text:
User talk:EGM6321.f09.Team2.gaddone

 Hello EGM6321.f09.Team2.gaddone, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 17:30, 11 September 2009 (UTC)

title: User talk:EGM6321.f09.Team2.gaddone


text:
User talk:Egm6321.f09.Team1.sallstrom

 Hello Egm6321.f09.Team1.sallstrom, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 17:32, 11 September 2009 (UTC)

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

title: User talk:Egm6321.f09.Team1.sallstrom


text: Template:Ethnology

title: Template:Ethnology


text:
Portal:Ethnology/Resources

test 123

title: Portal:Ethnology/Resources


text:
EBP/Trinity507/Narcissus pseudonarcissus

Narcissus pseudonarcissus

 * Common names: Wild daffodil, Narcissus, Lent Lily
 * Wikipedia: Narcissus pseudonarcissus
 * Notes: The entire Narcissus family is extremely similar.

Plant descriptions

 * Range and habitat: Well-spaced woodlands and fields/clearings, originally from Europe, have naturalized into North America.
 * Appearance and identification of plant: A bulbous perennial. The bulb is pale yellow or brown to white, covered with a papery reddish brown skin similar to an onion. The texture is similar to a water chestnut. The leaves above the ground are narrow and flat, though fleshy, up to a foot long but averaging 6-8 inches. The color is greenish-blue. The texture is smooth and almost glossy to the touch, though the edges are often hardened and sharp.
 * Appearance and identification of flower: A single golden-yellow colored cup, often crimpy-edged. This cup is surrounded by large petals that are the same vivid yellow as the cup. The cup is commonly known as a trumpet.
 * Bloom time: Early to late spring


text:
User talk:Allgeier~enwikiversity

 Hello Allgeier, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 18:23, 11 September 2009 (UTC) Welcome to Wikiversity! --mikeu talk 18:23, 11 September 2009 (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 Allgeier. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Allgeier~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 23:27, 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) 06:02, 19 April 2015 (UTC)

title: User talk:Allgeier~enwikiversity


text:
User:Frankie Ulyanova

Ms. Frankie Ulyanova
AP English Language

Surgical Teams

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Fiction

 * Gruen, Sara. Water for Elephants A Novel. New York: Algonquin Books, 2007. Print.

Summary: A well-researched novel about the American circus during the Great Depression. The whimsical air of the modern circus has a seedy history of mistreatment of workers and animals, vicious competition among troupes to maintain basic survival, and an internal class system that simultaneously unites and divides them as carnies. This engaging story alternates between the present of the protagonist and his past in the circus as a veterinarian, with detailed descriptions that lure a reader into its imagery.

"'I'm going to tell you how it is, Jacob Jankowski. ' He spits my name out like something distasteful.  'I've seen your sort a thousand times.  You think I can't read you like a book?  So what's the deal - did you and Mommy have a fight?  Or maybe you're just looking for a little adventure between semesters?'

'No, sir, it's nothing like that.'

'I don't give a damn what it is - even if I gave you a job on the show, you wouldn't survive. Not for a week. Not for a day. The show is a well-oiled machine, and only the toughest make it. But then you wouldn't know anything about tough, would you, Mr. College Boy?' "(58).

"When the orange and blue flag goes up over the cookhouse for dinner, a handful of new Benzini Brothers employees join the lineup, identifiable by the red dinner tickets they clutch in their hands. The fat man was luck, as was the bearded lady and a handful of dwarves.  Uncle Al took on only performers, although one unfortunate fellow found himself unemployed again within a matter of minutes when August caught him looking a little too appreciatively at Marlena as he exited the privilege car.

A few others try to join the lineup, and not a one of them gets by Ezra. His only job is to know everyone on the show, and by God, he's good at it. When he jerks his thumb at some unfortunate, Blackie steps forward to take care of it. One or two of the rejects manage to scarf a fistful of food before flying headfirst out of the cookhouse" (119-20).

"And then I laugh, because it's so ridiculous and so gorgeous and it's all I can do to not melt into a fit of giggles. So what if I'm ninety-three?  So what if I'm ancient and cranky and my body's a wreck?  If they're willing to accept me and my guilty conscience, why the hell shouldn't I run away with the circus?" (331).

Film and Television

 * Sollins, Susan. "Place." Art21: Art in the Twenty-First Century. Prod. Susan Dowling. PBS. 17 Jan. 2002. Hulu. Hulu LLC. Web. 15 Sept. 2009. .

Summary: The first episode of the series looks at the meaning of "place" for artists Richard Serra, Sally Mann, Barry McGee and Margaret Kilgallen, and Pepon Osorio. Serra creates giant steel structures that redefine space and place. Mann's photography of the mundane (dog bones) to the primal (her children growing up) to the natural (landscapes) explores different ways of envisioning and experiencing what is seen. McGee and Kilgallen balance their appreciation of the human creation by contributing art outside (graffiti) and inside (commissioned gallery pieces). Osorio orchestrates cultural experiences bombarding the eyes and the spaces he creates with images that are meant to invoke a personal response that lasts after viewing the art (Barber Shop, Crime Scene, Home Visit).

 * The Informant! Dir. Steven Soderbergh. Perf. Matt Damon, Lucas McHugh Carroll, Eddie Jemison. Warner Brothers, 2009. Film.

Summary: Based on a true story accounted in Kurt Eichenwald's nonfiction book The Informant, the film condenses people and events to portray comic tragedy of Mark Whitacre. Whitacre initially and successfully aided the FBI as a whistle blower of Archer Daniels Midland's (ADM) price fixing in the early 1990s. However, his good deeds paled as his own fraud of ADM was uncovered. Perhaps a tragic hero, Whitacre's story in this film seems to be one more of tragic comedy. Reviews of Eichenwald's book and press about Whitacre's request for Presidential pardon suggest a more somber truth.

Lectures/Community Events

 * Knight, Keith. "Fear of a Black Marker: Race, Humor, Politics and Cartooning." Decatur Book Festival. City Hall Stage, Decatur. 6 Sept. 2009. Lecture.

Summary: Knight commented on the background and history of his comics through a slideshow presentation of his strips "the K Chronicles," "the Knight Life," and "(th)ink." Issues of politics, race, and identity are recurrent themes, with approaches modified (or not) depending on the audience.

Nonfiction - Books

 * Kimmel, Michael. Guyland: The Perilous World Where Boys Become Men. New York: Harper, 2008. Print.

Summary: An analysis of the American phenomenon of a seemingly untenable male stage of life between 16 and 26. With traditional societal markers of "adulthood" now spread out over several decades ("leaving home, completing one's education, starting work, getting married, and becoming a parent" [24]), defining when one has "become a man" becomes less a function of societal recognition and more of a self proclamation adulated by one's peers. Guyland investigates the perils of peer-purported manhood, in truth more of an extended adolescence, and the detachment it forms from true adulthood.

"Guyland is a volatile stage, when one has access to all the tools of adulthood with few of the moral and familial constraints that urge sober conformity. These 'almost men' struggle to live up to a definition of masculinity they feel they had no part in creating, and yet from which they feel powerless to escape" (43).

"Friendship is the currency of Guyland -- the band of brothers. But often it's a counterfeit currency, based on suppression of emotion, false bravado, and toughness, a mutual recitation of allegiance to the Guy Code.  Developing a genuine friendship - a real one - is difficult, perhaps the biggest risk a guy can take.  It means being strong enough to show vulnerability, independent enough to brave social ostracism, courageous enough to trust another" (278).

"In the end we need to develop a new model of masculinity. Young men must understand on a deep level that being a real man isn't going along with what you know in your heart to be cruel, inhumane, stupid, humiliating, and dangerous.  Being a real man means doing the right thing, standing up to immorality and injustice when you see it, and expression compassion, not contempt, for those who are less fortunate.  In other words, it's about being courageous" (287).

 * Levy, Ariel. Female Chauvinist Pigs Women and the Rise of Raunch Culture. New York: Free, 2005. Print.

Summary: Under the deceptive guise of "empowerment," the ubiquitous American raunch culture does more to limit and return women to a pre-feminist status as objects. What's worse - women are the perpetrators of these limitations. Recalling the aspirations of the feminist movement, the backlash of some of its twisted implementation, and the emergence of a generation of young women who know nothing of either history, FCP addresses the underlying messages and implications of the raunch culture.

"Raunch provides a special opportunity for a woman who wants to prove her mettle. It's in fashion, and is something that has traditionally appealed exclusively to men and actively offended women, so producing it or participating in it is a way both to flaunt your coolness and to mark yourself as different, tougher; looser, funnier - a new sort of loophole woman who is 'not like other women,' who is instead 'like a man.'  Or, more precisely, like a Female Chauvinist Pig" (96).

"Tomming, then, is conforming to someone else's - someone more powerful's - distorted notion of what you represent. In so doing, you may be getting ahead in some way - getting paid to dance in blackface in a Tom show, or gaining favor with Mas'r as Stowe's hero did in literature - but you are simultaneously reifying the system that traps you . ..

It would be crazy to suggest that being a woman today (black or white) is anything remotely like being a slave (male or female) in antebellum America. There is obviously no comparison. But there are parallels in the ways we can think about the limits of what can be gained by 'acting like' an exalted group or reifying the stereotypes attributed to a subordinate group. These are the two strategies an FCP uses to deal with her femaleness: either acting like a cartoon man. . . or acting like a cartoon woman. . . " (106-7).

"But whereas older women were around for the women's movement itself, of at least for the period when its lessons were still alive in the country's collective memory, teenage girls have only the here and now. They have never known a time when 'ho' wasn't part of the lexicon . . . None of this can possibly be 'ironic' for teens because it's their whole truth - there's no backdrop of idealism to temper these messages.  If there's a way in which grown women are appropriating raunch as a rebellion against the constraints of feminism, we can't say the same for teens.  They never had a feminism to rebel against" (168-9).

Nonfiction - Essays

 * Jenee Desmond-Harris, Jenee. "Why Michelle Obama's Hair Matters." TIME Magazine. TIME.com. Time Inc., 7 Sept. 2009. Web. 3 Sept. 2009. .

Summary: A careful analysis of how the First Lady's various hairstyles reflect the identity and implied status of African-American women.

"The choice many black women make to alter their hair's natural texture has undeniable historical and psychological underpinnings. It has been attributed to everything from a history of oppression and assimilation to media-influenced notions of beauty and simple personal aesthetics" (1).

"The notion of natural black hair as being subversive or threatening is not new. When the New Yorker set out last summer to satirize Michelle as a militant, country-hating black radical, it was no coincidence that the illustrator portrayed her with an Afro. The cartoon was calling attention to all the ridiculous pre-election fearmongering. But the stereotypes it drew from may be one reason that 56% of respondents to a poll on NaturallyCurly.com say the U.S. is not ready for a 'First Lady with kinky hair' "(2).

"I'm neither high maintenance nor superficial: I'm a black woman. My focus on hair feels like a birthright. It is my membership in an exclusive, historical club, with privileges, responsibilities, infighting and bylaws that are rewritten every decade.

Not once when I've seen an image of our First Lady has it been lost on me that she is also a member. I don't see just an easy, bouncy do. I see the fruits of a time-consuming effort to convey a carefully calculated image. In the next-day ponytail, I see a familiar defeat" (2).

Pictures, Graphs/Charts, Cartoons
Forthcoming

title: User:Frankie Ulyanova


text:
User talk:Faisal wardak

 Hello Faisal wardak, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 18:32, 11 September 2009 (UTC) Welcome to Wikiversity! --mikeu talk 18:32, 11 September 2009 (UTC)

title: User talk:Faisal wardak


text:
User talk:T2ice

 Hello T2ice, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 18:32, 11 September 2009 (UTC) Welcome to Wikiversity! --mikeu talk 18:32, 11 September 2009 (UTC)

title: User talk:T2ice


text:
User talk:Robert de Neufville

 Hello Robert de Neufville, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 18:32, 11 September 2009 (UTC) Welcome to Wikiversity! --mikeu talk 18:32, 11 September 2009 (UTC)

title: User talk:Robert de Neufville


text:
User talk:Gdpitts

 Hello Gdpitts, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 18:32, 11 September 2009 (UTC) Welcome to Wikiversity! --mikeu talk 18:32, 11 September 2009 (UTC)

title: User talk:Gdpitts


text:
User talk:Aahee

 Hello Aahee, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 18:33, 11 September 2009 (UTC) Welcome to Wikiversity! --mikeu talk 18:33, 11 September 2009 (UTC)

title: User talk:Aahee


text:
User talk:HadiH

 Hello HadiH, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 18:33, 11 September 2009 (UTC) Welcome to Wikiversity! --mikeu talk 18:33, 11 September 2009 (UTC)

title: User talk:HadiH


text:
User talk:WinterNightz~enwikiversity

 Hello WinterNightz, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 18:33, 11 September 2009 (UTC) Welcome to Wikiversity! --mikeu talk 18:33, 11 September 2009 (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 WinterNightz. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name WinterNightz~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 23:48, 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) 06:25, 19 April 2015 (UTC)

title: User talk:WinterNightz~enwikiversity


text:
User talk:Bsrkaditya

 Hello Bsrkaditya, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 18:33, 11 September 2009 (UTC) Welcome to Wikiversity! --mikeu talk 18:33, 11 September 2009 (UTC)

title: User talk:Bsrkaditya


text:
User talk:Hickschick007

 Hello Hickschick007, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 18:33, 11 September 2009 (UTC) Welcome to Wikiversity! --mikeu talk 18:33, 11 September 2009 (UTC)

title: User talk:Hickschick007


text:
User:John Bessa/Form Car

This extends my Load-bearing body armor page in that this project attempts to create design criteria creating safety for soldiers involved in defense and peace-keeping activity in a way that is pacifistic. This also attempts to do so in a way that combines benefits; where the LBBA creates a more comfortable pack system for load carrying soldiers, the Form Car attempts to combine twin benefits from its bottom strengthened design criteria: explosion proofing and amphibious capabilities.

