Open Tree of Life). These Newick strings can be used to generate cladograms in several ways.

Newick strings as a resource
Firstly, the Newick format data can be used to generate the clade structure markup using a text editor or one of several tools.

The phylogenetic tree shown shown to the right is represented by the following Newick and Clade code
 * Newick format:
 * Clade code:

The manual procedure for conversion in a text editor is
 * 1) Replace "(" with ""
 * 2) Edit to replace commas with pipes and numbers
 * 3) Edit clade labels if needed

Fortunately, there are a number of methods for automating this task.

 * 1) One method is to use the NewickConverter template (see instructions therein).
 * 2) Alternatively, one can easily generate required clade code by downloading the free Windows utility, 'Claded', via link at http://code.google.com/p/claded, 'Claded' allowing editing of Cladograms using a tree control.
 * 3) Example of a Perl script to automate the conversion:

Using Newick strings directly
The Newick format data can also be added using the newickN, where N refers to the child node (as with other parameters).

For instance, the following Newick string

((lion,jaguar,leopard),((siberian,bengal)tiger,snow leopard))panthera

can be put in the clade code as in the following example:

The Newick format data provided Open Tree of Life and other sources typically has extraneous encoding data. This can be removed using the newickN-pattern and newickN-replace parameters which supply a Lua pattern (similar to Regex) and replacement. The following code uses Newick format data for the genus Prionailurus downloaded from using Open Tree of Life (source data): }}

produces

Using a box
You can nest the templates and use links around the text. You may use non-breaking spaces (&nbsp;) to obtain spaces or to have labels that have spaces.

The entire cladogram can be placed in a box so that text flows nicely around it. You can use Cladogram to produce the box.

Controlling the layout of sisters
When one sister is represented as a leaf node and the other as a labelled subclade, they do not appear to be at the same level. Consider this cladogram:

Although Banksia subser. Sphaerocarpae and Banksia subser. Leptophyllae are sisters, their names are not aligned in the cladogram. If this is considered undesirable, one solution is to use a label in both cases, as shown hereafter, which now shows the sisters at the same level.

Another 'trick' is to introduce a dummy clade. The red line in the following example shows where an extra clade has been inserted:

To achieve this, instead of

which displays as:

use

which displays as:

Adding vertical bars and brackets
To insert a coloured 'bracket' around a set of leaf nodes which follow one another in the generated cladogram:
 * Add  for the first leaf node, where N is the order of that leaf node within its clade, and colour is the required colour.
 * Add  for the remaining nodes other than the last (note that N must be the order of that node within its clade).
 * Add  for the last node.

Note the using of the non-breaking space to move the vertical bar from the leaf text.

The horizontal lines can be omitted by using  throughout. Thus the following produces simple vertical bars:

Specifying bracket colours
You can use any of the ways in which colours can be specified in HTML; e.g. the standard colour names, the three or six hex digit notations, such as #FC3 or #F3C630, or the  notation.

Adding text labels to brackets
Accessibility guidelines require pages not to rely on colour alone, so it's particularly important to add labels if you have more than one bracket/bar and need to refer to them separately. A couple of methods are available.

 * 1) Text labels for each bracket/bar can be added using Barlabel (see instructions at template page).
 * 2) Use the grouplabelN parameter. This adds a label to the right of the righthand bracket or bar, as shown in the following example. The right hand column illustrates how grouplabel adds an HTML cell to the right of the terminal leaf.

In the example above grouplabel was used to label a bar marking the entire clade. It provided an alternative to labelA. However, if the bar is only applied to some terminals, grouplabelN can be used to mark paraphyletic groups. The following example also demonstrates the use of grouplabelstyleN to apply CSS styling to the grouplabel, in this case the color.

The grouplabel parameter can be used to add multiple labels with the aid of the clade labels template. This template uses absolute CSS positioning to determine the placement of the label. When applied to a grouplabel1 parameter on the outer clade it behaves very similarly to barlabel. A simple example to label two groups is shown below:

The grouplabel parameter can contain any Wikitext or allowed HTML content and this offers a lot of flexibility in customising cladograms. The following example uses grouplabel to add an alternative topology using cladeR:

}}
 * output1=

Debugging
If your cladogram doesn't display brackets/bars as you expected, check that:
 * You understand the numbering system for the parameters, etc. The N must be the same as the number of the child within its clade. Thus typically you should write  , e.g..
 * You have only attempted to apply brackets/bars to leaf nodes.

