text:
User talk:Bananagirl~enwikiversity

Hi Bananagirl, and welcome to Wikiversity! Have you seen Topic:French and Topic:Italian (the latter in particular needing plenty of work!)? Also you might like to pitch in to the School of Music, which, I have to say, is slightly chaotic at the minute. On music, what are your particular interests? You can leave me a message on my talk page - I'm also adding some general links which might be helpful below. Cheers! Cormaggio beep 12:20, 20 February 2007 (UTC)

Jazz
Jazz hmmm. Yeah I wanna get back to that someday, but I have issues getting on line these days. When I get back into business, I should have some audio production capacity for the Across the Wikiverse show on WCR. But my involvement is going to be sporadic until some funds become available to me. Gotta go for now. Thanks for your interest and feel free to develop whatever! • CQ 19:36, 28 September 2007 (UTC)

French Mentoring
Salut, Bananagirl. You are listed at the French stream as being a beginning student of French with prior French-language experience, who is interested in learning French at Wikiversity. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 08:47, 22 November 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:03, 19 April 2015 (UTC)

title: User talk:Bananagirl~enwikiversity


text:
Project management/Team

 * Main Page -->  Practical Arts and Sciences  -->  School of Project Management  -->  Project Management - A course in Project Management based on Mindmaps

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

title: Project management/Team


text:
Project management/Systemic Manager

 * Main Page -->  Practical Arts and Sciences  -->  School of Project Management  -->  Project Management - A course in Project Management based on Mindmaps

title: Project management/Systemic Manager


text:
Project management/Transferring results to the real world

 * Main Page -->  Practical Arts and Sciences  -->  School of Project Management  -->  Project Management - A course in Project Management based on Mindmaps


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User talk:ChemGardener

Hi ChemGardener, and welcome to Wikiversity! I hope you enjoy the place and decide to stay. See you around! :-) --HappyCamper 14:50, 20 February 2007 (UTC)

title: User talk:ChemGardener


text:
Developing Scripts and Case Studies for cisLunarFreighter/Radio Communications/STC/implementation

 * /Initial Screen/
 * /Home Port Select/
 * /Callsign Selection/
 * /Flight Plan Management/
 * /Main Simulation/
 * /Main instrument panel - attitude indicator/
 * /Main instrument panel - altimeter indicator/


text:
Developing Scripts and Case Studies for cisLunarFreighter/Radio Communications/STC/implementation/Initial Screen

Title: Initial screen
Hanger view, with 5 or 6 initial craft displayed. User gets to make one choice, and then the info page comes up.

They must confirm, and then are returned to the initial screen


text:
Developing Scripts and Case Studies for cisLunarFreighter/Radio Communications/STC/implementation/Home Port Select

Title: Home port select
A Globe is displayed. On the globe (which can be manipulated for viewing purposes) are rough landmass outlines... and markers representing particular space-ports By selecting a marker an information page for the Spaceport concerned can be brought up and can be closed to returned to the globe. or can be confrimed as the home port for the craft previously selected. The user is then returned to the main screen


text:
Developing Scripts and Case Studies for cisLunarFreighter/Radio Communications/STC/implementation/Callsign Selection

Callsign selection
The user will be asked for a two or three digit code (this depends on the space port choosen).

A box with callsign populated based on craft type and home port pops up.

The user then types in (on the keyboard) numbers based on the space-port. Some Spaceports use three digits - smaller sites only 2.

After they are finished, return to the initial screen.


text: File:Progression Proposal.jpg

title: File:Progression Proposal.jpg


text:
Advanced Placement and Pre-AP Chemistry projects

Welcome to this learning project about !

This is a suggested list of headings to organise a learning project - please see Directions for use for more information. Please delete any headings (etc.) if you feel they are not relevant, and rearrange as you see fit.

Learning Project Summary

 * Suggested Prerequisites:AP Equity Statement
 * Assessment suggestions:Keep an inquisitive and open mind
 * Portal:(List main portal/s here)
 * School:(List main school/s here)
 * Department: Education and Literature
 * Stream
 * Level:
 * Level:

Content summary
Advanced Placement (AP) Chemistry is a college-level course offered to students in high school. Pre-AP Chemistry is not a class but a set of strategies (covering grades K-12) to help students prepare to take AP Chemistry or a college general chemistry course.

This category has been created to allow teachers of AP and Pre-AP Chemistry to exchange ideas in an open environment. You may not post copyrighted materials unless you hold the copyright and grant others free and fair use of your material. Other participants are free to change and edit these materials. It is this "evolution" of materials, as demonstrated by Wikipedia, that leads to the best and most accurate information.

This page is under development. Any and all are free to help.

Goals
This learning project aims to create a moral ground on which to teach. To apply morals in the classroom is the ultimate goal.

Learning materials
Add learning materials here - see also the box below

Readings and other resources
Each project/lesson/activity may have a suggested reading selection, eg:

 * Wikipedia article:
 * Wikibooks textbook:
 * etc.

Labs
Chemistry Labs Advanced Projects in Chemistry- Analysis of Alloys Author -Anjali Gharpure (anjali@podar.net) Chemistry Projects at the K-11 and K-12 grades require application of the theoretical concepts studied in class. Transition metals are studied under the d-block. One of the peculiar characteristics of transition metals is formation of alloys. Alloys are solid homogeneous solutions of two or more solids. In an alloy, two or more elements combine such that at least one is a metal, and the resultant material has metallic properties. Alloys are designed to have properties that are more desirable than those of pure metals. Steel is stronger than iron, while brass, an alloy of copper and zinc is more durable than copper and more attractive than zinc in appearance. Unlike pure metals, alloys do not have a single melting point. They possess a melting range. Alloys improve properties of metals, by increasing hardness, tensile strength, chemical resistance and attractive appeal by modifying color. Alloys of Zn and Copper are widely used in everyday life and known to all of us. Detection of the presence of the metals used to prepare these alloys can be achieved through semi-micro qualitative analysis. These tests are useful both for the student of chemistry as well as for a forensic laboratory chemist. Laboratory work in alloy analysis involves a three step protocol 1. Grinding the alloy sample to a fine particulate powder 2. Digesting the sample in an appropriate acid 3. Detection of the metal ions in the alloy.

Brass	Zn-20-40% & Cu-60-80% Zn was detected with potassium ferrocyanide test and the Sodium hydroxide test Cu-60-80% Potassium ferrocyanide, potassium iodide and liquid ammonia tests Bronze 	Zn-10%	Zn was detected with potassium ferrocyanide test and the Sodium hydroxide test Cu -90%	Potassium ferrocyanide, potassium iodide and liquid ammonia tests

Chemical Reactions – Acknowledgements- The experiments for the analysis of  the metal ions as well digesting alloys of bronze and brass were carried out by Anchit R.Giri  and Shashwat Kishore of Class XII, R.N Podar CBSE Senior Secondary High School, Santacruz(W). For Copper Analysis : Liquid ammonia test - Cu(NO3)2+4NH4OH--> [Cu(NH3)4][NO3]2+4H2O-Deep blue solution

Potassium ferrocyanide test- [Cu(NH3)4]SO4+4CH3COOH--> CuSO4+ 4CH3COONH4 2CuSO4+ K4 [Fe(CN)6]-->Cu2[Fe(CN)6]+2K2SO4 - Chocolate brown precipitate

Potassium iodide test 2CuSO4+ 4KI-->Cu2I2 (white precipitate) +I2 (brown coloration)+2K2SO4

For Zn Analysis 1.	Sodium Hydroxide test ZnCl2+2NaOH--> Zn(OH)2 white precipitate + 2NaCl Zn(OH)2+2NaOH--> Na2ZnO2 soluble in excess NaOH+2H2O

2. Potassium ferrocyanide test 2ZnCl2+K4 [Fe(CN)6]-->Zn2[Fe(CN)6] bluish white precipitate +4KCl

A transition metal forms an alloy with another transition metal ion with ease because of the similarity in atomic size. The lattice site in the crystal structure of one transition metal can be occupied by other transition metals giving a homogeneous solid solution termed as an alloy. Mutual substitution of one or more metals leads to the formation binary, ternary or tertiary alloys. Hardness, resistance to corrosion, tensile strength, load bearing capacity are some of the properties which can be bettered by alloy formation. Actual lab analysis impresses the composition of the alloy for the student.

Advanced Chemistry Projects – Acids and Bases Contributing Author: Anjali Gharpure To make your Science Project significant choose topics from your curriculum that you have studied in theory. A science project at the K-11 or K-12 grade or for your A levels, requires demonstration of your understanding the concept taught in class supported with meaningful experimental work. It is important that your experiments are simple and non-hazardous. Irrespective of the boards for which you appear, you all learn about acids and bases. Theoretically, acids and bases are learnt according to different theories put forth by Arrhenius, Bronsted and Lowry as well as G.N.Lewis. In contrast, we also study the classical concept of acids and bases based on qualitative tests. If it tastes sour –it is an acid, but if it tastes slippery and bitter on the tongue, then it is surely a base. An acid reacts with a base to give salt and water and vice versa a base reacts with an acid also to give salt and water. According to the Arrhenius concept, an acid releases a proton in solution and a base releases hydroxyl ions in solution. The Bronsted and Lowry concept defines an acid as a proton donor but a base as a proton acceptor. The Lewis concept of an acid and base is that of an electron pair acceptor and donor with the formation of a coordinate covalent bond. The project at hand is to explain these concepts through simple experimentation. Strength versus Concentration The Lewis concept of acids and bases is incapable of explaining strengths of acids and bases. The strength of an acid or a base is directly proportional to the extent to which it produces hydronium or hydroxide ions in solution. Strong species produce stoichiometric equivalents of hydroxide ions while weak species produce less than a stoichiometric equivalent of  hydroxide ions. Concentration on the other hand refers to the molarity or molar concentration in moles per litre of the solute in solution. The terms concentration and strength are not interchangeable. A 0.001molar solution of HCl is 100 % dissociated in solution and so it is a strong acid as it furnishes almost all its protons in solution. However a 2 M solution of acetic acid is a more concentrated solution than 0.001M HCl but is not stronger than HCl as the number of protons dissociated are very few. Here a meaningful experiment would be to demonstrate the difference between a weak strength acid and a strong strength acid. The simplest determination is carrying out a pH measurement. From the pH measurement the H3O+ ion concentration can be determined. pH= - log10 H3O+ from this relationship the H3O+ ion concentration for a weak as well as a strong acid can be determined. The stronger acid will have a lower pH value and thus a higher hydronium ion concentration. Ka, Kb and Acid/Base Strength Most acids, like acetic acid, are weak. They do not completely ionize in water to produce a stoichiometric equivalent of hydronium ions. This means aqueous acetic acid molecules are in equilibrium with hydronium and acetate ions. For any system at equilibrium, the law of chemical equilibrium results in an expression with the equilibrium constant K. Including the equilibrium concentrations of aqueous species in equilibrium constant expressions, the K expression for acetic acid in water is: where the subscript "a" indicates that an acid ionizes in water to form hydronium. Ka is the acid ionization constant or the equilibrium constant for the ionization of a weak acid in water to produce hydronium ions and the conjugate base of the acid.