The Form Car is design where components form to a framework in a "best of breed" paradigm. The term "car" is appropriate given the term armored car even though it can be characterized as a small truck. Also a famous but now defunct American truck maker was "Auto Car," whose trucks were similar to the familiar old-school Mack Trucks that are still used.

=Design Criteria= As a military vehicle design paradigm, it seeks to provide reliability, protection, performance, efficiency, and the ability to cross water. It also seeks to provide spin-off designs and components, if not whole vehicles, for the civilian market.

Basic design: components model

 * Chassis and engine
 * Form, or body, that molds over the engine and chassis component
 * Upper half, which includes the top of the vehicle and its interior

Duck and Schwimmvagen
For amphibians, the WWII Duck (dukw) [] and [] are the historical winners.

Subaru drive train
The most efficient all-wheel-drive vehicle is the Subaru. Recently I surveyed the deplorable decline of the automobile with a long-time friend and third generation mechanic, and he said "you know, the Subaru is still a pretty good car." Just behind him were two Subaru engines showing their exotic innards.

=Components= In short, the form car initially seeks to create a single-frame component to encase an engine, drive-train, and wheel-set, and then lay a duck shaped body over it that is really more on scale with the schwimmvaggen. The engine/drive-train/wheel component should probably be all on the outside of the vehicle as there is no part of this component that cannot get wet, or even be submerged. Only the air supply has to be above water. Insulation if necessary might only have to accommodate extreme cold, as electrical parts are easily waterproofed. A known weak point for these vehicles are the rubber boots that seal mechanical parts that extend from the bottom of the form. In this model, the need for these vulnerable rubber boots is minimized or even eliminated.

Bottom: bombproof, waterproof
Because the bottom of the vehicle is protected from the outside and formed around the mechanical component, it can easily be reinforced for passenger protection of an underside explosion. The design might allow the form to be pushed upward, using gravity to absorb shock, leaving the mechanical component behind, at least momentarily.

Custom top
The top can be entirely custom, allowing civilian customization, and the point where the top joins the bottom, in fact the entire form shape, are at the whim of particular designers.

=Sizes= Variations in the mechanical component should be based on size, which is traditionally determined by wheel size: 13, 14, 15,and 16 inches in lighter configurations.

=Lightness and corrosion resistance= Because the chassis and drive-train components will have expect to be submerged, the materials will have to be corrosion proof. Since material lightness is also a criteria to minimize the need for buoyancy, and also to allow for airborne transport, the materials of choice are stainless steel and corrosion proof aluminum, and perhaps more exotic and expensive allows.

=Interchangeability of parts, and ease of repair= Parts should be interchangeable between the size categories to allow for modification and development at the user end, possibly between missions. Since the chassis component is independent and self-supporting, it can be used as a platform for any system. Ease of repair and modification combined with light weight and highly reliable parts should create demand for civilian use that is presently only supported at high cost. The chassis arrangement night be called a "mazarati-jeep."

=Engine criteria= Since the engine compartment is to be flooded the engine has to be low and specifically designed to be waterproof. Diesel design is easy to make waterproof as the vulnerable component is the air intake. Diesels can have very high performance, but are expensive. Gasoline engines for this purpose would have exceed current expectations. A hybrid design has a benefit for infiltration: total quiet. Waterproof electrical engine systems are available for small submarines, and a hybrid design would presumably extend patrol length. A hybrid vehicle could double as a generator, provide increased starting ability in cold, and possibly boost a diesel vehicles acceleration. As with the chassis, a high-performace hybrid, either diesel or gasoline, would be exceedingly attractive to civilian modifiers. Unlike mechanical through-body connections, which may require the flexible boots that are considered liabilities, electrical through-body connections can be easily sealed.

=Water propulsion= The final consideration is the water propulsion, and the term "thrust" comes to mind immediately, implying that thrusters are probably the best system for the form car.

Kinds of propulsion
There are two kinds of propulsion: propeller and thruster. And there are two kinds of propelled water craft: displacement and planing.

Planing craft climbed onto their bow, or shock, wave and are able to move most of their mass above the water attaining potentially high speeds. The form car will probably never plan because of weight and "friction" caused by wheels and other mechanical components. So this leaves a displacement model. There are two kinds of displacement models: sleek and inefficient. Sleek would be destroyers, mine sweepers, or perhaps even kayaks. Inefficient would be tugboats with barges. Tugboats are typically fit with nozzle arrangements that are collars around the propellers to make them act as thrusters. More pure thruster designs are called "jet tracktors," and have fully internal systems for producing the motion of water. Tracktor designs have been shown to have far more effective "bollard pull" than propeller designs, where bollard pull means that a vessel is held stationary and efficiency is measured by the tension against, say, a rope attached to a stationary object, such as a bollard on a pier. Traktors are also used in high speed craft as well, and thrust systems are used in water skis, which are planing vessels.

Thrust engines are most desirable
Because the form car would be closer to the inefficient model, which supports a thrust implementation, and because thrust systems are shown to provide high speed, a thrust system appears better for the form car than a propeller system, even though propellers are seen on most amphibious vehicles including the "duck." Another advantage of a thruster is that there is no propeller to get fouled by things found in water, and no danger of slicing by a propeller blade.

title: User:John Bessa/Form Car


text: File:Dont panic.svg

title: File:Dont panic.svg


text: File:Dukw.JPG

title: File:Dukw.JPG


title: File:Dukw2.JPG


text: File:My alice pack 2.JPG

title: File:My alice pack 2.JPG


text: File:My alice pack 3.JPG

title: File:My alice pack 3.JPG


text:
User talk:Frankie Ulyanova

 Hello Frankieulyanova, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 20:27, 11 September 2009 (UTC)

title: User talk:Frankie Ulyanova


text:
User:Silverwind~enwikiversity

Hi. I'm literate, mostly, and articulate, again mostly. I'm a print junky, addicted to books, mostly fantasy & science fiction but also whatever has caught my curiosity. I'm an elephant's child. Salaam. Shalom. Peace. Silverwind 21:27, 11 September 2009 (UTC)

title: User:Silverwind~enwikiversity


text: File:No cc-by-nc.svg

title: File:No cc-by-nc.svg


text:
Generating dynamic content with MediaWiki/2009/W37/5/06/00

6:02: Mohamed Atta flies Colgan Air from Portland International Jetport, Portland, Maine to Logan International Airport, Boston, Massachusetts, along with Abdulaziz al-Omari.

6:45: Atta and al-Omari arrive at Boston's Logan Airport.

6:52: Marwan al-Shehhi, the hijacker of United Airlines Flight 175, calls Atta from another terminal at Logan to confirm that the plans for the attack are intact.

next


text:
User:Test dummy

This is a test account created by User:Mu301. It may be used by new Custodians to test blocking and unblocking.

title: User:Test dummy


text: Category:Documentary hypothesis

title: Category:Documentary hypothesis


title: User:CQ/2009/W36


text:
User:CQ/2005

Home|

CQ/2000

CQ/2001 CQ/2002 CQ/2003 CQ/2004 CQ/2005 CQ/2006 CQ/2007 CQ/2008 CQ/2009

CQ/2010

CQ/2011 CQ/2012 CQ/2013 CQ/2014 CQ/2015 CQ/2016 CQ/2017 CQ/2018 CQ/2019

CQ/2020 - discuss

title: User:CQ/2005


text: Category:Appreciative Inquiry

title: Category:Appreciative Inquiry


text: Category:Language and Culture Assistants in Spain


text:
User:ALISHA

ALISHA ALISHA

title: User:ALISHA


text: Category:American Sign Language

title: Category:American Sign Language


text: Category:Novial

title: Category:Novial


text: Category:Open science

title: Category:Open science


text: Category:Outcome mapping

title: Category:Outcome mapping


text: Category:Optimal classification

title: Category:Optimal classification


text: Category:Waves in composites and metamaterials


text: Category:Waves

title: Category:Waves


text:
User:CQ/2009/W37/6

12 September 2009 - Testing the queue

title: User:CQ/2009/W37/6


text: Category:Tariffing

title: Category:Tariffing


text:
User:CQ/2009/W37/2

Evan Ratliff found September 8, 2009 in New Orleans

title: User:CQ/2009/W37/2


text:
User:CQ/2009/W37/5

Timeline for the day of the September 11 attacks created

title: User:CQ/2009/W37/5


title: User:CQ/2009/W37/3


text:
User:CQ/2009/W37/4

OUT WALKING - 3rd day off line

title: User:CQ/2009/W37/4


text:
User:CQ/2009/W37/7

Sunday, Sep 13 '09

title: User:CQ/2009/W37/7


text:
Generating dynamic content with MediaWiki/2009/W37/6

Hours in a day...


text: Generating dynamic content with MediaWiki/2009/W37/6/03


text:
Talk:Generating dynamic content with MediaWiki/2009/W37/6

Sleep from

(Hour minute) =>

12
hours later... CQ 12:17, 12 September 2009 (UTC)

I'm in the process of quitting smoking. I've had my first cup of coffee and smoked half of my last cigarette. I ran out! Now it's  (Hour minute) and I'm wondering how long before the panic starts. Currently User:B9 hummingbird hovering is working on some Tibetan stuff in his user space and this person is working on Teaching. It's also time to welcome Goldzahn. CQ 12:52, 12 September 2009 (UTC)

13
Looking into the Welcome log..

User:Mu301 (mikeu) is using a structure that can be generated with Welcome log/ => Welcome log/. He is working on a welcome bot at Writing a simple greeting bot for MediaWiki. It would be cool to Have the bot notify the Welcoming committee before automatically welcoming a newcomer. Maybe the bot can measure (both in time and number of edits by a new user) how long it takes for a committee member to respond. Just a thought. CQ 13:19, 12 September 2009 (UTC)

14
Wow! mikeu's been busy! I made Portal:Time. CQ 15:02, 12 September 2009 (UTC)

15
/ CQ 17:46, 12 September 2009 (UTC)

16
/ CQ 17:47, 12 September 2009 (UTC)


text:
User talk:Drking~enwikiversity

 Hello Drking, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 03:05, 12 September 2009 (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 Drking. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Drking~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:Drking~enwikiversity


text:
User:Jtneill/Sandbox/Autoarchive

See auto archive and the talk page for a test demo.

title: User:Jtneill/Sandbox/Autoarchive


text:
User talk:Jtneill/Sandbox/Autoarchive

Back to User:Jtneill/Sandbox/Autoarchive

This is very odd. This page was archived, however User talk:Graeme E. Smith has not been edited at all by ArchiveBot. --mikeu talk 03:22, 13 September 2009 (UTC)

title: User talk:Jtneill/Sandbox/Autoarchive


text: Category:User:Jtneill/Sandbox

title: Category:User:Jtneill/Sandbox


text:
User talk:Klisz

 Hello Kennercat, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 05:21, 12 September 2009 (UTC)

Nomic
Yes, please do join in! All are welcome. We are just about to start a new round at Talk:Nomic and Nomic. The Learning from Nomic page is where we will discuss our experiences. --mikeu talk 05:21, 12 September 2009 (UTC)

Wikiversity Nomic - Call for judgement
Hi! I entered as a player in the Nomic, and then when I saw the possibility there did a rather boring bid for winning. I won't say I won't be happiest if it is judged as valid, and I actually think it looks legit (if perhaps, a bit boring), but I'm also interested to see how it will be handled - and however it goes, perhaps it turns out it was what was needed to get the game going? So, will you take a look and comment at Talk:Nomic? I've also posted on User:Mu301's talk page. Anyone else who should be contacted? Ever wonder 11:50, 9 April 2010 (UTC)

title: User talk:Klisz


text:
User:Beany/monobook.js

mw.loader.load('https://en.wikipedia.org/w/index.php?title=User:Beany/global.js&action=raw&ctype=text/javascript');

title: User:Beany/monobook.js


text:
User:Kved/monobook.js

mw.loader.load('https://meta.wikimedia.org/w/index.php?title=User:Kved/global.js&action=raw&ctype=text/javascript');

title: User:Kved/monobook.js


text:
Talk:Intermediate Swedish 2

Scope of the course

 * 1) Vocabulary: Increasing the vocabulary specifically regarding grammar, interview, history, archeology, letters, winter sports
 * 2) Grammar: The course shall extend the grammatical base for the student. focus on verbs and adverbs. follow-up aspects and prepositions/particles, grammatical case, fonetics.
 * 3) Spelling: Focus on connection between spelling and speaking.
 * 4) Translation: Each lesson shall have example sentences and example text.
 * 5) Exercises: The exercises should be in level with the lesson.
 * 6) Listening: Spoken examples shall be available for each lesson.
 * 7) Level: The work load of each lesson should be in level with the others.
 * 8) Diagnostic Test shall cover all lessons.
 * 9) There shall be correct answers to each exercise available.
 * 10) This course has focus on verbs and vocabulary.

