text:
Perl/Modules on CPAN

As you learn to use Perl you'll use more than just the language syntax. In order to use it effectively, you'll need to learn to use modules from the Comprehensive Perl Archive Network (CPAN). This is an invaluable resource for the Perl community - and like many other Open Source projects, it's entirely operated by volunteers and generous sponsors. Many people around the world contribute to CPAN in the following ways:
 * They write Perl modules for CPAN, or submit patches and bug reports to authors.
 * They provide servers which provide local mirrors of the modules in their part of the world.
 * They test modules which others have uploaded and report their results.
 * And there are more ways to contribute.

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Online Resources
Remember and save these references. You will use them when developing any significant amounts of Perl code.

The CPAN web site is at http://www.cpan.org/ which includes lists of popular CPAN modules. But remember there isn't a single page with all the CPAN modules - there are just too many for that.

A CPAN search engine is at http://search.span.org/
 * }

Installing Perl modules from CPAN
Your perl installation should come with the perlmodinstall manual page which documents how to install Perl modules from CPAN. We'll include a summary here. But you should also refer there for specifics for your system, whether you're on a Unix, Windows, Mac or other system.

Perl comes with the CPAN.pm module which handles most details of downloading, building and installing Perl modules from CPAN. It even loads other modules that are dependencies of the modules you request, if needed. One thing you'll quickly notice is that all Perl modules, whether from CPAN or direct from their authors, end in a .pm file suffix. It stands for "perl module". When installed on your system in a directory where Perl can find it, it can be used by any Perl script simply by its name.

Making your own CPAN workspace
In order to learn how to use CPAN without needing system administrator privileges or interfering with system-wide modules already installed on your system, you'll want to make a private workspace. On systems with a command line shell (Unix, Mac and Windows/Cygwin), you can use this shell script. (Windows users on Cygwin can run the script but will need to use backslashes (\) instead of slashes (/) in directory paths. )

Call the script "cpan-wv" so that we're all using the same name for it in the following discussion.

 * 1) !/bin/sh
 * 2) Wikiversity CPAN shell with user-private workspace

dir=/home/username/lib/perl
 * 1) set private directory path
 * 2) you need to set this to a directory which exists and you own

export PREFIX=$dir export PERL5LIB=$PREFIX/lib export PERL_MM_OPT="LIB=$PREFIX/lib INST_LIB=$PREFIX/lib PREFIX=$PREFIX SITEPREFIX=$PREFIX VENDORPREFIX=$PREFIX" /usr/bin/perl -I$dir/lib -MCPAN -e shell
 * 1) set environment and launch CPAN shell

In order to make the script executable, don't forget to run "chmod a+rx cpan-wv" on it. Then run the script just as "cpan-wv".

The first time you run it, you will see that CPAN is initializing some data files. We have a little work to do helping CPAN settle down on your system. This is just a one-time setup - then you can benefit from it every time you run cpan-wv in the future. Here are prompts you'll see and answers you should give it. In each case, if there is a default answer, it will be in square brackets - that's what you'll get if you just hit Enter. The defaults that are presented to you will probably differ in some cases on your system as Perl determines a different answer is more appropriate. In most cases, the default will be correct or good enough.

Are you ready for manual configuration? [yes]

Hit Enter.

CPAN build and cache directory? [/home/username/.cpan]

Cache size for build directory (in MB)? [10]

Perform cache scanning (atstart or never)? [atstart]

Cache metadata (yes/no)? [yes]

Your terminal expects ISO-8859-1 (yes/no)? [yes]

File to save your history? [/home/username/.cpan/histfile] Number of lines to save? [100]

Hit Enter at each of these prompts.

Policy on building prerequisites (follow, ask or ignore)? [ask]

For this one, we're going to have CPAN do more work for us. Tell it "follow" and hit Enter.

That means that when CPAN identified other modules which are dependencies of ones that you request, it will automatically install them too. In some cases modules have so many dependencies that it would be tedious to have to approve each and every one. It's acceptable to do this automatically for your personal workspace. You might or might not choose to do that for a production server depending on your circumstances.

Where is your gzip program? [/bin/gzip] Where is your tar program? [/bin/tar] Where is your unzip program? [/usr/bin/unzip] Where is your make program? [/usr/bin/make] Where is your links program? [/usr/bin/links] Where is your wget program? [/usr/bin/wget] Where is your ncftpget program? [/usr/bin/ncftpget] Warning: ftp not found in PATH Where is your ftp program? [] Where is your gpg program? [/usr/bin/gpg] What is your favorite pager program? [/usr/bin/less] What is your favorite shell? [/bin/bash]

Hit Enter at each of these prompts. Optionally, if any are blank, Perl didn't find the program. If you have it and know where it is, you can enter its full path.

If you don't understand this question, just press ENTER.

Parameters for the 'perl Makefile.PL' command? Typical frequently used settings:

PREFIX=~/perl      non-root users (please see manual for more hints)

Your choice: []

Parameters for the 'make' command? Typical frequently used setting:

-j3             dual processor system

Your choice: []

Parameters for the 'make install' command? Typical frequently used setting:

UNINST=1        to always uninstall potentially conflicting files

Your choice: []

Sometimes you may wish to leave the processes run by CPAN alone without caring about them. As sometimes the Makefile.PL contains question you're expected to answer, you can set a timer that will kill a 'perl Makefile.PL' process after the specified time in seconds.

If you set this value to 0, these processes will wait forever. This is the default and recommended setting.

Timeout for inactivity during Makefile.PL? [0]

Hit Enter for all of these. One of these parameters was already provided by the cpan-wv script. Some of the defaults are coming from Perl, which saved information about how it was built on your system.

Then you'll be prompted for your network configuration.

Your ftp_proxy? Your http_proxy? Your no_proxy?

If you need to tell CPAN to access the Internet through a proxy, this is the place to do it. If you don't know, then hit Enter. If that doesn't work, ask your system administrator or service provider what network settings you should use.

On the next step, you're on your own for a moment. You need to select one or more CPAN mirrors that you will use. Select your continent and country to find servers which are in your part of the world. If there aren't any servers in your country, try the nearest country listed that you expect will be closely connected to yours by telecommunications lines.

Tip: you can use the ping and traceroute commands to test which servers are responsive and nearest to your location.

When you find three good ones, call it done and move on. If you can't find three nearby, use the nearest two you can find and add http://www.perl.com/CPAN/ as the last one.

With that CPAN will save the configuration. It will use it again when you run "cpan-wv".

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Exercise: install your first CPAN module
The cpan-wv script above leaves you in the CPAN shell. When you want to exit, just use your operating system's end-of-file key (usually CTRL-D on Unix and CTRL-Z on Windows).

At the CPAN shell prompt, type the following command, which will install a Perl module from CPAN called Wikiversity::Hello.

install Wikiversity::Hello

If there are any build, install or test errors, the module will not be installed. You'll need to read the errors to determine if there's anything you need to change or fix on your system.

Once the module is installed, you should be able to bring up documentation. Exit from cpan-wv back to the system shell. Since it's in your workspace, we need to give Perl its location. Just add "lib" to the path you used in cpan-wv for your workspace path - that's a directory which CPAN created in your workspace. So use that path in the "-I" parameter in the following command.

perldoc -I/home/username/cpan/lib Wikiversity::Hello

You can run the code with this command, making the same addition to Perl's module path so that it can find it in your workspace.

perl -I/home/username/cpan/lib -MWikiversity::Hello -e hurrah

When everything works, you will receive words of congratulations. That's all this module does.

 * }

title: Perl/Modules on CPAN


text:
Talk:Vectors

Click Expand
In the first exercise it says "Click Expand for the answers.", yet there is no expand button/link.

New Post(Jan 2008)

The section “The basic idea” appears unnecessarily complicated: Scalar is not defined in a simple manner, neither is vector. Neither are particularly complex conceptions at this level. Either the assumption is that the words require no explanation, which is unlikely in view of the next paragraph, or they do require one, in which case, the concept is, as I say below, not difficult.

There is the sentence, “Detailed explanation of vectors may be found at Wikibooks linear algebra.” Would this be necessary were the article to be clearer? Indeed the detailed explanation may not be needed at all until later in the course when a little more groundwork has been covered.)

“A unit vector is a special vector which has magnitude 1 and points along one of the coordinate frame's axes*. This is better illustrated by a diagram.” – no diagram – but the explanation here is clear enough. (*coordinate frame's = graph's)

Simply put, a scalar is a number on the axis of a graph; in 2x + 3y – 8z •	the 2, the 3 and the -8 are scalar – they tell you the quantity of the units on the axes. •	The x and the y are the axes of the graph and tell you what the thing is (time / size / quantity / quality / etc) and •	a vector is the line (usually, but not always, starting at 0) that is resultant of the other lines and ends at the point indicated by the numbers (scalars) on the axes. (see diagrams.) The size and direction of the vector is important and is usually what is being sought

Thus the vector 2x + 3y +4z is the line to the point at which right angled lines from 2 on the x axis, 3 on the y axis and 4 on the z axis intersect. This is the vector 2x + 3y +4z

The final line of this section reads:

“The magnitude of a vector is computed by (root of sum equation). For example, in two-dimensional space, this equation reduces to (root (x squared plus y squared)) .”

This is a masterpiece of obscurity. 1.	“The magnitude of a vector is computed by...” I’m sure, should read, “You can find the magnitude of a vector with this formula…” 2.	But in the formula, (root of sum) why is it not clear what x and i are? 3.	The term, “in two-dimensional space” can be replaced with, “if there are only 2 axes” 4.	There is no explanation or even a hint as to why (root of sum) “reduces to” (root (x squared plus y squared)) and 5.	the final equation (root (x squared plus y squared)) is no more than Pythagoras’s Theorem, although heavily (and to my mind pointlessly) disguised.

Let me say that the idea of Wikiversity is excellent and I am, despite the above, grateful to and impressed by the person who gave his/her time to this section. He/she clearly knows the subject like the back of their hand; however, many would-be readers (and I am living proof) have not had his/her years to stare at the back of his/her hand.