An equilibrium constant expression may also be written for a weak base like ammonia in water. The subscript "b" indicates that a base hydrolyses water to form hydroxide. Kb is the base ionization constant or the equilibrium constant for the ionization of a weak base in water to produce hydroxide and the conjugate acid of the base. Ka and Kb values indicate acid strength and base strength respectively. For example, a higher Ka value indicates higher hydronium ion concentrations or greater ionization. The equilibrium position lies further to the right when Ka is higher. A higher Kb value means a higher hydroxide ion concentration.

The strength of acetic acid is known to you. From the pH measurement the H3O+ ion concentration is known. The number of H3O+ ions in the solution will equal the number of acetate ions and so Ka = [H3O+]2/[CH3COOH] Thus an experimental determination of the Ka values for different acids and Kb values for different bases can be undertaken This project conveys through an experimental determination •	the understanding of the concepts of acids and bases •	 the difference between strengths of acids and bases •	pH+ pOH=14 •	 the calculation of Ka or Kb and its significance, as well as, •	 pH and its use to determine the hydronium ion concentration. Contact: anjali@podar.net

Advanced Chemistry Project - Study of Bromination Reactions in Phenol, Aniline and cinnamic Acid Contributing Author : Anjali Gharpure (anjali@podar.net) The theoretical study of electrophilic substitution reactions is best studied by actually carrying out laboratory reactions and making a comparative study of the yields of the products under the available conditions. At the K-11-12 level, the instruction of electrophilic substitution reactions is superficial, until it is impressed upon by lab work. An electrophile is an electron loving substituent. An electrophile is attracted to electrons and participates in a chemical reaction by accepting an electron pair. The benzene ring acts as a source of electrons. In an electrophilic substitution reaction the hydrogen atoms on the benzene ring are replaced by the attacking reagent which is deficient in electrons. Bromination is an electrophilic substitution reaction. Benzene, C6H6, is a planar molecule containing a ring of six carbon atoms each with a hydrogen atom attached. There are delocalised electrons above and below the plane of the ring. The presence of the delocalised electrons makes benzene particularly stable. Benzene resists addition reactions because that would involve breaking the delocalisation and losing that stability. Two effects work in electrophilic substitution reactions. One is induction, which is an effect that occurs through the sigma- bond system. Electron withdrawing groups will "pull" electron density away from the ring making the electrons of the ring less available for attack by an electrophile. Electron donating groups do the opposite. Induction also plays a role in some of the directional effects. The other effect is resonance, which occurs through the pi system of bonds in the molecule. Resonance plays an important role in the stability of intermediates of the reactions. Sometimes these two effects are opposite to one another. One effect may be stronger and exert greater influence. The ease with which a compound suddenly becomes receptive to bromination due to presence of electron donating groups like –OH in phenol and –NH2 in aniline is studied. Phenols are potentially very reactive towards electrophilic aromatic substitution. In aqueous solutions, phenol undergoes ionization to give the phenoxide ion. The negative charge on the oxygen of the phenoxide ion donates electrons into the benzene ring to a large extent. The strong activation often means that milder reaction conditions than those used for benzene and also a trisubstituted reaction product. The reaction is carried out in the laboratory without a strong Lewis acid like Friedel Crafts catalyst. If bromine water is added to a solution of phenol in water, the bromine water is decolorized and a white precipitate is formed which smells of antiseptic. The precipitate is 2,4,6-tribromophenol. Ar-OH+3Br2 Ar-OH Br3 +3HBr The NH2 group in aniline strongly activates the aromatic ring through the delocalization of the lone pair of electrons of the N-atom over the entire aromatic ring. Aromatic amines undergo the reaction readily and it is impossible to stop the reaction at the monosubstitution stage. Aniline too on bromination gives a tribromosubstituted derivative. Ar –NH2+ 3Br2--> 3HBr+ Ar-NH2-Br3 Cinnamic acid is an alkenoic acid. It undergoes an electrophilic addition reaction. The yield of the product is fairly high as the reaction mechanism does not involve large change in bond energies. The double bond present in cinnamic acid consists of one sigma and one pi-bond. Pi- electrons form an electron cloud which lies above and below the plane of the sigma bonded carbon atoms. The pi electron cloud is thus more exposed and less tightly held by the two carbon atoms. The pi electrons attract electrophiles and undergoes electrophilic addition reactions. Bromine molecule is non-polar but when it comes in the vicinity of a double bond, the pi electrons of the double bond begin to repel the bromine molecule. The bromine molecule gets polarized and the positive end of the bromine molecule is attracted towards the pi-electrons forming a carbocation. This is the slow and rate determining step of the reaction. The carbocation is higly reactive and undergoes a nucleophilic attack by the bromide ion giving a dibromo addition product across the double bond. One gm of cinnamic acid was placed in a conical flask and dissolved in10mL of hot water. The hot solution was added to 10 mL of a strong solution of 20% bromine. The derivative was filtered and purified in hot alcohol. The melting point of the di- bromo derivative of cinnamic acid was determined to be 195oC Ar –CH=CHCOOH+3Br2--> Ar-CHBr-CHBr-COOH Acknowledgements-The bromo derivatives were patiently prepared by Manasvi Lalvani, Shreya Krishnan and Sanjana Siddhra, Grade 12, of R.N. Podar Sr. Secondary CBSE High School, Santacruz (W).

Activities and POGIL's

 * Activity 1.
 * etc.

Assignments

 * AP: Book Reading Movie Assignment
 * Pre-AP: Make your own mole.

Tests and Quizzes

 * Quiz 1
 * Quiz 2
 * Test 1
 * etc.

Subpages
Subpages can be created - like /concepts (for concepts involved in this learning project)

Active participants
Active participants in this Learning Group

{| width="100%" style="background:#FFFCCF; border:1px solid #DAA520"

Learning materials
Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

You should also read about the Wikiversity:Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects - and you are encouraged to cooperate with other departments that use the same learning resource.

 * }

Advanced Placement, AP and Pre-AP are registered trademarks of the College Board

All AP teachers and administrators are encouraged to read the College Board's Equity Statement


text:
User:Darkiekurdo

Hello and welcome to my page!

My name is Ahmed and I live in the Netherlands. I'm 13 years old and I love mathematics and physics. As I just mentioned learning mathematics is one of my biggest hobbies (along with physics). I just started with calculus and I like it! Hopefully some day calculus will be no problem for me.

title: User:Darkiekurdo


text: User talk:Darkiekurdo

title: User talk:Darkiekurdo


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User talk:Jrod6432

edits of a template
There is a problem with your edits to the template page: Template:Learning project boilerplate. That page is like a "fill in the flanks" form. You should make a copy of the form before editing it. What is the name of the page where you would like your version of this template to be located? --JWSchmidt 19:05, 20 February 2007 (UTC)

title: User talk:Jrod6432


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CisLunarFreighter/Scripts and case studies/Instrument panel/Attitude indicator

Title: Main instrument panel - attitude indicator
In the main simulation, there is an indication of the vehicles attitude on the insturment panel This indication is by means of at least one insturment The insturment consits of an outer ring, and a central slider

If the vehicle turns left, right (ie. no bank) then the red and green blobs move across the central slider, respectively If the red and green sliders are reversed from their normal postions ( red -port, green starboard)

Then the vehicle is at 180 degrees and effectivly 'backward' ( Even though it may be going in a forward direction :-P ) However the slider is not fixed at the Horizon The horizon will rotate counter clockwise for a bank to the 'left' port side, and clockwise for a bank to 'right' starboard side If the Horizion is at 180 degrees to normal the vehicle is upside down. The indciator adjust it's positon relative to attitude data supplied to it in the sim


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Developing Scripts and Case Studies for cisLunarFreighter/Radio Communications/STC/implementation/Main instrument panel - altimeter indicator

Altimeter indicator
in suborbital space a convential altimeter woudl work... in space you need a different method In space craft define a semi-infinite navigation sphere around themsleves Thusly to define the distance from a particular object you need two sets of figures One for X-Y plane and one for Y-Z


text: User talk:Sprill

title: User talk:Sprill


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User:Cambrass

Chrisie's Wiki Page
"To give anything less than your best is to sacrifice the gift." ~Pre~

[mailto:chrisie@alum.allegheny.edu Email Chrisie]

I am a graduate student at Indiana University studying Instructional Systems Technology (IST). I (and the rest of my class) will be creating an instructional design learning unit for wikiversity!