Prerequisities

 * 1) University level course, following on the Intermediate Swedish 1 course.
 * 2) The student has studied other languages before.
 * 3) No previous knowledge of Swedish is required.

Remaining work

 * 1) Define lessons 4-12
 * 2) Finish lessons 1-3.

Continuation course

 * 1) Intermediate Swedish 3

--Mats 09:58, 12 September 2009 (UTC)

title: Talk:Intermediate Swedish 2


text:
User:B9 hummingbird hovering/༄༅༅༎ རྫོགས་པ་ཆེན་པོ་ཀོང་ཆེན་སྙིང་ཐིག་གི་སྔོན་འགྲོའི་ངག་འདོན་ཁྲིགས་སུ་།

User:B9 hummingbird hovering/Nundro notes

༄༅༅། །རྫོགས་པ་ཆེན་པོ་ཀོང་ཆེན་སྙིང་ཐིག་གི་སྔོན་འགྲོའི་ངག་འདོན་ཁྲིགས་སུ་། @##/_/rdzogs pa chen po klong chen snying thig gi sngon 'gro'i ngag 'don khrigs su/ བསྡེབས་པ་རྣམ་མཁྱེན་ལམ་བཟང་བཞུགས་སོ། ། bsdebs ba rnam bzang bzhugs so/_/ ༄༅། །གདོད་ནས་མངོན་སངས་རྒྱས་ཀྱང་གང་ལ་གང་འདུལ་གཟུགས་སྐུ་འགག་པ་མེད། @#/_/gdod nas mngon sangs rgyas kyang gang la gang 'dul gzugs sku 'gag pa med/ སྣ་ཚོགས་སྒྱུ་འཕྲུལ་ངོམ་ཡང་ཕུང་ཁམས་སྐྱེ་མཆེད་གཟུང་དང་འཛིན་པ་བྲལ། sna tshogs sgyu 'phrul ngom yang phung khams skye mched gzung dang 'dzin pa pral/ མི་ཡི་གཟུགས་སུ་སྣང་ཡང་མཁྱེན་བ་རྩེའི་འོད་ཟེར་སྟོང་འབར་རྒྱལ་བ་དངོས། ཚེ་འདི་ཙམ་དུ་མ་ཡིན་གཏན་གྱི་སྐྱབས་སུ་ཁྱེད་བསྟེན་བྱིན་གྱིས་རློབས། དེ་ལ་འདིར་རྫོགས་པ་ཆེན་པོ་ཀློང་ཆེན་སྙིང་ཐིག་གཨི་སྔོན་དུ་འགྲོ་བའི་ངག་འདོན་ཁྲིགས་སུ་བསྡེབས་པ་ལ། ཐོག་མར་ངག་བྱིན་བརླབ་ནི། ཨོཾ་ཨཱཿཧཱུྃ། ལྕེ་དབང་རྃ་ཡིག་ལས་བྱུང་མེས་བསྲེགས་ནེས། ། འོད་དམར་རྣམ་པའི་རྡོ་རྗེ་རྩེ་གསུམ་སྦུབས། ། ཨཱ་ལི་ཀཱ་ལིལི་མཐའ་བསྐོར་རྟེན་འབྲེལ་སྙིང་། ། མུ་ཏིག་ཕྲེང་བ་ལྟ་བུའི་ཡིག་འབྲུ་ལས། ། END OF PAGE 1 འོད་འཕྲོས་རྒྱལ་བ་སྲས་བཅས་མཆོད་པས་མཉེས། །   སླར་འདུས་ངག་སྒྲིབ་དག་ནས་གསུང་རྡོ་རྗེའི། ། བྱིན་རླབས་དངོས་གྲུབ་ཐམས་ཅད་ཐོབ་པར་བསམ། ། ཨ་ཨཱ། ཨི་ཨཱི། ཨུ་ཨཱུ། རྀ་རཱྀ། ལྀ་ལཱྀ། ཨཻ་ཨཻ། ཨོ་ཨཽ། ཨཾ་ཨཿ ལན་བདུན ཀ་ཁ་ག་གྷ་ང་། ཙ་ཚ་ཛ་ཛྙ་ཉ། ཊ་ཋ་ཌ་ཌྷ་ན། པ་ཕ་བ་བྷ་མ། ཡ་ར་ལ་ཝ། ཤ་ཥ་ས་ཧ་ཀྵ༔ ※ལན་བདུན།※ ཡེདྷརྨཱ་ཧེ་ཏུ་བྲ་བྷ་ཝཱ་ཧེ་ཏུན་ཏེ་ཥཱནྟ་ཐཱ་ག་ཏོ་ཏྱ་ཝཱ་དཏ། ཏེ་ཥཱཉྩ་ཡོ་ནི་རོ་དྷ་ཨེ་ཝཾ་བཱ་དཱི་མ་ཎཿཡེ་སྭཱ་ཧཱ་  ※ལན་བདུན་གྱིས་རླབས་སོ།※ དང་པོ་དབལ་ལྡན་བླ་མའི་ཐུགས་རྒྱུད་བ་སྐུལ་ཕྱིར་གསོལ་བ་གདབ་པ་ནི། བླ་མ་མཁྱེན། བླ་མ་མཁྱེན། བླ་མ་མཁྱེན་ནོ།   །ཞེས་གདུང་བ་དྲག་པོས་བོས་དས། སྙིང་དབུས་དད་པའི་གེ་སར་བཞད་པ་ནས། ། End of PAGE 2 སྐྱབས་གཅིག་དྲིན་ཆེན་བླ་མ་ཡར་ལ་བཞེངས། ། འས་དང་ཉོན་མོངས་དྲག་པོས་གཟིར་བ་ཡི། ། སྐལ་བ་ངན་པ་བདག་ལ་སྐྱོབ་པའི་ཕྱིར། ། སྤྱི་བོ་བདེ་ཆེན་འཁོར་ལོའི་རྒྱན་དུ་བཞུགས། ། དྲན་དང་ཤེས་བ་ཞིན་ཀུན་ཀྱང་བཞེངས་སུ་གསོལ། ། ད་རེས་དམྱལ་བ་ཡི་དྭགས་དུད་འགྲོ་དང་། ། ཚེ་རིང་ལྷ་དང་ཀླ་ཀློ་ལོག་ལྟ་ཅན། ། སངས་རྒྱས་མ་བྱོན་ཞིང་དང་ལྐུགས་པ་སྟེ། ། མི་ཁོམ་བརྒྱད་ལས་ཐར་བའི་དལ་བ་ཐོབ། ། མིར་གྱུར་དབང་པོ་ཚང་དང་ཡུལ་དབུས་སྐྱེས། ། འས་མཐའ་མ་ལོག་བསྟན་ལ་དད་པ་སྟེ། ། རང་ཉིད་འབྱོར་པ་ལྔ་ཚང་སངས་རྒྱས་བྱོན། ། ཆོས་གསུངས་བསྟན་པ་གནས་དང་དེ་ལ་ཞུགས། ། བཤེས་གཉེན་དམ་པས་ཟིན་དང་གཞན་འབྱོར་ལྔ། ། ཐམས་ཅད་རང་ལ་ཚང་བའི་གནས་ཐོབ་ཀྱང་། ། རྐྱེན་མང་ངེས་པ་མེད་པའི་ཚེས་སྤངས་ནས། ། འཇིག་རརྟེན་ཕ་རོལ་ཉིད་དུ་སོན་པར་འགྱུར། ། བློ་སྣ་ཆོས་ལ་སྒྱུར་ཅིག་གུ་རུ་མཁྱེན། ། འམ་གོལ་དམན་པར་མ་གཏོང་ཀུན་མཁྱེན་རྗེ། ། གཉིས་སུ་མེད་དོ་དྲིན་ཆེན་བླ་མ་མཁྱེན། ། End of page 4 ད་རིས་དས་རྟེན་དོན་ཡོད་མ་བྱས་ན། ། da res dal rten don yod ma byas na ཕྱི་ནས་ཐར་པ་བསྒྲུབ་པའི་རྟེན་མི་རྙེད། ། phyi nas thar pa bsgrub pa'i rten mi rnyed/ / བདེ་འགྲོའི་རྟེན་ལ་བསོད་ནམས་ཟེད་བྱུར་ན། ། bde 'gro'i rten la bsod namas zed gyur na/ / ཤི་བའི་འོག་ཏུ་ངན་སོང་ངན་འགྲོར་འཁྱམས། ། shi ba'i 'og tu ngan song ngan 'gror 'khyams/ / དགེ་སྡིག་མི་ཤེས་ཆོས་ཀྱི་སྒྲ་མི་ཐོས། ། dge sdig mi shes chos kyi sgra mi thos/ / དགེ་བའི་བཤེས་དང་མི་མཇེལ་མཚང་ངེ་ཆེ། ། dge ba'i bshes dang mi majel mtshang re che/ / སེམས་ཅན་ཙམ་ཀྱི་གྱི་གྲངས་དང་རིམ་པ་ལ། ། sems can tsam gyi grangs dang rim pa la/ / བསམ་ན་མི་ལུས་ཐོབ་པ་སྲིད་མཐའ་ཙམ། ། bsam na mi lus thob pa srid mtha' tsam/ / མི་ཡང་ཆོས་མེད་སྡིག་ལ་སྤྱོད་མཐོང་ན། ། mi yang chos med sdig la spyod mthong na/ / ཆོས་བཞིན་སྤྱོད་པ་ཉིན་མོའི་སྐར་མ་ཙམ། ། chos bzhin spyod po nyin mo'i skar ma tsam/ / END of page 5 བློ་སྣ་ཆོས་ལ་སྒྱུར་ཅིག་གུ་རུ་མཁྱེན། ། blo sna chos la sgyur cig gu ru mkhyen/ / ལམ་གོལ་དམན་པར་མ་གཏོང་ཀུན་མཁྱེན་རྗེ། ། lam gol dman par ma gtong kun mkhyen rje/ / གཉིས་སུ་མེད་དྲིན་ཆེན་བླ་མ་མ་མཁྱེན། ། gnyis su med do drin chen bla ma mkhyen/ / གལ་ཏེ་མི་ལུས་རིན་ཆེན་གླིང་ཕྱིན་ཡང་། ། gal te mi lus rin chen gling phyin yang / / ལུས་རྟེན་བཟང་ལ་བྱུར་པོ་ཆེ་ཡི་སེམས། ། lus rten bzang la byur po che yi sems/ / ཐར་པ་བསྒྲུབ་པའི་རྟེན་དུ་མི་རུང་ཞིང་། ། thar pa bsgrub pa'i rten du mi rung zhing / / ཁྱད་པར་བདུད་ཀྱིས་ཟིན་དང་དུག་ལྔ་འཁྲུགས། ། khyad par bdud kyis zin dang dug lnga 'khrugs/ / ལས་ངན་ཐོག་ཏུ་བབས་དང་ལེ་ལོས་གཡེངས། las ngan thog tu b.bas dang le los g.yengs/ / གཞན་ཁོལ་བྲན་གཡོག་འཇིགས་སཀྱོབ་ཆོས་ལྷར་བཅོས། gzhan khol bran g.yog 'jigs skyob chos lhar bcos/ / རྨོངས་སོགས་འཔྲལ་བྱུང་རྐྱེན་གྱི་མི་ཁོམ་བརྒྱད། ། rmongs sogs 'pral byung rkyen gyi mi khom brgyad/ / end of page 6 བདག་ལ་ཆོས་ཀྱི་འགལ་ཟླར་ལྷགས་པའི་ཚེ། bdag la chos kyi 'gal zlar lhags pa'i tshe/ / བློ་སྣ་ཆོས་ལ་སྒྱུར་ཅིག་གུ་རུ་མཁྱེན། ། blo sna chos la sgyur cig gu ru mkhyen/ / ལམ་གོལ་དམན་པར་མ་གཏོང་ཀུན་མཁྱེན་རྗེ། ། lam gol dman par ma gtong kun mkhyen rze/ / གཉིས་སུ་མེད་དོ་དྲིན་ཆེན་བླ་མ་མཁྱེན། ། gnyis su med do drin chen bla ma mkhyen/ / སྐྱོ་ཤས་ཆུང་ཞིང་དད་པའི་ནོང་དང་བྲལ། ། skyo shas chung zhing dada pa'i nong dang bral/ / འདོད་སྲེད་ཞགས་པས་བཅིངས་དང་ཀུན་སྤྱོད་རྩུབ། ། 'dod sred zhags pas bcings dang kun spyod rtsub/ / མི་དགེ་སྡིག་ལ་མི་འཛེམ་ལས་མཐའ་ལོག། mi dge sdig la mi 'dzem las mth' yog / སྡོམ་པ་ཉམས་ཤིང་དམ་ཚིག་རལ་བ་སྟེ། ། sdom pa nyams shing dam tshig ral ba ste/_/ རིས་ཆད་བློ་ཡི་མི་ཁོས་རྣམ་པ་བརྒྱད། ། ris chad blo yi mi khos rnam pa brgyad/ / བདག་ལ་ཆོས་ཀྱི་འགལ་ཟླར་ལྷགས་པའི་ཚེ། ། bdag la chos kyi 'gal zlar lhags pa'i tshe/ / end of page 7 བློ་སྣ་ཆོས་ལ་སྒྱུར་ཅིག་གུ་རུ་མཁྱེན། ། blo sna chos la sgyur cig gu ru mkhyen/ / ལམ་གྲོལ་དམན་པར་མ་གཏོང་ཀུན་མཁྱེན་རྗེ། ། lam gol dman par ma gtong kun mkhyen rje/ / གཉིས་སུ་མེད་དོ་དྲིན་ཆེན་བླ་མ་མཁྱེན། ། gnyis