Perhaps, taken with the observation by the previous poster, this is “a work in progress.”

 * To both of the previous commentators: Thank you very much for your feedback.
 * Indeed Wikiversity is a work in progress, we are a wiki - this means just be bold to optimize the text. Here you find more info about Wikiversity: Template:Welcome. If you have more questions, you can also visit the Chat, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 07:35, 15 January 2008 (UTC)

 * “A unit vector is a special vector which has magnitude 1 and points along one of the coordinate frame's axes*. This is better illustrated by a diagram.” – no diagram – but the explanation here is clear enough. (*coordinate frame's = graph's)
 * It is not just clear, it is completely wrong. There is nothing that tells that all single vectors are collinear to axis. It is nonsense. One may easily have ones that are oriented at any angle wrt the axis. --Javalenok (discuss • contribs) 13:10, 11 June 2013 (UTC)

Error in text (not a typo)
This is wrong:

If you just look at the figure, you can see that the component of a vector along the basis vector is NOT equal to it's component, $$(b_1,b_2)\,$$. You need to establish a dual space such as the reciprocal lattice basis in solid state physics.

You could also represent the same vector $$\mathbf{a}\,$$ in terms of another set of basis vectors ($$\mathbf{g}_1,\mathbf{g}_2\,$$) as shown in Figure 1(b). In that case, the components of the vector are $$(b_1,b_2)\,$$ and we can write

\mathbf{a} = b_1 \mathbf{g}_1 + b_2 \mathbf{g}_2 \, ~. $$ Note that the basis vectors $$\mathbf{g}_1\,$$ and $$\mathbf{g}_2\,$$ do not necessarily have to be unit vectors. All we need is that they be linearly independent, that is, it should not be possible for us to represent one solely in terms of the others.

...

 * After posting this a while back and forgetting to sign, I have decided to replace this with a correct discussion based on Wikipedia.--guyvan52 (discuss • contribs) 20:47, 25 May 2014 (UTC)

moved a large section to another page
I moved a large part of this page to Vector calculus

This what was moved:

BEGIN TEXT THAT HAS BEEN MOVED TO Vector calculus

So far we have dealt with constant vectors. It also helps if the vectors are allowed to vary in space. Then we can define derivatives and integrals and deal with vector fields. Some basic ideas of vector calculus are discussed below.

Derivative of a vector valued function
Let $$\mathbf{a}(x)\,$$ be a vector function that can be represented as

\mathbf{a}(x) = a_1(x) \mathbf{e}_1 + a_2(x) \mathbf{e}_2 + a_3(x) \mathbf{e}_3\, $$ where $$x\,$$ is a scalar.

Then the derivative of $$\mathbf{a}(x)\,$$ with respect to $$x\,$$ is

\cfrac{d\mathbf{a}(x)}{dx} = \lim_{\Delta x\rightarrow 0} \cfrac{\mathbf{a}(x+\Delta x) - \mathbf{a}(x)}{\Delta x} = \cfrac{da_1(x)}{dx} \mathbf{e}_1 + \cfrac{da_2(x)}{dx} \mathbf{e}_2 + \cfrac{da_3(x)}{dx} \mathbf{e}_3~. $$ Note: In the above equation, the unit vectors $$\mathbf{e}_i$$ (i=1,2,3) are assumed constant.

If $$\mathbf{a}(x)\,$$ and $$\mathbf{b}(x)\,$$ are two vector functions, then from the chain rule we get
 * $$\begin{align}

\cfrac{d({\mathbf{a}}\cdot{\mathbf{b}})}{x} & = {\mathbf{a}}\cdot{\cfrac{d\mathbf{b}}{dx}} + {\cfrac{d\mathbf{a}}{dx}}\cdot{\mathbf{b}} \\ \cfrac{d({\mathbf{a}}\times{\mathbf{b}})}{dx} & = {\mathbf{a}}\times{\cfrac{d\mathbf{b}}{dx}} + {\cfrac{d\mathbf{a}}{dx}}\times{\mathbf{b}} \\ \cfrac{d[{\mathbf{a}}\cdot{({\mathbf{a}}\times{\mathbf{b}})}]}{dt} & = {\cfrac{d\mathbf{a}}{dt}}\cdot{({\mathbf{b}}\times{\mathbf{c}})} + {\mathbf{a}}\cdot{\left({\cfrac{d\mathbf{b}}{dt}}\times{\mathbf{c}}\right)} + {\mathbf{a}}\cdot{\left({\mathbf{b}}\times{\cfrac{d\mathbf{c}}{dt}}\right)} \end{align}$$

Scalar and vector fields
Let $$\mathbf{x}\,$$ be the position vector of any point in space. Suppose that there is a scalar function ($$g\,$$) that assigns a value to each point in space. Then

g = g(\mathbf{x})\, $$ represents a scalar field. An example of a scalar field is the temperature. See Figure4(a).

If there is a vector function ($$\mathbf{a}\,$$) that assigns a vector to each point in space, then

\mathbf{a} = \mathbf{a}(\mathbf{x})\, $$ represents a vector field. An example is the displacement field. See Figure 4(b).

Gradient of a scalar field
Let $$\varphi(\mathbf{x})\,$$ be a scalar function. Assume that the partial derivatives of the function are continuous in some region of space. If the point $$\mathbf{x}\,$$ has coordinates ($$x_1, x_2, x_3\,$$) with respect to the basis ($$\mathbf{e}_1, \mathbf{e}_2, \mathbf{e}_3\,$$), the gradient of $$\varphi\,$$ is defined as

\boldsymbol{\nabla}{\varphi} = \frac{\partial \varphi}{\partial x_1}~\mathbf{e}_1 + \frac{\partial \varphi}{\partial x_2}~\mathbf{e}_2 + \frac{\partial \varphi}{\partial x_3}~\mathbf{e}_3 ~. $$ In index notation,

\boldsymbol{\nabla}{\varphi} \equiv \varphi_{,i}~\mathbf{e}_i ~. $$ The gradient is obviously a vector and has a direction. We can think of the gradient at a point being the vector perpendicular to the level contour at that point.

It is often useful to think of the symbol $$\boldsymbol{\nabla}{}$$ as an operator of the form

\boldsymbol{\nabla}{} = \frac{\partial }{\partial x_1} ~\mathbf{e}_1 + \frac{\partial }{\partial x_2} ~\mathbf{e}_2 + \frac{\partial }{\partial x_3} ~\mathbf{e}_3 ~. $$

Divergence of a vector field
If we form a scalar product of a vector field $$\mathbf{u}(\mathbf{x})\,$$ with the $$\boldsymbol{\nabla}{}$$ operator, we get a scalar quantity called the divergence of the vector field. Thus,

\boldsymbol{\nabla}\cdot\mathbf{u} = \frac{\partial u_1}{\partial x_1} + \frac{\partial u_2}{\partial x_2} + \frac{\partial u_3}{\partial x_3} ~. $$

In index notation,

\boldsymbol{\nabla}\mathbf{u} \equiv u_{i,i} ~. $$

If $$\boldsymbol{\nabla}\mathbf{u} = 0$$, then $$\mathbf{u}\,$$ is called a divergence-free field.

The physical significance of the divergence of a vector field is the rate at which some density exits a given region of space. In the absence of the creation or destruction of matter, the density within a region of space can change only by having it flow into or out of the region.

Curl of a vector field
The curl of a vector field $$\mathbf{u}(\mathbf{x})\,$$ is a vector defined as

\boldsymbol{\nabla}\times{\mathbf{u}} = \det \begin{vmatrix} \mathbf{e}_1 & \mathbf{e}_2 & \mathbf{e}_3 \\ \frac{\partial }{\partial x_1} & \frac{\partial }{\partial x_2} & \frac{\partial }{\partial x_3} \\ u_1 & u_2 & u_3 \\ \end{vmatrix} $$

The physical significance of the curl of a vector field is the amount of rotation or angular momentum of the contents of a region of space.

Laplacian of a scalar or vector field
The Laplacian of a scalar field $$\varphi(\mathbf{x})\,$$ is a scalar defined as

\nabla^2{\varphi} := \boldsymbol{\nabla}(\boldsymbol{\nabla}{\varphi}) = \frac{\partial^2 \varphi}{\partial x_1} + \frac{\partial^2 \varphi}{\partial x_2} + \frac{\partial^2 \varphi}{\partial x_3}~. $$

The Laplacian of a vector field $$\mathbf{u}(\mathbf{x})\,$$ is a vector defined as

\nabla^2{\mathbf{u}} := (\nabla^2{u_1}) \mathbf{e}_1 + (\nabla^2{u_2}) \mathbf{e}_2 + (\nabla^2{u_3}) \mathbf{e}_3 ~. $$

Identities in vector calculus
Some frequently used identities from vector calculus are listed below.
 * 1) $$\boldsymbol{\nabla}(\mathbf{a} + \mathbf{b}) = \boldsymbol{\nabla}\cdot{\mathbf{a}} + \boldsymbol{\nabla}\cdot{\mathbf{b}}$$
 * 2) $$\boldsymbol{\nabla}\times{(\mathbf{a} + \mathbf{b})} = \boldsymbol{\nabla}\times{\mathbf{a}} + \boldsymbol{\nabla}\times{\mathbf{b}}$$
 * 3) $$\boldsymbol{\nabla}(\varphi\mathbf{a}) = \cdot{(\boldsymbol{\nabla}{\varphi})}{\mathbf{a}} + \varphi (\boldsymbol{\nabla}\cdot{\mathbf{a}})$$
 * 4) $$\boldsymbol{\nabla}\times{(\varphi\mathbf{a})} = {(\boldsymbol{\nabla}{\varphi})}\times{\mathbf{a}} + \varphi (\boldsymbol{\nabla}\times{\mathbf{a}})$$
 * 5) $$\boldsymbol{\nabla}({\mathbf{a}}\times{\mathbf{b}}) = {\mathbf{b}}\cdot{(\boldsymbol{\nabla}\times{\mathbf{a}})} -                {\mathbf{a}}\cdot{(\boldsymbol{\nabla}\times{\mathbf{b}})}$$

Green-Gauss Divergence Theorem
Let $$\mathbf{u}(\mathbf{x})\,$$ be a continuous and differentiable vector field on a body $$\Omega\,$$ with boundary $$\Gamma\,$$. The divergence theorem states that

$$   {    \int_{\Omega} \boldsymbol{\nabla}\cdot{\mathbf{u}}dV = \int_{\Gamma} {\mathbf{n}}\cdot{\mathbf{u}}dA } $$,

where $$\mathbf{n}\,$$ is the outward unit normal to the surface (see Figure 5).

