text:
Template:Basic filmmaking:Table of contents:Creating the 3D storyboards

 * {| cellpadding="4" cellspacing="0" width="550px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Introduction to FrameForge 3D Studio free demo version
 * }

 * {| cellpadding="4" cellspacing="0" width="550px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Getting started with FrameForge 3D Studio
 * }

 * {| cellpadding="4" cellspacing="0" width="525px"

 * bgcolor="#ffeeff" style="border: 1px #cccccc solid;" | [[Image:Applications-accessories.svg|24px]] Quick Exercise - Over-the-shoulder shot [[Image:Applications-accessories.svg|24px]]
 * }

 * {| cellpadding="2" cellspacing="0" width="500px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 1 - Getting started storyboarding "Seduced by the Dark Side!"
 * }

 * {| cellpadding="2" cellspacing="0" width="500px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 2 - A simple example
 * }

 * {| cellpadding="4" cellspacing="0" width="500px"

alternative
 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 3 - Building a movie set inside FrameForge
 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |
 * }

 * {| cellpadding="4" cellspacing="0" width="500px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |Page 4 - Creating depth of field inside FrameForge free demo version

 * }

 * {| cellpadding="4" cellspacing="0" width="550px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Image:Pruthvirajg Theater Scene - teachers corrections.png|32px]] Before and After : corrections by instructor

 * }

 * {| cellpadding="2" cellspacing="0" width="475px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Image:Shot 07 Man looking forward correction.png|40px]] The corrections for Sir Mok

 * }

 * {| cellpadding="4" cellspacing="0" width="550px"

 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |[[Image:KinnetiK 3D Storyboards Frame 11.jpg|64px]] All the completed storyboards by students

 * }

 * {| cellpadding="4" cellspacing="0" width="525px"

large version
 * bgcolor="#f7eeff" style="border: 1px #aaa solid;" | [[Image:Film school Gary Cline icon.jpg|48px]] The amazing storyboard from Gare Cline
 * bgcolor="#eeeeff" style="border: 1px #cccccc solid;" |
 * }

Optional

Example #1 · Example #2 · Other software for storyboards · 3D storyboard creation in DAZ Studio - Croc
 * }


text:
School talk:Electrical engineering

Career questions
what can i specalize in after my under graduate course in

 * 1) electronics & communications (in india)
 * 2) electrical engineering (in india)

email:lost_varun@yahoo.com
 * Re:Career questions That very much depends on what stream you are following/currently in and what your interests are. You will find there are overwhelming options available. So decide which door you are openning... Electrical or Electronics? Thuvhack 09:44, 30 March 2007 (UTC)

online resources

 * United States Navy Electronic Training Course

"brain reading headset"
brain reading head set - sorta neat maybe --Remi 08:41, 21 February 2008 (UTC)

Comments on Face lift
Hey pips. Please comment on face lift for the department. Colour scheme can be discussed as well. Thanx! - Thuvack 09:03, 3 April 2008 (UTC)

Department Logo and slogan
I have uploaded a logo I feel would be suitable for this department. and the logo. Please feel free to comment andif anyone is interested in polishing it, they are welcome. This is version 1, I will be working on Version two, Hopfully once I have figured out how to insert curving text upright. Thuvack 13:48, 7 July 2008 (UTC)

Department Clean-up Proporsal
I am currently working on a new look for this department, ( see my Sand box. I would like to clean-up this Department by Create a course Wish list sub-page where all stub pages catergorized by levels can be posted and new course request's can be kept to achieve the follows:

 * clean up the main department page
 * organise requested contet that needs developing
 * enable catergorisation of course's completion status.

The Following table shows concerned courses and suggetsted action:

By doing the above changes, we can make this Department look less daunting and progressive that it looks at this point.As usual I will wait atleast a week before I implement the above proporsals. Please comment on this suggestion.Thuvack 14:16, 7 July 2008 (UTC)

 * It looks pretty good, I think though the course outline could be a bit broader/comprehensive. Don't know though. Color scheme is better. Sorry I have not contributed much for a while. Will hopefully start doing more. --Bgorges 00:44, 17 July 2008 (UTC)
 * Good to hear from you, I will be moving the final page tomorow.;-)Thuvack 05:15, 17 July 2008 (UTC)

Name space for this department
I am suggesting a name space change for this department from Topic to School to be in line with the School of Electronics. This little detail has been annoying me for some time now. Any comments? --Thuvack | talk 11:42, 11 October 2008 (UTC)
 * I guess it will be the case of sorting out redirects ;-( --Thuvack | talk 11:57, 11 October 2008 (UTC)

Department Description Revision / School Restructuring
On the main page for the School of Electrical Engineering, the following line opens up the summary to this school:

Electrical Engineering is usually referred to as Power Electrical Engineering or Heavy-current Electrical Engineering

This statement is brand new to me, and I'm not sure that it is true, at least within the US. Most US institutions have a department called the Electrical Engineering & Computer Science (EECS) or Electrical and Computer Engineering (ECE) department. Across the spectrum, Electrical Engineering tends to be more physics and hardware based (think electromagnetics, communications, signal processing, and discrete (transistor) electronics), Computer Engineering follows after with some overlap covering discrete electronics, signal processing, very large scale integration (VLSI), embedded systems, programming language algorithm classes, and higher level network management. Computer Science then covers the other end of the spectrum including programming language algorithm classes, higher level network management, database creation/management/optimization, application development, etc.

Knowing this, I would like to propose some sweeping changes to the Electrical Engineering and Electronics Engineering schools. Currently, there is quite a lot of overlap between the two schools, shown in the list below:

 * Engineering Mathematics
 * Engineering Physics
 * Signals and Systems
 * Electronic Circuits
 * Communications
 * Power

These are all very broad fields, and it seems redundant to have two separate Schools that are so closely related. Electrical Engineering is by far the more general field, largely encompassing all that falls within what Wikiversity currently defines as "Electronics Engineering".

My proposal, as it stands now, is rough, but I would like to get some user feedback before I move on to creating a plan for consolidation and cleaning up these two schools and courses to be more approachable by newcomers to the fields of Electrical and Computer Engineering.

Field of Electrical Engineering • Circuits • Instrumentation • Communications • Signal Processing • Analog signals • Digital signals • Control

• Electromagnetics • Optics • Power & Energy Systems • Generation • Transmission • Delivery • Solid State Devices

• Biomedical

References

http://www.dedicatedengineers.org/Resources/Engineering_Disciplines_Handout.pdf http://www.ee.psu.edu/Undergraduate/SpecializationAreas.aspx https://www.ece.illinois.edu/academics/ugrad/subdisciplines/ --William Leismer.

 * Please sign your comments using four (~)s, without the parentheses so that we know that they are from you. --Marshallsumter (discuss • contribs) 23:21, 15 June 2015 (UTC)

 * My gut response is to keep the two schools separate. But, my familiarity with current Engineering departments is weak at best. When I have to get my DVD player repaired, the technician who works on it has different expertise than the contractor who rewires my home. My guess would be that an Electronics Engineer as a professional generally is still focusing on microelectronics with millivolts and milliamps, while an Electrical Engineer might redesign a power plant, a supercapacitor, or a power supply. Obviously, there is overlap, especially at the beginning. UTPA, for example, initially separated Computer Science from Electrical Engineering, yet now combines them. My suggestions: see if you can clean up the two school pages, while keeping them separate, and especially add to the course offerings in your favorite areas. If you need more feedback than just my opinion, probably a good idea, feel free to ask at our Wikiversity:Colloquium. --Marshallsumter (discuss • contribs) 00:26, 16 June 2015 (UTC)

 * That's an interesting point, but neither repairing a DVD player nor having someone rewire your home are jobs that Electrical Engineers take on. Someone repairing a DVD player would have the job title of 'Technician' or 'Electronics Technician', and someone rewiring a home would have the title of 'Electrician'.  You may be making this point, and I apologize if I'm repeating what you've already stated.  There are two main types of engineering degrees, namely what we simply call Engineering and the less mathematically and physics intensive Engineering Technology.  Engineering is rooted deeply within mathematics and physics, much more so than Engineering Technology.  Engineering Technology degrees confer upon their students the ability to operate a certain set of tools to do primarily analytical and/or testing work, rarely design.  There are exceptions, but in general, someone with a Bachelor of Science in an engineering discipline can do the job of someone with an Engineering Technology degree, not typically the other way around.  As I said, there are exceptions and overlap, but there is a marked difference between the two.  One needs only search online job boards for engineering degrees spanning the breadth of the field of electrical engineering from communications, radio frequency circuits, VLSI, power systems, control, etc. to see that they all call for one degree, namely a BS, MS, or PhD in Electrical Engineering.

 * This all being said, there's no real benefit for Wikiversity to divide up Electrical Engineering from Electronics Engineering, because Electronics are fundamental to and within the field of Electrical Engineering. My references posted above from Penn State and Illinois ECE departments show what is generally the consensus among academics and professionals in the working world: Electronics (Instrumentation) is merely a subset of Electrical Engineering.  Very few schools offer "Electronics Engineering" degrees, because an electrical engineering student will learn all that he/she needs in order to properly operate, test, and even design existing and new electronics.

 * I apologize for the length of this post, but since I graduated so recently, I still distinctly remember what it was like trying to figure out what an Electrical Engineering college and career experience would be like, and in fact, I'm still figuring some of that out. What I do know, however, is that the current state of these two school pages was awfully confusing to me at first, so I can't imagine what it's like for others who haven't had experience with accredited course work in the field to sort it all out.