su med do drin chen bla ma mkhyen/ / དན་ལྷ་ནད་དང་སྡུག་བསྔལ་གྱིས་མ་གཟིར། ། da lha nad dang sdug bsngala gyis ma gzir/ / བྲན་ཁོལ་ལ་སོགས་གཞན་དབང་མ་གྱུར་པའི། ། bran khol la sogs gzhan dbang ma gyur pa'i/ / རང་དབང་ཐོབ་པའི་རྟེན་འབྲེལ་འགྲིག་དུས་འདིར། ། rang dbang thob pa'i rten 'brel 'grig dus 'dir/ / སྙོམས་ལས་ངང་དུ་དལ་འབྱོར་ཆུད་གསོན་ན། ། snyoms las ngang du dal 'byor chud gson na/ / འཁོར་དང་ལོངས་སྤྱོན་ཉེ་དུ་འབྲེལ་བ་ལྟ། ། 'khor dang longs spyon nye du 'brel ba lta/ / ལྟ་ཅི་གཅེས་པར་བཟུང་པའི་ལུས་འདི་ཡང། ། lta ci gces par bzung ba'i lus 'di yang/ / མལ་གྱི་ནང་ས་ཕྱོགས་སྟོང་པ་བསྐྱལ། ། mal gyi nang das sa phyogs stong par bskyal/ / end of page 8 ཝ་དང་བྱ་རྒོད་ཁྱི་ཡིས་འདྲད་པའི་དུས། ། wa dang bya rgod khyi yis 'drad pa'i dus/ / བར་དོའི་ཡུལ་ན་ཇིགས་པ་ཤིན་ཏུ་ཆེ། ། bar do'i yul na 'jigs pa shin tu che/ / བློ་སྣ་ཆོས་ལ་སྒྱུར་ཅིག་གུ་རུ་མཁྱེན། ། blo sna chos la sgyur cig gu ru mkhyen/ / ལམ་གོལ་དམན་པར་མ་གཏོང་ཀུན་མཁྱེན་རྗེ། ། lam gol dman par ma gtong kun mkhyen rje/ / གཉིས་སུ་མེད་དོ་དྲིན་ཆེན་བླ་མ་མཁྱེན། ། gnyis su med do drin chen bla ma mkhyen/ / དགེ་སྡིག་ལས་ཀྱི་རྣམ་སྨིན་ཕྱི་བཞིན་འབྲང་། ། dge sdig las kyi rnam smin phyi bzhin 'brang/ / ཁྱད་པར་དམྱལ་པའི་འཇིག་རྟེན་ཉིན་སོན་ན། ། khyad par dmyal pa'i 'jig rten nyin son na/ / ལྕགས་བསྲེགས་ས་གཞིར་མཚོན་གྱིས་མགོ་ལུས་དྲལ། ། lcags bsregs sa gzhir mtshon gyis mgo lus 'dral/ / སོག་ལེས་གཤོགས་དང་ཐོ་ལུམ་འབར་བས་འཚིར། ། sog les gshogs dang tho lum 'bar bas 'tshir/ / སྒོ་མེད་ལྕགས་ཁྱིམ་འཐུམས་པར་འོ་དོད་འབོད། ། sgo med lcags khyim 'thums par 'o dod 'bod/ / end of page 9 འབར་བའི་གསལ་ཤེང་གིས་འབུགས་ཁྲོ་ཆུར་འཚོད། ། 'bar ba'i gsal sheng gis 'bugs khro chur 'tshod/ / ཀུན་ནས་ཚ་བའི་མེས་བསྲེགས་བྲགྱད་ཚན་གཅིག ། krun nas tsha ba'i mes bsregs brgyad tshan gcig / གང་རི་སྟུག་པོའི་འདབས་དང་ཆུ་འཁྱགས་ཀྱི། ། gngas ri stug po'i 'dbas dang chu 'khyags kyi གཅོང་རོང་ཡ་ངའི་གནས་སུ་མུ་ཡུག་སྦྲེབས། ། gcong rong ya nga'i gnas su mu yug sbrebs/ / གྲང་རེག་རླུང་གིས་བཏབ་པའི་ལང་ཚོ་ནི། grang reg rlung gis btab pa'i lang tsho ni/ / ཆུ་བུར་ཅན་དང་ལལྷག་པར་བརྡོལ་བ་ཅན། ། chu bur can dang lhag par bardol ba can/ / སྨྲེ་ངག་རྒྱུན་མི་ཆད་པར་འདོན་པ་ཡིང་། ། smre ngag rgyun mi chad par 'don pa ying/ / ཚོར་བའི་སྡུག་བསྔལ་བརྣག་པར་དཀའ་བ་ཡིས། ། tshor ba'i sdug bsngal b.rnag par dk'ba yis/ / ཟུངས་ཀྱིས་རབ་བཏང་འཆི་ཁའི་ནད་པ་བཞིན། ། zungs kyis raba btang 'chi kha'i nad pa bzhin/ / ཤུགས་རིང་འདོན་ཅིང་སོ་འཐམ་པགས་པ་འགས། ། shugs ring 'don cing so 'tham pgas pa 'gas/ / end of page 10 ཤའུ་ཐོན་ནས་ལྷག་བར་འགས་ཏེ་བརྒྱད། ། sha'u thon nas lhag bar 'gas te b.rgyad/ / དེ་བཞིན་སྤུ་གྲིའི་ཐང་ལ་རྐང་པ་གཤོགས། ། de bzhin spu gri'i thang la rkang pa gshogs/ / རལ་བྲིའི་ཚལ་དུ་ལུས་ལ་བཅད་གཏུབ་བྱེད། ། ral gri'i tshal du lus la bcad gtub byed/ / རོ་མྱགས་འདམ་ཚུད་ཐལ་ཚན་རབ་མེད་ཀློང་། ། ro myags 'dam tshud thal tshan rab med klong/ / མནར་བའི་ཉེ་འཁོར་བ་དང་འགྱུར་བ་ཅན། ། mnar ba'i nye 'khor ba dang 'gyur ba can/ / སྒོ་དང་ཀ་བ་ཐབ་དང་ཐག་པ་སོགས། ། sgo dang ka ba thab dang thag pa sogs/ / རྟག་ཏུ་བཀོལ་ཞིང་སྤྱོད་པའི་ཉི་ཚེ་བ། ། rtag tu bkol zhing spyod pa'i nyi tshe ba/ / རྣམ་གྲངས་བཅོ་བརྒྱད་གང་ལས་འབྱུང་བའི་རྒྱུད། ། rnam grangs bco b.rgyad gang las 'byung ba'i rgyud/ / ཞི་སྡང་དྲག་པོའི་ཀུན་སློང་སྐྱེས་པའི་ཚེ། ། zhe sdang dug po'i kun slong skyes pa'i tshe/ / བློ་སྣ་ཆོས་སྒྱུར་ཅིག་གུ་རུ་མཁྱེན། ། blo sna chos la sgyur cig gu ru mkhyen/ / page 11 ལམ་གོལ་དམན་བར་མ་གཏོང་དུན་མཁྱེན་རྗེ། lam gol dman bar ma gtong kun mkhyen rje/ / གཉིས་སུ་མེད་དོ་དྲོན་ཆེན་བླ་མ་མཁྱེན། ། gnyis su med do dron chen bla ma mkhyen/ / དེ་བཞིན་ཕོངས་ལ་ཉམས་མི་དགའ་བའི་ཡུལ། ། de bzhin phongs la nyams mi dag' ba'i yul/ / བཟའ་བདུང་ལོངས་སྤྱོད་མིང་ཡིང་མི་གྲགས་པར། ། bza' bdung longs spyod ming ying mi grags par/ / ཟས་སྐོམ་ལོ་ཟླར་མི་རྙིད་ཡི་དྭགས་ལུས། ། zas skom lo zlar mi rnyid yi dwags lus/_/ རིད་ཅིང་ལྡང་བའི་སྟོབས་ཉམས་རྣམ་པ་གསུམ། ། rid cing ldang ba'i stobs nyams rnam pa gsum/ / གང་ལས་འབྱུང་བའི་རྒྱུ་ནི་སེར་སྣ་ཡིན། ། gang las 'byung ba'i rgyu ni ser sna yin/ / གཅིག་ལ་གཅིག་ཟ་གསོད་པའི་འཇིགས་པ་ཆེ། ། gcig la gcig za gsod pa'i 'jigs pa che/ / བཀོལ་ཞིང་སྤྱོད་པས་ཉམ་ཐག་བླང་དོར་རྨོངས། ། bkol zhing spyod pas nyam thag blang dor rmongs/ / ཕ་མཐའ་མེད་པོའི་སྡུག་བསྔལ་གྱིས་གཟིར་བའི། ། pha mtha' med po'i sdug bsngal gyis gzir ba'i/ / END OF PAGE 12 ས་བོན་གཏི་མུག་མུན་པར་འཁྱམས་པ་བདག ། sa bon gti mug mun par 'khyams pa bdag / བློ་སྣ་ཆོས་ལ་སྒྱུར་ཅིག་གུ་རུ་མཁྱེན། ། blo sna chos la sgyur cig gu ru mkhyen/ / ལམ་གོལ་དམན་པར་མ་གཏོང་ཀུན་མཁྱེན་རྗེ། ། lam gol dman par ma gtong kun mkhyen rje/ / གཉིས་སུ་མེད་དོ་དྲིན་ཆེན་བླ་མ་མཁྱེན། ། gnyis su med do drin chen bla ma mkhyen/ / ཆོས་ལམ་ཞུགས་ཀྱང་ཉིས་སྤྱོད་མི་སྡོམ་ཞིང། ། chos lam zhugs kyang nyis spyod mi sdom zhing/ / ཐེག་ཆེན་སྒོར་ཞུགས་གཞན་ཕན་སེམས་དང་བྲལ། ། theg chen sgor zhugs gzhan phan sems dang bral/ / དབང་བཞི་ཐོབ་ཀྱང་བསྐྱེད་རྫོགས་མི་སྒོམ་པའི། ། dbang bzhi thob kyang bskyed rdzogs mi sgom pa'i/ / ལམ་གོལ་འདི་ལས་བླ་མས་བསྒྲལ་དུ་གསོལ། ། lam gol 'di las bla mas bsgral du gsol/ / ལྟ་བ་མ་རྟོགས་ཐོ་ཅོའི་སྤྱོད་པ་ཅན། ། lta ba ma rtogs tho co'i spyod pa can/ / སྒོས་པ་ཡེངས་ཀྱང་གོ་ཡུལ་འུད་གོག་འཐག ། sgos pa yengs kyang go yul 'ud gog 'thag / END OF PAGE 13 སྤྱོད་པ་ནོར་ཀྱང་རང་སྐྱོན་མི་སེམས་པའི། ། spyod pa nor kyang rang skyon mi sems pa'i ཆོས་དྲེད་འདི་ལས་བླ་མས་བསྒྲལ་དུ་གསོལ། ། chos dred 'di las bla mas bsgral du gsol/ / ནངས་པར་འཆི་ཡང་གནས་གོས་ནོར་ལ་སྲེད། ། nangs par 'chi yang gnas gos nor la sred/ / ན་ཚོད་ཡོལ་ཡང་ངེས་འབྱུང་སྐྱོ་ཤེས་བྲལ། ། na tshod yol yang nges 'byung skyo shes bral/ / ཐོས་པ་ཆུང་ཡང་ཡོན་ཏན་ཅན་དུ་རློམ thos pa chung yang yon tan can du rlom/ / མ་རིག་འདི་ལས་བླ་མས་བསྒྲལ་དུ་གསོལ། ། ma rig 'di las bla mas bsgral du gsol/ / རྐྱེན་ཁར་འཆོར་ཡང་འདུ་འཛི་གནས་བསྐོར་སེམས། ། rkyen khar 'chor yang 'du 'dzi gnas bskor sems/ / དབེན་པ་བསྟེན་ཀྱང་རང་རྒྱུད་ཤིང་ལྟར་རེངས། ། dben pa bsten kyang rang rgyud shing