Label length
Labels produced by, where   is 1, 2, ..., can lead to poor layout of the resulting cladogram. (This does not apply to the text of leaves, i.e. text produced by .) To avoid problems:
 * Labels should be kept as short as possible, ideally a single word
 * Any necessary spaces in labels should be represented as &nbsp; not as actual spaces.
 * Line breaks (i.e.  ) should not be used.

Browser differences

Cladograms are drawn by generating hidden tables. The horizontal and vertical lines making up the tree are actually the edges of table cells. The tables are then drawn by the browser or user agent using its internal algorithms. As these differ from browser to browser, the trees produced will not look the same on all browsers.

In particular,, there are two algorithms for laying out tables with empty cells, used by two groups of browsers. Most browsers now use the algorithm that produces cladograms like the two on the left in the diagram. Safari (under both MacOS and iOS) uses another algorithm, producing cladograms like the two on the right in the diagram.

No automated "fix" for these differences exists at present.

If there is a choice over the ordering of the terminal nodes (leaves) of the tree, cladograms look best in a Safari-like browser if as much branching as possible is at the bottom of the cladogram. Typically this is produced by arranging the terminal nodes downwards on the page in order of their evolutionary divergence. Compare the bottom row of the diagram to the top row.

Inclusion in books
There are many known bugs in rendering tables in the software which produces Wikipedia books; see the [//meta.wikimedia.org/wiki/Book_tool/Feedback book tool feedback page]. these result in the lines in cladograms not displaying in books.

Large cladograms
There are limitations on the size and complexity of the cladograms which can be drawn:
 * A maximum of 20 children is allowed per node.

 * The Wikimedia software has certain limits on the processing allowed by templates and modules. Large cladograms can potentially exceed some of these limits.
 * Post-expand include size. Essentially this is the output of all templates, modules and parser calls. Pages with very large or several large cladograms will occasionally exceed this limit, especially on larger pages with many references and other demands on the system.
 * Template expansion depth limit. When a template is used it adds to the expansion depth, once for the template expansion and once for parameter expansion. As a result, template calls can only be nested 20 deep. Because cladograms are built by nesting templates within each other this is a common problem on larger phylogenetic trees. Fortunately there are now ways around this problem (see following section ).

Techniques for building large cladograms.
Because cladograms are build by nesting clade templates within each other, larger cladograms can exceed the expansion depth allowed by the Wikimedia software. The cladogram on the right fails on the twentieth nested clade template.

There are two methods to get around this limitation:
 * the use of the clade sequential template and
 * the use of subtrees within the clade template.

Using sequential listing of taxa
This approach uses the template clade sequential to list taxa in a taxonomic sequence. In the following example six taxa are listed sequentially in the template and the cladogram has the first one as the first branch, the second next and so on until the final two are sisters. Because all taxa are added in one template call, this only counts once towards the 20 limit. The downside is that it is not possible to format each level independently.

The second example shows that some substructure can be added to each level with normal use of the clade template.

Using subtrees
This method uses the parameters target and subclade to "modularise" the phylogenetic tree. Each subtree is processed in parallel so they don't contribute to the expansion depth in an additive manner. The limit applies to each tree, but many subtrees can be used.

The basic arrangement is illustrated below. The main tree has two subclades, A and B, and subclade B calls a third.