More to come!

Chrisie 16:49, 22 February 2007 (UTC)

title: User:Cambrass


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CisLunarFreighter/Space Traffic Control

If there are billions of people going in and out of out space, then surely, some sort of traffic control is needed so it can be done safely.

Most of the actual collaboration is, and should take place via extreme programming methods utilizing IRC (Internet Chat Relay) and IM (Instant Messaging). If you would like to participate please install an IRC client and join us at irc.freenode.net channel #Wikiversity-en or ##STC or leave a message on my user talk page. STC materials are going to be dual licensed under GFDL, and CC-by-sa. Licensing remains to be specificed for the code.

For now development is proceeding at a subpages of cisLunarFreighter
 * Developing Scripts and Case Studies for cisLunarFreighter/Radio Communications/STC and
 * Developing Scripts and Case Studies for cisLunarFreighter/STC

Where the action is:
 * Developing Scripts and Case Studies for cisLunarFreighter/STC

title: CisLunarFreighter/Space Traffic Control


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User:Jonbaron

To reach Jon, please send an email to jonbaron@gmail.com

Thank you!

title: User:Jonbaron


text: File:ICAB4135A EvidenceSheet.png

title: File:ICAB4135A EvidenceSheet.png


text: File:ICAB4135A LearnerGuide.png

title: File:ICAB4135A LearnerGuide.png


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Many-worlds interpretation

Welcome to the Wikiversity learning project for the Many-worlds interpretations of quantum mechanics.

Introduction
The many worlds interpretations of quantum mechanics suggest that there are many "parallel worlds" to our own. Many worlds interpretations are based on the idea that quantum uncertainty generates multiple alternative universes. Critics of the many worlds interpretation such as Asher Peres have asked if the many worlds interpretation adds anything useful to science. The multiple alternative universes are "non-communicating"; if there is no information exchange between the multiple universes, how can their assumed existence be demonstrated or have practical implications for us?

Reading and discussion
Reading: The cosmological model of eternal inflation and the transition from chance to biological evolution in the history of life by Eugene V Koonin in Biology Direct (2007); 2: 15.

Discussion
Q1. Do you agree with one of the reviewers of Koonin's article that it is "vastly metaphysical"?

Q1a. Is the "many worlds in one" multiverse idea a falsifiable concept? Does Koonin defend the idea that a many worlds interpretation is scientific or does he just assume that it is?

Q2. Do you agree with the reviewer who says that Koonin's approach might open too broad an avenue to the supporters of intelligent design? Related reading: The concept of irreducible complexity.

Q3. One of the reviewers makes the point that if translation arises by anthropic selection with probability = 1, then even more complex biological systems can too (for example, see Boltzmann brain). Intelligent design advocates have argued that many biological systems cannot have evolved by natural selection. If Koonan's theory of the origin of translation by anthropic selection is a scientific explanation, what prevents all theories of intelligent design from being labeled as scientific explanations?

Q4. In the context of the anthropic principle Koonin mentions Dan Dennett and the book, Darwin's Dangerous Idea. Related reading: read Dennett's book, "Darwin's Dangerous Idea", particularly Chapter 7. Does Dennett conclude that random chemical events could have produced molecular replicating systems that could have become life as we know it? Does Dennett agree with the idea that "anthropic selection" is needed to explain such a chemical origin of life?

Q5. Koonin says that the "specific parameters" of the observable universe could have been such that life would have been impossible. He also says that the "many worlds in one" point of view easily accounts for "complex systems that would have to be considered virtually impossible" without MWO. How does he know this?

Q6. Koonin suggests that the origin of molecular replication is part of "the hardest problem in all of biology". Is the origin of molecular replication a problem of biology or a matter of non-biological chemistry? Where is the boundary between pre-biological chemical processes and biological processes that characterize living systems?

title: Many-worlds interpretation


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User:Jmaddrel

Jennifer Maddrell's page --Jennifer 00:57, 21 February 2007 (UTC)

title: User:Jmaddrel


text:
User:Domani~enwikiversity

Looking Toward DOMANI

What I'm pondering…

In an effort to vitalize the content of Wikiversity and have it regarded as a unique approach to learning, innovation is a requisite. Building a course that combines aspects of theoretical history, anthropology, computer science, philosophy, and biotechnology is a daunting task, but I believe that the answer to the world's broadest questions concerning future global sustainability can be accessed via such an innovative angle. If enough scholars are cultivated in this line of thinking, something beneficial may result. Please offer me your feedback and ideas.

title: User:Domani~enwikiversity


text:
User talk:Domani~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 Domani. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Domani~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 23:31, 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:Domani~enwikiversity


text:
User:Deb1207

I Topic: Instructional Design==

What it is: Definition
==The Discipline== ==The Aim== ==The Practice==

Models to Follow for Designing Instruction
== ADDIE== ==. Dick and Carrie== == Kemp== == Others (option to add later)==

Levels of Learning/Types of Learning
==Knowledge=== ==Definition== ==Examples== ==Methods== ==Comprehension=== ==Definition== ==Examples== ==Methods== ==Application== Definition Examples Methods

==Analysis== ==Synthesis== ==Evaluation==

The Learning Process – Theorists/Theories on How People Learn
===Behaviorism=== ==Skinner== ==Cognitivisists== ==Piaget== ==Constructivism==

Psychomotor skills and behaviors
Overview Methods/Strategies Examples

Interpersonal skills and behaviors
Overview Methods/Strategies Examples

Affective skills and behaviors
Overview Methods/Strategies Examples

Cognitive skills and behaviors
Overview Methods/Strategies Examples

1.4 Methods for Learning
==Apprenticeship Ancient Symposium Apprenticeship Case Study Cooperative Group Learning Debate Demonstration Discovery, Group Discovery, Individual Drill and Practice Field Trip Game Group Discussion, Guided Group Discussion, Open Guided Laboratory Independent/Learner Control Interview Laboratory Lecture, Guided Discovery Lecture/Speech Panel Discussion Problem Solving/Lab Project Quiet Meeting Role Play Seminar Simulation Socratic Dialog Team Project Think Tank/Brainstorm Tutorial, Conversational Tutorial, Programmed

--Deb1207 03:21, 21 February 2007 (UTC)

title: User:Deb1207


text:
User:Chaplin~enwikiversity

My information
Hi, I'm Chaplin. Chaplin in my pen-name, and my name is Peter. But if you want to call me, you'd better call me Chaplin. I like this pen-name more than my name.

What's Wikiversity?
Actually, I don't really know what's Wikiversity and what can I do here.

Connections
You can send E-mail to pc20061211@schoolteam.net, or go to my disscussion page and talk with me.

Wikipedia
I've accounts in many different languages of Wikipedia. My user names are:

Chinese Wikipedia: Chaplin

English Wikipedia: Professor Chaplin

German Wikipedia: Chaplin

French Wikipedia: Chaplin

title: User:Chaplin~enwikiversity


text:
User:LKL~enwikiversity

Please tell us about yourself. (Erase this and begin.) Robert Elliott

title: User:LKL~enwikiversity


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File:Wikiversity lesson1-LKL.pdf

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

title: File:Wikiversity lesson1-LKL.pdf


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Probabilistic assessment of structures

Optimization Study of Beam with Sudden Profile Change
This example deals with application of SBRA (Simulation Based Reliability Assessment) method for safety assessment of a welded steel beam with a sudden profile variation. Close attention is paid especially to the determination of the position where the profile changes.

Assignment
The beam is simply supported. Span is L = 4 m, material grade is steel S235. The beam is exposed to two uniformly distributed loads. The design values are: dead load g = 10 kN/m, long lasting live load q = 8 kN/m. Assess I-profiles of this steel welded beam (see Fig. 2) regarding the bending moment. Determine the position where the profile is to be changed with respect to the material savings. Lateral-torsion buckling of the beam is prevented. Do not assess the serviceability limit state. The design probability of failure is Pf,lim <= 0.00007.

Structure Response to the Load 'S'
The variable value of the load is equal to the product of its maximum value and the coefficient expressing its variation by the assumptive distribution, then g = 10 kN/m ∙ gvar, q = 8 kN/m ∙ qvar. Individual distributions follow in the chart (Fig.3).

The bending moment behavior along the beam Mx = ½ ∙ (g + q) ∙ (L ∙ x - x2) is traced by AntHill [2] software. The variables taking part in this simulation are g, q.

Structure Resistance 'R'
The variable value of the steel yield stress is equal to the coefficient expressing its variation by the assumptive distribution, then f = fvar. The variable values of the profile moduli are equal to the products of their nominal values and the coefficients expressing their variation by the assumptive distributions, then W1 = W1,nom ∙ Wvar, W2 = W2,nom ∙ Wvar. Individual distributions follow in the chart (Fig.5).

The nominal values of the cross-sections properties are W1,nom = 1.64E-4 m3, W2,nom = 1.25E-4 m3. The profiles 1 and 2 are displayed on Fig.2. The structure resistance is defined as the product Mr = W ∙ f, than Mr1 = W1 ∙ f, Mr2 = W2 ∙ f.

Assessment
Critical cross-sections, considering the bending moment, are for Profile 1 the center of the beam (x = 2 m), for Profile 2 the place of its sudden profile variation (x = ?).

Profile 1, x = 2 m
In the center of the beam's span is the failure probability Pf = 0.000053 < Pf,lim = 0.00007. Profile 1 satisfies the requirements, calculated by AntHill [1] software.

Profile 2, x = ? m
With assistance of AntHill [1] software, the probability of failures is found in individual positions near the estimated location of the sudden profile change.

The profile should be changed in position x = 1 m from the support. The failure probability in this location Pf = 0.000027 (see Fig.9) < Pf,lim = 0.00007. Profile 2 satisfies the requirements. Calculated by AntHill [1] software.