ltar rengs/ / དུལ་པར་སྨྲ་ཡང་ཆགས་སྡང་མ་ཞིག་པའི། ། dul bar smra yang chags sdang ma zhig pa'i/ / ཆོས་བརྒྱད་འདི་ལམ་བླ་མས་བསྒྲལ་དུ་གསོལ། ། chos brgyad 'di lam bla mas bsgral du gsol/ / END OF PAGE 14 གཉིད་འཐུག་འདི་ལས་མྱུར་དུ་སད་དུ་གསོལ། ། gnyid 'thug 'di las myur du sad du gsol/ / ཁྲི་མུན་འདི་ལས་མྱུར་དུ་དབྱུང་དུ་གསོལ། ། ※ཞེས་འབོད་པ་དྲག་པོས་ཐུགས་རྗེ་བསླང་བར་བུ། །※ khri mun 'di las myur du dbyung du gsol/ / zhes 'bod pa drag pos thugs rje bslang bar bu/ / ※གཉིས་པ་སྐྱབས་སུ་འགྲོ་བ་ན※ དཀོན་མཆོག་གསུམ་དངོས་བདེ་གཤེགས་རྩ་བ་གསུམ༔ gnyis pa skyabs su 'gro ba ni/ dkon mchog gsum dngos bde gshegs rtsa ba gsum! རྩ་རླུང་ཐིག་ལེའི་རང་བཞིན་བྱང་ཆུབ་སེམས༔ rtsa rlung thig le'i rang bzhin byang chub sems! ངོ་བོ་རང་བཞིན་ཐུགས་རྗེའི་དཀྱིལ་འཁོར་ལ༔ ngo bo rang bzhin thugs rje'i dkyil 'khor la! བྱང་ཆུབ་སྙིང་པོའི་བར་དུ་སྐྱབས་སུ་མཆི༔ ※ལན་གསུམ༔※ byang chub snying po'i bar du skyabs su mchi! lan gsum! ※གསུམ་པ་སེམས་བསྐྱེད་ནིཿ※ ཧོཿ  སྣ་ཚོགས་སྣང་བ་ཆུ་ཟླའི་རྫུན་རིས་ཀྱིས༔ gsum pa sems bskyed niH  hoH sna tshogs snang ba chu zla'i rdzun ris kyis! འཁོར་བ་ལུ་གུ་རྒྱུད་དུ་འཁྱམས་པའི་འགྲོ༔ 'khor ba lu gu rgyud du 'khyams pa'i 'gro! རང་རིག་འོད་གསལ་དབྱིངས་སུ་ངལ་གསོའི་ཕྱིར༔ rang rig 'od gsal dbyings su ngal gso'i phyir! ཚད་མེད་བཞི་ཡི་ངང་ནས་སེམས་བསྐྱིད་དོ༔  ※ལན་གསུམ།※ tshad med bzhi yi ngang nas sems bskyid do! lan gsum/ END OF PAGE 15 ※བཞི་པ་རྡོ་རྗེ་སེམས་དཔོའི་བསྒོམ་བཟླས་ན།※ ཨཱཿ བདག་ཉིད་ཐ་མལ་སྤྱི་པོ་རུ༔ bzhi ba rdo rje sems dpo'i bsgom bzlas ni/ AH bdga nyid tha mal spyi po ru! བད་དཀར་ཟལ་བའི་གདོན་གཟི་དབུས༔ bad dkar zal ba'i gdon gzi dbus! ཧཱུྃ་ལམ་བླ་མ་རྡོ་རྗེ་སེམས༔ hUM lam bla ma rdo rje sems! དཀར་གསལ་ལོངས་སྤྱོད་རྫོགས་པའི་སྐུ༔ dkar gsal longs spyod rdzogs pa'i sku! རྡོ་རྗེ་དྲིལ་འཛིན་སྙེམས་མ་འཁྲིལ༔ rdo rje dril 'dzin snyems ma 'khril! ཁྱོད་ལ་སྐྱབས་གསོལ་སྡིག་པ་སྦྱོང་༔ khyod la skyabs gsol sdig pa spyong! འགྱོད་སེམས་དྲག་པོས་མཐོལ་ལོ་བཤགས༔ 'gyod sems drag pos mthol lo bshags! ཕྱོན་ཆད་སྲོག་ལ་བབ་ཀྱང་སྡོམ༔ phyon chad srog la bab kyang sdom! ཁྱོད་ཐུགས་ཟླ་བ་རྒྱས་བའི་སྟེང་༔ khyod thugs zla ba rgyas ba'i steng! ཧཱུྃ་ཡིག་མཐའ་མར་སྔགས་ཀྱིས་བསྐོར༔ hUM yig mth' mar sngags kyis bskor! END OF PAGE 16 བཟླས་པ་སྔགས་ཀྱིས་རྐྱུད་བསྐུལ་བས༔ bzlas pa sngags kyis rkyud bskul bas: ཡབ་ཡུམ་བདེ་རོལ་སྦྱོར་མཚམས་ནས༔ yab yum bde rol sbyor mtshams nas: བདུད་རྩི་བྱང་ཆུབ་སེམས་གྱི་སྤྲིན༔ bdud rtsi byang chub sems gyi sprin: ག་བུར་རྡུལ་ལྟར་འཛག་པ་ཡིས༔ ga bur rdul ltar 'dzag pa yis: བདག་དང་ཁམས་གསུམ་སེམས་ཅན་ཀྱི༔ bdag dang khams gsum sems can kyi: ལས་དང་ཉོན་མོངས་སྡུག་བསྔལ་རྒྱུ༔ las dang nyon mongs sdug bsngal rgyu: ནད་གདོན་སྡིག་སྒྲིབ་ཉེས་ལྡུང་གྲིབ༔ nad gdon sdig sgrib nyes ltung grob: མ་ལུས་བྱང་བར་མཛད་དུ་གསོལ༔ ma lus byang bar mdzad du gsol: ཨོཾ་བཛྲ་སཏྭ་ས་མ་ཡཿ མ་ནུ་པཱ་ལ་ཡཿ བཛྲ་སཏྭ་ཏྭེ་ནོ་པ་ཏིཥྛཿ དྲྀ་ཌྷོ་མེ་བྷ་ཝཿ aoM bdzra satwa sa ma yaH ma nu pa' la yah  bdzra satwa twe no pa tiShThaH dr-i -dho me bha waH སུ་ཏོཥྱོ་མེ་བཧ་ཝཿ སུ་པོཥྱོ་མེ་བྷ་ཝཿ ཨ་དུ་རཀྟོ་མེ་བྷ་ཝཿ སརྦ་སདྡྷི་མྨེ་པྲ་ཡཙཆཿ su toShyo me bha waH su poShyo me bha waH a du rakto me bha waH sarba sddhi mme pra yatschaH END OF PAGE 17 སརྦ་ཀརྨ་སུ་ཙ་མེཿ ཙིཏྟཾ་ཤྲཱི་ཡཾཿཀུ་རུ་ཧཱུྃ། ཧ་ཧ་ཧ་ཧ་ཧོཿ བྷ་ག་ཝཱནཿ སརྦ་ཏ་ཐཱ་ག་ཏཿ sarba karma su tsa meH tsittaM shrE yaM:ku ru hUM/ ha ha ha ha hoH bha ga wAnH sarba ta thA ga taH བཛྲ་མཱ་མེ་མཱ་མེ་མུཉྩཿ བཛྲི་བྷ་ཝཿ ཝཿ མ་ཧཱ་ས་མ་ཡ་ས་ཏྭ་ཨཱཿ bdzra ma' me munytsaH bdzri bha waH ma ha' sa ma ya sa twa AH མགོན་པོ་བདག་ནི་མི་ཤེས་རྨོངས་པ་ཡིས༔ mgon po bdag ni mi shes rmongs pa yis: དམ་ཚིག་ལས་ནི་འགལ་ཞིང་ཉམས༔ dam tshig las ni 'gal zhing nyams: བླ་མ་མགོན་པོས་སྐྱབ་མཛོད་ཅིག༔ bla ma mgon pos skyabs mdzod cig: གཙོ་པོ་རྡོ་རྗེ་འཛིན་པ་སྟེ༔ gatso bo rdo rje 'dzin pa ste: ཐུགས་རྗེ་ཆེན་པོའི་བདག་ཉིད་ཅན༔ thugs rje chen po'i bdag nyid can: འགྲོ་བའི་གཙོ་ལ་བདག་སྐྱབས་མཆེ༔ 'gro ba'i gatso la bdag skyabs mche: སྐུ་གསུང་ཐུགས་རྩ་བ་དང་ཡིན་ལག་གི་དམ་ཆིག་ཉམས་པ་ཐམས་ཅད་མཐོལ་ལོ་བཤགས་སོ། ། sku gsung thugs rtsa ba dang yin lag gi dam tshig nyams pa thams cad mthol lo bshags so/ / སྡིག་པ་དང་སྒྲིབ་པ་ཉེས་ལྟུང་དྲི་མའི་ཚོགས་ཐམས་ཅད་བྱང་ཞིང་དག་པར་མཛད་དུ་གསོལ། sdig pa dang sgrib pa nyes ltung dri ma'i tshogs thams cad byang zhing dag par mdzad du gsol/ ※ཞིས་བརྗོད་པས་※རྡོ་རྗེ་སེམས་དཔའ་དགྱིས་བཞིན་འཛུམ་པ་དང་བཅས་པས། zhis b.rjod pas rdo rje sems dpa' dgyis bzhin 'dzum pa dang bcas pas/ END OF PAGE 18 རིགས་ཀྱི་བུ་ཁྱོད་ཀྱི་སྡིག་སྒྲིབ་ཉེས་ལྟུང་ཐམས་ཅད་དག་པ་ཡིན་ནོ། rigs kyi bu khyod kyi sdig sgrib nyes ltung thams cad dga pa yin no/ ཞེས་གནང་བ་བྱིན་ཞིང་འོད་དུ་ཞུ་ནས་རང་ལ་ཐིམ་པའི་རྐྱེན་ལས། zhes gnang ba byin zhing 'od du zhu nas rang la thim pa'i rkyen las/ རང་ཉིད་ཀྱང་རྡོ་རྗེ་སེམས་དཔའ་སྣང་སྟོང་མེ་ལོང་ནང་གི་གཟུགས་བརྙན་ལྟ་བུར་གྱུར་པའི་ rang nyid kyang rdo rje sems dpa' snang stong me long nang gi gzugs brnyan lta bur gyur pa'i ཐུགས་སྲོག་ཧཱུྃ་གི་མཐའ་མར་ཡི་གེ་འབྲུ་བཞི་པོ་གསལ་བ་ལས་འོད་ཟེར་འཕྲོས། thugs srog hUM^ gi mtha'mar yi ge 'bru bzhi po gsal ba las 'od zer 'phros/ ཁམས་གསུམ་སྣོད་བཅུད་དང་བཅས་པ་རྡོར་སེམས་རིགས་ལྔའི་རྟེན་དང་བརྟེན་པའི་རང་ khams gsum snod bcud dang bcas pa rdor sems rigs lda'i rten dang brten pa'i rang བཞིན་དུ་སངས་རྒྱས་※པར་བསམ་ལ།※ ཨོཾ་བཛྲ་སཏྭ་ཧཱུྃ༔※ཞིས་ཅི་ནུས་སུ་བཟླས་མཐར་མཉམ་པར་བཞག་གོ །※ bzhin du sangas rgyaspar bsam la/ aoM bdzra satwa hUM^:zhes ci nus su bzlas mthar mnyam par bzhag go / རྡོ་རྗེ་སེམས་དཔའ་ཁྱེད་སྐུ་ཅི་འདྲ་དང། ། rdo rje sems dpa' khyed sku ci 'dra dang/ / འཁོར་དང་སྐུ་ཚེའི་ཚད་དང་ཞིང་ཁམས་དང་། ། 'khor dang sku tshe'i tshad dang zhing khams dang/ / ཁྱེད་ཀྱི་མཚན་མཆོག་བཟང་པོ་ཇི་འདྲ་བ། ། khyed kyi mtshan mchog bzang po ji 'dra ba/ / END OF PAGE 19 དེ་འདྲ་ཁོ་ནར་བདག་སོགས་འགྱུར་བར་ཤོག ། de 'dra kho nar bdag sogs 'gyur bar shog / ※ལྡ་པ་མཎྜལ་ནི།※ ཨོཾ་ཨཱཿཧཱུྃ༔  སྟོང་གསུམ་འཇིག་རྟེན་བྱེ་བ་ཕྲག་བརྒྱའི་ཞིང་༔ lda pa maNDala ni/ aoM AH hUM^: stong gsum 'jig rten bye ba phrag brgya'i zhing: རིན་ཆེན་སྣ་བདུན་ལྷ་མིའི་འབྱོར་པས་གཏམས༔ rin chen