{{clade example |decription=|code=|output=

|1=Leaf 1 |2={{clade |1=Leaf 2.1 |2={{clade |1=Leaf 2.2.1 |2={{clade |label1=Subclade A           |1={SUBCLADE_A} |label2=Subclade B           |2={SUBCLADE_B} }}        }}      }}   }}           |1=Leaf A1           |2={{clade |1=Leaf A2.1 |2={{clade |1=Leaf A2.2.1 |2=Leaf A2.2.2 }}             }}           }}           |1=Leaf B1           |2={{clade |1=Leaf B.1 |2={{clade |1=Leaf B2.2.1 |label2=Subclade C                |2={TARGET_C} }}             }}           }}           |1=Leaf C1           |2={{clade |1=Leaf C2.1 |2={{clade |1=Leaf C2.2.1 |2=Leaf C2.2.2 }}             }}           }}             |1=Leaf 1 |2={{clade |1=Leaf 2.1 |2={{clade |1=Leaf 2.2.1 |2={{clade |label1=SubcladeA |1={SUBCLADE_A} |label2=SubcladeB |2={SUBCLADE_B} }}        }}      }}   }}           |1=Leaf A1           |2={{clade |1=Leaf A2.1 |2={{clade |1=Leaf A2.2.1 |2=Leaf A2.2.2 }}             }}           }}           |1=Leaf B1           |2={{clade |1=Leaf B.1 |2={{clade |1=Leaf B2.2.1 |label2=SubcladeC |2={TARGET_C} }}             }}           }}           |1=Leaf C1           |2={{clade |1=Leaf C2.1 |2={{clade |1=Leaf C2.2.1 |2=Leaf C2.2.2 }}             }}           }}          }} }}
 * description1x=Basic tree without subclades
 * code1= {{Clade
 * label1=root |sublabel1=[12/40]
 * 1={{Clade
 * targetA ={SUBCLADE_A}
 * subcladeA={{Clade
 * targetB = {SUBCLADE_B}
 * subcladeB={{Clade
 * targetC = {TARGET_C}
 * subcladeC={{Clade
 * output1={{Clade
 * label1=root |sublabel1=[12/40]
 * 1={{Clade
 * targetA ={SUBCLADE_A}
 * subcladeA={{Clade
 * targetB = {SUBCLADE_B}
 * subcladeB={{Clade
 * targetC = {TARGET_C}
 * subcladeC={{Clade

The encoding relies on a number of conventions.

 * The names of the subclades are in uppercase and enclosed in a single brace. This is not absolutely necessary, as long as the names are unique, but some advanced features (e.g. partial tranclusion) rely on this convention.
 * The parameters {{para|subcladeA}}, {{para|subcladeB}}, ... {{para|subcladeZ}} contain the subtrees in clade structure that will be substituted into the main tree.
 * The parameters {{para|targetA}}, {{para|targetB}}, ... {{para|subcladeZ}} contain the targets where the subtrees will be substituted. For instance, {{para|targetA|{SUBCLADE_A}}} indicates that the target  will be replaced by the content of {{para|subcladeA|content}}.
 * The target parameters may be omitted and the default targets are  and   for {{para|subcladeA}} and {{para|subcladeB}}, respectively.
 * The suffixes A-Z were chosen because these parameters don't correspond the other numbered parameters used by the template (e.g. {{para|1}}, {{para|label2}} etc.
 * The subclades can all be listed in the outer clade template or nested within the appropriate tree. For instance, in the example subclade C is listed at the end of the outer clade template but this could have been nested in the clade template attached to subtree B.

An example of a large phylogenetic tree divided into multiple subtrees can be found at {{tl|Phylogeny/APG IV}}.

Add interactivity with collapsible clades
Sometimes with large phylogenetic trees it is hard to see the wood for the trees. The cladogram may exceed the screen height making it difficult to see the overall structure and important small clades are to to see. A way around this is to collape the large clades and expand them interactively.