 * There is certainly merit to keep the Electronics Engineering section here on Wikiversity; in fact I hope we do! I just don't think that it deserves its own school, but rather that it should exist as a sub-discipline of the Electrical Engineering school.  This will help to consolidate the redundancy and allow for a change to the description of the EE School's main page to better reflect the reality of the job market and career opportunities that exist for EEs in the world today.  Also, I'd like to say that I don't mean this to be hostile!  I know that sometimes attitude and intention can be lost over typed text, so I just want to be clear that I'm only looking to share and gather opinions :D  -- William Leismer (discuss • contribs)

 * 12:46, 16 June 2015 (UTC)

 * Thank you for your comments! I am familiar with the various differences but here's a quick summary of what has happened in the past:

 * 18:42, 15 October 2008 Mike.lifeguard (discuss | contribs | block) m . . (32 bytes) (0) . . (Topic:Electronic engineering moved to School:Electronics: history merge)
 * 11:48, 11 October 2008 Thuvack (discuss | contribs | block) . . (32 bytes) (-4,980) . . (reversed redirects)
 * 11:48, 11 October 2008 Thuvack (discuss | contribs | block) . . (5,012 bytes) (0) . . (reversed redirects)

These two users did some battling over this exact question; hence, my suggestion to clean up the two school pages rather than merging them back yet again. We would like your input very much as these two schools (or departments, called topics here) need updating and improvement. A similar activity was performed on our school of Medicine. Wikiversity likes to be novel relative to other universities including online and brick and mortar. We would also like to maximize your effort towards improvement of resources, while minimizing your political headaches. I'm not sure how many others are currently active regarding these two schools, but if you think it will help I can post a message on our colloquium to see who shows up. This might save you some effort. What do you think? --Marshallsumter (discuss • contribs) 20:25, 16 June 2015 (UTC)

School Description Revamp
In an effort to accurately describe the state of the field of Electrical Engineering in today's world, I propose a change to the summary of the School of Electrical Engineering here on Wikiversity. Wikipedia presents the following summary of the field of Electrical Engineering, which much more closely reflects the actual state of the discipline. Some truncation and additions (in italics) were done by me.

Electrical engineering is a field of engineering that generally deals with the study and application of electricity, electronics, and electromagnetism. Electrical engineering has now subdivided into a wide range of subfields including electronics, digital computers, power engineering, telecommunications, control systems, radio-frequency engineering, signal processing, instrumentation, and microelectronics. ''Electrical Engineering is a broad field that encompasses many different sub-disciplines. However, all these disciplines share a likeness in the early stages of learning, namely the mathematics, physics, and chemistry required to fully understand and begin the path to becoming an engineer. After study of these math and science fundamentals has been sufficiently completed, further study can be done within each sub-discipline of EE.''

The current summary on this Wikiversity page focuses much too heavily upon Power Systems Engineering, which is merely a subset of the entire field of EE. Therefore, I propose that we make sub-topics within this School of EE to describe and differentiate the sub-disciplines of those listed in the quote from Wikipedia above. This will better represent the diversity and entirety of the field of EE, which is not merely power systems engineering.

Out of respect and in an effort to hear any concerns, I'll wait until the end of this week to make the change unless there is significant resistance/confusion. -- William Leismer (discuss • contribs)

13:25, 16 June 2015 (UTC)

 * I put a request for input on our colloquium page. We should read something soon. If not by the end of the week, give it a go! --Marshallsumter (discuss • contribs) 20:50, 16 June 2015 (UTC)

 * We've gotten some feedback at the colloquium which you may find helpful. Our Statistics help to determine student interest and preferences. Just FYI but if you're working at the department as a TA or RA, that may be a great resource to be added here as well. --Marshallsumter (discuss • contribs) 06:38, 17 June 2015 (UTC)

 * Excellent! I'll take a quick look; thanks for replying to this and my other post.  I agree with you on keeping the political headaches low!  William Leismer (discuss • contribs) 17:52, 17 June 2015 (UTC)

Electrical glove
I'm doing a project for school creating a glove that can harness and expel lightning (think Iron Man's glove) but I'm worried about killing myself and I don't have the stuff and expert help I need. I've got the main basis, rubber glove with copper wiring spidering the fingers and stretching down to the palm with something that can shoot it but I need some help. Any ideas?

 * It's not my area of expertise, but from what I remember of physics and electricity, you need to focus on high voltage and low amperage. You can get a spark gap of a little over one centimeter per kilovolt. You may have difficulty generating enough voltage to have significant spark length. See http://www.kronjaeger.com/hv/hv/msr/spk/ . Yes, if you aren't careful, you can hurt yourself or others. Shocks to the head or chest area should be avoided, avoid grounding yourself so that the shock goes through you, etc. Check with your school's physics instructors for more information. They may have a Van de Graaff generator you can experiment with. -- Dave Braunschweig (discuss • contribs) 19:25, 1 March 2017 (UTC)

Edit buttons on portal page
All of the edit buttons on the portal page that I checked (courses, related departments, learning projects) link to pages in the 'School' namespace rather than the 'Topic' namespace. It seems that most other schools are using the school namespace pages for these kinds of subpages. I'm wasn't sure if this was on purpose, so I thought I would mention it here before trying to change it. Can I go ahead and re-link these subpages? Jaxter184 (discuss • contribs) 22:57, 25 January 2020 (UTC)

 * Several years ago, the Topic: namespace was eliminated. It didn't do what people thought it did, and was better served by either School: and/or Portal:. School: pages were also cleaned up, only retaining those that typically averaged more than 1 view per day. Content about a topic should be in the main (no prefix) namespace. Pages used to help coordinate editing efforts (think Wikipedia WikiProjects) for a topic should be in the Portal: namespace. The School:Electrical engineering page is fairly popular, averaging about 7 views per day, so it's probably worth fixing. -- Dave Braunschweig (discuss • contribs) 18:30, 26 January 2020 (UTC)

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

title: School talk:Electrical engineering


text:
Talk:Paleontology/Introduction

Q&A
Q. What is fossil record? Srinivasasha 11:52, 27 December 2006 (UTC)

 * It is like any other record, either a criminal record, tax record, linguistic record. It is evidences of a species and that the single specimen existed. All these specimens add up to form a rough chain of evolution is a sequence like Roman or European history. This chain is rough because fossilization is not common and most species dont leave evidence behind. Enlil Ninlil 06:30, 28 December 2006 (UTC)

title: Talk:Paleontology/Introduction


text:
Help:Icons

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | How to code icons with sample icons and sources below.

Coding Icons

 * Adding icons to your pages
 * You can add icons to pages in many different ways

 * Method 1
 * If you want the icon for a typewriter (such as [[Image:Nuvola apps package wordprocessing.png|32px]]) then you simply type

 * and this icon will appear in the middle of your [[Image:Nuvola apps package wordprocessing.png|32px]] text and it will be very tiny because you give the size as 32 pixels.

 * Method 2
 * If you want the icon to appear the right of your text, you can simply write

and you will see the icon to the right of your page.

 * [[Image:Nuvola apps package wordprocessing.png|128px]]Method 3
 * Currently, there is no simple way to get the icon to appear on the left and have the text wordwrap around it.

 * Method 4
 * If you want the icon to appear the right of your text inside a border and with a title, you can simply write

 * Method 5
 * For icons which are exactly 128 pixels wide, there is no difference if you specify "thumb" rather than "frame"

 * Method 6
 * For more formatting possibilities, you can put the picture inside frames and place it in a limited number of other locations. Also, you can use other formatting options to center the text under the picture, etc.

 * }

Sources for icons
Storyboard Artwork Project/Stamps → Here are examples:

Crystal Clear → Here are examples:

Nuvola/all → Here are examples:

commons:Category:Tool icons → Here are examples:

Nuvola → Here is an example:

Nuvola/apps → Here is an example:

commons:User:MG/Icones → Here is an example:

commons:category:icons → Here are examples:

Road signs of Sweden → Here are examples:

Traffic sign → Here is an example:

commons:Category:Film icons → Here are examples:

commons:Category:music icons → Here are examples:

commons:Category:sound icons → Here are examples:

commons:Category:PD OpenClipart → Here are examples:

commons:Category:Books icons → Here are examples:

commons:Category:Logic icons → Here are examples:

commons:Category:E-mail icons → Here are examples:

commons:Category:Computer hardware icons → Here are examples:

commons:Category:Magnifying glass icons → Here are examples:

commons:Category:Clocks icons → Here are examples:

Misc. →

Category:Icons by subject

title: Help:Icons


text: User talk:Vgrajendran

title: User talk:Vgrajendran


text:
Template:Basic filmmaking:Table of contents:Storyboarding:Pop Quiz

 * What is your first frame? Why? - 2 points
 * What is your second frame for this movie? - 2 points

 * }


text:
User talk:Edobson~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 Edobson. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Edobson~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 23:35, 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) 06:06, 19 April 2015 (UTC)

title: User talk:Edobson~enwikiversity


text:
User talk:JustinLillich

I have been thinking about how to go about my courses here. It's a tough call, as I've never done this before. I have read alot about the format and the technology, but I can't say that I've done much in the way of physical work with this. Such is the life of academia that I lead. I read a lot and rarely do. Don't let that scare you though. I do know a lot about this written world that we inhabit and increase daily. JustinLillich 18:32, 27 December 2006 (UTC)

Studying Form
Writing in a wiki as if it were a blog is somewhat difficult. The writer must spend more time playing with the format, toying with the layout, and creating a wordspace that the reader can actually use. What does this say about wiki as weblog? Can you get away with it? Will the public tear it apart with vandalism? I suppose, but with the security of memory protecting these spaces, I would think that the novelty of messing with someone's words would have faded away long ago. JustinLillich 18:33, 27 December 2006 (UTC)

Pondering
Wondering who would take a course on Comics...

I was reading Zippy the Pinhead this morning and thought it might be an interesting idea. There can't be many people out there teaching courses on how to understand comics and what is buried inside them. I know comic books have gotten some press recently, but newspaper comics can be very deep at times. Lets see how this one develops. JustinLillich 14:43, 2 January 2007 (UTC)

Need advice on Motifs in Hamlet article that I wrote
The article is in academia.wiki -.

It consists mostly of lines from Hamlet grouped together by puns (womb of earth, into my grave...pregnant response, bride-bed...grave, breeder of maggots, etc). I don't know whether the most effective style is minimalist (just the lines, with key words in bold) or maximalist (detailed explaination and justification for each pun). The maximalist approach looks ugly to me - it interrupts the flow of Shakespeare's lines. However, if the reader doesn't get the puns, then the whole article is useless. Please take a look and let me know if I need more (or less) explanation. - Ray Eston Smith Jr --170.68.254.247 18:17, 1 March 2007 (UTC)

title: User talk:JustinLillich


text: Template:Courses in French - Table - Float Right


text:
Learning the basics of French

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |

Français I

Allons-y !
 * style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Français I
"Français I" is a course in the French Department. In this beginning course, students are introduced to simple vocabulary, elementary grammatical structures, and the present and past tenses of regular verbs. Students practice the fundamentals of the language through listening, repetition, reading and writing French. An understanding of French culture is initiated.