Conclusions
This study outlines the opportunity of using SBRA method for the global reliability assessment. The used example is very simple; however, it is possible to assess more complicated statically determined structures.

title: Probabilistic assessment of structures


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User:Youngjan

My name is Jan Hlavacek. I am from the Czech Republic and my personal webpage can be found at http://www.pro-eng.com.

Youngjan 11:14, 21 February 2007 (UTC)

title: User:Youngjan


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User:Jamesfneal

Hello, here is an attempt to make my page...revisions to be made later Jamesfneal 13:44, 21 February 2007 (UTC)

title: User:Jamesfneal


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User:Rainmaker~enwikiversity

Under Construction

title: User:Rainmaker~enwikiversity


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User talk:Reawhite

Image copyright problems

 * The currently affected images are listed below. For each, please provide a license template and source on the image description page. Thanks. – Mike.lifeguard | @en.wb 23:16, 13 February 2008 (UTC)

 * 2007-04-03 15:27, Reawhite: Psychomotor Graphic 1.png: untagged! ; 0 (0)
 * 2007-04-03 15:34, Reawhite: Psychomotor graphic 4.gif: untagged! ; 0 (0)
 * 2007-04-03 15:42, Reawhite: Psychomotor graphic 3.gif: untagged! ; 1 (1)
 * 2007-04-26 12:09, Reawhite: Example 1.a.jpg: untagged! ; 0 (0)
 * 2007-07-31 13:44, Reawhite: Online Classroom.jpg: untagged! ; 0 (0)
 * 2007-07-31 13:45, Reawhite: Internet.gif: untagged! ; 1 (0)
 * 2007-07-31 16:34, Reawhite: Internet Safety.jpg: untagged! ; 1 (1)
 * 2007-08-01 03:31, Reawhite: Isafe.jpg: untagged! ; 1 (1)
 * 2007-08-01 03:32, Reawhite: Netsmartz.jpg: untagged! ; 1 (1)
 * 2007-08-01 03:32, Reawhite: Safekids.jpg: untagged! ; 1 (1)
 * 2007-08-01 03:32, Reawhite: Wirekids.jpg: untagged! ; 1 (1)

title: User talk:Reawhite


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User talk:Jmaddrel

Image copyright problems
Your currently affected uploads are listed below. For each, please provide a source and license template. Thanks. – Mike.lifeguard | @en.wb 23:52, 13 February 2008 (UTC)
 * 2007-04-09 16:20, Jmaddrel: InvariantLearn.png: untagged! ; 2 (2)
 * 2007-04-09 16:21, Jmaddrel: InvariantTactics.png: untagged! ; 2 (2)

title: User talk:Jmaddrel


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User talk:Deb1207

= Welcome =

= Reader Might Not Understand the Organization of the User:Deb1207 Page. =

____________________________________________________________________________________________________
 * Question: Do you mean for it to look something like this:

Topic: Instructional Design

 * What it is: Definition
 * The Discipline
 * The Aim
 * The Practice

Models to Follow for Designing Instruction

 * ADDIE
 * Dick and Carrie
 * Kemp
 * Others (option to add later)

Levels of Learning/Types of Learning

 * Knowledge
 * Definition
 * Examples
 * Methods
 * Comprehension
 * Definition
 * Examples
 * Methods

Application

 * Definition
 * Examples
 * Methods

Behaviorism

 * Skinner

Cognitivists

 * Piaget

Methods for Learning
--Deb1207 03:21, 21 February 2007 (UTC)
 * Ancient Symposium
 * Apprenticeship
 * Case Study
 * Cooperative Group Learning
 * Debate
 * Demonstration
 * Discovery, Group
 * Discovery, Individual
 * Drill and Practice
 * Field Trip
 * Game
 * Group Discussion, Guided
 * Group Discussion, Open
 * Guided Laboratory
 * Independent/Learner Control
 * Interview
 * Laboratory
 * Lecture, Guided Discovery
 * Lecture/Speech
 * Panel Discussion
 * Problem Solving/Lab
 * Project
 * Quiet Meeting
 * Role Play
 * Seminar
 * Simulation
 * Socratic Dialog
 * Team Project
 * Think Tank/Brainstorm
 * Tutorial, Conversational
 * Tutorial, Programmed

____________________________________________________________________________________________________

Perhaps your Reader has not placed some of the Headings correctly; or perhaps your Reader has it all wrong; but he appreciates your new Page: Strategies for Developing Instructional Materials for the Interpersonal Domain; and he would wish to fully appreciate your User Page as well.

May your Reader humbly request your assistance in understanding your User Page. If you were to, if necessary, edit your User Page or if you were to place a response on his Discussion Page, that might accomplish it.

Thank you in advance for your assistance.

Dionysios (talk), a Participant in the Wikiversity School of Advanced General Studies, Date: 2007-04-09 (April 9, 2007) Time: 173301 UTC

title: User talk:Deb1207


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User talk:Jamesfneal

Image:Quest Atlantis.jpg
Please provide a license template and source for this image. Thanks. – Mike.lifeguard | @en.wb 22:05, 13 February 2008 (UTC)

title: User talk:Jamesfneal


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User talk:Lzinsmei

Image licence
Your flowchart wan't uploaded with a proper licence. If you could clarify the licence, we'd appreciate it. Thanks. Historybuff 04:16, 9 April 2007 (UTC)

Image copyright problem with Image:AdvOrg TeachProc Routine.png
Thanks for uploading Image:AdvOrg TeachProc Routine.png. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikiversity because of copyright law (see Wikiversity' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at Colloquim. Thank you. 76.115.97.188 02:49, 6 October 2007 (UTC)

Image copyright problem with Image:Advorg teachproc teach.gif
Thanks for uploading Image:Advorg teachproc teach.gif. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikiversity because of copyright law (see Wikiversity' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at Colloquim. Thank you. BrianOregon 04:09, 6 October 2007 (UTC)

title: User talk:Lzinsmei


text: User talk:Simon alfie

title: User talk:Simon alfie


text: User talk:Youngjan

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text: Template:Japanese Verbs

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Six Sigma

Six Sigma
Six Sigma was created by Bill Smith at Motorola in 1986 it was developed as a way for measuring defects and improving quality. The aim of Six Sigma is to deliver high performance. The methods aim to reduce defects in production to acceptable levels (3.4 per million).

Defined as a measure of quality that strives for near perfection, six sigma is a disciplined, data-driven approach and methodology for eliminating defects (driving towards six standard deviations between the mean and the nearest specification limit) in any process -- from manufacturing to transactional and from product to service. To achieve six sigma, a process must not produce more than 3.4 defects per million opportunities.

In last decade, we have witness the close convergence of Lean (originated at Toyota, japan) with Six Sigma. It is very well-known that a far-reaching performance is achieved by the use of Six Sigma and Lean to reduce waste. This in turn reduces cost, an important factor in determining the survival of an enterprise. Manufacturing with Lean in mind, has certain features such as reduced lead times of processes, faster delivery, improved quality of end products, reduction in inventory such as the work-in-process (WIP), low customer service activities, core materials, and products at all customer interfaces. This gives room for incorporating changes.

Most of the top companies listed by Fortune 500 magazine integrate Lean and Six Sigma ideologies in all of their operations. Some of them are 3M, Amazon.com, Bank of America, Boeing Frontiers, Caterpillar Inc., Dell, Eastman Kodak Company, General Electric, Honeywell, and so on. In fact, IBM, Motorola, and GE, etc. offer solutions to businesses based on their type of industries. All these Fortune 500 companies have been extremely quick in bringing Lean Six Sigma best practices to their India operations too. They have been followed by the implementation of the quality process by several big names in the IT sphere like Wipro, TCS and Infosys.

The DMAIC method:

* Define o Define the problem that Six Sigma will solve. * Measure o Map & measure the process in question against current performance. * Analyze o Understand the process. * Improve o Optimize the process and Implement a solution. * Control o Ensure the improvement sticks measure the process and put in place a systems to correct defects

The LSS methodology uses a comprehensive methodology incorporating the key elements of both, Six Sigma and Lean, as each stage can gain from the respective techniques. Today, the Six Sigma road map of define, measure, analyze, improve, and control (DMAIC) includes Lean concepts of empowerment and education of everyone in the organization to identify and eliminate non-value adding activities. The integration of the two methodologies attempts to provide empowerment even at the higher level process analysis stages, so that employees have true ownership of the process.

title: Six Sigma


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File:Wikio 3 with license.OGG

Summary
This is a new version of that now includes a description of the licensing.

This audio file is available to be freely copied for commercial and noncommercial use under terms of the GFDL copyleft license. You are also free to make derivative works based on this audio file. If you make a derivative work, note that only the part of this file that is from Wikimania is licensed solely under the GFDL. The rest of the file is also available under the Creative Commons license that allows commercial and non-commercial use as long as you attribute the work to its original creators at the Wiki Campus Radio page of the English language Wikiversity website.

This audio file was made using clips from Wikimania 2006 and Image:Wikio 3.OGG.

This file was made by John Schmidt by adding some commentary to and  also includes some comments from Jimmy Wales about Wikiversity. This is about 16.5 minutes play time and a 17 Mb download. The conference call included User:Historybuff, User:CQ, User:Rayc and User:Dmclean.

title: File:Wikio 3 with license.OGG


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File:Gare Cline-FrameForge 3D Studio-8001E.png

Example for the WikiU Film School Lesson on Lesson:3D Storyboard


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Example for the WikiU Film School Lesson on Lesson:3D Storyboard


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Example for the WikiU Film School Lesson on Lesson:3D Storyboard


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Example for the WikiU Film School Lesson on Lesson:3D Storyboard


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Example for the WikiU Film School Lesson on Lesson:3D Storyboard


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Aspect seeing

Ludwig Josef Johann Wittgenstein, (26 April 1889 - 29 April 1951) was a Austrian philosopher.