sna bdun lha mi'i 'byor pas gtams: བདག་ལུས་ལོངས་སྤྱོད་བཅས་པ་ཡོངས་འབུལ་གྱིས༔ bdag lus longs spyod bcas pa yongs 'bul gyis: ཆོས་ཀྱི་འཁོར་ལོས་སྒྱུར་བའི་སྲིད་ཐོབ་ཤོག༔ chos kyi 'khor los sgyur ba'i srid thob shog: འོག་མིན་བདེ་ཆེན་སྟུག་པོ་བཀོད་པའི་ཞིང༔ 'og min bde chen stug po bkod pa'i zhing: ངེས་པ་ལྔ་ལྡན་རིགས་ལྔའི་ཚོམ་བུ་ཅན༔ nges pa lnga ldan rigs lnga'i tshom bu can: འདོད་ཡོན་མཆོད་པའི་སྤྲིན་ཕུང་བསམ་ཡས་པ༔ 'dod yon mchod pa'i sprin phung bsam yas pa: ཕུལ་བས་ལོངས་སྐུའི་ཞིང་ལ་སྤྱོད་པར་ཤོག༔ phul bas longs sku'i zhing la spyod par shog: སྣང་སྲིན་རྣམ་དག་གཞིན་ནུ་བུམ་པའི་སྐུ༔ snang srin rnam dag gzhin nu bum pa'i sku: END OF PAGE 20 ཐུགས་རྗེ་མ་འགགས་ཆོས་ཉིད་རོལ་པའི་བརྒྱན༔ thugs rje ma 'gags chos nyid rol pa'i brgyan: སྐུ་དང་ཐིག་ལེའི་འཛིན་པ་རྣམ་དག་ཞིང༔ sku dang thig le'i 'dzin pa rnam dag zhing: ཕུལ་བས་ཆོས་སྐུའི་ཞིང་ལ་སྤྱོད་པར་ཤོག༔ phul bas chos sku'i zhing la spyod par shog: ས་གཞི་སྤོས་ཆུས་བྱུགས་ཤིང་མེ་ཏོག་བཀྲམ། ། sa gzhi spos chus byugs shing me tog bkram/ / རི་རབ་གླིང་བཞི་ཉི་ཟླས་བརྒྱན་པ་འདི། ། ri rab gling bzhi nyi zlas brgyan pa 'di/ / སངས་རྒྱས་ཞིང་ལ་དམིགས་ཏེ་ཕུལ་བ་ཡིས། ། sangs rgyas zhing la dmigs te phul ba yis/ / འགྲོ་ཀུན་རྣམ་དག་ཞིང་ལ་སྤྱོད་པར་ཤོག ། 'gro kun rnam dag zhing la spyod par shog / ※དྲུག་པ་ཀུ་སཱ་ལིའི་ཚོགས་གསོག་ནི།※   ཕཊ༔ ལུས་གཅེས་འཛིན་བོར་བས་ལྷ་བདུད་བཅོམ༔ drug pa ku sA li'i tshogs gsog ni/___phaT:_lus gces 'dzin bor bas lha bdud bcom: སེམས་ཚངས་པའི་སྒོ་ནས་དབྱིངས་ལ་ཐོན༔ sems tshangs pa'i sgo nas dbyings la thon: འཆི་བདག་གི་བདུད་བཅོམ་ཁྲོས་མར་གྱུར༔ 'chi bdag gi bdud bcom khros mar gyur: END OF PAGE 21 གཡས་ཉོན་མོངས་བདུད་བཅོམ་གྲི་གུག་གིས༔ g.yas nyon mongs bdud bcom gri gug gis: གཟུགས་ཕུང་པོའི་བདུད་བཅོམ་ཐོད་པ་བྲིགས༔ gzugs phung po'i bdud bcom thod pa brigs: གཡོན་ལས་བྲེད་ཚུལ་གྱིས་བྷནྡྷ་ཐོགས༔ g.yon las bred tshul gyis bhandha thogs: སྐུ་གསུམ་གྱི་མི་མགོའི་སྒྱེད་པུར་བཞག༔ sku gsum gyi mi mgo'i sgyed pur bzhag: ནང་སྟོང་གསུམ་གང་བའི་བམ་རོ་དེ༔ nang stong gsum gang ba'i bam ro de: ཨ་ཐུང་དང་ཧཾ་ཡིག་གིས་བདུད་རྩིར་བཞུ༔ a thung dang haM yig gis bdud rtsir bzhu: འབྲུ་གསུམ་གྱི་ནུས་པས་སྦྱངས་སྤེལ་བསྒྱུར༔ abru gsum gyi nus pas sbyangs spel bsgyur: ཨོཾ་ཨཱཿ་ཧཱུྃ༔  ※གྲངས་མེད་མཐར༔※  ཕཊ༔  ཡང་མཆོད་ཡུལ་མགྲོན་གྱི་ཐུགས་དམ་བསྐང་༔ aoM AH hUM^:_grangs med mthar:_phaT:_yang mchod yul mgron gyi thugs dam bskang: ཚོགས་རྫོགས་ནས་མཆོག་ཐུན་དངོས་གྲུབ་ཐོབ༔ tshogs rdzogs nas mchog thun dngos grub thob: མར་འཁོར་བའི་མགྲོན་མཉེས་ལན་ཆགས་བྱང་༔ mar 'khor ba'i mgron mnyes lan chags byang: END OF PAGE 22 ཁྱད་པར་དུ་གནོད་བྱེད་བགེགས་རིགས་ཚིམས༔ khyad par du gnod byed bgegs rigs tshims: ནད་གདོན་དང་བར་ཆད་དབྱིངས་སུ་ཞི༔ nad gdon dang bar chad dbyings su zhi: རྐྱེན་ངན་བདག་འཛིན་རྡུལ་དུ་བརླགས༔ rkyen ngan bdag 'dzin rdul du brlags: མཐར་མཆོད་བྱ་དང་མཆོད་ཡུལ་མ་ལུས་ཀུན༔ mthar mchod bya dang mchod yul ma lus kun: གཞིས་རྫོགས་པ་ཆེན་པོར་མ་བཅོས་ཨཱཿ gzhis rdzogs pa chen por ma bcos AH ※བདུན་པ་བླ་མའི་རྣལ་འབྱོར་ནི།※ ཨེ་མ་ཧོ༔  རང་སྣང་ལྷུན་གྲུབ་དག་པ་རབ་འབྱམས་ཞིང་༔ bdun pa bla ma'i rnal 'byor ni/_e ma ho:_rang snang lhun grub dag pa rab 'byams zhing: བཀོད་པ་རབ་རྫོགས་ཟངས་མདོག་དཔལ་རིའི་དབུས༔ bkod pa rab rdzogs zngas mdog dpal ri'i dbus: རང་ཉིད་གཞི་ལུས་རྡོ་རྗེ་རྣལ་འབྱོར་མ༔ rang nyid gzhi lus rdo rje rnal 'byor ma: ཞལ་གཅིག་ཕྱག་གཉིས་དམར་གསལ་གྲི་ཐོད་འཛིན༔ zhal gcig phyag gnyis dmar gsal gri thod 'dzin: ཞབས་གཉིས་དོར་སྟབས་སྤྱན་གསུལ་ནམ་མཁར་གཟིགས༔ zhabs gnyis dor stabs spyan gsul nam mkhar gzigs: END OF PAGE 23 སྤྱི་བོར་པདྨ་འབུམ་བརྡལ་ཉི་ཟླའི་སྟེང་༔ spyi bor padma 'bul brdal nyi zla'i steng: སྐྱབས་གནས་ཀུན་འདུས་རྩ་བའི་བླམ་དང༔ skyabs gnas kun 'dus rtsa ba'i bla ma dang: དབྱེར་མེད་མཚོ་སྐྱེས་རྡོ་རྗེ་སྤྲུལ་པའི་སྐུ༔ dbyer med mtsho skyes rdo rje sprul pa'i sku: དཀར་དམར་མདངས་ལྡན་གཞོན་ནུའི་ཤ་ཚུགས་ཅན༔ dkar dmar mdngas ldan gzhon nu'i sha tshugs can: ཕོད་ཁ་ཆོས་གོས་ཟལ་བེར་འདུང་མ་གསོལ༔ phod kha chos gos zal ber 'dung ma gsol: ཞལ་གཅིག་ཕྱག་གཉིས་རྒྱལ་པོ་རོལ་པའི་སྟབས༔ zhal gcig phyag gnyis rgyal po rol pa'i stabs: ཕྱག་གཡས་རྡོ་རྗེ་གཡོན་པས་ཐོད་བུམ་བསྣམས༔ phyag g.yas rdo rje g.yon pas thod bum bsnams: དབུ་ལ་འདབ་ལྡན་པདྨའི་མཉེན་ཞུ་གསོལ༔ dbu la 'dab ldan padma'i mnyen zhu gsol: མཆན་ཁུང་གཡོན་ན་བདེ་སྟོང་ཡུམ་མཆོག་མ༔ mchan khung g.yon na bde stong yum mchog ma: སྦས་པའི་ཚུལ་གྱིས་ཁ་ཊཾ་རྩེ་གསུམ་བསྣམས༔ sbas pa'i tshul gyis kha TaM rtse gsum bsnams: END OF PAGE 24 འཇའ་ཟེར་ཐིག་ལེ་འོད་ཕུར་ཀློང་ན་བཞུགས༔ 'ja' zer thig le 'od phur klong na bzhugs: ཕྱི་འཁོང་འོད་ལྡའི་དྲྭ་བས་མཛེས་པའི་ཀློང་༔ phyi 'khong 'od lda'i drwa bas mdzes pa'i klong: སྤྲུལ་པའི་རྗེ་འབངས་ཉི་ཤུ་རྩ་ལྡ་དང༔ sprul pa'i rje 'bangs nyi shu rtsa lda dang: རྒྱ་བོད་པན་གྲུབ་རིག་འཛིན་ཡི་དམ་ལྷ༔ rgya bod pan grub rig 'dzin yi dam lha: མཁའ་འགྲོ་ཆོས་སྐྱོང་དམ་ཅན་སྤྲིན་ལྟར་གཏིབས༔ mkha' 'gro chos skyong dam can sprin ltar gtibs: གསལ་སྟོང་མཉམ་གནས་ཆེན་པོའི་ངང་དུ་གསལ༔ gsal stong mnyam gnas chen po'i ngang du gsal: ཧཱུྃ༔ ཨོ་རྒྱན་ཡུལ་གྱི་ནུབ་བྱང་མཚམས༔ hUM^_o rgyan yul gyi nub byang mtshams: པདྨ་གེ་སར་སྟོང་པོ་ལ༔ padma ge sar stong po la: ཡ་མཚན་མཆོག་གི་དངོས་གྲུབ་བརྙེས༔ ya mtshan mchog gi dngos grub brnyes: པདྨ་འབྱུང་གནས་ཞེས་སུ་གྲགས༔ padma 'byung gnas zhes su grags: END OF PAGE 25 འཁོར་དུ་མཁའ་འགྲོ་མང་པོས་བསྐོར༔ 'khor du mkha' 'gro mang pos bskor: ཁྱེད་ཀྱི་རྗེ་སུ་བདག་བསྒྲུབ་ཀྱིས༔ khyed kyi rjes su bdag bsgrub kyis: བྱིན་གྱིས་རློབས་ཕྱིར་གཤེགས་སུ་གསོལ༔ གུ་རུ་པདྨ་སིདྡྷི་ཧཱུྃ༔ byin gyis rlobs phyin gshegs su gsol:_gu ru padma siddhi hUM^: ※ཡན་ལག་བདུན་པ་ནི།※ ཧྲཱི༔ བདག་ལུས་ཞིང་གི་རྡུལ་སྙེད་དུ༔ yan lag bdun pa ni/_hrI:_bdag lus zhing gi rdul snyed du: རྣམ་པར་འཕྲུལ་པས་ཕྱག་འཚལ་ལོ༔ rnam par 'phrul pas phyag 'tshal lo: དངོས་བཤམས་ཡིད་སྤྲུལ་ཏིང་འཛིན་མཐུས༔ dngos bshams yid sprul ting 'dzin mthus: སྣང་སྲིད་མཆོད་པའི་ཕྱག་རྒྱར་འབུལ༔ snang srid mchod pa'i phyag rgyar 'bul: སྒོ་གསུམ་མི་དགེའི་ལས་རྣམས་ཀུན༔ sgo gsum mi dge'i las rnams kun: འོད་གསལ་ཆོས་སྐུའི་ངང་དུ་བཤགས༔ 'od