Feel free to add yourself to the list of participants.

You may also find it helpful to use the French wikibook in conjunction with this course.

La France
 * rowspan="2" style="width: 40%; background-color: #efefff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

The French Republic or France (French: République française or France) is a country whose metropolitan territory is located in Western Europe and that also comprises a collection of overseas islands and territories located in North America, the Caribbean, South America, the Indian Ocean, the Pacific Ocean, and Antarctica.

The French Republic is a democracy which is organised as a unitary semi-presidential republic. It has the seventh-largest economy in the world. Its main ideals are expressed in the Declaration of the Rights of Man and the Citizen. France is one of the founding members of the European Union, and has the largest land area of all members. France is also a founding member of the United Nations, and a member of La Francophonie, the G8, and the Latin Union. It is one of the five permanent members of the United Nations Security Council wielding veto power, and it is also one of eight acknowledged nuclear powers.

With almost 75 million foreign tourists each year, France is also the most popular international tourist destination in the world.
 * style="width: 60%; background-color: Cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: Cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Lessons

 * Leçon 1 :  Introducing Yourself
 * Leçon 2 : Au restaurant
 * Leçon 3 : Simple Grammar Rules
 * Leçon 4 : Learn the tenses

 * }

title: Learning the basics of French


text:
Talk:Operations management

http://www.bcit.ca/study/programs/6900diplt

title: Talk:Operations management


text:
School talk:Psychology/Psy 3045

To do list/suggested topics
Forgive my biopsychology bias in this :-). I don't know what the suggested topics are for "Research Methods" though, I can imagine some proposed overlap, but of course, this is open to revision.

- fMRI (minor section on PET)

- EEG/MEG

- lesion studies

- TMS

- Electrostimulation

- Electrode recordings

Super brockie 00:15, 28 December 2006 (UTC)

title: School talk:Psychology/Psy 3045


text:
User:Elatanatari~enwikiversity/draft1

=Under Construction This Week= {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #fffff0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |

Français I

 * style="width: 55%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |
 * style="width: 55%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Lessons in Français I
"Français I" is a course in the French Department. In this Begining course, students are introduced to simple vocabulary, elementary grammatical structures, and the present and past tenses of regular verbs. Students practice the fundamentals of the language through listening, repitition, reading and writing French. An understanding of French culture is intiated.

La France
 * Lesson #1Introducing Yourself
 * style="width: 40%; background-color: #efefff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |

The French Republic or France (French: République française or France) is a country whose metropolitan territory is located in Western Europe and that also comprises a collection of overseas islands and territories located in North America, the Caribbean, South America, the Indian Ocean, the Pacific Ocean, and Antarctica. The French Republic is a democracy which is organised as a unitary semi-presidential republic. It has the seventh-largest economy in the world. Its main ideals are expressed in the Declaration of the Rights of Man and the Citizen. France is one of the founding members of the European Union, and has the largest land area of all members. France is also a founding member of the United Nations, and a member of La Francophonie, the G8, and the Latin Union. It is one of the five permanent members of the United Nations Security Council wielding veto power, and it is also one of eight acknowledged nuclear powers. With almost 75 million foreign tourists each year, France is also the most popular international tourist destination in the world.

 * }

title: User:Elatanatari~enwikiversity/draft1


text:
Learning the Basics of French/Lesson:Introducing Yourself/1

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |

Dialogue
Sofia, a Spaniard, has just met Michel :

Michel: [[Media:Fr-bonjour-2.ogg|Bonjour]], [[Media:Fr-Je m' appelle.oga|je m'appelle]] Michel. Comment vous appelez-vous ?

Sofía: Bonjour, Michel. Je m'appelle Sofía. Comment ça s'écrit, 'Michel' ?

Michel: Ça s'écrit M-I-C-H-E-L. Comment allez-vous ?

Sofía: Comme-ci comme-ça. Et vous ?

Michel: Très bien, [[Media:Fr-Merci.oga|merci]].

Sofía: Bien ! À demain, Michel.

Michel: À demain !

Translation:

Michel: Bonjour, je m'appelle Michel. Comment vous appelez-vous ? Hello, my name is Michel. What is your name?

Sofía: Bonjour, Michel. Je m'appelle Sofía. Comment ça s'écrit, 'Michel' ? Hello, Michel. My name is Sofía. How is your name written, 'Michel' ?

Michel: Ça s'écrit M-I-C-H-E-L. Comment allez-vous ? It is written M-I-C-H-E-L. How are you?

Sofía: Comme-ci comme-ça. Et vous ? So-so. What about you?

Michel: Très bien, merci. Very good, thanks.

Sofía: Bien ! À demain, Michel. Well, see you tomorrow, Michel.

Michel: À demain ! See you tomorrow!

Vocabulary
/Exercises>>

Normal letters
In French, there are 26 normal letters and some symbols are used to change the sound of the letter. Those are mostly accents, and a cedilla.

The accents
Continuons!
 * }


text:
User:Markmayhew

I'm interested in wikis, more specifically, I'm interested in how businesses are utilizing them. If you want to contact me via email, my address is [markjmayhew@yahoo.com]

title: User:Markmayhew


text: User talk:Engel47

title: User talk:Engel47


text:
User:Engel47

Engel47 - Into animal welfare and 3D Graphics with heavy emphasis on Poser (versions 5, 6 and 7)

Engel47 04:59, 28 December 2006 (UTC)Angela

title: User:Engel47


text: User talk:DoctorGG

title: User talk:DoctorGG


text: Template:Courses in French - Table - Float Right v2


text:
Talk:Learning the basics of French

Vidéo scène
Each leçon should open with a vidèo scène of which the dialogue is a transcript.--Elatanatari 18:05, 11 February 2007 (UTC)

Order
Tu or Vous first?--Elatanatari 00:13, 19 January 2007 (UTC)

Hands-on learning?
How can we make this content more interactive/hands-on? It is terribly similar to content at Wikibooks right now. We really need to resurrect it to a Wikiversity level. The Jade Knight 02:59, 28 February 2007 (UTC)

 * I agree.Elatanatari 21:52, 2 March 2007 (UTC)

 * Learning by doing and Learning to learn a wiki way may be excellent resources to help get us started. The Jade Knight 01:11, 4 March 2007 (UTC)

 * It's a bit strange having a beginner's course in a University. They do exist, but most University French students are studying translation, business French, French literature and so on. Why not begin with that? 86.131.31.11 03:37, 18 March 2007 (UTC)

 * This isn't terribly different from the French that is taught at my university. Literature isn't really taught until the fourth semester.  However, we do need more "hands-on" material, and we certainly could use some stuff designed for more advanced students.  Would you like to register and help out?  The Jade Knight 04:31, 18 March 2007 (UTC)

 * Hello, I agree with the majority, but in that case I suppose we have to know what do you exactly mean by << a Wikiversity level >>. I mean, what sort of course(s) do you expect ? Translation ? French Civilization ? And I have a question. For example, in France, at university, when you're studying English, courses are written in English. Is it the same in the U.S, U.K etc for people who are studying French ? Courses are written in French ? Poulpette15:25, 18 April 2007 (UTC)

 * It depends on the course. There are "immersion" courses that are taught entirely in French - i.e., the professor speaks French throughout lectures and the books, course materials, etc. are entirely in French. There are also translation (literature) and professional (business) courses. Typically the immersion courses have a video portion with an accompanying dialogue (actually, not a dialogue per se, as there are generally more than 2 characters). Obviously it would be a difficult task to produce GFDL videos for use in the Wikiversity courses. It might be easier to produce audio-only materials, with an accompanying dialogue... but videos would be better. Unlike science courses, language courses cannot rely solely on visual learning (i.e. text and images). Well, they can, but they'd be pretty lousy if they did. In any case, someone needs to take up this project and invest a great deal of time in it. 96.237.70.29 23:26, 30 March 2008 (UTC)

 * At the moment, Wikipedia offers far more materials for learning French than Wikiversity does. One might start there, and move useful materials here. Grammar lessons are certainly a part of any good French education, and Wikipedia has plenty of those. Oh yeah, and Wiktionary - that's a good resource as well. 96.237.70.29 23:30, 30 March 2008 (UTC)

What is the difference: "Learning the basics of French" in Wikiversity and the French course in Wikibooks??
Could somebody explain me what is the difference between "Learning the basics of French" in Wikiversity and the French course in Wikibooks?? Thank you for an answer. -- 84.132.118.54 18:03, 30 August 2008 (UTC)
 * Right now there's little difference. The goal is to make Wikiversity a lot more interactive than Wikibooks, however.  Do you have any suggestions?  The Jade Knight 09:09, 3 September 2008 (UTC)
 * I guess the IP meant this: French ?
 * Well we can do actually anything here, e.g. create quizzes, create audio/video files (which we then upload to commons so all projects can use them), bring people to the French language department at the French-language Wikiversity: fr:Département:Français langue étrangère, tell people that there exists the French Wikiversity chat: fr:Wikiversité:IRC #wikiversity-fr - click here to go there now, ...Erkan Yilmaz uses the Chat (try) 14:28, 6 September 2008 (UTC)

Participants
Why is this using a different list of participants than the French stream? What is the purpose of the participants list here? The Jade Knight (d'viser) 06:35, 21 November 2008 (UTC)

Orphan
Learning the basics of French/Simple grammar rules --Sigma 7 06:04, 2 February 2009 (UTC)

Cleanup - title capitalization
I noticed a capitalization difference between some pages, making it difficult to properly place Learning the basics of French/Introducing yourself/Exercises from it's original name Learning the Basics of French/Lesson:Introducing Yourself/Exercises. Since there appeared to be capitalization changed going in both directions, I think we should at least agree on a naming standard for this resource set. --Sigma 7 20:59, 5 February 2009 (UTC)

title: Talk:Learning the basics of French


text:
Template:SBTDS:Thumbnail Storyboard:Mukesh Tiwari

Thumbnail Storyboard by Mukesh Tiwari Mumbai, India

(1)
Looking at poster.