The following example shows a simple example to illustrate the principle:

A note of caution. The Wikimedia collapsible elements require javascript and are currently disabled in the mobile view. In such cases the whole cladogram will be shown. As with any large phylogentic trees, editors should decide if having a smaller less inclusive tree makes the point more clearly.

title: Template:Clade/doc


text:
User talk:Jason Bourne~enwikiversity

 Hello Jason Bourne, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 17:40, 31 May 2011 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Jason Bourne. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jason Bourne~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 23:34, 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) 06:12, 19 April 2015 (UTC)

title: User talk:Jason Bourne~enwikiversity


text:
User talk:Plamenf1

 Hello Plamenf1, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 17:40, 31 May 2011 (UTC)

title: User talk:Plamenf1


text:
User talk:Abhinaw kumar

 Hello Abhinaw kumar, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 17:40, 31 May 2011 (UTC)

title: User talk:Abhinaw kumar


text:
User talk:Liakat~enwikiversity

 Hello Liakat, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 17:40, 31 May 2011 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:36, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:14, 19 April 2015 (UTC)

title: User talk:Liakat~enwikiversity


text:
User talk:Girishkumar.bn

 Hello Girishkumar.bn, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 17:43, 31 May 2011 (UTC)

title: User talk:Girishkumar.bn


text:
User talk:Prerna23

 Hello Prerna23, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 17:44, 31 May 2011 (UTC)

title: User talk:Prerna23


text:
User talk:Abhishek.gcrg

 Hello Abhishek.gcrg, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 17:44, 31 May 2011 (UTC)

title: User talk:Abhishek.gcrg


text:
User:Ray Calvin Baker

I INTEND TO RETURN! EVERYTHING which has gone before is only PRELUDE, FEASIBILITY STUDY, PROOF-OF-CONCEPT! My TO-DO list now includes: (1) Bring "Electronic JellyBeans" to the Wikiversity to invite users to the material. They are representatives of the "Jelly Bean Journal", a container for articles on the development of Computer Graphics and Games. (2) Update my "Rubik's Cube" article Speed Cubers now routinely solve scrambled Cubes in under 20 SECONDS! (3) Complete the series of "Paper Craft Projects" in the School of Creativity Art may be the only avenue open to students for actively DOING THINGS! Everything else seems to be "wait until you've finished College". But, by learning to appreciate BLUEPRINTS, even children can prepare for a lifetime of Creativity! (4) I still need an EDITORIAL board and a RESEARCH board! Retired (but not burnt-out) teachers will be welcome. I myself am a grad-school drop-out, because decades of actual Applied Mathematics in the service of Computer Technology did NOTHING to prepare me for the social requirements of   becoming a "Classroom Manager"! (5) Re-organize and add to the CONTENT! Many small articles, cross-linked tothether, are far more inviting than a massive "wall of text". (6) I found out in clinical evaluation that I do NOT actually belong anywhere on the "Autistic Spectrum". (My apologies, if such are due.) The Concentration, Special (narrow) Interests, Lack of Social Skills etc., are all simply the results of a lifetime of choices, made by   a mostly normal (but gifted) person, in the pursuit of Truth and Beauty (as I see them). (7) I am not yet well pleased that my Presentation is up to Wiki standards I intend to work on Presentation as well as on Content. Do I still remember how to add the four squiggles at the end of an update? Ray Calvin Baker (discuss • contribs) 01:47, 10 November 2016 (UTC) ADDITIONAL NOTES about the "babel box": It appears that "BG-2" for intermediate ability with bt-mapped graphics doesn't work in the Wikiversity (It does in Wikimedia Commons). Please note that I use American English, not British (no offense intended -- just helpful information).

Ray Calvin Baker (talk) 02:21, 21 May 2012 (UTC)

Hello world! Tuesday, May 31, 2011

Begin Update Saturday, July 30, 2011

Two FREE gifts! C++ SOURCE CODE! Someday I may be able to give better gifts, but, sorry, not today. Post a note on my talk page if you need help. The custodians have no idea what I'm up to! Ray Calvin Baker 20:33, 30 July 2011 (UTC)

RCB_Kurzweil_cpp

I think that QB64 may be more suitable for beginners -- I plan to port these files ASAP. Ray Calvin Baker 04:19, 28 November 2011 (UTC)

Begin Recursive Programming Game (just for fun)

This is based on some playfulness of Douglas Hofstadter's in _Metamagical_Themas_, Chapter 19 Lisp:Recursion and Generality, pages435-437. Anything Lisp can do should be reasonably approximated in C++, or any other reasonably advanced general-purpose computer language, if you have the ingenuity.