In index notation,

$$   \int_{\Omega} u_{i,i}~dV = \int_{\Gamma} n_i u_i~dA $$

Stokes' theorem
The Kelvin–Stokes theorem relates the surface integral of the curl of a vector field F over a surface Σ in Euclidean three-space to the line integral of the vector field over its boundary ∂Σ:

 * $$ \iint_{\Sigma} \nabla \times \mathbf{F} \cdot \mathrm{d}\mathbf{\Sigma} = \oint_{\partial\Sigma} \mathbf{F} \cdot \mathrm{d} \mathbf{r}. $$

According to Wikipedia, this form of the theorem was first discovered by Lord Kelvin, who communicated it to George Stokes in a letter dated July 2, 1850. Stokes set the theorem as a question on the 1854 Smith's Prize exam, which led to the result bearing his name. END OF TEXT THAT WAS MOVED

Free and fixed vectors?
I'm not sure we need to disinguish between free vectors and fixed vectors. I appreciate motive for making the distinction, but vectors are generally defined to be free.---Guy vandegrift (discuss • contribs) 10:27, 6 April 2016 (UTC)

Rework of article
This article has only ONE reference (I'm not counting the reference to WIKIPEDIA) and only describes Euclidean vectors (magnitude and direction) rather than abstract vectors. These issues make an abstract definition impossible / unclear for those studying things such as tensors, topology, et cetera. This is a very basic definition of vectors that most pure math applications don't have too much use for. This article has WAY too many unsourced statements and needs to be re-done. It's been over a year since the last edit. I was thinking something similar to my sandbox over at ratwiki: https://rationalwiki.org/wiki/User:Zackarycw/Vector (wikiversity blocks me from adding to my own sandbox so I can't link there...) ZackaryCW (discuss • contribs) 22:03, 11 July 2019 (UTC)
 * The current definitions of vectors do not describe all vectors. It is incomplete and with these definitions is impossible to explain abstract vectors or even basic stuff like bi-vectors is almost impossible with this definition. ZackaryCW (discuss • contribs) 11:20, 12 July 2019 (UTC)

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

title: Talk:Vectors


text:
User talk:Colossus13~enwikiversity

Welcome
Hello Colossus13, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 16:40, 3 December 2007 (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 Colossus13. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Colossus13~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 23:33, 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:Colossus13~enwikiversity


text:
User talk:Ngreyj

Welcome
Hello Ngreyj, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 16:47, 3 December 2007 (UTC)

title: User talk:Ngreyj


text:
User talk:Robin a baker

Hi, I have seen your request for a page about Voice Acting. If you want, you can also create it by clicking on the previous (now marked red, because not existing yet) link. Below more info about Wikiversity. Other starting points for you could be: Browse, Category:Music or the search function in the left navigation bar, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:26, 3 December 2007 (UTC)

Welcome
Hello Robin a baker, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:26, 3 December 2007 (UTC)

title: User talk:Robin a baker


text:
User talk:Anniec~enwikiversity

Welcome
Hello Anniec, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWS 17:43, 3 December 2007 (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 Anniec. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Anniec~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 23:28, 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) 06:03, 19 April 2015 (UTC)

title: User talk:Anniec~enwikiversity


text:
Customer relationship management

Customer relationship management (CRM) is a term applied to processes implemented by a company to handle its contact with its customers. CRM software is used to support these processes, storing information on current and prospective customers. Information in the system can be accessed and entered by employees in different departments, such as sales, marketing, customer service, training, professional development, performance management, human resource development, and compensation. Details on any customer contacts can also be stored in the system. The rationale behind this approach is to improve services provided directly to customers and to use the information in the system for targeted marketing and sales purposes.

While the term is generally used to refer to a software-based approach to handling customer relationships, most CRM software vendors stress that a successful CRM strategy requires a holistic approach. CRM initiatives often fail because implementation was limited to software installation without providing the appropriate motivations for employees to learn, provide input, and take full advantage of the information systems

Overview
From the outside, customers interacting with a company perceive the business as a single entity, despite often interacting with a variety of employees in different roles and departments. CRM is a combination of policies, processes, and strategies implemented by a company that unify its customer interaction and provides a mechanism for tracking customer information.

Types of CRM
CRM includes many aspects which relate directly to one another:

Front office operations — Direct interaction with customers, e.g. face to face meetings, phone calls, e-mail, online services etc. Back office operations — Operations that ultimately affect the activities of the front office (e.g., billing, maintenance, planning, marketing, advertising, finance, manufacturing, etc.) Business relationships — Interaction with other companies and partners, such as suppliers/vendors and retail outlets/distributors, industry networks (lobbying groups, trade associations). This external network supports front and back office activities. Analysis — Key CRM data can be analyzed in order to plan target-marketing campaigns, conceive business strategies, and judge the success of CRM activities (e.g., market share, number and types of customers, revenue, profitability, etc.).

There are several different approaches to CRM, with different software packages focusing on different aspects. In general, Campaign Management and Sales Force Automation form the core of the system (with SFA being the most popular[citation needed]).

Operational CRM
Operational CRM provides support to "front office" business processes, e.g. to sales, marketing and service staff. Interactions with customers are generally stored in customers' contact histories, and staff can retrieve customer information as necessary.

The contact history provides staff members with immediate access to important information on the customer (products owned, prior support calls etc.), eliminating the need to individually obtain this information directly from the customer. Consequently, many call centers use some form of CRM software.

Operational CRM processes customer data for a variety of purposes:

'Managing Campaigns' Enterprise Marketing Automation Sales Force Automation

Sales Force Automation (SFA)
Sales Force Automation automates sales force-related activities such as:

Tracking leads

Scheduling sales calls or mailings Tracking responses Generating reports

Analytical CRM
Analytical CRM analyzes customer data for a variety of purposes:

Designing and executing targeted marketing campaigns Designing and executing campaigns, e.g. customer acquisition, cross-selling, up-selling Analysing customer behavior in order to make decisions relating to products and services (e.g. pricing, product development) Management decisions (e.g. financial forecasting and customer profitability analysis) Analytical CRM generally makes heavy use of data mining.

Sales Intelligence CRM
Sales Intelligence CRM is similar to Analytical CRM, but is intended as a more direct sales tool. Features include alerts sent to sales staff regarding:

Cross-selling/Up-selling/Switch-selling opportunities Customer drift Sales performance Customer trends Customer margins

Campaign Management
Campaign management combines elements of Operational and Analytical CRM. Campaign management functions include:

Target groups formed from the client base according to selected criteria Sending campaign-related material (e.g. on special offers) to selected recipients using various channels (e.g. e-mail, telephone, post) Tracking, storing, and analyzing campaign statistics, including tracking responses and analyzing trends

Collaborative CRM
Collaborative CRM covers aspects of a company's dealings with customers that are handled by various departments within a company, such as sales, technical support and marketing. Staff members within the departments can share information collected when interacting with customers. For example, feedback received by customer support agents can provide other staff members with information on the services and features requested by customers. Collaborative CRM's ultimate goal is to use information collected by all departments to improve the quality of services provided by the company.[2]

Geographic CRM
Geographic CRM (GCRM) combines geographic information system and traditional CRM. Geographic data can be analysed to provide a snapshot of potential customers in a region or to plan routes for customer visits.

Strategy
Several commercial CRM software packages are available, and they vary in their approach to CRM. However, as mentioned above, CRM is not just a technology but rather a comprehensive, customer-centric approach to an organization's philosophy of dealing with its customers. This includes policies and processes, front-of-house customer service, employee training, marketing, systems and information management. Hence, it is important that any CRM implementation considerations stretch beyond technology toward the broader organizational requirements.

The objectives of a CRM strategy must consider a company’s specific situation and its customers' needs and expectations. Information gained through CRM initiatives can support the development of marketing strategy by developing the organization's knowledge in areas such as identifying customer segments, improving customer retention, improving product offerings (by better understanding customer needs), and by identifying the organization's most profitable customers.[3]

CRM strategies can vary in size, complexity, and scope. Some companies consider a CRM strategy only to focus on the management of a team of salespeople. However, other CRM strategies can cover customer interaction across the entire organization. Many commercial CRM software packages that are available provide features that serve the sales, marketing, event management, project management, and finance industries.

Successes
While there are numerous reports of "failed" implementations of various types of CRM projects,[4] these are often the result of unrealistic high expectations and exaggerated claims by CRM vendors.

Many of these "failures" are also related to data quality and availability. Data cleaning is a major issue. If a company's CRM strategy is to track life-cycle revenues, costs, margins, and interactions between individual customers, this must be reflected in all business processes. Data must be extracted from multiple sources (e.g., departmental/divisional databases such as sales, manufacturing, supply chain, logistics, finance, service etc.), which requires an integrated, comprehensive system in place with well-defined structures and high data quality. Data from other systems can be transferred to CRM systems using appropriate interfaces.

A well specified system is of vital importance before starting any implementation, as it can lead to a significant reduction in the time and cost of implementation, as well as highlighting any unrealistic expectations.

Failure of CRM system starts when the prime users - sales reps are not comfortable with the system. Too many data entry points will make the usage painful. The data entry points should be minimal and the integration between various modules involving the customers should be efficient enough to pre populate values based on a unique customer code. Data integration from other systems, like, daily currency exchange values inducted into the CRM system are more beneficiary to the end users. The system should be closely linked to frequently used software like MS Word / MS excel etc.

The design method should be bottom up to make the system user friendly than management friendly. Users should be periodically and extensively educated with the updates and added functionality to increase the adoption rate - as old habits die hard.