Dolly in

Boy: "That was a great movie..."

(2)
Cut to

Boy (continued):"but I do not understand one thing."

(3)
Cut to the Old Person looking towards the camera

Old Person: What's that?

(4)
Cut to

Boy: "How can anyone be seduced by the Dark Side?"

(5)
Cut to

The old person thinks for a while.

Old Person: "What computer do you have at home?"

(6)

Boy (eagerly): "A Macintosh!"

(7)

Old Person: "But what computer does your father use at work?"

(8)

The boy thinks for a moment.

Boy (amazed and excited): "Seduced by the Dark Side!"

(9)

The Old Person smiles.

(10)

Old Person and the Young Person walk toward home together.

The End


text:
Futures studies

School of Futures Studies

Futures studies reflects on how today’s changes (or the lack thereof) become tomorrow’s reality. It includes attempts to analyze the sources, patterns, and causes of change and stability in order to develop foresight and to map alternative futures. The subjects and methods of futures studies include possible, probable and desirable variation or alternative transformations of the present, both social and “natural” (i.e. independent of human impact). A broad field of enquiry, futures studies explores and represents what the present could become from multiple interdisciplinary perspectives.

Futures studies takes as one of its important attributes (epistemological starting points) the on-going effort to analyze images of the future and distinguish possible, probable and preferred (normative) futures. This effort includes collecting quantitative and qualitative data about the possibility, probability and desirability of change toward the emergence of alternative futures. Like historical studies that try to explain what happened in the past and why, the efforts of futures studies try to understand the latent potential of the present. This requires the development of theories of present conditions and how conditions might change. For this task, futures studies, as it is generally undertaken, uses a wide range of theoretical models and practical methods, many of which come from other academic disciplines (including economics, sociology, geography, history, engineering, mathematics, psychology, technology,tourism, physics, biology, astronomy, and theology).

Two factors usually distinguish futures studies from the research conducted by these other disciplines (although all disciplines overlap, to differing degrees):

 * 1) futures studies often examines not only probable but also possible and preferable futures
 * 2) futures studies typically attempts to gain a holistic or systemic view based on insights from a range of different disciplines.

Courses/Projects

 * Futures Studies
 * Lunar Boom Town

Intended

 * FS 102 Literature of Futures Studies
 * FS 222 Methodologies in Futures Studies
 * FS 333 Psychology in Futures Studies
 * FS 334 Sociology in Futures Studies
 * FS 339 Systems Science in Futures Studies
 * FS 399 Futurism in Business and Marketing
 * FS 410 The Future of Media
 * FS 411 The Future of Technology
 * FS 412 The Future of the Internet
 * FS 413 The Future of Politics
 * FS 414 The Future of Pedagogy
 * FS 415 The Future of Humanity
 * FS 416 The Future of Space Exploration
 * FS 417 The Future of Energy
 * FS 444 Applied Futurism

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed).
 * Geir Høydalsvik
 * 9xavier9
 * John Smart
 * Nguyen Vo Minh Hung

School news

 * December 27, 2006 - School founded!

Individuals of interest

 * Jim Dator
 * etoptim
 * Tharikrish
 * 9xavier9

title: Futures studies


text:
Islam/Qur'an/Word of God

Goals
This is a project that aims to collect scientific evidences to the claim that the Qur'an is the word of God or that it is the most probable to be so among any other book that their followers claim it to be the word of God.

Areas of Research
Find evidence to what is unique about the Qur'an among other books, like:

1. The Qur'an explicitly provides a falsifiable test for this claim--it literally challenges all humanity to come with a book like itself or even one chapter of which. Any work that can stand such a test should include all the following features as well.

2. The Qur'an explicitly claims itself to be the word of God.

3. The Qur'an speaks as God in the first person.

4. The miracle of the strength and beauty of the language that challenged the pioneers of poetry and prose at the time to produce one verse of its like and they never tried and they either converted on the spot or resisted with violence.

5. No other person in history or in contemporary times we know as much authentic info about his life like Muhammad, the prophet who proclaimed the Qur'an (review "History of God" for Karen Armstrong)

6. The Qur'an is authentic and has not gone through the slightest change. Prove to this is available from Western Orientalists who failed to prove otherwise despite their desperate efforts (research Orientalists and Qur'an).

7. The Qur'an provides a system of laws and moral codes for both the individual and the state. It discusses the economy, government system, foreign policies, education, judicial system, family relations...etc.

8. Those systems were effective and actually succeeded to be the constitution for the the fastest expanding and the largest political entity on earth--the Islamic state, a state that made one of the largest contribution to humanity, especially in terms of science, a state that had its majority and leadership mostly of non-Arabs (review Western accounts of the history of Islam, such as Oxford history of Islam).

9. The Qur'an contains various explicit bold prophecies that were fulfilled during the life of Muhammad and later on (the collapse of the Farisi empire in few years, the Jews taking over Al-Aqsa mosque...etc)

10. The Qur'an contains numerous explicit scientific references that many were discovered just lately. Some of which, like embryology ones were adopted by Western scientists and included in text books. Review "Qur'an, the Bible and Science", "The Amazing Qur'an" for Gary Miller and Harun Yahwa works as a start.

11. Many mathematical wonders (number of verses and words...etc) that were discovered lately after the Qur'an was indexed on computers.

12. The only book that such a large number of people (1.4 billion so far) unanimously agree that it is the literal word of God with no dispute on one letter.

13. The proclaimer of the book is evidently illiterate.

14. The only book that literally does claim that it itself is the evidence to the prophecy of the proclaimer and truth of its message.

You are welcome to suggest more evidence or suggest an idea that needs a rebuttal. The work should consider English sources as a higher priority, otherwise, consider an authentic translation.

title: Islam/Qur'an/Word of God


text: User:SlakaJ

title: User:SlakaJ


text:
User talk:Zeus 25

Welcome to Wikiversity, beware, at the moment there is a vandal going wild and being extremely abusive, so be careful. Student Galaxy 21:17, 28 December 2006 (UTC)

title: User talk:Zeus 25


text:
Template:French box

style="background:#f7f7ff; border:10px solid lavender; " rules="all" ! style="background-color: lavender; height:50px; text-align:center" colspan="" | French •  •

Examples

 * Stanadrd audio name, audio uploaded:

 * Standard audio name, no audio uploaded:

 * Multiple audio files:

title: Template:French box


text:
User:Elatanatari~enwikiversity/draft2

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |

Dialogue
Sofia and Michel meet eachother before lunch:

Michel: Bonjour, comment ça va.

Sofía: Ça va bien, et toi?

Michel: Ça va.

Sofía: Veux-tu aller au café?

Michel: Très bien, merci.

Sofía: Bien! À demain, Michel.

Michel: À demain!

Basic Verbs & Conjugations
This section will focus on a selection of useful and important French verbs and how to conjugate them in the present tense.

In terms of pronunciation, it is important to note that in French, one says "ay" (as in the "ei" of weigh) for the ending "-er.'>

Aimer -> to like, to love Manger -> to eat Jouer -> to play Regarder -> to watch

All four of those verbs are regular "er" verbs. That is, the ending is -er. The root verb is therefore the word minus the -er. So for aimer, the root is aim-. Regular "er" verbs are conjugated as follows:

Je root + '-e' Tu root + '-es' Il/elle/on -root + 'e' Nous root + '-ons' * Vous root + '-ez' Ils/elles root + -'ent'

 * The exception is with a verb like manger. Because the root is mang-, to maintain the soft "g", the nous form is conjugated: Nous mangeons.

Try this exercise!

Directions: Try to conjugate the following verbs.

1. Je (aimer) l'hiver. (I like winter) 2. Vous (regarder) les films souvent. (You watch films often) 3. Nous (manger) des frites. (We eat fries or We're eating fries) 4. Tu (jouer) au foot. (You play soccer) 5. Il (aimer) son prof. (He likes his teacher) 6. Elles (manger) de la glace. (They eat ice cream or They're eating ice cream)

Ready for the answers? They will appear at the bottom of the page.

A suivre! (To be continued!)

1. aime 2. regardez 3. mangeons 4. joues 5. aime 6. mangent

title: User:Elatanatari~enwikiversity/draft2


text:
User:Elatanatari~enwikiversity/draft3

/archive

title: User:Elatanatari~enwikiversity/draft3


text:
Apostles' Creed

The Apostles' Creed is the second most widespread Christian statement of faith after the Nicene Creed.

It is widely used by a number of Christian denominations for both liturgical and catechetical purposes, most visibly by liturgical Churches of Western tradition, including the Latin Rite of the Roman Catholic Church, Lutheranism, the Anglican Communion, and Western Orthodoxy. It is also used by evangelical Protestant denominations such as Presbyterians, Methodists, Congregationalists and many Baptists. It is not used by Southern Baptists, who consider themselves a "non-creedal" church.

Note that the Apostles' Creed is not the same as the Nicene Creed.

History
The origins of the Creed are lost. The earliest appearance in its current form was in Latin, in the De singulis libris canonicis scarapsus ("Concerning the Single Canonical Book Scarapsus") of St. Priminius (Migne, Patrologia Latina 89, 1029 ff.), written between 710-724. This puts it 400 years after the Nicene Creed was created, so the possibility of this influencing it cannot be ruled out. In the Catholic church the apostles' creed was superseded by the Nicene Creed as a statement of core belief.

Text
The apostles' creed, using the translation in the Official Catechisms of the Catholic Church.

I believe in God, the Father almighty, creator of heaven and earth. I believe in Jesus Christ, his only Son, our Lord. He was conceived by the power of the Holy Spirit and born of the Virgin Mary. He suffered under Pontius Pilate, was crucified, died, and was buried. He descended into hell. On the third day he rose again. He ascended into heaven and is seated at the right hand of the Father. He will come again to judge the living and the dead. I believe in the Holy Spirit, the holy catholic Church, the communion of saints, the forgiveness of sins, the resurrection of the body, and the life everlasting. Amen.

title: Apostles' Creed


text:
User:Seeva

I am a doctor of Internal Medicine, My special interest is Pulmonary and Critical Care.

title: User:Seeva


text:
WikiU Film School Point System

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Wikiversity Film School Point System
 * style="width:60%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Editing Workshops from the Star Movie Shop

 * Disks available on loan
 * Now that the Star Movie Shop no longer sells these disks to the public, your instructor can loan you these disks once you have enough points (which means once you have completed the previous lessons.)