gsal chos sku'i ngang du bshags: བདེན་པ་གཉིས་ཀྱིས་བསྡུས་པ་ཡི༔ bden pa gnyis kyis bsdus pa yi: END OF PAGE 26 དགེ་ཚོགས་ཀུན་ལ་རྗེས་ཡི་རངས་༔ dge tshogs kun la rjes yi rangs: རིགས་ཅན་གསུམ་གྱི་གདུལ་བྱ་ལ། ། rigs can gsum gyi gdul bya la/ / ཐེག་གསུམ་ཆོས་འཁོར་བསྐོར་བར་བསྐུལ༔ theg gsum chos 'khor bskor bar bskul: ཇི་སྲིན་འཁོར་བ་མ་སྟོངས་བར༔ ji srin 'khor ba ma stongs bar: མྱ་ངན་མི་འདའ་བཞུགས་གསོལ་འདེབས༔ mya ngan mi 'da' bzhugs gsol 'debs: དུས་གསུམ་བསགས་པའི་དགེ་རྩ་ཀུན༔ dus gsum bsags pa'i dge rtsa kun: བྱང་ཆུབ་ཆེན་པོའི་རྒྱུ་རུ་བསྔོ༔ byang chub chen po'i rgyu ru bsngo: ཨོཾ་ཨཱཿ་ཧཱུྃ༔་བཛྲ་གུ་རུ་པདྨ་སིདྡྷི་ཧཱུྃ༔※གྲངས་མང་བསགས།※ aoM AH hUM^ bdzra gu ru padma siddhi hUM^:grangs mang bsags/ རྗེ་བཙུན་གུ་རུ་རིན་པོ་ཆེ༔ rje btsun gu ru rin po che: ཁྱེད་ནི་སངས་རྒྱས་ཐམས་ཅད་ཀྱི༔ khyed ni sangs rgyas thams cad kyi: END OF PAGE 27 ཐུགས་རྗེ་བྱིན་རླབས་འདུས་པའི་དཔལ༔ thugs rje byin rlabs 'dus pa'i dpal: སེམས་ཅན་ཀུན་ཀྱི་མགོན་གཅིག་པུ༔ sems can kun kyi mgon gcig pu: ལུས་དང་ལོངས་སྤྱོད་བློ་སྙིང་བྲང་༔ lus dang longs spyod blo snying brang: ལྟོས་པ་མེད་པར་ཕྱོད་ལ་འབུལ༔ ltos pa med par phyod la 'bul: འདི་ནས་བྱང་ཆུབ་མ་ཐོབ་བར༔ 'di nas byang chub ma thob bar: སྐྱིད་སྡུག་ལེགས་ཉེས་མཐོ་དམན་ཀུན༔ skyid sdug legs nyes mtho dman kun: རྗེ་བཙུན་ཆེན་པོ་པད་འབྱུང་མཁྱེན༔ rje btsun chen po pad 'byung mkhyen: ཨོཾ་ཨཱཿ་ཧཱུྃ་བཛྲ་གུ་རུ་པདྨ་སིདྡྷི་ཧཱུྃ༔※གྲངས་མང་བསགས།※ aoM AH hUM^ bdzra gu ru padma siddhi hUM^:grangs mang bsags/ བདག་ལ་རི་ས་གཞན་ན་མེད༔ bdag la ri sa gzhan na med: ད་ལྟ་དུས་ངན་སྙིགས་མའི་འགྲོ༔ da lta dus ngan snyigs ma'i 'gro: END OF PAGE 28 མི་བཟོད་སྡུག་བསྔལ་འདལ་དུ་བྱིང་༔ mi bzod sdug bsngal 'dal du bying: འདི་ལས་སྐྱོབས་ཤིག་མ་ཧཱ་གུ་རུ༔ 'di las skyobs shig ma hA gu ru: དབང་བཞི་བསྐུར་ཅིག་བྱིན་རླབས་ཅན༔ dbang bzhi bskur cig byin rlabs can: རྟོགས་པ་སྤོར་ཅིག་ཐུགས་རྗེ་ཅན༔ rtogs pa spor cig thugs rje can: སྒྲིབ་གཉིས་སྦྱོངས་ཤིག་ནུས་མཐུ་ཅན༔ sgrib gnyis sbyongs shig nus mthu can: ཨོཾ་ཨཱ༔་ཧཱུྃ་བཛྲ་གུ་རུ་པདྨ་སིདྡྷི་ཧཱུྃ༔※གྲངས་མང་བསགས།※ aoM AH hUM^ bdzra gu ru padma siddhi hUM^:grangs mang bsags/ ནམ་ཞིག་ཚེ་ཡི་དུས་བྱས་ཚེ༔ nam zhig tshe yi dus byas tshe: རང་སྣང་རྔ་ཡབ་དཔལ་རིའི་ཞིང་༔ rang snang rnga yab dpal ri'i zhing: ཟུང་འཇུག་སྤྲུལ་པའི་ཞིང་ཁམས་སུ༔ zung 'jug sprul pa'i zhing khams su: གཞི་ལུས་རྡོ་རྗེ་རྣལ་འབྱོར་མ༔ gzhi lus rdo rje rnal 'byor ma: གསལ་འཚེར་འོད་ཀྱི་གོང་བུ་རུ༔ gsal 'tsher 'od kyi gong bu ru: END OF PAGE 29 གྱུར་ནས་རྗེ་བཙུན་པད་འབྱུང་དང་༔ gyur nas rje btsun pad 'byung dang: དབྱེར་མེད་ཆེན་པོར་སང་རྒྱས་ཏེ༔ dbyer med chen por sangs rgyas te: བདེ་དང་སྟོང་པའི་ཆོ་འཕྲུལ་གྱི༔ bde dang stong pa'i cho 'phrul gyi: ཡེ་ཤེས་ཆེན་པོའི་རོལ་པ་ལས༔ ye shes chen po'i rol pa las: ཁམས་གསུམ་སེམས་ཅན་མ་ལུས་པ༔ khams gsum sems can ma lus pa: འདྲེན་པའི་དེད་དབོན་དམ་པ་རུ༔ 'dren pa'i ded dbon dam pa ru: རྗེ་བཙུན་པདྨས་དབུགས་དབྱུང་གསོལ༔ rje btsun padmas dbugs dbyung gsol: གསོལ་བ་སྙིང་གི་དཀྱིས་ནས་འདེབས༔ gsol ba snying gi dkyis nas 'debs: ཁ་ཙམ་ཚིག་ཙམ་མ་ཡིན་ནོ༔ kha tsam tshig tsam ma yin no: END OF PAGE 30 བྱིན་རླབས་ཐུགས་ཀྱི་ཀློང་ནས་སྩོལ༔ byin rlabs thugs kyi klong nas stsol: བསམ་དོན་འགྲུབ་པར་མཛད་དུ་གསོལ༔ bsam don 'grub par mdzad du gsol: ཨོཾ་ཨཱཿ་ཧཱུྃ༔་བཛྲ་གུ་རུ་པདྨ་སིདྡྷི་ཧཱུྃ༔※གྲངས་མང་བསགས།※ aoM AH hUM^ bdzra gu ru padma siddhi hUM^:grangs mang bsags/ ※བརྒྱུད་པའི་གསོལ་འདེབས་ནི།※ ཨེ་མ་ཧོ༔ རྒྱ་ཆད་ཕྱོགས་ལྷུང་བྲལ་བའི་ཞིང་ཁམས་ནས༔ brgyud pa'i gsol 'debs ni/_e ma ho:_rgya chad phyogs lhung bral ba'i zhing khams nas: ཨོཾ་ཨཱཿ་ཧཱུྃ༔་བཛྲ་གུ་རུ་པདྨ་སིདྡྷི་ཧཱུྃ༔※གྲངས་མང་བསགས།※ aoM AH hUM^ bdzra gu ru padma siddhi hUM^:grangs mang bsags/ དང་པོའི་སངས་རྒྱས་ཆོས་སྐུ་ཀུན་ཏུ་བཟང་༔ dang po'i sangs rgyas chos sku kun tu bzang: ལོངས་སྐུ་ཆུ་ཟླའི་རོལ་རྩལ་རྡོ་རྗེ་སེམས༔ longs sku chu zla'i rol rtsal rdo rje sems: སྤྲུལ་སྐུར་མཚན་རྫོགས་དགའ་རྡོ་རྗེ་ལ༔ sprul skur mtshan rdzogs dga' rdo rje la: གསོལ་བ་འདེབས་སོ་བྱིན་རླབས་དབང་བསྐུར་སྩོལ༔ gsol ba 'debs so byin rlabs dbang bskur stsol: ཤྲཱི་སིངྷ་དོན་དམ་ཆོས་ཀི་མཛོད༔ shrI singha don dam chos kyi mdzod: འཇམ་དཔལ་བཤེས་གཉེན་ཐེག་དགུའི་འཁོར་ལོས་བསྒྱུར༔ 'jam dpal bshes gnyen theg dgu'i 'khor los bsgyur: END OF PAGE 31 ཛྙཱ་ན་སཱུ་ཏྲ་པཎ་ཆེན་བི་མ་ལར༔ dznyA na sU tra paN chen bi ma lar: གསོལ་བ་འདེབས་སོ་གྲོལ་བྱེད་ལམ་སྣ་སྟོན༔ gsol ba 'debs so grol byed lam sna ston: འཛམ་བུའི་གླིང་གི་རྒྱན་གཅིག་པདྨ་འབྱུང༔ 'dzam bu'i gling gi rgyan gcig padma 'byung: ངེས་པར་ཐུགས་ཀྱི་སྲས་མཆོག་རྗེ་འབངས་གྲོགས༔ nges par thugs kyi sras mchog rje 'bangs grogs: ཐུགས་གཏེར་རྒྱ་མཚོའི་བརྡ་འགྲོལ་ཀློང་ཆེན་ཞབས༔ thugs gter rgya mtsho'i brda 'grol klong chen zhabs: གསོལ་བ་འདེབས་སོ་འབྲས་བུ་ཐོབ་གྲོལ་སྩོལ༔ gsol ba 'debs so 'bras bu thob grol stsol: ※ཁ་སྐོང་ནི།※    ཆོས་སྐི་བདག་པོ་བྱང་ཆུབ་རྡོ་རྗེའི་ཞབས། ། kha skong ni/____chos ski bdag po byang chub rdo rje'i zhabs/ / གྲུབ་བརྙེས་འཇིགས་མེད་རྒྱལ་བའི་མྱུ་གུ་དང། ། grub brnyes 'jigs med rgyal ba'i myu gu dang/ / སྤྲུལ་པའི་སྐུ་མཆོག་མི་འགྲུར་ནམ་མཁའི་མཚན། ། sprul pa'i sku mchog mi 'grur nam mkha'i mtshan/ / END OF PAGE 32 རྒྱལ་བའི་སྲས་པོ་གཞན་ཕན་མཐའ་ཡས་ལ། ། rgyal ba'i sras po gzhan phan mtha' yas la/ / གསོལ་བ་འདེབས་སོ་གནས་ལུགས་རང་ཞལ་སྟོན། ། gsol ba 'debs so gnas lugs rang zhal ston/ / ཧེ་རུ་ཀ་དཔལ་ཡེ་ཤེས་རྡོ་རྗེ་དང་། ། he ru ka dpal ye shes rdo rje dang/ / ཨོ་རྒྱན་འཇིགས་བྲལ་ཆོས་ཀྱི་དབང་པོའི་ཞབས། ། o rgyan 'jigs bral chos kyi dbang po'i zhabs/ / གྲུབ་པའི་དབང་ཕྱུག་པདྨ་བཛྲ་པ། ། grub pa'i dbang phyug padma bdzra pa/ / མཚོ་སྐྱེས་བླ་མ་མཁྱེན་བརྩེའི་དབང་པོ་ལ། ། mtsho skyes bla ma mkhyen brtse'i dbang po la/_/ གསོལ་བ་འདེབས་སོ་མཆོག་ཐུན་དངོས་གྲུབ་སྩོལ། ། gsol ba 'debs so mchog thun dngos grub stsol/_/ ཨོ་རྒྱན་བསྟན་འཛིན་པདྨ་བདེ་ཆེན་བཟང་། ། o rgyan bstan 'dzin padma bde chen bzang/_/ དཀོན་མཆོག་གྲགས་པ་ཐུབ་དབང་བསྟན་པའི་ཉི། ། dkon mchog grags pa thub dbang bstan pa'i nyi/_/ ཆོས་ཀྱི་རྡོ་རྗེ་གཞན་ཕན་སྣང་བའི་ཞབས། ། chos kyi rdo rje gzhan phan snang ba'i zhabs/_/ END OF PAGE 33