Case studies
Sprint To Help Customers Understand Their Phones

Sprint Nextel Corp. is making a big push to help customers understand their phones, creating a formal program to make store employees available to explain their products and set them up for buyers. The campaign to be announced Tuesday is the first official program for in-person help by a cell carrier, but is similar to moves in the wider consumer electronics industry to demystify gadgets through one-on-one contact.

Sprint closed all of its 1,219 stores on Sunday Aug. 17 to train its employees for the "Ready Now" program. The goal is that customers should leave stores with their phones "completely set up and personalized," said Kim Dixon, Sprint's senior vice president of stores.

Customers "have got these really great devices ... but they just don't know how to set it all up," Dixon said.

Employees will now set up e-mail access, move over contacts from an old phone, connect Bluetooth headsets and explain other functions.

Customers who don't have time for the 10-minute to half-hour sessions can make appointments for later visits. These free sessions will be available to existing subscribers as well, even if they aren't buying a new phone or accessory, Dixon said.

The company tested the system in St. Louis and Pittsburgh in July, and customer satisfaction improved so much that the company rushed it into a nationwide launch, she said.

"Not only will the customer be more satisfied, but as a business, we expect to reduce the number of returns," Dixon said. Over the holidays, as many as 20 percent of "smart" phones Sprint sold were returned because the customer didn't understand them.

Apart from reduced return rates, the company saw signs that the uptake of data services like e-mail and mobile Web access improved in the trial cities. As competition has cut into margins on the voice side, cell carriers are looking to data services as the new way to improve profits.

The program is reminiscent of the "Genius Bars" of Apple Inc.'s stores, where customers go to get help with their Macs and iPods. On Friday, Microsoft Corp. said it plans to deploy its own customer-service representatives, called "Gurus," at retailers like Best Buy Co. and Circuit City Stores Inc. to help people with their PC purchases, but they won't offer technical support to people who have already bought.

Best Buy Mobile has run campaigns called "Walk Out Working," under which store employees set up select gadgets for customers. It currently applies to smart phones.

title: Customer relationship management


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Talk:Reading groups

Changing the name of this article
Having a Topic:Reading groups is not quite what I understand the Topic namespace to be about, which is to "organize learning resources related to a single academic topic area". (see: Topics. I'd argue that its just confusing the subject and that anything here of relevance should be moved to Portal:Reading groups then the page deleted. Countrymike 20:37, 3 December 2007 (UTC)

 * You are right. A page about the Diamond Age reading group has to be created though, so i hope you want to give Mirwin some time to create such a page.Daanschr 21:18, 3 December 2007 (UTC)

 * I changed the name without consulting John. He started this article. It appears to be a content development page according to a redirect page. Perhaps it is better to change it back to a topic. In future i hope we can focus our attention more on reading and discussing instead of organizing.--Daanschr 08:40, 4 December 2007 (UTC)

 * Daanschr: I agree ... but one of my main issues with WV is that there are way too many pages about what projects are, what WV is, what this, what that, topic this, school that, etc... As soon as we can get the info on this page into other pages lets delete this page and focus on Portal:Reading groups instead of having too many distributed discussions. We can use the Discussion page on the Portal for the type of info that is currently on this page. Then we'll start reading :-) Countrymike 23:06, 4 December 2007 (UTC)

 * There are only two pages dedicated to reading groups. The portal could serve in the future as a page with information for new users, while the topic page could serve as a page for organizing reading groups and giving aditional information on groupactivity. We first need more participants in order to make this sense all together.Daanschr 10:11, 5 December 2007 (UTC)

Meeting in the weekend of 21 to 23 december
Mike proposed to meet on a certain time. And i am in favour of it. Perhaps 22.00 'o clock tomorrow CET? CET is Central European Time (+1 GMT), the time zone of me, Erkan and Anne. I don't know in which time zone Mike lives.--Daanschr 09:40, 21 December 2007 (UTC)
 * Would be ok for me, I will tell Sundance also to post here. Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 16:30, 21 December 2007 (UTC)

title: Talk:Reading groups


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User:Juandev/Further studyes/Italian

This is a page of further studyes on Italian by Juan. I am just now studying italian. I have a textbook, because I prefer printedt texts and I have also a teacher. We are curently in lesson 8, but I would like to study here on Wikiversity with you from the begining, because there is a need to repeat it. If youll be interested dont be affraid to join and contribute on this page.

title: User:Juandev/Further studyes/Italian


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Wikiversity:Threaded discussions with NavFrames with subst/20070604065253

Now it does: CategoryTree can now be used as a parser function and can take arguments.
20071204114910 --Hillgentleman|Talk 11:49, 4 December 2007 (UTC)
 * Comment: See: mw:Extension:CategoryTree
 * reply[]

What links here


text: Template:Film School Current Poster 128px Center


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BCP/Allium

Allium

title: BCP/Allium


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BCP/Allium/Logs

This page contains recent bloom logs for the plant Allium (Onion, Garlic, Leek, etc.).

Recent Logs

 * SB_Johnny-LM May 16 2007 (from photographs)
 * Ngravagna 16:51, 22 May 2008 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Allium/Logs


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User:Stevenmclachlan

'''Steven McLachlan joined Wikiversity on 5th December 2007 while residing in Perth, WA, Australia. Steven is currently about to graduate from Process Plant Operations at Challenger TAFE in Subiaco. Steven likes the think of himself as a man of the world and a good learner. He joins this institution with the intent of using the available resources to make himself a better person.'''

title: User:Stevenmclachlan


text:
Economics Classroom Experiments/Introductory Strategy

Experiments for an Introductory Course in Strategy
This is a sequence of nine classroom experiments suitable for a semester-long (14 weeks) introductory course in "strategy," defined here as "principles of game theory." This sequence was developed for a course "Economics of Decision-Making and Strategy" in the Department of Economics at Texas A&M University. The focus of the course is on applications of principles of game theory to real-world examples; the experiments are each designed to illustrate one of the key principles.

The course is a "writing-intensive" course. Most of the experiments have an associated list of questions for students to ask themselves as they participate in the experiment. In the course, students write brief essays of 350-400 words around one of these questions, or a related topic of their own choosing. Alternately, these questions can be used to initiate class discussion at the conclusion of the experiment, or at the next class meeting.

 * 1) Sequential search Cost-benefit tradeoffs; expected value calculations.
 * 2) Information cascades Bayes Rule and probabilistic reasoning; thinking about other players' actions
 * 3) Prisoner's dilemma Dominant strategies; the prisoner's dilemma; one-shot versus repeated interaction
 * 4) Equilibrium and focal points Equilibrium in pure coordination games; focal points
 * 5) Coordination Tensions between cooperation and conflict; the stag hunt (assurance) game and lock-in; the battle of the sexes
 * 6) Commitment Sequential-move versus simultaneous-move games; the value of commitment
 * 7) Stripped-down poker A minimalistic poker game; randomization as optimal strategy; rational justification for bluffing; Bayes' Rule
 * 8) Signaling Asymmetric information; separating and pooling equilibria
 * 9) Agendas Strategic voting; Condorcet's paradox


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User:MF-Warburg

m:user:MF-Warburg

de:Benutzer:MF-Warburg el:Χρήστης:MF-Warburg fr:Utilisateur:MF-Warburg

title: User:MF-Warburg


text: Template:Page Turner

title: Template:Page Turner


text:
File:Manuelciosici seduced by the dark side.pdf

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


text:
File:BiMbO Seduced by the Dark Side.pdf

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

title: File:BiMbO Seduced by the Dark Side.pdf


text:
User talk:Anec412

Welcome
Hello Anec412, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 05:13, 5 December 2007 (UTC)

title: User talk:Anec412


text: File:TWFredDesk.png

title: File:TWFredDesk.png


text:
BCP/Veronica peregrina

Veronica peregrina

title: BCP/Veronica peregrina


text:
BCP/Veronica peregrina/Logs

2008 Logs

 * SB_Johnny-LM May 19 2007 (from photographs)
 * SBJ 09:58, 26 April 2008 (UTC)
 * SBJ 11:36, 4 June 2008 (UTC)

2009 Logs

 * Jomegat 7 May 2009 (from photos)
 * Jomegat 01:58, 13 May 2009 (UTC)
 * Jomegat 00:22, 19 May 2009 (UTC)
 * Jomegat 01:33, 1 June 2009 (UTC)
 * Jomegat 00:23, 9 June 2009 (UTC)

Recent Logs

 * Jomegat 00:17, 7 May 2010 (UTC)

title: BCP/Veronica peregrina/Logs


text:
Telecommunication principles

An understanding of telecommunication principles is essential for development and growth of the technology. None of these topics are stubs, but some must still be accessed from Wikipedia or Wikibooks. Click on the citation to access these.

Recommended course of study
The chapters of concern are divided into general, particular and applied topics:

General topics

 * History
 * Telecommunication
 * Radio wave
 * Broadcasting
 * Telephone exchange

Particular topics

 * Tuned circuits LC_circuit Resonance_(ac) RLC_circuit [w:Oscillation] [w:Electronic_oscillator] [w:Crystal_oscillator] [Voltage-controlled_oscillator] [w:Phase-locked_loop] [Multivibrator] [w:Bandwidth_(signal_processing)]
 * Modulation [w:Modulation]
 * Electromagnetic waves [Electromagnetic_spectrum] [w:Electromagnetic_wave] [w:Electromagnetic_wave_equation] [w:Maxwell%27s_equations]
 * Antennas [w:Antenna_(radio)] [w:Antenna_measurement]
 * Spectral efficiency [w:Spectral_efficiency]
 * Electronics (power components and integrated circuits [w:Microelectronics] [w:Integrated_circuit])
 * Transmission [w:Signal_electronics] and all "See Alsos" [w:Nyquist_frequency] [w:Sampling_frequency] [w:Channel_capacity] [w:Bit_rate]
 * Microwaves [b:Communication_Systems/Microwave_Systems]
 * Microwave hierarchy, transmitters, repeaters, receivers [w:Microwave_radio_relay] Communications satellite [w:Communications_satellite] Submarine communications cable [w:Submarine_communications_cable]
 * Telephone systems [b:Communication_Systems/Telephone_System] Switching [] PABXs [w:Private_branch_exchange] POTS [w:Plain_old_telephone_service] Teletraffic_engineering
 * GSM [w:GSM]
 * OSI model [w:OSI_model]
 * Telecommunications software Common_Object_Request_Broker_Architecture

Applied topics

 * Network management, billing
 * System design, planning installation and maintenance

Textbooks under construction

 * Signals and Systems
 * Communication Systems
 * Communication Networks
 * Communication Systems/Packet Data Systems
 * Wikibooks:User:Nachiketsakinal/Collections/Communication System

title: Telecommunication principles


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User:Carbon14

Hello.