 * "Follow Dave" Editing Workshop CD
 * This disk is a complete introduction to editing a dramatic scene. This editing workshop disk was created 10 years ago so it works on older computers.  The introductory movie explains all the theory of dramatic film editing in just 11 minutes.  This disk is aimed at high school students so it is a bit dorky.

 * "24 Unedited Scenes" DVD-Data disk
 * This disk contains 24 unedited dramatic scenes from old and forgotten television dramas. The dailies are QuickTime movies which are 320 by 240 pixels at 24 frames per second.  Half of the scenes on the disk are interesting.   This disk is for film majors who need additional film editing practice.  Also, this disk is for film students who want to see what happens during the filming of a dramatic scene.  Download these two additional supplemental instruction pages for two of the scenes. [[Media:Supplemental Instructions for editing Taking Notes scene.pdf | Taking Notes]] - 1.0 MB & [[Media:Supplemental Instructions for editing Morning Coffee scene.pdf | Morning Coffee]] - 0.5 MB (pdf)

 * "Hearing Voices"
 * A DVD-Video disk editing workshop containing short scene good for editing class demonstrations. Full size DV footage.

 * "Fireworks Display"
 * A DVD-Video disk editing workshop which covers all of the theory of "L-Cuts". This is extremely educational but a bit boring.

 * "Home Wrecker"
 * This is a technology demonstration which is used in the film scoring class. It has a really boring scene which needs music to explain what is happening and to make the scene come alive.

 * "Green Tea Smoothie
 * Two practice scenes in film scoring.

The loan system

 * Disks available for loan
 * Once you have earned enough points, I can loan you copies of their disks. After one month, you must return the disks. (Note: None of the disks is copy protected.)

 * The exception : For students in countries which require registered mail, I will send you a couple disks at a time therefore you have more time to complete the assignments.

 * Students, before I send you the necessary disks:

 * 1. You must convince me that you are serious about learning film making, film editing, or film scoring.  (Earning lots of points helps tremendously.)

 * 2. You promise to return the disk in one month.

 * This is only a loan!!!!

 * }

title: WikiU Film School Point System


text:
User:EricPrice

Education

 * Bachelor's Degree in Computer Information Systems
 * Master's Degree in Computer Information Systems
 * Currently studying toward a Master's Degree in Business Administration (12 of 36 hours completed)

Work History

 * 9 years as Network Manager for 175 node American manufacturing company, supporting the entire business, including all IT aspects of the business.
 * 2 years as Network Technician, Network Manager, and Service Manager for a local reseller, providing support for a variety of business sizes and types.
 * 4 years in the US Navy (honorably discharged as a Petty Officer 2nd class)

title: User:EricPrice


text:
Talk:Network math

Placement
This is an important subject, but I dont think it needs to be in the first topic, as it really only becomes pertinent when you start discussing routing. Can we move this stub to a secondary topic? EricPrice 05:11, 29 December 2006 (UTC)

title: Talk:Network math


text:
User:Ciprian

 * Ciprian,

 * Please tell us about yourself.

title: User:Ciprian


text:
Paleontology/Introduction/Geological structures of fossiliferrous bearing material

Before we can find fossils, we need to know if a rock strata can be able to contain fossils. This is because not all rock contain fossils, those from Volcanoes and divergent tectonic plates (like in Iceland) are less likely to contain fossils because of the way they are formed. A basic understanding of Earths processes can be found here. Smithsonian Institution: Introduction to Earths processes

Types of fossil bearing rocks.
The most likely rock to find fossils would be in (Sedimentary rock), and for these there are three types we are concerned with. The first is called Clastic rock  which is made up of sand based material like sandstone, shale, conglomerate etc. The second rock are called Biogenic such as the Small shelly fossil, as they are formed from the animals themselves, they include coal, limestone etc, and similar secondary rock such as marble which is metamorphasized limestone. The last is Evaporates, phosphate rocks and nodule type rocks, these usually percipitate out of the ground, from evaporated water bodies such as salt lakes and are known as massive or nodular deposits as they are a very concentrated material.

Minerals for fossilization
Organic material of all kingdoms of life are usually replaced mainly by phosphates and smaller amounts of other minerals. In this process, fossils that contain hard parts (shell, bone etc) are readily preserved as the salts and phosphates reduce or kill bacterial and other concentrations that destroy skeletal or exoskeletal organic matter. But in soft boddied organisms without a skeletal frame (like jellyfish, worms etc) are preserved in exceptional circumstances. The salts and phosphates can also destroy the softer tissue allong with bacteria.

These deposits are usually formed in low lying areas where sedimentary material can accumulate, and in doing so making the depression shollower. These can encompass water and land bodies, so long as there is a depression where sediment can accumulate and minimal erosion does occurs. Some examples are subterranian caves, trenches, lakes, cratons and the like. (Philips 2003 pp.31-35, McGeary and Plummer (1994) pp.267-283)

Sedimentary rock formation.
For the main topic see Sedimentary rocks

The build up of sedimentary formations is the results of compaction or lithificationof debre from eroded geographical formations, organic precipitates and the compacetion of other material. Sedimentary formations can be composed of Igneous rocks, other sedimentary rocks, or metamorphic rocks, which is an altered state of igneous, sedimentary or other metamorphic rocks, caused by pressure and or heat.

All three rock classifications belong to a cycle called the Rock Cycle with no begining and no end, but all rock is continously changed and altered depending unpon the conditions it is currently in. Sediment accumulates (lithifications) to form sedimentary rock strata. As new layers form on top of older layers, the older material is compacted the spaces between the grains is reduced. There can either be with or without cementation. The accumulation causes a rise in ground level, so an increase in the crustal thickness of the local deposit area, which would cause a lowering of the crust into the mantle to form a state of isostatic adjustment.

There are four types of sedimentary rock.
 * 1.Terrigenous that have a clastic structure.
 * 2.Chemical/biochemical as in Salts of halite and gypsum
 * 3.Organic rock like Coal
 * 4.Ironstones or the Banded iron formation, caused by oxidation.

Readings

 * Theme Study A, Coastal Sediment (Sites 1-3)by C.Grant
 * Sedimentary processes and rocks Australian Museum Online
 * Georgia Perimeter College, Clarkston Campus, Clarkston, GA by Pamela J. W. Gore with images of various rock types]

Distribution of fossil bearing rock strata.

All continents and some islands like Crete, Greenland, New Zealand bare rock of a sedimentary kind, but not all of these areas have fossil formations within the sedimentation. A list of fossil localities as indicated in the List of fossil sites article on wikipedia.

A majority of these rock formations are shale, sandstone and limestone. But many more less common rock formations do occure such as conglomerates and breccia (McGeary and Plummer).

Reading material

 * EVIDENCE IN STONE: THE SEDIMENTARY ROCK RECORD by Rick Miller of the San Diego State University
 * Sedimentary Rocks by Dr. Pamela Gore of the Georgia Perimeter College
 * Experiment in sedimentary rock by S. Olesik, WOW Project, Ohio State University
 * Sedimentary processes and rocks from the Australian Museum


text: Japanese I/Vocabulary/Nouns 1

title: Japanese I/Vocabulary/Nouns 1


text:
Japanese I/Vocabulary/Numbers

 * ichi（いち / 一） - one
 * ni（に / 二） - two
 * san（さん / 三） - three
 * shi, yon（し、よん / 四） - four
 * go（ご / 五） - five
 * roku（ろく / 六） - six
 * shichi, nana（しち、なな / 七） - seven
 * hachi（はち / 八） - eight
 * kyuu, ku（きゅう、く / 九） - nine
 * jyu（じゅう / 十） - ten
 * jyu ichi（じゅういち / 十一） - eleven
 * jyu ni（じゅうに / 十二） - twelve
 * jyu San - thirteen
 * Jyu yon - fourteen
 * Jyu go - fifteen
 * Jyu roku - sixteen
 * Jyu shichi / nana - seventeen
 * Jyu hachi - eighteen
 * Jyu kyuu - ninteen
 * ni juu（にじゅう / 二十） - twenty
 * san juu（さんじゅう / 三十） - thirty
 * hyaku（ひゃく / 百） - hundred
 * sen, chi（せん、ち / 千） - thousand
 * hitori（ひとり / 一人） - one (person)
 * futari（ふたり / 二人） - two (people)
 * san nin（さんにん / 三人） - three (people)

title: Japanese I/Vocabulary/Numbers


text:
Japanese I/Vocabulary/Verbs 1

To be

 * desu（です） - akai desu（赤いです） - it is red（complement）
 * arimasu（あります） - koko ni arimasu（ここにあります） - it is here（inanimate existence）
 * imasu（います） - koko ni imasu（ここにいます） - he is here（animate existence）

Basic verbs
Kanji is not commonly used for the verb below

Kanji is not commonly used for the verb below

title: Japanese I/Vocabulary/Verbs 1


text:
Paleontology/Introduction/References

 * Guide to Fossils 2003, by Philip's, Octopus Publishing Group Ltd, London. ISBN 0-540-08374-7.