text:
User talk:Goldzahn

 Hello Goldzahn, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --CQ 12:53, 12 September 2009 (UTC)

title: User talk:Goldzahn


text: User:B9 hummingbird hovering/Working lexicon


text:
User talk:YauKwanKiu

Hello! We can talk about anything here, be it related to the classes or not. Just start a new section with the "+" button above.

致文藻學生：此地無所不談，任何問題意見，具名與否皆可; 若能註冊帳户則更佳; 點樓上＂+＂號即可開新段

hello and welcome!
 Hello YauKwanKiu, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 14:23, 12 September 2009 (UTC)

Insert non-formatted text here

EIP oral team
illustrating

2097207095李錦鈴

2097207108 陳珮云

請問老師是在此给組別嗎? 之後會有題目嗎? --Flora 15:03, 2 November 2009 (UTC)

EIP oral team
--Flora 15:53, 2 November 2009 (UTC) 2097207108陳珮云 2097207095李錦鈴

copyright image problem
This file contain an image without indication of source and licence. Crochet.david 08:33, 11 November 2009 (UTC)

title: User talk:YauKwanKiu


text:
User talk:YauKwanKiu/wenzao/editintro

 * Please enter a summary in the box "Subject/headline", write your message inside the big box and then scroll down and press the "save page" button below the lower-left corner of the box.

 * 文藻外語學院英文系學生請注意：
 * 為方便溝通，請在維基學院(wikiversity)註冊帳户. 以後留言請以四波浪（ ）簽名.
 * 關於本網站若有任何疑難，點此連結即可往Colloquium詢問.

title: User talk:YauKwanKiu/wenzao/editintro


title: File:Sensor.2.A.pdf


title: File:Sensor.2.B.pdf


text:
Template:Help!iamclueless

Help! I am new to Wikiversity and I have a question.

How can I ...?

Thank you very much.

--

title: Template:Help!iamclueless


text:
Sensor technology

Chapter 2. Optical Sensors

 * 2.A Summary ([[Media:Sensor.2.A.pdf |pdf]])
 * 2.B Principles ([[Media:Sensor.2.B.pdf |pdf]])
 * 2.C MISC (Log Scale) ([[Media:2.C.Optical_Sensor.pdf |pdf]])

Chapter 3. Magnetic Sensors

 * 3.A Summary ([[Media:3.A.Magnetic_Sensor.pdf |pdf]])
 * 3.B Principles ([[Media:3.B.Magnetic Sensor.new.pdf |pdf]])
 * 3.C SQUID ([[Media:3.C.Magnetic_Sensor.20111003.pdf |pdf]])
 * 3.D AMR ([[Media:3.D.Magnetic_Sensor.pdf |pdf]])

Chapter 4. Temperature Sensors

 * 4.A Temperature Sensors Summary ([[Media:4.A.Temp_Sensor.pdf |pdf]])
 * 4.B Temperature Sensors Principles ([[Media:4_.B.Temp_Sensor.pdf |pdf]])

Chapter 5. Displacement Sensors

 * 5.A Summary ([[Media:5.A.Displacement_Sensor.pdf |pdf]])
 * 5.B Displacement Sensor Type ([[Media:5.B.Displacement_Sensor.pdf |pdf]])
 * 5.C Displacement Sensor Type - Gyroscope ([[Media:5.C.Displacement_Sensor.pdf |pdf]])

Chapter 6. Detect Sensors

 * 6.A Summary ([[Media:6.A.Detect_Sensor.pdf |pdf]])
 * 6.B Eddy Current Sensor([[Media:6.B.Detect_Sensor.pdf |pdf]])

Chapter 7. Force Sensors

 * 7.A Summary ([[Media:7.A.Force_Sensor.pdf |pdf]])

Chapter 8. Pressure Sensors

 * 8.A Summary ([[Media:8.A.Pressure_Sensor.pdf |pdf]])

Chapter 9. Ultrasound Sensors

 * 9.A Summary ([[Media:9.A.Ultrasound_Sensor.pdf |pdf]])

GPS

 * GPS Tutorials
 * See Trimble GPS tutorial
 * See GPS tutorial 2
 * See gpsinformation.net

 * wikipedia pages on GPS ([[Media:GPS.note.20170729.pdf |pdf]])
 * wikipedia pages on GPS Software ([[Media:GPS_SW.note.20170729.pdf |pdf]])
 * wikipedia pages on GPS Signals ([[Media:GPS_Signal.note.20170804.pdf |pdf]])

GPSd

 * GPS Daemon
 * gpsd
 * book chapter
 * gpsd client

 * NMEA sentences
 * nmea sentences
 * nmea catb
 * gpsinformation

 * GPSd on RaspberryPi
 * adafruit ultimate on RaspberryPi

GPSd on Window

 * GPSd using Cygwin
 * lamping

GPS on Arduino

 * Adafruit Ultimate GPS
 * learning

 * GPS logger
 * Adafruit Ultimate GPS Logger Shield

 * miniGPS (See the following)
 * Oscar Liang
 * robotshop

 * connecting GPS module to Arduino
 * Parallax GPS
 * at instructable
 * at egineersgarage
 * at duino4projects

 * GPS tracking
 * Tutorial 15

PhidgetGPS

 * Phidget 1040

Garmin

 * Garmin Board

 * For JSON, see Web programming in plain view
 * For Arduino & Raspberry Pi, see Embedded System programming in plain view

Multiple Sensor Techniques

 * Improving Accuracy with Multiple Sensors, Guerrier
 * GPS Receiver for On-Road Vehicle Applications
 * Indoor Positioning
 * Multi-sensor Data Fusion

go to [ Electrical_%26_Computer_Engineering_Studies ]

title: Sensor technology


text:
User talk:Miklcct

 Hello Miklcct, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 14:27, 12 September 2009 (UTC)

title: User talk:Miklcct


text:
User talk:Christofeh

 Hello Christofeh, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 14:28, 12 September 2009 (UTC)

title: User talk:Christofeh


text:
Portal:Time

Link to any subpages this page might have

title: Portal:Time


text:
User:Codemail

User:Codemail

Hello, welcome to my page. please, note that this is my third account on wiki unlike my other accounts, this accounts will contain some important stuff which you may not use without my permission in any work, not even for reference. doing so will be breaching my copyright terms, and you may be sued under any legal thing of any country i choose. I am aware about Wikipedia policy on contributing to wiki, this does not apply to me on my page. you may use any work contributed on any other page apart from you. you re also not allowed to add anything. you can write on my talk page, but it is up to whether i choose to delete, reply or ignore your comments.....thank you my friend.

Frequency of AC is related to resistance
This is unexplored topic, for that reason, it is my work. dont use it

NOTES
 * AC has a frequency of 50Hz (known). i find that AC may also be produced at other frequencies. the higher the frequency, the higher the resistance.

 * AC frequency also depends on gravity, and earth material used in construction AC sources

title: User:Codemail


text:
Wiki Campus Radio/Early sesssions

Raw audio needing edits

 * music by User:CQ (40.6 MB) --> dead air removed leaving 3.1 MB of music, see: [[Image:CQ music.ogg]]
 * Part 1 - freenode IRC tour by User:CQ (4.8 MB)
 * Part 2 - plans for WCR by User:CQ (11 MB)

Completed Test sessions
Help with ogg audio play.

Skype
Skype is one VoIP tool that is used by Wikimedians. Skype has been used to make the WikipediaWeekly podcasts. - December 1 2007 test recording ___________end of Skype proof-of-concept test section ___________

Completed sessions
Help with ogg audio play.

title: Wiki Campus Radio/Early sesssions


text:
User talk:Codemail

 Hello Codemail, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 17:21, 12 September 2009 (UTC)

wikipedia import
Hi, welcome and thanks for your contributions to Wikiversity. I'd like to let you know that we have a tool that can be used to Special:Import pages from other Wikimedia wikis. This preserves the history of the page which is required by the site license. If you'd like I can delete the page that you copied, and then use this tool to import the page with the revision history. You can then modify this new version of the page to create a learning resource here. In the future you can post a note to Import, as this tool can only be used by staff. Feel free to leave a note on my talk page, or leave a note at Request custodian action and someone will help you. --mikeu talk 13:40, 13 September 2009 (UTC)

title: User talk:Codemail


text:
Talk:Wiki Campus Radio/Active audio stream/2009-10-31

B9
None of these are really in keeping with the theme but they are in keeping with the sentiment: Dark is sweet B9hummingbirdhoverin'æ•ω•ॐ 17:44, 12 September 2009 (UTC)
 * http://en.wikipedia.org/wiki/Ligeia
 * http://haytom.us/showarticle.php?id=31
 * thanx for learnin me about: http://librivox.org/
 * this might b of value 4u http://en.wikisource.org/wiki/Ligeia
 * B9hummingbirdhoverin'æ•ω•ॐ 18:06, 12 September 2009 (UTC)


text:
User:AOM4642/questions

'''Will you be posting HW solutions for Ch. 5-10 before the test next week so we can review them?'''

I have posted the solutions for 6 and 7 on the main plaza page, just his morning. - Your TA

Due to file size constraints I could not upload every psychometrics chart from the Ch 3 HW, so if you have a specific problem from the HW you would like to see the chart for send me an email or leave me a message here. - Your TA

What value should we use for the R-value of Oak in problem 5.2?

You can either use a value taken off the internet(site your reference with the website) or use 0.711 /in - Your TA

Please right in any questions you have. Please leave your name so that I can contact you with an answer personally if need be. To do this just click on the edit this page tab and then type your question above the four dashes. Please type your question in bold faced text and I will answer questions here in plain text.

title: User:AOM4642/questions


text:
User talk:Egm6321.f09.TA

 Hello Egm6321.f09.TA, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 22:43, 12 September 2009 (UTC)

title: User talk:Egm6321.f09.TA


text:
User talk:Jtneill/Sandbox/Autoarchive/Archive/2009/Sep

Test message
Hi, this is a test message. -- Jtneill - Talk - c 03:17, 12 September 2009 (UTC)

 * Hi, this is a reply...   You might want to check out User_talk:Graeme_E._Smith.  It looks like User:ArchiveBot is asleep at the wheel.  The bot is probably programmed to only check a list (on the bot owner's hard drive) and doesn't seem to be taking new requests.  You could try contacting User:Sebmol.  --mikeu talk 03:24, 12 September 2009 (UTC)

 * Thanks for these leads Mike :) - Special:Contributions/ArchiveBot looks like it has recent edits, so will see what happens here - fingers crossed! -- Jtneill - Talk - c 03:35, 12 September 2009 (UTC)

 * Ah, I see (re-reading your comment) - will try User:Sebmol. -- Jtneill - Talk - c 03:36, 12 September 2009 (UTC)

 * I sent sebmol an email. --mikeu talk 03:43, 12 September 2009 (UTC)


text:
User talk:TimC~enwikiversity

 Hello TimC, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 04:04, 13 September 2009 (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 TimC. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name TimC~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:06, 18 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:24, 19 April 2015 (UTC)

title: User talk:TimC~enwikiversity