Philosophy of Psychology
The second part of Philosophical Investigations contains analysis of some psychological phenomena such as "aspect seeing".

Aspect seeing
Aspect seeing is the ability to see one thing in multiple ways. An example used by Wittgenstein in Philosophical Investigations is that we can see the "duckrabbit" either as a duck or as a rabbit.

One of the ways we can become bewitched by language is that we can come to think that there must be such a thing as "THE meaning" of words and sentences. If we fall into making this assumption then it is easy to imagine that there exists the possibility of having some kind of database containing the meaning of every word and that to understand a sentence all you have to do is use that database to find the meaning of all the words in the sentence. However, words are like the "duckrabbit". One word can easily be "seen" to have two meanings.

Just as we can see the "duckrabbit" as either a duck or a rabbit, we can mentally construct many subtle meanings for a single word depending on the context of that word. Rather than imagine that there is a fixed meaning for any word, we can view words as tools that we use socially to activate certain elements of memory so as to allow us to share common patterns of thought. Each time we make use of a word, it goes to work and shapes a new meaning in each listener according to past experiences of the listener and the current context of the word's use.

The "duckrabbit" and aspect seeing are iconic of Wittgenstein's philosophy and his shift from the idealistic theory of the Tractatus to the realistic investigations of human language found in Philosophical Investigations. One of the great dangers we face in making use of our minds is getting trapped in only being able to see the world in one way. Wittgenstein's experience of first seeing language in terms of an over-simplified formal and logical system and then later being able to liberate himself from that view is one of the great intellectual adventures of 20th century philosophy.

title: Aspect seeing


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Template:Film School:Messages

To call this message, use

title: Template:Film School:Messages


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Experimental music

Emotogenic Music
A project started in September 2005 by Sean Beckett, in which communication and message influences on primitive sections of the brain is being researched. The eventual goal is to create emotionally understandable music that does not contain words.

More simply, and extension of the "feeling" of wordless music into actual simplified message communication with the mind.

DNA music
People have used DNA as a way of generating musical content.

Pathogenica
Pathogenica is a relatively new form of experimental music, involving the use of genetic sequences of bacteria or viruses amongst other entities as the basis of note patterns in compositions.

These note patterns are typically translated by computers, before being played on electronic instruments or sequencers with additional effects being added after composition.

Resources

 * Experimental music at Wikipedia

title: Experimental music


text:
Template:Film School:Message Table

To call this message, use

Filmmaking

Script Formatting

Course01

StampProject

FilmEditFollowDave

FilmEdit24Scenes

MattePainting

TOC3DStoryboard

TOC2DStoryboard

FilmScoring

FilmScoringIntro

Main

x

StoryboardProject

About

title: Template:Film School:Message Table


text:
Developing Scripts and Case Studies for cisLunarFreighter/STC

This page is a temporary memory dump of some possible STC rules and regulations...

DRAFT -

Starship Traffic Control - Regulations for avoidance of Collisions in Space and for the protection of space-faring vessels.

Scope of the regulations

 * (a) These rules shall apply to all civilian vessels and in general to vehicles operating in civilian airspace.
 * (b) Nothing in these rules shall prevent additional measures, authorized by the control authority, required for the regulation of traffic at but not limited to, star ports, static platforms, military facilities or in respect of controlled airspace.
 * (c) These rules do not usurp standing regulations in respect of military facilities.
 * (d) Traffic separation schemes may be authorized for the purposes of these rules
 * (e) The STC shall have the power to make exemptions under the rules, by issuing exemption notices, in limited circumstances.

Responsibility
(a) No clause in these rules shall exempt any traffic, vessel, crew member or controller from neglect of any precaution deemed necessary or reasonable with respect to these rules, good practice or circumstances relevant to any incident or matter arising.

(b) In interpreting these rules, consideration shall be given to the circumstances and intentions of the craft and crew involved in any incident.

control authority

 * Space Traffic Control

central register

 * Sol Central Registry

abnormal

 * Out of ordinary operational parameters or expected procedure.
 * (NOTE: Not in or under Standard Operating Conditions where Standard Operating Procedures(SOP) apply)

blasting activity

 * Any and all activity, involving the planned, controlled detonation of an explosive

device or of explosives comprising same.

Debris

 * Small items not comprising an entire vessel, natural material (susch as meteors), ice, gas clouds posing a hazard to shipping

Derelict

 * An abandoned vessel seperate from other ships or facility, no longer under the control of it's previous owner or serving its previous owner's purpose.
 * (NOTE: Derelict - An abandoned piece of property or debris posing potential hazard to shipping.)
 * (NOTE: Derelicts are always eligible for salvage due to risk to other shipping and property. Derelicts are like flotsam big enough to be dangerous.)
 * (NOTE: If no means of identification can be found or owners have abandoned it then a ship is derelict, small stuff is debris and not subject to salvage law. )

EVA (Extra Vehicular Activity)

 * Any and all activity external to a vessels outer hull undertaken by crew or automatic systems.
 * (NOTE: EVA is essentially docked or rendezvous'ed ships if count spacesuit as ship or external drones (mobile automatic machinery that can fall off) as a ship or equivalent)

Emergency Channel
A standard emergency channel or a channel commandeered for emergency operations.

Fixed Planetary Object
An astronomical object of large enough mass that the influence of nearby man made objects is usually negligible.

In-Flight

 * Vessel underway, separated from any docking at superior ship or facility

In-Flight volume

 * A spherical volume encompassing a vessel in flight, including any deployed anntanea or panels.

Military

 * Shall refer to the Star Corps organization.
 * NOTES: Space Traffic Controllers use the term military to refer to Star Corp assets including but not limited to vessels, personnel, and command structures

Police

 * The term police shall refer to a law enforcement body established by the control authority to keep order and to exercise functions necessary to maintain the rule of law

Standard Channel
A communications channel in use for its typical operational purpose.

Wake

 * A momentum influence zone resulting from micro impacts against propulsion exhaust

and outgassing of mass from ships, comets, and other bodies.

Types of Airspace

 * Restricted Airspace
 * A volume defined by authorities as a no-enter without prior approval by the control authority.

 * Controlled Airspace
 * A volume defined by the control authority within which that authority has the power to the regulate traffic and vessels

 * Military Airspace
 * Airspace under the control of Star Corps. This is restricted airspace for civilian vessels

 * Prohibited Airspace
 * Restricted Airspace which no vessel may enter.

Types of Orbitals

 * Orbital
 * The anticipated path an unpowered spacecraft or object will take in the future.

 * Planned Orbital
 * Shall mean an orbital filed with the control authority which a vessel plans to follow.
 * (NOTE: No orbital which impacts Earth in the event of power failure shall be approved upon filing.)

Filed Orbital A formally filed plan detailing an orbital or course a vessel intends to use or follow.

Types of Vessels

 * Any space-faring craft capable of transportation of cargo or passengers, excluding artificial satellites or statically anchored platforms

 * Powered Vessel
 * Any vessel operating under own propulsion for the purposes of course and attitude adjustment or compliance with control authority instruction

 * Unpowered Vessel
 * Any vessel incapable of adjusting course or attitude, under own propulsion or by onboard action. (NOTES: This includes vessels designed without such propulsion)

onboard action of crew or systems.
 * Piloted Vessel

 * Drone
 * Automatic machinery with a built in telemetry capacity for remote override or reset.

 * Invader Vessel
 * Vessel unknown or unidentifed to the control authority

 * Rogue Vessel
 * Vessel acting in defiance of repeated control authority instructions

Vessel Orientation

 * Attitude or pitch is one axis of orientation measured in angle between line between nose and tail and the line of motion of vessel  this needs checking with pilot

 * yaw is measured around the vertical axis 90 degrees from line of motion.  this needs checking with a pilot

 * roll

General Principles
(a) The pilot, captain or 'master' (hereafter pilot) of a vessel shall retain sole responsibility for the safety of their passengers, crew, vessel or cargo (hereafter vessel) under their control.

(NOTE : Pilot need not be a physical crew member) (NOTE : The earlier terms captain and master are from maritime practice)

(b) The control authority shall have the power to issue instructions necessary for the safety of vessels to be maintained.

(c) The pilot shall comply with all instructions issued in respect of their vessel, (d) Nothing in the preceding clause shall prevent the pilot of a vessel taking additional action (beyond control authority instructions) to ensure the safety of their vessel.

(e) Control authority instructions shall take precedence, unless an abnormal or emergency condition exists.

(f) The pilot of a vessel must accurately inform the control authority of their intentions, and of any and all changes in those intentions.

Lights and 'markers'
(a) Vessels shall carry appropriate lights or markers. (b) The 'visibility' of these markers shall be:

(c) In flight vehicles shall carry markers as follows : (d) A vehicle consisting of multiple part of towing shall have markers as follows: i) The lead vehicle ii)  The tail vehicle shall display markers as follows: iii) Intermediate portions.

(e) Vehicles with restricted manoeuvrability. (f) Vehicles engaged in trawling operations. (g) Vehicles engaged in recovery operations (h) vehicles not in-flight i. 'derelicts'

Flight Plans and Orbitals
(a) Ideally all civilian activity shall occur with respect to a plan agreed with the control authority. (b) A formal flight-plan may be filed prior to the commencement of any activity.

Vessels in close proximity

 * (a) Vessels passing each other shall pass port to port (as far as their attitude allows)
 * (b) Vessels overtaking shall maintain safe distance from others with respect to both their flight volume and wake exclusion zone.
 * (c) When two vessels approach head on, the vehicle with enhanced manoeuvrability shall yield
 * (d) The yielding vessel, shall inform the control of authority of their intentions and take early and substantial action.
 * (e) Nothing in these rules shall prevent either vessel from taking additional action to avoid    collision
 * (f) The general priority table for manoeuvrability is : ...