I have visited the site a number of times, and have just created a user account. (5/Dec/2007 12:07), after looking up Metacommunities. (http://en.wikiversity.org/wiki/Metacommunity)

Here is a very brief intro which I expect to update in a while.

I live in Ireland, though I am UK born. I'm a male in my 40's, with a female partner in her twenties. (lucky me). I am highly experienced in IT and have worked professionally in the industry for many years. I no longer do, mainly as a matter of choice. I do occasional contract work. My interests includes sciences and arts, and I am passionate about the net and it's evolution.

I look forward to visiting more frequently ,and I probably will make contributions.

title: User:Carbon14


text: Category:Virology

title: Category:Virology


text: Category:Viruses

title: Category:Viruses


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Technical writing/Courses

 {| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Technical Writing Courses
 * rowspan="2" style="width:40%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" |

Technical Writing

 * We offer Level 1 and Level 2 courses in technical writing, plus a workshop on writing system requirement specifications. You can unlock new levels by earning a specific amount of points.
 * All of this technical writing and analysis course work is free for you to use, copy, modify, and adapt as you see fit. This is open source learning.
 * Technical writing training is well suited for:
 * • Teachers
 * • Journalists
 * • IT Professionals
 * • Project Managers

 * style="padding:0em 0.5em 0em 0.5em;" |

Technical Writing Level 1 (You have attained 0 points so far on this level.)
 * style="width:60%; vertical-align:top; border:1px solid LightBlue; background-color:AliceBlue;" |

 * An Introduction to Technical Writing

 * 1) Technical Communications Overview
 * 2) Audience Analysis
 * 3) Researching Information
 * 4) Structuring Information
 * 5) Writing Clearly
 * 6) Collaborating
 * 7) The Systems Development Lifecycle (SDLC)
 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

Technical Writing Level 2 (You have attained 0 points so far on this level.)
 * style="width:60%; vertical-align:top; border:1px solid LightBlue; background-color:AliceBlue;" |

 * Topics in Technical Writing

 * 1) Presenting Information
 * 2) Documentation Project Management
 * 3) Documentation and Translation Tools
 * 4) Types of User Documentation
 * 5) Document Design
 * 6) Documentation Cost and Schedule Estimating
 * 7) Internationalization, Localization and Globalization
 * 8) User Interface Design
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Leading the Systems Development Lifecycle
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

 * December 2007

 * Systems Development Lifecycle (SDLC)
 * Requirements Analysis
 * Check Lists and Template Links
 * Style Guide
 * Exercises

 * style="padding:0em 0.5em 0em 0.5em;" |

Users, Functions, Structures
 * style="width:40%; vertical-align:top; border:1px solid LightBlue; background-color:AliceBlue;" |

Meeting User Goals

 * Our workshops provide practical training in defining system requirements. This is targeted for:

 * managers
 * analysts
 * architects
 * }

title: Technical writing/Courses


text:
User:Getasew

getasew profession: student year: 4th

department: electrical engineering

age:22

country;Ethiopa

title: User:Getasew


text:
User:Jacki~enwikiversity

Thank you

title: User:Jacki~enwikiversity


text:
Cornish/Links

On this page you may find links to sites where further cornish learning is available, or is useful to a learner.

Kernewek Dre Gesroesweth/Cornish By Internet
 Very good course. Basically KDL, but lacks the feature of a real cornish speaker marking it

Kernewek Dre Lyther/Cornish by post
 Actually through e-mail now, although still available through post, they send you a lesson, you read it and complete the excersises, send it off and they mark it for you. At the end you can take the Kesva an Taves Kernewek First grade exam

Kernowek Dasunys
 A forum that mainly speaks Cornish, Good exposure for learners Also has free podcasts in cornish to download.

Cornwall24

Free Froum all about Cornwall.Great site.

Skeul an Yeth (Book)
Very good book by Kesva an taves kernewek that covers everything you will need in all the kesva an taves kernewek exams (comes in 3 parts) I hope this has helped, if anyone else has any more suggestions please post the site/book and description here please Thank you in advance.

title: Cornish/Links


text:
User talk:Kevin-nguyen-stlawerence

Hi ! My name is Kevin and I like to be a ballerina. I dropped out of high school two years ago and now I am a HOBO !!!!

title: User talk:Kevin-nguyen-stlawerence


text:
User:Kevin-nguyen-stlawerence

I am Kevin Nguyen. If you have a problem with that, then hang me.

title: User:Kevin-nguyen-stlawerence


text:
Template:User it-1

cs:Šablona:User it-1 de:Vorlage:User it-1 el:Πρότυπο:Χρήστης it-1 es:Plantilla:Usuario it-1 fr:Modèle:User it-1 it:Template:Utente it-1 ja:Template:User it-1 pt:Predefinição:User it-1

title: Template:User it-1


text:
User:Drsatyriasis

I'm a student at the University of South Florida and I'm very unsatisfied with the traditional college experience.

title: User:Drsatyriasis


text:
The US Civil War/Important People

Abraham Lincoln

 * Was the president of the United States.
 * Opposed the spread of slavery.
 * Believed the U.S. was one nation, not a collection of independent states.
 * Was determined to preserve the Union by force if necessary.
 * Issued the Emancipation Proclomation, which freed the slaves in the Confederate States.
 * Wrote the Gettysburg Address.

title: The US Civil War/Important People


text:
User talk:CSLysander

Welcome
Hello CSLysander, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 22:18, 5 December 2007 (UTC)

Compromise of 1850 was deleted
Because it violated the terms listed from the page, see here. You can contact the creator for permission if you wish, they should send this to OTRS please.

Everyone can copy + paste. But not everyone can make a new learning experiment with already existing content - how about using the article to generate information or a better learning experience on another level ?

Please also see: What Wikiversity is not - also worthwile reading: What is Wikiversity?, Erkan Yilmaz uses the Chat (try) 19:09, 15 August 2008 (UTC)

 * please also see:

 * 19:15, 15 August 2008 Erkan Yilmaz (Talk | contribs | block) deleted "Willard Gibbs"  (Copyright violation: paste from: http://www.aip.org/history/gap/Gibbs/Gibbs.html see terms: http://www.aip.org/aip/copyright.html) (restore)
 * http://en.wikiversity.org/w/index.php?title=Robert_Boyle&diff=307521&oldid=194600
 * http://en.wikiversity.org/w/index.php?title=Lascaux&diff=307539&oldid=204246
 * http://en.wikiversity.org/w/index.php?title=Battle_of_Shiloh&diff=307544&oldid=192753
 * http://en.wikiversity.org/w/index.php?title=History_of_the_United_States_Republican_Party&diff=307546&oldid=192754
 * http://en.wikiversity.org/w/index.php?title=Confederate_States_of_America&diff=307547&oldid=215692
 * http://en.wikiversity.org/w/index.php?title=Abraham_Lincoln&diff=307548&oldid=201408

Copyright.
Please read Copyrights. Two of your contributions which contain nothing but copyrighted material may be deleted shortly—it is often illegal to republish copyrighted content to which you do not have the rights. In the future, you may be better off copying from Wikipedia, which uses the same open copyright format that Wikiversity does. The Jade Knight (d'viser) 15:28, 25 November 2008 (UTC)

Nahua Civilization/Introduction
We appreciate your effort to contribute to Wikiversity. This work appears to be a copy of https://www.everyculture.com/Middle-America-Caribbean/Nahua-of-the-Huasteca-Orientation.html. If you have permission or can get permission from the copyright owner soon to release the work freely under CC-BY-SA 3.0, please comment to that effect at, and we may be able to accept the work. Otherwise you may need to consider rewriting the content in your own words. If you have any questions, feel free to contact me on my talk page or the Wikiversity community at the Colloquium. Thank you. —Atcovi (Talk - Contribs) 22:24, 11 January 2022 (UTC)

title: User talk:CSLysander


text:
Brezhoneg Unan/Lesson 4

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
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Mutations
'''Foreword : This lesson does not treat of exceptions. Please refer to the next lesson on mutations for a full explanation including exceptions.'''

Definition
A mutation is the change of the first letter of a word according to different contexts.

Exemples : Mamm (mother) --> Ar vamm (the mother) Kozh (old)   --> Mamm gozh (Grand mother)

Table of mutations
Mutations in Breton obey to regular phonetics laws.

They are summarized in the table below (details to be found in the rest of this page) :

 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
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Mutations to soften ("dre vlotaat")
Soft mutation happens in the following cases :

 * after a, da, daou, div, dindan, diwar, dre, e (possessive), eme, en em, en ur, hanter, holl, na, ne, pa, pe, re, war...
 * after the article for the feminine singular words and the related adjective
 * after the article for the masculine plural person names (except when the plural is in -où) and the related adjective

Soft Mutation will be noted (S!) Following letters are affected: B    becomes	V D    becomes	Z K    becomes	G G    becomes	C'H GW   becomes	W P    becomes	B M    becomes	V T    becomes	D

Examples :

 * Breur (brother)      gives     Da vreur
 * Dant  (tooth)        gives     Da zant
 * Glin  (kneel)        gives     Da c'hlin

Mutations after the article (simplified)
This lesson does not treat of the following exceptions (the next lesson on mutations gives the corresponding rules) :
 * Plac'h (girl)
 * Dor (door)
 * Bag (boat), tra (thing)
 * Tadoù (fathers), testoù (witnesses), priedoù (husbands), mestroù (chiefs)

Here is a summary for mutations after the article :

Here is a presentation of the rules regarding the mutations after the aticle :

Go to the Quiz

Mutations of the adjective epithet (simplified)
This lesson does not treat of the following exceptions (the next lesson on mutations gives the corresponding rules) :
 * Plac'h (girl)
 * Dor (door)
 * Bag (boat), tra (thing), amzer (weather), avel (wind),c'hwezh (odour)
 * Labour (work)
 * Person names
 * Tadoù (fathers), testoù (witnesses), priedoù (husbands), mestroù (chiefs)

Here is a summary for mutations of the adjective epithet :

Here is a presentation of the rules regarding the mutations of the adjective epithet :

Go to the Quiz

 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
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Mutations to harden ("dre galetaat")
Hard mutation happens in the following cases :

 * Possessive "ho" (yours)
 * After "az, "ez", "'z" (you - sg.)
 * After "da'z ..." (to yours ...)
 * After "ez" (in yours ...)