RCB_Recursive_cpp

=End= Update Saturday, July 30, 2011

Begin Update Monday, July 24, 2011

Someday, this material might be relevant to my autobiography, _Sigma_Three:_The_Autistic_Teacher_ (My life three standard deviation units from the norm -- in each direction)

However, it is urgent to get started on the more important book: _The_Last_B._S._History_Book_in_History_ (where "B. S." means "Before the Singularity").

RCB_LastBSHistoryBook - RCB_LastBSHistoryBook The page this link is supposed to point to has mysteriously vanished! : Fortunately, 98 per cent of the text still survives on the flash drive I used to transport it to the public library branch. So, here goes, again : RCB_LastHistoryBook Last History Book Before the Singularity - Revised above link. 71.255.187.222 02:42, 1 November 2012 (UTC)

I have already rediscovered "the simultaneous article review" (AKA "the library review". (This is the process by which "Simple Simon" was conceived.) It consists of reading as much as possible, as quickly as is pleasurable, then writing down as much as can be remembered. The goal is to match ideas from each source, to compare and contrast ideas, and (sometimes) even to come up with a creative synthesis of new ideas. (The "simultaneous article review" was actually invented by the first person whose work required a bibliography.)

Traces of ongoing "library reviews" should be found in all of my subsequent writings. They should be an identifying mark throughtout the _Last_B._S._History_Book_in_History_ journal.

Today, "Simple Simon" is nearly a month old as the calendar goes, but he's only about 5 hours old, as counted by the clock, using public library facilities. Here is the story of his birth. While waiting in doctors' offices (my daughter-in-law, Heather, had a broken knee and required medical treatment), I encounterd an article in _Wired_ magazine: "Artificial Intelligence is here. But it's nothing like we expected.". Several days later, I encountered an _Atlantic_ magazine featuring an article by Brian Christian. He is a writer who participated in a recent Turing test in England. Brian wrote a book, _The_Most_Human_Human_, based on his experiences there. One of my brothers, who knew I was interested in Computer Science, had sent me a copy of Alan Turing's original article, "Computing Machinery and Intelligence". As I thought about these three articles, it occurred to me that a paradigm shift had occurred! I had been affected by many of these shifts throughout my proffessional career (one occurs every time Microsoft releases a new operating system), but this was the first time I ever recognized (on my own) that a paradigm shift had occurred.

The "Turing test" is grossly unfair to machines! It requires that they be masters of every area of human knowledge, and masters also of the arts of human communications and social interactions. But machines are capable of important and amazing feats, within more limited realms. And so, as I was taking a tour through the Wikiversity, it occurred to me that the "smiley face" icon in the guided tours was an ideal symbol for the vitally necessary "Tour Guide". The traditional children's poem, "Simple Simon met a pie man, going to the fair.", provided a name for the tour guide.

From another source, _What_Color_is_Your_Parachute?_, a cartoon: Sign on the wall behind a guidance counsellor, "Guidance Counsellor". A counselor sits at his desk, looking at a report. In front of the desk sits a nervous young man. The counselor says, "Let me put it this way. Find yourself a village without an idiot, and you've got yourself a job."

Simple Simon is no idiot -- he did such a good job that I created a Wikiversity account while on his tour. I had found a village (the Wikiversity) without an idiot! Of course, a better job might be found if Simple Simon could be promoted to Wikiversity director. Then I could become "volunteer assistant to the Wikiversity director". Then I landed in the sandbox, tried to shake the pixie dust out of my eyes, and now I'm trying to get Simple Simon promoted. Ray Calvin Baker 20:52, 25 July 2011 (UTC)

=End= Update Monday, July 24, 2011

Today is the first day I ever used a Mac. (I have two PCs at home.) I am not used to the "up-a-line" and "down-a-line" buttons BOTH at the BOTTOM of the scroll bar. Also, I lost my first draft of this page when I pushed what I hoped would return me from "preview" back to my "edit-in-progress". It closed down the entire Google Chrome program instead. Back up often; save trouble. (I don't know what to do with all the trouble I've saved.) :D I love it that a spell checker is integrated with the editor!