 * McGeary. D and Plummer.C.C (1994), Physicla Geology Earthe revealed, Wm . C. Brown Publishers, Dubuque. ISBN 0-697-12687-0.

title: Paleontology/Introduction/References


text:
Japanese I/Vocabulary

Basic Japanese Vocabulary

 * Intro
 * Nouns 1
 * Verbs 1
 * Adjectives 1
 * Numbers 1
 * Time
 * Case Markers
 * Postpositions
 * Question Words

title: Japanese I/Vocabulary


text:
Japanese I/Vocabulary/Intro

 * konnichiwa（こんにちは） - hello, good day (often, this phrase is used in the context of good afternoon)
 * moshimoshi (もしもし) - hello (informal)
 * ohayo（おはよう) - Good morning, (informal)
 * ohayo gozaimasu（おはようございます） - Good morning, (formal)
 * konbanwa（こんばんは） - good evening
 * hai（はい）, ee（ええ） - yes
 * iie（いいえ） - no
 * doumo arigato（どうもありがとう） - thank you
 * douzo（どうぞ） - please, go ahead
 * gomen nasai（ごめんなさい） - sorry
 * sumimasen (すみません) - sorry or excuse me
 * Daijōbu desuyo (大丈夫ですよ) - don't worry
 * sayonara（さようなら） - goodbye
 * oyasuminasai (おやすみなさい) - good night
 * onegaishimasu (おねがいします) - please
 * Okaerinasai (おかえりなさい) - welcome back

title: Japanese I/Vocabulary/Intro


text:
Japanese I/Vocabulary/Adjectives 1

 * chiisai（ちいさい / 小さい） - small
 * ookii（おおきい / 大きい） - large
 * samui（さむい / 寒い） - cold
 * atsui（あつい / 熱い / 暑い） - hot
 * ii, yoi（いい、よい / 良い） - good
 * warui（わるい / 悪い） - bad
 * atarashii（あたらしい / 新しい） - new
 * furui（ふるい / 古い） - old
 * yasashii（やさしい / 易しい） - easy
 * muzukashii（むずかしい / 難しい） - difficult
 * oishii（おいしい） - delicious
 * mazui（まずい） - awful (taste)
 * takai（たかい / 高い） - high, expensive
 * yasui（やすい / 安い） - cheap
 * hikui（ひくい / 低い） - low
 * hiroi（ひろい / 広い） - wide
 * semai（せまい / 狭い） - narrow
 * nagai（ながい / 長い） - long
 * mijikai（みじかい / 短い） - short
 * omoshiroi（おもしろい / 面白い） - interesting, amusing
 * ureshii（うれしい / 嬉しい） - happy
 * kanashii（かなしい / 悲しい） - sad
 * sabishii,samishii（さびしい、さみしい / 寂しい、淋しい） - sad, lonely
 * tsumaranai（つまらない） - boring

title: Japanese I/Vocabulary/Adjectives 1


text:
Japanese I/Vocabulary/Time

 * ima（いま / 今） - now
 * asa（あさ / 朝） - morning
 * yoru（よる / 夜） - night
 * kyou（きょう / 今日） - today
 * kinou（きのう / 昨日） - yesterday
 * ashita（あした / 明日） - tomorrow
 * senshu（せんしゅう / 先週） - last week
 * konshu（こんしゅう / 今週） - this week
 * raishu（らいしゅう / 来週） - next week

title: Japanese I/Vocabulary/Time


text:
Japanese I/Vocabulary/Question words

 * dare, donata（だれ / 誰、どなた）- who
 * dare no（だれの / 誰の）- whose
 * docchi, dore（どっち、どれ）- which
 * dochira（どちら）- which one (of two)
 * doko（どこ）- where
 * dou（どう）- how
 * doushite, naze（どうして、なぜ）- why
 * itsu（いつ）- when
 * ikaga（いかが）- how about
 * ikura（いくら）- how much
 * ikutsu（いくつ）- how many
 * nan, nani（なん、なに / 何）- what
 * nanji（なんじ / 何時）- what time
 * nan nin（なんにん / 何人）- how many people
 * donna（どんな）- what kind of
 * dono kurai（どのくらい）- how long
 * dare ni（誰に）- to whom
 * nani to（何と）- with what

title: Japanese I/Vocabulary/Question words


text:
Japanese I/Vocabulary/Case Markers

These are to be placed after a word to indicate case.

 * wa（は） - topic marker
 * ga（が） - subject
 * (w)o（を） - direct object
 * mo（も） - "also" (substitutes for wa, ga, or wo)
 * no（の） - possessive (reverse "of"), question mark (plain)
 * na（な） - marks an adjective
 * de（で） - "by means of", "in"/"at" for actions
 * ni（に） - indirect object, "in"/"at" for existence
 * to（と） - "and", object of "say" or "think"
 * ya（や） - "and" for a list
 * (h)e（へ） - destination "to"
 * ka（か） - question mark (polite)

title: Japanese I/Vocabulary/Case Markers


text:
Japanese I/Vocabulary/Postpositions

 * made（まで） - as far as
 * kara（から） - from, because
 * demo（でも） - but
 * moshi（もし） - if

The following are used as nouns, such as in "hako no naka ni" - inside the box.
 * ue（うえ / 上） - above, on top of
 * shita（した / 下） - under
 * mae（まえ / 前） - in front of
 * ushiro（うしろ / 後） - behind
 * hidari（ひだり / 左） - left
 * migi（みぎ / 右） - right
 * naka（なか / 中） - inside
 * soto（そと / 外） - outside
 * soba（そば / 側） - near

title: Japanese I/Vocabulary/Postpositions


text:
Template:Film School:Script Writing Course:Completed Assignments

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Completed homework assignments - Script writing and filmmaking for high school drama departments
 * style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Script writing for high school drama departments - 100 possible points

{| border=0 cellspacing=0 cellpadding=5|| style="width:100%"
 * bgcolor=Cornsilk | [[Image:Film school script page Romeo Juliet el al.png|180px]]
 * bgcolor=Cornsilk |

[[Media:Film School Movie Script Romeo Juliet et al.pdf|Juliet without Romeo]]

 * This is a six-minute motion picture script for high school drama departments to film using the same stage set, lights, costumes and props as Shakespeare's Romeo and Juliet.

 * [[Media:Film School Movie Script Romeo Juliet et al.pdf|Juliet without Romeo]] (pdf) was written by Robert Purser. This script is public domain and can be used by high schools for creating a short motion picture to supplement their stage production of Romeo and Juliet.  (10 August 2007) 15 points.

 * Instructor's notes :
 * This script is slightly moronic, lewd, and crude therefore kids will enjoy it.

 * }

 * }


text:
Perl/Installing on *Nix Systems

Installing for Beginners
In almost all cases, Perl comes as an installable package or already pre-installed on most modern Unix variants. You simply have to choose the appropriate version and use the built-in tools that come with your Unix variant to add Perl to your system.

Advanced Installation
For advanced installation, you must first obtain the Perl source code. Perl sources comes with a powerful tool called configure, which uses simple shellscripts and small c programs to determine what is installed on the target system, so it can build a proper Perl executable. A C compiler is necessary for compilation from sources.

The following

run from a command shell would run the configure program and then the make facility to build the binary.

A would require root priviledge, but would install the binaries in a directory where all users could access the program.

Recommended Resources
Main Perl Site

title: Perl/Installing on *Nix Systems


text:
Tourism/Management

One of the biggest milestones in Tourism Management is the self management and location of the hotels you actually choose. Today's world is dominated with travel, tourism being the largest industry, however most travelers don't think about accommodation that much! But everybody who enjoys travel should. These are five rules who should help you decide what's important in hotel planning:

There are however many other deciding factors in planning your travel.
 * Location
 * Budget
 * Star (s)
 * Amenities
 * Brandnames or independent.

title: Tourism/Management


text:
Wikiversity talk:Custodians notice board

When did this start up? Isn't this a violation of the shrine policy?--Rayc 04:25, 31 December 2006 (UTC)
 * I'm a little confused myself. Maybe the user who created this can shed some light. sebmol ? 21:43, 31 December 2006 (UTC)

 * I started this page with help from . JWSchmidt, who turned it into a project page. Wikipedia has a page witht the same function, and as wikiversity expands rapidly, we will need one.

Student Galaxy 23:37, 31 December 2006 (UTC)
 * Thanks, but could you elaborate and describe its purpose and the functions that it will serve? -- J.Steinbock 03:51, 7 January 2007 (UTC)
 * As far as I can tell, the original idea was for a "Wikiversity notice board". There are many notice boards on Wikipedia. I'm not sure where the "appeal board" name came from....there was Wikipedia:Board of Appeals. --JWSchmidt 04:17, 7 January 2007 (UTC)


text: File:Favicon.gif

title: File:Favicon.gif


text:
Portal:Pursuing network certification

Welcome to the Wikiversity Center for Network Certification.

The Center for Network Certification is a content development project where participants create, organize, and develop learning resources for network certification.

The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: Topics).

Department news

 * 29 December 2006 - Department founded!

Learning Projects
See: Learning Projects and the Learning model.

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the learning project (learning projects are independent pages in the main namespace) and start writing! We suggest the use of the learning project template (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets – ).

Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource.

Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing.

Select a descriptive name for each learning project.

Major Certifications in Networking
Cisco Certifications

Entry Level Certification
 * CCENT - Cisco Certified Entry Network Technician

Basic Level Certification
 * CCDA - Cisco Certified Design Associate
 * CCNA - Cisco Certified Network Associate
 * CCNA Security - CCNA Security Specialization
 * CCNA Voice - CCNA Voice Specialization
 * CCNA Wireless - CCNA Wireless Specialization

Professional Level Certification
 * CCDP - Cisco Certified Design Professional
 * CCNP - Cisco Certified Network Professional
 * CCSP - Cisco Certified Security Professional
 * CCVP - Cisco Certified Voice Professional
 * CCIP - Cisco Certified Internetwork Professional
 * CC?P - Cisco Certified Wireless Professional (announced)

Expert Level Certification
 * CCDE - Cisco Certified Design Expert
 * CCIE - Cisco Certified Internetwork Expert
 * CCIE Routing & Switching Specialization
 * CCIE Security Specialization
 * CCIE Service Provider Specialization
 * CCIE Storage Networking Specialization
 * CCIE Voice Specialization
 * CCIE Wireless Specialization

There are also Cisco Qualified Specialist (CQS) certifications, for more info on Cisco certifications see: http://cisco.com/web/learning/le3/learning_career_certifications_and_learning_paths_home.html