Hard Mutation will be noted (H!) Following letters are affected: B    becomes	P D    becomes	T G    becomes	K

Examples :

 * Breur (brother)      gives     Ho preur
 * Dant  (tooth)        gives     Ho tant
 * Glin  (kneel)        gives     Ho klin

 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #EED153; 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="1" |

Mixed mutations

Mixed mutation happens in the following cases :

 * Present participe
 * Formed by "o" + Verb.

 * After verb particle "e"
 * After "ma" (That)

Mixed Mutation will be noted (M!) Following letters are affected: B    becomes	V D    becomes	T G    becomes	C'H GW   becomes	W M    becomes	V

Examples :

 * Deskiñ (to learn)    gives     O teskiñ
 * Gortoz (to wait)     gives     O c'hortoz

 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #EED153; 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="1" |

Spirant mutations
Spirant mutation happens in the following cases :

 * After "ma" or "va" (mine)
 * After "he" (Hers)
 * After "o" (Theirs)
 * After numbers : tri, teir, pevar, peder, nav

Spirant Mutation will be noted (Sp!) Following letters are affected: P    becomes	F T    becomes	Z K    becomes	C'H

Examples :

 * Penn  (head)         gives     Va fenn
 * Kador (chair)        gives     Va c'hador

 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #EED153; 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="1" |

Exercises
Go to the Quiz

 * }

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
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Local variations, frequent errors
The rules presented above match the most common usage.

However, in some cases, local forms exist that are different.

Also, errors in mutations are frequent ...

Caution : Some Google matches may not be in Breton but in some other language ! The figures are an approximation !

 * }

title: Brezhoneg Unan/Lesson 4


text:
File:Manuelciosici storyboard frame.png

Used with the WikiU Film School Lesson on how to do thumbnail storyboarding

title: File:Manuelciosici storyboard frame.png


text:
Risk Management/Financial risk management

Subtopic of Risk Management. Could anyone list the areas of specialization under Financial Risk Management?


text:
File:Manuelciosici storyboard.png

Used with the WikiU Film School Lesson on how to do thumbnail storyboarding

title: File:Manuelciosici storyboard.png


text:
User:Animalcrackergal

I'm an anthropology major with a minor in world religions.

title: User:Animalcrackergal


text:
User:Daniel99091

This is Daniel99091's user page !

You can view my user page on English Wikipedia

title: User:Daniel99091


text:
User talk:Thaddaeus

Welcome
Hello Thaddaeus, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWS 07:23, 6 December 2007 (UTC)

Image:T.tekell-1.jpg
Please provide a license template and source on the image description page. Thanks. – Mike.lifeguard | @en.wb 23:04, 13 February 2008 (UTC)

title: User talk:Thaddaeus


text:
User talk:AmandaEP

Welcome
Hello AmandaEP, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWS 07:23, 6 December 2007 (UTC)

We Cannot Allow a Wikipedia Gap!
I just wanted to make sure you knew about this: We Cannot Allow a Wikipedia Gap!. --JWSchmidt 21:39, 9 December 2007 (UTC)
 * Wow, that was a really good article, short but sweet. Thanks for sharing, and I think the thesis of it, in practice, will help everyone make Wikiversity an awesome place! I have been compiling a list of articles from Wikipedia which I would like to include in the School of Zoology in some way, such as, , , , , , , , and quite a few others, such as some of the ones listed in the article you posted here. I have yet to see a history of Zoology @ Wiki, but that does not mean that cannot be addressed through an integration on perhaps the history of Life Sciences, or Biology, et cetera. I truly do feel that when you get into studies of science, you are kinda left in the dark as to why it even came about, let alone from where one's chosen field may have arisen, or what ideas have shaped it. I know I certainly felt that way. When I finally started to learn about philosophy in college, I truly felt like I had stepped out of the Platonic Cave and was blinded by what I saw, not that this was in any way bad after I blinked a few times...lol --Amanda 22:43, 9 December 2007 (UTC)
 * When I make learning resources here at Wikiversity I tend to make many links to Wikipedia. Sometimes there are also relevant resources at Wikibooks. History of science.....I think there is a very strong bias in much of modern science towards telling the stories of science without any of the historical details. Of course, some people have an interest in the history of science, but in most cases the only recognized requirement is that credit be given to those who first published an idea. In most cases, it is not taken to be important how a discovery was made, only that it was made. In schools, science becomes a pile of facts rather than a coherent historical narrative of discovery. I think if schools spent more time showing the history of science there would be less confusion about what science is, how it works and how it differs from other approaches to understanding the world. One goal here at Wikiversity is to create the conditions by which people can "learn by doing". If science topics are presented from an historical perspective, it is possible to explain a set of methods and results that re-construct an historical point in time just before a key scientific discovery and then you can ask people to perform a task that allows them to experience some of the sense of discovery. --JWS 14:34, 11 December 2007 (UTC)
 * Here here to that! --Amanda 15:30, 11 December 2007 (UTC)
 * AmandaEP, are you still here? I just now discovered your work on Zoology stuff while doing some routine maintenance. Good stuff. Need more! Will help;) --CQ 05:14, 18 July 2009 (UTC)

title: User talk:AmandaEP


text:
EMI-EMC

Electromagnetic Interference
Any electromagnetic disturbance that interrupts, obstructs, or otherwise degrades or limits the effective performance of electronics and electrical equipment. It can be induced intentionally, as in some forms of electronic warfare, or unintentionally, as a result of spurious emissions and responses, intermodulation products, and the like.

EMI is said to exist when unwanted voltages or currents are present so that they adversly affect the performance of an electrical device or electronic system. These voltages/currents can reach the victim circuit or device by conduction or by nonionizing radiation. In all cases, EMI occurs because of a combination of three factors:

 * A source
 * A transmission path
 * A response (at least one response is unplanned)

Functional interference often includes: sine waves, computer clock pulses, speech or video waves, or pulses forming data trains. An example of this interference type is signal leakage from cable TV systems. Fluorescent lamps, commutators, car ignition systems, and industrial, scientific and medical equipment all constitute sources of interference - and this includes EMP that accompanies a nuclear explosion.

EMI always starts with current flow through a conductor and also shows up in the victim equipment in the form of a current or voltage. The coupling path (including a conducting gas or air) might be a conduction or radiation path. The actual paths can include common wiring, capacitance between devices, mutual inductance between adjacent wiring, nonionizing radiation, or wires in an EM field. This type of coupling is aided by the fact that all conductors exhibit resistance and inductance.

 * Grounding/Bonding
 * Shields/Shielding
 * Electrical Noise
 * Noise Sources

 * Radiated Emission
 * Conducted Emission

title: EMI-EMC


text:
Radiated emission

Overview
in the field of EMC, the term Radiated Emissions refers to the unintentional release of electromagnetic energy from an electronic device or apparatus. Any electronic device may generate Electromagnetic fields that unintentionally propagate away from the device’s structure. In general, Radiated Emissions are usually associated with non-intentional radiators, but intentional radiators can also have unwanted emissions at frequencies outside their intended transmission frequency band. As was discussed in the EMC Regulations module, the allowable Radiated Emissions from electronic devices and apparatus are regulated by various organizations and agencies. Electronic devices that have significant amounts of radiated emissions may interfere with their normal operation or the normal operation of other devices in close proximity. For these reasons, it is important to understand the concepts behind the origins of radiated emissions so that fundamental design techniques can be used to minimize the emissions. This module will investigate the origins of radiated emissions, and discuss methods to predict, measure, and decrease the radiated emissions from an electronic device. Differential Mode (DM) and Common Mode (CM) currents will be introduced, and their roles in radiated emissions will be investigated. Using current probes to measure the differential and common mode currents on current carrying wires will be discussed. Finally, a discussion will be given on the role of circuit geometry and device structure on the radiated emissions from an electronic device.

Radiated emission find their origin in the flow of radio frequent current on interconnections and cables. We may distinguish radiated emissions from current flowing in a loop (creating magnetic field H) or from flowing on a (straight) wire (electrical field E). It's important to understand the concept that a changing (RF) magnetic field does create a new electric field and that a changing (RF) electric field creates a (new) magnetic field. The combination of a magnetic field and its corresponding electrical field is what we commonly call radio waves. The ratio of electric field and magnetic field at a given point is called wave impedance (Z=E/H). At a given distance from a magnetic field source, and correspondingly at a given distance from an electrical field source, we cannot distinguish their origin anymore,and the ratio of the electric and magnetic field have reached an equilibrium. This point is where a so-called close field changes into far field. The distance of this point from the source is frequency dependent and is approximately equal to the wavelength corresponding to the frequency of the source, divided by 2PI (6.28). For a 100 MHz interference signal the change from close to far field happens at 0.5 m approximately. In the close field range a EM-field is predominantly magnetic or electric. In the far field the impedance (ratio E/H) of the EM waves is always 377 Ohm.