General visibility
(a) The following shall apply in respect of any visibility (b) All vessels shall maintain proper measures to allow themselves to   to identify collision risks. (c) All vessels shall maintain proper identification (d) Vessels shall maintain an appropriate course,position and attitude based on the conditions apparent and intentions of other vessels (e) Vessels shall if required be able to stop within appropriate distances. (f) Vessels and the control authority shall maintain means to determine if collision risk exists. These shall include early warning systems

(g) A collision risk shall deem to exist if:

(h) Vessels and the control authority shall be expected to take positive, obvious and timely actions to avoid collision.

(i) Vessels with enhanced ability to manoeuvre shall not impede other vessels restricted in their ability to manoeuvre or to comply with instructions issued by the control authority

'j'. Vessels crossing 'flight lanes' shall maintain attitude such that their course is perpendicular to the flight lane concerned at the point of crossing.

Restricted visibility
(a) Restricted visibility shall exist in any circumstance where :

(b) Under conditions of restricted visibility : i) Vessels shall reduce speed or alter attitude respectively  ii) Shall inform the control authority as to the restricted visibility of their vessel, or visibility of other vessels to same.

...

Extra Vehicular Activity
(The meanings of certain phrases shall have the meanings assigned in the definitions section of this document.)

(a) A vessel in-flight shall only carry out extra vehicular activity with the authorisation with the permission of the control authority.

(b) A vessel must obtain such permission before commencement of the extra vehicular activity

(c) Vessels around which extra vehicular activity is taking place, shall broadcast this fact on an appropriate emergency channel every 15 minutes.

(d) No vessel shall approach closer than fifteen minutes(?) to a vessel in EVA status without prior permission from the EVA status ship's captain and the control authority.

(e) A vessel MUST immediately inform the control authority and nearby vessels when the extra vehicular activity has ceased

'Blasting' Operations and carriage of explosives
(see also Extra Vehicular Activity) (a) No blasting activity shall take place in controlled airspace without explicit permission of the control authority.

Distress and Emergency
(a) The 'signal' of a vessel in 'distress' shall be i) SOS sent in morse by whatever means ii) A warbling tone (between) on a known distress frequency iii) Six long tones, flares or tones followed by a pause and iv) The spoken sequence 'Mayday, Mayday, Mayday' v) Slow and repeated raising and lowering of out-stretched arms when in   sighted visual range of another craft.

(b) Use of Space Distress signals for other than purposes of genuine distress is strictly prohibited.

(c) A vessel shall also be deemed in 'distress' if i) A 'critical emergency' is declared. ii) abnormal smoke, flames, or the seperation of large-scale unexpected debris from the vessel iii) The vehicle is non-responsive to communication attempts on emergency frequencies.


text:
Talk:Developing Scripts and Case Studies for cisLunarFreighter/STC

Article based on (in Heavily modified and tweaked form from) - URL: http://en.wikipedia.org/wiki/International_Regulations_for_Preventing_Collisions_at_Sea History: http://en.wikipedia.org/w/index.php?title=International_Regulations_for_Preventing_Collisions_at_Sea&action=history

The notes are in no way complete.. ShakespeareFan00 21:39, 21 February 2007 (UTC)

Move model details from other page?
Erm, should the information in the other page be here?

ShakespeareFan00 21:03, 22 February 2007 (UTC)


text:
Category:Modern African Philosophy

This is a list of resources relevant for modern African Philosophy

title: Category:Modern African Philosophy


text:
African Philosophy/Annotated Bibliography/Paulin Hountondji African philosophy myth and reality

Bibliographical Information
Paulin J. Hountondji: African philosophy: myth and reality, transl. by Henri Evans with the collab. of Jonathan Ree; introd. by Abiola Irele. - 2nd ed. - Bloomington [etc.]: Indiana University Press, cop. 1996. - XXVIII, 221 p. - Original edition: 1983. ISBN 0-253-33229-X ISBN 0-253-21096-8 pbk

URL where reference was found
http://www.ascleiden.nl/Library/Webdossiers/AfricanPhilosophy.aspx -this is a dead link.


text:
Beginner Japanese/Politeness

Practice

 * Write a sentence in both hiragana and kanji in the くだけた (plain) form.
 * Write a sentence in both hiragana and kanji in the ていねい (polite) form.
 * Write a sentence in both hiragana and kanji in the 尊敬語 (honorific) form.
 * Write a sentence in both hiragana and kanji in the 謙譲語 (humble) form.

くだけた form sentences
Example: ビールを飲む. （ビールをのむ. ）(I'm going to have a beer.)

ていねい form sentences
Example: ビールを飲みます.

尊敬語 form sentences
Example: 先生はビールを召し上がりますか. （せんせいはビールをめしあがりますか. ）(Teacher, are you going to have a beer?)

謙譲語 form sentences
Example: 私はビールを頂きます. （わたしはビールをいただきます. ）(I'm going to have a beer.)

title: Beginner Japanese/Politeness


text:
Talk:Beginner Japanese/Politeness

Leave any questions here.

title: Talk:Beginner Japanese/Politeness


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Introduction to postmodernism

Welcome to the postmodernism course.

Here you will learn about postmodernism. What it is, what it is not, and research on the topic will be explored from a variety of interdisciplinary perspectives.

Let's see what Wikipedia has to say about the topic:

Scholars and historians most commonly hold postmodernism to be a movement of ideas contrary to modernism. Modernism is concerned with the metaphysical aim of uncovering a fundamental truth that lies beyond what we consider to be 'reality'. The Modernist interest in what lies beneath the surface of human existence, was influenced by the works of (among others) Sigmund Freud, Karl Marx, Albert Einstein's Theory of Relativity and the questions posed by Quantum Theory. Postmodernism questions whether these ideals can actually exist at all.

In a nutshell, the pro-postmodernism argument runs that economic and technological conditions of our age have given rise to a decentralized, media-dominated society in which ideas are simulacra and only inter-referential representations and copies of each other, with no real original, stable or objective source for communication and meaning. Globalization, brought on by innovations in communication, manufacturing and transportation, is often cited as one force which has driven the decentralized modern life, creating a culturally pluralistic and interconnected global society lacking any single dominant center of political power, communication, or intellectual production.

Postmodernism's adherents often argue that their ideals have arisen as the result of particular economic and social conditions, including what is described as "late capitalism" and the growth of broadcast media, and that such conditions have pushed society into a new historical period. However, a large number of thinkers and writers hold that postmodernism is at best simply a period, variety, or extension of modernism and not actually a separate period or idea.

Postmodern scholars argue that such a decentralized society inevitably creates responses/perceptions that are described as post-modern, such as the rejection of what are seen as the false, imposed unities of meta-narrative and hegemony; the breaking of traditional frames of genre, structure and stylistic unity; and the overthrowing of categories that are the result of logocentrism and other forms of artificially imposed order.

Scholars who accept the division of post-modernity as a distinct period believe that society has collectively eschewed modern ideals and instead adopted ideas that are rooted in the reaction to the restrictions and limitations of those ideas, and that the present is therefore a new historical period. While the characteristics of postmodern life are sometimes difficult to grasp, most postmodern scholars point to concrete and visible technological and economic changes that they claim have brought about the new types of thinking.

Critics of the idea claim that it does not represent liberation, but rather a failure of creativity, and the supplanting of organization with syncretism and bricolage. They argue that post-modernity is obscurist, overly dense, and makes assertions about the sciences that are demonstrably false.

There are often strong political overtones to this debate, with conservative commentators often being the harshest critics of post-modernism. There is a great deal of disagreement over whether or not recent technological and cultural changes represent a new historical period, or merely an extension of the modern one. Complicating matters further, others have argued that even the postmodern era has already ended, with some commentators asserting culture has entered a post-postmodern period. Alan Kirby has argued, in his essay "The Death of Postmodernism, and Beyond", that we now inhabit an entirely new cultural landscape, which he calls "pseudo-modernism".

title: Introduction to postmodernism


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ICAU1128A Operate a personal computer/quiz questions

These questions can be used for a classroom trivia-quiz-style game, or just to recap your own knowledge!

Beginner

 * What’s the universal help key? (Key that you press to get help on most computers)
 * What’s the name of the connection that you need to check if your mouse or printer doesn’t seem to be working? Bonus if you can explain what it stands for and a bit about it.
 * Fill in the missing: Maximise, Minimise, ____.
 * Another word for a "Folder"
 * Name of the place on your computer where your deleted files go

Intermediate

 * Describe how you can find the computers specifications such as OS, processor, memory etc.
 * What is the name of the connection that some older keyboards use (not USB). Bonus if you can explain what it stands for.
 * Name 3 operating systems from 3 different companies (1 point each, bonus for each extra answer but you can't have two from the same company)
 * Write the text that you would enter in the search box to find all Microsoft Word files on your computer?
 * Describe how you can cancel a print job

Advanced

 * Name two attributes of a folder (Hard)
 * Write the text that you would enter in the search box to find all word files on your computer that start with the letters "abc".


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C++/Loops

Loops allow a programmer to execute the k kisame block of code repeatedly. We will  make heavy use of  conditional statements in this section.k

The while Loop
The while loop is really the only necessary repetition construct. The for loop, coming up, can be duplicated using a while loop, and with more control. A simple negation can perform the same behavior as an until loop.

The syntax is as follows:

Again, the curly braces surrounding the body of the while loop indicate that multiple statements will be executed as part of this loop. If the actual code looked something like this:

means

There would be a problem. According to what was written, even though the second line after the while was indented, only the first line corresponds to the while loop. This is a huge problem because the variable involved in the condition (x) does not change, so it will always evaluate to true, making this an infinite loop. This could be alleviated by containing all statements intended to be a part of the loop body in { }.