CompTIA Certifications

 * Network+ Certification
 * A+ Certification

Juniper Certifications
Basic Level
 * JNCIA-IDP - Juniper Networks Certified Internet Associate - Intrusion Detection & Prevention
 * JNCIA-AC  - Juniper Networks Certified Internet Associate - Access Control
 * JNCIA-WX  - Juniper Networks Certified Internet Associate - WAN Acceleration
 * JNCIA-DX  - Juniper Networks Certified Internet Associate - Data Center Acceleration
 * JNCIA-FW  - Juniper Networks Certified Internet Associate - Firewall & IPSec VPN
 * JNCIA-SSL - Juniper Networks Certified Internet Associate - SSL VPN
 * JNCIA-M   - Juniper Networks Certified Internet Associate - M & T Series Routers
 * JNCIA-E   - Juniper Networks Certified Internet Associate - E Series Routers
 * JNCIA-ER  - Juniper Networks Certified Internet Associate - Enterprise Routing

Specialist Level
 * JNCIS-FW  - Juniper Networks Certified Internet Specialist - Firewall & IPSec VPN
 * JNCIS-M   - Juniper Networks Certified Internet Specialist - M & T Series Routers
 * JNCIS-E   - Juniper Networks Certified Internet Specialist - E Series Routers
 * JNCIS-ER  - Juniper Networks Certified Internet Specialist - Enterprise Routing

Professional Level
 * JNCIP-M   - Juniper Networks Certified Internet Professional - M & T Series Routers
 * JNCIP-E   - Juniper Networks Certified Internet Professional - E Series Routers

Expert Level
 * JNCIE-M   - Juniper Networks Certified Internet Expert - M & T Series Routers
 * JNCIE-ER  - Juniper Networks Certified Internet Expert - Enterprise Routing

Nortel Certifications
Professional Level Certifications
 * NCDS - Nortel Certified Design Specialist
 * NCSS - Nortel Certified Support Specialist
 * NCTS - Nortel Certified Technology Specialist

Expert Level Certifications
 * NCDE - Nortel Certified Design Expert
 * NCSE - Nortel Certified Support Expert
 * NCTE - Nortel Certified Technology Expert

Architect Level Certification
 * NCA - Nortel Certified Architect

Suggested Reading

 * Network Plus Certification at WikiBooks
 * Cisco CCNA Certification at WikiBooks

title: Portal:Pursuing network certification


text:
Wikiversity:School and university projects

If you are a professor or teacher at a school or university, we encourage you to use Wikiversity and/or Wikipedia in your class, whether it's preschool, primary, secondary, tertiary, or non-formal.

 * List of projects
 * Outreach materials and introductions for educators

Overview
This page provides suggestions to guide teachers who want to have their students use Wikiversity in conventional brick and mortar classroom-type settings. Wikiversity participation can:
 * advance participant's knowledge;
 * create useful content and learning activities that can be shared around the world.

It is important to consider what your students will contribute here. Wikiversity is an experiment on how to make use of wiki technology to support education. If your project fits within that broad mission then you are welcome to make use of Wikiversity resources for your class.

If you feel you could utilize Wikiversity to facilitate your teaching and your students' learning, please feel free. There are a myriad of ways you can go about doing this, and quite a few ways this has already been done.

Learning management system
One way to utilize Wikiversity in a similar fashion to learning management systems (such as Moodle). Thus, you can use Wikiversity as a portal for your students' learning. For example, you can:
 * create a page for your course
 * post syllabi, assignments, syllabi, quizzes, study guides, readings (presuming they are GFDL compatable), reading lists, links, discussions, and so forth.

Learning by doing
Wikiversity has adopted a "learn by doing" model of education. When your students become editors of Wikiversity webpages they learn by collaborating on course-related projects and their effort will contribute online to a global effort to make all of human knowledge freely available.

Project collaboration
Wikiversity can also be used as a place to collaborate on projects. You and your students can write papers, conduct research, and discuss the subjects being studied and how best to study them.

Personal learning environment
You and your students can create accounts using their real name or a psuedonym and then utilize Wikiversity as their own personal learning environment whilst participating in the course.

Getting started
Wikiversity can be difficult for a newcomer to fathom. The welcome page provides an overview to help participants get started quickly. Most Wikiversity participants will also be helpful in guiding newcomers and explaining how we do things. However, for the sake of your class we strongly suggest that you yourself contribute here and become familiar with Wikiversity before sending your students. Your students will be much less likely to encounter problems here if you can give them appropriate guidance.

Welcoming committee
If you have any questions or need advice - click here to leave a message and someone from wikiversity will contact you and help you get started. Feel free to contact anyone from the welcoming committee (by clicking on talk next to the name) and type a message describing the project that you would like to start here:

 * mikeu (talk) - physical science, astronomy, history of science
 * JWSchmidt (talk) - science, Web 2.0, learning, fiction
 * Erkan Yilmaz (talk), general
 * James Neill (talk), Social sciences
 * , general

Scope
Introduction to Wikiversity covers basic concepts used for hosting education-oriented learning projects. Also see Wikiversity's mission. We work closely with sister projects. If your class activities involve content useful to encyclopedia style articles please see Wikipedia. If your project involves development of content potentially useful in a textbook, you may wish to review Wikibooks. Materials developed here during learning activties are easily ported as appropriate to other Wikimedia Foundation projects. Please have your students do real wiki editing that contributes to the Wikiversity mission of promoting learning. Please do not invent irrelevant or off-topic editing tasks that disrupt Wikiversity.

Practice editing
Practice editing before giving a wiki editing assignment to your students. Register a Wikiversity user account for yourself and spend some time editing. Perhaps you can help develop this survey: Wikimedia experience.

Search
Search for existing activities to determine if there are existing Wikiversity activities applicable to your needs. (see Browse) and use the search box on the top or sidebar. Start a Wikiversity webpage for your planned project and link to it appropriately from applicable portal pages.

Introductions
When you want to start such a project, please briefly describe what you are doing on this page under the "Current projects" heading and please leave a note at the Colloquium page. Please activate your user account's email and leave some contact information on your user page.

Help
Please make use of resources such as the help pages and use the Sandbox for any test or practice edits. If you need help, feel free to ask questions at the Colloquium.

Account names
Please do not create numerical accounts with university or school account numbers. While this may be initially convenient, it is better to use a real name or a pseudonym.

Copyrights
Please keep Copyrights in mind. Not everything on the Web is free for the taking, and even that which is may not be compatible with our licensing. This is true for text, sound files and images (see Uploading files). If your students will be working at Wikiversity by starting from your own course notes and other materials, be sure that you make it clear if it is acceptable to add your personal materials or your school's materials to Wikiversity webpages. Furthermore, check who owns your students' course work. If the owner is your institution, check that you have permission to contribute it under the GFDL license.

Course protection
Note that a course protection policy exists at Wikiversity in order to make sure that course materials can exist in stable state in accordance with your preferences, and so that people who are not running the course cannot disrupt the course. If you want to protect some Wikiversity pages from editing by participants outside of your course, add Template:Protected course to the pages.

Summary report
Once you have finished a project, we would very much appreciate reading a description of the results. This could be on a separate page if it is long, or on this page in the "Past projects" heading.

Original research
Wikiversity is creating guidelines that will allow participants to publish new ideas, discoveries or articles. See our relevant policies, Verifiability, Disclosures, Scholarly ethics, Original research.

Templates
We have a template that can be easily copied and adopted to create a wiki-syllabus for your course-related project on Wikiversity. See: class project boilerplate.

Student orientation
It is important to help 'orient' your students to Wikiversity. Here are some suggested resources:
 * Orientation
 * Help:The original tour for newcomers
 * What is Wikiversity?

Projects
Dozens of courses that are run in schools and universities develop material on Wikiversity, publish their course materials and student research here, or have class collaborations with other Wikiversity users as some of their assignments.

Transcluded from /List of projects/:

Wikibooks

 * Wikibooks:Guidelines for class projects

Wikipedia

 * Classroom assignments on the rise - Wikipedia Signpost (2006)
 * Educational content on Wikipedia - Wikipedia Signpost (2008)
 * Wikipedia:School and university projects
 * Wikipedia:WikiProject Classroom coordination

Wikiversity

 * Brick and mortar collaboration
 * Course outlines
 * Educational wikis
 * Help:101 things to do with your class on Wikiversity
 * Introduction to Wikiversity scholarship
 * Real world schools
 * Syllabus boilerplate - can be used when you start a Wikiversity project page for your course.
 * Wikiversity teachers


text: Category:Astronomy images

title: Category:Astronomy images


text:
Français II

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |

Allons!
 * style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Bienvenu(e)! Having given yourself a substantial grounding in grammar during Francais I, you are now ready to tackle more complex issues surrounding the French language.

French grammar is a beast, but one that can be tamed. The productive student of French will approach grammar with an open and enquiring mind. There are terms that will dazzle and bamboozle, but the aim of this course is to simplify the over-complicated, and sooth the fevered brow of the budding linguist.

Prior Learning
It is useful to consider what you already know, before it is built upon. You now know what a noun, adjective, and verb are, and have seen examples in both English and French.
 * A noun assigns a name to something. Dog, book, fish, happiness, deoxyribonucleic acid.
 * A verb tells us what nouns are doing to themselves and each other. Create, make, draw, hope, design.
 * An adjective tells us what the noun is like. Blue, spherical, unpleasant, frustrated, politically right-wing.

You've also been introduced to the three main french verb families, or conjugations. They have infinitives ending in either -ER, -IR, or -RE. You can conjugate all three families in the Present Indicative tense.

However, unfortunately we all have a past. Therefore, we need to express this linguistically. Student, meet the Perfect Tense.

The French Perfect Tense
First, some basics. The French Perfect Tense, or passé composé, is one of the language's past tenses. It tells us that an action occured in the past, and is now completed.

The 'Perfect' aspect means that the action has been completed and is finished. This is not the tense to use if the action is still occuring in the present day.

Hence, 'j'ai joué au foot' is 'I played football' (but I am no longer).

The Perfect cannot be used for 'I was _____ing' constructions. This nuance of meaning demands another French tense, The Imperfect, which will be covered in subsequent sections.

Normally, the English tenses which will be translated as passé composé are present perfect and preterit. To be totally honest, the preterit should be translated by the passé simple tense but this tense is nowadays almost only used in written French so for now, we will only consider the passé composé tense.

The construction of the French Perfect Tense
The French Perfect combines two elements.

 * An auxiliary which will be conjugated in the present tense and
 * The past participle, which comes from the infinitive form of the verb and will remain unchanged.