Please be patient with me. I am trying to learn to use the internet. Two co-workers (back when I was working full time at a professional job) were fired for downloading improper materials on their GFE (Government Furnished Equipment). That put a damper on my desire for exploration. My children have also scolded me for downloading "brick films" on THEIR computer, so I am trying to establish a presence on public facilities (only). That means I will be slightly hampered by NOT having a usable email address. However, anyone who discovers this page is welcome to use my Wikiversity "talk" page (Meet the author, ask for ideas for a project, etc.)

Actually, I have used email and Power Point for class work at George Washington University, before I became a grad school dropout. There is a story to that.

After a thirty year career as a computer programmer (mostly maintenance programming, the most difficult and under appreciated kind -- no glory, kept away from new developments, lots of problems with incomplete and faulty documentation, etc.) I thought teaching high school math could only be easier. NOT SO!

I was able to ASSIMILATE all of the academic materials -- psychology, history, pedagogy, political and social science, statistics -- well enough to maintain a respectable GPA of A-. (None of this was particularly in my field of MATHEMATICS or even Computer Science. No college level curriculum in Computer Science had even been invented yet when I began my professional career.) Unfortunately, I had no way to ACCOMMODATE the necessary social skills. So, I found myself one morning in a middle school classroom, and I realized I did not even have enough common sense or social skills (face recognition and associating faces and names) to organize such a class (sometimes it is recognized that early adolescence is an especially difficult period for students).

Flash back to a panel discussion on low-incidence disabilities. One topic had three possible components: (1) Pervasive Developmental Disorder (PDD), (2) high-level functioning Autism, and (3) Asperger's syndrome.

Some people with these are highly intelligent, but with very poor social skills. When I asked my daughter Amy if she had ever heard of Asperger's syndrome (she had taken a dual major at Shippensburg University in Psychology and Social Work, and had just gotten her Master's Degree in Social Work; plus, she worked with some AS clients), she turned to my wife and said, "I've often wondered if Daddy had that." So, instead of finishing training for "classroom management", I had to start rethinking my life based on the premise, "I am Autistic!"

I recently discovered a bright spot in this scenario -- Robert J. Sawyer's WWW trilogy: _Wake_, _Watch_, and _Wonder_. A major character in this story is Doctor Malcolm Deckter. He has AS, but (in the story) gets to escort Steven Hawking around a Canadian University! (Tour Guide, eh?)

Begin Update Monday, July 24, 2011

As the father of two daughters, who for several years were both teen-agers at the same time, I must issue the following warning about _Wonder_: (This is an essential part of the "Library Review" process -- using ideas from one book to comment on ideas in another book)

"Do you not know that the unrighteous will not inherit the kingdom of God? Do not be deceived; neither the immoral, nor idolaters, nor adulterers, nor homosexuals, nor thieves, nor the greedy, nor drunkards, nor revilers, nor robbers will inherit the kingdom of God. And such were some of you. But you were washed, you were sanctified, you were justified in the name of the Lord Jesus Christ and in the Spirit of our God." -- I Corinthians 6: 9-13

=End= Update Monday, July 24, 2011

MORE TO COME! (Isn't that what we all hope for?) :D

HOT PROJECTS I am currently working on: (1) Review available tutorials for QB64 (There are many!) I decided I should start all over again, since the switch from 32-bit operating system to 64-bit system caught me unprepared. My kids got me a new Toshiba (my first laptop; combination Birthday and Christmas present), and it came with Windows 7. Many of my favorite programs no longer work -- serious compatibility issues! But, I was able to download QB64 from the Wikipedia, and it compiled and ran some of my old BASIC programs -- much faster than I have ever seen them before, and I can now run John Horton Conway's LIFE simulation on a HUGE screen! I'm trying to "push the envelope" to see if I can run a "puffer train" on my home computer. William Poundstone, author of _The_Recursive_Universe_, says, "The plume eventually gets too long for any video display", page 112. He's correct, of course, but I recently got to generation 2423 without hitting the edges of my screen. That's nearly enough to confirm that this remarkable configuration really works, "as advertised". Next iteration of program -- try to use sparse matrices and sparse files to hold the data.