''Electrical field is measured in SI units as V/m (Volts per Meter). That means that a field of 1 V/m can be created by a potential of 1 Volt over a distance of 1 meter. (imagine a large capacitor). Magnetic field is measured in SI units in A/m. (Ampere per meter). This means that a field of 1 A/m will be created at a distance of 1/2pi (circumference = 1m) meter from an infinitely long wire carrying a 1 Ampere current. ''

Traditionally radiated emission is measured with an antenna sensible to the electrical field only. By limiting our measurment to the far field, we now also know the magnetic field component. In most tests we do not even mention the magnetic field component anymore, but nevertheless, its there.

title: Radiated emission


text:
Linear representations of finite groups

Linear transformations
Let $$\mathcal{V}$$ and $$\mathcal{W}$$ be two vector spaces over the same field $$\mathbb{K}$$, and let $$T: \mathcal{V} \to \mathcal{W}$$ be a mapping between the two vector spaces. If $$T$$ fulfills

T(a \vec{v}_1 + b \vec{v}_2) = a T(\vec{v}_1) + b T(\vec{v}_2) \quad \forall \, a, b \in \mathbb{K} \;\text{and} \;\vec{v}_1, \vec{v}_2 \in \mathcal{V}, $$ then $$T$$ is said to be a linear transformation between the two vector spaces. The group of all such linear transformations when $$\mathcal{W} = \mathcal{V}$$ is called the general linear group of $$\mathcal{V}$$ and denoted $$GL(\mathcal{V})$$.

If $$\mathcal{V}$$ is finite dimensional with dimensionality $$n$$, then any element of $$GL(\mathcal{V})$$ is isomorphic to a matrix in $$GL(n, \mathbb{K})$$. Choosing a basis $$\{ \vec{e}_1,\ldots,\vec{e}_n \}$$ for $$\mathcal{V}$$, the effect of a linear representation $$T$$ is given by its effect on the basis vectors:

T \vec{e}_i = \sum_{j=1}^{n} \vec{e}_j T_{j i} $$.

Invariant subspaces
Let $$\mathcal{T}$$ be a linear transformation on $$\mathcal{V}$$. If $$\mathcal{U} \subset \mathcal{V}$$ is a subspace which is unaltered by $$\mathcal{T}$$, i.e.

\vec{u}^\prime = \mathcal{T} \vec{u} \in \mathcal{U} \quad \forall \vec{u} \in \mathcal{U} $$,

then $$\mathcal{U}$$ is said to be an invariant subspace (under $$\mathcal{T}$$).

Example
Let $$\mathcal{V} = \mathbb{R}^3$$ and let the linear transformation $$\mathcal{T}$$ pick out the $$x$$-component of any vector $$\vec{v} \in \mathbb{R}^3$$:

\mathcal{T} \vec{v} = \mathcal{T} \begin{pmatrix} v_x \\ v_y \\ v_z \end{pmatrix} = \begin{pmatrix} v_x \\ 0 \\ 0 \end{pmatrix} $$.

Then the subspace $$\mathcal{U} = \{ (u, 0, 0)^T | u \in \mathbb{R} \}$$ is an invariant subspace.

Linear group representations
A linear representation of a group $$G$$ is a mapping from the group to linear transformations on a vector space $$\mathcal{V}$$, $$\rho : G \to GL(\mathcal{V})$$, such that group multiplication is preserved:

 * $$ \rho(g_1 g_2) = \rho(g_1) \rho(g_2) \quad \forall g_1, g_2 \in G$$.

Note that to the left the multiplication is in the group $$G$$, while to the right the multiplication the combination of successive linear transformations in $$GL(\mathcal{V})$$.

Example
Let $$G$$ be any group and represent all of its elements by the unit element 1 (of $$\mathbb{K}$$). This is allways a representation (check it!), and it is for obvious reasons called the trivial representation.

Irreducible representations
If $$\rho$$ is a linear representation of $$G$$ on $$\mathcal{V}$$, we say that a subspace $$\mathcal{U} \subset \mathcal{V}$$ is an invariant subspace under the representation $$\rho$$ if

 * $$ \rho(g) \mathcal{U} \subset \mathcal{U} $$

for all group elements $$g \in G$$.

If $$\{ 0 \}$$ and $$\mathcal{V}$$ are the only invariant subspaces of $$\mathcal{V}$$ (under $$\rho$$), then the representation $$\rho$$ is said to be irreducible.

The irreducible representation can be thought of as the building blocks of which one can construct general representations of the group.

Example
Our previous example, where all group elements were represented by the unit element 1, is an irreducible representation. Since any vector multiplied by unity equals itself, each unique vector defines its own subspace under this representation.

Matrix representations
Since we are concerned with finite groups, i.e. groups with only a finite number of members, it suffices also to choose finite dimensional vector spaces $$\mathcal{V}$$. If we will choose a basis for the vector space $$\mathcal{V}$$, we can further regard all representations as matrix representations:

 * $$ \rho : G \to GL(n, \mathbb{K})$$,

where $$\mathbb{K}$$ is any field and $$n$$ is the dimension of $$\mathcal{V}$$. We will mostly be concerned with the fields of the real ($$\mathbb{R}$$) and complex ($$\mathbb{C}$$) numbers, in which case the entries of the representation matrices will be real or complex, respectively.

The components of the representation matrix are obtained from the effect of the representation on the basis vectors $$\vec{e}_i$$, $$i = 1,\ldots,n$$ where $$n$$ is the dimension of the vectors space $$\mathcal{V}$$:

 * $$ \rho(g) \vec{e}_i = \sum_{j=1}^{n} \vec{e}_j D^{(\rho)}_{j i}(g) $$.

These representation matrices have to obey

D^{(\rho)}_{j i}(g h) = \sum_{k=1}^{n} D^{(\rho)}_{j k}(g) D^{(\rho)}_{k i}(h) $$, which is nothing other than ordinary matrix multiplication.

Proof: Since $$\rho$$ is a representation, the two calculations

\begin{align} \rho(g h) \vec{e}_i &= \sum_{j=1}^{n} \vec{e}_j D^{(\rho)}_{j i}(g) \\ \rho(g h) \vec{e}_i &= \rho(g) \rho(h) \vec{e}_i = \rho(g) \sum_{k=1}^{n} \vec{e}_k D^{(\rho)}_{k i}(h) = \sum_{k=1}^{n} \rho(g) \vec{e}_k D^{(\rho)}_{k i}(h) \\ &= \sum_{k=1}^{n} \sum_{j=1}^{n} \vec{e}_j D^{(\rho)}_{j k}(g) D^{(\rho)}_{k i}(h) = \sum_{j=1}^{n} \vec{e}_j \left( \sum_{k=1}^{n} D^{(\rho)}_{j k}(g) D^{(\rho)}_{k i}(h) \right) \end{align} $$ must yield the same.

Schur's lemma
Let $$\rho$$ and $$\sigma$$ be irreducible representations of the group $$G$$ on $$\mathcal{V}$$ and $$\mathcal{W}$$. Assume that $$S:\mathcal{V} \to \mathcal{W}$$ is a linear transformation such that

 * $$S \rho(g) = \sigma(g) S, \quad \forall g \in G$$.

Then $$S$$ is either invertible or identically zero.

Proof: $$\text{Im}S = S(\mathcal{V}) = \{ S \vec{v} | v \in \mathcal{V} \}$$ is a subspace of $$\mathcal{W}$$ which is invariant under $$\sigma$$:

\sigma(g) S \vec{v} = S \rho(g) \vec{v} = S \vec{v}' \in \text{Im}S, \quad \forall \vec{v} \in \mathcal{V} $$.

Since $$\sigma$$ is irreducible this means that either
 * $$\text{Im} S = \{0\}$$, in which case $$S = 0$$, or
 * $$\text{Im} S = \mathcal{W}$$, in which case $$S$$ is onto.

We also have that $$\text{Ker} S = \{ \vec{v} \in \mathcal{V} | S \vec{v} = 0 \}$$ is an invariant subspace of $$\mathcal{V}$$ under $$\rho$$, since $$\rho(g) \vec{v}$$ belongs to the kernel if $$\vec{v}$$ does:

 * $$S \rho(g) \vec{v} = \sigma(g) S \vec{v} = 0, \quad \forall \vec{v} \in \text{Ker} S$$.

Therefore, since $$\rho$$ is irreducible either
 * $$\text{Ker}S = \{0\}$$, in which case $$S$$ is one-to-one, or
 * $$\text{Ker}S = \mathcal{V}$$, in which case $$S = 0$$.

Therefore, $$S$$ is either zero or invertible.

title: Linear representations of finite groups


text:
User talk:TheSeeker2007

I have a background in technical communication/writing. My experience is diverse and includes development of training materials, process descriptions for quality systems, and instructions for operating and maintaining equipment.

At this point in time, I am not sure how I can contribute to Wikiversity, but then Wikiversity is an eclectic group, so I assume there will be opportunities for me to participate in learning projects either as a "student" or an "instructor."

title: User talk:TheSeeker2007


text: Brezhoneg Unan/Lesson 1/Quiz

title: Brezhoneg Unan/Lesson 1/Quiz


text:
Brezhoneg Unan/Lesson 2/Quiz

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #eed153; 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="1" |

Ex 1)
Write down the dialogue in Breton, or copy and paste, without the English translations. Read it out clearly, then more naturally 'with feeling'. Imagine yourself actually there in the pub. Switch off the screen, or if using a PC, minimize your internet box. Now, read out the Breton and write down the translations from memory. If you're not sure about a sentence, move on, you may remember later on. Try first with this example :

 * Good luck with the course! Chañs vat gant ar gentell!

{ Chañs vat gant ar gentell { Good luck with the course|good luck with the course }
 * type="{}"}

Enter the English sentences :

{  Nozvezh vat Yann  { Good evening John|good evening John|good evening john }
 * type="{}"}

{ Nozvezh vat Laouenna. Mat an traoù ganit { Good evening Laouenna. How are you|good evening laouenna. how are you }
 * type="{}"}

{ Mat ar jeu, meur c'hras. Ha te { Fine, thanks. And you|fine, thanks. and you }
 * type="{}"}
 * "Mat ar jeu" : "jeu" comes from the French word for "game".