In French, there are two auxiliaries:
 * The verb avoir which means 'to have' when not used as an auxiliary.
 * The verb être which means 'to be' when not used as an auxiliary.

Note that the choice of the auxiliary depends on the verb. Some verbs are used with the avoir auxiliary and some others are used with the être auxiliary. However, avoir is the most common used auxiliary. être auxiliary is generally used when the verb expresses a movement or a transformation. A small list of verbs using the être auxiliary is shown at the end of this lesson.

To be sure that those two verbs are mastered, the present conjugation is recalled here:

To form the perfect, we need to revisit our three 'verb families'. For the sake of clarity, the author intends to employ the same three verbs throughout to demonstrate grammatical points. They are:

 * jouer, a regular, first-conjugation verb, meaning 'to play'
 * finir, a regular, second-conjugation verb, meaning 'to finish'
 * vendre, a regular, third conjugation verb, meaning 'to sell'.

Note that all those verbs use the avoir auxiliary, but the construction won't differ for verbs using être auxiliary.

The past participle is formed by the stem or root of the verb which consists of the infinitive with the last two letters removed. At the end of the stem, an ending will be added depending on the group of the verb, this is what will be seen in the following section.

Verbs ending in -er.
The ending of the past participle for the first group verbs is 'e acute', or -é. If we take the verb jouer, we remove the last two letters, which gives us jou- and then add the ending corresponding of the past participle: jou-é.

So, then, consider,

 * j'ai joué, I played, I have played
 * tu as joué, you played, you have played (when talking informally, to someone you know well, or a child)
 * il/elle/on a joué, he/she/one played, has played
 * nous avons joué, we played, we have played
 * vous avez joué, you played, you have played (when talking formally, to an 'elder or better', or to a group
 * ils ont joué, they (group of males, or a mixed crowd) played, they have played
 * elles ont joué, they (a group comprising solely of females) played, they have played.

Please note the use of ils or elles. The French language demands that, even if there were a room full of ten thousand females and just one (lucky) male, the masculine ils would be demanded.

Verbs ending in -ir.
Again, take your stem. But with -ir verbs, we simply add an -i.

So, then, consider,

 * j'ai fini, I finished, I have finished.
 * tu as fini, you finished, you have finished (when talking informally, to someone you know well, or a child)
 * il/elle/on a fini, he/she/one finished, has finished
 * nous avons fini, we finished, we have finished
 * vous avez fini, you finished, you have finished (when talking formally, to an 'elder or better', or to a group
 * ils ont fini, they (group of males, or a mixed crowd) finished, they have finished
 * elles ont fini, they (a group comprising solely of females) finished, they have finished.

Verbs ending in -re.
Stem-time again. But this time we add -u.

So, then, consider,

 * j'ai vendu, I sold, I have sold.
 * tu as vendu, you sold, you have sold (when talking informally, to someone you know well, or a child)
 * il/elle/on a vendu, he/she/one sold, has sold
 * nous avons vendu, we sold, we have sold
 * vous avez vendu, you sold, you have sold (when talking formally, to an 'elder or better', or to a group
 * ils ont vendu, they (group of males, or a mixed crowd) sold, they have sold
 * elles ont vendu, they (a group comprising solely of females) sold, they have sold.

Once you have mastered this pattern, you can decline any regular french verb in the perfect tense.

A list of verbs using the être auxiliary
Note that those verbs are not all regular.

 * naître (né) to be born
 * mourir (mort) to die
 * venir (venu) to come
 * aller (allé) to go
 * tomber (tombé) to fall
 * rester (resté) to stay
 * partir (parti) to leave
 * arriver (arrivé) to arrive
 * descendre (descendu) to go down
 * monter (monté) to go up
 * entrer (entré) to enter
 * all the reflexive verbs, see lesson 3

Activities surrounding the Perfect Tense
There follows a list of infinitives from all three families of French verb. Use them to translate the English phrases that follow into French.

 * chanter, to sing
 * aller, to go
 * aimer, to love
 * regarder, to look at
 * habiter, to live in
 * piquer, to poke
 * caresser, to stroke
 * faillir, to nearly have done. Use with another infinitive.
 * rougir, to blush
 * réussir, to succeed
 * partir, to leave
 * rendre, to surrender
 * descendre, to go down

 * 1. I sang
 * 2. We sang
 * 3. You (group) sang
 * 4. They loved (all female)
 * 5. One looked at
 * 6. He lived in
 * 7. He left the house (clue = the French verb will be followed by de to indicate provenance)
 * 8. They lived in (two females and two males)
 * 9. You poked (one person)
 * 10. We stroked (stop sniggering!)
 * 11. I went to school (clue = the French verb will be followed by à to indicate destination)
 * 12. I nearly died (clue: mourir = to die)
 * 13. I blushed
 * 14. You went down to the cellar (clue: la cave = the cellar)
 * 15. They succeeded (all males)
 * 16. You surrendered (talking to a child)

You should have got something like:

1. J'ai chanté 2. Nous avons chanté 3. Vous avez chanté 4. Elles ont aimé 5. On a regardé 6. Il a habité 7. Il est parti de la maison 8. Ils ont habité 9. Tu as piqué 10. Nous avons caressé 11. je suis allé à l'école 12. J'ai failli mourir 13. J'ai rougi 14. Tu es descendu à la cave 15. Ils ont réussi 16. Tu as rendu

The agreement of the past participle
Caution: This part may be complicated, so you can skip it if you don't feel comfortable and come back later.

In French, the past participle agrees with the subject or the object depending on the auxiliary.

With the être auxiliary
The agreement of the participle when using the être participle is the easiest case.

In this case, the past participle agrees with the subject of the sentence. If the subject is feminine, the past participle will take the mark of the feminine, generally a e. If the subject is plural, the past participle will take the plural mark, generally a s. See section The French Adjective in lesson Simple Grammar Rules for more information.

Let's see a complete example with the verb aller to go.

Remember that the feminine mark is given only if all the subject is comprised of only feminine gender subject. If there is only one masculine gender the past participle will agree with the masculine gender.

With the avoir auxiliary
The case of the avoir auxiliary is a little bit more complicated. In this case, the past participle does not agree with the subject. It agrees with the object but only if it is situated before the verb.

Please, read the following lesson about the French pronoun to understand how an object can be situated before the verb.

Let's see some examples:

 * J'ai regardé le chien (masculine) Je l'ai regardé. Nothing changes.

But if this time we want to say that we looked at the house, la maison being feminine, the feminine mark will appear if the object is placed before the verb.
 * J'ai regardé la maison but Je l'ai regardée
 * J'ai regardé les maisons becomes Je les ai regardées

Now that you have some theory, some practice is needed.

Exercise
In this exercise, you will translate in French the following English phrases. You will need first to choose the appropriate auxiliary and if needed agree the past participle.

 * 1) I looked at the house
 * 2) I looked at her
 * 3) I went to school (clue = you are speaking so I takes your gender)
 * 4) We sang (one man and ten women)
 * 5) We left the house (all men)
 * 6) You fell (plural, all women)
 * 7) They stroke them (clue = them refers to cats + they refers to women only)
 * 8) She entered
 * 9) You succeeded (singular, woman)
 * 10) She went down

Results: 1. J'ai regardé la maison 2. Je l'ai regardée 3. Je suis allé à l'école or Je suis allée à l'école 4. Nous avons chanté 5. Nous sommes partis de la maison 6. Vous êtes tombées 7. Elles les ont caressés 8. Elle est entrée 9. Tu as réussi 10. Elle est descendue
 * }

title: Français II


text:
Legacy computer networks

Computer and Telephone networks have grown at an astounding rate over the last 20 years. As you probably already know, or learned in the earlier courses, TCP/IP and several variations of Ethernet now dominate the bulk of the world's networks. Plenty of other standards, mediums, and protocols existed before these staples emerged however, and they are the focus of this course. Just because the topics of this course are obsolete doesn´t mean you won't find them in the real world. Quite the contrary, there are bound to be pockets of these artifacts just waiting to be found at your next job, so familiarizing yourself with them is in your best interest. You'll likely need to know them too if you are considering trying to gain any of the industry certifications, which are detailed in a later course.

Lessons

 * Obsolete Physical Topologies
 * Bus
 * Ring
 * Obsolete Cabling
 * Obsolete Ethernet
 * Other Obsolete Standards
 * VG Anylan
 * Token Ring

title: Legacy computer networks


text:
School:Meteorology

Welcome to the Wikiversity School of Meteorology.

Meteorology is the interdisciplinary scientific study of the atmosphere that focuses on weather processes and forecasting. Meteorological phenomena are observable weather events which illuminate and are explained by the science of meteorology. Those events are bound by the variables that exist in Earth's atmosphere. They are temperature, pressure, water vapor, and the gradients and interactions of each variable, and how they change in time. The majority of Earth's observed weather is located in the troposphere.

Meteorology, climatology, atmospheric physics, and atmospheric chemistry are sub-disciplines of the atmospheric sciences. Meteorology and hydrology comprise the interdisciplinary field of hydrometeorology.

Interactions between our atmosphere and the oceans are part of coupled ocean-atmosphere studies. Meteorology has application in many diverse fields such as the military, energy production, farming, shipping and construction.

Divisions and Departments

 * Atmospheric Chemistry

 * Atmospheric Physics

 * Climatology

 * Meteorology

 * Remote sensing

 * Paleoclimatology

 * Weather Satellites

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed).
 * mikeu 21:02, 31 December 2007 (UTC)
 * Since 3 September 2014 with contributions to Weather Satellites. --Marshallsumter (discuss • contribs) 03:17, 17 April 2018 (UTC)

Inactive participants

 * Snowman 21:02, 6 January 2008 (UTC)
 * Bushzachary from University of Nairobi, Kenya. 29:04, 29 April 2013 Local time.

News

 * 29 December 2006 - School founded.
 * 28 June 2007 - Climatology lecture started.
 * 30 June 2007 - The Paleoclimatology and Weather Satellites lectures started.
 * 24 October 2012 - Meteorology lecture started.
 * 21 February 2013 - The lecture Atmospheric astronomy started.

title: School:Meteorology