This is a project in automaton theory -- a cellular space. I think it may serve as an entry point for kids who want to learn about engineering. I customized cellular space, "SPARKS", should allow kids to make -- and watch! their own computer circuit designs. What a way to begin a study of Computer Science!

(2) upload my LIFE04.bas file, and all of the data files that go with it. I have actually engineered a way to make gliders go around a corner!

(3) create a graphics program (Look Ma! no trigonometry!) to display an animated cartoon drawing of a customizable, and solvable, Rubik's Cube, to accompany my book.

RCB_RubikTOC

(4) upload that part of my puzzle collection which has been converted to computer-readable data files. I'm working on a consistent system that allows me to deal with over thirty different puzzles. I hope they will all look great in virtual reality!

Ray Calvin Baker 01:00, 11 December 2011 (UTC)

Update: Saturday, July 9, 2011 As you might guess, I have not been able to work at the Wikiversity as much as I wanted to. However, better a few hours a month than nothing at all! Thanks to the unknown custodian who freed up my user page. I thought I was stuck. I better put in my signature and time stamp now, before I forget again! --Ray Calvin Baker 19:58, 9 July 2011 (UTC)

I hope I can attract some user interest by listing some things I would like to do. (1) Create a reading list of interesting things I have recently noticed, in hopes of starting some good discussions. Two items which, for me, signal a paradigm shift -- (A) Wired Magazine -- "A. I. has arrived, and it's nothing like what we expected" (B) Atlantic Magazine -- an article by Brian Christian. (I just checked out his book, _The_Most_Human_Human_) The shift: the Turing Test has served a useful purpose, when few people knew or cared what a machine is, and what thinking is. (One of my siblings sent me a copy of Alan Turing's 1950 article in _Mind_, "the imitation game"). Now, however, most people have used computers, so they have some ideas what they are and what they can do. It's time to answer the question, "Can machines think" in the affirmative, with our current (better than in 1950) understandings. (C) A third article is an _Introduction_to_Digital_Logic_, which features, on its cover and as chapter headings, diagrams of computer components on chessboards, playing out game six of a tournament between Deep Blue and Gary Kasparov (who resigned). (2) Contribute two items I worked on when I was attending George Washington University: (A) Napier's Bones: Multiplication and Long Division with More Fun, Less Pain (a Power Point presentation) (B) _How_to_Find_Your_Very_Own_Personal_Solution_for_Rubik's_Cube_ (a small book, with text diagrams) (3) Study the tutorials and items already in Wikiversity (I need a good remedial computer science course so that I can contribute interactive, animated computer graphics in compatible formats.) (4) Make a video game for primary students, so they can design and explore computer circuits. (5) Enroll "Simple Simon" (my guide on the guided tours :-) ) as a Wikiversity student in the sandbox. (6) Keep a journal -- _The_Last_B._S._History_Book_in_History_ (B. S. as in "Before the Singularity") After Simple Simon masters all Wikiversity courses, he will BE the singularity!

MY TAKE ON "THE CRISIS IN EDUCATION": In October, 1957, I was working on my homework in my room, listening to the three-tube super-regenerative receiver my father and I had built from a Knight kit. In 1960, most of the high school seniors in the state of Ohio were given a special science test. I have just recently understood the true nature of "the crisis in education". Only two students in the entire state of Ohio scored higher than a person with Asperger's Syndrome! I was that person.

Well, I nearly lost an hour's work again, so I think I should preview and save what I now have, while I can still see the "Save page" button. Working in a public library is inconvenient, subject to interruptions, but much better than not working at all!

Begin HOUR SIX -- Monday August 1, 2011 Looking for beginning of the sandbox: Left note "High hopes -- keep planning" -- a word of encouragement on User:Mu301Bot page November 2010. This bot rakes the sandbox; don't be alarmed when your stuff seems to disappear -- it should still be safe in the history files. Entry for 12 July 2009 -- "create page".

Found: info on Bots, some suggestions for finding and using source code. =End= HOUR SIX -- Monday August 1, 2011

title: User:Ray Calvin Baker