The do...while Loop
The do...while loop is nearly identical to the while loop, but instead of checking the conditional statement before the loop starts, the do...while loop checks the conditional statement after the first run, then continuing onto another iteration.

The syntax is as follows:

As you can see, it will run the loop at least once before checking the conditional.

The do...while loop is still haunted by infinite loops, so exercise the same caution with the do...while loop as you would with the while loop. Its usefulness is much more limited than the while loop, so use this only when necessary.

The for Loop
The  loop is a loop that lets a programmer control exactly how many times a loop will iterate.

The syntax is as follows:

Here is an example of how the  loop works:

The code above and below are more or less equivalent.

What does this loop do? Prior to the first iteration, it sets the value of  to. Next, it tests (like a normal while loop) if  is less than 10. If the statement returns, the body of the loop is run and the program will print the value returned by the simple arithmetic statement   and move the terminal cursor down to the next line. After the loop is finished,  is incremented (by 1), as specified in the update statement, and the conditional is tested again.

So, this loop will run a total of 10 times, printing the "i+1" each time. You've taught your program to count!

The variable used in for loops is generally an integer variable named i, j, or k, and is often initialized prior to the beginning of the for loop. Another option is to initialize the variable at the same time that you declare the variable's initial state:

If this is done properly, it is possible to nest for loops.

What does this program do? The user is prompted to choose an integer, which is used in the conditional statement of the first for loop. Each iteration of the i loop will cause the j loop to run, which counts down from 10 to 1 before allowing the i loop to continue. The output will look something like this:

How many missiles will you fire? 3 10 9 8 7 6 5 4 3 2 1 Missile 1 has launched. 10 9 8 7 6 5 4 3 2 1 Missile 2 has launched. 10 9 8 7 6 5 4 3 2 1 Missile 3 has launched. All missiles have been launched.

Equivalence of C++ Looping Structures
The while loop can take the place of do...while loops if the condition for the while loop is "rigged" to be true at least the first time around.

The while loop can take the place of until loops by negating the condition that would be specified for the until loop, as explained above.

For and While loops
A for loop is structured as follows:

for { }

This can easily be reformatted as (do recognize the extra enclosing brackets, and the two extra semicolons after the expressions in order to turn them into statements):

{    ;     while  { ;    } }

A for loop is more often used in by C++ programmers due to its conciseness as well as its separation of the looping logic (often using a loop control variable like "int i" or another simple iterator) from the loop's content. A while loop is often preferred if the initial statement or update statement requires more complex code than fits neatly into the for construct. However, the two are fully equivalent therefore it is ultimately a coding style decision, not a technical decision whether to use one or the other.

Infinite Loops
One common programming mistake is to create an infinite loop. An infinite loop refers to a loop, which under certain valid (or at least plausible) input, will never exit.

Beginning programmers should be careful to examine all the possible inputs into a loop to ensure that for each such set of inputs, there is an exit condition that will eventually be reached. In addition to preventing the program from hanging (i.e. never finishing), understanding all potential inputs and exit conditions demonstrates a solid understanding of the algorithm being written. Academic studies of programming languages often test students' ability to identify infinite loops for the very reason that doing so often requires a solid understanding of the underlying code.

Compilers, debuggers, and other programming tools can only help the programmer so far in detecting infinite loops. In the fully general case, it is not possible to automatically detect an infinite loop. This is known as the halting problem. While the halting problem is not solvable in the fully general case, it is possible to determine whether a loop will halt for some specific cases.

Example of Infinite loop
This code will print infinite loop with out stopping.

title: C++/Loops


text:
Talk:C++/Loops

In progress... this page is outlined for future additions by myself or others; feel free to try your hand! Pnguyen 03:30, 22 February 2007 (UTC)

title: Talk:C++/Loops


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Word processing quiz questions

Beginner

 * Identify three current Word Processing applications that are available (But not different versions of the same product! Bonus points for each extra one)
 * Identify the file extension of word processing document on your computer

Intermediate

 * Identify the file extension used for templates in your word processing application.
 * When creating headings in your word processing documents, rather than using the font formatting tools (such as Bold, font size, font family etc.), what should you do?
 * Describe the menus that you need to navigate to view different toolbars in your word processing application (for example, File->Save is for saving files).
 * Describe what you would do to change the margins of your document.
 * Describe what you would do to add a footer to your document.
 * Describe one way that you can add a table to your document.
 * Describe how you would add an image to your document.

Advanced

 * Identify three different file-formats that you can use when you save your word processing files (1 bonus point for each extra one, 3 bonus points if you can identify an ISO standard file format).
 * Need a mail-merge question.

title: Word processing quiz questions


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Spreadsheets/Spreadsheet quiz questions

These questions can be used for a classroom trivia-quiz-style game where people are in teams of 3 or 4, or just to recap your own knowledge!

Beginner

 * Identify three current Spreadsheet applications that are available (But not different versions of the same product! Bonus points for each extra one)
 * Identify the file extension of spreadsheet documents on your computer
 * What must every formula in a spreadsheet start with? an equal to sign

Intermediate

 * Explain what the "autofill" feature of spreadsheets does.
 * The cell A3 contains the value 5. You want to add a formula into another cell that multiplies the value in A3 by 100. Write the formula required.
 * The cells in column A contain prices (such as 5.95, 7.95). Add a formula to the cell B3 that will calculate the GST (10 percent of the corresponding value in column A). Bonus 2 points: Add a formula in C3 to calculate the total price including the GST.
 * Draw and name 3 pictures of three different types of charts that you can create in your spreadsheet program (Bonus 1 point for every extra one)
 * Describe how you would add a footer to your printed spreadsheet.

Advanced

 * Identify three different file-formats that you can use when you save your spreadsheet files (1 bonus point for each extra one, 3 bonus points if you can identify an ISO standard file format)
 * Calculating age question (Column A has peoples birth year, how would you calculate age)
 * The cells in column A contain prices (such as 5.95, 7.95). A special cell, cell G1 has the current GST rate of 10%, but word on the street is that it may change. Add a formula to the cell C3 that will calculate the GST so that this formula can be "autofilled" down.
 * The cells in column A contain prices (such as 5.95, 7.95), but some of the items are GST-free items. This is indicated by a value in column B (GST-Free column) of either "Yes" or "No". Add a formula to cell C3 that will calculate the final price for the items.

title: Spreadsheets/Spreadsheet quiz questions


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Film School/About

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" All about the Wikiversity Film School
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Wikiversity Film School

 * The Wikiversity Film School is a preparitory school for high school and college students who plan to go to film school. We teach you software that film schools do not have the time to teach you.  We teach all the things that regular film schools expect you to know BEFORE you get to their film school.

 * 8% chance of acceptance
 * USC undergraduate department has 800 applications per year but they only accept 50 students. Almost everyone applying to the undergraduate department already has filmmaking experience.

 * Different Goals
 * When you go to USC, they will teach you how to do production and how to work together as a team.

 * At Wikiversity Film School, we teach you how to "Do It Yourself". And we do not teach production.  Instead we teach everything else.

 * Computer Software
 * The major thing that you will not have time to learn at USC is how to use all the possible software for working with film pre-production, production and post production. You have to learn this on your own time... preferably before you get to film school.

 * Therefore, Wikiversity Film School tries to introduce you to all the possible software you will need when you make your own motion pictures.

 * Only Narrative
 * Wikiversity Film School only covers narrative filmmaking. This is not laziness.  Documentary filmmaking, corporate video, event video and multimedia are totally different technologies.  None of these technologies overlap.

 * Incompetent Instructors
 * Many incompetent instructors will ask narrative film students to learn documentary filmmaking. Because the entire technology (filming, sound, and music techologies) are totally different, not only does this waste the students time and money, it gives the students incorrect training.

 * Schools that give students the opportunity to learn about documentary filmmaking is good. But to try to teach narrative filmmaking students by assigning them assignments that teach them incorrect techology is criminal fraud. It prevents you from learning what you need to know.

 * No Production
 * Wikiversity Film School does not teach production. It just is not practical to study live-action film production from a distance.  This requires hands on experience which is not possible over the Internet.

Instead, we teach the technologies you need to know before you start doing your production classes in film school.
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Conclusion title
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next page

 * Continue this lesson on Next Lesson Description

Contact your instructor

 * Your instructor for this class is Your Name. To email me, you simply @undefined.  [[Image:Crystal Clear app xfmail.png|32px]]

 * }

title: Film School/About


text:
Filmmaking Basics/3D Storyboard/FrameForge:Gare Cline

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

Your next step

 * Take your thumbnail storyboard and turn it into a 3D storyboard with FrameForge 3D Studio. When you have finished even just a few of the storyboards, email them to me.

 * Once you are finished, contact me and we will discuss which direction you should go next.

Contact your instructor

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

 * }


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Talk:Is management a science or an art?

Management can be considered as both science as well as an art.

Management is science because of several reasons like - it has universally accepted principles, it has cause and effect relationship etc, and at the same time it is art because it requires perfection through practice, practical knowledge, creativity, personal skills etc.

Management is both an art and a science. Management combines features of both science as well as art. It is considered as a science because it has an organized body of knowledge which contains certain universal truth. It is called an art because managing requires certain skills which are personal possessions of managers. Science provides the knowledge & art deals with the application of knowledge and skills.

A manager to be successful in his profession must acquire the knowledge of science & the art of applying it. Therefore management is a judicious blend of science as well as an art because it proves the principles and the way these principles are applied is a matter of art. Science teaches to ‘know’ and art teaches to ‘do’. E.g. A person cannot become a good singer unless he has knowledge about various ragas & he also applies his personal skill in the art of singing. Same way it is not sufficient for manager to first know the principles but he must also apply them in solving various managerial problems that is why, science and art are not mutually exclusive but they are complementary to each other (like tea and biscuit, bread and butter etc.).