{ Mat tre, mersi dit  { Okay, thank you|okay, thank you }
 * type="{}"}
 * Several expressions are used for "Thank you" : "Mersi", "Trugarez" (litterary, mostly unused by native speakers), "Mil bennozh", etc.

{ Petra ez emaout oc'h ober  { What are you doing|what are you doing }
 * type="{}"}

{ Ez emaon o teskiñ brezhoneg er Wikiversite. Ha te { I'm learning Breton with Wikiversity. And you|i'm learning breton with wikiversity. and you }
 * type="{}"}

{ Ez emaon o teskiñ brezhoneg ivez  { I'm learning Breton too|i'm learning breton too }
 * type="{}"}

{ Splann! Penaos eo da vamm. N'eo ket hi klañv { Great! How's your mother. Isn't she ill|great! how's your mother. isn't she ill }
 * type="{}"}

{ Emañ mat yec'hed dezhi bremañ, meur c'hras  { She is fine now, thanks|she is fine now, thanks }
 * type="{}"}

{ Sell! Diwezhat eo! Red eo din mond bremañ. Kenavo { Look, it's late! I have to go now. Goodbye|look, it's late! i have to go now. goodbye }
 * type="{}"}

{ Kenavo, ha chañs vat gant ar gentell warc'hoazh  { Goodbye, and good luck with the course tomorrow|goodbye, and good luck with the course tomorrow }
 * type="{}"}

{ Mersi braz { Thank you|thank you }
 * type="{}"}

{ Nozh vat deoc'h c'hwi holl { Good night to you all|good night to you all }
 * type="{}"}

{ Nozh vat Yann { Good night John|good night john|good night John } Check any mistakes, and read out the correct version two or three times. Click on "Reset" to start again. Do this again later on if you have over 1/2 incorrect. If correct, do it again tomorrow. Keep doing this until you can speak the sentences fluently and write them out with ease.
 * type="{}"}

Ex 2)
If confident, do the same but translate English-Breton (small letters only, no block letters) :

Try first with this example :

 * It's up to you now, good luck with the course! Dit a zo bremañ, chañs vat gant ar gentell!

{ It's up to you now, good luck with the course! { Dit a zo bremañ, chañs vat gant ar gentell|dit a zo bremañ, chañs vat gant ar gentell }
 * type="{}"}

Enter the Breton sentences :

{  Good evening John! { Nozvezh vat Yann|nozvezh vat Yann|nozvezh vat yann }
 * type="{}"}

{ Good evening Laouenna. How are you? { Nozvezh vat Laouenna. Mat an traoù ganit|nozvezh vat laouenna. mat an traoù ganit }
 * type="{}"}

{ Fine, thanks. And you? { Mat ar jeu, meur c'hras. Ha te|mat ar jeu, meur c'hras. ha te }
 * type="{}"}
 * "Mat ar jeu" : "jeu" comes from the French word for "game".

{ Okay, thank you! { mat tre, mersi dit!|mat tre, mersi dit }
 * type="{}"}
 * Several expressions are used for "Thank you" : "Mersi", Mil bennozh", "Trugarez" (litterary, mostly unused by native speakers), etc.

{ What are you doing? { Petra ez emaout oc'h ober|petra ez emaout oc'h ober }
 * type="{}"}

{ I'm Learning Breton with Wikiversity. And you? { Ez emaon o teskiñ brezhoneg er Wikiversite. Ha te|ez emaon o teskiñ brezhoneg er wikiversite. ha te }
 * type="{}"}

{ I'm learning Breton too! { Ez emaon o teskiñ brezhoneg ivez|ez emaon o teskiñ brezhoneg ivez }
 * type="{}"}

{ Great! How's your mother. Isn't she ill? { Splann! Penaos eo da vamm. N'eo ket hi klañv|splann! penaos eo da vamm. n'eo ket hi klañv }
 * type="{}"}

{ She is fine now, thanks. { emañ mat yec'hed dezhi bremañ, meur c'hras|Emañ mat yec'hed dezhi bremañ, meur c'hras }
 * type="{}"}

{ Oh look, it's late! I have to go now. Goodbye! { Sell! Diwezhat eo! Red eo din mond bremañ. Kenavo|sell! diwezhat eo! red eo din mond bremañ. kenavo }
 * type="{}"}

{ Goodbye, and good luck with the course tomorrow! { Kenavo, ha chañs vat gant ar gentell warc'hoazh|kenavo, ha chañs vat gant ar gentell warc'hoazh }
 * type="{}"}

{ Thank you. { Mersi braz|mersi braz }
 * type="{}"}

{ Good night to you all! { Nozh vat deoc'h c'hwi holl|nozh vat deoc'h c'hwi holl }
 * type="{}"}

{ Good night John! { Nozh vat Yann|nozh vat yann }
 * type="{}"}

Ex 3)
Make up a short passage using the vocabulary you've learnt in the past 2 lessons of Breton Unan. You can have it male-male, female-female, male-female or between several people. Remember: If there are several people, when referring to all of them you should use the plural form (eg. c'hwi instead of te) If you have purchased a Breton dictionary, or learnt any other Breton, it's fine to use that. The more you use it, the more easily it comes.

 * }

title: Brezhoneg Unan/Lesson 2/Quiz


text:
User talk:Ladyofgaladhris~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 Ladyofgaladhris. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ladyofgaladhris~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.

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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:Ladyofgaladhris~enwikiversity


text: File:Blue Gordon Video.ogg

title: File:Blue Gordon Video.ogg


text:
Environmental Studies

still under construction...

History of Environmental Studies
In order to fully understand a subject, you must study the history of the subject. How did it arise, in what type of context, how did the context affect the development of the subject? Thus this course will start with a brief overview of the history of the environment. The following interactive website will give you a nice over view of the history:

That brief overview of the history of the environment shows us that from very early on humans have affected and have been effected by the environment. Right from 1200 AD when civilizations in asia were practicing soil conservation, to the 1800s when John Snow proved that polluted water case diseases, right up to present day, we have been shaping the environment and being shaped by it. But our history with Environmental change goes much further back:

"During the Neolithic Revolution, or "new stone age revolution" which included agricultural advancements, groups of prehistoric humans started domesticating various plants and animals, shifting from a hunter-gatherer lifestyle toward agriculture and pastoralism. The origins of domestication are not known. One theory is that it was mainly due to the end of the Ice Age (i.e. about 9-11,000 years ago), resulting in the extinction of many of prehistoric man's game, such as the wooly mammoth. Due to this decrease in food from hunting, some groups started to turn to agriculture. Some groups could easily plant their seeds in open fields, but others had forests blocking their farming land. Since Neolithic times, slash and burn techniques have been widely used for converting forests into crop fields and pasture.[4] Fire was used before the Neolithic as well, and by hunter-gatherers up to present times. Clearings created by fire were made for many reasons, such as to draw game animals and to promote certain kinds of edible plants such as berries and mushrooms."

We have always been a student of the environment, but by far the person that has influenced our understanding of Environmental Studies would have to be James Love-lock. He was the one who developed the device that showed us that the ozone was shrinking, he was the one that championed the concept of a living planet, and he was the one that noticed that CFCs build up in the atmosphere (but unfortunately did not realize the full significance of this).

Ecology
A critical aspect of Environmental studies is Ecology. Ecology is the study of living things and their connection to their environment. Understanding this connection is essential to understanding the environment.

Human Influence
It is of the utmost importance to understand the affect of Human Influence on the Environment to understand the modern environment and how it changes over time. Human Influence is, simply, the effect humans have had, and continue to have, on the environment and climate of the planet both directly and indirectly, as well as its causes and even ways to mitigate it.

Course Material
http://www.unu.edu/unupress/unupbooks/80458e/80458E00.htm#Contents

http://www.nap.edu/openbook.php?record_id=4844&page=R7

unfinished, underconstruction......

title: Environmental Studies


text:
User:D1SGRUNTL3D

hi, this is my home page....

title: User:D1SGRUNTL3D


text:
Breton/Breton pronunciation

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Introduction: this is an introductory lesson. It should teach students how to pronounce Breton and how to write Breton. Near the end of this lecture, you will find a dictionary and place for global discussions.

Universal keyboard
This link allows to type all accentuated letters.

Listen first !

 * Gerioù kentañ e brezhoneg (First words in Breton) [[Image:E_Brezhoneg.ogg]]

 * Some stories told by Breton native speakers
 * Ar sakrist hag ar marc'hadour louzoù (The sacristan and the herbs remedies seller)
 * Roched un den eürus (The shirt of a happy man)

Pronunciation rules
The Breton alphabet

A simplified notation of the International Phonetic Alphabet is used, accordingly to the one chosen in « Grammaire bretonne » from Roparz Hemon (Al Liamm - 1984).

Note : the letter “v” in final is pronounced “o” or “u” ; this may also be the case within a word. For instance: Here write down your own explanation of the pronunciation if you feel it different from that one up:
 * « war-sav » (stand up) is pronounced “war-zao”
 * « levr » (book) is pronounced “leor”.

• "gn" /n´/ as: ñ (Spanish: "español'")
 * }

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Different spelling systems

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Basic dictionary

 * }

title: Breton/Breton pronunciation


text:
Breton/Breton bases

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Your first steps in Breton
Here are the very first sentences of Breton in this course : Piv eo ? Who is ? Yann eo John is Petra a ra Yann ? What does John ? Yann a lenn Bremañ John reads Bremañ Lenn Bremañ a ra Yann To read Bremañ does Yann
 * Who is it ?
 * It's John
 * What does John do?
 * John reads Bremañ (insisting upon the subject : John)
 * John reads Bremañ (insisting upon the verb : To read)

First Breton words

 * }

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Verbal group
In the preceding sentences, we have several verbal groups :
 * "eo" : the verb "to be" is used alone in a personal form
 * "a ra" : the verb "to do" is used in a personal form with a verbal particle "a" (other verbal particles exist: "e", "o", etc.)
 * "a lenn" : the verb "to read" is used in a personal form with a verbal particle "a" as above
 * "lenn a ra" : the verb "to read" is used in an impersonal form with an auxiliary verb which is in a personal form "a ra"
 * }

title: Breton/Breton bases