The old saying that “Manager are Born” has been rejected in favor of “Managers are Made”. It has been aptly remarked that management is the oldest of art and youngest of science. To conclude, we can say that science is the root and art is the fruit.

Management As Science
Yes,Science is a systematic body of knowledge pertaining to a specific field of study that contains general facts which explains a phenomenon. It establishes cause and effect relationship between two or more variables and underlines the principles governing their relationship. These principles are developed through scientific method of observation and verification through testing. Science is characterized by the following main features: 1.	Universally acceptance principles – Scientific principles represents basic truth about a particular field of enquiry. These principles may be applied in all situations, at all time & at all places. E.g. – law of gravitation which can be applied in all countries irrespective of the time. Management also contains some fundamental principles which can be applied universally like the Principle of Unity of Command i.e. one man, one boss. This principle is applicable to all type of organization – business or non business. 2.	Experimentation & Observation – Scientific principles are derived through scientific investigation & researching i.e. they are based on logic. E.g. the principle that earth goes round the sun has been scientifically proved. Management principles are also based on scientific enquiry & observation and not only on the opinion of Henry Fayol. They have been developed through experiments & practical experiences of large number of managers. E.g. it is observed that fair remuneration to personal helps in creating a satisfied work force. 3.	Cause & Effect Relationship – Principles of science lay down cause and effect relationship between various variables. E.g. when metals are heated, they are expanded. The cause is heating & result is expansion. The same is true for management, therefore it also establishes cause and effect relationship. E.g. lack of parity (balance) between authority & responsibility will lead to ineffectiveness. If you know the cause i.e. lack of balance, the effect can be ascertained easily -in effectiveness. Similarly if workers are given bonuses, fair wages they will work hard but when not treated in fair and just manner, reduces productivity of organization. 4.	Test of Validity & Predictability – Validity of scientific principles can be tested at any time or any number of times. They stand the test of time. Each time these tests will give same result. Moreover future events can be predicted with reasonable accuracy by using scientific principles. E.g. hydrogen & oxygen will always give water. Principles of management can also be tested for validity. E.g. principle of unity of command can be tested by comparing two persons – one having single boss and one having 2 bosses. The performance of 1st person will be better than 2nd. It cannot be denied that management has a systematic body of knowledge but it is not as exact as that of other physical sciences like biology, physics, and chemistry etc. The main reason for the inexactness of science of management is that it deals with human beings and it is very difficult to predict their behavior accurately. Since it is a social process, therefore it falls in the area of social sciences. It is a flexible science & that is why its theories and principles may produce different results at different times and therefore it is a behavioral science. Ernest Dale has called it as a Soft Science.

Management as Art
Art implies the application of knowledge & skill to trying about desired results. Art may be defined as a personalized application of general theoretical principles for achieving the best possible results. Art has the following characters – 1.	Practical Knowledge: Every art requires practical knowledge therefore learning of theory is not sufficient. It is very important to know the practical application of theoretical principles. E.g. to become a good painter, the person may not only be knowing different colors and brushes but different designs, dimensions, situations, etc to use them appropriately. A manager can never be successful just by obtaining a degree or diploma in management; he must have also know how to apply various principles in real situations by functioning in the capacity of a manager. 2.	Personal Skill: Although the theoretical base may be the same for every artist, each one has his own style and approach towards his job. That is why the level of success and quality of performance differs from one person to another. E.g. there are several qualified painters but M.F. Hussain is recognized for his style. Similarly, management as an art is also personalized. Every manager has his own way of managing things based on his knowledge, experience, and personality, that is why some managers are known as good managers (like Aditya Birla, Rahul Bajaj) whereas others as bad. 3.	Creativity: Every artist has an element of creativity in line. That is why he aims at producing something that has never existed before which requires a combination of intelligence & imagination. Management is also creative in nature like any other art. It combines human and non-human resources in useful ways so as to achieve desired results. It tries to produce sweet music by combining chords in an efficient manner. 4.	Perfection through practice: Practice makes a man perfect. Every artist becomes more and more proficient through constant practice. Similarly, managers learn through the art of trial and error initially but the application of management principles over the years makes them perfect in the job of managing. 5.	Goal-Oriented: Every art is result-oriented as it seeks to achieve concrete results. In the same manner, management is also directed towards the accomplishment of pre-determined goals. Managers use various resources like men, money, material, machinery & methods to promote the growth of an organization. Thus, we can say that management is an art therefore it requires the application of certain principles rather it is an art of the highest order because it deals with molding the attitude and behavior of people at work towards desired goals. 6.   Work effectively. Managers manage all problems in every environment so this is not science, it is an art that how he manages every problem of organization in every environment.

Management as both Science and Art
Management is both an art and a science. The above-mentioned points clearly reveal that management combines features of both sciences as well as art. It is considered a science because it has an organized body of knowledge that contains certain universal truths. It is called an art because managing requires certain skills which are personal possessions of managers. Science provides knowledge & art deals with the application of knowledge and skills. A manager to be successful in his profession must acquire the knowledge of science & the art of applying it. Therefore management is a judicious blend of science as well as art because it proves the principles and the way these principles are applied is a matter of art. Science teaches to ’know’ and art teaches to ’do’. Example. a person cannot become a good singer unless he has knowledge about various ragas & he also applies his personal skill in the art of singing. The same way it is not sufficient for the manager to first know the principles but he must also apply them in solving various managerial problems that is why, science and art are not mutually exclusive but they are complementary to each other (like tea and biscuit, bread and butter, etc.). The old saying that “Managers are Born” has been rejected in favor of “Managers are Made”. It has been aptly remarked that management is the oldest of art and the youngest of science. To conclude, we can say that science is the root and art is the fruit.

Management as Profession
A profession may be defined as an occupation that requires specialized knowledge and intensive academic preparations to which entry is regulated by a representative body. The essentials of a profession are: 1.	Specialized Knowledge – A profession must have a systematic body of knowledge that can be used for development of professionals. Every professional must make deliberate efforts to acquire expertise in the principles and techniques. Similarly a manager must have devotion and involvement to acquire expertise in the science of management. 2.	Formal Education & Training – There are no. of institutes and universities to impart education & training for a profession. No one can practice a profession without going through a prescribed course. Many institutes of management have been set up for imparting education and training. For example, a CA cannot audit the A/C’s unless he has acquired a degree or diploma for the same but no minimum qualifications and a course of study has been prescribed for managers by law. For example, MBA may be preferred but not necessary. 3.	Social Obligations – Profession is a source of livelihood but professionals are primarily motivated by the desire to serve the society. Their actions are influenced by social norms and values. Similarly a manager is responsible not only to its owners but also to the society and therefore he is expected to provide quality goods at reasonable prices to the society. 4.	Code of Conduct – Members of a profession have to abide by a code of conduct which contains certain rules and regulations, norms of honesty, integrity and special ethics. A code of conduct is enforced by a representative association to ensure self discipline among its members. Any member violating the code of conduct can be punished and his membership can be withdrawn. The AIMA has prescribed a code of conduct for managers but it has no right to take legal action against any manager who violates it. 5.	Representative Association – For the regulation of profession, existence of a representative body is a must. For example, an institute of Charted Accountants of India establishes and administers standards of competence for the auditors but the AIMA (Alternative Investment Management Association) however does not have any statuary powers to regulate the activities of managers. From above discussion, it is quite clear that management fulfills several essentials of a profession, even then it is not a full fledged profession because: - a.	It does not restrict the entry in managerial jobs for account of one standard or other. b.	No minimum qualifications have been prescribed for managers. c.	No management association has the authority to grant a certificate of practice to various managers. d.	All managers are supposed to abide by the code formulated by AIMA e.	Competent education and training facilities do not exist. . f.	Managers are responsible to many groups such as shareholders, employees and society. A regulatory code may curtail their freedom. g.	Managers are known by their performance and not mere degrees. h.	The ultimate goal of business is to maximize profit and not social welfare. That is why Haymes has rightly remarked, “The slogan for management is becoming – ’He who serves best, also profits most’.”

i think management is more of art than science.it is the accumulated knowledge which comprises science. through exhastive acquaintance with management over the history it has added itself with knowledge. But when matter comes to practices of management it is purely art.with help of knowledge available. --Manju 07:37, 16 November 2009 (UTC)manju

Principle of management
Why management is regarded as both science and an art discuss 197.231.239.32 (discuss) 18:45, 7 December 2021 (UTC)

Management
Management combines features of both science as well as art. It is considered as a science because it has an organized body of knowledge which contains certain universal truth. It is called an art because managing requires certain skills which are personal possessions of managers. 154.115.253.7 (discuss) 08:28, 11 December 2021 (UTC)

Speech deliver
Management Art and science 2401:4900:5AFD:A32B:3A87:4748:F5A1:7E9E (discuss) 03:37, 15 December 2021 (UTC)

Business studies
Discuss management as aart a science or a profession 36.252.95.173 (discuss) 09:07, 15 December 2021 (UTC)

community development is an art more than science
look at roles of factors and principles 2C0F:F8F0:C600:6DE:1:2:1D82:201D (discuss) 16:14, 13 February 2022 (UTC)

Management
Management is an art as well as science. Discuss 2409:4071:4D11:16AE:0:0:5B0A:7F08 (discuss) 13:54, 22 February 2022 (UTC)

Bam
Is management art or science 105.112.211.115 (discuss) 21:06, 12 July 2022 (UTC)

Art
Sciense 102.220.41.184 (discuss) 16:18, 4 October 2022 (UTC)

Bam
Is management a science or an act 102.89.47.29 (discuss) 11:37, 4 March 2023 (UTC)

title: Talk:Is management a science or an art?